AQA Level 1/2 Certificate in Spanish Specification. For exams June 2014 onwards For certification June 2014 onwards

Transcripción

1 AQA Level 1/2 Certificate in Spanish Specification For exams June 2014 onwards For certification June 2014 onwards

2 Level 1/2 Specification Certificate in Spanish 8695

3 Our specification is published on our website ( We will let centres know in writing about any changes to the specification. We will also publish changes on our website. The definitive version of our specification will always be the one on our website, this may differ from printed versions. You can get further copies of this specification from: AQA Logistics Centre (Manchester) Unit 2 Wheel Forge Way Ashburton Park Trafford Park Manchester M17 1EH Or, you can download a copy from our website ( Copyright 2012 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications, including the specifications. However, registered centres for AQA are permitted to copy material from this specification booklet for their own internal use. The Assessment and Qualifications Alliance (AQA), is a company limited by guarantee registered in England and Wales (company number 64472), and a registered charity Registered address: AQA Devas Street, Manchester M15 6EX

4 Contents 1 Introduction 2 1a Why choose AQA? 2 1b Why choose AQA Certificate in Spanish 2 1c How do I start using this specification? 1d How can I find out more? 2 Specification at a Glance 4 Subject Content 5 a Topics 5 b Summary of assessment 5 c Grammar 8 d Vocabulary 9 4 Scheme of Assessment 28 4a Aims and learning outcomes 28 4b Assessment objectives (AOs) 28 4c National criteria 28 4d Previous learning requirements 29 4e Access to assessment: diversity and inclusion 29 4f Differentiation 29 4g Progression 29 5 Administration 0 5a Availability of assessment components and certification 0 5b Entries 0 5c Private candidates 0 5d Access arrangements, reasonable adjustments and special consideration 0 5e Examination language 1 5f Qualification title 1 5g Awarding grades and reporting results 1 5h Re-sits 1 Appendices 2 A Grade descriptions 2 B Spiritual, moral, ethical, social, legislative, sustainable development, economic and cultural issues, and health and safety considerations 4 C Overlaps with other qualifications 5 D Wider Key Skills 6 E Assessment criteria 7 1

5 1 Introduction 1 1a Why choose AQA? We are the United Kingdom s favourite exam board and more students get their academic qualifications from us than from any other board. But why are we so popular? We understand the different requirements of each subject by working with teachers. Our qualifications: help students achieve their full potential. are relevant for today s challenges. are manageable for schools and colleges. are easy to understand by students of all levels of ability. lead to accurate results, delivered on time. are affordable and value for money. We provide a wide range of support services for teachers, including: access to subject departments. training for teachers, including practical teaching strategies and approaches that work, presented by senior examiners. 24-hour support through our website and online with Ask AQA. past question papers and mark schemes. a wide range of printed and electronic resources for teachers and students. free online results analysis, with Enhanced Results Analysis. We are an educational charity focused on the needs of the learner. All our income is spent on improving the quality of our specifications, examinations and support services. We don t aim to profit from education, we want you to. If you are already a customer we thank you for your support. If you are thinking of joining us we look forward to welcoming you. 1b Why choose AQA Certificate in Spanish? The aims and objectives of this qualification are listed in Section 4a of the specification. The AQA Certificate in Spanish provides: alternative accreditation to GCSE. the opportunity to develop language skills in a variety of contexts suitable assessment for a wide age and ability range through Key Stage, Key Stage 4 and beyond. updated and manageable content to engage students and teachers and offers the possibility of incorporating a more vocational option to language study. similar content to the current AQA GCSE Spanish so as not to place an unnecessary burden upon teachers and resources. Listening and Reading assessments which also carry forward the structure of the AQA GCSE specification, offering continuity for teachers. answers a call for change from teachers and offers the possibility of a qualification which is entirely assessed through external assessment. a continuation of study from AQA s ELC and FCSE specifications and facilitates progression to further language study. Please also refer to section 4g of the specification. 2

