aqa-gcse italian specicification

8/6/2019 AQA-Gcse Italian Specicification

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GCSESpecifcation

ItalianFull Course or exams June 2011 onwardsand certifcation June 2011 onwards

Short Course or exams June 2011 onwards

and certifcation June 2011 onwards


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This specication will be published annually on our website (http://www.aqa.org.uk). We will notiy centres in writingo any changes to this specication. We will also publish changes on our website. The version o the specication on ourwebsite will always be the most up to date version, although it may be dierent rom printed versions.

Vertical black lines indicate a signicant change or addition to the previous version o this specication.

You can get urther copies o this specication rom:

AQA Logistics Centre (Manchester)Unit 2Wheel Forge Way

Ashburton ParkTraord ParkManchesterM7 EH

or you can download it rom our website (http://www.aqa.org.uk)

Copyright 2008 AQA and its licensors. All rights reserved.

COPYRIGHTAQA retains the copyright on all its publications, including the specications. However, registered centres or AQA arepermitted to copy material rom this specication booklet or their own internal use.

The Assessment and Qualications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a

registered charity (number 073334).

Registered address AQA, Devas Street, Manchester M5 6EX. Dr Michael Cresswell Director General.
http://www.aqa.org.uk/http://www.aqa.org.uk/http://www.aqa.org.uk/http://www.aqa.org.uk/


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GCSE Italian or teaching rom September 2009 onwards (version .2)

Introduction 3

. Why choose AQA? 3.2 Why choose Italian? 3

.3 How do I start using this specication? 4

.4 How can I nd out more? 4

2 Specication at a Glance 5

3 Subject Content 6

3. Contexts and purposes 6

3.2 Unit : Italian listening 4630F; 4630H 7

3.3 Unit 2: Italian reading 46302F; 46302H 83.4 Unit 3: Italian speaking 46303 9

3.5 Unit 4: Italian writing 46304 3

3.6 Grammar 6

3.7 Communication strategies 8

3.8 Vocabulary 2

4 Scheme o Assessment 54

4. Aims and learning outcomes 54

4.2 Assessment Objectives 54

4.3 National criteria 55

4.4 Prior learning 55

4.5 Access to assessment: diversity and inclusion 55

5 Administration 56

5. Availability o assessment units and certication 56

5.2 Entries 56

5.3 Private candidates 57

5.4 Access arrangements and special consideration 57

5.5 Language o examinations 57

5.6 Qualication titles 57

5.7 Awarding grades and reporting results 58

5.8 Re-sits and shel-lie o unit results 59

Contents


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6 Controlled Assessment Administration (Speaking) 60

6. Authentication o controlled assessment work 606.2 Malpractice 60

6.3 Teacher standardisation 6

6.4 Internal standardisation o marking 6

6.5 Annotation o controlled assessment work 6

6.6 Submitting marks and sample work or moderation 62

6.7 Factors aecting individual candidates 62

6.8 Retaining evidence 62

7 Moderation 63

7. Moderation procedures 63

7.2 Consortium arrangements 63

7.3 Post-moderation procedures 63

8 Controlled Assessment Administration (Writing) 64

8. Authentication o controlled assessment 64

8.2 Malpractice 64

8.3 Teacher support 65

8.4 Factors aecting individual candidates 65

Appendices A Grade Descriptions 66

B Spiritual, Moral, Ethical, Social, Legislative, Sustainable

Development, Economic and Cultural Issues,

and Health and Saety Considerations 67

C Overlaps with other Qualications 68

D Key Skills 69

E Controlled Assessment Exemplar Tasks or Speaking 70

F Controlled Assessment Exemplar Tasks or Writing 73


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. Why choose AQA?

Introduction

AQA is the UKs avourite exam board and morestudents receive their academic qualications romAQA than rom any other board. But why is AQA sopopular?

AQA understands the dierent requirements o eachsubject by working in partnership with teachers. OurGCSEs:

enable students to realise their ull potential

contain engaging content

are manageable or schools and colleges

are accessible to students o all levels o ability

lead to accurate results, delivered on timeare aordable and value or money.

AQA provides a comprehensive range o supportservices or teachers:

access to subject departments

training or teachers including practical teachingstrategies and approaches that really workpresented by senior examiners

personalised support or Controlled Assessment

24 hour support through our website and onlineAsk AQA

past question papers and mark schemes

comprehensive printed and electronic resources

or teachers and studentsAQA is an educational charity ocused on the needso the learner. All our income goes towards operatingand improving the quality o our specications,examinations and support services. We dont aim toprot rom education we want you to.

I you are an existing customer then we thank you oryour support. I you are thinking o moving to AQAthen we look orward to welcoming you.

.2 Why choose Italian?To develop language skills in a variety o contexts.

Flexible, unitised structure allows students tomaximise achievement.

Choice o contexts and purposes or Writing andSpeaking units.

Listening and Reading assessments carryorward structure o existing specication, oeringcontinuity or teachers.

Embraces opportunities oered by new subjectcriteria to lessen the stress o assessment inSpeaking.

Builds on the KS3 study and prepares studentsor urther study, eg. Short Course leading to FullCourse; Full Course to AS; then AS to A2 etc.


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Already using the existing AQA Italianspecifcation?

Register to receive urther inormation, such asmark schemes, past question papers, details oteacher support meetings, etc, athttp://www.aqa.org.uk/rn/askaqa.phpInormation will be available electronically or inprint, or your convenience.

Tell us that you intend to enter candidates. Thenwe can make sure that you receive all the materialyou need or the examinations. This is particularly

important where examination material is issuedbeore the nal entry deadline. You can let usknow by completing the appropriate Intention toEnter and Estimated Entry orms. We will sendcopies to your Exams Ocer and they are alsoavailable on our website(http://www.aqa.org.uk/admin/p_entries.php).

.3 How do I start using this specication?

Not using the AQA specifcationcurrently?

Almost all centres in England and Wales useAQA or have used AQA in the past and areapproved AQA centres. A small minority are not.I your centre is new to AQA, please contact ourcentre approval team [email protected]

.4 How can I nd out more?

Ask AQAYou have 24-hour access to useul inormation andanswers to the most commonly-asked questions athttp://www.aqa.org.uk/rn/askaqa.php

I the answer to your question is not available, youcan submit a query or our team. Our target responsetime is one day.

Teacher SupportDetails o the ull range o current Teacher Supportmeetings are available on our website athttp://www.aqa.org.uk/support/teachers.php

There is also a link to our ast and convenient onlinebooking system or Teacher Support meetings athttp://events.aqa.org.uk/ebooking

I you need to contact the Teacher Support team,you can call us on 0483 477860 or email us [email protected]
http://www.aqa.org.uk/rn/askaqa.phphttp://www.aqa.org.uk/admin/p_entries.phpmailto:[email protected]://www.aqa.org.uk/rn/askaqa.phphttp://www.aqa.org.uk/support/teachers.phphttp://events.aqa.org.uk/ebookingmailto:[email protected]:[email protected]://events.aqa.org.uk/ebookinghttp://www.aqa.org.uk/support/teachers.phphttp://www.aqa.org.uk/rn/askaqa.phpmailto:[email protected]://www.aqa.org.uk/admin/p_entries.phphttp://www.aqa.org.uk/rn/askaqa.php


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2 Specication at a Glance

Italian

Short Course

in Spoken

Language

4631

Unit 1: Listening

46301F; 46301HExamination 40%

Either

Foundation Tier: 30 minutes

(+ 5 minutes reading time)

or

Higher Tier: 40 minutes(+ 5 minutes reading time)

Unit 3: Speaking

46303

Controlled Assessment 60%

(internally assessed)

Two tasks submitted for

moderation

plus

Italian

Short Course

in Written

Language

4632

Unit 2: Reading

46302F; 46302H

Examination 40%

Either


or

Higher Tier: 50 minutes

Unit 4: Writing

46304


(externally assessed)


marking

plus

Unit 1: Listening

46301F; 44301H

Examination 20%

Either



or



Unit 3: Speaking

46303


(internally assessed)


moderation

Italian

Full Course

4633

Unit 2: Reading

46302F; 46302H

Examination 20%

Either


or


Unit 4: Writing

46304


(externally assessed)


marking

Candidates may be entered or either Foundation or Higher in Listening and Reading, but not both; egFoundation Tier Listening and Higher Tier Reading. Controlled Assessment is untiered.


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The Contexts and Purposes below apply to all ourunits, although or Speaking and Writing centresand/or students may choose a context or purpose otheir own.

The purposes are presented according to thecontexts and topics in which they may occur. It willbe possible or students to carry out these purposesusing the linguistic structures and vocabulary listedin the specication together with the communicationstrategies.

