Specification - School Portal

Transcript

GCSE
Specification
Italian
Full Course – for exams June 2011 onwards
and certification June 2011 onwards
Short Course – for exams June 2011 onwards
and certification June 2011 onwards
This specification will be published annually on our website (http://www.aqa.org.uk). We will notify centres in writing
of any changes to this specification. We will also publish changes on our website. The version of the specification on our
website will always be the most up to date version, although it may be different from printed versions.
Vertical black lines indicate a significant change or addition to the previous version of this specification.
You can get further copies of this specification from:
AQA Logistics Centre (Manchester)
Unit 2
Wheel Forge Way
Ashburton Park
Trafford Park
Manchester
M17 1EH
or you can download it from our website (http://www.aqa.org.uk)
Copyright © 2008 AQA and its licensors. All rights reserved.
COPYRIGHT
AQA retains the copyright on all its publications, including the specifications. However, registered centres for AQA are
permitted to copy material from this specification booklet for their own internal use.
The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a
registered charity (number 1073334).
Registered address AQA, Devas Street, Manchester M15 6EX.
Dr Michael Cresswell Director General.
GCSE Italian for teaching from September 2009 onwards (version 1.4)
Contents
1
Introduction
3
1.1
Why choose AQA?
3
1.2
Why choose Italian?
3
1.3
How do I start using this specification?
4
1.4
How can I find out more?
4
2
Specification at a Glance
5
3
Subject Content
6
3.1
Contexts and purposes
6
3.2
Unit 1: Italian listening 46301F; 46301H
7
3.3
Unit 2: Italian reading 46302F; 46302H
8
3.4
Unit 3: Italian speaking 46303
9
3.5
Unit 4: Italian writing 4630413
3.6
Grammar16
3.7
Communication strategies18
3.8
Vocabulary
21
4
Scheme of Assessment 54
4.1
Aims and learning outcomes
54
4.2
Assessment Objectives
54
4.3
National criteria
55
4.4
Prior learning 55
4.5
Access to assessment: diversity and inclusion
55
5
Administration
56
5.1
Availability of assessment units and certification
56
5.2
Entries
56
5.3
Private candidates
57
5.4
Access arrangements and special consideration
57
5.5
Language of examinations
57
5.6
Qualification titles
57
5.7
Awarding grades and reporting results
58
5.8
Re-sits and shelf-life of unit results
59
6
Controlled Assessment Administration (Speaking) 60
6.1
Authentication of controlled assessment work
60
6.2
Malpractice
60
6.3
Teacher standardisation
61
6.4
Internal standardisation of marking
61
6.5
Annotation of controlled assessment work
61
6.6
Submitting marks and sample work for moderation
62
6.7
Factors affecting individual candidates
62
6.8
Retaining evidence
62
7
Moderation
63
7.1
Moderation procedures
63
7.2
Consortium arrangements
63
7.3
Post-moderation procedures
63
8
Controlled Assessment Administration (Writing) 64
8.1
Authentication of controlled assessment 64
8.2
Malpractice 64
8.3
Teacher support 65
8.4
Factors affecting individual candidates 65
Appendices
66
A
66
Grade Descriptions
BSpiritual, Moral, Ethical, Social, Legislative, Sustainable
Development, Economic and Cultural Issues,
and Health and Safety Considerations
67
C
Overlaps with other Qualifications
68
D
Key Skills
69
E
Controlled Assessment Exemplar Tasks for Speaking
70
F
Controlled Assessment Exemplar Tasks for Writing
73
1 Introduction
1.1 Why choose AQA?
AQA is the UK’s favourite exam board and more
students receive their academic qualifications from
AQA than from any other board. But why is AQA so
popular?
AQA understands the different requirements of each
subject by working in partnership with teachers. Our
GCSEs:
•
•
•
•
•
•
enable students to realise their full potential
contain engaging content
are manageable for schools and colleges
are accessible to students of all levels of ability
lead to accurate results, delivered on time
are affordable and value for money.
1
AQA provides a comprehensive range of support
services for teachers:
• access to subject departments
• training for teachers including practical teaching
strategies and approaches that really work
presented by senior examiners
• personalised support for Controlled Assessment
• 24 hour support through our website and online
Ask AQA
• past question papers and mark schemes
• comprehensive printed and electronic resources
for teachers and students
AQA is an educational charity focused on the needs
of the learner. All our income goes towards operating
and improving the quality of our specifications,
examinations and support services. We don’t aim to
profit from education – we want you to.
If you are an existing customer then we thank you for
your support. If you are thinking of moving to AQA
then we look forward to welcoming you.
1.2 Why choose Italian?
• To develop language skills in a variety of contexts.
• Flexible, unitised structure allows students to
maximise achievement.
• Choice of contexts and purposes for Writing and
Speaking units.
• Listening and Reading assessments carry
forward structure of existing specification, offering
continuity for teachers.
• Embraces opportunities offered by new subject
criteria to lessen the stress of assessment in
Speaking.
• Builds on the KS3 study and prepares students
for further study, eg. Short Course leading to Full
Course; Full Course to AS; then AS to A2 etc.
1.3 How do I start using this specification?
1
Already using the existing AQA Italian
specification?
Not using the AQA specification
currently?
• Register to receive further information, such as
mark schemes, past question papers, details of
teacher support meetings, etc, at
http://www.aqa.org.uk/rn/askaqa.php
Information will be available electronically or in
print, for your convenience.
• Tell us that you intend to enter candidates. Then
we can make sure that you receive all the material
you need for the examinations. This is particularly
important where examination material is issued
before the final entry deadline. You can let us
know by completing the appropriate Intention to
Enter and Estimated Entry forms. We will send
copies to your Exams Officer and they are also
available on our website
(http://www.aqa.org.uk/admin/p_entries.php).
• Almost all centres in England and Wales use
AQA or have used AQA in the past and are
approved AQA centres. A small minority are not.
If your centre is new to AQA, please contact our
centre approval team at
[email protected]
1.4 How can I find out more?
Ask AQA
Teacher Support
You have 24-hour access to useful information and
answers to the most commonly-asked questions at
http://www.aqa.org.uk/rn/askaqa.php
Details of the full range of current Teacher Support
meetings are available on our website at
http://www.aqa.org.uk/support/teachers.php
If the answer to your question is not available, you
can submit a query for our team. Our target response
time is one day.
There is also a link to our fast and convenient online
booking system for Teacher Support meetings at
http://events.aqa.org.uk/ebooking
If you need to contact the Teacher Support team,
you can call us on 01483 477860 or email us at
[email protected]
2 Specification at a Glance
Unit 1: Listening
46301F; 46301H
Examination – 40%
Italian
Short Course
in Spoken
Language
4631
Italian
Short Course
in Written
Language
4632
Either
Foundation Tier: 30 minutes
(+ 5 minutes reading time)
or
Higher Tier: 40 minutes
Unit 3: Speaking
46303
plus
Two tasks submitted for
moderation
2
Unit 2: Reading
46302F; 46302H
Examination – 40%
Either
or
Unit 1: Listening
46301F; 44301H
Examination – 20%
Either
or
Controlled Assessment – 60%
(internally assessed)
plus
Unit 4: Writing
46304
(externally assessed)
marking
Unit 3: Speaking
46303
(internally assessed)
moderation
Italian
Full Course
4633
Unit 2: Reading
46302F; 46302H
Examination – 20%
Either
or
Unit 4: Writing
46304
(externally assessed)
marking
Listening and Reading are tiered; candidates can enter for either Foundation or Higher Tier in any available
series. Speaking and Writing are untiered.
3 Subject Content
3.1 Contexts and purposes
The Contexts and Purposes below apply to all four
units, although for Speaking and Writing centres
and/or students may choose a context or purpose of
their own.
The purposes are presented according to the
contexts and topics in which they may occur. It will
be possible for students to carry out these purposes
using the linguistic structures and vocabulary listed
in the specification together with the communication
strategies.
3
The purposes are not defined by tier and all purposes
should be seen as available, at differing levels of
fulfilment, at both Foundation and Higher. Some
purposes assume situations where requirements and
responses are generally predictable and use familiar
language. Other purposes involve general issues
and opinions which can be treated in more or less
complex ways with different groups of learners and
allow for differentiated levels of response from mixed
ability groups. For all purposes, students will be
expected, as they progress linguistically, to:
• cope with a greater degree of unpredictability;
• deal with a widening range of potential problems;
• understand and use more accurately a widening
range of vocabulary and structures, including
some unfamiliar language;
• understand issues and opinions;
• discuss issues and give opinions;
• give full descriptions and accounts.
The purposes are described with respect to individual
contexts (eg Lifestyle) and within particular topics
(eg Relationships and Choices). Purposes should be
considered transferable, as appropriate, to any other
context or topic.
Understand and provide information and
opinions about these contexts relating to the
student’s own Lifestyle and that of other people,
including people in countries/communities
where Italian is spoken.
student’s own Leisure and that of other people,
including people in countries/communities
where Italian is spoken.
Leisure
Free Time and the Media
• Free time activities
• Shopping, money, fashion and trends
• Advantages and disadvantages of new technology
Holidays
• Plans, preferences, experiences
• What to see and getting around
student’s own Home and Environment and that
of other people, including people in countries/
communities where Italian is spoken.
Home and Environment
Home and Local Area
• Special occasions celebrated in the home
• Home, town, neighbourhood and region, where it
is and what it is like
Environment
• Current problems facing the planet
• Being environmentally friendly within the home
and local area
student’s own Work and Education and that
of other people, including people in countries/
communities where Italian is spoken.
Work and Education
School/College and Future Plans
Lifestyle
• What school/college is like
• Pressures and problems
Health
Current and Future Jobs
• Healthy and unhealthy lifestyles and their
consequences
• Looking for and getting a job
• Advantages and disadvantages of different jobs
Relationships and Choices
• Relationships with family and friends
• Future plans regarding: marriage/partnership
• Social issues and equality
3.2 Unit 1: Italian listening 46301F; 46301H
Students can be entered for either Foundation or
Higher, but not both.
20% of the marks
Foundation Tier
30 minutes
35 marks
The test will be pre-recorded using native speakers.
Only material which is appropriate to the spoken
language will be used in the tests. Each item will be
heard twice. Students’ comprehension will be tested
by a range of question types, normally requiring
non-verbal responses or responses in English.
Students will be allowed to make notes during the
test. Students will be given 5 minutes’ reading time
at the beginning of the test, before the recording is
played, to give them time to read the questions.
The test will consist of items of varying length which will
not place an undue burden on memory. Comprehension
of announcements, short conversations, instructions,
short news items and telephone messages will be
required, together with some material which will be
longer and may include reference to past, present and
future events and some unfamiliar language. Students
will be expected to identify main points and extract
details and points of view.
The use of dictionaries will not be permitted.
The tests will consist of a number of discrete items
and will be marked according to a detailed mark
scheme.
The student’s performance will be assessed according
to the effectiveness with which he/she is able to carry
out the tasks based on what he/she has heard.
The appropriate mark(s) will be awarded if the
student has satisfactorily communicated his or her
understanding, even though the response may
contain some errors.
Higher Tier 40 minutes
40 marks
The test will be pre-recorded using native speakers.
Only material which is appropriate to the spoken
language will be used in the tests. Each item will be
heard twice. Students’ comprehension will be tested
by a range of question types, normally requiring
non-verbal responses or responses in English.
Students will be allowed to make notes during the
test. Students will be given 5 minutes’ reading time
at the beginning of the test, before the recording is
played, to give them time to read the questions.
The test will contain items common to those in
Foundation and also material which will include some
complex, unfamiliar language in a range of registers,
together with non-factual and narrative material.
Students will be expected to understand discussion
of a wide range of issues. They will also need to
understand gist and detail, identify and extract main
points, use context and other clues to interpret
meaning, draw conclusions and summarise what they
have heard.
and will be marked according to a detailed mark
scheme.
The student’s performance will be assessed
according to the effectiveness with which he/she is
able to carry out the tasks based on what he/she has
heard.
candidate has satisfactorily communicated his or
her understanding, even though the response may
3
3.3 Unit 2: Italian reading 46302F; 46302H
Students can be entered for either Foundation or
Higher, but not both.
20% of the marks
Foundation Tier
30 minutes
35 marks
Only material which is appropriate to the written
language will be used in the test. Students’
comprehension will be tested by a range of question
types, normally requiring non-verbal responses or
responses in English.
3
The test will consist of short items testing
comprehension of instructions, public notices and
advertisements together with some longer extracts from
brochures, guides, letters, newspapers, magazines,
books, faxes, email and web sites which may include
reference to past, present and future events and
will include some unfamiliar language. A number of
questions will be set on the material to test students’
ability to identify key points and extract specific details.
The tests will consist of a number of discrete items and
will be marked according to a detailed mark scheme.
out the tasks based on what he/she has read.
Higher Tier
50 minutes
45 marks
Only material which is appropriate to the written
language will be used in the test. Students’
comprehension will be tested by a range of question
types, normally requiring non-verbal responses or
responses in English.
The test will contain items common to those in
Foundation and also material which will include some
complex, unfamiliar language in a range of registers,
together with non-factual and imaginative material
including narrative. Students will be expected to
use their knowledge of grammar and structure in
demonstrating understanding of specific points and
of gist/the main message. They will also be expected
to recognise points of view, attitudes and emotions
and to draw conclusions.
and will be marked according to a detailed
mark scheme.
out the tasks based on what he/she has read.
3.4 Unit 3: Italian speaking 46303
30% of the marks
60 marks
Students will complete two controlled assessment
tasks. These tasks are untiered. Differentiation is by
outcome, not by task. These may be drawn from the
exemplar tasks we provide or they may be adapted
by teachers for their students. Teachers may also
devise their own tasks.
Both tasks will be in the form of a dialogue. The
tasks will be marked by the teacher and submitted
to AQA for moderation. The work of individual
students may be informed by working with others
but they must provide an individual response.
Students must not submit the same task for
Speaking and Writing.
Marks
Communication
9 –10
Very Good
Information, ideas and points of view
are presented and explained with
confidence. Can narrate events when
appropriate.
7– 8
Good
A good amount of information and
points of view are conveyed and
regularly developed.
5 – 6
Sufficient
A reasonable amount of information
and points of view are conveyed and
sometimes developed.
3 –4
Assessment Criteria Per Task
Marks
Communication
10
Limited
Some simple information and opinions
are conveyed.
Range and Accuracy of Language
10
Few responses are developed.
Pronunciation and Intonation
5
Interaction and Fluency
5
TOTAL
30
1–2
0
3
Poor
Little relevant information
communicated. Very few appropriate
responses are developed.
No relevant information conveyed.
A zero score.
Marks
9 –10
7– 8
5– 6
3
Range and Accuracy
of Language
A wide range of vocabulary, complex
structures and a variety of verb
tenses. Errors usually appear in
more complex structures.
A range of vocabulary; some
complex structures and a variety of
verb tenses attempted, though not
always well formed. Some errors
occur but the message is clear.
Limited vocabulary; sentences
generally simple but occasionally
more complex. Errors are quite
frequent, but the language is more
accurate than inaccurate.
3– 4
Very limited vocabulary; short,
simple sentences. Errors very
frequent.
1– 2
Isolated words of vocabulary.
Occasional short phrases. Errors
often impede communication.
0
No language produced is worthy of
credit.
Marks
5
Consistently good accent and
intonation.
4
Generally good.
3
Generally accurate but some
inconsistency.
2
Understandable, but comprehension
is sometimes delayed.
1
Barely understandable, making
comprehension difficult.
0
credit.
Marks
Interaction and Fluency
5
Responds readily and shows
initiative. Conversation sustained
at a reasonable speed, language
expressed fluently.
4
Answers without hesitation and
extends responses beyond the
minimum with some flow of
language.
3
Ready responses; some evidence of
an ability to sustain a conversation;
little if any initiative.
2
Some reaction. Sometimes hesitant,
little natural flow of language.
1
Little reaction. Very hesitant and
disjointed.
0
credit.
• The marks awarded for Range and Accuracy of Language, Pronunciation and Intonation, Interaction and
Fluency must not be more than one band higher than the mark awarded for Communication. (See tables
below).
• A mark of zero for Communication will automatically result in a zero score for the task as a whole.
10
Communication
Marks for each of
and Interaction and Fluency
Marks for Range and
Accuracy
of Language
0
0
0
1–2
1–2
1–4
3–4
1–3
1–6
5–6
1–4
1–8
7–8
1–5
1–10
9–10
1–5
1–10
Controlled Assessment Tasks
See Appendix E for exemplar tasks.
