spanish

Transcripción

spanish

DRAFT
GCSE
CCEA GCSE Specification in
SPANISH
For first teaching from September 2017
For first assessment from Summer 2018
For first award in Summer 2019
Subject Code: xxxx
Draft Unaccredited Specification
Submitted to regulator for approval
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A CCEA Publication
n © 2016 This specification is avvailable online at www..ccea.org.ukk Draft unaccred
dited speciffication Jun e 2016 Contents
1
Introduction
1.1 1.2 1.3 1.4 Aims Key features Prior attainment Classification codes and subject combinations 2
Specification at a Glance
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3
Subject Content
3.1 3.2 3.3 3.4 Context for Learning 1: Identity, Lifestyle and Culture Context for Learning 2: Local, National, International and Global Areas of Interest Context for Learning 3: School Life, Studies and the World of Work Learning Outcomes 4
Scheme of Assessment
4.1 4.2 4.3 4.4 4.5 Assessment opportunities Assessment objectives Assessment objective weightings Quality of written communication Reporting and grading 5
Grade Descriptions
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Guidance on Assessment
6.1 6.2 6.3 6.4 Unit 1: Listening (AO1) Unit 2: Speaking (AO2) Unit 3: Reading (AO3) Unit 4: Writing (AO4) 7
Curriculum Objectives
7.1 7.2 Cross‐Curricular Skills at Key Stage 4 Thinking Skills and Personal Capabilities at Key Stage 4 8
Links and Support
8.1 8.2 8.3 8.4 Support Examination entries Equality and inclusion Contact details Draft unaccredited specification June 2016 Appendix 1
Glossary of Terms for Controlled Assessment Regulations Appendix 2
Glossary of Terms for Rubrics for Examinations Appendix 3
Spanish Grammar and Structures Appendix 4
Spanish Core Minimum Vocabulary List
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Draft unaccredited specification June 2016 tf
DRAFT CCEA GCSE Spanish from September 2017 1
Introduction
This specification sets out the content and assessment details for our GCSE course in Spanish. We have designed this specification to meet the requirements of:  Northern Ireland GCSE Design Principles; and  Northern Ireland GCE and GCSE Qualifications Criteria. First teaching is from September 2017. We will make the first award based on this specification in Summer 2019. This specification is a unitised course. The specification supports the aim of the Northern Ireland Curriculum to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives, as well as its objectives: a
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 to develop the young person as an individual;  to develop the young person as a contributor to society; and  to develop the young person as a contributor to the economy and environment. If there are any major changes to this specification, we will notify centres in writing. The online version of the specification will always be the most up to date; to view and download this please go to www.ccea.org.uk D
5 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 1.1 Aims
This specification aims to encourage students to:  derive enjoyment and benefit from language learning and be inspired by following a broad, coherent and worthwhile course of study;  recognise that their linguistic knowledge, understanding and skills provide them with a suitable basis for further learning opportunities and opportunities for career progression;  develop knowledge of and an enthusiasm for language learning skills by providing opportunities for the practical use of Spanish;  develop the confidence to communicate effectively in Spanish;  develop the ability to work independently and with others;  develop an understanding of Spanish in a variety of contexts;  develop awareness and understanding of Spanish‐speaking countries and communities; and  take their place as a citizen in a multilingual, global society. a
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1.2 Key features
The following are important features of this specification. tf
 It offers opportunities to build on the skills and capabilities developed through the delivery of the Key Stage 3 curriculum in Northern Ireland.  It is a unitised specification. This means that students have the opportunity to take different units at different times. Students must complete at least 40 percent of the qualification in the year they wish to have the qualification awarded.  It supports progression to AS and A level study, further or higher education, vocational training and employment.  There is a flexible pattern of entry (Foundation and Higher Tiers) for the reading, listening and writing papers.  We provide a range of practical support and resource materials for teachers and students. For details of existing and planned materials, see Section 8. D
1.3 Prior attainment
Students do not need to have reached a particular level of attainment before beginning to study this specification. However, the specification is designed to promote continuity, coherence and progression within the study of the language. The specification builds on the knowledge, understanding and skills developed within the Key Stage 3 curriculum. 6 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 1.4 Classification codes and subject combinations
Every specification has a national classification code that indicates its subject area. The classification code for this qualification is [code to be confirmed]. Please note that if a student takes two qualifications with the same classification code, schools, colleges and universities that they apply to may take the view that they have achieved only one of the two GCSEs. The same may occur with any two GCSE qualifications that have a significant overlap in content, even if the classification codes are different. Because of this, students who have any doubts about their subject combinations should check with the schools, colleges and universities that they would like to attend before beginning their studies. a
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7 Draft unaccredited specification June 2016 tf
Specification at a Glance
The table below summarises the structure of this GCSE course. Content Assessment Weightings Availability Unit 1: Listening External written examination with stimulus material in Spanish There are two tiers of entry:  Foundation (35 mins approx.); and  Higher (45 mins approx.). Students answer 12 questions. Four of these are the same in both tiers. Responses include: 
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Unit 2: Speaking a
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selection; gap‐filling; answering questions in English; and
answering questions in Spanish. One teacher‐facilitated and externally marked speaking examination There is one tier of entry. The test lasts 712 minutes, plus 10 minutes of supervised preparation time. Each test includes: 
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two role plays (each up to 2 minutes) from one Context for Learning; and a general conversation on two topics (each up to 4 minutes) from the other two Contexts for Learning. Students prepare the first conversation topic in advance from the Context for Learning that we prescribe. Teachers must record and authenticate all evidence and submit it to us for marking. 8 Draft unaccredited specification June 2016 Summer from 2018 tf
25% Summer from 2018 DRAFT CCEA GCSE Spanish from September 2017 Content Assessment Weightings Availability Unit 3: Reading External written examination with stimulus material in Spanish There are two tiers of entry: 25%  Foundation (50 mins); and  Higher (60 mins). Students answer 12 questions. Four of these are the same in both tiers. Responses include: 
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Unit 4: Writing a
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selection; gap‐filling; answering questions in English; answering questions in Spanish; and translating short sentences from Spanish into English. External written examination There are two tiers of entry: D
 Foundation (1 hour); and  Higher (1 hour 15 mins). Students answer four questions. One of these is the same in both tiers. Responses include: 
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25% Summer from 2018 a listing task (Foundation Tier only);
short phrase/sentence responses in Spanish (both tiers); short responses in Spanish to one or more pieces of text (Higher Tier only); a short translation from English into Spanish (both tiers); and one structured, extended writing task in Spanish from a choice of three (both tiers). Students must take at least 40 percent of the assessment (based on unit weightings) at the end of the course as terminal assessment. 9 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 3
Subject Content
Students develop their knowledge and understanding by studying three Contexts for Learning:  Context for Learning 1: Identity, Lifestyle and Culture;  Context for Learning 2: Local, National, International and Global Areas of Interest; and  Context for Learning 3: School Life, Studies and the World of Work. They use Spanish across the range of contexts to: tf
 understand and respond to different types of spoken language (Listening);  communicate and interact effectively in speech (Speaking);  understand and respond to different types of written language (Reading); and  communicate in writing (Writing). This section sets out the content (in Sections 3.1–3.3) and the learning outcomes (Section 3.4) that apply to the Contexts for Learning. See Appendices 3 and 4 for grammar, structures and vocabulary. Foundation Tier students should be able to complete tasks within the limits of the structures and vocabulary specified in Appendices 3 and 4. Although they can expect to encounter some unfamiliar vocabulary in familiar contexts, tasks mainly come from predictable contexts and mainly use familiar language. Higher Tier students are required to complete tasks within the limits of the structures specified in Appendices 3 and 4 in a more developed and accurate manner, using more varied and complex language. They should be able to deal with elements of prediction and with unfamiliar language. a
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10 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 3.1 Context for Learning 1: Identity, Lifestyle and
Culture Content Elaboration of Content Students’ lives, families, homes and interests, and those of others in Spanish‐speaking countries and communities  Myself, my family, relationships and choices (for example family and friends)  Social media (for example online communication)  New technology (for example computers, tablets and smartphones)  Free time and leisure (for example sport, hobbies, cinema, TV, music, dance, fashion, eating out and shopping)  Daily routine (for example at home, at school and at the weekend)  Culture, customs, festivals and celebrations (for example Easter, Christmas, birthdays, cultural activities and events, national holidays, celebrations and cuisine) a
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DRAFT CCEA GCSE Spanish from September 2017 3.2 Context for Learning 2: Local, National,
International and Global Areas of Interest Content Elaboration of Content Students’ lifestyles and attitudes to environmental, social and global issues, and those of others in Spanish‐speaking countries and communities  My local environment (for example home, neighbourhood, town or city and places to visit)  The wider environment (for example region and country)  Community involvement (for example charity and voluntary work)  Social issues (for example health, lifestyle and anti‐social behaviour)  Global awareness (for example caring for others and for the environment)  Travel and tourism (for example holidays, destinations, transport, tourist information, weather, directions, accommodation, activities, shopping and eating out) a
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DRAFT CCEA GCSE Spanish from September 2017 3.3 Context for Learning 3: School Life, Studies and
the World of Work
Content Elaboration of Content Education and employment issues in students’ own and in Spanish‐
speaking countries and communities  My studies (for example school subjects)  School life (for example uniform, timetable, rules and regulations)  Extra‐curricular activities (for example clubs, societies, events, trips and visits)  Part‐time jobs (for example evening work, weekend work and work experience)  Money management (for example pocket money, wages and savings)  Future plans and career (for example post‐16 education, further studies, employment, aspirations and choices) a
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DRAFT CCEA GCSE Spanish from September 2017 3.4 Learning Outcomes
The following learning outcomes apply to each of the three Contexts for Learning (Section 3.13.3). 3.4.1 Listening
Learning Outcomes Students should be able to: tf
 demonstrate understanding of different types of spoken language;  follow and understand clear speech using familiar language;  identify the overall message, key points, details and opinions in a variety of spoken passages;  deduce meaning from a variety of spoken texts; and  recognise and respond to key information, important themes and ideas in extended spoken text (including authentic sources, which may be adapted as appropriate) by being able to answer questions, extract information, evaluate and draw conclusions. a
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14 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 3.4.2 Speaking
Learning Outcomes Students should be able to:  communicate and interact effectively in speech for a variety of purposes;  take part in short conversations, asking and answering questions, exchanging opinions and producing extended sequences of speech;  speak spontaneously, responding to questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate;  express information and narrate events coherently and confidently, using and adapting language for new purposes;  make appropriate and accurate use of a variety of vocabulary and grammatical structures;  make creative use of the language, as appropriate, to express and justify their own thoughts and points of view; and  use accurate pronunciation and intonation that would be understood by a native speaker. a
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DRAFT CCEA GCSE Spanish from September 2017 3.4.3 Reading