The purposes are not dened by tier and all purposes

should be seen as available, at diering levels oullment, at both Foundation and Higher. Somepurposes assume situations where requirements andresponses are generally predictable and use amiliarlanguage. Other purposes involve general issuesand opinions which can be treated in more or lesscomplex ways with dierent groups o learners andallow or dierentiated levels o response rom mixedability groups. For all purposes, students will beexpected, as they progress linguistically, to:

cope with a greater degree o unpredictability;

deal with a widening range o potential problems;

understand and use more accurately a widening

range o vocabulary and structures, includingsome unamiliar language;

understand issues and opinions;

discuss issues and give opinions;

give ull descriptions and accounts.

The purposes are described with respect to individualcontexts (eg Liestyle) and within particular topics(eg Relationships and Choices). Purposes should beconsidered transerable, as appropriate, to any othercontext or topic.

Understand and provide inormation andopinions about these contexts relating to the

students own Liestyle and that o other people,including people in countries/communitieswhere Italian is spoken.

Liestyle

Health

Healthy and unhealthy liestyles and theirconsequences

Relationships and Choices

Relationships with amily and riends

Future plans regarding: marriage/partnership

Social issues and equality

Understand and provide inormation andopinions about these contexts relating to thestudents own Leisure and that o other people,

including people in countries/communitieswhere Italian is spoken.

Leisure

Free Time and the Media

Free time activities

Shopping, money, ashion and trends

Advantages and disadvantages o new technology

HolidaysPlans, preerences, experiences

What to see and getting around

Understand and provide inormation and

opinions about these contexts relating to thestudents own Home and Environment and thato other people, including people in countries/

communities where Italian is spoken.

Home and Environment

Home and Local Area

Special occasions celebrated in the home

Home, town, neighbourhood and region, where itis and what it is like

Environment

Current problems acing the planet

Being environmentally riendly within the homeand local area

Understand and provide inormation and

opinions about these contexts relating to thestudents own Work and Education and thato other people, including people in countries/

communities where Italian is spoken.

Work and EducationSchool/College and Future Plans

What school/college is like

Pressures and problems

Current and Future Jobs

Looking or and getting a job

Advantages and disadvantages o dierent jobs

3. Contexts and purposes

3 Subject Content


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3.2 Unit : Italian listening 4630F; 4630H

Students can be entered or either Foundation orHigher, but not both.

20% o the marks

Foundation Tier 30 minutes 35 marks

The test will be pre-recorded using native speakers.Only material which is appropriate to the spokenlanguage will be used in the tests. Each item will beheard twice. Students comprehension will be testedby a range o question types, normally requiringnon-verbal responses or responses in English.Students will be allowed to make notes during the

test. Students will be given 5 minutes reading timeat the beginning o the test, beore the recording isplayed, to give them time to read the questions.

The test will consist o items o varying length which willnot place an undue burden on memory. Comprehensiono announcements, short conversations, instructions,short news items and telephone messages will berequired, together with some material which will belonger and may include reerence to past, present anduture events and some unamiliar language. Studentswill be expected to identiy main points and extractdetails and points o view.

The use o dictionaries will not be permitted.

The tests will consist o a number o discrete itemsand will be marked according to a detailed markscheme.

The students perormance will be assessed accordingto the eectiveness with which he/she is able to carryout the tasks based on what he/she has heard.

The appropriate mark(s) will be awarded i thestudent has satisactorily communicated his or herunderstanding, even though the response maycontain some errors.

Higher Tier 40 minutes 40 marks

The test will be pre-recorded using native speakers.Only material which is appropriate to the spokenlanguage will be used in the tests. Each item will beheard twice. Students comprehension will be testedby a range o question types, normally requiringnon-verbal responses or responses in English.Students will be allowed to make notes during thetest. Students will be given 5 minutes reading timeat the beginning o the test, beore the recording isplayed, to give them time to read the questions.

The test will contain items common to those inFoundation and also material which will include somecomplex, unamiliar language in a range o registers,together with non-actual and narrative material.Students will be expected to understand discussiono a wide range o issues. They will also need tounderstand gist and detail, identiy and extract mainpoints, use context and other clues to interpretmeaning, draw conclusions and summarise what theyhave heard.


The tests will consist o a number o discrete itemsand will be marked according to a detailed mark

scheme.

The students perormance will be assessedaccording to the eectiveness with which he/she isable to carry out the tasks based on what he/she hasheard.

The appropriate mark(s) will be awarded i thecandidate has satisactorily communicated his orher understanding, even though the response maycontain some errors.


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3.3 Unit 2: Italian reading 46302F; 46302H

Students can be entered or either Foundation orHigher, but not both.

20% o the marks

Foundation Tier 30 minutes 35 marks

Only material which is appropriate to the writtenlanguage will be used in the test. Studentscomprehension will be tested by a range o questiontypes, normally requiring non-verbal responses orresponses in English.

The test will consist o short items testing

comprehension o instructions, public notices andadvertisements together with some longer extracts rombrochures, guides, letters, newspapers, magazines,books, axes, email and web sites which may includereerence to past, present and uture events andwill include some unamiliar language. A number oquestions will be set on the material to test studentsability to identiy key points and extract specic details.


The tests will consist o a number o discrete items andwill be marked according to a detailed mark scheme.

The students perormance will be assessed according

to the eectiveness with which he/she is able to carryout the tasks based on what he/she has read.


Higher Tier 50 minutes 45 marks

Only material which is appropriate to the writtenlanguage will be used in the test. Studentscomprehension will be tested by a range o questiontypes, normally requiring non-verbal responses orresponses in English.

The test will contain items common to those inFoundation and also material which will include somecomplex, unamiliar language in a range o registers,together with non-actual and imaginative materialincluding narrative. Students will be expected to

use their knowledge o grammar and structure indemonstrating understanding o specic points ando gist/the main message. They will also be expectedto recognise points o view, attitudes and emotionsand to draw conclusions.


The tests will consist o a number o discrete itemsand will be marked according to a detailedmark scheme.

The students perormance will be assessed accordingto the eectiveness with which he/she is able to carryout the tasks based on what he/she has read.



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3.4 Unit 3: Italian speaking 46303

30% o the marks 60 marks

Students will complete two controlled assessmenttasks. These tasks are untiered. Dierentiation is byoutcome, not by task. These may be drawn rom theexemplar tasks we provide or they may be adaptedby teachers or their students. Teachers may alsodevise their own tasks.

Both tasks will be in the orm o a dialogue. Thetasks will be marked by the teacher and submittedto AQA or moderation. The work o individualstudents may be inormed by working with othersbut they must provide an individual response.Students must not submit the same task orSpeaking and Writing.

Assessment Criteria Per Task

Marks

Communication 0

Range and Accuracy o Language 0

Pronunciation and Intonation 5

Interaction and Fluency 5

TOTAL 30

Marks Communication

9 0 Very Good

Inormation, ideas and points o vieware presented and explained withcondence. Can narrate events whenappropriate.

7 8 Good

A good amount o inormation andpoints o view are conveyed and

regularly developed.

5 6 Sucient

A reasonable amount o inormationand points o view are conveyed andsometimes developed.

3 4 Limited

Some simple inormation and opinionsare conveyed.

Few responses are developed.

2 Poor

Little relevant inormationcommunicated. Very ew appropriateresponses are developed.

0 No relevant inormation conveyed.A zero score.


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MarksRange and Accuracy

o Language

9 0 A wide range o vocabulary, complexstructures and a variety o verbtenses. Errors usually appear inmore complex structures.

7 8 A range o vocabulary; somecomplex structures and a variety overb tenses attempted, though notalways well ormed. Some errorsoccur but the message is clear.

5 6 Limited vocabulary; sentences

generally simple but occasionallymore complex. Errors are quiterequent, but the language is moreaccurate than inaccurate.

3 4 Very limited vocabulary; short,simple sentences. Errors veryrequent.

2 Isolated words o vocabulary.Occasional short phrases. Errorsoten impede communication.

0 No language produced is worthy ocredit.

Marks Pronunciation and Intonation

5 Consistently good accent andintonation.

4 Generally good.

3 Generally accurate but someinconsistency.

2 Understandable, but comprehensionis sometimes delayed.

Barely understandable, makingcomprehension dicult.

0 No language produced is worthy o credit.

Marks Interaction and Fluency

5 Responds readily and showsinitiative. Conversation sustainedat a reasonable speed, languageexpressed fuently.

4 Answers without hesitation andextends responses beyond theminimum with some fow olanguage.

3 Ready responses; some evidence o an ability to sustain a conversation;little i any initiative.

2 Some reaction. Sometimes hesitant,little natural fow o language.

Little reaction. Very hesitant and

disjointed.

0 No language produced is worthy o credit.

The marks awarded or Range and Accuracy o Language, Pronunciation and Intonation, Interaction andFluency must not be more than one band higher than the mark awarded or Communication. (See tablesbelow).

A mark o zero or Communication will automatically result in a zero score or the task as a whole.