Task Setting – Limited Control
Students are required to complete two tasks, of equal
weighting. Teachers may use the exemplar tasks
provided in Appendix E of this specification, may use
an adapted version of these exemplar tasks or may
devise tasks which meet students’ individual learning
needs or interests.
3
express points of view, present information and
show ability to deal with some unpredictable
elements. For those students aiming to achieve
grade A, teachers must ensure that tasks offer
the opportunity to express and explain ideas
and points of view, to narrate events, producing
extended sequences of speech. For students
aiming to achieve grade F, teachers must ensure
that tasks offer the opportunity to take part in
simple conversations, present simple information
and express opinion.
Adapting Exemplar Tasks
Controlled assessment advisers will be available to
provide guidance to centres.
Teachers may adapt the exemplars in the
following ways.
Teacher-devised tasks do not need to be drawn from
the range of contexts listed in the specification.
Exemplar A (i) – the task must be an interview.
It could be adapted to be an interview with, for
example, a celebrity. Please see Appendix E,
Exemplar A (ii).
General
Exemplar B (i) – the task must be a conversation.
The exemplar is drawn from the context ‘Leisure’.
It could be adapted to be a conversation
drawn from a different context, eg a special
occasion celebrated in the home from ‘Home
and Environment’, or from a different aspect of
the ‘Leisure’ context, eg Holidays. It could be
drawn from outside the range of contexts listed
in the specification. Please see Appendix E,
Exemplar B (ii).
Devising Tasks
Teachers may choose to devise their own
tasks. When devising their own tasks, teachers
must ensure that students aiming to achieve
grades C and above use a variety of structures
which may relate to past and future events and
Centres must submit different tasks every two
years. This applies to the use of AQA exemplar
tasks, adapted exemplar tasks and teacher-devised
tasks.
Centres must submit different tasks for Speaking and
Writing.
Task Taking – Medium Control
All three stages below must be completed under
informal supervision. This means that supervision
must be sufficient to ensure that plagiarism does not
take place. The work of individual students may be
informed by working with others, eg in conversational
groups but students must provide an individual
response.
Stage One
This stage refers to the general teaching and learning
activities carried out in preparation for receiving the
task. There is no time limit for this stage. Students
may make use of reference materials and resources
11
of all kinds including course books, dictionaries and
internet resources as part of these teaching and
learning activities.
The teacher’s involvement is not limited at this
stage.
Stage Two
This stage begins when students are given the
task. The teacher should discuss the task with
the students, including the kind of language they
might need and how to use their preparatory work.
There must be no other support from the teacher.
Students may have access to reference materials
including dictionaries, course books and internet
resources. This research can be carried out outside
the classroom.
Further guidance will be made available.
3
12
Stage Three
This stage is when students produce the final version.
Duration – Each task should last between 4 and
6 minutes.
Task Marking – Medium Control
Teachers must mark the controlled assessment
tasks using the assessment criteria provided in this
specification.
Centres will be required to record an adequate
sample of tasks to provide sufficient evidence for
moderation. Further guidance will be provided.
3.5 Unit 4: Italian writing 46304
30% of the marks
60 marks
Students will complete two controlled assessment
tasks. These tasks are untiered. Differentiation is by
outcome, not by task. These may be drawn from the
exemplar tasks we provide or they may be adapted
by teachers for their students. Teachers may also
devise their own tasks.
Assessment Criteria
Content
Marks
Criteria
13–15
Very Good
Fully relevant and detailed response
to the task. Sound ability to convey
information clearly, express and
explain ideas and points of view. Well
organised structure.
10–12
Good
Mostly relevant response to the task
and shows ability to convey a lot
of information clearly, express and
explain ideas and points of view.
The tasks will be marked by AQA. Students must
complete all work independently. Students must
have access to dictionaries while writing up their final
version under supervision.
7–9
Sufficient
Response to the task is generally
relevant with quite a lot of information
clearly communicated. Points of
view are expressed and ideas are
developed.
4–6
Limited
Limited response to the task with some
relevant information conveyed. Simple
opinions are expressed and there is
some development of basic ideas.
1–3
Poor
Very limited response to the task with
little relevant information conveyed.
No real structure.
0
3
The answer shows no relevance to
the task set.
A zero score will automatically
result in a zero score for the answer
as a whole.
13
Range of Language
Accuracy
Marks
Criteria
Marks
Criteria
9–10
Wide variety of appropriate vocabulary
and structures. More complex
sentences are handled with confidence
and verb tenses are used successfully.
5
Largely accurate, although there
may still be some errors especially in
attempts at more complex sentences.
Verbs and tense formations are secure.
7–8
Good variety of appropriate
vocabulary and structures used.
More complex sentences are
attempted and are mostly successful.
4
Generally accurate with errors
occurring in attempts at more
complex sentences. Verb and tense
formations are usually correct.
5–6
Some variety of vocabulary and
structures used, including attempts at
longer sentences using appropriate
linking words which are sometimes
successful.
3
More accurate than inaccurate.
Verb forms and tense formations
are sometimes unsuccessful. The
intended meaning is clear.
3–4
Vocabulary is appropriate to the basic
needs of the task and structures are
mostly simple.
2
Many errors which often impede
communication. Verb forms are rarely
accurate.
1–2
Inappropriate vocabulary with little
understanding of language structure.
1
Limited understanding of the most
basic linguistic structures. Frequent
errors regularly impede communication.
0
No language produced which is
worthy of credit.
3
0
No language produced which is
worthy of credit.
• The mark awarded for Range of Language must not be more than one band higher than the mark awarded
for Content. (See table below).
• The mark awarded for Accuracy must not be more than one band higher than the mark awarded for
Content. (See table below).
• If a mark is awarded for Content, this will inevitably lead to the award of a mark for Range of Language and
for Accuracy.
• If a mark of zero is awarded for Content, this will automatically result in a zero score for Range of Language
and for Accuracy.
14
Content Mark
Marks for Range of Language
Marks for Accuracy
0
0
0
1–3
1–4
1–2
4–6
1–6
1–3
7–9
1–8
1–4
10–12
1–10
1–5
13–15
1–10
1–5
Controlled Assessment Tasks
See Appendix F for exemplar tasks.
Task Setting – Limited Control
Students are required to complete two different types
of task to ensure that they use language for different
purposes. Teachers may use the exemplar tasks
provided in Appendix F of this specification, may use
an adapted version of these exemplar tasks or may
devise tasks which meet students’ individual learning
needs or interests. The tasks are equally weighted.
Teacher-devised tasks do not need to be drawn from
the range of contexts listed in the specification.
General
Centres must submit different tasks every two years.
This applies to the use of AQA exemplar tasks,
adapted exemplar tasks and teacher-devised tasks.
Centres must submit different tasks for Speaking
and Writing.
Adapting Exemplar Tasks
Task Taking – High Control
Teachers may adapt exemplar tasks in the
following ways.
Stage One
Exemplar Task 1
‘A day in the life of a celebrity’ could be adapted to
‘A day in my life’ or ‘My ideal day’ as a blog for a web
page. Suggested content for ‘A day in my life’
could be:
•
•
•
•
•
introduce yourself
how your day starts
what you drink and eat
the people you meet during the day
how does your day end
Exemplar Task 3
‘Holidays – a chance to win 2 weeks in the sun’ could
be adapted to be ‘An account of a special occasion’
produced for a family web page. Suggested content
for ‘An account of a special occasion’ could be:
•
•
•
•
•
•
reason for the celebration
where it took place
the people involved
what you had to eat and drink
what else happened
best memory of the day
This stage refers to the general teaching and learning
activities carried out in preparation for receiving
the task.
There is no time limit for this stage. Students
may make use of reference materials of all kinds
including course books, dictionaries and internet
resources. The teacher’s involvement is not limited
at Stage One.
Stage Two
This stage begins when students are given the
task. This stage must be completed under informal
supervision. This means that supervision must be
sufficient to ensure that plagiarism does not take
place. The work of individual students may be
informed by working with others but students must
provide an individual response. During Stage Two,
students may have access to reference materials
including dictionaries, course books and internet
resources. This research can be carried out outside
the classroom.
Stage Three
This stage is when students produce the final version.
Students must spend no more than 60 minutes,
per task, on writing the final version.
Devising Tasks
Students aiming at grades G–D should produce
200–350 words across the two tasks;
Centres may choose to devise their own tasks. When
devising their own tasks, teachers must ensure that
students aiming to achieve grades C and above
include a variety of structures which may include
different tenses or time frames and express points of
view as well as communicate information. For those
students aiming to achieve grade A, teachers must
ensure that tasks offer the opportunity to express
and explain ideas and points of view, producing a
variety of vocabulary, structures and verb tenses. For
students aiming to achieve grade F, teachers must
ensure that tasks offer the opportunity to express
simple opinions using simple sentences and usually
convey the main points.
Students aiming at grades C–A* should produce
400–600 words across the two tasks.
Students must be in the direct sight of the supervisor
at all times when writing up the final version.
Task Marking – High Level of Control
The awarding body marks the controlled assessment.
15
3
3.6 Grammar
GCSE candidates will be expected to have
acquired knowledge and understanding of Italian
grammar during their course. In the external
assessment they will be required to apply their
knowledge and understanding in tasks appropriate
to the tier for which they are entered, drawing from
the following lists which are divided into Foundation
and Higher tier.
The examples in brackets are indicative, not exclusive.
For structures marked (R), receptive knowledge only
is required.
Foundation Tier
3
Nouns:
gender
singular and plural forms, including common irregulars
e.g. la mano, il cinema,
il/la ciclista, la radio, la foto, gli uomini.
Articles:
definite, indefinite and partitive
Adjectives:
agreement
position
comparative and superlative: regular (più di, meno di,
il più, il meno, tanto... quanto, così....come)
demonstrative (questo, quello)
indefinite: singular/plural usage (ogni, qualche, alcuni)
possessive
interrogative (qual, quale, quali)
indefinite (e.g. nessuno, niente, ogni, qualcuno,
qualcosa, qualche, uno)
interrogative (e.g. chi, che, cosa, che cosa, quanto/a,
quanti/e) and ci/vi, ne
Demonstrative adjectives:
uesto, quello
q
ecco
Verbs:
regular and irregular forms of verbs, including
reflexive verbs
all persons of the verb, singular and plural
modes of address: tu, Lei, voi
verbs followed by an infinitive without a preposition
verbs followed by an infinitive with a preposition
tenses: present
perfect with avere, essere + agreement
imperfect: avere, essere and fare
other common verbs in the imperfect tense
future
conditional: dovere, volere, piacere, potere
pluperfect (R)
passive voice (R)
imperative (R)
gerund (R)
progressive construction with stare + gerund (R)
infinitive
Negatives:
comparative and superlative
on, non...alcuno/a, non ancora, non...che, neanche,
n
nemmeno, niente, non...mai, mai, non … né...né,
non...niente, non...nessuno, non...nulla, non... più,
non solo...ma anche
Quantifiers:
Prepositions:
ommon expressions of quantity (abbastanza,
c
mezzo, molto, poco, un po’, tanto, troppo, quanto,
quarto,)
a, da, di, in, su, con, entro (by, within), fra (between,
in, through), per (for, in order to), senza, tra (between,
in, through)
contracted forms of preposition + definite article (a,
da, di, in, su)
contracted forms of preposition + definite article
after common prepositional phrases (e.g. vicino alla
finestra)
use of da with present tense
Adverbs:
Pronouns:
subject
reflexive
possessive: il mio etc.
relative: che,
relative: cui
object: direct (R) and indirect (R)
direct and indirect object after an infinitive
or gerund (R)
disjunctive/emphatic
after ecco
demonstrative
16
Conjunctions:
o-ordinating and subordinating (most common e.g.
c
e, ma, quando, perché)
anche se, come se, e/ed, ma, mentre, o (...o),
oppure, perché, poiché, quando, se
Higher Tier
Verbs:
All grammar and structures listed for Foundation tier,
plus:
ependent infinitives (fare riparare) (R)
d
tenses: imperfect
pluperfect
conditional (R)
past definite (R)
passive voice
perfect infinitive (e.g. dopo aver studiato...)
use of gerund with present tense of stare
use of gerund with imperfect tense of stare
subjunctive mood: in commonly used expressions (R)
common verbs + preposition + infinitive (e.g. finisco di
studiare..)
Nouns:
less common irregulars (e.g. il dito/le dita)
Adjectives:
ommon irregular comparative and superlative,
c
including il migliore, il peggiore
use of quello and bello before a noun
Pronouns:
relative: cui, chi, il quale/la quale
object, direct and indirect, combination of direct &
indirect
position and order of object pronouns
disjunctive/emphatic
indefinite: ciascuno, parecchi, ognuno, qualsiasi,
qualunque
Prepositions:
use of da with imperfect tense
3
17
3.7 Communication strategies
3
Candidates cannot be expected to have
met and mastered all the linguistic elements
they will meet when reading and listening to
authentic Italian. This leads to the need to
develop communication strategies that can be
used to cope successfully with some unfamiliar
words without having to refer to a dictionary.
There are two main types of strategy: those that
relate to understanding (reading and listening)
and those that relate to production (speaking
and writing).
(f) Using common patterns between Italian
and English
There are thousands of words in Italian, which
can be easily understood without the use of a
dictionary, but with the application of a few simple
strategies. These strategies will not work all of
the time but they will help when a dictionary is not
available.
These strategies will greatly increase the candidate’s
ability to cope when they meet, or need to use
language which they have not previously met or have
forgotten.
1. Using cognates and near cognates.
Some nouns ending in -a or -o are spelt the
same in both Italian and English, although
the pronunciation differs:
e.g. area, cinema, idea, radio
2. Abstract nouns ending in -ty in English
often end in -tà in Italian
e.g. ability - abilità, quality- qualità
3. Nouns ending in -ion in English often
end in -ione in Italian
e.g. creation - creazione, decision decisione
4. Nouns ending in -nce and -ncy in English
often end in -nza in Italian
e.g. ambulance - ambulanza, emergency emergenza
Strategies for Understanding
(a) Ignoring words which are not necessary
for a successful completion of the
task set
Many tasks contain words which are not essential
for an understanding of the main points of the
text. Students should learn to only look for the
information they need to answer questions and to
complete tasks.
(b) Using the visual and verbal context
The student can find many clues as to the
purpose and content of a text from the
layout, title(s) and any related pictures. In
addition they can infer the meaning from
a verbal context. A student who does not
know a word can, with some appropriate
practice, be expected to understand it in the
context.
(c) Making use of grammatical markers
and categories
When reading or listening students should learn
to use such clues as the plural forms of nouns,
adjectives or verbs and the formation of tenses,
in order to help them decide to which category
(verb, noun, adjective etc.) an unknown word
belongs.
(d) Making use of the social and cultural
context
Good use can be made of the social and cultural
context of a passage e.g. a description of Carnival
(Carnevale) festivities in Italy.
(e) Using common patterns within Italian
Students should be able to recognise familiar
patterns which link nouns and adjectives and
verbs and nouns, e.g. the verb creare and the
noun creazione
18
Nouns
Nouns and Adjectives
5. Nouns and adjectives ending in -id in English
often end in -ido in Italian
e.g. acid - acido, invalid - invalido
6. Nouns and adjectives ending in -ive in English
often end in -ivo in Italian
e.g negative - negativo, positive - positivo
7. Nouns and adjectives ending in -ry preceded by
a vowel in English often end in -rio Italian
e.g. necessary - necessario, ordinary ordinario
8. Nouns and adjectives ending in -al in English
often end in -ale in Italian
e.g. animal - animale, central - centrale
9. Nouns and adjectives ending in -te after a vowel
in English often end in -to in Italian
e.g. certificate - certificato, moderate moderato
10. Nouns and adjectives ending in -or
in English end in -ore in Italian
e.g. editor - editore, motor - motore
11. Nouns and adjectives ending in -nt in English
often end in -nte in Italian
e.g. elegant - elegante, elephant - elefante,
Adjectives
12. Adjectives ending in -ble in English often end in
-bile in Italian
e.g. incredible - incredibile, adorable adorabile
13. Adjectives ending in -ic in English end in -ico in
Italian
e.g. aromatic - aromatico, scientific scientifico
Verbs
14. Verbs ending in -ate in English often
end in -are in Italian
e.g. to celebrate - celebrare, to communicate comunicare
15. Verbs ending in -ise/ize or -yse/yze in English
often end in -izzare in Italian
e.g. to organise/ze - organizzare, to
paralyse/ze - paralizzare
16. Verbs ending in -e (other than -ate and -ize) in
English often end in -are in Italian
e.g. to adore - adorare, to cause - causare
17. Verbs ending in -ify in English often
end in -ificare in Italian
e.g. to notify - notificare, to clarify - chiarificare
18. Verbs ending in two consonants in English
often end in -are in Italian
e.g. to confess - confessare, calm - calmare
Spelling Changes
Other spelling changes can be noticed when
we alter English to Italian. Please remember
these are general guidelines and will not work all
the time.