6 1c How do I start using this specification? You need to register at askaqa.php to ensure that you receive regular updates and have access to mark schemes, past question papers, a whole range of teacher support materials and details of teacher support meetings. Once you have decided to enter students you need to tell us so we can make sure that you get all the material you need for the examinations. This is very important where examination material is sent to you before the final entry deadline. You can let us know by filling in the appropriate Intention to Enter and Estimated Entry forms. If your school/college is registered on e-aqa you will receive an prompting you to submit entry information on-line. If you are not e-aqa registered we will send copies to your exams officer. Both forms can be downloaded from our website ( If your school/college has not used AQA for any examinations in the past, please contact our centre approval team at centreapproval@aqa.org.uk. 1 1d How can I find out more? You can choose to find out more about this specification or the services that AQA offers in a number of ways. Ask AQA You have 24-hour access to useful information and answers to the most commonly asked questions at If the answer to your question is not available, you can submit a query through Ask AQA for our team. We will respond within 2 working days. Speak to your subject team You can talk directly to the languages subject team about this specification either by ing mfl@aqa.org.uk or by calling Teacher Support Meetings Details of the full range of our Teacher Support meetings are available on our website at There is also a link to our fast and convenient online booking system for our Teacher Support meetings at Latest information online You can find out more including the latest news, how to register for support and downloadable resources on our website at

7 2 Specification at a Glance The scheme of assessment is linear. There is an option of Foundation or Higher Tier in the Listening, Reading and Writing tasks. The Speaking component is untiered. 2 Paper 1 Listening (25%) Foundation or Higher 40 marks 40 marks 0 minutes 40 minutes +5 minutes reading time + 5 minutes reading time PLUS Paper 2 Reading (25%) Foundation or Higher 40 marks 40 marks 5 minutes 45 minutes PLUS Paper Speaking (25%) Untiered 45 marks maximum 9 minutes + 2 minutes preparation time PLUS Paper 4 Writing (25%) Foundation or Higher 0 marks 50 marks 0 minutes 60 minutes 4

8 Subject Content a Topics The specification is set out to cover four distinct topic areas. These topic areas apply to all four papers which are available at both Foundation and Higher Tier in Listening, Reading and Writing. Speaking is untiered. Students are expected to understand and provide information and opinions about these topic areas relating to their own experiences and that of other people including people in countries/communities where Spanish is spoken. Topic 1 Socialising Meeting people. Personal interests. Friendships and relationships. Topic 2 Travelling abroad Going on a trip. Holiday preferences and experiences. Being a guest and a host. Topic Being part of a community Home and local issues. School and college. Helping others. Topic 4 Making choices Lifestyle choices and impact. Material choices. Future plans and ambitions. b Summary of assessment Paper 1 Listening 25% of the marks Foundation 40 marks Higher 40 marks 0 minutes 40 minutes Students can be entered at either Foundation or Higher Tier, but not both. The test will be pre-recorded using native speakers. Each item will be heard twice. Students will be allowed to make notes during the test. The use of dictionaries will not be permitted. Students will be given 5 minutes reading time at the beginning of the test to give them time to read the questions. The Listening and Reading assessment tasks at Foundation Tier will be based on the Foundation and the General Vocabulary list. Students should also expect to encounter some unfamiliar vocabulary, but they will not be tested on it. Foundation and Higher Tier Students comprehension will be tested by a range of question types, normally requiring non-verbal responses or responses in English. The test will consist of items of varying length which will not place an undue burden on memory. For example, comprehension of announcements, short conversations, instructions, news bulletins and telephone messages plus some more extended material which may include reference to past, present and future events. Students will be expected to identify main points and extract details and opinions. The test will consist of a number of discrete items and will be marked according to a detailed mark scheme. Marks will be awarded if the student has satisfactorily communicated his or her understanding, even though the response may contain some errors. Higher Tier (only) In addition at Higher Tier the test will contain material which may include some complex, unfamiliar language in a range of registers, together with nonfactual and narrative material. Students will need to understand gist and detail, use context and other clues to interpret meaning, draw conclusions and summarise what they have heard. They will also be expected to recognise points of view, attitudes, emotions and to draw conclusions. 5