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Communication

Marks or each o

Pronunciation and Intonation

and Interaction and Fluency

Marks or Range and

Accuracy

o Language

0 0 0

2 2 4

34 3 6

56 4 8

78 5 0

90 5 0

Controlled Assessment Tasks

See Appendix E or exemplar tasks.

Task Setting Limited Control

Students are required to complete two tasks, o equalweighting. Teachers may use the exemplar tasksprovided in Appendix E o this specication, may usean adapted version o these exemplar tasks or may

devise tasks which meet students individual learningneeds or interests.

Adapting Exemplar Tasks

Teachers may adapt the exemplars in theollowing ways.

Exemplar A (i) the task must be an interview.It could be adapted to be an interview with, orexample, a celebrity. Please see Appendix E,Exemplar A (ii).

Exemplar B (i) the task must be a conversation.The exemplar is drawn rom the context Leisure.

It could be adapted to be a conversationdrawn rom a dierent context, eg a specialoccasion celebrated in the home rom Homeand Environment, or rom a dierent aspect othe Leisure context, eg Holidays. It could bedrawn rom outside the range o contexts listedin the specication. Please see Appendix E,Exemplar B (ii).

Controlled assessment advisers will be available toprovide guidance to centres.

Devising Tasks

Teachers may choose to devise their own

tasks. When devising their own tasks, teachersmust ensure that students aiming to achievegrades C and above use a variety o structureswhich may relate to past and uture events and

express points o view, present inormation andshow ability to deal with some unpredictableelements. For those students aiming to achievegrade A, teachers must ensure that tasks oerthe opportunity to express and explain ideasand points o view, to narrate events, producingextended sequences o speech. For studentsaiming to achieve grade F, teachers must ensurethat tasks oer the opportunity to take part insimple conversations, present simple inormation

and express opinion.


Teacher-devised tasks do not need to be drawn romthe range o contexts listed in the specication.

General

Centres must submit dierent tasks every twoyears. This applies to the use o AQA exemplartasks, adapted exemplar tasks and teacher-devisedtasks.

Centres must submit dierent tasks or Speaking and

Writing.

Task Taking Medium Control

All three stages below must be completed underinormal supervision. This means that supervisionmust be sucient to ensure that plagiarism does nottake place. The work o individual students may beinormed by working with others, eg in conversationalgroups but students must provide an individualresponse.

Stage One

This stage reers to the general teaching and learningactivities carried out in preparation or receiving thetask. There is no time limit or this stage. Studentsmay make use o reerence materials and resources


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o all kinds including course books, dictionaries andinternet resources as part o these teaching and

learning activities.The teachers involvement is not limited at thisstage.

Stage Two

This stage begins when students are given thetask. The teacher should discuss the task withthe students, including the kind o language theymight need and how to use their preparatory work.There must be no other support rom the teacher.Students may have access to reerence materialsincluding dictionaries, course books and internetresources. This research can be carried out outside

the classroom.Further guidance will be made available.

Stage Three

This stage is when students produce the nal version.

Duration Each task should last between 4 and6 minutes.

Further guidance will be made available.

Task Marking Medium Control

Teachers must mark the controlled assessmenttasks using the assessment criteria provided in thisspecication.

Centres will be required to record an adequatesample o tasks to provide sucient evidence ormoderation. Further guidance will be provided.


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3.5 Unit 4: Italian writing 46304

30% o the marks 60 marks

Students will complete two controlled assessmenttasks. These tasks are untiered. Dierentiation is byoutcome, not by task. These may be drawn rom theexemplar tasks we provide or they may be adaptedby teachers or their students. Teachers may alsodevise their own tasks.

The tasks will be marked by AQA. Students mustcomplete all work independently. Students musthave access to dictionaries while writing up their nalversion under supervision.

Assessment Criteria

Content

Marks Criteria

35 Very Good

Fully relevant and detailed responseto the task. Sound ability to conveyinormation clearly, express andexplain ideas and points o view. Wellorganised structure.

02 Good

Mostly relevant response to the taskand shows ability to convey a loto inormation clearly, express andexplain ideas and points o view.

79 Sucient

Response to the task is generallyrelevant with quite a lot o inormationclearly communicated. Points oview are expressed and ideas aredeveloped.

46 Limited

Limited response to the task with somerelevant inormation conveyed. Simpleopinions are expressed and there issome development o basic ideas.

3 Poor

Very limited response to the task withlittle relevant inormation conveyed.No real structure.

0 The answer shows no relevance to

the task set.

A zero score will automaticallyresult in a zero score or the answeras a whole.


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Range o Language

Marks Criteria

90 Wide variety o appropriate vocabularyand structures. More complexsentences are handled with condenceand verb tenses are used successully.

78 Good variety o appropriatevocabulary and structures used.More complex sentences areattempted and are mostly successul.

56 Some variety o vocabulary and

structures used, including attempts atlonger sentences using appropriatelinking words which are sometimessuccessul.

34 Vocabulary is appropriate to the basicneeds o the task and structures aremostly simple.

2 Inappropriate vocabulary with littleunderstanding o language structure.

0 No language produced which isworthy o credit.

Accuracy

Marks Criteria

5 Largely accurate, although theremay still be some errors especially inattempts at more complex sentences.Verbs and tense ormations are secure.

4 Generally accurate with errorsoccurring in attempts at morecomplex sentences. Verb and tenseormations are usually correct.

3 More accurate than inaccurate.

Verb orms and tense ormationsare sometimes unsuccessul. Theintended meaning is clear.

2 Many errors which oten impedecommunication. Verb orms are rarelyaccurate.

Limited understanding o the mostbasic linguistic structures. Frequenterrors regularly impede communication.

0 No language produced which isworthy o credit.

Content Mark Marks or Range o Language Marks or Accuracy

0 0 0

3 4 2

46 6 3

79 8 4

02 0 5

35 0 5

The mark awarded or Range o Language must not be more than one band higher than the mark awardedor Content. (See table below).

The mark awarded or Accuracy must not be more than one band higher than the mark awarded orContent. (See table below).

I a mark is awarded or Content, this will inevitably lead to the award o a mark or Range o Language andor Accuracy.

I a mark o zero is awarded or Content, this will automatically result in a zero score or Range o Languageand or Accuracy.


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Controlled Assessment Tasks

See Appendix F or exemplar tasks.

Task Setting Limited Control

Students are required to complete two dierent typeso task to ensure that they use language or dierentpurposes. Teachers may use the exemplar tasksprovided in Appendix F o this specication, may usean adapted version o these exemplar tasks or maydevise tasks which meet students individual learningneeds or interests. The tasks are equally weighted.

Adapting Exemplar Tasks

Teachers may adapt exemplar tasks in the

ollowing ways.

Exemplar Task 1

A day in the li e o a celebrity could be adapted toA day in my lie or My ideal day as a blog or a webpage. Suggested content or A day in my li ecould be:

introduce yoursel

how your day starts

what you drink and eat

the people you meet during the day

how does your day end

Exemplar Task 3

Holidays a chance to win 2 weeks in the sun couldbe adapted to be An account o a special occasionproduced or a amily web page. Suggested contentor An account o a special occasion could be:

reason or the celebration

where it took place

the people involved

what you had to eat and drink

what else happened

best memory o the day


Devising Tasks

Centres may choose to devise their own tasks. Whendevising their own tasks, teachers must ensure thatstudents aiming to achieve grades C and aboveinclude a variety o structures which may includedierent tenses or time rames and express points oview as well as communicate inormation. For thosestudents aiming to achieve grade A, teachers mustensure that tasks oer the opportunity to expressand explain ideas and points o view, producing a

variety o vocabulary, structures and verb tenses. Forstudents aiming to achieve grade F, teachers mustensure that tasks oer the opportunity to expresssimple opinions using simple sentences and usuallyconvey the main points.


Teacher-devised tasks do not need to be drawn romthe range o contexts listed in the specication.

General

Centres must submit dierent tasks every two years.This applies to the use o AQA exemplar tasks,adapted exemplar tasks and teacher-devised tasks.

Centres must submit dierent tasks or Speakingand Writing.

Task Taking High Control

Stage One

This stage reers to the general teaching and learningactivities carried out in preparation or receivingthe task.

There is no time limit or this stage. Studentsmay make use o reerence materials o all kindsincluding course books, dictionaries and internetresources. The teachers involvement is not limitedat Stage One.

Stage Two

This stage begins when students are given thetask. This stage must be completed under inormal

supervision. This means that supervision must besucient to ensure that plagiarism does not takeplace. The work o individual students may beinormed by working with others but students mustprovide an individual response. During Stage Two,students may have access to reerence materialsincluding dictionaries, course books and internetresources. This research can be carried out outsidethe classroom.


Stage Three

This stage is when students produce the nal version.

Students must spend no more than 60 minutes,per task, on writing the nal version.