-bs- in English changes to -ss- in Italian when
followed by a vowel
e.g. absent - assente, absurd - assurdo
-bs- in English often changes to -s- in Italian when
followed by a consonant
e.g. to abstain - astenersi, abstract - astratto
-ct- in English changes to -tt- in Italian
e.g. October - ottobre, actor - attore
-dm- in English changes to -mm- in Italian
e.g. administration - amministrazione,
to admire - ammirare
-dv- in English changes to -vv- in Italian
e.g. adventure - avventura, advocate avvocato
-ns- in English changes to -s- in Italian
e.g. instant - istante, to transfer - trasferire
-ph- in English changes to -f- in Italian
e.g. photo - foto, telephone - telefono
-pt- in English changes to -tt- in Italian
e.g. optician - ottico, optimist - ottimista
-th- in English changes to -t- in Italian
e.g. theatre - teatro, therapy - terapia
-x- in English changes to -ss- in Italian
e.g. exam - esame, experience - esperienza
-y- in English changes to -i- in Italian except at the
end of a word
e.g. style - stile, stupidity - stupidità
-y- in English at the end of a word changes to -ia- in
Italian
e.g. geography - geografia, pharmacy farmacia
-h- is not used in Italian except to maintain a hard -c
or -g sound.
e.g. character - carattere, school - scuola
chemical - chimico, ghetto - ghetto
Dictionaries
The use of dictionaries is not permitted in the
examination, but should be encouraged in
class. Students need to acquire good dictionary skills
and to understand the limitations of dictionary use,
e.g. choosing the wrong word from a list of definitions,
confusion over parts of speech, the dangers of
word-for-word translations. Successful strategies
for dictionary use include:
1. understanding the meaning of terms and
abbreviations used in a dictionary entry.
2. recognising different parts of speech so as to be
able to find the word required.
3. recognising the word may be listed in a
different form or may be required in a different
form from the one given in the dictionary. Students
wishing to find the meaning of chiedo must first
work out that this is a verb form in order to look
up the meaning of chiedere and conversely the
infinitive chiedere found in the English-Italian
section will need to be changed in order to
express “I ask ....”
4. picking the correct word from a list of alternatives,
if necessary checking back in the Italian-English
part of the dictionary to find the word with the
appropriate meaning. A candidate looking up the
word “jog”, for example, may have to choose
from : spinta, colpetto, andatura lenta,
urtare, rinfrescare, spingere, fare footing,
fare jogging. They must check these words in
the Italian-English part of the dictionary to ensure
they have the correct meaning in the context.
5. recognising that word for word translation is
often impossible e.g. expressions such as “to
make fun of” (prendere in giro) or “to pull a
fast one” (ingannare) cannot be translated
literally.
19
3
Candidates need to have a sound vocabulary base
and the confidence to attempt tasks where they do
not have access to a dictionary.
The communication strategies listed above will greatly
increase the student’s ability to cope with less familiar
language.
Strategies for Production
In order to complete the Writing and Speaking tests
the candidate may find the following strategies helpful:
3
20
(a) Using a word which refers to a similar item
(b) Describing the physical properties of the item
(c) Requesting assistance
(d) Simplifying
(e) Paraphrasing
(f) Referring to specific features
(g) Referring to the function of an item
3.8 Vocabulary
The minimum core Vocabulary Lists are primarily
intended as a guide for teachers to assist in the
planning of schemes of work.
The Listening and Reading assessment tasks at
Foundation Tier will be based on the Foundation List
and the General Vocabulary List; students should also
expect to encounter some unfamiliar vocabulary, but
they will not be tested on it.
The Listening and Reading assessment tasks at Higher
Tier will be based on the Foundation and Higher Lists
and the General Vocabulary List; in addition students
should also expect to encounter some unfamiliar
vocabulary, and may be tested on it, provided that it
can be accessed through communication strategies.
Vocabulary listed in the Grammar Section can also
be tested but it is not listed in the minimum core
Vocabulary Lists.
Comparisons
Comparatives and Superlatives
of adjectives/adverbs in
Vocabulary list.
così ... come
differente
dissimile
diverso
inferiore
maggiore
massimo
meglio
meno
migliore
minimo
minore
ottimo (best, excellent)
peggio
peggiore
pessimo (awful, very poor)
più
poco
simile
stesso
superiore
tanto ... quanto
uguale (…a)
vario
Connectives
a dire la verità
a parte questo
altrimenti
Students will be expected to understand words which
have the same or very similar form in the language as in
the English, provided that such words have essentially
the same meaning in both languages. Such words are
not listed in the minimum core Vocabulary Lists.
Students will be expected to be familiar with feminine
forms of nouns/adjectives where these are not given.
Students may use the minimum core Vocabulary Lists
for their Speaking and Writing Controlled Assessment
tasks, or they may prefer to choose vocabulary that
suits their own contexts and purposes.
General Vocabulary
Students will be expected to use and understand the
general vocabulary listed below. The vocabulary is not
restricted to specific settings and can occur in any of
the topic areas listed in the specification.
anche
cioè
comunque
da una parte … dall’altra
dunque
forse
inoltre
insomma
nonostante
ovviamente
per caso
per fortuna
perciò
però
prima di tutto
purtroppo
ragione per cui, la
quindi
senza dubbio
sia … sia
soprattutto
visto che
The Alphabet
Candidates should be familiar with
the Italian alphabet and sould be
able to spell words and names
Numbers
All cardinal numbers 0–999
mille
duemila
milione, un
miliardo, un
All ordinal numbers
1st to 21st
Other expressions
centinaio, un (centinaia di)
migliaio, un (migliaia di)
decina, una
dozzina, una
ventina, una
trentina, una
numero, il
numero, il (di telefono/cellulare)
numero dispari, il
numero pari, il
paio, un
Important verbs
andare
andarsene
aumentare
avere
conoscere
dare
dire
diventare
divenire
dovere
essere
fare
mettere
potere
prendere
sapere
stare
21
3
tenere
uscire
venire
volere
Impersonal verbs
piacere (... a)
mancare
3
Asking Questions
Question words
Che (Cosa)?
Chi?
Come?
Cosa?
Dove?
Perché?
Quale?
Quando?
Quanto/a/i/e?
Common questions
A che ora...?
Che data è?
Che giorno è?
Che ora è?
Che ore sono?
Da quanto tempo...?
Di che colore è?
Dov’è...?
Qual è la data?
Quanti ne abbiamo?
Quanto tempo .....?
Greetings and Exclamations
A presto
A domani
A lunedì
Arrivederci
Attenzione
augurare
Auguri
Benvenuto/a/i/e
Buon anno
Buon appetito
Buon compleanno
Buon divertimento
Buon Natale
Buon viaggio
Buona fortuna
Buon giorno/buongiorno
Buona notte
Buona Pasqua
Buona sera/buonasera
Buone Feste
22
Buone vacanze
Che peccato
Ciao
Cin cin
Colpa mia
Come sta?
Come stai?
Come va?
Congratulazioni
Grazie
In bocca al lupo
Mi dispiace
No
Non vedo l’ora di …
Per favore
Per fortuna
Per piacere
Prego
Sì
Scusi/Scusa
Opinions
affascinante
allegro
amare
annoiarsi
ansioso
avere un’idea
avere voglia di
bene
bravo
buono
cambiare idea
carino
caro
cattivo
consentire
convincere
credere
d’accordo
desiderare
divertente
divertirsi
dubitare
eccellente
essere d’accordo
essere stufo di
fantastico
felice
impossibile
incredibile
infelice
interessante
interessarsi a
inutile
lato negativo, il
lato positivo, il
male
meraviglia, la
meraviglioso
moderno
molto
molto bene
noioso
nuovo
odiare
pensare
permettere
piacere, il
preferire
preferito
promettere
scontento
sembrare
semplice
sentimento
sicuro
soddisfacente
sorpresa, la
sorpreso
speranza, la
sperare
stupendo
stupido
terribile
utile
vecchio
Expressions of Time
Days of the week
lunedì (il)
martedì (il)
mercoledì (il)
giovedì (il)
venerdì (il)
sabato (il)
domenica (la)
The seasons
autunnale
autunno, l’
estate, l’ (f)
estivo
invernale
inverno, l’
primavera, la
primaverile
stagionale
stagione, la
Months of the year
gennaio
febbraio
marzo
aprile
maggio
giugno
luglio
agosto
settembre
ottobre
novembre
dicembre
The Clock
Numbers 1–60 +
accanto a
avanti di (x) minuti
esatta/e
esattamente
in punto
indietro di (x) minuti
mezzanotte
mezzo/a
mezzogiorno
minuto, un
ora, un’
quarto, un
secondo, un
Other time expressions
a volte
ad un tratto
adesso
al momento
alla fine
all’inizio
allo stesso tempo
allora
altro ieri, l’
anno
appena
ci vuole ..(molto tempo)
da ... a
da ... in poi
data
davvero
di colpo
di quando in quando
di tanto in tanto
di solito
domani
dopo
dopodomani
durante
durare
(x)anni fa
essere puntuale
finalmente
fine, la
fine settimana, il
fra poco
generalmente
già
giorno, il
giorno dopo, il
ieri
altro ieri, l’
improvvisamente
in
indomani, l’ (m)
in orario
in punto
lentamente
lento
mattina, la
mese
momento, il
nel frattempo
normalmente
notte, la
oggi
ogni (x) giorni
ogni giorno
ogni tanto
ora
più tardi
poi
pomeriggio, il
preciso
presto
prima
prossimo
qualche volta
quasi
quotidiano
raramente
recentemente
scorso
secolo, il
sempre
sera, la
settimana, la
solamente
solo
soltanto
spesso
stagione
stamattina
stanotte
stasera
subito
tanto
tardi
tra poco
tra un minuto
tra una settimana/un mese
tutti i giorni/mesi
ultimo
una volta (all’anno)
veloce
weekend, il
3
Location and distance
a
a destra
a due passi
a sinistra
accanto a
avanti
centro, il
chilometro, il
contro
da
da una parte
da ogni parte
da qualche parte
da questa parte
da tutte le parti
dall’altra parte
dappertutto
davanti a
dentro
destra
di fronte a
dietro
diritto/dritto
di sopra
di sotto
dove, dov’è
essere situato
est, l’ (m)
fino a
fuori .... (di)
giù .... (per)
23
3
in cima a
in fondo a
in mezzo a
in nessun luogo
in ogni luogo
in periferia
in qualche posto
in qualsiasi luogo
intorno a
là, lì
laggiù
lontano (da)
luogo, il
meridionale
Meridione, il
nei dintorni di
nord, il
occidentale
orientale
ovest, l’ (m)
posto, il
qua, qui
settentrionale
Settentrione, il
sinistra
sopra
sotto
su
sud, il
trovarsi
verso
vicino (a
Colour
arancione
azzurro
bianco/a/hi/he
biondo
blu (inv)
bruno
castano
celeste
chiaro
colorato
colore, il
giallo
grigio
marrone
nero
rosa (inv)
rosso
scuro
tinta unita, la
24
verde
viola (inv)
Quantities, weights and
measures
abbastanza
almeno
alto
altro
ancora
avere (x) metri di larghezza
avere (x) metri di lunghezza
basso
basta
centimetro, il
che taglia ha?
chilogrammo/chilo, il
circa
come
completamente
dimensione, la
etto, l’
fetta, la
grammo, il
grande
grasso
grosso
largo
largo (x) metri
litro, il
medio
metà, la
metro, il
misura, la
misurare
molti/molte
molto/a
pacchetto, il
pacco, il
parecchi/parecchie
pesare
pezzo, il
piccolo
piuttosto
po’, un
sottile
stretto
totalmente
troppo
tutto
Shape
di forma (...)
quadrato
rettangolare
rotondo
triangolare
Weather
asciutto
bagnato
bollettino meteorologico, il
cielo, il
clima, il
coperto
fare bel/brutto tempo
fare caldo/freddo
fare fresco
fare una fotografia
gelare
gelo, il
ghiaccio, il
grado, il
lampo, il
mare, il
mite
mosso
nebbia, la
neve, la
nevicare
nuvola, la
nuvoloso
ombra, l’
onda, l’
palla di neve, la
pioggia, la
piovere
previsioni del tempo, le
sereno
sole, il
temperatura, la
tempo, il
temporale, il
umido
tirare vento
tuono, il
vento, il
Access
aperto
chiuso
completo
divieto di fumo
entrata libera, l’
libero
occupato
vietato
Correctness
aver ragione
aver torto
corretto
errore, l’ (m)
esatto
falso
giusto
non è indicato
non si sa
sbagliato
vero
Materials
argento, l’
carta, la
cotone, il
cuoio, il
ferro, il
lana, la
legno, il
metallo, il
oro, l’
pelle, la
plastica, la
seta, la
vetro, il
Common Abbreviations
all.
C.A.P.
Dott.
€
F.S.
I.V.A.
£/L.st
mitt.
P.T
P.za
Prof./Prof.ssa
S.I.P.
Sig./ Sig.ra/ Sig.na
V.
Foundation Tier
LIFESTYLE
Health
aceto, l’
acqua minerale, l’
acqua, l’
agnello, l’
aiuto, l’
alcolici, gli
alcolico
alcolismo, l’
alcolizzato/a, l’
alcool/alcol, l’ (inv)
alla griglia
ambulanza, l’
ambulatorio, l’
ammalarsi
ammalato
ananas, l’ (inv)
andare a dormire
andare dal medico/dentista
annuncio, l’
arancia, l’
aranciata, l’
arrosto, l’
aspirina, l’
astemio
avere caldo/freddo
avere fame
avere mal di (testa)
avere paura di
avere sete
avere sonno
banana, la
bellezza, la
ben cotto
bere
bevande alcoliche, le
bevande analcoliche, le
bicchiere, il
birra, la
biscotto, il
bistecca, la
braccio, il (le braccia)
bucarsi
burro, il
cadere
caffè, il (inv)
caffelatte, il
caldo
caloria, la
camminare
canapa indiana, la
cancro, il
cappuccino, il
caramella, la
carne, la
carota, la
caviglia, la
cavolfiore, il
cena, la
cenare
cereale, il
cerotto, il
cibo, il
cioccolata, la
cioccolatino, il
cipolla, la
cocaina, la
colazione, la
coltello, il
compressa, la
corpo, il
correre
cotto
crema, la
crudo
cucchiaino, il
cucchiaio, il
cucina, la
cucinare
cuore, il
danneggiare
danno, il
dannoso
dare da mangiare
delizioso
dente, il
dentista, il/la
dimagrire
dito, il (le dita)
dolce, il
dolore, il
droga, la /le droghe
drogarsi
drogato/a, il/la
droghe leggere, le
droghe pesanti, le
eroina, l’
esercizio fisico, l’
espresso, l’
essere in forma
fame, la
fare aerobica
fare bene/male alla salute
fare footing
farina, la
farmacia, la
farmacista, il
febbre, la
fegato, il
ferito
fetta di torta, la
3
25
3
forchetta, la
formaggio, il
fragola, la
freddo
frittata, la
fritto
frutta, la
fumare
fumatore, il
fumo, il
fumoso/a
fungo, il
gamba, la
gambero, il
gelato, il
ginocchio, il (le ginocchia)
gola, la
guarire
in buona salute
inalare
indigestione, l’
influenza, l’
ingrassare
iniettarsi
insalata, l’
lasagne, le (f pl)
latte, il
lattuga, la
limonata, la
limone, il
lista, la
maiale, il
malato
mangiare
mano, la (le mani)
mantenersi in forma
manzo, il
marmellata, la
medicina, la
medico, il
mela, la
melone, il
merenda, la
minestra, la
minestrone, il
morire
morte, la
morto, il
occhio, l’
odore, l’
olio, l’
oliva, l’
26
orecchio, l’
ospedale, l’
pancia, la
pane, il
panino, il (bread roll, sandwich)
pasta, la (pasta, pastry)
pasticca, la
pastiglia, la
pasto, il
patata, la
patate (patatine) fritte, le
patatine, le
paté, il (inv)
pepe, il
peperone verde/rosso, il
pera, la
pericolo, il
pericoloso
pesce, il
piede, il
pieno
polizia, la
poliziotto, il
pollo, il
polmone, il
pomodoro, il
pompiere, il
profumo, il
pronto soccorso, il
prosciutto cotto/crudo, il
raffreddore, il
rilassarsi
riposarsi
riso, il
ristorante, il
rompere
rompersi
sale, il
salute, la
sangue, il
sano
scatola, la
schiena, la
secco
sentire odore di ….