9 Paper 2 Reading 25% of the marks Foundation 40 marks Higher 40 marks 5 minutes 45 minutes Students can be entered at either Foundation or Higher Tier, but not both. The use of dictionaries will not be permitted. Foundation and Higher Tier Students comprehension will be tested by a range of question types, normally requiring non-verbal responses or responses in English. The test will consist of short items testing comprehension. For example: instructions, public notices, advertisements etc and some longer extracts from brochures, guides, letters, magazines, faxes, s and websites. These may include reference to past, present and future events. The Reading assessment tasks at Foundation Tier will be based on the Foundation and the General Vocabulary list. Students should also expect to encounter some unfamiliar vocabulary, but they will not be tested on it. Students will be expected to identify main points and extract details and opinions. The test will consist of a number of discrete items and will be marked according to a detailed mark scheme. Marks will be awarded if the student has satisfactorily communicated his or her understanding, even though the response may contain some errors. Higher Tier (only) In addition at Higher Tier the material may include some complex, unfamiliar language together with non factual and imaginative material, including narrative. Students will be expected to use their knowledge of grammar and structure in order to demonstrate understanding of specific points and of gist/main message. They will also be expected to recognise points of view, attitudes, emotions and to draw conclusions. Paper Speaking 25% of the marks 45 marks Maximum 9 minutes + 2 minutes preparation time. The Speaking test is untiered and externally set. The use of dictionaries will not be permitted. Students will attend a session of a maximum of 11 minutes (including 2 minutes preparation time). The test will be conducted and recorded by the teacher and marked by an AQA examiner. Students who are unable to talk for 9 minutes should not be compelled to continue discussions for the maximum time limit. The test will consist of two sections. Part 1 Photo Stimulus Card (maximum 5 minutes including 2 minutes preparation time) 15 marks Students will have two minutes supervised preparation time during which they should prepare one of the two cards given to them by the teacherexaminer. These will be based on the topics listed in Section a of the specification. Students will be asked the compulsory questions and the teacherexaminer will then ask his/her own additional questions to follow up. Teacher-examiners should ensure that the questions they prepare are appropriate to the ability of each student and allow him/her to gain full access to the assessment criteria. The assessment criteria should be shared with students so that they are fully aware of the requirements of the test. Teachers should study the material for Part one of the test. It is most important to prepare suitable questions which can be adapted both to the ability of the student and to the student s utterances when necessary. This cannot be achieved by the rigid use of a list of prepared questions. The questions on the stimulus card must be asked first and then supplemented with appropriate follow-up questions to enable a relevant discussion to take place. A maximum of minutes should be spent discussing the photo and its theme. Part 2 General Conversation (maximum 6 minutes) 0 marks The General Conversation will cover the two topics listed in the Teacher s Booklet. A maximum of minutes should be spent discussing each topic. Teacher-examiners should ensure that the questions asked in this section of the test are appropriate to the ability of each student and allow him/her to gain full access to the assessment criteria. The assessment criteria for the Speaking test can be found in Appendix E of this specification. A three week period will be timetabled for the Speaking test, during which schools/colleges will be free to test their students at any time. Detailed instructions for the teacher-examiner will be issued prior to the examination. In order that teacherexaminers may prepare for the tests, the examination 6

10 material may be opened up to three working days before the three week period. It is essential that the confidentiality of the examination materials is strictly maintained prior to, and throughout, the period of tests. Its content must not be disclosed to anyone not conducting the tests (especially students). The materials must be kept on the school s premises under secure storage and can only be accessed via the Examinations Officer. The school/college must ensure that the Speaking test is checked in and out of secure storage both during the preparation period and during the period of the tests. AQA relies on the professional integrity of teachers during this period. For further information please see the Modern Foreign Languages Instructions for the Conduct of the Examinations. Each year in the Spring term, AQA will provide face to face training meetings to support teachers in the conduct of the Speaking examination. These meetings will provide language specific examples of the speaking tests, best practice for the conduct of the tests and guidance on how to ensure that students have full access to the mark ranges of the assessment criteria. For further information and advice please see the Speaking test handbook which can be found in the Teacher Resource Bank on Part 4 Writing 25% of the marks Students can be entered at either Foundation or Higher Tier, but not both. The use of dictionaries will be permitted. Foundation Tier (0 marks) 0 minutes Students will be required to write in Spanish: Question 1 (10 marks) a message or other form of communication eg: writing an , a text, a blog which demonstrates their ability to write phrases/short sentences. Question 2 (20 marks) a text which offers the opportunity to write descriptively or imaginatively, expressing and explaining ideas and points of view eg: an article, a survey, a letter/ etc. Students choose either Question 2(a) or 2(b) each of which covers a different topic. Higher Tier (50 marks) 60 minutes Students will be required to write in Spanish: Question 1 (20 marks) a text which offers the opportunity to use a variety of vocabulary and structures and to express personal opinions. Students choose either Question 1(a) or Question 1(b) each of which covers a different topic. Question 2 (0 marks) a text which offers the opportunity to write descriptively or imaginatively, expressing and explaining ideas and points of view eg: an article, a survey, a letter/ etc. Students choose either Question 2(a) or 2(b) each of which covers a different topic. Foundation and Higher Tier For both Foundation and Higher Tier papers the questions and instructions will be in English. There will be some target language support at Foundation Tier and for Higher Tier Questions 1(a) and 1(b). Foundation Tier Question 2 and Higher Tier Question 1 are likely to require between 80 and 100 words each. Higher Tier Question 2 is likely to require between 150 and 200 words. The assessment criteria for the Writing test can be found in Appendix E of this specification. 7