Students aiming at grades GD should produce200350 words across the two tasks;

Students aiming at grades CA* should produce400600 words across the two tasks.

Students must be in the direct sight o the supervisorat all times when writing up the nal version.


Task Marking High Level o Control

The awarding body marks the controlled assessment.


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3.6 Grammar

GCSE candidates will be expected to haveacquired knowledge and understanding o Italiangrammar during their course. In the externalassessment they will be required to apply theirknowledge and understanding in tasks appropriateto the tier or which they are entered, drawing romthe ollowing lists which are divided into Foundationand Higher tier.

The examples in brackets are indicative, not exclusive.For structures marked (R), receptive knowledge onlyis required.

Foundation Tier

Nouns:

gender

singular and plural orms, including common irregularse.g.la mano, il cinema,

il/la ciclista, la radio, la oto, gli uomini.

Articles:

denite, indenite and partitive

Adjectives:

agreementposition

comparative and superlative: regular (pi di, meno di,il pi, il meno, tanto... quanto, cos....come)

demonstrative (questo, quello)

indenite: singular/plural usage (ogni, qualche, alcuni)

possessive

interrogative (qual, quale, quali)

Adverbs:

comparative and superlative

Quantiers:

common expressions o quantity (abbastanza,mezzo, molto, poco, un po, tanto, troppo, quanto,quarto,)

Pronouns:

subject

refexive

possessive:il mio etc.

relative: che,

relative: cui

object: direct (R) and indirect (R)

direct and indirect object ater an innitive

or gerund (R)disjunctive/emphatic

ater ecco

demonstrative

indenite (e.g. nessuno, niente, ogni, qualcuno,qualcosa, qualche, uno)

interrogative (e.g. chi, che, cosa, che cosa, quanto/a,quanti/e)and ci/vi, ne

Demonstrative adjectives:

questo, quello

ecco

Verbs:

regular and irregular orms o verbs, includingrefexive verbs

all persons o the verb, singular and plural

modes o address: tu, Lei, voi

verbs ollowed by an innitive without a preposition

verbs ollowed by an innitive with a preposition

tenses: present

perect withavere, essere + agreement

imperect:avere, essere and are

other common verbs in the imperect tense

uture

conditional: dovere, volere, piacere, potere

pluperect (R)

passive voice (R)imperative (R)

gerund (R)

progressive construction withstare + gerund (R)

innitive

Negatives:

non, non...alcuno/a, non ancora, non...che, neanche,nemmeno, niente, non...mai, mai, non n...n,non...niente, non...nessuno, non...nulla, non... pi,non solo...ma anche

Prepositions:

a, da, di, in, su, con, entro (by, within), ra (between,in, through),per (or, in order to), senza, tra (between,in, through)

contracted orms o preposition + denite article (a,da, di, in, su)

contracted orms o preposition + denite articleater common prepositional phrases (e.g. vicino allafnestra)

use oda with present tense

Conjunctions:

co-ordinating and subordinating (most common e.g.e, ma, quando, perch)

anche se, come se, e/ed, ma, mentre, o (...o),oppure, perch, poich, quando, se


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Higher Tier

All grammar and structures listed or Foundation tier,plus:

Nouns:

less common irregulars (e.g. il dito/le dita)

Adjectives:

common irregular comparative and superlative,includingil migliore, il peggiore

use oquello andbello beore a noun

Pronouns:

relative: cui, chi, il quale/la quale

object, direct and indirect, combination o direct &indirect

position and order o object pronouns

disjunctive/emphatic

indenite: ciascuno, parecchi, ognuno, qualsiasi,qualunque

Verbs:

dependent innitives (are riparare) (R)

tenses: imperect

pluperect

conditional (R)

past denite (R)

passive voice

perect innitive (e.g. dopo aver studiato...)

use o gerund with present tense ostare

use o gerund with imperect tense ostare

subjunctive mood: in commonly used expressions (R)

common verbs + preposition + innitive (e.g. fnisco distudiare..)

Prepositions:

use oda with imperect tense


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3.7 Communication strategies

Candidates cannot be expected to havemet and mastered all the linguistic elementsthey will meet when reading and listening toauthentic Italian. This leads to the need todevelop communication strategies that can beused to cope successully with some unamiliarwords without having to reer to a dictionary.There are two main types o strategy: those thatrelate to understanding (reading and listening)and those that relate to production (speakingand writing).

These strategies will greatly increase the candidates

ability to cope when they meet, or need to uselanguage which they have not previously met or haveorgotten.

Strategies or Understanding

(a) Ignoring words which are not necessaryor a successul completion o the

task set

Many tasks contain words which are not essentialor an understanding o the main points o thetext. Students should learn to only look or theinormation they need to answer questions and to

complete tasks.(b) Using the visual and verbal context

The student can ind many clues as to thepurpose and content o a text rom thelayout, title(s) and any related pictures. Inaddition they can iner the meaning roma verbal context. A student who does notknow a word can, with some appropriatepractice, be expected to understand it in thecontext.

(c) Making use o grammatical markersand categories

When reading or listening students should learn

to use such clues as the plural orms o nouns,adjectives or verbs and the ormation o tenses,in order to help them decide to which category(verb, noun, adjective etc.) an unknown wordbelongs.

(d) Making use o the social and culturalcontext

Good use can be made o the social and culturalcontext o a passage e.g. a description o Carnival(Carnevale) estivities in Italy.

(e) Using common patterns within Italian

Students should be able to recognise amiliarpatterns which link nouns and adjectives and

verbs and nouns, e.g. the verb creare and thenoun creazione

() Using common patterns between Italianand English

There are thousands o words in Italian, whichcan be easily understood without the use o adictionary, but with the application o a ew simplestrategies. These strategies will not work all othe time but they will help when a dictionary is notavailable.

Nouns

. Using cognates and near cognates.

Some nouns ending in -a or -o are spelt thesame in both Italian and English, althoughthe pronunciation diers:e.g. area, cinema, idea, radio

2. Abstract nouns ending in -ty in Englishoten end in -t in Italiane.g. ability - abilit, quality- qualit

3. Nouns ending in -ion in English otenend in -ione in Italiane.g. creation - creazione, decision -decisione

4. Nouns ending in -nce and -ncy in Englishoten end in -nza in Italian

e.g. ambulance - ambulanza, emergency -emergenza

Nouns and Adjectives

5. Nouns and adjectives ending in -id in Englishoten end in -ido in Italiane.g. acid - acido, invalid - invalido

6. Nouns and adjectives ending in -ive in Englishoten end in -ivo in Italiane.g negative - negativo, positive - positivo

7. Nouns and adjectives ending in -ry preceded bya vowel in English oten end in -rio Italian

e.g. necessary - necessario, ordinary -ordinario

8. Nouns and adjectives ending in -al in Englishoten end in -ale in Italiane.g. animal - animale, central - centrale

9. Nouns and adjectives ending in -te ater a vowelin English oten end in -to in Italiane.g. certicate - certicato, moderate -moderato

0. Nouns and adjectives ending in -orin English end in -ore in Italiane.g. editor - editore, motor - motore

. Nouns and adjectives ending in -nt in English

oten end in -nte in Italiane.g. elegant - elegante, elephant - eleante,


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Adjectives

2. Adjectives ending in -ble in English oten end in-bile in Italiane.g. incredible - incredibile, adorable -adorabile

3. Adjectives ending in -ic in English end in -ico inItaliane.g. aromatic - aromatico, scientic -scientico

Verbs

4. Verbs ending in -ate in English otenend in -are in Italiane.g. to celebrate - celebrare, to communicate -comunicare

5. Verbs ending in -ise/ize or -yse/yze in Englishoten end in -izzare in Italiane.g. to organise/ze - organizzare, toparalyse/ze - paralizzare

6. Verbs ending in -e (other than -ate and -ize) inEnglish oten end in -are in Italiane.g. to adore - adorare, to cause - causare

7. Verbs ending in -iy in English otenend in -icare in Italiane.g. to notiy - noticare, to clariy - chiaricare

8. Verbs ending in two consonants in English

oten end in -are in Italiane.g. to coness - conessare, calm - calmare

Spelling Changes

Other spelling changes can be noticed whenwe alter English to Italian. Please rememberthese are general guidelines and will not work allthe time.