sentirsi
sete, la
sigaretta, la
smettere di
sniffare
soffrire
sostanza chimica, la
spacciare
spacciatore/trice di droga, lo/la
spalla, la
spazzolino da denti, lo
spinaci, gli
spinello, lo
spuntino, lo
stanco
stare bene/male
stomaco, lo
succedere
succo di frutta, il
tavola calda, la
tè, il (inv)
testa, la
torta, la
tosse da fumo, la
tossicodipendente, il/la
trafficante di droga, il/la
trattoria, la
ubriacarsi
ubriaco
uovo, l’ (le uova)
uva, l’
vaniglia, la
vegetariano
verdura, la
vigile del fuoco, il
vino, il
vizio, il
voce, la
vuotare
vuoto
yogurt, lo (inv)
zuccherato
zucchero, lo
zuppa, la
abituarsi
abitudine, l’
adolescente, l’
adulto, l’
amichevole
amicizia, l’
amico/a, l’
amore, l’
andare a trovare
andare d’accordo
animale domestico, l’
animale, l’
antipatico
arrabbiato
attivo
atto di violenza, l’
avere ... anni
babbo, il
baciare
bacio, il
baffi, i
bambino/a, il/la
barba, la
bello
bocca, la
brutto
campagna, la (contro)
canarino, il
cane, il
capelli, i (lunghi/corti)
carattere, il
carta d’identità, la
cavallo, il
chiacchierare
chiacchierone/a
chiamare
chiamarsi
cognato/a, il/la
cognome, il
compagno/a, il/la
compleanno, il
coniglio, il
contento
contribuire
coraggio, il
coraggioso
corso, il (di formazione)
crescere
criceto, il
cugino/a, il/la
dare fastidio (a)
data, la (di nascita)
descrivere
descrizione, la
discriminazione, la
disponibilità, la
divorziare
divorziato/a
documento, il
donna, la
elegante
essere nato
età, l’ (inv)
faccia, la
famiglia, la
familiari, i
famoso
fare volontariato
fidanzarsi
fidanzato/a
fidanzato/a, il/la
figlia, la
figlio, il
firma, la
firmare
forte
fratello, il
gatto, il
gemello/a, il/la
genitore solo, un
genitore, il
gente, la
gentile
giovane
giovane, il/la
graffiti, i
handicappato
identificare
identificazione, l’
immigrato, l’
immigrazione, l’
in pensione
incinta
incontro, l’
incoraggiare
indirizzo, l’
individuo, l’
innamorarsi
intelligente
invitare
invito, l’
lavoro, il di volontariato
lenti a contatto, le
lieto
liscio
litigare
luna di miele, la
lungo
luogo, il (di nascita)
madre, la
madrina, la
magro
mamma, la
marito, il
matrimonio, il
modesto
moglie, la
nascere
naso, il
nato
nazionalità, la (inv)
nervoso
nipote, il (nephew grandson)
nipote, la (niece,
granddaughter)
nome, il
nonna, la
nonni, i
nonno, il
normale
nozze, le (pl)
occhiali, gli (da sole)
onesto
ospitalità, l’ (inv)
ospitare
ospite, l’ (host/hostess, guest)
padre, il
padrino, il
papà, il
parente, il/la
parità, la
partner ideale, il/la
passaporto, il
pelle, la
pensionato, il
persona, la
pesce, il (rosso)
piangere
pigro
porcellino d’India, il
portare
povero
povertà, la
preferenza, la
prepotente
presentare
proprio
ragazza, la
ragazzo, il
razzismo, il
razzista, il/la
ricci, i
ricco
ringraziare
rischiare
scrivere
scusare
sensibilizzare
senzatetto, il
3
27
3
separarsi
separato/a
serio
serpente, il
signora, la
signore, il
signorina, la
simpatico
snello
socievole
sorella, la
sorriso
spiritoso
sportivo
sposa, la
sposarsi
sposato/a
sposi, gli
sposo, lo
timido
tipo
tranquillo
triste
uccello, l’
umiliato
uomo, l’ (gli uomini)
vandalismo, il
vicino, il (di casa)
vivace
viziato
volontari, i
zia, la
zio, lo
LEISURE
abbonarsi
abito, l’
a buon mercato
abbonamento, l’
abbigliamento, l’
accettare
andare a cavallo
andare di moda
angolo, l’
artista, l’
ascensore, l’
aspettare
attrezzatura, l’
attualità, l’
avere bisogno di
avere tempo di
banda larga, la
28
batteria, la
biglietto, il
biglietto, il (da 10 euro)
borsa, la (bag, handbag)
calcio, il
calza, la
calzini, i
cambiare
cambio, il
camicetta, la
camicia, la
cantante, il/la
cantare
canzone, la
caricare
carta di credito, la
cartoni animati, i
cassa, la
centro commerciale, il
centro sportivo, il
chat, la
chattare
chitarra, la
ciclismo, il
circolo giovanile, il
cliccare
cliente, il/la
coda, la
collana, la
collezionare
collezione, la
commesso/a, il/la
comprare
concerto, il
contanti
conto, il
conversare
conversazione, la
corto
costoso
costume da bagno, il
cravatta, la
denaro, il
disco(teca), la
divertimento, il
divo del cinema, il
documentario, il
economico
edicola, l’
essere tifoso di
euro, l’ (inv)
fare collezione di
fare la coda
fare la fila
fare la spesa
fare un gol
fare un piercing
fare una passeggiata
fare uno sconto
favorito
felpa, la
film d’amore, il
film d’avventura, il
film dell’orrore, il
film di fantascienza, il
film poliziesco, il
fragile
fruttivendolo, il
galleria d’arte, la
gelateria, la
gettare
giacca, la
ginnastica, la
giocare
giocare a carte
giocatore, il
giocattolo, il
gioco, il
giornale, il
gita, la
gonna, la
Grande Fratello
grande magazzino, il
gratis
gratuito
gruppo, il
guardare
incartare
incontrarsi
indirizzo di posta elettronica, l’
inizio, l’
insieme
intervallo, l’ (interval, school
breaktime)
ipermercato, l’
la moneta
la palestra
lasciare
leggere
lettore MP3, il
lettore, il
lettura, la
libreria, la
lira sterlina, la
lista della spesa, la
Lotteria, la
macchina fotografica, la
macelleria, la
maglia, la
maglietta, la
maglione, il
membro, il
mensile
mercato, il
moda, la
moneta, la
musica, la
(classica/folk/pop/rock)
navigare
negoziante, il/la
negozio del quartiere, il
negozio di abbigliamento, il
negozio di elettrodomestici, il
negozio di generi alimentari, il
negozio di mobili, il
nuoto, il
offerta speciale, l’
orecchini, gli
pagare (in contanti)
palestra, la
palla, la
pallacanestro, la
pallamano, la
pallavolo, la
pallone, il
panetteria, la
pantaloni, i
parabola, la
partecipare
partita, la
passatempo, il
passato, il
pasticceria, la
pattinaggio a rotelle, il
pattinaggio su ghiaccio, il
pattinaggio, il
pattinare
pattini, i
PC portatile
perdente, il/la
perdere
pesante
piacere, un
piano (forte), il
pigiama, il
piscina, la
portafoglio, il
portamonete, il (inv)
posta elettronica, la
premio, il
prezzi fissi, i
prezzo, il
profumeria, la
profumo, il
programma, il (inv)
qualità, la (inv)
quantità, la (inv)
raccontare
racconto, il
regalare
regalo, il
registrare
restare
rete, la
ricevere
ridere
riga, la
rischio, il
ritornare
rivista, la
romantico
sacchetto, il
salumeria, la
sandalo, il
scacchi, gli
scaricare
scarpa, la
scegliere
scelta, la
schermo, lo
sciarpa, la
sconto, lo
scontrino, lo
scoperta, la
scoprire
sito internet, il
sito web, il
soldi, i
soprannome, il
sottotitoli, i
speciale
spedire un pacco
spendere
spettacolo, lo
squadra, la
stadio, lo
stampante, la
stampare
stella, la (del cinema)
stivale, lo
strumento, lo (musicale)
suggerire
suonare (to play an instrument,
ring bell)
supermercato, il
surfare
tabaccheria, la
taglia, la
tatuaggio, il
telegiornale, il
televisione, la
tempo libero, il
tennis da tavolo, il
tirare
toccare
tornare
ufficio postale, l’
vedere
verità, la (inv)
vestito, il
vetrina, la
videogiochi, i
vincere
vincitore, il
violino, il
3
Holidays
aereo, l’
aeroporto, l’
affittare (to rent, hire)
affitto, l’
africano/a, l’
agriturismo, l’
albergo, l’
all’aria aperta
alloggio, l’
alt
americano/a, l’
andare all’estero
andare in vacanza
antipasto, l’
aria condizionata, l’
aria, l’
arrivare
arrivo, l’
Ascensione
asciugamano, l’
attraversare
austriaco/a, l’
autonoleggio, l’
autostrada, l’
29
3
bagaglio, il
bagno, il
balcone, il
ballare
ballo, il
bandiera, la
barca, la
battello, il
battesimo, il
befana, la
belga, il/la
Belgio, il
benzina, la
bibita, la
bicicletta, la
biglietteria, la
biglietto di andata e ritorno, il
biglietto di andata, il
biglietto intero/ridotto, il
binario, il
bolognese
camera a due letti, la
camera doppia, la
camera matrimoniale, la
camera singola, la
cameriera, la
cameriere, il
campeggio, il
carnevale, il
cartello stradale, il
casco, il
cercare
ciclomotore, il
cintura di sicurezza, la
classe (prima/seconda), la
compreso
consigliare
consiglio, il
continuare (... a)
contorno, il
controllare
convalidare
costa, la
costare
crema solare, la
cresima, la
crociera, la
dentifricio, il
deposito bagagli, il
di nuovo
differenza, la
diretto
30
disponibile
distanza, la
doccia, la
dogana, la
dolce, il
doppio
Edimburgo
Epifania, l’
espresso, l’
estero, l’
Europa, l’
europeo/a, l’
fare il bagno (to have a
bath/swim)
fare un giro
fare una fotografia
fare una gita
ferie, le
Ferragosto, il
Festa del lavoro, la
Festa del Santo Patrono, la
Festa della Repubblica, la
fiorentino
Firenze
foto(grafia), la
francese, il/la
Francia, la
funzionare
fuochi d’artificio, i
Galles, il
gallese, il/la
Germania, la
giro, il
Gran Bretagna, la
guida, la
guidare
impiegato/a, l’
in ritardo
incluso
Inghilterra, l’
inglese, l’
Irlanda, l’
irlandese, l’
Italia, l’
italiano/a, l’
lato, il
locale
Londra
mal di mare, il
martedì grasso, il
maschera, la
menù, il (turistico)
Messa, la
metterci
mezza pensione, la
milanese
Milano
misto
mondo, il
moto(cicletta), la
motore, il
motorino, il
museo, il
Napoli
Natale
nient’altro?
noleggiare
noleggio, il
Olanda, l’
olandese, l’
ombrello, l’
ombrellone, l’
opera, l’ (opera, work of art)
ordinare
panettone, il
parcheggiare
parcheggio, il
partenza, la
partire
passare
passeggero, il
pensione completa, la
pensione, la
piantina, la
piatto del giorno, il
pizzeria, la
Portogallo, il
portoghese, il/la
prendere il sole
prenotare
prenotazione, la
presepe/presepio, il
prima colazione, la
prima comunione, la
primo piatto, il
progetto, il
pullman, il
Re Magi, i
Regno Unito, il
religioso
ricordare
ricordo, il
rimanere
ritorno, il
Roma
russo/a, il/la
sabbia, la
San Silvestro
Santo Stefano
sapone, il
Sardegna, la
sardo/a, il/la
sci, lo (inv)
sciare
sciopero, lo
Scozia, la
scozzese, il/la
secondo piatto, il
seguire
semaforo, il
senso unico
servizio, il
Sicilia, la
siciliano/a, il/la
soggiorno, il
Spagna, la
spagnolo/a, lo/la
specialità, la (della casa)
spiaggia, la
spiegare
sport invernale, lo
spumante, lo
Stati Uniti, gli
stazione, la
strada, la
straniero
straniero, lo (foreigner,
stranger)
supplemento, il
Svizzera, la
svizzero/a, lo/la
tedesco/a, il/la
tenda, la
traversata, la
treno, il
tricolore, il
turista, il/la
turistico
Tutti i santi/Ognissanti
ufficio informazioni, l’
uscita, l’
vacanza, la
valigia, la
Venezia
veneziano
veramente
via, la
viaggiare
viaggiatore, il
viaggio, il
Vigilia di Natale, la
visitare
vista sul mare, la
vista, la
volare
volentieri
volo, il
HOME AND ENVIRONMENT
Home and Local Area
abitante, l’
abitare
accendere
aiutare
albero di Natale, l’
albero, l’
all’aperto
alzarsi
andare a letto
antico
appartamento, l’
aria, l’ (aperta)
armadio, l’ (cupboard,
wardrobe)
aspirapolvere, l’ (inv)
Babbo Natale
banca, la
battistero, il
biblioteca, la
calcetto, il
calmo
cambiarsi
camera, la (da letto)
campagna, la
cantina, la
capitale, la
Capodanno, il
carta igienica, la
casa a schiera, la
casa doppia, la
casa, la
cassettiera, la
cassetto, il
castello, il
cattedrale, la
cellulare, il
chiave, la
chiesa, la
citofono, il
città, la
cittadina, la
codice postale, il
comodo
condividere
congelatore, il
coperta, la
copriletto, il
corridoio, il
cucina a gas, la
cucina elettrica, la
cucina, la
cuscino, il
detersivo, il
disordinato
divano, il
dormire
duomo, il
duro
edificio, l’
elettrico
entrare
entrata, l’
equitazione, l’
erba, l’
fabbrica, la
fare i piatti
fare il letto
fare la doccia
fattoria, la
fermata, la (dell’autobus)
festa, la
finestra, la
fiore, il
fontana, la
foresta, la
forno a microonde, il
forno, il
frigorifero, il
gabinetto, il
giardino, il
importante
industria, l’
industriale
informazione, l’
isola, l’
lago, il
lampada, la
lampadina, la
lavabo, il
lavandino, il
3
31
3
lavare
lavarsi
lavastoviglie, la
lavatrice, la
leggero
letto, il
libreria, la
locale notturno, il
luce, la
macchina, la
mappa, la
marciapiede, il
mensa, la
metro(politana), la
mettere in ordine
mobile, il
mobili, i
montagna, la
monumento, il
mostrare
muro, il
natura, la
negozio, il
ora di pranzo/cena, l’
ordinato
orologio, l’
paesaggio, il
Paese, il (country)
paese, il (village)
palazzo, il
parco, il
parete, la
parte, la
Pasqua, la
periferia, la
piano di sotto, il
piano, il (floor, piano)
pianta, la
pianta/ina, la
pianterreno, il
piatto, il
piazza, la
pino, il
pittoresco
poltrona, la
ponte, il
porta, la
porta-finestra, la
porto, il
posta, la
pranzare
pranzo il
32
preparare da mangiare
primo piano, il
privato
provincia, la
pubblico
pulire
quadro, il
quartiere, il
radiolina, la
regione, la
residenziale
rosa, la
rumore, il
rumoroso
ruota, la
sala da pranzo, la
salire
salotto, il
sbrigarsi
scaffale, lo
scala, la
scale, le
scendere
scrivania, la
sedersi
sedia, la
servizi, i
soffitta, la
soggiorno, il
sogno, il
spazio multimediale, lo
spazioso
specchio, lo
spegnere
splendido
sport acquatico, lo
stanza, la
stereo, lo
storico
studio, lo
svantaggio, lo
sveglia, la
svegliarsi
tappeto, il
tassì/taxi, il
tavola, la
tavolo, il
tazza, la
teatro, il
telefonare
telefonino, il
telefono, il
televisore, il
tende, le (curtains)
terra la
terrazza, la
tetto, il
toilette, la (inv)
torre, la
tovaglia, la
tovagliolo, il
ufficio turistico, l’
vantaggio, il
vasca da bagno, la
vaso, il
vestirsi
villaggio, il
vista la
vita, la
vivere
zona, la
Environment
acqua del rubinetto, l’
ambiente, l’
aumento, l’
benzina senza piombo, la
bidone dei rifiuti, il
biodegradibile
bombolette spray, le
bottiglia, la
buco dell’ozono, il
buttare
carbone, il
carta, la
contenitore, il
disastro, il
distruggere
filtrare
gas di scarico, il
gas serra, i
globale
incendio, l’
industria chimica, l’
inquinamento dell’acqua, l’
inquinamento dell’aria, l’
inquinamento, l’
inquinare
isola pedonale, l’
lattina, la
mezzi pubblici, i
pedone, il
pista ciclabile, la
plastica, la
problema ambientale, il
produrre
proteggere
pulito
riciclabile
riciclaggio, il
riciclare
rifiuti, i
risparmiare
riusare
sacchetti di plastica, i
senza piombo
sporcare
sporco
statistica, la
terremoto, il
traffico, il
trasporto, il
usare
uso, l’
utilizzare
vestiti, i
vetro, il
zona pedonale, la
WORK AND EDUCATION
School/College and Future
Plans
a piedi
alunno/a, l’
andare in bicicletta
aprire
arte, l’
ascoltare
assente
aula, l’
autobus, l’ (inv)
bidello, il
biologia, la
bullismo fisico, il
bullismo verbale, il
bullismo, il
bullo, il
calcolatrice, la
campo da tennis, il
campo sportivo, il
capire
chimica, la
chiudere
classe, la
classico
collegio, il
cominciare
compagno di classe, il
compiti, i
compito, il
complicato
dare un esame
difficile
dimenticare
direttore, il
direttrice, la
disegno, il
dizionario, il
domanda, la
domandare
dominare
economia domestica
economia, l’
educazione fisica
errore, l’
esame, l’
esempio, l’
facile
fare i compiti
finire
fisica, la
formazione, la
francese, il
frase, la
frequentare
geografia, la
gesso, il
giornalismo, il
gomma, la
greco, il
imparare
informatica, l’
inglese, l’
iniziare
insegnante, l’
insegnare
insultare
istruzione, l’
italiano, l’
laboratorio linguistico, il
laboratorio, il
latino, il
lavagna a fogli mobili, la
lavagna bianca, la
lavagna interattiva, la
lavagna luminosa, la
lavagna, la
letteratura, la
lezione, la
libertà, la
libro, il (di testo)
liceo, il classico/linguistico/scientifico
lingua, la
lingue straniere, le
maestro/a, il/la
marinare la scuola
matematica, la
materia, la
matita, la
necessario
orario l’
pagina, la
parlare
parola, la
passare un esame
penna, la
pennarello a secco, il
pennarello, il
permesso?