Learning Outcomes Students should be able to:  understand and respond to different types of written language;  understand details within texts using high frequency familiar language;  identify the overall message, key points, details and opinions in a variety of written passages;  deduce meaning from a variety of written texts (from a range of specified contexts including short narratives, authentic material and unfamiliar material);  recognise and respond to key information, important themes and ideas in extended written text and authentic sources (including edited or adapted literary texts);  demonstrate understanding, by being able to scan for particular information, organise and present relevant details, draw conclusions in context and recognise implicit meaning where appropriate; and  translate a short passage from Spanish into English. a
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DRAFT CCEA GCSE Spanish from September 2017 3.4.4 Writing
Learning Outcomes Students should be able to:  communicate in writing for a variety of purposes;  write short texts, using simple sentences and familiar language to convey meaning and exchange information;  translate sentences and short texts from English into Spanish to convey key messages accurately and to apply grammatical knowledge of language and structures in context;  produce clear and coherent extended text to present facts and express ideas and opinions for different purposes and in different settings;  make accurate use of a variety of vocabulary and grammatical structures;  manipulate the language, using and adapting a variety of structures and vocabulary with accuracy and fluency for new purposes (including using appropriate style and register); and  make independent and creative use of the language to identify key points, express and justify their thoughts and points of view. a
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Scheme of Assessment
4.1 Assessment opportunities
For the availability of examinations and assessment, see Section 2. This is a unitised specification; candidates must complete at least 40 percent of the overall assessment requirements at the end of the course, in the examination series in which they request a final subject grade. This is the terminal rule. Candidates may resit individual assessment units once before cash‐in. The better of the two results will count towards their final GCSE grade unless a unit is required to meet the 40 percent terminal rule. If it is, the more recent mark will count (whether or not it is the better result). Results for individual assessment units remain available to count towards a GCSE qualification until we withdraw the specification. a
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4.2 Assessment objectives
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There are four assessment objectives for this specification. Candidates must: 
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understand and respond to different types of spoken language (AO1); communicate and interact effectively in speech (AO2); understand and respond to different types of written language (AO3); and communicate in writing (AO4). D
4.3 Assessment objective weightings
The table below sets out the assessment objective weightings for each assessment component and the overall GCSE qualification. Assessment Objective AO1 AO2 AO3 AO4 Total Weighting Unit Weighting (%) External Assessment Overall Weighting (%) Unit 1 Unit 2 Unit 3 Unit 4 25 25 25 25 25 25 25 25 25 25 25 25 100 18 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 4.4 Quality of written communication
In GCSE Spanish, candidates must demonstrate their quality of written communication. They need to ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clear. Quality of written communication is assessed in responses to questions and tasks that require extended writing. 4.5 Reporting and grading
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We report the results of individual assessment units on a uniform mark scale that reflects the assessment weighting of each unit. In units offered at Foundation and Higher Tiers, candidates entering for Foundation Tier can achieve notional grades C to G. For Higher Tier units, candidates can achieve notional grades A* to D (with allowable E). Candidates may choose to enter individual units at different tiers. For units that are untiered, they can achieve notional grades A* to G. We determine the overall qualification grades awarded by aggregating the uniform marks that candidates obtain on individual assessment units. We award GCSE qualifications on an eight grade scale from A* to G, with A* being the highest. If candidates fail to attain a grade G or above, we report their result as unclassified (U). a
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19 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 5
Grade Descriptions
Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions must be interpreted in relation to the content in the specification; they are not designed to define that content. The grade awarded depends in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of candidates’ performance in the assessment may be balanced by better performances in others. tf
Grade Description A Candidates show understanding of a range of spoken language that contains a wide variety of structures and more complex language. The spoken material relates to a range of contexts including past and future events, as appropriate. Candidates can identify main points, details and points of view and draw conclusions. They initiate and develop conversations and discussions, present information and narrate events. They express and explain ideas and justify points of view, and they produce extended sequences of speech using a variety of vocabulary, structures and verb tenses, as appropriate. They speak confidently, with high level pronunciation, intonation and fluency. The message is very clear although there may be some errors, especially when they use more complex structures. They show very good understanding of written texts that contain a variety of structures and relate to a range of contexts. They understand some unfamiliar language and extract meaning from more complex language. They can identify main points, extract details, recognise points of view, attitudes and emotions and draw conclusions from written texts. Candidates write for different purposes and within a range of contexts about real or imaginary subjects. They express and explain ideas and justify points of view. They use a variety of vocabulary, structures and verb tenses, as appropriate. Their spelling and grammar are accurate. The message is very clear although there may be a few errors, especially when they write more complex sentences. a
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C Candidates show understanding of different types of spoken language that contain a variety of structures. The spoken material relates to a range of contexts and may relate to past and future events, as appropriate. Candidates can identify main points, details and opinions. 20 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Grade Description They take part in straightforward conversations and discussions and present information. They express ideas and points of view, and they produce sequences of speech using some variety of vocabulary, structures and verb tenses, as appropriate. They speak with some confidence and with good pronunciation, intonation and fluency. They convey a clear message although there may be some errors. They show good understanding of a variety of written texts relating to a range of contexts. They may understand some unfamiliar language and extract meaning from some complex language. They can identify main points, extract details and recognise opinions. Candidates write, with some sense of purpose, for different contexts that may be real or imaginary. They communicate information and express points of view. They use some variety of vocabulary, structures and verb tenses, as appropriate. The style is straightforward. Their spelling and grammar are generally accurate. The message is clear although there may be some errors, especially when they attempt more complex sentences. F a
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Candidates show some understanding of different types of simple language. The spoken material relates to a range of familiar contexts. Candidates can identify main points and extract some details. They take part in basic conversations and present basic information. They can express their ideas and may offer some opinions. They use a limited range of language. Their pronunciation is understandable. The main points are generally conveyed although there are frequent errors. They show some limited understanding of a variety of written texts relating to familiar contexts. They can identify some main points and some details. Candidates write short texts that relate to familiar contexts. They can express ideas and some basic opinions. They use basic sentences. Their spelling and grammar have limited accuracy. The main points of the message are generally conveyed although there may be frequent errors. 21 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 6
Guidance on Assessment
6.1 Unit 1: Listening (AO1)
Weighting: 25% Marks available: 60 marks (42 for Section A and 18 for Section B) Timing: Foundation Tier – 35 minutes approx. (including 5 minutes for reading) Higher Tier – 45 minutes approx. (including 5 minutes for reading) Listening is assessed by examination paper. The paper comprises a variety of stimulus material in Spanish recorded by fluent speakers. Candidates have 5 minutes to read through the paper before the questions start. They hear each item of stimulus twice. Writing time is built into the recording, so the teacher must not stop or pause it between items. At Foundation Tier, stimulus items may take the form of short announcements, messages and dialogues from a range of contexts. Candidates’ responses may require selection, gap‐
filling, answers in English and answers in Spanish. Stimulus items refer to past, present and future events, and they include some unfamiliar language. Candidates need to identify main points and extract details and points of view. At Higher Tier, stimulus items may take the form of dialogues and narratives of various types from a range of contexts. Candidates’ responses may require selection, gap‐filling, answers in English and answers in Spanish. Stimulus items refer to past, present and future events, and they include some unfamiliar language. Candidates should be able to understand gist, identify main points and details, recognise points of view, attitudes and emotions, and draw conclusions. Four of the 12 questions are common to both Foundation and Higher Tier. We mark the listening examination. a
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6.2 Unit 2: Speaking (AO2)
Weighting: 25% Marks available: 60 marks Timing: 712 minutes (plus preparation time) The teacher facilitates the speaking examination and we mark it. Candidates must respond and converse in Spanish. The examination comprises two role‐plays and one general conversation on two topics, and it covers all three Contexts for Learning. Candidates prepare the first conversation topic in advance. Supervised preparation session for Conversation Topic 1 Each year we set Conversation Topic 1 from one of the three Contexts for Learning. Candidates have 1 hour to prepare in advance of the examination, under supervised controlled conditions, using a CCEA Preparation Sheet. 22 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Role‐play preparation The teacher selects two role‐plays for each candidate. These must not be from the same Context for Learning as Conversation Topic 1. Candidates then have 10 minutes to prepare their two role‐play responses just before the speaking examination. Teacher‐facilitated examination The teacher facilitates and records the formal speaking examination. The role‐plays, Conversation Topic 1 and Conversation Topic 2 must each come from a different Context for Learning. The marks available and maximum time allowed for candidates to respond in each part of the examination are as follows:  Role‐Play 1 (up to 2 minutes) 10 marks  Role‐Play 2 (up to 2 minutes) 10 marks  Conversation Topic 1 (up to 4 minutes) 20 marks  Conversation Topic 2 (up to 4 minutes) 20 marks The following table explains the controlled conditions for the speaking examination: Stage a
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Detail of control D
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Setting the task The level of control for task setting is medium. We set the Context for Learning for Conversation Topic 1. Prior to the examination, the teacher facilitates the 1 hour preparation session under controlled conditions. Taking the task The level of control for task taking is high. On the day of the examination, the teacher facilitates the 10 minute preparation session and the speaking examination. Marking the task Our examiners mark the task. Teachers must record and authenticate all evidence and submit it to us by the set deadline. See Appendix 1 for a glossary of controlled assessment terms. 6.3 Unit 3: Reading (AO3)
Weighting: Marks available: Timing: 25% 60 marks (36 for Section A and 24 for Section B) Foundation Tier – 50 minutes Higher Tier – 60 minutes 23 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 This paper comprises a variety of items of stimulus material in Spanish, for example notices, announcements, advertisements, extracts from letters, magazines or newspaper articles and forms of imaginative writing. The paper may include some items from ICT‐based sources such as email or the internet. At Foundation Tier, candidates’ responses may require selection, gap‐filling, answers in English and answers in Spanish. The stimulus material covers a range of topics referring to past, present and future events and may include some unfamiliar language. Candidates need to identify and extract details and points of view. At Higher Tier, candidates’ responses may require selection, gap‐filling, answers in English and answers in Spanish. The stimulus material covers a range of topics referring to past, present and future events and may include some unfamiliar language. Candidates need to understand gist, identify main points and detail, recognise points of view, attitudes and emotions, and draw conclusions. Four of the 12 questions are common to both Foundation and Higher Tier. a
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6.4 Unit 4: Writing (AO4)
Weighting: Marks available: Timing: 25% 60 marks Foundation Tier – 1 hour Higher Tier – 1 hour 15 minutes D
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Writing is assessed by examination paper. Candidates must respond and write in Spanish. The writing papers include a variety of stimulus material. The Foundation Tier paper has four questions: 