-bs- in English changes to -ss- in Italian whenollowed by a vowele.g. absent - assente, absurd - assurdo

-bs- in English oten changes to -s- in Italian when

ollowed by a consonante.g. to abstain - astenersi, abstract - astratto

-ct- in English changes to -tt- in Italiane.g. October - ottobre, actor - attore

-dm- in English changes to -mm- in Italiane.g. administration - amministrazione,to admire - ammirare

-dv- in English changes to -vv- in Italiane.g. adventure - avventura, advocate -avvocato

-ns- in English changes to -s- in Italian

e.g. instant - istante, to transer - traserire

-ph- in English changes to -- in Italiane.g. photo - oto, telephone - teleono

-pt- in English changes to -tt- in Italiane.g. optician - ottico, optimist - ottimista

-th- in English changes to -t- in Italiane.g. theatre - teatro, therapy - terapia

-x- in English changes to -ss- in Italiane.g. exam - esame, experience - esperienza

-y- in English changes to -i- in Italian except at theend o a worde.g. style - stile, stupidity - stupidit

-y- in English at the end o a word changes to -ia- inItaliane.g. geography - geograa, pharmacy -armacia

-h- is not used in Italian except to maintain a hard -cor -g sound.e.g. character - carattere, school - scuolachemical - chimico, ghetto - ghetto

Dictionaries

The use o dictionaries is not permitted in theexamination, but should be encouraged inclass. Students need to acquire good dictionary skillsand to understand the limitations o dictionary use,e.g. choosing the wrong word rom a list o denitions,conusion over parts o speech, the dangers oword-or-word translations. Successul strategiesor dictionary use include:

. understanding the meaning o terms andabbreviations used in a dictionary entry.

2. recognising dierent parts o speech so as to beable to nd the word required.

3. recognising the word may be listed in adierent orm or may be required in a dierentorm rom the one given in the dictionary. Studentswishing to nd the meaning ochiedo must rstwork out that this is a verb orm in order to lookup the meaning ochiedere and conversely theinnitive chiedere ound in the English-Italian

section will need to be changed in order toexpress I ask ....

4. picking the correct word rom a list o alternatives,i necessary checking back in the Italian-Englishpart o the dictionary to nd the word with theappropriate meaning. A candidate looking up theword jog, or example, may have to chooserom : spinta, colpetto, andatura lenta,urtare, rinrescare, spingere, are ooting,are jogging. They must check these words inthe Italian-English part o the dictionary to ensurethey have the correct meaning in the context.

5. recognising that word or word translation isoten impossible e.g. expressions such as tomake un o (prendere in giro) or to pull aast one (ingannare) cannot be translatedliterally.


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Candidates need to have a sound vocabulary baseand the condence to attempt tasks where they do

not have access to a dictionary.The communication strategies listed above will greatlyincrease the students ability to cope with less amiliarlanguage.

Strategies or Production

In order to complete the Writing and Speaking teststhe candidate may nd the ollowing strategies helpul:

(a) Using a word which reers to a similar item

(b) Describing the physical properties o the item

(c) Requesting assistance(d) Simpliying

(e) Paraphrasing

() Reerring to specic eatures

(g) Reerring to the unction o an item


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The minimum core Vocabulary Lists are primarilyintended as a guide or teachers to assist in theplanning o schemes o work.

The Listening and Reading assessment tasks atFoundation Tier will be based on the Foundation Listand the General Vocabulary List; students should alsoexpect to encounter some unamiliar vocabulary, butthey will not be tested on it.

The Listening and Reading assessment tasks at HigherTier will be based on the Foundation and Higher Listsand the General Vocabulary List; in addition studentsshould also expect to encounter some unamiliarvocabulary, and may be tested on it, provided that itcan be accessed through communication strategies.

Vocabulary listed in the Grammar Section can alsobe tested but it is not listed in the minimum coreVocabulary Lists.

Students will be expected to understand words whichhave the same or very similar orm in the language as inthe English, provided that such words have essentiallythe same meaning in both languages. Such words arenot listed in the minimum core Vocabulary Lists.

Students will be expected to be amiliar with eminineorms o nouns/adjectives where these are not given.

Students may use the minimum core Vocabulary Listsor their Speaking and Writing Controlled Assessmenttasks, or they may preer to choose vocabulary thatsuits their own contexts and purposes.

General Vocabulary

Students will be expected to use and understand thegeneral vocabulary listed below. The vocabulary is notrestricted to specic settings and can occur in any othe topic areas listed in the specication.

3.8 Vocabulary

Comparisons

Comparatives and Superlativeso adjectives/adverbs inVocabulary l ist.

cos ... come

dierentedissimile

diverso

ineriore

maggiore

massimo

meglio

meno

migliore

minimo

minore

ottimo (best, excellent)

peggio

peggiore

pessimo (awul, very poor)

pi

poco

simile

stesso

superiore

tanto ... quanto

uguale (a)

vario

Connectivesa dire la verit

a parte questo

altrimenti

anche

cio

comunque

da una parte dallaltra

dunque

orseinoltre

insomma

nonostante

ovviamente

per caso

per ortuna

perci

per

prima di tutto

purtroppo

ragione per cui, la

quindi

senza dubbio

sia sia

soprattutto

visto che

The Alphabet

Candidates should be amiliar withthe Italian alphabet and sould beable to spell words and names

Numbers

All cardinal numbers 0999mille

duemila

milione, un

miliardo, un

All ordinal numbers

1st to 21st

Other expressions

centinaio, un (centinaia di)

migliaio, un (migliaia di)

decina, unadozzina, una

ventina, una

trentina, una

numero, il

numero, il (di teleono/cellulare)

numero dispari, il

numero pari, il

paio, un

Important verbs

andare

andarseneaumentare

avere

conoscere

dare

dire

diventare

divenire

dovere

essere

are

mettere

potere

prendere

sapere

stare


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tenere

uscire

venirevolere

Impersonal verbs

piacere (... a)

mancare

Asking Questions

Question words

Che (Cosa)?

Chi?

Come?

Cosa?

Dove?Perch?

Quale?

Quando?

Quanto/a/i/e?

Common questions

A che ora...?

Che data ?

Che giorno ?

Che ora ?

Che ore sono?

Da quanto tempo...?Di che colore ?

Dov...?

Qual la data?

Quanti ne abbiamo?

Quanto tempo .....?

Greetings and Exclamations

A presto

A domani

A luned

Arrivederci

Attenzioneaugurare

Auguri

Benvenuto/a/i/e

Buon anno

Buon appetito

Buon compleanno

Buon divertimento

Buon Natale

Buon viaggio

Buona ortuna

Buon giorno/buongiorno

Buona notte

Buona Pasqua

Buona sera/buonasera

Buone Feste

Buone vacanze

Che peccato

CiaoCin cin

Colpa mia

Come sta?

Come stai?

Come va?

Congratulazioni

Grazie

In bocca al lupo

Mi dispiace

No

Non vedo lora di

Per avore

Per ortuna

Per piacere

Prego

S

Scusi/Scusa

Opinions

aascinante

allegro

amare

annoiarsi

ansioso

avere unidea

avere voglia di

bene

bravo

buono

cambiare idea

carino

caro

cattivo

consentire

convincerecredere

daccordo

desiderare

divertente

divertirsi

dubitare

eccellente

essere daccordo

essere stuo di

antastico

elice

impossibile

incredibile

inelice

interessante

interessarsi a

inutile

lato negativo, illato positivo, il

male

meraviglia, la

meraviglioso

moderno

molto

molto bene

noioso

nuovo

odiare

pensare

permettere

piacere, il

preerire

preerito

promettere

scontento

sembrare

semplice

sentimento

sicuro

soddisacente

sorpresa, lasorpreso

speranza, la

sperare

stupendo

stupido

terribile

utile

vecchio

Expressions o Time

Days o the week

luned (il)marted (il)

mercoled (il)

gioved (il)

venerd (il)

sabato (il)

domenica (la)

The seasons

autunnale

autunno, l

estate, l ()

estivoinvernale

inverno, l

primavera, la


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primaverile

stagionale

stagione, la

Months o the year

gennaio

ebbraio

marzo

aprile

maggio

giugno

luglio

agosto

settembre

ottobrenovembre

dicembre

The Clock

Numbers 160 +

accanto a

avanti di (x) minuti

esatta/e

esattamente

in punto

indietro di (x) minuti

mezzanottemezzo/a

mezzogiorno

minuto, un

ora, un

quarto, un

secondo, un

Other time expressions

a volte

ad un tratto

adesso

al momento

alla ne

allinizio

allo stesso tempo

allora

altro ieri, l

anno

appena

ci vuole ..(molto tempo)

da ... a

da ... in poi

data

davverodi colpo

di quando in quando

di tanto in tanto

di solito

domani

dopodopodomani

durante

durare

(x)anni a

essere puntuale

nalmente

ne, la

ne settimana, il

ra poco

generalmente

gi

giorno, il

giorno dopo, il

ieri

altro ieri, l

improvvisamente

in

indomani, l (m)

in orario

in punto

lentamente

lento

mattina, lamese

momento, il

nel rattempo

normalmente

notte, la

oggi

ogni (x) giorni

ogni giorno

ogni tanto

ora

pi tardipoi

pomeriggio, il

preciso

presto

prima

prossimo

qualche volta

quasi

quotidiano

raramente

recentemente

scorso

secolo, il

sempre

sera, la

settimana, la

solamente

solosoltanto

spesso

stagione

stamattina

stanotte

stasera

subito

tanto

tardi

tra poco

tra un minuto

tra una settimana/un mese

tutti i giorni/mesi

ultimo

una volta (allanno)

veloce

weekend, il

Location and distance

a

a destra

a due passi

a sinistra

accanto a

avanti

centro, il

chilometro, il

contro

da

da una parte

da ogni parte

da qualche parte

da questa parte

da tutte le parti

dallaltra partedappertutto

davanti a

dentro

destra

di ronte a

dietro

diritto/dritto

di sopra

di sotto

dove, dov

essere situato

est, l (m)

no a

uori .... (di)

gi .... (per)