prendere un bel/brutto voto
presente
preside, il/la
problema, il
prospettive, le
quaderno, il
refettorio, il
registratore, il
regola, la
religione, la
ricreazione, la
righello, il
ripetere
risposta, la
risultato, il
riuscire
russo, il
sala dei professori, la
sala giochi
sbagliare
sbaglio, lo
scambio, lo
scienza, la
scuola elementare/primaria la
scuola media inferiore, la
scuola media superiore, la
scuola privata, la
scuola secondaria/superiore, la
scuola statale/pubblica, la
scuola, la (mista)
severo
silenzio, il
spagnolo, lo
33
3
storia, la
studiare
studio, lo
tacere
tedesco, il
tema, il
trimestre, il
trovare
uniforme, l’
università, l’ (inv)
vittima, la
vocabolario, il
voto, il
zaino, lo
3
a contatto con
a tempo pieno
a turno (lavorare)
appuntamento, l’
attore, l’
attrice, l’
autista, l’
azienda, l’
barbiere, il
barra
busta, la
camionista, il
candidato, il
carriera, la
cartolina, la
casalingo/a, il/la
cassiere/a, il/la
certamente
chiocciola
colpo di telefono, il
commerciante, il
congresso, il
cuoco, il
decidere
direttore, il
direttrice, la
dirigere
ditta, la
divisa, la
domicilio, il
dottore, il
dottoressa, la
elenco telefonico, l’
entusiasmo, l’
esportare
essere disposto a
fare una domanda di lavoro
34
fare una telefonata
fornaio, il
francobollo, il
futuro
garantire
giornalista, il/la
guadagnare
guida, la (turistica/alpina)
imbucare
impiegato amministrativo, l’
importare
interprete, l’
lavapiatti, il
lavorare
lavoro temporaneo, il
lavoro, il
legge, la
lettera, la
macellaio/a, il/la
mandare
meccanico, il
messaggio, il
migliorare
negoziante, il
notizia, la
obiettivi, gli
onestà, l’
operaio, l’
orario di lavoro, l’
orario flessibile, l’
ore lavorative, le
padrone, il
paga, la
parrucchiere/a, il/la
partecipazione, la
pittore, il
pittrice, la
possibile
postino, il
prefisso, il
prete, il
professore, il
professoressa, la
pronto
proprietario, il
provare
pubblicità, la (inv)
punto
richiamare
rispondere
scadenza, la
scopo, lo
scrittore, lo
scrittrice, la
segretario/a, il/la
segreteria telefonica, la
selezionatore, il
società, la
società, la (di consulenza)
specializzazione, la
spedire
spiegazione, la
stage aziendale, lo
stilista, lo/la
stipendio, lo
studente, lo
studentessa, la
telegramma, il
titolo di studio, il
traduttore, il
traduttrice, la
ufficio, l’
veterinario, il
Higher Tier
LIFESTYLE
Health
accadere
acqua potabile, l’
aglio, l’
albicocca, l’
allenamento, l’
allenarsi
amaro
anfetamina, l’
aspetto, l’
assaggiare
assumere
aver luogo
avvenire
avvertire
bollito
brodo, il
carciofo, il
cedere alla tentazione
centro anti-droga, il
cervello, il
cetriolo, il
ciliegia, la
consumo, il
cotoletta, la
crisi d’astinenza, la
depressione, la
derivare
disintossicarsi
disoccupato
disoccupazione, la
emarginare
fagiolino, il
fare moto
faticoso
gustare
gusto, il
gustoso
lampone, il
malattia cardiovascolare, la
melanzana, la
morfina, la
noce, la
odorare di …
oppio, l’
parità, la
peggiorare
pettine, il
piccante
pisello, il
pompelmo, il
problema respiratorio, il
programma di riabilitazione, il
provocare
prugna, la
remare
riabilitazione, la
ricetta, la
rinunciare
riprendere conoscenza
robusto
rosmarino, il
salato
sapere di
sapore, il
saporito
scivolare
sforzo, lo
slogare
sogliola, la
tonno, il
trota, la
vena, la
vitello, il
zucchino, lo
a buon mercato
a righe
abbigliamento l’
abbonamento, l’
allegro
anello, l’ (di fidanzamento)
anziano
ascolto dell’altro, l’
assistere
attenzione, l’
bisogni dell’altro, i
canile, il
casa di accoglienza, la
categorie a rischio, le
celebre
celibe
cieco
coetaneo, il
cooperativo
dedicare
deludere
extracomunitari, gli
fede, la (faith, wedding ring)
fratellastro, il
gabbia, la
genero, il
gestione, la
giudizio, il
indagine, l’
indipendente
inserimento sociale, l’
invadere
matrigna, la
minaccia, la
minacciare
negozio di beneficenza, il
nostalgia, la
nubile
nuora, la
offeso
patrigno, il
perpetrare
pieno di vita
pregiudizio, il
prospettiva di lavoro, la
prostituta, la
prostituzione, la
responsabili del centro, i
rinfresco nuziale, il
rompere le scatole a qn.
scherzare
sieropositivo, il
socializzare
sordo
sorellastra, la
sorvegliare
strano
suocera, la
suocero, il
supervisione, la
sussidio di disoccapazione, il
sussidio, il
svolgere
tagliare
tagliare i rapporti con la famiglia
temperamento, il
teppismo, il
teppista, il
una famiglia composta da …
viaggio di nozze, il
voler bene (a qn.)
xenofobia, la
3
LEISURE
a banda larga
accedere
accesso a distanza, l’
accompagnare
allegato
alpinismo, l’
andare in barca a vela
anonimo
assegno, l’
atleta, l’
atletica, l’
beneficio, il
cappello, il
cappotto, il
carrello, il
cartella, la
cartoleria, la
casella e-mail, la
chiuso per ferie
chiuso per turno
cintura, la
collant, i (inv)
commedia, la
compilare un modulo
corsa, la
destinatario, il
didattico
drogheria, la
film giallo, il
fioraio, il
gestire
giocare a (calcio/scacchi)
gioielleria, la
35
3
golfino, il
guanto, il
impermeabile, l’
in diretta
in tempo reale
indovinare
lavanderia, la
monitorare
motore di ricerca, il
mutande, le
nascondere
pallanuoto, la
panificio, il
paninoteca, la
passeggiare
pesca, la
pescare
pescheria, la
potenzialità, la
programmatore di computer, il
reparto abbigliamento, il
reparto casalinghi, il
reparto macelleria, il
reparto, il
resto, il
ricerca, la
saldi, i (di fine stagione)
scala mobile, la
sci nautico, lo
servizio a domicilio, il
sistema operativo, il
spiccioli, gli
spingere
suoni, i
suono, il
svendita, la
tastiera, la
tecnico, il
utente, l’
Holidays
a bordo
blocchetto di biglietti, il
camion, il (inv)
carta stradale, la
coincidenza, la
direttissimo, il
Ginevra
giorno feriale, il
giorno festivo, il
guasto
incrocio, l’
linea, la
36
Manica, la
nave, la
ostello della gioventù, l’
Parigi
patente, la
pista, la
posto, il
rallentare
rapido, il
roulotte, la (inv)
sala d’aspetto, la
scarponi da sci, gli
sedia a sdraio, la
segnale, il
tavolo a vela, il
tessera, la
traghetto, il
trascorrere
verificare
vettura ristorante, la
HOME AND ENVIRONMENT
Home and Local Area
accomodarsi
ammobiliato
apparecchiare
badare al bambino
bosco, il
box, il (garage)
bussare
campanello, il
canale, il
cartello, il
circondato
collina, la
comò, il
comodino, il
composto da
dare su
fiera, la
fiume, il
foglia, la
griglia di sicurezza, la
ingresso, l’
lavanderia, la (utility room,
laundry)
lenzuolo, il
letto a castello, il
lettore di CD, il
mansarda, la
mensola, la
municipio, il
padella, la
palma, la
passaggio pedonale, il
pentola, la
persiana, la
pieno zeppo
pozzo, il
questura, la
recarsi
recintato
ripostiglio, il
sgabuzzino, lo
siepe, la
sindaco, il
sparecchiare
spolverare
stirare
Environment
alluminio, l’
anidride carbonica (CO2)
barattolo, il
biologico
buccia, la
caldaia, la
campana del vetro, la
cartone, il
cassonetto della carta, il
clorofluoro carburi (CFC)
confezione, la
consumo giornaliero, il
deforestazione, la
disboscamento, il
discarica, la (dump, waste
disposal centre)
ecologico
effetto serra, l’
farmaci scaduti, i
fertilizzante, il
fracasso, il
impatto ambientale, l’
inquinamento acustico, l’
insetticida, un
marmitta catalitica, la
metano
nocivo
ossigeno, l’
petroliera, una
petrolio, il
pile scariche, le
processi industriali, i
raccoglitore, il
raccolta differenziata, la
radiazioni ultraviolette
raffineria, la
rifiuti organici, i
scomparire
sovraffollamento, il
sovraffollato
strato di ozono, lo
superficie terrestre, la
WORK AND EDUCATION
School/College and Future
Plans
ambizioso
attività cinematografiche, le
attività culturali, le
attività editoriali, le
bocciare
borsa di studio, la
comportamenti antisociali
corso professionale, il
delusione, la
dettaglio, il
esame di Stato, l’
gita scolastica, la
laurea, la
luoghi per vedere DVD
prendere a pugni o calci
ripassare
rispettare
viaggi settimanali
allegare
assumere
aumento di stipendio, l’
autorimessa, l’
avvocato, l’
buca delle lettere, la
capo, il
cercapersone, il
collega, il/la
contattare
datore di lavoro, il
dirigente, il/la
domanda d’impiego, la
fare il pendolare
Fiera, la
fotocopia, la
fotocopiare
impegnativo
impegnato
indipendenza economica, l’
licenziare
licenziarsi
motivante
motivare
muratore, il
numero d’interno, il
pendolare, il/la
personale, il
porta a porta
preoccupazione, la
presentare una domanda
d’impiego
prova scritta, la
sede centrale, la
squillare
stressante
telelavoro, il
ufficio del personale, l’
Alphabetical Vocabulary
List Foundation
A
a
a buon mercato
A che ora...?
a contatto con
a destra
a dire la verità
A domani
a due passi
A lunedì
a parte questo
a piedi
A presto
a sinistra
a tempo pieno
a turno (lavorare)
a volte
abbastanza
abbigliamento l’
abbonamento, l’
abbonarsi
abitante, l’
abitare
abito, l’
abituarsi
abitudine, l’
accanto a
accendere
accettare
aceto, l’
acqua del rubinetto, l’
acqua minerale, l’
acqua, l’
ad un tratto
adesso
adolescente, l’
adulto, l’
aereo, l’
aeroporto, l’
affascinante
affittare (to rent, hire)
affitto, l’
africano/a, l’
agnello, l’
agosto
agriturismo, l’
aiutare
aiuto, l’
al momento
albergo, l’
albero di Natale, l’
albero, l’
alcolici, gli
alcolico
alcolismo, l’
alcolizzato/a, l’
alcool/alcol, l’ (inv)
all’aperto
alla fine
alla griglia
all’aria aperta
allegro
all’inizio
allo stesso tempo
alloggio, l’
allora
almeno
alt
alto
altrimenti
altro
altro ieri, l’
alunno/a, l’
alzarsi
amare
ambiente, l’
ambulanza, l’
ambulatorio, l’
americano/a, l’
amichevole
amicizia, l’
amico/a, l’
ammalarsi
ammalato
3
37
3
amore, l’
ananas, l’ (inv)
anche
ancora
andare
andare a cavallo
andare a dormire
andare a letto
andare a trovare
andare all’estero
andare d’accordo
andare dal medico/dentista
andare di moda
andare in bicicletta
andare in vacanza
andarsene
angolo, l’
animale domestico, l’
animale, l’
anno
annoiarsi
annuncio, l’
ansioso
antico
antipasto, l’
antipatico
aperto
appartamento, l’
appena
appuntamento, l’
aprile
aprire
arancia, l’
aranciata, l’
arancione
argento, l’
aria condizionata, l’
aria, l’
aria, l’ (aperta)
armadio, l’ (cupboard,
wardrobe)
arrabbiato
arrivare
Arrivederci
arrivo, l’
arrosto, l’
arte, l’
artista, l’
Ascensione
ascensore, l’
asciugamano, l’
asciutto
38
ascoltare
aspettare
aspirapolvere, l’ (inv)
aspirina, l’
assente
astemio
attenzione
attivo
atto di violenza, l’
attore, l’
attraversare
attrezzatura, l’
attrice, l’
attualità, l’
augurare
Auguri
aula, l’
aumentare
aumento, l’
austriaco/a, l’
autista, l’
autobus, l’ (inv)
autonoleggio, l’
autostrada, l’
autunnale
autunno, l’
avanti
avanti di (x) minuti
aver ragione
aver torto
avere
avere (x) metri di larghezza
avere (x) metri di lunghezza
avere ... anni
avere bisogno di
avere caldo/freddo
avere fame
avere mal di (testa)
avere paura di
avere sete
avere sonno
avere tempo di
avere un’idea
avere voglia di
azienda, l’
azzurro
B
Babbo Natale
babbo, il
baciare
bacio, il
baffi, i
bagaglio, il
bagnato
bagno, il
balcone, il
ballare
ballo, il
bambino/a, il/la
banana, la
banca, la
banda larga, la
bandiera, la
barba, la
barbiere, il
barca, la
barra
basso
basta
battello, il
batteria, la
battesimo, il
battistero, il
befana, la
belga, il/la
Belgio, il
bellezza, la
bello
ben cotto
bene
Benvenuto/a/i/e
benzina senza piombo, la
benzina, la
bere
bevande alcoliche, le
bevande analcoliche, le
bianco/a/hi/he
bibita, la
biblioteca, la
bicchiere, il
bicicletta, la
bidello, il
bidone dei rifiuti, il
biglietteria, la
biglietto di andata e ritorno, il
biglietto di andata, il
biglietto intero/ridotto, il
biglietto, il
biglietto, il (da 10 euro)
binario, il
biodegradibile
biologia, la
biondo
birra, la
biscotto, il
bistecca, la
blu (inv)
bocca, la
bollettino meteorologico, il
bolognese
bombolette spray, le
borsa, la (bag, handbag)
bottiglia, la
braccio, il (le braccia)
bravo
bruno
brutto
bucarsi
buco dell’ozono, il
bullismo fisico, il
bullismo verbale, il
bullismo, il
bullo, il
Buon anno
Buon appetito
Buon compleanno
Buon divertimento
Buon giorno/buongiorno
Buon Natale
Buon viaggio
Buona fortuna
Buona notte
Buona Pasqua
Buona sera/buonasera
Buone Feste
Buone vacanze
buono
burro, il
busta, la
buttare
C
cadere
caffè, il (inv)
caffelatte, il
calcetto, il
calcio, il
calcolatrice, la
caldo
calmo
caloria, la
calza, la
calzini, i
cambiare
cambiare idea
cambiarsi
cambio, il
camera a due letti, la
camera doppia, la
camera matrimoniale, la
camera singola, la
camera, la (da letto)
cameriera, la
cameriere, il
camicetta, la
camicia, la
camionista, il
camminare
campagna, la (contro)
campagna, la
campeggio, il
campo da tennis, il
campo sportivo, il
canapa indiana, la
canarino, il
cancro, il
candidato, il
cane, il
cantante, il/la
cantare
cantina, la
canzone, la
capelli, i (lunghi/corti)
capire
capitale, la
Capodanno, il
cappuccino, il
caramella, la
carattere, il
carbone, il
caricare
carino
carne, la
Carnevale, il
caro
carota, la
carriera, la
carta di credito, la
carta d’identità, la
carta igienica, la
carta, la
cartello stradale, il
cartolina, la
cartoni animati, i
casa a schiera, la
casa doppia, la
casa, la
casalingo/a, il/la
casco, il
cassa, la
cassettiera, la
cassetto, il
cassiere/a, il/la
castano
castello, il
cattedrale, la
cattivo
cavallo, il
caviglia, la
cavolfiore, il
celeste
cellulare, il
cena, la
cenare
centimetro, il
centinaio, un (centinaia di …)
centro commerciale, il
centro sportivo, il
centro, il
cercare
cereale, il
cerotto, il
certamente
chat, la
chattare
Che (Cosa)?