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Question 1 is a listing task. Question 2 requires short phrase/sentence responses in Spanish.* Question 3 is a short translation exercise from English into Spanish. Question 4 is a structured, extended writing task in Spanish. Candidates answer one question from a choice of three. Each question has five supporting bullet points. The Higher Tier paper has four questions: 
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Question 1 requires short phrase/sentence responses in Spanish.* Question 2 requires short responses in Spanish to one or more pieces of text. Question 3 is a short translation exercise from English into Spanish. Question 4 is a structured, extended writing task in Spanish. Candidates answer one question from a choice of three. Each question has five supporting bullet points. *This question is common to both Foundation and Higher Tier. 24 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 7
Curriculum Objectives
This specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross‐Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used. tf
7.1 Cross-Curricular Skills at Key Stage 4
Communication Students should be able to:  communicate meaning, feelings and viewpoints in a logical and coherent manner, for example organise the structure and content of their written response to present ideas effectively;  make oral and written summaries, reports and presentations, taking account of audience and purpose, for example convey complex information clearly, showing sensitivity to register to achieve effects;  participate in discussions, debates and interviews, for example work as a pair or in a group and make valid contributions by asking relevant questions;  interpret, analyse and present information in oral, written and ICT formats, for example use technology such as a PowerPoint presentation to communicate information in an original way; and  explore and respond, both imaginatively and critically, to a variety of texts, for example evaluate information from different sources and draw conclusions. a
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Using Mathematics Students should be able to:  use mathematical language and notation with confidence, for example recognise patterns for numbers and understand mathematical data in the target language;  use mental computation to calculate, estimate and make predictions in a range of simulated and real‐life contexts, for example interpret diagrams and timetables;  select and apply mathematical concepts and problem‐solving strategies in a range of simulated and real‐life contexts, for example obtain, process and interpret mathematical data to justify their conclusions;  interpret and analyse a wide range of mathematical data, for example use statistical data from a range of sources to draw conclusions;  assess probability and risk in a range of simulated and real‐life contexts, for example analyse mathematical data to evaluate the consequences of risk‐taking behaviour; and  present mathematical data in a variety of formats which take account of audience and purpose, for example use appropriate mathematical language to communicate ideas effectively. 25 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Using ICT Students should be able to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example research a topic online and present the information using a PowerPoint presentation to create an impact. tf
7.2 Thinking Skills and Personal Capabilities at
Key Stage 4 Self‐Management Students should be able to:  plan work, for example select a learning strategy such as mind maps for revision;  set personal learning goals and targets to meet deadlines, for example identify strengths and weaknesses and organise tasks according to priority;  monitor, review and evaluate their progress and improve their learning, for example respond positively to feedback to prioritise a specific area for improvement; and  effectively manage their time, for example focus on the task to complete their work on time. a
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Working with Others Students should be able to:  learn with and from others through co‐operation, for example listen to others and value contributions from other groups;  participate in effective teams and accept responsibility for achieving collective goals, for example contribute constructively in group activities by asking appropriate questions; and  listen actively to others and influence group thinking and decision‐making, taking account of others’ opinions, for example explore differences in opinion to consider pros and cons and reach a conclusion. Problem Solving Students should be able to:  identify and analyse relationships and patterns, for example recognise, compare and contrast information and data;  propose justified explanations, for example present reasons and rationales;  reason, form opinions and justify their views, for example give reasons for likes/dislikes or preferences;  analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example use appropriate registers to convey information with a recognition of audience and purpose;  analyse and evaluate multiple perspectives, for example consider and compare 26 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 different points of view;  explore unfamiliar views without prejudice, for example objectively take on board various viewpoints;  weigh up options and justify decisions, for example compare alternatives, come to a personal conclusion and justify opinions; and  apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example use a range of strategies to tackle problems and resolve familiar and unfamiliar scenarios and situations. tf
Although not referred to separately as a statutory requirement at Key Stage 4 in the Northern Ireland Curriculum, Managing Information and Being Creative may also remain relevant to learning. a
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27 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 8
Links and Support
8.1 Support
The following resources are available to support this specification:  our Spanish microsite at www.ccea.org.uk; and  specimen assessment materials. We also intend to provide: 
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past papers; mark schemes; Chief Examiner’s reports; guidance on progression from Key Stage 3; schemes of work; resource materials ; centre support visits; support days for teachers; guidance for teachers; guidance for candidates; a resource list; and exemplification of examination performance. a
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8.2 Examination entries
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Entry codes for this subject and details on how to make entries are available on our Qualifications Administration Handbook microsite, which you can access at www.ccea.org.uk Alternatively, you can telephone our Examination Entries, Results and Certification team using the contact details provided. 8.3 Equality and inclusion
We have considered the requirements of equality legislation in developing this specification and designed it to be as free as possible from ethnic, gender, religious, political and other forms of bias. GCSE qualifications often require the assessment of a broad range of competences. This is because they are general qualifications that prepare students for a wide range of occupations and higher level courses. During the development process, an external equality panel reviewed the specification to identify any potential barriers to equality and inclusion. Where appropriate, we have considered measures to support access and mitigate barriers. We can make reasonable adjustments for students with disabilities to reduce barriers to accessing assessments. For this reason, very few students will have a complete barrier to any part of the assessment. 28 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 It is important to note that where access arrangements are permitted, they must not be used in any way that undermines the integrity of the assessment. You can find information on reasonable adjustments in the Joint Council for Qualifications document Access Arrangements and Reasonable Adjustments: General and Vocational Qualifications, available at www.jcq.org.uk 8.4 Contact details
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If you have any queries about this specification, please contact the relevant CCEA staff member or department:  Specification Support Officer: Joan Jennings (telephone: (028) 9026 1200, extension 2552, email: [email protected])  Subject Officer with overall responsibility: Eileen Lisk (telephone: (028) 9026 1200, extension 2255, email: [email protected])  Subject Officer: Seán McNally (telephone: (028) 9026 1200, extension 2325, email: [email protected])  Examination Entries, Results and Certification (telephone: (028) 9026 1262, email: [email protected])  Examiner Recruitment (telephone: (028) 9026 1243, email: [email protected])  Distribution (telephone: (028) 9026 1242, email: [email protected])  Support Events Administration (telephone: (028) 9026 1401, email: [email protected])  Information Section (including Freedom of Information requests) (telephone: (028) 9026 1200, email: [email protected])  Moderation (telephone: 9026 1200, extension 2236, email: [email protected])  Business Assurance (Complaints and Appeals) (telephone: (028) 9026 1244, email: [email protected] or [email protected]). a
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29 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Appendix 1
Glossary of Terms for Controlled Assessment
Regulations
Term Definition Component A discrete, assessable element within a controlled assessment/qualification that is not itself formally reported and for which the awarding body records the marks May contain one or more tasks Controlled assessment A form of internal assessment where the control levels are set for each stage of the assessment process: task setting, task taking, and task marking
External assessment A form of independent assessment in which question papers, assignments and tasks are set by the awarding body, taken under specified conditions (including detailed supervision and duration) and marked by the awarding body a
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Formal supervision (High level of control) The candidate must be in direct sight of the supervisor at all times. Use of resources and interaction with other candidates is tightly prescribed. Informal supervision (Medium level of control) Questions/Tasks are outlined, the use of resources is not tightly prescribed and assessable outcomes may be informed by group work. Supervision is confined to:  ensuring that the contributions of individual candidates are recorded accurately; and  ensuring that plagiarism does not take place. The supervisor may provide limited guidance to candidates. Limited supervision (Low level of control) Requirements are clearly specified, but some work may be completed without direct supervision and will not contribute directly to assessable outcomes. 30 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Term Definition Mark scheme A scheme detailing how credit is to be awarded in relation to a particular unit, component or task Normally characterises acceptable answers or levels of response to questions/tasks or parts of questions/tasks and identifies the amount of credit each attracts May also include information about unacceptable answers Task A discrete element of external or controlled assessment that may include examinations, assignments, practical activities and projects Task marking Specifies the way in which credit is awarded for candidates’ outcomes Involves the use of mark schemes and/or marking criteria produced by the awarding body Task setting Task taking Unit a
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The specification of the assessment requirements Tasks may be set by awarding bodies and/or teachers, as defined by subject‐specific regulations. Teacher‐set tasks must be developed in line with awarding body specified requirements.
The conditions for candidate support and supervision, and the authentication of candidates’ work Task taking may involve different parameters from those used in traditional written examinations. For example, candidates may be allowed supervised access to sources such as the internet. The smallest part of a qualification that is formally reported and can be separately certificated May comprise separately assessed components 31 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Appendix 2
Glossary of Terms for Rubrics for Examinations
The following sections provide examples of the types of rubrics (English and Spanish) which will be used in the examinations. These examples are neither prescriptive nor exhaustive but are intended as a general guide to candidates. Variations may be used as appropriate. GCSE Rubrics
Speaking Rubrics
You are talking to… Your teacher will play the part of… Your teacher will speak first. You should address… a
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Listening Rubrics
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Listening Foundation Tier
Answer all questions. Read the sentence(s) below. Read the information below. Answer in English. Answer all questions in English. Answer the following question(s) in English. Complete the following sentence(s) in English. Tick () the correct box. Tick () the two correct boxes. Tick () the correct ending(s) to the sentences. Fill in the gaps/spaces in English. Fill in the gaps/spaces with the letters/numbers of the correct word from the box below. Read… Underline the… Write the correct letter in the box beside the name of each person. Write the letter of the correct phrase/word into the box below. Write the answers in English in the boxes below. Spanish
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Spanish Instructions Escribe el número correcto en la casilla. Escribe la letra correcta. Elige la letra y el número correcto para cada sección y escríbelos en la tabla. English Translations Write the correct number in the box. Write the correct letter. Choose the right letter and number for each section and write them in the table. 32 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Completa con la frase correcta en español. Complete with the correct phrase/sentence in Spanish. Listening Higher Tier