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in cima a

in ondo a

in mezzo ain nessun luogo

in ogni luogo

in perieria

in qualche posto

in qualsiasi luogo

intorno a

l, l

laggi

lontano (da)

luogo, il

meridionale

Meridione, il

nei dintorni di

nord, il

occidentale

orientale

ovest, l (m)

posto, il

qua, qui

settentrionale

Settentrione, il

sinistra

soprasotto

su

sud, il

trovarsi

verso

vicino (a

Colour

arancione

azzurro

bianco/a/hi/he

biondoblu (inv)

bruno

castano

celeste

chiaro

colorato

colore, il

giallo

grigio

marrone

nero

rosa (inv)

rosso

scuro

tinta unita, la

verde

viola (inv)

Quantities, weights and

measures

abbastanza

almeno

alto

altro

ancora

avere (x) metri di larghezza

avere (x) metri di lunghezza

basso

basta

centimetro, ilche taglia ha?

chilogrammo/chilo, il

circa

come

completamente

dimensione, la

etto, l

etta, la

grammo, il

grande

grasso

grosso

largo

largo (x) metri

litro, il

medio

met, la

metro, il

misura, la

misurare

molti/molte

molto/a

pacchetto, ilpacco, il

parecchi/parecchie

pesare

pezzo, il

piccolo

piuttosto

po, un

sottile

stretto

totalmente

troppo

tutto

Shape

di orma (...)

quadrato

rettangolare

rotondo

triangolare

Weather

asciutto

bagnato

bollettino meteorologico, il

cielo, il

clima, il

coperto

are bel/brutto tempo

are caldo/reddo

are resco

are una otograagelare

gelo, il

ghiaccio, il

grado, il

lampo, il

mare, il

mite

mosso

nebbia, la

neve, la

nevicare

nuvola, la

nuvoloso

ombra, l

onda, l

palla di neve, la

pioggia, la

piovere

previsioni del tempo, le

sereno

sole, il

temperatura, la

tempo, iltemporale, il

umido

tirare vento

tuono, il

vento, il

Access

aperto

chiuso

completo

divieto di umo

entrata libera, llibero

occupato

vietato


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Correctness

aver ragione

aver tortocorretto

errore, l (m)

esatto

also

giusto

non indicato

non si sa

sbagliato

vero

Materials

argento, lcarta, la

cotone, il

cuoio, il

erro, il

lana, la

legno, il

metallo, il

oro, l

pelle, la

plastica, la

seta, la

vetro, il

Common Abbreviations

all.

C.A.P.

Dott.

F.S.

I.V.A.

/L.st

mitt.

P.T

P.za

Pro./Pro.ssa

S.I.P.

Sig./ Sig.ra/ Sig.na

V.

Foundation Tier

LIFESTYLE

Health

aceto, l

acqua minerale, l

acqua, l

agnello, l

aiuto, l

alcolici, gli

alcolico

alcolismo, l

alcolizzato/a, lalcool/alcol, l (inv)

alla griglia

ambulanza, l

ambulatorio, l

ammalarsi

ammalato

ananas, l (inv)

andare a dormire

andare dal medico/dentista

annuncio, l

arancia, l

aranciata, l

arrosto, l

aspirina, l

astemio

avere caldo/reddo

avere ame

avere mal di (testa)

avere paura di

avere sete

avere sonno

banana, la

bellezza, laben cotto

bere

bevande alcoliche, le

bevande analcoliche, le

bicchiere, il

birra, la

biscotto, il

bistecca, la

braccio, il (le braccia)

bucarsi

burro, ilcadere

ca, il (inv)

caelatte, il

caldo

caloria, la

camminare

canapa indiana, la

cancro, il

cappuccino, il

caramella, la

carne, la

carota, la

caviglia, la

cavolore, il

cena, la

cenare

cereale, il

cerotto, ilcibo, il

cioccolata, la

cioccolatino, il

cipolla, la

cocaina, la

colazione, la

coltello, il

compressa, la

corpo, il

correre

cotto

crema, la

crudo

cucchiaino, il

cucchiaio, il

cucina, la

cucinare

cuore, il

danneggiare

danno, il

dannoso

dare da mangiare

deliziosodente, il

dentista, il/la

dimagrire

dito, il (le dita)

dolce, il

dolore, il

droga, la /le droghe

drogarsi

drogato/a, il/la

droghe leggere, le

droghe pesanti, leeroina, l

esercizio sico, l

espresso, l

essere in orma

ame, la

are aerobica

are bene/male alla salute

are ooting

arina, la

armacia, la

armacista, il

ebbre, la

egato, il

erito

etta di torta, la


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orchetta, la

ormaggio, il

ragola, lareddo

rittata, la

ritto

rutta, la

umare

umatore, il

umo, il

umoso/a

ungo, il

gamba, la

gambero, il

gelato, il

ginocchio, il (le ginocchia)

gola, la

guarire

in buona salute

inalare

indigestione, l

infuenza, l

ingrassare

iniettarsi

insalata, l

lasagne, le ( pl)latte, il

lattuga, la

limonata, la

limone, il

lista, la

maiale, il

malato

mangiare

mano, la (le mani)

mantenersi in orma

manzo, ilmarmellata, la

medicina, la

medico, il

mela, la

melone, il

merenda, la

minestra, la

minestrone, il

morire

morte, la

morto, il

occhio, l

odore, l

olio, l

oliva, l

orecchio, l

ospedale, l

pancia, lapane, il

panino, il (bread roll, sandwich)

pasta, la (pasta, pastry)

pasticca, la

pastiglia, la

pasto, il

patata, la

patate (patatine) ritte, le

patatine, le

pat, il (inv)

pepe, il

peperone verde/rosso, il

pera, la

pericolo, il

pericoloso

pesce, il

piede, il

pieno

polizia, la

poliziotto, il

pollo, il

polmone, il

pomodoro, ilpompiere, il

proumo, il

pronto soccorso, il

prosciutto cotto/crudo, il

rareddore, il

rilassarsi

riposarsi

riso, il

ristorante, il

rompere

rompersisale, il

salute, la

sangue, il

sano

scatola, la

schiena, la

secco

sentire odore di .

sentirsi

sete, la

sigaretta, la

smettere di

sniare

sorire

sostanza chimica, la

spacciare

spacciatore/trice di droga, lo/la

spalla, laspazzolino da denti, lo

spinaci, gli

spinello, lo

spuntino, lo

stanco

stare bene/male

stomaco, lo

succedere

succo di rutta, il

tavola calda, la

t, il (inv)

testa, la

torta, la

tosse da umo, la

tossicodipendente, il/la

tracante di droga, il/la

trattoria, la

ubriacarsi

ubriaco

uovo, l (le uova)

uva, l

vaniglia, la

vegetarianoverdura, la

vigile del uoco, il

vino, il

vizio, il

voce, la

vuotare

vuoto

yogurt, lo (inv)

zuccherato

zucchero, lo

zuppa, laRelationships and Choices

abituarsi

abitudine, l

adolescente, l

adulto, l

amichevole

amicizia, l

amico/a, l

amore, l

andare a trovare

andare daccordo

animale domestico, l

animale, l

antipatico


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27


3

arrabbiato

attivo

atto di violenza, lavere ... anni

babbo, il

baciare

bacio, il

ba, i

bambino/a, il/la

barba, la

bello

bocca, la

brutto

campagna, la (contro)

canarino, il

cane, il

capelli, i (lunghi/corti)

carattere, il

carta didentit, la

cavallo, il

chiacchierare

chiacchierone/a

chiamare

chiamarsi

cognato/a, il/la

cognome, ilcompagno/a, il/la

compleanno, il

coniglio, il

contento

contribuire

coraggio, il

coraggioso

corso, il (di ormazione)

crescere

criceto, il

cugino/a, il/ladare astidio (a)

data, la (di nascita)

descrivere

descrizione, la

discriminazione, la

disponibilit, la

divorziare

divorziato/a

documento, il

donna, la

elegante

essere nato

et, l (inv)