Che data è?
Che giorno è?
Che ora è?
Che ore sono?
Che peccato
che taglia ha?
Chi?
chiacchierare
chiacchierone/a
chiamare
chiamarsi
chiaro
chiave, la
chiesa, la
chilogrammo/chilo, il
chilometro, il
chimica, la
chiocciola
chitarra, la
chiudere
chiuso
ci vuole ..(molto tempo)
Ciao
cibo, il
ciclismo, il
3
39
3
ciclomotore, il
cielo, il
Cin cin
cintura di sicurezza, la
cioccolata, la
cioccolatino, il
cioè
cipolla, la
circa
citofono, il
città, la
cittadina, la
classe (prima/seconda), la
classe, la
classico
cliccare
cliente, il/la
clima, il
cocaina, la
coda, la
codice postale, il
cognato/a, il/la
cognome, il
colazione, la
collana, la
collegio, il
collezionare
collezione, la
colorato
colore, il
Colpa mia
colpo di telefono, il
coltello, il
come
Come sta?
Come stai?
Come va?
Come?
cominciare
commerciante, il
commesso/a, il/la
comodo
compagno di classe, il
compagno/a, il/la
compiti, i
compito, il
compleanno, il
completamente
completo
complicato
comprare
40
compreso
compressa, la
comunque
concerto, il
condividere
congelatore, il
Congratulazioni
congresso, il
coniglio, il
conoscere
consentire
consigliare
consiglio, il
contanti
contenitore, il
contento
continuare (... a)
conto, il
contorno, il
contribuire
contro
controllare
convalidare
conversare
conversazione, la
convincere
coperta, la
coperto
copriletto, il
coraggio, il
coraggioso
corpo, il
correre
corretto
corridoio, il
corso, il (di formazione)
corto
Cosa?
così...come
costa, la
costare
costoso
costume da bagno, il
cotone, il
cotto
cravatta, la
credere
crema solare, la
crema, la
crescere
cresima, la
criceto, il
crociera, la
crudo
cucchiaino, il
cucchiaio, il
cucina a gas, la
cucina elettrica, la
cucina, la
cucinare
cugino/a, il/la
cuoco, il
cuoio, il
cuore, il
cuscino, il
D
da
da ogni parte
da qualche parte
Da quanto tempo...?
da questa parte
da tutte le parti
da una parte
da una parte … dall’altra
da ... a
da ... in poi
d’accordo
dall’altra parte
danneggiare
danno, il
dannoso
dappertutto
dare
dare da mangiare
dare fastidio (a)
dare un esame
data
data, la (di nascita)
dato che
davanti a
davvero
decidere
decina, una
delizioso
denaro, il
dente, il
dentifricio, il
dentista, il/la
dentro
deposito bagagli, il
descrivere
descrizione, la
desiderare
destra
detersivo, il
Di che colore è?
di colpo
di forma (...)
di fronte a
di nuovo
di quando in quando
di solito
di sopra
di sotto
di tanto in tanto
dicembre
dietro
differente
differenza, la
difficile
dimagrire
dimensione, la
dimenticare
dire
diretto
direttore, il
direttrice, la
dirigere
diritto/dritto
disastro, il
disco(teca), la
discriminazione, la
disegno, il
disordinato
disponibile
disponibilità, la
dissimile
distanza, la
distruggere
dito, il (le dita)
ditta, la
divano, il
divenire
diventare
diverso
divertente
divertimento, il
divertirsi
divieto di fumo
divisa, la
divo del cinema, il
divorziare
divorziato/a
dizionario, il
doccia, la
documentario, il
documento, il
dogana, la
dolce, il
doloro, il
domanda, la
domandare
domani
domenica (la)
domicilio, il
dominare
donna, la
dopo
dopodomani
doppio
dormire
dottore, il
dottoressa, la
dove, dov’è
Dov’è...?
Dove?
dovere
dozzina, una
droga, la /le droghe
drogarsi
drogato/a, il/la
droghe leggere, le
droghe pesanti, le
dubitare
duemila
dunque
duomo, il
durante
durare
duro
E
eccellente
economia domestica
economia, l’
economico
edicola, l’
edificio, l’
Edimburgo
educazione fisica, l’
elegante
elenco telefonico, l’
elettrico
entrare
entrata libera, l’
entrata, l’
entusiasmo, l’
Epifania, l’
equitazione, l’
erba, l’
eroina, l’
errore, l’ (m)
errore, l’
esame, l’
esatta/e
esattamente
esatto
esempio, l’
esercizio fisico, l’
esportare
espresso, l’
espresso, l’
essere
essere d’accordo
essere disposto a
essere in forma
essere nato
essere puntuale
essere situato
essere stufo di
essere tifoso di
est, l’ (m)
estate, l’ (f)
estero, l’
estivo
età, l’ (inv)
etto, l’
euro, l’ (inv)
Europa, l’
europeo/a, l’
3
F
fabbrica, la
faccia, la
facile
falso
fame, la
famiglia, la
familiari, i
famoso
fantastico
fare
fare aerobica
fare bel/brutto tempo
fare bene/male alla salute
fare caldo/freddo
fare collezione di
fare footing
fare fresco
fare i compiti
fare i piatti
fare il bagno (to have a
41
3
bath/swim)
fare il letto
fare la coda
fare la doccia
fare la fila
fare la spesa
fare un giro
fare un gol
fare un piercing
fare una domanda di lavoro
fare una fotografia
fare una gita
fare una passeggiata
fare una telefonata
fare uno sconto
fare volontariato
farina, la
farmacia, la
farmacista, il
fattoria, la
favorito
febbraio
febbre, la
fegato, il
felice
felpa, la
ferie, le
ferito
fermata, la (dell’autobus)
Ferragosto, il
ferro, il
Festa del lavoro, la
Festa del Santo Patrono,
la
Festa della Repubblica, la
festa, la
fetta di torta, la
fetta, la
fidanzarsi
fidanzato/a
fidanzato/a, il/la
figlia, la
figlio, il
film d’amore, il
film d’avventura, il
film dell’orrore, il
film di fantascienza, il
film poliziesco, il
filtrare
finalmente
fine settimana, il
fine, la
42
finestra, la
finire
fino a
fiore, il
fiorentino
Firenze
firma, la
firmare
fisica, la
fontana, la
forchetta, la
foresta, la
formaggio, il
formazione, la
fornaio, il
forno a microonde, il
forno, il
forse
forte
foto(grafia), la
fra poco
fragile
fragola, la
francese, il
francese, il/la
Francia, la
francobollo, il
frase, la
fratello, il
freddo
frequentare
frigorifero, il
frittata, la
fritto
frutta, la
fruttivendolo, il
fumare
fumatore, il
fumo, il
fumoso/a
fungo, il
funzionare
fuochi d’artificio, i
fuori .... (di)
futuro
G
gabinetto, il
galleria d’arte, la
Galles, il
gallese, il/la
gamba, la
gambero, il
garantire
gas di scarico, il
gas serra, i
gatto, il
gelare
gelateria, la
gelato, il
gelo, il
gemello/a, il/la
generalmente
genitore solo, un
genitore, il
gennaio
gente, la
gentile
geografia, la
Germania, la
gesso, il
gettare
ghiaccio, il
già
giacca, la
giallo
giardino, il
ginnastica, la
ginocchio, il (le ginocchia)
giocare
giocare a carte
giocatore, il
giocattolo, il
gioco, il
giornale, il
giornalismo, il
giornalista, il/la
giorno dopo, il
giorno, il
giovane
giovane, il/la
giovedì (il)
giro, il
gita, la
giù .... (per)
giugno
giusto
globale
gola, la
gomma, la
gonna, la
grado, il
graffiti, i
grammo, il
Gran Bretagna, la
grande
Grande Fratello
grande magazzino, il
grasso
gratis
gratuito
Grazie
greco, il
grigio
grosso
gruppo, il
guadagnare
guardare
guarire
guida, la
guida, la (turistica/alpina)
guidare
H
handicappato
I
identificare
identificazione, l’
ieri
imbucare
immigrato, l’
immigrazione, l’
imparare
impiegato amministrativo, l’
impiegato/a, l’
importante
importare
impossibile
improvvisamente
in
In bocca al lupo
in buona salute
in cima a
in fondo a
in mezzo a
in nessun luogo
in ogni luogo
in orario
in pensione
in periferia
in punto
in punto
in qualche posto
in qualsiasi luogo
in ritardo
inalare
incartare
incendio, l’
incinta
incluso
incontrarsi
incontro, l’
incoraggiare
incredibile
indietro di (x) minuti
indigestione, l’
indirizzo di posta
elettronica, l’
indirizzo, l’
individuo, l’
indomani, l’ (m)
industria chimica, l’
industria, l’
industriale
infelice
inferiore
influenza, l’
informatica, l’
informazione, l’
Inghilterra, l’
inglese, l’
inglese, l’
ingrassare
iniettarsi
iniziare
inizio, l’
innamorarsi
inoltre
inquinamento dell’acqua, l’
inquinamento dell’aria, l’
inquinamento, l’
inquinare
insalata, l’
insegnante, l’
insegnare
insieme
insomma
insultare
intelligente
interessante
interessarsi a
interprete, l’
intervallo, l’ (interval, school
breaktime)
intorno a
inutile
invernale
inverno, l’
invitare
invito, l’
ipermercato, l’
Irlanda, l’
irlandese, l’
isola, l’
istruzione, l’
Italia, l’
italiano, l’
italiano/a, l’
L
là, lì
laboratorio linguistico, il
laboratorio, il
laggiù
lago, il
lampada, la
lampadina, la
lampo, il
lana, la
largo
largo (x) metri
lasagne, le (f pl)
lasciare
latino, il
lato negativo, il
lato positivo, il
lato, il
latte, il
lattina, la
lattuga, la
lavabo, il
lavagna a fogli mobili, la
lavagna bianca, la
lavagna interattiva, la
lavagna luminosa, la
lavagna, la
lavandino, il
lavapiatti, il
lavare
lavarsi
lavastoviglie, la
lavatrice, la
lavorare
lavoro temporaneo, il
lavoro, il
lavoro, il di volontariato
legge, la
leggere
leggero
legno, il
lentamente
3
43
3
lenti a contatto, le
lento
lettera, la
letteratura, la
letto, il
lettore MP3, il
lettore, il
lettura, la
lezione, la
libero
libertà, la
libreria, la
libreria, la
libro, il (di testo)
liceo, il (classico/linguistico/
scientifico)
lieto
limonata, la
limone, il
lingua, la
lingue straniere, le
linguistico
lira sterlina, la
liscio
lista della spesa, la
lista, la
litigare
litro, il
locale
locale notturno, il
Londra
lontano (da)
Lotteria, la
luce, la
luglio
luna di miele, la
lunedì (il)
lungo
luogo, il
luogo, il (di nascita)
M
macchina fotografica, la
macchina, la
macellaio/a, il/la
macelleria, la
madre, la
madrina, la
maestro/a, il/la
maggio
maggiore
maglia, la
maglietta, la
44
maglione, il
magro
maiale, il
mal di mare, il
malato
male
mamma, la
mancare
mandare
mangiare
mano, la (le mani)
mantenersi in forma
manzo, il
mappa, la
marciapiede, il
mare, il
marinare la scuola
marito, il
marmellata, la
marrone
martedì (il)
martedì grasso, il
marzo
maschera, la
massimo
matematica, la
materia, la
matita, la
matrimonio, il
mattina, la
meccanico, il
medicina, la
medico, il
medio
meglio
mela, la
melone, il
membro, il
meno
mensa, la
mensile
menù, il (turistico)
meraviglia, la
meraviglioso
mercato, il
mercoledì (il)
merenda, la
meridionale
Meridione, il
mese
Messa, la
messaggio, il
metà, la
metallo, il
metro(politana), la
metro, il
metterci
mettere
mettere in ordine
mezza pensione, la
mezzanotte
mezzi pubblici, i
mezzo/a
mezzogiorno
Mi dispiace
migliaio, un (migliaia di …)
migliorare
migliore
milanese
Milano
miliardo, un
milione, un
mille
minestra, la
minestrone, il
minimo
minore
minuto, un
misto
misura, la
misurare
mite
mobile, il
mobili, i
moda, la
moderno
modesto
moglie, la
molti/molte
molto
molto bene
molto/a
momento, il
mondo, il
moneta, la
montagna, la
monumento, il
morire
morte, la
morto, il
mosso
mostrare
moto (cicletta), la
motore, il
motorino, il
muro, il
museo, il
musica, la
(classica/folk/pop/rock)
N
Napoli
nascere
naso, il
Natale
nato
natura, la
navigare
nazionalità, la (inv)
nebbia, la
necessario
negoziante, il
negoziante, il/la
negozio del quartiere, il
negozio di abbigliamento, il
negozio di elettrodomestici, il
negozio di generi alimentari, il
negozio di mobili, il
negozio, il
nei dintorni di
nel frattempo
nero
nervoso
neve, la
nevicare
nient’altro?
nipote, il (nephew grandson)
nipote, la (niece,
granddaughter)
No
noioso
noleggiare
noleggio, il
nome, il
non è indicato
non si sa
Non vedo l’ora di …
nonna, la
nonni, i
nonno, il
nonostante
nord, il
normale
normalmente
notizia, la
notte, la
novembre
nozze, le (pl)
numero dispari, il
numero pari, il
numero, il
numero, il (di
telefono/cellulare)
nuotare
nuoto, il
nuovo
nuvola, la
nuvoloso
O
obiettivi, gli
occhiali, gli (da sole)
occhio, l’
occidentale
occupato
odiare
odore, l’
offerta speciale, l’
oggi
ogni (x) giorni
ogni giorno
ogni tanto
Olanda, l’
olandese, l’
olio, l’
oliva, l’
ombra, l’
ombrello, l’
ombrellone, l’
onda, l’
onestà, l’
onesto
opera, l’ (opera, work of art)
operaio, l’
ora
ora di pranzo/cena, l’
ora, un’
orario di lavoro, l’
orario flessibile, l’
orario l’
ordinare
ordinato
ore lavorative, le
orecchini, gli
orecchio, l’
orientale
oro, l’
orologio, l’
ospedale, l’
ospitalità, l’ (inv)
ospitare
ospite, l’ (host/hostess, guest)
ottimo (best, excellent)
ottobre
ovest, l’ (m)
ovviamente
P
pacchetto, il
pacco, il
padre, il
padrino, il
padrone, il
paesaggio, il
Paese, il (country)
paese, il (village)
paga, la
pagare (in contanti)
pagina, la
paio, un
palazzo, il
palestra, la
palla di neve, la
palla, la
pallacanestro, la
pallamano, la
pallavolo, la
pallone, il
pancia, la
pane, il
panetteria, la
panettone, il
panino, il (bread roll, sandwich)
pantaloni, i
papà, il
parabola, la
parcheggiare
parcheggio, il
parco, il
parecchi/parecchie
parente, il/la
parete, la
parità, la
parlare
parola, la
parrucchiere/a, il/la
parte, la
partecipare
partecipazione, la
partenza, la
partire
partita, la
partner ideale, il/la
3
45
3
Pasqua, la
passaporto, il
passare
passare un esame
passatempo, il
passato, il
passeggero, il
pasta, la (pasta, pastry)
pasticca, la
pasticceria, la
pastiglia, la
pasto, il
patata, la
patate (patatine) fritte, le
patatine, le
paté, il (inv)
pattinaggio a rotelle, il
pattinaggio su ghiaccio, il
pattinaggio, il
pattinare
pattini, i
PC portatile
pedone, il
peggio
peggiore
pelle, la
pelle, la
penna, la
pennarello a secco, il
pennarello, il
pensare
pensionato, il
pensione completa, la
pensione, la
pepe, il
peperone verde/rosso, il
per caso
per favore
per fortuna
Per piacere
pera, la
Perché?