Answer all questions. Read the sentence(s) below. Read the information below. Answer in English. Answer all questions in English. Answer the following question(s) in English. Complete the following sentence(s) in English. Tick () the correct box. Tick () the two correct boxes. Tick () the correct ending(s) to the sentences. Fill in the gaps/spaces in English. Fill in the gaps/spaces with the letters/numbers of the correct word(s) from the box below. Read… Underline the… Write the correct letter in the box beside the name of each person. Write the letter of the correct phrase/word into the box below. Write the answers in English in the boxes below. Spanish
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Spanish Instructions English Translations Escribe en español.
Write in Spanish. Elige la letra y el número correcto para Choose the right letter and number for cada sección y escríbelos en la tabla.
each section and write them in the table. Escribe el número correcto en la tabla.
Write the correct number in the table. Rellena los espacios con palabras o frases Fill in the blanks with words or en español.
phrases/sentences in Spanish. Reading Foundation Tier
Answer all questions. Read… Answer in English. Answer all questions in English. Answer the following question(s) in English. Complete the following sentence(s) in English. Tick () the correct box. Tick () the two correct boxes. Tick () the correct ending(s) to the sentences. Underline the… Read this email from [name]. Read this poster. Complete the boxes in English. 33 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Write the correct letter in the boxes below. Spanish
Spanish Instructions English Translations Empareja las [dos…] partes de la frase. Match up the two parts of the sentence. Escribe el nombre correcto en la casilla. Write the correct name in the box. Escribe la letra correcta en la casilla. Write the correct letter in the box. Lee la siguiente información. Read the following information. Pon una marca () en la casilla correcta. Put a tick () in the correct box. Pon las [dos, tres, cuatro…] letras Put the [two, three, four…] correct correctas en las casillas abajo. letters in the boxes below. Rellena los espacios con el número de la Fill in the blanks with the number of the palabra correcta de la lista abajo. correct word from the list below. Reading Higher Tier
Answer all questions. Read… Answer in English. Answer all questions in English. Answer the following question(s) in English. Complete the following sentence(s) in English. Tick () the correct box. Tick () the two correct boxes. Tick () the correct ending(s) to the sentences. Underline the… Complete the boxes in English. Read the passage(s) and answer the following question(s). Read this poster… Read this entry… Read this sign… Read this diary… Read this menu… Read what [name] says… Read this blog/email… Write the correct letter in the boxes below. Write the [two, three, four…] correct letters in the boxes below. Spanish
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Spanish Instructions Empareja las [dos…] partes de la frase. Escribe el nombre correcto en la casilla. Escribe la letra correcta en la casilla. Lee la siguiente información. 34 Draft unaccredited specification June 2016 tf
English Translations Match up the two parts of the sentence. Write the correct name in the box. Write the correct letter in the box. Read the following information. DRAFT CCEA GCSE Spanish from September 2017 Pon una marca () en la casilla correcta. Pon las [dos, tres, cuatro…] letras correctas en las casillas abajo. Rellena los espacios con el número de la palabra correcta de la lista abajo. Put a tick () in the correct box. Put the [two, three, four…] correct letters in the boxes below. Fill in the blanks with the number of the correct word from the list below. Writing Rubrics
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Writing Foundation Tier
List the… Use the spaces provided below. Write in Spanish. Write a sentence for each answer. Answer the questions in Spanish. Translate the English sentences into Spanish and write the answer in the spaces provided below. Choose ONE question from the three options provided and write your answer in Spanish. Writing Higher Tier
Write a sentence for each answer. Answer the questions in Spanish. Read the… Answer the questions in the spaces provided below. Translate the English sentences into Spanish. Write the answer in the spaces provided below. Choose ONE question from the three options provided and write your answer in Spanish. a
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35 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Appendix 3
Spanish Grammar and Structures
GCSE students are expected to acquire knowledge and understanding of Spanish grammar during their course. The examinations will require them 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. Spanish (Foundation Tier)
Grammar and Structures Nouns Gender Singular and plural forms a
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Articles Definite and indefinite Lo plus adjective (R) Adjectives Agreement Position tf
Examples Masculine sing. Feminine sing. NB El chico La chica El agua Un chico Una chica El jardín La universidad Un jardín Una universidad Singular Plural El libro Los libros Un libro Unos libros El profesor Los profesores Un profesor Unos profesores La ciudad Las ciudades Una ciudad Unas ciudades La conversación Las conversaciones Una conversación Unas conversaciones El, la, los, las Un, una, unos, unas Lo fácil, lo bueno, lo mejor, lo difícil Bonito/a, bonitos/as Grande, grandes Pequeño/a, pequeños/as Inteligente, inteligentes Alto/a, altos/as Rojo/a, rojos/as Popular, populares Mi hermano es alto/Mis hermanos son altos. Mi hermana es alta/Mis hermanas son altas. La flor roja/las flores rojas El restaurante chino/los restaurantes chinos La casa grande y cara/las casas grandes y caras 36 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Comparative and superlative Demonstrative Indefinite a
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Possessive adjectives Adjective Comparative Superlative Grande Mayor que El/La mayor Pequeño Menor que El/La menor Bueno Mejor que El/La mejor Malo Peor que El/La peor Inteligente Más inteligente El/La más inteligente Delgado Más delgado El/La más delgado/a Juan es más inteligente que Carlos. Antonio es el chico más inteligente de la clase. (Este, ese, aquel…) Este libro/estos libros Esta mujer/estas mujeres Ese libro/esos libros Esa mujer/esas mujeres Aquel libro/aquellos libros Aquella mujer/aquellas mujeres (Cada, otro, todo, mismo, algún…) Cada día, cada vez, cada mañana Otro lápiz, otra casa, otros libros, otras sillas Todo el trabajo, toda la noche Todos los estudiantes, todas las casas El mismo coche, la misma persona Los mismos coches, las mismas personas Algún coche, alguna farmacia Algunos problemas, algunas soluciones (Mi, tu, su…) Mi libro Mi casa Mis libros Mis casas Tu amigo Tu amiga Tus amigos Tus amigas Su coche Su habitación Sus coches Sus habitaciones Nuestro hermano Nuestra hermana Nuestros hermanos Nuestras hermanas Vuestro jardín Vuestra mesa Vuestros jardines Vuestras mesas 37 Draft unaccredited specification June 2016 tf
DRAFT CCEA GCSE Spanish from September 2017 Interrogatives (Cuánto, qué, dónde, cuándo, quién, cuál…) ¿Cuánto cuesta? ¿Cuántas hermanas tienes? ¿Qué te gusta comer? ¿Cuándo terminas? ¿Dónde está el baño? ¿Cómo está tu padre? ¿Quién es este hombre? ¿Cuál es el mío? Adverbs Formation (Adding ‐mente, irregular forms, such as mal, mucho, bien) Enormemente, simplemente, especialmente Juego muy bien al fútbol. Canta muy mal. Comparative and Más interesante que, el/la más interesante superlative: regular Menos inteligente que, el/la menos inteligente Más grande que, el/la más grande Interrogative (Cómo, cuándo, dónde…) ¿Adónde vas tan temprano? ¿Cómo te sientes hoy? ¿Cuánto tiempo vas a estar allí? Adverbs of time and place (Aquí, allí, ahora, ya…) Ahora no está en su casa. He terminado ya. Voy a estar allí muy pronto. Common adverbial phrases Por la mañana, a la derecha, a pie Quantifiers/Intensifiers (Muy, bastante, demasiado, poco, mucho…) No había demasiado dinero en el banco. Tenemos bastante comida en la mesa. Hay muy poco tiempo para terminarlo. Pronouns Subject Yo, tú, él, ella, usted, nosotros, nosotras, vosotros, vosotras, ellos, ellas, ustedes Object (R) Me, te, lo, la, nos, os, los, las Position and order of object La leo, lo como, los compra, las escribe pronouns (R) a
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DRAFT CCEA GCSE Spanish from September 2017 Possessive pronouns (Mío, tuyo, suyo…) El mío/La mía/Los míos/Las mías Tu jardín es grande, el mío es pequeño. Tu casa es vieja, la mía es nueva. Tus hermanos son altos, los míos son bajos. Tus flores son rojas, las mías son blancas. El tuyo/La tuya/Los tuyos/Las tuyas Mi coche es verde, el tuyo es azul. El suyo/La suya/Los suyos/Las suyas Mi coche es verde, el suyo es blanco. El nuestro/La nuestra/Los nuestros/Las nuestras Su jardín es bonito, el nuestro es más grande. El vuestro/La vuestra/Los vuestros/Las vuestras Nuestro padre trabaja aquí, el vuestro trabaja en Madrid. Reflexive Me, te, se, nos, os, se Relative Que Relative (R) (Que, quien, lo que, cuyo…) No me llamó, lo que me parece extraño. El hombre que sale es tu vecino. El país cuya capital es Madrid. Disjunctive (Conmigo, contigo, para mí, para ti…) Viene conmigo en el autobús. Es para mí. Lo he comprado para él. Demonstrative and (Éste, ése, aquél, esto, eso, aquello) indefinite (Algo, alguien…) Alguien me dijo que tuvo un accidente. Aquello que escribió era muy triste. Interrogative (Cuál, qué, quién…) ¿Cuál es el que quieres? ¿Quién escribió la carta? ¿Qué te ha dicho? Verbs Regular and irregular verbs, ‐ar/‐er/‐ir conjugations of regular verbs (hablar, including reflexive verbs comer, vivir...) Irregular verbs (ir, ser, estar, poner…) Reflexive verbs (levantarse, acostarse, relajarse…) All persons of the verb, Hablar Tener Escribir singular and plural Hablo Tengo Escribo Hablas Tienes Escribes Habla Tiene Escribe Hablamos Tenemos Escribimos Habláis Tenéis Escribís Hablan Tienen Escriben a
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DRAFT CCEA GCSE Spanish from September 2017 Modes of address: tú and usted Radical‐changing verbs Negative forms Interrogative forms Reflexive constructions Uses of ser and estar Tenses Present indicative Present continuous Preterite Imperfect: in weather expressions with estar, hacer Imperfect (R) Future (R) a
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Perfect: most common verbs only Conditional: gustar only in set phrases Pluperfect (R) Tú recibes el correo/Usted recibe el correo. Tú no ganas mucho/Usted no gana mucho. Tú debes salir ya/Usted debe salir ya. Contar: cuento Preferir: prefiero Pedir: pido No voy a salir. No tuve tiempo. No fueron al cine. Se llama Juan. ¿Se llama Juan? Ha comprado el libro. ¿Ha comprado el libro? Juan no va a venir. ¿No va a venir Juan? (Se puede, se necesita, se habla) Se necesita camarero para hotel en la costa. Se puede fumar en esta sala. Aquí se habla español. Ser: nacionalidad, profesión, color, talla, personalidad… Estar: posición, estados temporales… tf
Estoy hablando, estas saliendo, están comprando… Tuve, regalaste, pudiste… Hacía calor. Las temperaturas eran altas. Era un día caluroso. Tenía sólo doce años. Era un chico muy inteligente. Visitaban la playa cada verano. De mayor seré futbolista. El próximo verano iremos a Barcelona. Estudiarán español en la universidad. He visitado España en varias ocasiones. Mi padre ha salido temprano de casa. Hemos llegado a las ocho al colegio. Me gustaría visitar España en el futuro. A mi padre le gustaría tener un coche más grande. Nos gustaría poder hablar japonés. Mi madre se había levantado temprano. El policía había salido del coche. 40 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Gerund (R) Imperative: common forms including negative Subjunctive, present (R): in certain exclamatory phrases Subjunctive, imperfect Impersonal verbs: most common only Prepositions Common, including personal a Por and para Conjunctions Common El tren había llegado a las seis. Hablando, bebiendo, escribiendo ¡Di la verdad! ¡Escucha a tu madre! ¡No hagas tonterías! ¡Viva! ¡Dígame! ¡Cierren la puerta! a
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Number, quantity, dates Time Use of desde hace with present tense (R) tf
Quisiera… Quisiera un kilo de cebollas. (Llover, nevar, anochecer, hacer falta, doler…) Llovió toda la noche. Hace falta comprar verduras. Me duele la cabeza. (A, con, de, desde, entre, hacia, en, sin, sobre...) (Al lado de, al final de…) He llegado con mi padre. Van hacia el supermercado. El libro está sobre la mesa. Regresó por la mañana. Están por todas partes. Lo ha hecho por mí. El regalo es para él. Lo necesito para mañana. Ahorra dinero para ir de vacaciones. Including y, pero, o, porque, como, cuando… Tengo un coche pero está roto. Compré el libro porque lo necesitaba. Salí cuando el profesor terminó. Dos, quince, un litro, el seis de febrero A las dos y media, son las nueve, es la una y cuarto Vivo en Belfast desde hace diez años. No le he visto desde hace una semana. Mi hermano estudia español desde hace tres meses. 41 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Spanish (Higher Tier)
All grammar and structures listed for Foundation Tier, as well as: Grammar and Structures Examples Articles Lo plus adjective Adjectives Comparative and superlative Possessive, short and long forms and relative (R) El, la, los, las, un, una, unos, unas Lo bueno, lo importante, lo mejor Bajo/a, generoso/a, inteligente Más interesante, el más alto (Mi, mío, tu, tuyo, su, suyo…) Este es mi cuaderno. Este cuaderno es mío. Aquella es su casa. Aquella casa es suya. Cuyo, cuya Aquel libro, cuyo autor está muerto… Lentamente, recientemente Más frecuentemente, lo más rápidamente Me, te, lo, la, le, nos, os, los, las, les Lo hago, me ayuda, voy a verlo Adverbs Comparative and superlative Pronouns Object Position and order of object pronouns Relative: all other uses including quien, lo que, el que, cual Possessive Verbs: tenses Future Imperfect D
Imperfect continuous Perfect Pluperfect a