11 c Grammar Students will be expected to have acquired knowledge and understanding of Spanish grammar during their course. In the examination they will be required to apply their knowledge and understanding, drawing from the following lists. The examples in brackets are indicative, not exclusive. For structures marked (R), only receptive knowledge is required. Foundation Tier Nouns: gender singular and plural forms Articles: definite and indefinite lo plus adjective (R) Adjectives: agreement position comparative and superlative: regular and mayor, menor, mejor, peor demonstrative (este, ese, aquel) indefinite (cada, otro, todo, mismo, alguno) possessive, short form (mi) possessive, long form (mío) (R) interrogative (cuánto, qué) Adverbs: formation comparative and superlative: regular interrogative (cómo, cuándo, dónde) adverbs of time and place (aquí, allí, ahora, ya) common adverbial phrases Quantifiers/Intensifiers (muy, bastante, demasiado, poco, mucho) Pronouns: subject object (R) position and order of object pronouns (R) reflexive relative: que relative: quien, lo que (R) disjunctive (conmigo, para mí) demonstrative (éste, ése, aquél, esto, eso, aquello) indefinite (algo, alguien) interrogative (cuál, qué, quién) Verbs: regular and irregular verbs, including reflexive verbs all persons of the verb, singular and plural modes of address: tú and usted radical-changing verbs negative forms interrogative forms reflexive constructions (se puede, se necesita, se habla) uses of ser and estar tenses: present indicative present continuous preterite imperfect: in weather expressions with estar, hacer imperfect (R) immediate future future (R) perfect: most common verbs only conditional: gustar only in set phrases pluperfect (R) gerund (R) imperative: common forms including negative subjunctive, present (R) in certain exclamatory phrases ( Viva! Dígame!) subjunctive, imperfect: quisiera impersonal verbs: most common only Prepositions: common, including personal a por and para Conjunctions: common, including y, pero, o, porque, como, cuando Number, quantity, dates Time: use of desde hace with present tense (R) Higher Tier All grammar and structures listed for Foundation Tier, as well as: Articles: lo plus adjective Adjectives comparative and superlative possessive, short and long forms (mi, mío) relative (cuyo) 8

12 Adverbs: comparative and superlative Pronouns: object position and order or object pronouns relative: all other uses including quien, lo que, el que, cual possessive (el mío, la mía) Verbs: tenses: future imperfect imperfect continuous perfect d Vocabulary The minimum core Vocabulary Lists are primarily intended as a guide for teachers to assist in the planning of schemes of work. The Listening and Reading assessment tasks at Foundation Tier will be based on the Foundation List and the General Vocabulary List; students should also expect to encounter some unfamiliar vocabulary, but they will not be tested on it. The Listening and Reading assessment tasks at Higher Tier will be based on the Foundation and Higher Lists and the General Vocabulary List; in addition students should also expect to encounter some unfamiliar vocabulary, and may be tested on it, provided that it can be accessed through communication strategies. Vocabulary listed in the Grammar Section can also be tested but it is not listed in the minimum core Vocabulary Lists. Students will be expected to understand words which have the same or very similar form in the language as in the English, provided that such words have essentially the same meaning in both languages. Such words are not listed in the minimum core Vocabulary Lists. Students will be expected to be familiar with feminine and plural forms of nouns/adjectives where these are not given. General Vocabulary Students will be expected to use and understand the general vocabulary listed below. The vocabulary is not restricted to specific settings and can occur in any of the topic areas listed in the specification. pluperfect conditional passive voice (R) gerund present subjunctive: imperative, affirmation and negation, future after conjunctions of time (cuando), after verbs of wishing, command, request, emotion, to express purpose (para que) imperfect subjunctive (R) Time: use of desde hace with present tense use of desde hace with imperfect tense (R) Foundation Tier General Vocabulary Comparisons Comparatives and superlatives of adjectives and adverbs listed in the vocabulary list. bastante bien demasiado descripción, la igual que más (que) máximo mayor mayoría, la mejor menor menos (que) mínimo mismo muy parecido a peor poco (eg poco ruidoso) por ejemplo similar tan como tanto como comparar 9