perciò
perdente, il/la
perdere
pericolo, il
pericoloso
periferia, la
permesso?
permettere
però
persona, la
46
pesante
pesare
pesce, il
pesce, il (rosso)
pessimo (awful, very poor)
pezzo, il
piacere (... a)
piacere, il
piangere
piano (forte), il
piano di sotto, il
piano, il (floor, piano)
pianta, la
pianterreno, il
piantina, la
piatto del giorno, il
piatto, il
piazza, la
piccolo
piede, il
pieno
pigiama, il
pigro
pino, il
pioggia, la
piovere
piscina, la
pista ciclabile, la
pittore, il
pittoresco
pittrice, la
più
più tardi
piuttosto
pizzeria, la
plastica, la
plastica, la
po’, un
poco
poi
polizia, la
poliziotto, il
pollo, il
polmone, il
poltrona, la
pomeriggio, il
pomodoro, il
pompiere, il
ponte, il
porcellino d’India, il
porta, la
porta-finestra, la
portafoglio, il
portamonete, il (inv)
portare
porto, il
Portogallo, il
portoghese, il/la
possibile
posta elettronica, la
posta, la
postino, il
posto, il
potere
povero
povertà, la
pranzare
pranzo il
preciso
preferenza, la
preferire
preferito
prefisso, il
Prego
premio, il
prendere
prendere il sole
prendere un bel/brutto voto
prenotare
prenotazione, la
preparare da mangiare
prepotente
presentare
presente
presepe/presepio, il
preside, il/la
presto
prete, il
previsioni del tempo, le
prezzi fissi, i
prezzo, il
prima
prima colazione, la
prima comunione, la
prima di tutto
primavera, la
primaverile
primo piano, il
primo piatto, il
privato
problema ambientale, il
problema, il
produrre
professore, il
professoressa, la
profumeria, la
profumo, il
profumo, il
progetto, il
programma, il (inv)
promettere
pronto
pronto
pronto soccorso, il
proprietario, il
proprio
prosciutto cotto/crudo, il
prospettive, le
prossimo
proteggere
provare
provincia, la
pubblicità, la (inv)
pubblico
pulire
pulito
pullman, il
punto
purtroppo
Q
qua, qui
quaderno, il
quadrato
quadro, il
Qual è la data?
qualche volta
Quale?
qualità, la (inv)
Quando?
Quanti ne abbiamo?
quantità, la (inv)
Quanto tempo .....?
Quanto/a/i/e?
quartiere, il
quarto, un
quasi
quindi
quotidiano
R
raccontare
racconto, il
radiolina, la
raffreddore, il
ragazza, la
ragazzo, il
ragione per cui, la
raramente
razzismo, il
razzista, il/la
Re Magi, i
recentemente
refettorio, il
regalare
regalo, il
regione, la
registrare
registratore, il
Regno Unito, il
regola, la
religione, la
religioso
residenziale
restare
rete, la
rettangolare
ricci, i
ricco
ricevere
richiamare
riciclabile
riciclaggio, il
riciclare
ricordare
ricordo, il
ricreazione, la
ridere
rifiuti, i
riga, la
righello, il
rilassarsi
rimanere
ringraziare
ripetere
riposarsi
rischiare
rischio, il
riso, il
risparmiare
rispondere
risposta, la
ristorante, il
risultato, il
ritornare
ritorno, il
riusare
riuscire
rivista, la
Roma
romantico
rompere
rompersi
rosa (inv)
rosa, la
rosso
rotondo
rumore, il
rumoroso
ruota, la
russo, il
russo/a, il/la
S
sabato (il)
sabbia, la
sacchetti di plastica, i
sacchetto, il
sala da pranzo, la
sala dei professori, la
sala giochi
sale, il
salire
salotto, il
salumeria, la
salute, la
San Silvestro
sandalo, il
sangue, il
sano
Santo Stefano
sapere
sapone, il
Sardegna, la
sardo/a, il/la
sbagliare
sbagliato
sbaglio, lo
sbrigarsi
scacchi, gli
scadenza, la
scaffale, lo
scala, la
scale, le
scambio, lo
scaricare
scarpa, la
scatola, la
scegliere
scelta, la
scendere
schermo, lo
3
47
3
schiena, la
sci, lo (inv)
sciare
sciarpa, la
scientifico
scienza, la
sciopero, lo
scontento
sconto, lo
scontrino, lo
scoperta, la
scopo, lo
scoprire
scorso
Scozia, la
scozzese, il/la
scrittore, lo
scrittrice, la
scrivania, la
scrivere
scuola elementare/primaria la
scuola media inferiore, la
scuola media superiore, la
scuola privata, la
scuola secondaria/superiore,
la
scuola statale/pubblica, la
scuola, la (mista)
scuro
scusare
Scusi/Scusa
secco
secolo, il
secondo piatto, il
secondo, un
sedersi
sedia, la
segretario/a, il/la
segreteria telefonica, la
seguire
selezionatore, il
semaforo, il
sembrare
semplice
sempre
sensibilizzare
senso unico
sentimento
sentire odore di ….
sentirsi
senza dubbio
senza piombo
48
senzatetto, il
separarsi
separato/a
sera, la
sereno
serio
serpente, il
servizi, i
servizi, i
servizio, il
seta, la
sete, la
settembre
settentrionale
Settentrione, il
settimana, la
severo
Sì
sia...sia
Sicilia, la
siciliano/a, il/la
sicuro
sigaretta, la
signora, la
signore, il
signorina, la
silenzio, il
simile
simpatico
sinistra
sito internet, il
sito web, il
smettere di
snello
sniffare
società, la
società, la (di consulenza)
socievole
soddisfacente
soffitta, la
soffrire
soggiorno, il
sogno, il
solamente
soldi, i
sole, il
solo
soltanto
sopra
soprannome, il
soprattutto
sorella, la
sorpresa, la
sorpreso
sorriso
sostanza chimica, la
sottile
sotto
sottotitoli, i
spacciare
spacciatore/trice di droga,
lo/la
Spagna, la
spagnolo, lo
spagnolo/a, lo/la
spalla, la
spazio multimediale, lo
spazioso
spazzolino da denti, lo
specchio, lo
speciale
specialità, la (della casa)
specializzazione, la
spedire
spedire un pacco
spegnere
spendere
speranza, la
sperare
spesso
spettacolo, lo
spiaggia, la
spiegare
spiegazione, la
spinaci, gli
spinello, lo
spiritoso
splendido
sporcare
sporco
sport acquatico, lo
sport invernale, lo
sportivo
sposa, la
sposarsi
sposato/a
sposi, gli
sposo, lo
spumante, lo
spuntino, lo
squadra, la
stadio, lo
stage aziendale, lo
stagionale
stagione
stagione, la
stamattina
stampante, la
stampare
stanco
stanotte
stanza, la
stare
stare bene/male
stasera
Stati Uniti, gli
statistica, la
stazione, la
stella, la (del cinema)
stereo, lo
stesso
stilista, lo/la
stipendio, lo
stivale, lo
stomaco, lo
storia, la
storico
strada, la
straniero
straniero, lo (foreigner,
stranger)
stretto
strumento, lo (musicale)
studente, lo
studentessa, la
studiare
studio, lo
studio, lo
stupendo
stupido
su
subito
succedere
succo di frutta, il
sud, il
suggerire
suonare (to play an
instrument, ring bell)
superiore
supermercato, il
supplemento, il
surfare
svantaggio, lo
sveglia, la
svegliarsi
Svizzera, la
svizzero/a, lo/la
T
tabaccheria, la
tacere
taglia, la
tanto
tanto...quanto
tappeto, il
tardi
tassì/taxi, il
tatuaggio, il
tavola calda, la
tavola, la
tavolo, il
tazza, la
tè, il (inv)
teatro, il
tedesco, il
tedesco/a, il/la
telefonare
telefonino, il
telefono, il
telegiornale, il
telegramma, il
televisione, la
televisore, il
tema, il
temperatura, la
tempo libero, il
tempo, il
temporale, il
tenda, la
tende, le (curtains)
tenere
tennis da tavolo, il
terra la
terrazza, la
terremoto, il
terribile
testa, la
tetto, il
timido
tinta unita, la
tipo
tirare
tirare vento
titolo di studio, il
toccare
toilette, la (inv)
tornare
torre, la
torta, la
tosse da fumo, la
tossicodipendente, il/la
totalmente
tovaglia, la
tovagliolo, il
tra poco
tra un minuto
tra una settimana/un mese
traduttore, il
traduttrice, la
trafficante di droga, il/la
traffico, il
tranquillo
trasporto, il
trattoria, la
traversata, la
treno, il
trentina, una
triangolare
tricolore, il
trimestre, il
triste
troppo
trovare
trovarsi
tuono, il
turista, il/la
turistico
tutti i giorni/mesi
Tutti i santi/Ognissanti
tutto
3
U
ubriacarsi
ubriaco
uccello, l’
ufficio informazioni, l’
ufficio postale, l’
ufficio turistico, l’
ufficio, l’
uguale (…a)
ultimo
umido
umiliato
una volta (all’anno)
uniforme, l’
università, l’ (inv)
uomo, l’ (gli uomini)
uovo, l’ (le uova)
usare
uscire
uscita, l’
uso, l’
49
utile
utilizzare
uva, l’
3
V
vacanza, la
valigia, la
vandalismo, il
vaniglia, la
vantaggio, il
vario
vasca da bagno, la
vaso, il
vecchio
vedere
vegetariano
veloce
venerdì (il)
Venezia
veneziano
venire
ventina, una
vento, il
veramente
verde
verdura, la
verità, la (inv)
vero
verso
vestirsi
vestiti, i
vestito, il
veterinario, il
vetrina, la
vetro, il
vetro, il
via, la
viaggiare
viaggiatore, il
viaggio, il
vicino (a)
vicino, il (di casa)
videogiochi, i
vietato
vigile del fuoco, il
Vigilia di Natale, la
villaggio, il
vincere
vincitore, il
vino, il
viola (inv)
violino, il
visitare
50
vista la
vista sul mare, la
vista, la
visto che
vita, la
vittima, la
vivace
vivere
viziato
vizio, il
vocabolario, il
voce, la
volare
volentieri
volere
volo, il
volontari, i
voto, il
vuotare
vuoto
W
weekend, il
X
(x) anni fa
Y
yogurt, lo (inv)
Z
zaino, lo
zia, la
zio, lo
zona pedonale, la
zona, la
zuccherato
zucchero, lo
zuppa, la
Alphabetical Vocabulary List
Higher Tier
A
a banda larga
a bordo
accadere
accedere
accesso a distanza, l’
accomodarsi
accompagnare
acqua potabile, l’
aglio, l’
albicocca, l’
allegare
allegato
allegro
allenamento, l’
allenarsi
alluminio, l’
alpinismo, l’
amaro
ambizioso
ammobiliato
andare in barca a vela
anello, l’ (di fidanzamento)
anfetamina, l’
anidride carbonica (CO2)
anonimo
anziano
apparecchiare
ascolto dell’altro, l’
aspetto, l’
assaggiare
assegno, l’
assistere
assumere
assumere
atleta, l’
atletica, l’
attenzione, l’
attività cinematografiche, le
attività culturali, le
attività editoriali, le
aumento di stipendio, l’
autorimessa, l’
aver luogo
avvenire
avvertire
avvocato, l’
B
badare al bambino
barattolo, il
beneficio, il
biologico
bisogni dell’altro, i
blocchetto di biglietti, il
bocciare
bollito
borsa di studio, la
bosco, il
box, il (garage)
brodo, il
buca delle lettere, la
buccia, la
bussare
C
camion, il (inv)
campana del vetro, la
campanello, il
canale, il
canile, il
capo, il
cappello, il
cappotto, il
carciofo, il
carrello, il
carta stradale, la
cartella, la
cartello, il
cartoleria, la
cartone, il
casa di accoglienza, la
casella e-mail, la
cassonetto della carta, il
categorie a rischio, le
cedere alla tentazione
celebre
celibe
centro anti-droga, il
cercapersone, il
cervello, il
cetriolo, il
chiuso per ferie
chiuso per turno
cieco
ciliegia, la
cintura, la
circondato
clorofluoro carburi (CFC)
coetaneo, il
coincidenza, la
collant, i (inv)
collega, il/la
collina, la
commedia, la
comò, il
comodino, il
compilare un modulo
comportamenti antisociali
composto da
confezione, la
consumo giornaliero, il
consumo, il
contattare
cooperativo
corsa, la
corso professionale, il
cotoletta, la
crisi d’astinenza, la
D
dare su
datore di lavoro, il
dedicare
deforestazione, la
deludere
delusione, la
depressione, la
derivare
destinatario, il
dettaglio, il
didattico
direttissimo, il
dirigente, il/la
disboscamento, il
discarica, la (dump,
waste disposal centre)
disintossicarsi
disoccupato
disoccupazione, la
domanda d’impiego, la
drogheria, la
E
ecologico
effetto serra, l’
emarginare
esame di Stato, l’
extracomunitari, gli
F
fagiolino, il
fare il pendolare
fare moto
farmaci scaduti, i
faticoso
fede, la (faith, wedding ring)
fertilizzante, il
fiera, la
Fiera, la
film giallo, il
fioraio, il
fiume, il
foglia, la
fotocopia, la
fotocopiare
fracasso, il
fratellastro, il
G
gabbia, la
genero, il
gestione, la
gestire
Ginevra
giocare a (calcio/scacchi)
gioielleria, la
giorno feriale, il
giorno festivo, il
gita scolastica, la
giudizio, il
golfino, il
griglia di sicurezza, la
guanto, il
guasto
gustare
gusto, il
gustoso
I
impatto ambientale, l’
impegnativo
impegnato
impermeabile, l’
in diretta
in tempo reale
incrocio, l’
indagine, l’
indipendente
indipendenza economica, l’
indovinare
ingresso, l’
inquinamento acustico, l’
inserimento sociale, l’
insetticida, un
invadere
3
L
lampone, il
laurea, la
lavanderia, la (utility room,
laundry)
lenzuolo, il
letto a castello, il
lettore di CD, il
licenziare
licenziarsi
linea, la
luoghi per vedere DVD
M
malattia cardiovascolare, la
Manica, la
mansarda, la
marmitta catalitica, la
matrigna, la
melanzana, la
51
mensola, la
metano
minaccia, la
minacciare
monitorare
morfina, la
motivante
motivare
motore di ricerca, il
municipio, il
muratore, il
mutande, le
3
N
nascondere
nave, la
negozio di beneficenza, il
noce, la
nocivo
nostalgia, la
nubile
numero d’interno, il
nuora, la
O
odorare di …
offeso
oppio, l’
ossigeno, l’
ostello della gioventù, l’
P
padella, la
pallanuoto, la
palma, la
panificio, il
paninoteca, la
Parigi
parità, la
passaggio pedonale, il
passeggiare
patente, la
patrigno, il
peggiorare
pendolare, il/la
pentola, la
perpetrare
persiana, la
personale, il
pescare
pescheria, la
petroliera, una
petrolio, il
pettine, il
52
piccante
pieno di vita
pieno zeppo
pile scariche, le
pisello, il
pista, la
pompelmo, il
porta a porta
posto, il
potenzialità, la
pozzo, il
pregiudizio, il
prendere a pugni o calci
preoccupazione, la
presentare una domanda
d’impiego
problema respiratorio, il
processi industriali, i
programma di
riabilitazione, il
programmatore di
computer, il
prospettiva di lavoro, la
prostituta, la
prostituzione, la
prova scritta, la
provocare
prugna, la
Q
questura, la
R
raccoglitore, il
raccolta differenziata, la
radiazioni ultraviolette
raffineria, la
rallentare
rapido, il
recarsi
recintato
remare
reparto abbigliamento, il
reparto casalinghi, il
reparto macelleria, il
reparto, il
responsabili del centro, i
resto, il
riabilitazione, la
ricerca, la
ricetta, la
rifiuti organici, i
rinfresco nuziale, il
rinunciare
ripassare
ripostiglio, il
riprendere conoscenza
rispettare
robusto
rompere le scatole a qn.
rosmarino, il
roulotte, la (inv)
S
sala d’aspetto, la
salato
saldi, i (di fine stagione)
sapere di
sapore, il
saporito
scala mobile, la
scarponi da sci, gli
scherzare
sci nautico, lo
scivolare
scomparire
sede centrale, la
sedia a sdraio, la
segnale, il
servizio a domicilio, il
sforzo, lo
sgabuzzino, lo
siepe, la
sieropositivo, il
sindaco, il
sistema operativo, il
slogare
socializzare
sogliola, la
sordo
sorellastra, la
sorvegliare
sovraffollamento, il
sovraffollato
sparecchiare
spiccioli, gli
spingere
spolverare
squillare
stirare
strano
strato di ozono, lo
stressante
suocera, la
suocero, il
suoni, i
suono, il
superficie terrestre, la
supervisione, la
sussidio di disoccpazione, il
sussidio, il
svendita, la
svolgere
T
tagliare
tagliare i rapporti con la
famiglia
tastiera, la
tavolo a vela, il
tecnico, il
telelavoro, il
temperamento, il
teppismo, il
teppista, il
tessera, la
tonno, il
traghetto, il
trascorrere
trota, la
U
ufficio del personale, l’
una famiglia composta da …
utente, l’
V
vena, la
verificare
vettura ristorante, la
viaggi settimanali
viaggio di nozze, il
vitello, il
voler bene (a qn.)