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Hago lo que me gusta. Esta es la mujer con quien trabajo. Ese chico es el que trabaja en la radio. (El mío, la mía, el tuyo, la suya…) Este coche no es el mío. El tuyo es de color azul. Han cogido la suya porque es la mejor. Estudiaré en la universidad. Mis padres vendrán mañana. Mi primo sacará mejores notas que yo. El niño caminaba por la calle. Había mucha niebla y hacía frío. Cada día visitaba a mis abuelos. El reportero estaba hablando por la radio. Estaba caminando cuando vi el accidente. Estábamos saliendo del tren cuando oímos el ruido. He comprado todo lo que necesito. Ya he salido de la oficina. Nos han regalado un perro. Ya había salido cuando él llamó. 42 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 No habían comprado lo suficiente. El había salido hacia la estación. Conditional Me gustaría estudiar en el extranjero. Tendría la oportunidad de trabajar. Sería mi sueño. Passive voice (R) La tienda fue asaltada por los gamberros. El libro fue escrito por Cervantes. El edificio será abierto el próximo mes. Gerund Estoy estudiando para mis exámenes. Están hablando por teléfono. El perro está ladrando. Present subjunctive: imperative, ¡Venga a las nueve! affirmation and negation, future ¡No compren en esa tienda! after conjunctions of time No compren nada allí cuando abran la (cuando) tienda. After verbs of wishing, command, Deseo que vuelvas pronto. request, emotion, to express Es necesario que termine el trabajo. purpose (para que) Debo aprobar para que pueda ir a la universidad. Imperfect subjunctive (R) Si tuviera dinero iría de vacaciones. Si pudiera saldría temprano. Si estudiaras más, sacarías mejores notas. Time Use of desde hace with present Tengo este coche desde hace tres años. tense Vivo en esta casa desde hace una semana. Mi abuelo está enfermo desde hace un mes. Use of desde hace with imperfect Ya tocaba el piano desde hace seis años. tense (R) Visitaba a su madre en el hospital desde hace dos meses. a
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DRAFT CCEA GCSE Spanish from September 2017 Appendix 4
Spanish Core Minimum Vocabulary List
Context for Learning 1: Identity, Lifestyle and Culture
Myself, my family, relationships and choices
Mi familia y yo
los miembros de la familia el adulto el bebé el yerno el hijastro el cuñado el suegro el padrastro la nuera la hijastra la cuñada la suegra la madrastra el novio el amigo la novia la amiga la pareja el/la primo/a el hermanastro la hermanastra el/la niño/a la familia la hija la chica el/la hijo/a único/a el hijo la mujer el hermano el chico la abuela los abuelos el abuelo el hombre los gemelos las gemelas la madre el marido a
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Myself and my family
family members adult baby son‐in‐law step‐son brother‐in‐law father‐in‐law step‐father daughter‐in‐law step‐daughter sister‐in‐law mother‐in‐law step‐mother boyfriend male friend girlfriend female friend couple, partner cousin half‐brother, step‐brother half‐sister, step‐sister child family daughter girl only son/daughter son wife, woman brother boy grandmother grandparents grandfather man twins twin girls mum, mother husband 44 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 el sobrino la sobrina el tío el padre los padres los parientes la nieta el nieto los nietos la hermana la tía Las descripciones físicas/
Descripciones
la barba rizado/a el pelo corto/a alto/a gordo/a rubio/a castaño/a pelirrojo/a la piel pálido/a moreno/a joven guapo/a feo/a largo/a las gafas delgado/a mediano/a bajo/a liso/a de estatura media viejo/a los ojos la altura, la estatura el peso el bigote las pecas la cicatriz de mediana edad de peso medio mayor el amor, el cariño nephew niece uncle dad, father parents relatives granddaughter grandson grandchildren sister aunt tf
Appearance/Descriptions
beard curly hair short (describing hair) tall fat blond, fair brown (hair) red‐haired, ginger skin pale dark‐skinned young handsome, pretty ugly long glasses thin, slim medium length (describing hair) short (in height) straight medium height old eyes height weight moustache freckles scar medium age medium weight older love D
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45 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 gracioso/a hablador/a tonto/a menor un fastidio, un pesado soltero/a divorciado/a ingenioso/a egoísta juntos/as enfadado/a generoso/a amable feliz, alegre impaciente injusto/a torpe travieso/a muerto/a el nacimiento nacido/a el… el nombre perezoso/a, vago/a molesto/a lleno/a de vida el nombre el apellido las relaciones el sentido del humor separado/a serio/a deportista tímido/a callado/a tranquilo/a trabajador/a triste el/la viudo/a animado/a amistoso/a la amistad Verbos útiles
llamarse tener ser, estar llevar funny chatty, talkative stupid, silly younger a nuisance (person) single divorced witty, clever selfish together angry generous kind, nice happy impatient unfair clumsy naughty dead birth born on the... name lazy annoying full of life first name surname relationships sense of humour separated serious sporty shy quiet calm hard‐working sad widower/widow lively friendly friendship Useful verbs
to be called to have to be to wear a
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DRAFT CCEA GCSE Spanish from September 2017 querer, amar gustar encantar charlar contar con saber conocer criticar odiar decir discutir divorciarse llevarse bien con llevarse mal con casarse con hacerse amigo de avergonzar confiar en enfadarse compartir llorar preferir encontrar, conocer soñar reírse sonreír el blog dejar un comentario la comunidad la cuenta/clave de usuario el contacto el hilo de debate el foro la actualización de estado la contraseña la foto del perfil el perfil la red social buscar contactos en la red el/la seguidor/a el/la usuario/a en línea Verbos útiles
hacer una amistad con to love (person) to like to love to chat to count on, rely on to know to know (person) to criticise to hate to say, tell to argue to divorce to get on with to get on badly with to marry, get married to to make friends with to embarrass to trust to get angry to share to cry to prefer to meet to dream to laugh to smile a
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Redes Sociales
Social media
blog to comment community account/username contact discussion thread forum status update password a profile photo profile social network social networking follower user
online Useful verbs
to ‘friend’ 47 Draft unaccredited specification June 2016 tf
DRAFT CCEA GCSE Spanish from September 2017 agregar como amigo/a a conectarse mandar/enviar un mensaje desconectarse registrarse compartir seguir recibir un mensaje to ‘friend’ to log in to send a message to log out to sign up, to register to share to follow to receive a message La tecnología nueva
el cartucho de tinta el teclado el pen drive USB la pantalla la impresora el juego online, en línea el software el ordenador, la computadora el ordenador portátil la tableta el ratón la dirección el mensaje de email el CD, el disco compacto el email, el correo electrónico la banda ancha el enlace el podcast el sitio web/la página web la red el wifi la cámara la tarjeta SIM equipado/a con la cuenta el navegador GPS gratis el (teléfono) móvil el tono de llamada el móvil de contrato el móvil de prepago enviar un SMS/mensaje las aplicaciones tf
New technology
ink cartridge keyboard USB memory stick screen printer game online software computer laptop tablet mouse address email message CD email broadband link podcast internet site web wifi camera SIM card equipped with bill sat‐nav free mobile phone ring tone contract phone prepaid phone to text apps D
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48 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Verbos útiles
encender llamar hacer clic (en) copiar mandar, enviar apagar quemar imprimir cargar, subir minimizar teclear descargar llamar a
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El tiempo libre y el ocio
El tiempo libre y el ocio
las noticias el telediario el artículo el tebeo la batería la biblioteca los auriculares el canal, la cadena la canción el/la cantante el cine el clarinete el teclado la comedia un musical el concierto los dibujos animados el documental la pantalla plana el programa el programa deportivo el programa infantil la telenovela la película la película romántica la película de guerra la película de terror la película policíaca la película subtitulada la flauta Useful verbs
to switch on to call to click (on) to copy to send to switch off to burn to print to upload to minimise to type to download to phone D
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Free time and leisure
Free time and leisure
news (general) news (TV) article comic book drums library headphones TV channel song singer cinema clarinet keyboard comedy a musical concert cartoon documentary flat screen programme sports programme children’s programme soap film romantic film war film horror film detective film subtitled film flute 49 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 el género, tipo el cine, la pantalla grande la banda, el grupo la guitarra HD, de alta definición el instrumento el concurso el periódico el lector de DVD la lectura el libro la revista el pronóstico del tiempo la barbacoa la música la música rock la música pop la música clásica digital la pequeña pantalla el piano el anuncio la radio la música rap la novela el saxofón la serie la televisión por satélite la televisión la trompeta el violín la voz Los animales
la araña el/la gato/a el caballo la cabra el/la perro/a el cerdo el conejo de Indias, la cobaya el hámster el conejo el lagarto la oveja el pájaro el loro genre the big screen band, group guitar HD (high definition) instrument game show newspaper DVD player reading book magazine weather forecast barbecue music rock music pop music classical music digital small screen piano advert radio rap music novel saxophone series satellite TV television trumpet violin voice Animals
spider cat horse goat dog pig guinea pig hamster rabbit lizard sheep bird parrot D
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DRAFT CCEA GCSE Spanish from September 2017 el periquito el pez el pez de colores la gallina la culebra, la serpiente el ratón la tortuga la vaca el gallo el tejón la foca el zorro el toro el pato el perro pastor el pavo el burro el cordero el lobo el águila la liebre la abeja la avispa la mosca el erizo el hurón la rana el grillo el saltamontes el murciélago la mariposa la hormiga el cisne la paloma la rata la ardilla el ciervo el oso Las compras
la loción de afeitar el dinero la plata las zapatillas de deporte las joyas los billetes barato/a budgie fish goldfish hen snake mouse tortoise cow cockerel badger seal fox bull duck sheepdog turkey donkey lamb wolf eagle hare bee wasp fly hedgehog ferret frog cricket grasshopper bat butterfly ant swan pigeon rat squirrel deer bear Shopping
aftershave money silver trainers jewellery notes (money) cheap a
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DRAFT CCEA GCSE Spanish from September 2017 la ganga las botas el regalo la caja registradora la tarjeta bancaria la tarjeta de crédito la gorra el cinturón el centro comercial el sombrero los calcetines los zapatos la camisa caro/a el cuero, la piel la bufanda los guantes el impermeable los vaqueros la falda la lana la tienda el traje de baño, el bañador el maquillaje cambiar(se) el reloj el oro los pantalones el perfume la cartera el portamonedas, el monedero los artículos de aseo el jersey el recibo el vestido la bolsa el bolso las sandalias los pantalones cortos la seda las rebajas el recuerdo la sudadera con capucha la camiseta la chaqueta la ropa el bricolaje a good deal, bargain boots present cash register bank card credit card cap belt shopping centre hat socks shoes shirt expensive leather scarf gloves raincoat jeans skirt wool shop swimming costume make‐up to change, get changed watch gold trousers perfume wallet purse toiletries jumper receipt dress bag handbag sandals shorts silk the sales souvenir hoodie T‐shirt jacket clothes DIY D
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DRAFT CCEA GCSE Spanish from September 2017 la caña de pescar el rompecabezas el club juvenil el baile el ajedrez el juego de mesa el juguete el partido el crucigrama el parque temático la pesca la pintura la cita montar en monopatín la fiesta invitar a unos amigos a pasar la noche el espectáculo, el show el teatro Verbos útiles
tocar (un instrumento) cantar escuchar ver la televisión/un DVD leer comprar tratarse de ir pasarlo bien tener ganas de cantar bailar dibujar relajarse escuchar grabar practicar ensayar quedarse en la cama hasta tarde invitar jugar tocar leer pintar llevar poder ver, mirar fishing rod brain teaser youth club dancing chess board game toy match (sports) crossword theme park fishing painting meeting, date to go skateboarding party to have a sleepover show theatre a
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Useful verbs
to play (an instrument) to sing to listen to watch TV/a DVD to read to buy to be about to go to have fun to feel like, want to to sing to dance to draw to relax to listen to record to practise to practise (music) to lie in to invite to play to play (music) to read to paint to wear to be able to to watch 53 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 quedarse salir pasar tiempo (con amigos) venir ver querer La rutina diaria
(por) la tarde el cepillo el cepillo de dientes en mi casa los lunes en casa (por) la mañana tarde el despertador (por) la noche a menudo Verbos útiles
esperar tener calor tener hambre tener frío tener sed beber cepillarse los dientes/el pelo acostarse bajar la escalera desnudarse, quitarse la ropa ducharse vestirse, ponerse la ropa lavarse levantarse comer maquillarse ponerse el uniforme desayunar arreglarse pasear al perro salir de casa irse a casa afeitarse despertarse to stay to go out to hang out (with friends) to come to see to want Daily routine
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(in) the afternoon, evening hairbrush toothbrush at my house on Mondays at home (in) the morning late alarm clock (at) night often Useful verbs
to wait for to be hot/warm to be hungry to be cold to be thirsty to drink to brush your teeth/hair to go to bed to go downstairs to undress to take a shower to get dressed to wash to get up to eat to put on make‐up to put on your uniform to have breakfast to get ready to walk the dog to leave the house to go home to shave to wake up a
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54 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Fiestas y celebraciones
Customs, festivals and
celebrations
el cumpleaños ¡Feliz Cumpleaños! el bautizo las velas la fiesta el regalo la tarjeta el desfile, la procesión la bandera la iglesia el entierro, el funeral la celebración, el festival el espectáculo de fuegos artificiales el compromiso el día de fiesta ¡Feliz Navidad! las luces el martes de Carnaval el día de Reyes la boda la misa la muerte la mezquita el nacimiento el Año Nuevo el Año Nuevo chino la Navidad la Semana Santa Papá Noel el día de los Santos Inocentes el Ramadán la Nochebuena la Nochevieja la sinagoga la víspera de Todos los Santos Verbos útiles