accia, la

amiglia, la

amiliari, i

amoso

are volontariatodanzarsi

danzato/a

danzato/a, il/la

glia, la

glio, il

rma, la

rmare

orte

ratello, il

gatto, il

gemello/a, il/la

genitore solo, un

genitore, il

gente, la

gentile

giovane

giovane, il/la

grati, i

handicappato

identicare

identicazione, l

immigrato, l

immigrazione, lin pensione

incinta

incontro, l

incoraggiare

indirizzo, l

individuo, l

innamorarsi

intelligente

invitare

invito, l

lavoro, il di volontariatolenti a contatto, le

lieto

liscio

litigare

luna di miele, la

lungo

luogo, il (di nascita)

madre, la

madrina, la

magro

mamma, la

marito, il

matrimonio, il

modesto

moglie, la

nascere

naso, il

natonazionalit, la (inv)

nervoso

nipote, il (nephew grandson)

nipote, la (niece,

granddaughter)

nome, il

nonna, la

nonni, i

nonno, il

normale

nozze, le (pl)

occhiali, gli (da sole)

onesto

ospitalit, l (inv)

ospitare

ospite, l (host/hostess, guest)

padre, il

padrino, il

pap, il

parente, il/la

parit, la

partner ideale, il/la

passaporto, ilpelle, la

pensionato, il

persona, la

pesce, il (rosso)

piangere

pigro

porcellino dIndia, il

portare

povero

povert, la

preerenza, laprepotente

presentare

proprio

ragazza, la

ragazzo, il

razzismo, il

razzista, il/la

ricci, i

ricco

ringraziare

rischiare

scrivere

scusare

sensibilizzare

senzatetto, il


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28

3

separarsi

separato/a

serioserpente, il

signora, la

signore, il

signorina, la

simpatico

snello

socievole

sorella, la

sorriso

spiritoso

sportivo

sposa, la

sposarsi

sposato/a

sposi, gli

sposo, lo

timido

tipo

tranquillo

triste

uccello, l

umiliato

uomo, l (gli uomini)vandalismo, il

vicino, il (di casa)

vivace

viziato

volontari, i

zia, la

zio, lo

LEISURE

Free Time and the Media

abbonarsi

abito, la buon mercato

abbonamento, l

abbigliamento, l

accettare

andare a cavallo

andare di moda

angolo, l

artista, l

ascensore, l

aspettare

attrezzatura, l

attualit, l

avere bisogno di

avere tempo di

banda larga, la

batteria, la

biglietto, il

biglietto, il (da 0 euro)borsa, la (bag, handbag)

calcio, il

calza, la

calzini, i

cambiare

cambio, il

camicetta, la

camicia, la

cantante, il/la

cantare

canzone, la

caricare

carta di credito, la

cartoni animati, i

cassa, la

centro commerciale, il

centro sportivo, il

chat, la

chattare

chitarra, la

ciclismo, il

circolo giovanile, il

cliccarecliente, il/la

coda, la

collana, la

collezionare

collezione, la

commesso/a, il/la

comprare

concerto, il

contanti

conto, il

conversareconversazione, la

corto

costoso

costume da bagno, il

cravatta, la

denaro, il

disco(teca), la

divertimento, il

divo del cinema, il

documentario, il

economico

edicola, l

essere tioso di

euro, l (inv)

are collezione di

are la coda

are la la

are la spesaare un gol

are un piercing

are una passeggiata

are uno sconto

avorito

elpa, la

lm damore, il

lm davventura, il

lm dellorrore, il

lm di antascienza, il

lm poliziesco, il

ragile

ruttivendolo, il

galleria darte, la

gelateria, la

gettare

giacca, la

ginnastica, la

giocare

giocare a carte

giocatore, il

giocattolo, il

gioco, ilgiornale, il

gita, la

gonna, la

Grande Fratello

grande magazzino, il

gratis

gratuito

gruppo, il

guardare

incartare

incontrarsiindirizzo di posta elettronica, l

inizio, l

insieme

intervallo, l (interval, school

breaktime)

ipermercato, l

la moneta

la palestra

lasciare

leggere

lettore MP3, il

lettore, il

lettura, la

libreria, la

lira sterlina, la


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lista della spesa, la

Lotteria, la

macchina otograca, lamacelleria, la

maglia, la

maglietta, la

maglione, il

membro, il

mensile

mercato, il

moda, la

moneta, la

musica, la

(classica/olk/pop/rock)

navigare

negoziante, il/la

negozio del quartiere, il

negozio di abbigliamento, il

negozio di elettrodomestici, il

negozio di generi alimentari, il

negozio di mobili, il

nuoto, il

oerta speciale, l

orecchini, gli

pagare (in contanti)

palestra, lapalla, la

pallacanestro, la

pallamano, la

pallavolo, la

pallone, il

panetteria, la

pantaloni, i

parabola, la

partecipare

partita, la

passatempo, ilpassato, il

pasticceria, la

pattinaggio a rotelle, il

pattinaggio su ghiaccio, il

pattinaggio, il

pattinare

pattini, i

PC portatile

perdente, il/la

perdere

pesante

piacere, un

piano (orte), il

pigiama, il

piscina, la

portaoglio, il

portamonete, il (inv)

posta elettronica, lapremio, il

prezzi ssi, i

prezzo, il

proumeria, la

proumo, il

programma, il (inv)

qualit, la (inv)

quantit, la (inv)

raccontare

racconto, il

regalare

regalo, il

registrare

restare

rete, la

ricevere

ridere

riga, la

rischio, il

ritornare

rivista, la

romantico

sacchetto, ilsalumeria, la

sandalo, il

scacchi, gli

scaricare

scarpa, la

scegliere

scelta, la

schermo, lo

sciarpa, la

sconto, lo

scontrino, loscoperta, la

scoprire

sito internet, il

sito web, il

soldi, i

soprannome, il

sottotitoli, i

speciale

spedire un pacco

spendere

spettacolo, lo

squadra, la

stadio, lo

stampante, la

stampare

stella, la (del cinema)

stivale, lo

strumento, lo (musicale)suggerire

suonare (to play an instrument,

ring bell)

supermercato, il

surare

tabaccheria, la

taglia, la

tatuaggio, il

telegiornale, il

televisione, la

tempo libero, il

tennis da tavolo, il

tirare

toccare

tornare

ucio postale, l

vedere

verit, la (inv)

vestito, il

vetrina, la

videogiochi, i

vincere

vincitore, ilviolino, il

Holidays

aereo, l

aeroporto, l

attare (to rent, hire)

atto, l

aricano/a, l

agriturismo, l

albergo, l

allaria aperta

alloggio, lalt

americano/a, l

andare allestero

andare in vacanza

antipasto, l

aria condizionata, l

aria, l

arrivare

arrivo, l

Ascensione

asciugamano, l

attraversare

austriaco/a, l

autonoleggio, l

autostrada, l


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30

3

bagaglio, il

bagno, il

balcone, ilballare

ballo, il

bandiera, la

barca, la

battello, il

battesimo, il

beana, la

belga, il/la

Belgio, il

benzina, la

bibita, la

bicicletta, la

biglietteria, la

biglietto di andata e ritorno, il

biglietto di andata, il

biglietto intero/ridotto, il

binario, il

bolognese

camera a due letti, la

camera doppia, la

camera matrimoniale, la

camera singola, la

cameriera, lacameriere, il

campeggio, il

carnevale, il

cartello stradale, il

casco, il

cercare

ciclomotore, il

cintura di sicurezza, la

classe (prima/seconda), la

compreso

consigliareconsiglio, il

continuare (... a)

contorno, il

controllare

convalidare

costa, la

costare

crema solare, la

cresima, la

crociera, la

dentiricio, il

deposito bagagli, il

di nuovo

dierenza, la

diretto

disponibile

distanza, la

doccia, ladogana, la

dolce, il

doppio

Edimburgo

Epiania, l

espresso, l

estero, l

Europa, l

europeo/a, l

are il bagno (to have a

bath/swim)

are un giro

are una otograa

are una gita

erie, le

Ferragosto, il

Festa del lavoro, la

Festa del Santo Patrono, la

Festa della Repubblica, la

orentino

Firenze

oto(graa), la

rancese, il/laFrancia, la

unzionare

uochi darticio, i

Galles, il

gallese, il/la

Germania, la

giro, il

Gran Bretagna, la

guida, la

guidare

impiegato/a, lin ritardo

incluso

Inghilterra, l

inglese, l

Irlanda, l

irlandese, l

Italia, l

italiano/a, l

lato, il

locale

Londra

mal di mare, il

marted grasso, il

maschera, la

men, il (turistico)

Messa, la

metterci

mezza pensione, lamilanese

Milano

misto

mondo, il

moto(cicletta), la

motore, il

motorino, il

museo, il

Napoli

Natale

nientaltro?