13 Conjunctions a pesar de así que aun (si) aunque como cuando incluso mientras (que) o/u pero por eso por lo tanto porque pues si sin embargo tal vez también y/e ya (que) Connectives además aparte de claro que por un lado /por otro lado por una parte / por otra parte Prepositions a con de en hacia hasta para por según sin Negatives ni ni nada nadie ninguno no = not nunca sino tampoco Important verbs dar deber = must estar hacer hay hay que ir ir a + inf. ocurrir oír pasar = to happen poder poner querer = to want; to love quisiera ser soler tener tener lugar tener que Alphabet Students should be familiar with the Spanish alphabet and should be able to spell words and names. Numbers All cardinal numbers Ordinal numbers primero segundo tercero cuarto = fourth quinto Other expressions unos (diez) = about (10) docena, una par, un número, el Question words Adónde? Cómo? Cuál(es)? Cuándo? Cuánto? Cuántos? De dónde? De quién? Dónde? Por dónde? Por qué? Qué? Quién? Common questions A qué hora? Cuánto cuesta(n)? Cuánto es? Cuánto vale(n)? Cuántos años tiene(s)? De qué color? Dónde está? Para / Por cuánto tiempo? Qué día? Qué fecha? Qué hora es? Greetings and exclamations Basta! Bienvenido! Buen viaje! Buena suerte! Claro! Cuidado! Felices Pascuas! Felicidades! Felicitaciones! Feliz Año Nuevo! Feliz cumpleaños! Feliz Navidad! Olé! Que aproveche! Que lo pase(s) bien! Qué bien! Qué (+ adjective)! Qué horror! 10

14 Qué (+ noun)! Qué pena! Qué va! Socorro! Cómo está(s)? De veras? Qué hay? Qué pasa? Qué tal? Adiós Buenas noches Buenas tardes Buenos días De nada Encantado Gracias Hasta el (lunes) Hasta luego Hasta mañana Hasta pronto Hola Lo siento Mucho gusto Perdón Perdone Por favor Saludos Sí Vale Opinions aburrido aceptable afortunado agradable antiguo barato bonito bueno calidad, la caro decepcionado decepcionante desafortunadamente desagradable desventaja, la diferencia, la diferente difícil dificultad, la distinto divertido duro económico emocionante encantador entretenido especial estupendo estúpido excelente extraordinario fácil famoso fantástico fascinante fatal favorable favorito fenomenal feo genial = brilliant, great hermoso horroroso ideal importante imposible impresionante increíble inseguro interesante inútil justo mal malo moderno negativo nuevo onda (en la) opinión la/en mi perfecto pesado posible positivo precioso preferido raro regular ridículo seguro sorprendido típico tonto tranquilo único útil ventaja, la viejo adorar alegrar(se) adorar creer decir desear detester encantar esperar = to hope estar de acuerdo gustar interesarse necesitar odiar opinar parecer pasarlo bien / mal pensar preferir Expressions of time Days of the week lunes, el martes, el miércoles, el jueves, el 11

15 viernes, el sábado, el domingo, el The seasons primavera, la verano, el otoño, el invierno, el Months of the year enero febrero marzo abril mayo junio julio agosto se(p)tiembre octubre noviembre diciembre The clock Numbers 1 60 a eso de a tiempo en punto exactamente hora, la horario, el media hora medianoche, la mediodía, el menos/y menos cuarto minuto, el segundo, el y cuarto y media Other time expressions a menudo a partir de aproximadamente a veces ahora al mismo tiempo algunas veces anoche año, el antes (de) ayer cada (x) días/horas casi de a de momento de nuevo = again de vez en cuando después desde desde hace despacio día, el durante durar en ese/este momento en seguida entonces esta (noche) fecha, la fin de semana, el final, al finalmente frecuente futuro (adj.) futuro, el generalmente hace (+ time) hora, la hoy inmediatamente lento los lunes, etc. luego mañana = tomorrow mañana, la = morning mes, el momento, el mucho tiempo noche, la normalmente otra vez pasado, el pasado (adj.) pasado mañana permanente por año, etc por lo general al principio pronto = soon próximo que viene, el mes, etc. quince días = fortnight rápido raramente rato, el segundo, el semana, la siempre siglo, el siguiente sobre solamente solo tarde = late tarde, la = afternoon, evening temprano tener prisa tiempo, el = time todas las (semanas) todavía todos los (días) último vez, una veces, dos / tres, etc volver a + inf.. Location and distance abajo (de) adelante afuera (de) ahí al final (de) allá allí alrededor (de) 12