decorar dar enviar celebrar ayunar morir nacer recibir birthday Happy birthday! christening candles festival, party present card procession flag church funeral celebration, festival fireworks display engagement bank/public holiday Happy Christmas! lights Shrove Tuesday Kings’ Day, Epiphany (6 January) wedding mass death mosque birth New Year Chinese New Year Christmas Easter Father Christmas April Fools’ day Ramadan Christmas Eve New Year’s Eve synagogue Halloween a
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Useful verbs
to decorate to give to send to celebrate to fast to die to be born to receive 55 Draft unaccredited specification June 2016 tf
DRAFT CCEA GCSE Spanish from September 2017 desear cumplir 14 años to wish to turn 14 (years old) a
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DRAFT CCEA GCSE Spanish from September 2017 Context for Learning 2: Local, National, International
and Global Areas of Interest
El entorno local
Mi casa
el despacho, la oficina el sótano el dormitorio en mi casa, en casa la cocina las escaleras la entrada el garaje el ático, el desván el jardín la habitación, el cuarto arriba abajo la primera planta la planta baja el cuarto de ducha el cuarto de baño el salón, la sala el comedor el patio la terraza interior el aseo el pasillo En mi casa
el armario el plato el equipo de música la estantería la madera una caja una lata el sofá la silla la calefacción central el congelador el cuchillo la cubertería la cocina la ducha abajo My local environment
My house
office, study basement bedroom at my house, at home kitchen stairs entrance hall garage attic, loft garden room upstairs downstairs first floor ground floor shower room, wet room bathroom lounge dining room patio conservatory toilet corridor In my house
wardrobe plate sound system bookcase wood box can sofa chair central heating freezer knife cutlery cooker shower down, downstairs a
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DRAFT CCEA GCSE Spanish from September 2017 arriba la pila, el fregadero las escaleras la estantería la ventana la plancha la butaca, el sillón el horno el tenedor la nevera la hierba el lavabo el lavavajillas, el lavaplatos la cama la lavadora los muebles el microondas el espejo la moqueta la pared la cortina el césped el suelo el techo el armario la puerta la alfombra el vaso la copa la botella la taza Los quehaceres domésticos
quitar la mesa cocinar ir de compras arreglar el jardín lavar la ropa hacer la cama hacer las tareas dómesticas planchar la ropa lavar los platos poner la mesa limpiar pasar la aspiradora pasear al perro sacar la basura up, upstairs kitchen sink stairs shelf window iron armchair oven fork fridge grass bathroom sink dishwasher bed washing machine furniture microwave mirror carpet wall curtain lawn floor ceiling cupboard door rug glass wine glass bottle cup Household jobs
to clear the table to do the cooking to go shopping to do the gardening to do the washing to make the bed to do the housework to do the ironing to do the washing up to set the table to clean to do the vacuuming to walk the dog to put the bin out D
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DRAFT CCEA GCSE Spanish from September 2017 arreglar lavar el coche barrer el suelo fregar el suelo Mi pueblo/Mi ciudad y mi región
los animales animado/a el árbol un piso un apartamento las afueras el banco la biblioteca la playa, la costa la carnicería la panadería ruidoso/a tranquilo/a el campo el centro comercial el centro de la ciudad el polideportivo la charcutería el castillo el tráfico la peluquería el rincón, la esquina las diversiones la iglesia los atascos la tienda de ultramarinos la granja los semáforos las flores el bosque la estación de trenes la estación de autobuses los grandes almacenes el ayuntamiento el hipermercado hay las tiendas la casa una casa independiente una casa adosada el mercado to tidy to wash the car to sweep the floor to mop the floor My village/My town and my region
animals lively tree a flat an apartment suburbs bank library seaside butcher’s bakery noisy calm, quiet countryside, field shopping centre town centre leisure centre pork butcher’s, deli castle traffic hairdresser’s corner amusements, entertainment church traffic jams grocer’s farm traffic lights flowers forest train station bus station department store town hall hypermarket, superstore there is/are shops house detached house semi‐detached house market a
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DRAFT CCEA GCSE Spanish from September 2017 el mar las montañas el museo la discoteca el cine la tienda de ropa la cafetería la catedral la oficina de turismo la señal la pastelería la zapatería la farmacia la piscina la comisaría la plaza la playa la pescadería el puente (la oficina de) correos el río la rotonda la carretera la calle la gasolinera el supermercado una villa la aldea, el pueblo la ciudad una ciudad comercial una ciudad histórica una ciudad industrial una ciudad turística una zona peatonal el aeropuerto el puerto el estadio Direcciones
al lado de entre a la derecha (de) a la izquierda (de) en el centro desde el otro lado delante de detrás de the sea mountains museum disco cinema clothes shop coffee shop cathedral tourist office signpost cake shop shoe shop chemist’s swimming pool police station square beach fishmonger’s bridge post office river roundabout road street petrol station supermarket a villa village town commercial town historical town industrial town tourist town pedestrian zone airport port, harbour stadium Directions
next to/beside between on the right (of) on the left (of) in the centre from the other side in front of behind a
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DRAFT CCEA GCSE Spanish from September 2017 enfrente de el este aquí allí allá lejos (de) el norte el oeste por todas partes cerca (de) en algún sitio el sur todo recto/todo derecho muy cerca (en) todas las direcciones al final de Desplazándose
a caballo en moto a pie en bici/bicicleta el aeropuerto la parada de autobuses el conductor la autopista el autobús el mapa en autobús en avión en barco en autocar en taxi en tranvía en ferry en coche en tren el metro la moto el aparcamiento el peaje el peatón el retraso la gasolinera el viaje el vuelo el viajero opposite east here there over there far (from) north west everywhere near (to) somewhere south straight ahead very near (in) all directions at the end of Getting around
by horse by motorbike on foot by bike airport bus stop motorist, driver motorway bus map by bus by plane by boat by coach by taxi by tram by ferry by car by train underground (train) motorbike car park toll booth pedestrian delay petrol station journey flight traveller D
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DRAFT CCEA GCSE Spanish from September 2017 el pasajero el tráfico el atasco el semáforo Viajando en coche
la gasolina un semáforo en rojo los frenos el diésel la gasolina sin plomo el carnet de conducir el pinchazo la rueda el volante los neumáticos el motor el parabrisas la avería la batería Viajando en tren
un billete de ida y vuelta llegadas el equipaje un billete un billete de ida la consigna la zona de embarque/salidas la entrada la estación (de trenes) la taquilla el horario el andén la información la sala de espera la salida la salida de emergencia la maleta las vías del tren la oficina de información Verbos útiles
comprar buscar conducir continuar passenger traffic traffic jam traffic lights Travelling by car
petrol red light brakes diesel unleaded petrol driving licence puncture wheel steering wheel tyres engine windscreen breakdown battery Travelling by train
return ticket arrivals luggage ticket single ticket left luggage departures entrance (train) station ticket office timetable platform information waiting room exit emergency exit suitcase railway tracks information office D
Useful verbs
to buy to look for to drive to continue a
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DRAFT CCEA GCSE Spanish from September 2017 hacer la compra andar perder salir trabajar encontrar estar situado/a visitar viajar cruzar bajar subir torcer, girar, doblar aterrizar tener un accidente/un choque validar un billete conducir despegar (ir de) crucero perder (el tren/autobús) atropellar estar situado/a aparcar averiarse/tener una avería viajar El entorno
to do some shopping to walk to lose to go out to work to find to be situated to visit to travel to cross to go down to go up to turn to land (plane) to have an accident/crash to validate a ticket to drive to take off (plane) (to go on) a cruise to miss (the train/bus) to run over to be situated to park to break down to travel a
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el centro de la ciudad el centro de ocio el campo la charcutería el castillo la circulación, el tráfico la peluquería la esquina las distracciones la iglesia los atascos la tienda de comestibles una granja los semáforos las flores el bosque la estación de trenes la estación de autobuses los grandes almacenes tf
The wider environment
town centre leisure centre field pork butcher’s, deli castle traffic hairdresser’s corner amusements, entertainment church traffic jams grocer’s a farm traffic lights flowers forest train station bus station department store 63 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 el ayuntamiento el hipermercado el lago la librería la tienda de juguetes las tiendas la casa la casa individual la casa adosada el mercado el mar las montañas el museo la oficina de turismo la señal la panadería la pastelería la farmacia la piscina la plaza la playa la pescadería la zapatería la tienda de ropa la carnicería la floristería la frutería el río la costa la universidad la oficina de correos la ciudad el pueblo la parada de autobús el colegio el polideportivo el albergue juvenil el aparcamiento el banco el parque la selva la región la provincia el país la cueva el mercado la discoteca town hall hypermarket, superstore lake bookshop toy shop shops house detached house semi‐detached house market the sea mountains museum tourist office signpost bakery cake shop, pastry shop chemist, pharmacy swimming pool square beach fishmonger’s shoe shop clothes shop butcher’s flower shop fruit shop river coast university post office city, town small town, village bus stop school sports centre youth hostel carpark bank park jungle region province country cave market disco D
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DRAFT CCEA GCSE Spanish from September 2017 el aeropuerto el puerto airport port, harbour The weather
shower fog mist heat hot sky climate overcast lightning sunny spells sunny cold ice humid weather forecast cloud cloudy shade storm stormy rain snow sun dry weather thunder wind temperature The environment
nuclear power station coal consumption pollution ozone layer deforestation nuclear waste waste greenhouse effect electricity wind power nuclear energy solar power El tiempo
el chaparrón la niebla la neblina el calor caluroso el cielo el clima cubierto relámpago intervalos de sol soleado el frío el hielo húmedo el pronóstico la nube nublado la sombra la tormenta tempestuoso la lluvia la nieve el sol seco/a el tiempo el trueno el viento la temperatura El medio ambiente
la planta nuclear el carbón el consumo la polución, la contaminación la capa de ozono la desforestación el residuo nuclear los deshechos el efecto invernadero la electricidad la energía eólica la energía nuclear la energía solar D
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DRAFT CCEA GCSE Spanish from September 2017 la gasolina el desperdicio el gas de carbono la guerra el mundo mundialmente la basura el crudo la lluvia ácida el reciclaje el calentamiento global renovable los recursos superpoblado sin plomo La Tierra el terremoto el agujero la ola la sequía la inundación los grupos ecologistas Las especies en peligro
la ballena el tejón el murciélago el delfín el elefante el guepardo los pájaros el oso el oso panda la foca el pez el zorro el rinoceronte el mono el tigre el orangután Verbos útiles
Iluminar, brillar contaminar estar en paro hacer buen tiempo hacer mal tiempo petrol wastage carbon gas war the world worldwide rubbish crude oil acid rain recycling global warming renewable resources overpopulated unleaded Earth earthquake hole wave drought flooding environmental groups Endangered species
whale badger bat dolphin elephant cheetah birds bear panda seal fish fox rhinoceros monkey tiger orangutan Useful verbs
shine to pollute to be unemployed to be fine (weather) to be bad (weather) a
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DRAFT CCEA GCSE Spanish from September 2017 desperdiciar congelar nevar hacer daño a llover proteger preservar proteger dañar reciclar reutilizar, reusar erradicar mendigar Asuntos sociales
to waste to freeze to snow to harm to rain to protect to preserve to safeguard to harm to recycle to reuse to erradicate to beg a
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Social issues
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La pobreza y la falta de vivienda
el paro/el desempleo los desempleados las personas sin hogar el indigente los recursos las chabolas el desarrollo los países en vías de desarrollo los países desarrollados el hambre el vagabundo el mendigo la riqueza el salario, el sueldo los servicios sociales la población mundial la pobreza extrema la igualdad la mortalidad infantil los derechos el huérfano Poverty/Homelessness
unemployment unemployed people the homeless homeless person resources shanty towns development developing countries developed countries hunger, famine tramp beggar wealth salary social services world population extreme poverty equality infant mortality rights orphan El trabajo voluntario
mejorar ayudar la caridad cambiar dar trabajar como voluntario el gobierno Voluntary work
to improve to help charity to change to give to do voluntary work government D
67 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 resolver el país desarrollado el país en vías de desarrollo la responsabilidad afectar a las ONG las donaciones la colaboración solidario/a to solve developed country developing country responsibility to affect NGOs donations co‐operation caring Exercise/Sport
climbing referee athletics ball bowls goal canoeing race cycling cyclist team horse riding net training gym match, game swimming skating ice skating roller skating ice rink roller skating rink (roller) skates fishing bowls swimming pool track skateboard windsurfing open air diving to walk walk, hike hiker Health and lifestyle
Ejercicio/Deporte
el alpinismo el árbitro el atletismo el balón, la pelota los bolos el gol el piragüismo la carrera el ciclismo el/la ciclista el equipo la equitación la red el entrenamiento el gimnasio el partido la natación el patinaje el patinaje sobre hielo el patinaje sobre ruedas la pista de hielo la pista de patinaje los patines la pesca los bolos la piscina la pista el patinete, el monopatín el windsurf al aire libre el buceo andar, pasear un paseo el excursionista D