noleggiare

noleggio, il

Olanda, l

olandese, l

ombrello, l

ombrellone, l

opera, l (opera, work o art)

ordinare

panettone, il

parcheggiare

parcheggio, il

partenza, lapartire

passare

passeggero, il

pensione completa, la

pensione, la

piantina, la

piatto del giorno, il

pizzeria, la

Portogallo, il

portoghese, il/la

prendere il soleprenotare

prenotazione, la

presepe/presepio, il

prima colazione, la

prima comunione, la

primo piatto, il

progetto, il

pullman, il

Re Magi, i

Regno Unito, il

religioso

ricordare

ricordo, il

rimanere

ritorno, il


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3


3

Roma

russo/a, il/la

sabbia, laSan Silvestro

Santo Steano

sapone, il

Sardegna, la

sardo/a, il/la

sci, lo (inv)

sciare

sciopero, lo

Scozia, la

scozzese, il/la

secondo piatto, il

seguire

semaoro, il

senso unico

servizio, il

Sicilia, la

siciliano/a, il/la

soggiorno, il

Spagna, la

spagnolo/a, lo/la

specialit, la (della casa)

spiaggia, la

spiegaresport invernale, lo

spumante, lo

Stati Uniti, gli

stazione, la

strada, la

straniero

straniero, lo (oreigner,

stranger)

supplemento, il

Svizzera, la

svizzero/a, lo/latedesco/a, il/la

tenda, la

traversata, la

treno, il

tricolore, il

turista, il/la

turistico

Tutti i santi/Ognissanti

ucio inormazioni, l

uscita, l

vacanza, la

valigia, la

Venezia

veneziano

veramente

via, la

viaggiare

viaggiatore, ilviaggio, il

Vigilia di Natale, la

visitare

vista sul mare, la

vista, la

volare

volentieri

volo, il

HOME AND ENVIRONMENT

Home and Local Area

abitante, labitare

accendere

aiutare

albero di Natale, l

albero, l

allaperto

alzarsi

andare a letto

antico

appartamento, l

aria, l (aperta)

armadio, l (cupboard,

wardrobe)

aspirapolvere, l (inv)

Babbo Natale

banca, la

battistero, il

biblioteca, la

calcetto, il

calmo

cambiarsi

camera, la (da letto)

campagna, lacantina, la

capitale, la

Capodanno, il

carta igienica, la

casa a schiera, la

casa doppia, la

casa, la

cassettiera, la

cassetto, il

castello, il

cattedrale, la

cellulare, il

chiave, la

chiesa, la

circolo giovanile, il

citoono, il

citt, la

cittadina, lacodice postale, il

comodo

condividere

congelatore, il

coperta, la

copriletto, il

corridoio, il

cucina a gas, la

cucina elettrica, la

cucina, la

cuscino, il

detersivo, il

disordinato

divano, il

dormire

duomo, il

duro

edicio, l

elettrico

entrare

entrata, l

equitazione, l

erba, labbrica, la

are i piatti

are il letto

are la doccia

attoria, la

ermata, la (dellautobus)

esta, la

nestra, la

ore, il

ontana, la

oresta, laorno a microonde, il

orno, il

rigoriero, il

gabinetto, il

giardino, il

importante

industria, l

industriale

inormazione, l

isola, l

lago, il

lampada, la

lampadina, la

lavabo, il

lavandino, il


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lavare

lavarsi

lavastoviglie, lalavatrice, la

leggero

letto, il

libreria, la

locale notturno, il

luce, la

macchina, la

mappa, la

marciapiede, il

mensa, la

metro(politana), la

mettere in ordine

mobile, il

mobili, i

montagna, la

monumento, il

mostrare

muro, il

natura, la

negozio, il

ora di pranzo/cena, l

ordinato

orologio, lpaesaggio, il

Paese, il (country)

paese, il (village)

palazzo, il

parco, il

parete, la

parte, la

Pasqua, la

perieria, la

piano di sotto, il

piano, il (foor, piano)pianta, la

pianta/ina, la

pianterreno, il

piatto, il

piazza, la

pino, il

pittoresco

poltrona, la

ponte, il

porta, la

porta-nestra, la

porto, il

posta, la

pranzare

pranzo il

preparare da mangiare

primo piano, il

privatoprovincia, la

pubblico

pulire

quadro, il

quartiere, il

radiolina, la

regione, la

residenziale

rosa, la

rumore, il

rumoroso

ruota, la

sala da pranzo, la

salire

salotto, il

sbrigarsi

scaale, lo

scala, la

scale, le

scendere

scrivania, la

sedersi

sedia, laservizi, i

sotta, la

soggiorno, il

sogno, il

spazio multimediale, lo

spazioso

specchio, lo

spegnere

splendido

sport acquatico, lo

stanza, lastereo, lo

storico

studio, lo

svantaggio, lo

sveglia, la

svegliarsi

tappeto, il

tass/taxi, il

tavola, la

tavolo, il

tazza, la

teatro, il

teleonare

teleonino, il

teleono, il

televisore, il

tende, le (curtains)

terra laterrazza, la

tetto, il

toilette, la (inv)

torre, la

tovaglia, la

tovagliolo, il

ucio turistico, l

vantaggio, il

vasca da bagno, la

vaso, il

vestirsi

villaggio, il

vista la

vita, la

vivere

zona, la

Environment

acqua del rubinetto, l

ambiente, l

aumento, l

benzina senza piombo, la

bidone dei riuti, il

biodegradibile

bombolette spray, le

bottiglia, la

buco dellozono, il

buttare

carbone, il

carta, la

contenitore, il

disastro, il

distruggere

ltrare

gas di scarico, ilgas serra, i

globale

incendio, l

industria chimica, l

inquinamento dellacqua, l

inquinamento dellaria, l

inquinamento, l

inquinare

isola pedonale, l

lattina, la

mezzi pubblici, i

pedone, il

pista ciclabile, la

plastica, la

problema ambientale, il


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produrre

proteggere

pulitoriciclabile

riciclaggio, il

riciclare

riuti, i

risparmiare

riusare

sacchetti di plastica, i

senza piombo

sporcare

sporco

statistica, la

terremoto, il

traco, il

trasporto, il

usare

uso, l

utilizzare

vestiti, i

vetro, il

zona pedonale, la

WORK AND EDUCATION

School/College and Future

Plans

a piedi

alunno/a, l

andare in bicicletta

aprire

arte, l

ascoltare

assente

aula, l

autobus, l (inv)

bidello, il

biologia, labullismo sico, il

bullismo verbale, il

bullismo, il

bullo, il

calcolatrice, la

campo da tennis, il

campo sportivo, il

capire

chimica, la

chiudere

classe, la

classico

collegio, il

cominciare

compagno di classe, il

compiti, i

compito, il

complicatodare un esame

dicile

dimenticare

direttore, il

direttrice, la

disegno, il

dizionario, il

domanda, la

domandare

dominare

economia domestica

economia, l

educazione sica

errore, l

esame, l

esempio, l

acile

are i compiti

nire

sica, la

ormazione, la

rancese, il

rase, larequentare

geograa, la

gesso, il

giornalismo, il

gomma, la

greco, il

imparare

inormatica, l

inglese, l

iniziare

insegnante, linsegnare

insultare

istruzione, l

italiano, l

laboratorio linguistico, il

laboratorio, il

latino, il

lavagna a ogli mobili, la

lavagna bianca, la

lavagna interattiva, la

lavagna luminosa, la

lavagna, la

letteratura, la

lezione, la

libert, la

libro, il (di testo)

liceo, il classico/linguistico/scientico

lingua, lalingue straniere, le

maestro/a, il/la

marinare la scuola

matematica, la

materia, la

matita, la

necessario

orario l

pagina, la

parlare

parola, la

passare un esame

penna, la

pennarello a secco, il

pennarello, il

permesso?

prendere un bel/brutto voto

presente

preside, il/la

problema, il

prospettive, le

quaderno, il

reettorio, ilregistratore, il

regola, la

religione, la

ricreazione, la

righello, il

ripetere

risposta, la

risultato, il

riuscire

russo, il

sala dei proessori, lasala giochi

sbagliare

sbaglio, lo

scambio, lo

scienza, la

scuola elementare/primaria la

scuola media ineriore, la

scuola media superiore, la

scuola privata, la

scuola secondaria/superiore, la

scuola statale/pubblica, la

scuola, la (mista)

severo

silenzio, il

spagnolo, lo


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storia, la

studiare

studio, lotacere

tedesco, il

tema, il

trimestre, il

trovare

uniorme, l

universit, l (inv)

vittima, la

vocabolario, il

voto, il

zaino, lo

Current and Future Jobs

a contatto con

a tempo pieno

a turno (lavorare)

appuntamento, l

attore, l

attrice, l

autista, l

azienda, l

barbiere, il

barra

busta, la

camionista, il

candidato, il

carriera, la

aqa-gcse italian specicification

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