16 aquí arriba (de) atrás céntrico centro, en el _ (de) cerca (de) debajo (de) delante (de) dentro (de) derecha, a la _ derecho, (todo) _ = straight ahead detrás (de) dirección, la = direction distancia, la en / por todas partes en las afueras encima (de) enfrente (de) entre este, el exterior, el fondo, en el/al fuera (de) interior, el izquierda, a la _ kilómetro, el lado, al _ (de) lejos (de) lugar, el medio (de), en (el) _ metro, el = metre norte, el oeste, el sitio, el = place sobre sur, el todo recto estar situado estar a (x) (kilómetros ) de estar a (x) minutos de Colours amarillo azul blanco claro = light color, el gris marrón morado naranja, (color) negro oscuro pálido rojo rosa rosado verde violeta vivo = vivid, bright Weights and measures alcanzar alto altura, la ancho ancho, el bajo = low; short bolsa, la bote, el botella, la caja, la = box cantidad, la cartón, el = carton centímetro, el completo cuarto, un = quarter delgado doble, el estrecho gordo gramo, el grande litro, el lleno mediano medio mitad, la mucho paquete, el pequeño peso, el poco, un ración, la suficiente tamaño, el bastar medir pesar Shapes cuadrado forma, la redondo Weather buen/mal tiempo caliente calor, el caluroso cielo, el clima, el frío, el grado, el hielo, el lluvia, la niebla, la nieve, la nube, la nuboso seco sol, el temperatura, la templado tiempo, el = weather tormenta, la viento, el hacer (frío) llover Pets animal doméstico, el caballo, el canario, el cobaya, la conejo, el gato, el 1

17 mascota, la pájaro, el periquito, el perro, el pez, el ratón el tortuga, la Access abierto abrir acceso, el cerrado cerrar gratis gratuito libre = free necesario necesitar prohibido prohibir Correctness cierto correcto exacto falso falta, la = error mentira, la razón, la verdad, la mentir tener razón Materials cristal, el = glass, crystal madera, la oro, el papel, el piel, la = leather, skin plástico, el plata, la vidrio, el Common abbreviations Sr = señor Sra. = señora Srta. = señorita c/ = calle 1 = primero (2,, etc.) 1ª = primera (2ª, ª, etc.) Dr. = doctor Dra. = doctora Renfe/RENFE Ada. = avenida Higher Tier General Vocabulary es decir sin duda Negatives jamás ya no Important verbs acabar de + inf. hacerse = to become irse volverse = to become Greetings and exclamations Enhorabuena! Qué asco! Qué vergüenza! Atentamente Con permiso saludar Opinions apropiado entretenido espléndido injusto maravilloso profundo sencillo aburrirse aprovechar(se) alegrar(se) dar igual decepcionar disfrutar divertirse dudar estar a favor estar en contra estar harto de fastidiar justificar ponerse de acuerdo quedar en querer decir reconocer sentir(se) valer la pena Other time expressions a diario a mediados de a partir de breve de repente dentro de (x) (horas) día festivo, el día laborable, el diariamente estación, la = season mientras (que) mientras tanto pocas veces por fin principio, al reciente(mente) tardar últimamente Location and distance a un paso (de) aislado contra encontrarse = to be situated Weights and measures bastar lata, la medida, la talla, la tamaño, el trozo el vacío 14