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DRAFT CCEA GCSE Spanish from September 2017 deportivo/a los deportes acuáticos el estadio el fan, aficionado la vela el voleibol ir en bicicleta de montaña La comida y la bebida
el albaricoque el cordero, la carne de cordero el ajo el alcohol la piña el beicon el plátano la mantequilla la cerveza el bistec la galleta la carne de vaca la bebida la bebida con gas los caramelos la botella el café el cacao la zanahoria el estofado la grosella negra los cereales la cereza el champiñón las patatas fritas el chocolate la col la coliflor las coles de bruselas el limón el pepino la mermelada la chuleta la nata la tortita el camarón un sándwich tostado de jamón y queso las verduras crudas sporty watersports stadium fan, supporter sailing volleyball to go mountain biking a
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Food and drink
apricot lamb garlic alcohol pineapple bacon banana butter beer steak biscuit beef drink fizzy drink sweets bottle coffee cocoa carrot stew blackcurrant cereal cherry mushroom crisps, chips chocolate cabbage cauliflower brussels sprouts lemon cucumber jam chop, cutlet cream pancake shrimp toasted ham and cheese sándwich raw vegetables 69 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 el curry el pavo las espinacas el caracol el agua los comestibles fresco la fresa la frambuesa el queso la fruta los mariscos el pastel el helado el hielo la judía las hierbas el aceite el jamón el zumo el huevo la leche la lechuga las verduras las legumbres la limonada la margarina la miel la mostaza las nueces los fideos la cebolla la tortilla la naranja el pan el pomelo la pasta el melocotón los guisantes la pizza la pera el pescado la pimienta los pimientos la manzana la patata las patatas cocidas curry turkey spinach snail water groceries cool, fresh strawberry raspberry cheese fruit seafood cake ice cream ice bean herbs oil ham juice egg milk lettuce vegetables pulses lemonade margarine honey mustard nuts noodles onion omelette orange bread, loaf grapefruit pasta peach peas pizza pear fish pepper peppers apple potato boiled potatoes D
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DRAFT CCEA GCSE Spanish from September 2017 la sopa el pollo la ciruela el puré de patatas la uva el arroz el asado la ensalada el bocadillo la salsa el chorizo la salchicha la sal el azúcar los dulces el pan con mantequilla el té el atún el tomate la vainilla la carne el vino el vinagre el yogur la cuenta la comida la bebida la caja la lata la merienda el almuerzo, la comida el postre la cena la botella asqueroso, repugnante rico/a riquísimo/a la cena el primer plato picante soso/a la tienda de ultramarinos/de comestibles el tendero hambre un trozo, un pedazo la comida, los alimentos la cesta soup chicken plum mashed potato grape rice roast, joint salad sandwich sauce chorizo sausage sausage salt sugar sweet things bread and butter tea tuna tomato vanilla meat wine vinegar yoghurt bill food, groceries, meal drink box can, tin snack (in the afternoon) lunch (midday) dessert, pudding dinner bottle disgusting tasty delicious, scrumptious dinner starter spicy tasteless grocer’s shop grocer hunger a piece food basket a
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DRAFT CCEA GCSE Spanish from September 2017 el desayuno un poco el plato principal el plato del día la bandeja las comidas preparadas el tarro la propina el producto los comestibles la receta el recibo asado satisfecho la especialidad el/la camarero/a una loncha una rebanada (de pan) El cuerpo
el brazo el cerebro el corazón el codo las muelas el diente el dedo la espalda el hombro el estómago la rodilla la garganta la pierna la mano la barbilla la nariz el ojo la oreja el oído el pie los pulmones la cabeza el brazo el cuello Con el médico/En la farmacia
no me encuentro bien/no estoy bien breakfast a little main course/dish dish of the day tray ready meals jar, pot tip product food stuff, groceries recipe receipt roast satisfied speciality waiter/waitress slice slice (of bread) a
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The body
arm brain heart elbow molars tooth finger back shoulder stomach knee throat leg hand chin nose eye ear inner ear foot lungs head arm neck tf
At the doctor’s/pharmacy
I’m not well 72 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 las pastillas, las píldoras cansado la fiebre una insolación enfermo la enfermedad la receta la gripe la pastilla para la garganta la picadura de insecto la picadura de mosquito la medicina para la tos la tos la cura, el remedio el resfriado, el catarro La salud
el alcohol el alcohólico la anorexia las drogas borracho la obesidad fumar el abuso de drogas el tabaco el drogadicto Verbos útiles
correr hacer ganar escalar jugar lanzar patinar hacer deporte dar un paseo, pasear saltar parar, dejar de tener calor tener hambre tener frío me duele/duelen… sentirse enfermo/a tener sed hacerse daño pills, tablets tired fever sunstroke ill illness prescription flu lozenge insect bite mosquito bite (cough) medicine cough cure cold Health
alcohol alcoholic anorexia drugs drunk obesity smoking, to smoke drug abuse tobacco drug addict Useful verbs
to run to do to win to climb to play to throw to skate to do sport to go for a walk, take for a walk to jump to stop to feel hot to be hungry to feel cold I have (a) sore… to feel sick to be thirsty to get hurt a
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DRAFT CCEA GCSE Spanish from September 2017 beber probar desayunar merendar almorzar cenar tomar drogas llevar probar cocinar fumar comer comer, tomar descansar emborracharse vomitar to drink to taste to have breakfast to have a snack (in the afternoon) to have lunch to have dinner to take drugs to take away to try to cook to smoke to eat to take, to have (a meal) to rest to get drunk to vomit a
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Viaje y turismo
El mundo
África Europa América Asia los países los países extranjeros Alemania Inglaterra Australia Austria Bélgica Bulgaria Chipre Croacia Dinamarca Escocia España Estonia Estados Unidos Finlandia Francia Grecia Hungría Irlanda Irlanda del Norte Italia Lituania tf
Travel and tourism
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The world
Africa Europe America Asia countries foreign countries Germany England Australia Austria Belgium Bulgaria Cyprus Croatia Denmark Scotland Spain Estonia USA Finland France Greece Hungary Ireland Northern Ireland Italy Lithuania 74 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 Letonia Luxemburgo Malta Holanda Gales Polonia Portugal La República Checa Rumanía El Reino Unido Eslovaquia Eslovenia Suecia Suiza Rusia Turquía China India Japón Canadá Nacionalidades
americano/a austriaco/a británico/a inglés/esa europeo un extranjero francés/esa alemán/ana irlandés/esa italiano/a escocés/esa español/a suizo/a galés/esa japonés/esa ruso/a holandés/esa Latvia Luxembourg Malta the Netherlands Wales Poland Portugal Czech Republic Romania United Kingdom Slovakia Slovenia Sweden Switzerland Russia Turkey China India Japan Canada Nationalities
American Austrian British English European Foreigner French German Irish Italian Scottish Spanish Swiss Welsh Japanese Russian Dutch Holidays
in the country in the mountains by the seaside apartment youth hostel campsite a
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Las vacaciones
en el campo en las montañas, en la sierra en la costa el apartamento el albergue juvenil el camping 75 Draft unaccredited specification June 2016 tf
DRAFT CCEA GCSE Spanish from September 2017 la caravana la llave en la ciudad una casa de campo un hotel de cinco estrellas una villa, un chalet el mar la playa el turismo el turista el paseo marítimo caravan key in the city cottage five star hotel villa the sea the beach tourism tourist promenade a
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DRAFT CCEA GCSE Spanish from September 2017 Context for Learning 3: School Life, Studies and the
World of Work
La vida escolar/Las asignaturas My studies
el alemán el arte dramático, el drama la biología las ciencias económicas la cocina el comercio el dibujo, el arte la educación física la educación personal y laboral/la civilización el español el francés la geografía la gimnasia la historia la informática el irlandés el italiano las lenguas extranjeras, los idiomas las lenguas modernas, los idiomas las matemáticas la música la química la religión la sociología la tecnología los trabajos manuales La vida escolar
el alumno ausente el bachillerato la biblioteca el boletín escolar/las notas la cantina el coro los deberes la detención el/la director/a la educación el ejercicio el equipo la escuela, el colegio German drama biology economics home economics business studies art physical education PSE, Citizenship, LLW D
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Spanish French geography gymnastics history ICT Irish Italian foreign languages modern languages maths music chemistry religious education sociology design technology handicrafts School life
pupil absent A levels (equivalent) library school report canteen choir homework detention headteacher education exercise, practice team school 77 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 los exámenes de la ESO (Educación Secundaria Obligatoria) el estudiante los estudios el examen el experimento la ficha de trabajo flojo el gimnasio la hora de comer el horario el inicio del año escolar el instituto el patio la poesía el profesor suplente el test, la prueba, la evaluación el recreo la respuesta la sala de deportes la sala de informática la sala de profesores el trimestre el uniforme la universidad las vacaciones del verano el vocabulario el conserje La clase
el bolígrafo la calculadora el cuaderno el diccionario el estuche la goma el idioma el laboratorio el lápiz la lección el libro el pasillo la pizarra el/la profesor/a el pupitre la regla exam like GCSEs student studies exam experiment worksheet weak, bad (at a subject) gym lunchtime timetable start of the school year secondary school playground poetry supply teacher, cover teacher class test, assessment break answer sports hall ICT suite staffroom term uniform university summer holidays vocabulary caretaker The classroom
pen calculator exercise book dictionary pencil case eraser language laboratory pencil lesson book corridor board teacher desk ruler a
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DRAFT CCEA GCSE Spanish from September 2017 el rotulador el sacapuntas las tijeras el pegamento Verbos útiles
estar de acuerdo aprender calcular callarse castigar comenzar copiar corregir abandonar detestar, odiar dibujar discutir enseñar entender, comprender deletrear escribir líneas escuchar estar en detención estudiar examinar fomentar, animar hablar mentir olvidar organizar hacer un examen aprobar un examen pedir pensar perder permitir poder practicar preguntar preparar prestar atención pronunciar repetir el curso repasar, revisar repetir felt tip sharpener scissors glue Useful verbs
to agree with something to learn to calculate to be quiet to punish to start to copy to correct to drop (a subject) to hate to draw to discuss to teach to understand to spell to write lines to listen to be in detention to study to examine to encourage to speak to lie to forget to organise to sit an exam to pass an exam to ask for to think to lose to permit to be able to to practise to ask (question) to prepare to pay attention to pronounce to repeat a year to revise to repeat D
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DRAFT CCEA GCSE Spanish from September 2017 responder suspender tener que terminar saber saltarse una clase trabajar (duro) traducir utilizar to reply to do badly, fail to have to to finish to know (facts) to skip a class to work (hard) to translate to use tf
Las actividades extraescolares Extra-curricular activities
divertido/a el arte dramático, el drama las artes marciales el atletismo el bádminton el baloncesto el boxeo el clarinete el club el footing la costura el ciclismo la equitación la flauta la guitarra la gimnasia el hockey la informática el juego el ajedrez el judo el kárate la natación la orquesta el pasatiempo emocionante, apasionante la pesca el piano la obra de teatro el rugby la sala de juegos la sala de deportes hacer monopatín el tenis el voleibol un partido fun
drama martial arts athletics badminton basketball boxing clarinet club running sewing cycling horse riding flute guitar gymnastics hockey computing game chess judo karate swimming orchestra hobby exciting fishing piano play rugby games room sports hall skateboarding tennis volleyball a match D
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80 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 un concierto el coro el taller la competición el equipo una excursión Verbos útiles
ir de pesca cantar elegir cultivar bailar hacerse miembro entrenar hacer/practicar la gimnasia haver/practicar la vela hacer/practicar la equitación hacer ejercicio hacer deporte ser miembro de/pertenecer a inscribirse/unirse a estar interesado en participar en tener éxito competir divertirse/disfrutar aprender ir de excursión hacer de canguro hacer los quehaceres lavar el coche repartir periódicos trabajar en el jardín trabajar en una tienda la ambición el anuncio bien pagado la carta el centro de formación el colega el negocio las condiciones de trabajo el consejero de orientación el empleo, el puesto de trabajo a concert choir workshop competition the team an excursion, trip Useful verbs
to go fishing to sing to choose to cultivate/grow to dance to join up to train to do gymnastics to sail to do horse riding to exercise to do sport to be a member of to enrol/join to be interested in to take part in to succeed to compete to enjoy to learn to go on a trip a
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Trabajos a tiempo parcial
tf
Part-time jobs
to babysit to do the chores to wash the car to deliver newspapers to work in the garden to work in a shop ambition advertisement well‐paid letter training centre colleague business terms of employment careers adviser job, position 81 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 la empresa la entrevista con experiencia el futuro hacer un curso la impresión el jefe completar una ficha mal pagado ocupado la oferta de trabajo preguntar por alguien los planes para el futuro las prácticas el propietario, el dueño la solicitud de trabajo soñar el trabajo variado Verbos útiles
alquilar cancelar comprar contactar elegir encontrar ganar dinero pagar telefonear trabajar vender el dinero el dinero de bolsillo el dinero efectivo el seguro el banco el billete las monedas barato/a el regalo la tarjeta bancaria la tarjeta de crédito la tarjeta de débito el centro comercial business interview experienced future to do a course impression boss to fill in a form badly paid busy job advert, vacancy to ask for someone future plans work experience owner job application dream work varied Useful verbs
to hire to cancel to buy to contact to choose to find to earn money to pay to telephone to work to sell a
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Organización de dinero
tf
Money management
money pocket money cash insurance bank money (note) coins cheap present, gift bank card credit card debit card shopping centre 82 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 caro/a la opción la cuenta bancaria el consejo la consulta la tarifa de cambio el trabajo, el empleo en oferta, en promoción los grandes almacenes la ventanilla el cajero el cajero automático la libra esterlina la lotería nacional la tienda el dinero suelto la cuenta la oferta especial el trabajo a tiempo parcial la cartera el monedero la oficina de correos la propina el precio la publicidad, los anuncios el recibo el riesgo las rebajas la tarifa, la lista de precios el trabajo voluntario la oficina de cambio el dólar el euro el cambio Verbos útiles
comprar cancelar asegurar aconsejar costar gastar ahorrar hacer la compra ganar abrir una cuenta ganar interés expensive choice bank account advice consultation exchange rate job, work on offer department store counter (at bank) cashier cashpoint pound sterling the national lottery shop loose change bill special offer part‐time job wallet purse post office tip price adverts receipt risk sales rate, price list voluntary work foreign exchange office dollar euro change Useful verbs
to buy to cancel to insure to advise to cost to spend to save to shop to earn/win to open an account to gain interest a
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DRAFT CCEA GCSE Spanish from September 2017 trabajar vender invertir cambiar dinero Aspiraciones futuras,
estudios y trabajo
el actor/la actriz el/la artista la azafata el bombero el cajero el cajero (de banco) el camarero/la camarera el carnicero el cartero el certificado la conferencia el dentista el dependiente el electricista la enfermera el fontanero el granjero el hombre de negocios la informática el ingeniero el mecánico el médico el músico el obrero el panadero el peluquero el periodista el policía por supuesto el programador el salario el secretario/la secretaria el soldado el técnico el tendero el vendedor el abogado/la abogada el profesor/la profesora el veterinario/la veterinaria to work to sell to invest to change money Future plans and career
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actor/actress artist air hostess firefighter cashier bank teller waiter/waitress butcher postman certificate conference/lecture dentist shop assistant electrician nurse plumber farmer businessman computing engineer mechanic doctor musician workman baker hairdresser journalist policeman certainly programmer salary secretary soldier technician grocer salesperson lawyer teacher veterinary 84 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 el piloto el aburrimiento el aprendiz el aprendizaje bien equipado la confianza el conocimiento con fluidez la descortesía el diploma el entusiasmo la explicación la facultad la inquietud la jubilación mal equipado sobrecargado talentoso la tarea el tema el título Verbos útiles
arreglar, disponer coger decidir distribuir llegar llegar a ser impedir adjuntar permitir solicitar recordar repartir repetir el curso tener éxito portarse bien, comportarse pilot boredom apprentice apprenticeship well‐equipped trust knowledge fluently rudeness diploma, certificate enthusiasm explanation faculty worry retirement years badly equipped overloaded gifted task theme degree Useful verbs
to arrange to catch to decide to distribute to arrive to become to prevent to attach to permit to apply to remind to deliver to repeat a year to succeed to behave a
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Adjetivos comunes
aburrido/a agradable asombrado/a caro/a complicado/a desagradable tf
Common adjectives
boring pleasant amazed, astonished expensive complicated unpleasant 85 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 divertido/a emocionante encantado/a estupendo/a fastidioso/a, molesto/a fácil feo/a flojo/a, débil increíble interesante inútil listo/a magnífico/a malo/a maravilloso/a mono/a nuevo/a perfecto/a práctico/a querido/a ridículo/a sensacional serio/a simpático/a terrible, horrible útil bien bueno/a, buen mal más más que el/la/lo/los/las más mejor el/la/lo mejor, los/las mejores mejor que el/la/lo/los/las menos menos menos que mucho/a/os/as poco/a/os/as peor el/la/lo peor, los/las peores funny exciting delighted great annoying easy ugly weak incredible interesting useless clever great bad marvellous cute new perfect practical dear (person) ridiculous sensational serious nice awful useful a
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Comparativos
Comparatives
well good bad more more than the most best the best better the least less less than lots few worse the worst 86 Draft unaccredited specification June 2016 tf
DRAFT CCEA GCSE Spanish from September 2017 Conjunciones y conectores
Conjunctives and
Connectives
a causa de por parte de así que, por lo tanto aún si cuando visto que de este modo, así entonces es decir incluido/a/os/as mientras naturalmente, obviamente no obstante, sin embargo o o incluso para, por pero por ejemplo por otro lado, por otra parte porque por un lado, por una parte próximo pues que si sin duda sin embargo también tan y because of on behalf of therefore even if when seeing that, since thus so, next that is to say including while obviously however or or even for but for example on the other hand because on the one hand next then that if without doubt however also as and Los días
domingo lunes martes miércoles jueves viernes sábado Los meses
enero a
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Dias, meses, estaciones
tf
Days, months, seasons
Days
Sunday Monday Tuesday Wednesday Thursday Friday Saturday Months
January 87 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 febrero marzo abril mayo junio julio agosto septiembre octubre noviembre diciembre Las estaciones
El otoño El verano El invierno La primavera February March April May June July August September October November December Seasons
autumn summer winter spring a
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Descripciones – colores,
tonos, formas, tamaños
Colores/Tonos
amarillo azul blanco castaño gris marrón morado naranja negro oscuro pálido pelirrojo rosa, rosado rojo rubio verde violeta vivo claro Formas/Tamaños
circular cuadrado redondo D
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Descriptions – colours,
shades, shapes, sizes
Colours/Shades
yellow blue white chestnut grey brown purple orange black dark pale ginger, red‐haired pink red blond green purple bright light Shapes/Sizes
circular square round 88 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 triangular rectangular grande pequeño mediano enorme Saludos
Greetings
adiós bienvenido buen viaje claro de acuerdo, vale encantado/a felicidades hola hasta el lunes hasta luego hasta mañana hasta pronto lo siento mucho gusto por favor que aproveche que lástima que suerte socorro, ayuda bastante demasiado enormemente extremadamente, sumamente mucho muy un poco tan verdaderamente intensamente Intensifiers
Negaciones
quite too (much) enormously extremely a lot very a bit so really intensively Negatives
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goodbye welcome have a good journey of course okay pleased to meet you congratulations hello, hi see you on Monday see you later see you tomorrow see you soon sorry pleased to meet you please have a good meal what a pity lucky you, how lucky help a
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Palabras enfáticas
nadie ni… ni ninguno/a todavía no triangular rectangular big small medium enormous no‐one, nobody neither… nor none, no‐one not yet 89 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 nunca, jamás sino que, excepto que solamente tampoco ya no never but, except only neither, not either no longer, no more Números – ordinales y
cardinales
primero/a segundo/a tercero/a cuarto/a quinto/a sexto/a vigésimo primero/a cero uno dos tres cuatro cinco seis siete ocho nueve diez once doce trece catorce quince dieciséis diecisiete dieciocho diecinueve veinte veintiuno veintidós veintitrés treinta treinta y uno treinta y dos cuarenta cuarenta y uno cincuenta Numbers – ordinal and
cardinal
first second third fourth fifth sixth twenty‐first zero one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty twenty‐one twenty‐two twenty‐three thirty thirty‐one thirty‐two forty forty‐one fifty D
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DRAFT CCEA GCSE Spanish from September 2017 cincuenta y uno sesenta sesenta y uno setenta setenta y uno ochenta ochenta y uno noventa noventa y uno cien, ciento quinientos mil Opiniones –
positivas/negativas,
justificaciones
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Preposiciones
I think that I think that in my opinion for me personally I find... I like I really like I love I don’t like I hate because because of on one hand on the other hand on the contrary however it annoys me it makes me laugh I like it/them it’s all the same to me that doesn’t interest me, appeal to me me neither maybe Prepositions
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Opinions – positive/negative,
justifications
pienso que creo que en mi opinión para mi personalmente lo encuentro…, me parece(n)... me gusta(n) me gusta(n) mucho me encanta(n) no me gusta(n) odio porque a causa de por un lado, por una parte por otro lado, por otra parte al contrario sin embargo, no obstante me molesta me da risa me gusta(n) me da igual no me interesa, no me atrae ni yo tampoco quizás alrededor de encima de según fifty‐one sixty sixty‐one seventy seventy‐one eighty eighty‐one ninety ninety‐one a hundred five hundred a thousand about above according to 91 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 a través de después contra entre alrededor a al fondo de al lado de antes de detrás de bajo, debajo de a pesar de durante para, por de, desde lejos de en delante de para dentro de en lugar de en medio cerca de de en, sobre enfrente de fuera de encima de a al a la a los/las hacia hasta con sin Pronombres
across after against among, between around at at the back of at the edge/side of, beside before behind beneath, under, underneath despite, in spite of during for from far from in in front of in order to inside instead of in the middle near of on opposite outside of over, above to, at to, at the to, at the to, at the towards until, up to with without a
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yo tu él/ella usted nosotros/nosotras vosotros/vosotras ellos/ellas ustedes tf
Pronouns
I you (singular) he/she you (polite singular) we you (plural) they you (polite plural) 92 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 algo alguien alguno/a/os/as cada uno/a cualquiera los/las demás mucho/a/os/as nada nadie ninguno/a poco/a/os/as tanto/a/os/as varios/as something, anything somebody, anybody some, a few each (one) anybody the others, the rest many, much nothing nobody none few, little so much, so many several a
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Preguntas
Questions
¿a qué hora? ¿por cuánto tiempo? ¿de dónde? ¿cuántos/as? ¿cuánto/a? ¿cuánto es? ¿cómo se escribe? ¿es? ¿qué? ¿cuál? ¿cómo? ¿de qué color? ¿qué día es? ¿qué es? ¿qué fecha es? ¿qué hora es? ¿cuándo? ¿dónde? ¿quién? ¿por qué? D
La hora – decir la hora,
expresiones de tiempo
La hora
es la una es la una y cinco es la una y diez es la una y cuarto es la una y veinte es la una y veinticinco tf
at what time? for how long? where from? how many? how much? how much is that? how is that written? is it? what? which? what? which? what?(what is he/she/it like?) what colour? what day is it? what is it? what is the date? what time is it? when? where? who? why? Time – telling the time,
expressions of time
Time
it is one o’clock it is five past one it is ten past one it is a quarter past one it is twenty past one it is twenty‐five past one 93 Draft unaccredited specification June 2016 DRAFT CCEA GCSE Spanish from September 2017 es la una y media son las dos menos veinticinco son las dos menos veinte son las dos menos cuarto son las dos menos diez son las dos menos cinco son las dos la tarde la noche el mediodía la medianoche la mañana la madrugada el atardecer, el anochecer Otros verbos comunes
permitir empezar reservar pedir prestado respirar romper acampar cambiar charlar verificar, comprobar subir cerrar completar corregir costar, valer atravesar, cruzar crear declarar borrar, suprimir, tachar morir ganar editar terminar, acabar entrar caer volar freír oír hacer daño a ayudar it is one thirty it is one thirty‐five it is one forty it is a quarter to two it is ten minutes to two it is five minutes to two it is two o’clock afternoon, evening night midday midnight morning dawn dusk Other common verbs
to allow to begin to book to borrow to breathe to break to camp to change to chat to check to climb to close to complete to correct to cost to cross to create to declare to delete to die to earn to edit to end to enter to fall to fly to fry to hear to hurt to help D
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DRAFT CCEA GCSE Spanish from September 2017 tener esperar herir, lastimar guardar retener durar salir de dejar prestar vivir mirar marcar hacer juego con querer decir mover pedir abrir dar gusto a evitar llover reducir descansar, relajarse reparar volver, devolver ahorrar escoger separar estar enfermo fumar nevar deletrear gastar pasar parar sufrir convenir, ir bien a navegar participar tener lugar probar contar mandar un mensaje echar, lanzar tratar probarse andar, dar un paseo, pasear to have to hope, wait to injure to keep to hold back to last to leave to leave to loan to live to look (at) to mark to match to mean to move to order, ask for to open to please to avoid to rain to reduce to relax to repair to return to save to select to separate to be sick to smoke to snow to spell to spend (money) to spend (time) to stop to suffer to suit to surf (the net) to take part to take place to taste to tell (a story) to text to throw to treat to try/try on to walk D
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DRAFT CCEA GCSE Spanish from September 2017 llevar desear to carry to wish a
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© CCEA 2016

spanish

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