18 Weather hombre, el divorciado caluroso identidad, la separado chubasco, el despejado estable fresco húmedo nublado pronóstico, el seco sombra, la tormentoso trueno, el helar mojar(se) Access hacer falta ocupado = engaged; occupied permitir prohibir Correctness equivocado mentiroso verdadero corregir estar equivocado Materials algodón, el cerámica, la cuero, el lana, la piel, la = leather, skin seda, la tela, la vidrio, el Foundation Tier TOPIC 1: SOCIALISING Meeting people Identity apellido, el carnet de identidad, el chico, el edad, la joven, el muchacho, el mujer, la = woman nacido nacimiento, el nacionalidad, la nombre, el persona, la señor, el señora, la señorita, la conocer llamarse nacer tener... años Family members abuelo, el bebé, el familia, la hermanastro, el hermano, el hijo (único), el madrastra, la madre, la mamá, la marido, el miembro, el mujer, la = wife nieto, el niño, el padrastro, el padre, el padres, los = parents papá, el primo, el tío, el Different family situations adolescente = adolescent adolescente, el = teenager adulto adoptivo casado Relationships with family and friends amigo, el amor, el beso, el conflicto, el discusión, la generación, la gente, la invitación, la persona, la reunión, la besar conversar dar las gracias desaparecer discutir hablar Physical appearance anciano (adj) anciano, el aspecto, el barba, la bigote, el boca, la calvo castaño corto gafas, las guapo joven largo liso moreno nariz, la ojo, el oreja, la pecas, las pelirrojo pelo, el rizado rubio 15

19 describir llevar (puesto) parecerse a ponerse tener (el pelo... / los ojos...) Character and personality activo agresivo alegre amable animado antipático carácter, el cómico contento creativo deportivo egoísta extrovertido formal = polite fuerte generoso gracioso hablador honesto impaciente independiente injusto inteligente introvertido justo loco nervioso optimista organizado paciente perezoso personalidad, la pesimista práctico prudente puntual reservado responsable serio sincero simpático tímido tolerante tonto triste violento llevarse bien/mal con Personal interests At home batería, la = drums canción, la cantante, el cartas, las = playing cards descanso, el dibujos animados, los discoteca la documental, el fiesta, la = party guitarra, la historia, la = story instrumento, el ipod, el juego, el música, la noticias, las novela, la pasatiempo, el periódico, el programa de concursos, el programa de entrevistas, el revista, la romántico serie, la telenovela, la tiempo libre, el coleccionar escuchar jugar leer montar recibir saber tratarse de tocar = to play (an instrument) ver Outside the home actividad, la actriz, la atlético alpinismo, el apto ambiente, el artista, el atleta, el atletismo, el baile, el baloncesto, el bicicleta / bici, la campeón, el campeonato, el ciclismo, el ciencia ficción, la comedia, la concurso, el copa, la = cup, trophy de acción de aventura deporte, el deportista entrada, la = ticket equipo, el = team espectáculo, el el esquí estadio, el estrella, la footing, el fútbol, el gol, el grupo, el halterofilia la Juegos Olímpicos, los jugador, el juntos monopatín, el natación, la partido, el 16

20 paseo, el patinaje, el película, la paraguïsmo, el pesca, la ping-pong, el pista de hielo, la premio, el público (adj.) el snowboard socio, el taquilla, la = box office tenis, el tipo, el vela, la videoclub, el voleibol, el aceptar bailar cantar correr esperar = to wait ganar = to win hacer ( + sport) invitar marcar (un gol) = to score montar a caballo nadar organizar participar pasear patinar perder = to lose; to miss pescar practicar salir tener ganas venir Communications and technology archivo, el arroba carta, la cibercafé, el conversación, la correo basura, el correo electrónico, el correo, el correspondencia, la dirección, la = address descargar DVD el Internet laptop el línea, la llamada, la mensaje (de texto), el móvil, el (teléfono) mp el ordenador, el página web, la = web page pantalla, la programa, el programador, el punto = dot puntocom =.com red la red social, una sala de chat, la sello, el = stamp siteo en/de internet videojuego, el conectar chatear desconectar enviar grabar mandar (un mensaje de texto) mantenerse en contacto con navegar recibir surfear en/por el internet/la web usar utilizar Higher Tier TOPIC 1: SOCIALISING Meeting people Identity demás, los documentación, la Family members esposo, el gemelo, el parientes, los sobrino, el Different family situations familia adoptiva, la huérfano, el jubilado madre soltera, la soltero viudo adoptar divorciarse jubilarse separarse Relationships with family and friends barrera generacional, la cariño, el compañero, el confianza, la género, el = gender independencia, la influencia, la pelea, la vecino, el aguantar apoyar confiar disculpar(se) enfadar(se) llorar pelear(se) meter perdonar prometer 17