X
xenofobia, la
Z
zucchino, lo
3
53
4 Scheme of Assessment
4.1 Aims and learning outcomes
GCSE specifications in Italian should encourage
learners to derive enjoyment and benefit from
language learning, and be inspired, moved
and changed by following a broad, coherent,
satisfying and worthwhile course of study. Learners
should recognise that their linguistic knowledge,
understanding and skills help them to take their place
in a multilingual global society and also provide them
with a suitable basis for further study and practical
use of Italian. GCSE specifications in Italian should
prepare learners to make informed decisions about
further learning opportunities and career choices.
GCSE courses based on this specification should
encourage candidates to:
• develop understanding of Italian in a variety of
contexts
• develop knowledge of Italian and language
learning skills
• develop the ability to communicate effectively in
Italian
• develop awareness and understanding of
countries and communities where Italian is
spoken.
4.2 Assessment Objectives (AOs)
The assessment units will assess the following
assessment objectives in the context of the content
and skills set out in Section 3 (Subject Content).
4
AO1
Understand spoken language
AO2
Communicate in speech
AO3
Understand written language
AO4
Communicate in writing
Quality of Written Communication (QWC)
In this specification quality of written communication
in English will not be assessed.
Weighting of Assessment Objectives for GCSE Short Course
The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE Short
Course units.
Unit Weightings (%)
Unit 1 or 2
AO1 or AO3
40
AO2 or AO4
Overall Weighting of Units (%)
54
Unit 3 or 4
40
Overall Weighting
of AOs (%)
40
60
60
60
100
Weighting of Assessment Objectives for GCSE Full Course
The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE units.
Unit Weightings (%)
Unit 1
AO1
Unit 2
Unit 3
20
20
AO2
30
AO3
30
20
20
AO4
Overall Weighting of Units (%)
Unit 4
20
Overall
Weighting
of AOs (%)
20
30
30
30
30
100
4.3 National criteria
This specification complies with the following.
• The Subject Criteria for Italian including the rules
for Controlled Assessment
• Code of Practice
• The GCSE Qualification Criteria
• The Arrangements for the Statutory Regulation
of External Qualifications in England, Wales and
Northern Ireland: Common Criteria
• The requirements for qualifications to provide
access to Levels 1 and 2 of the National
Qualification Framework.
4
4.4 Prior learning
There are no prior learning requirements.
However, any requirements set for entry to a course
following this specification are at the discretion of
centres.
4.5 Access to assessment: diversity and inclusion
GCSEs often require assessment of a broader range
of competences. This is because they are general
qualifications and, as such, prepare candidates for a
wide range of occupations and higher level courses.
The revised GCSE qualification and subject criteria
were reviewed to identify whether any of the
competences required by the subject presented a
potential barrier to any candidates regardless of their
ethnic origin, religion, gender, age, disability or sexual
orientation. If this was the case, the situation was
reviewed again to ensure such competences were
included only where essential to the subject. The
findings of this process were discussed with groups
who represented the interests of a diverse range of
candidates.
Reasonable adjustments are made for disabled
candidates in order to enable them to access the
assessments. For this reason, very few candidates
will have a complete barrier to any part of the
assessment. Further details are given in Section 5.4.
55
5 Administration
5.1 Availability of assessment units and certification
Examinations and certification for this specification are available as follows:
Availability of Units
Availability of Certification
Unit 1
Unit 2
Unit 3
Unit 4
Short Course
Full Course
✔
✔
✔
✔
✔
✔
January 2010
June 2010
January 2011
June 2011 onwards
5.2 Entries
Please refer to the current version of Entry
Procedures and Codes for up to date entry
procedures. You should use the following entry codes
for the units and for certification.
5
Unit 1 – 46301F; 46301H
Unit 2 – 46302F; 46302H
Unit 3 – 46303
Unit 4 – 46304
GCSE Short Course: spoken language
certification – 4631
GCSE Short Course: written language
certification – 4632
GCSE certification – 4633
56
QCA’s 40% terminal rule means that 40% of the
assessment must be taken in the examination series
in which the qualification is awarded. This rule is not
dependent on the size of the qualification. Therefore,
all GCSE candidates, whether taking short course,
single and double awards, must have 40% of their
assessment taken at the end.
5.3 Private candidates
This specification is available to private candidates
under certain conditions. Because of the nature of the
controlled assessment, candidates must be attending
an AQA centre which will supervise and assess the
controlled assessment. Private candidates should
write to AQA for a copy of Supplementary Guidance
for Private Candidates.
5.4 Access arrangements and special consideration
We have taken note of equality and discrimination
legislation and the interests of minority groups in
developing and administering this specification.
We follow the guidelines in the Joint Council
for Qualifications (JCQ) document: Access
Arrangements, Reasonable Adjustments and Special
Consideration: General and Vocational Qualifications.
This is published on the JCQ website
(http://www.jcq.org.uk) or you can follow the link
from our website (http://www.aqa.org.uk).
Access arrangements
We can make arrangements so that candidates
with special needs can access the assessment.
These arrangements must be made before the
examination. For example, we can produce a Braille
paper for a candidate with a visual impairment.
Special consideration
We can give special consideration to candidates who
have had a temporary illness, injury or indisposition
at the time of the examination. Where we do this, it is
given after the examination.
Applications for access arrangements and special
consideration should be submitted to AQA by the
Examinations Officer at the centre.
5
5.5 Language of examinations
We will provide units for this specification in
English only.
5.6 Qualification titles
Qualifications based on this specification are:
• AQA GCSE Short Course in Italian: spoken
language
• AQA GCSE Short Course in Italian: written
language
• AQA GCSE in Italian
57
5.7 Awarding grades and reporting results
The GCSE and GCSE short course qualifications
will be graded on an eight-grade scale: A*, A, B,
C, D, E, F and G. Candidates who fail to reach the
minimum standard for grade G will be recorded as
U (unclassified) and will not receive a qualification
certificate.
We will publish the minimum raw mark for each
grade, for each unit, when we issue candidates’
results. We will report a candidate’s unit results to
centres in terms of uniform marks and qualification
results in terms of uniform marks and grades.
For each unit, the uniform mark corresponds to a grade as follows.
Speaking
(maximum uniform mark = 90)
Listening
5
Grade
Uniform Mark Range
Grade
Uniform Mark Range
A*
54–60
A*
81–90
A
48–53
A
72–80
B
42–47
B
63–71
C
36–41
C
54–62
D
30–35
D
45–53
E
24–29
E
36–44
F
18–23
F
27–35
G
12–17
G
18–26
U
0–11
U
0–17
Writing
Reading
58
Grade
Uniform Mark Range
Grade
Uniform Mark Range
A*
54–60
A*
81–90
A
48–53
A
72–80
B
42–47
B
63–71
C
36–41
C
54–62
D
30–35
D
45–53
E
24–29
E
36–44
F
18–23
F
27–35
G
12–17
G
18–26
U
0–11
U
0–17
We calculate a candidate’s total uniform mark by adding together the uniform marks for the units. We convert
this total uniform mark to a grade as follows.
Short Course
Full Course
Grade
Uniform Mark Range
Grade
Uniform Mark Range
A*
135–150
A*
270–300
A
120–134
A
240–269
B
105–119
B
210–239
C
90–104
C
180–209
D
75–89
D
150–179
E
60–74
E
120–149
F
45–59
F
90–119
G
30–44
G
60–89
U
0–29
U
0–59
5.8 Re-sits and shelf-life of unit results
Unit results remain available to count towards
certification within the shelf life of the specification
whether or not they have already been used.
Candidates may re-sit a unit once only. The better
result for each unit will count towards the final
qualification provided that the 40% rule is satisfied.
Candidates may re-sit the qualification an unlimited
number of times.
Candidates will be graded on the basis of the work
submitted for assessment.
5
Candidates must take units comprising at least 40%
of the total assessment in the series in which they
enter for certification.
59
6 Controlled Assessment
Administration (Speaking)
The Head of Centre is responsible to AQA for ensuring that controlled assessment work is conducted in
accordance with AQA’s instructions and JCQ instructions.
6.1 Authentication of controlled assessment work
In order to meet the requirements of Code of Practice
AQA requires:
• candidates to sign the Candidate Record Form
to confirm that the work submitted is their own
• teachers/assessors to confirm on the
Candidate Record Form that the work assessed
is solely that of the candidate concerned and was
conducted under the conditions laid down by the
specification
• centres to record marks of zero if candidates
cannot confirm the authenticity of work submitted
for assessment.
The completed Candidate Record Form for each
candidate should be attached to his/her work.
All teachers who have assessed the work of any
candidate entered for each component must sign the
declaration of authentication.
If teachers/assessors have reservations about signing
the authentication statements, the following points of
guidance should be followed.
• If it is believed that a candidate has received
additional assistance and this is acceptable within
the guidelines for the relevant specification, the
teacher/assessor should award a mark which
represents the candidate’s unaided achievement.
The authentication statement should be signed
and information given on the relevant form.
• If the teacher/assessor is unable to sign the
authentication statement for a particular
candidate, then the candidate’s work cannot be
accepted for assessment.
If, during the external moderation process, there is no
evidence that the work has been properly authenticated,
AQA will set the associated mark(s) to zero.
6.2 Malpractice
Teachers should inform candidates of the AQA
Regulations concerning malpractice.
Candidates must not:
6
• submit work which is not their own
• lend work to other candidates
• allow other candidates access to, or the use of,
their own independently sourced source material
(this does not mean that candidates may not lend
their books to another candidate, but candidates
should be prevented from plagiarising other
candidates’ research)
• include work copied directly from books,
the Internet or other sources without
acknowledgement and attribution
These actions constitute malpractice, for which
a penalty (for example disqualification from the
examination) will be applied.
60
If malpractice is suspected, the Examinations Officer
should be consulted about the procedure to be
followed.
Where suspected malpractice in controlled
assessments is identified by a centre after
the candidate has signed the declaration of
authentication, the Head of Centre must submit full
details of the case to AQA at the earliest opportunity.
The form JCQ/M1 should be used. Copies of the
form can be found on the JCQ website
(http://www.jcq.org.uk/).
Malpractice in controlled assessments discovered
prior to the candidate signing the declaration of
authentication need not be reported to AQA, but
should be dealt with in accordance with the centre’s
internal procedures. AQA would expect centres to
treat such cases very seriously. Details of any work
which is not the candidate’s own must be recorded
on the Candidate Record Form or other
appropriate place.
6.3 Teacher standardisation
AQA will hold annual standardising meetings for
teachers, usually in the autumn term, for controlled
assessment. At these meeting we will provide support
in developing and adapting appropriate controlled
assessment tasks and using the marking criteria.
AQA will also contact centres if
If your centre is new to this specification, you must
send a representative to one of the meetings. If
you have told us you are a new centre, either by
submitting an intention to enter and/or an estimate
of entry or by contacting the subject team, we will
contact you to invite you to a meeting.
• inappropriate tasks have been set, or
• a significant adjustment has been made to a
centre’s marks.
• the moderation of controlled assessment work
from the previous year has identified a serious
misinterpretation of the controlled assessment
requirements;
In these cases, centres will be expected to send
a representative to one of the meetings. For all
other centres, attendance is optional. If a centre is
unable to attend and would like a copy of the written
materials used at the meeting, they should contact
the subject administration team at
[email protected].
6.4 Internal standardisation of marking
Centres must standardise marking to make sure that
all candidates at the centre have been marked to the
same standard. One person must be responsible
for internal standardisation. This person should sign
the Centre Declaration Sheet to confirm that internal
standardisation has taken place.
Internal standardisation may involve:
• all teachers marking some trial pieces of work and
identifying differences in marking standards
• discussing any differences in marking at a
training meeting for all teachers involved in the
assessment
• referring to reference and archive material such
as previous work or examples from AQA’s teacher
standardising meetings.
6.5 Annotation of controlled assessment work
The Code of Practice states that the awarding body
must require internal assessors to show clearly how
the marks have been awarded in relation to the
marking criteria defined in the specification and that
the awarding body must provide guidance on how
this is to be done.
6
The annotation will help the moderator to see as
precisely as possible where the teacher considers
that the candidates have met the criteria in the
specification.
Work could be annotated by means of summative
comments on the work, referencing precise sections
in the work.
61
6.6 Submitting marks and sample work for moderation
The total mark for each candidate must be submitted
to AQA and the moderator on the mark forms
provided by the specified date (see
http://www.aqa.org.uk/deadlines.php).
Centres will normally be notified which candidates’
work is required in the sample to be submitted to
the moderator (please refer to section 7.1 for further
guidance on submitting samples).
6.7 Factors affecting individual candidates
Teachers should be able to accommodate the
occasional absence of candidates by ensuring that
the opportunity is given for them to make up missed
controlled assessments.
If work is lost, AQA should be notified immediately of
the date of the loss, how it occurred, and who was
responsible for the loss. Centres should use the JCQ
form JCQ/LCW to inform AQA Centre and Candidate
Support Services of the circumstances.
Where special help which goes beyond normal
learning support is given, AQA must be informed
through comments on the Candidate Record Form
so that such help can be taken into account when
moderation takes place.
Candidates who move from one centre to another
during the course sometimes present a problem for
a scheme of controlled assessment work. Possible
courses of action depend on the stage at which the
move takes place. If the move occurs early in the
course the new centre should take responsibility
for controlled assessment work. If it occurs late in
the course it may be possible to arrange for the
moderator to assess the work through the ‘Educated
Elsewhere’ procedure. Centres should contact
AQA at the earliest possible stage for advice about
appropriate arrangements in individual cases.
6.8 Retaining evidence
The centre must retain the work of all candidates,
with Candidate Record Forms attached, under secure
conditions, from the time it is assessed, to allow for
the possibility of an enquiry about results. The work
6
62
may be returned to candidates after the deadline for
enquiries about results. If an enquiry about a result
has been made, the work must remain under secure
conditions in case it is required by AQA.
7 Moderation
7.1 Moderation procedures
Moderation of the Speaking is by inspection of a
sample of candidates’ work, sent from the centre
to a moderator appointed by AQA. The centre
marks must be submitted to AQA and to the
moderator by the specified deadline (see
http://www.aqa.org.uk/deadlines.php).
Centres entering fewer candidates than
the minimum sample size should submit
the work of all of their candidates. Centres
entering larger numbers of candidates will
be notified of the candidates whose work will be
required in the sample to be submitted for
moderation.
Following the re-marking of the sample work, the
moderator’s marks are compared with the centre
marks to determine whether any adjustment is
needed in order to bring the centre’s assessments
into line with standards generally. In some cases it
may be necessary for the moderator to call for the
work of additional candidates in the centre. In order
to meet this possible request, centres must retain
under secure conditions and have available the
controlled assessment work and Candidate Record
Forms of every candidate entered for the examination
and be prepared to submit it on demand. Mark
adjustments will normally preserve the centre’s order
of merit, but where major discrepancies are found,
AQA reserves the right to alter the order of merit.
7.2 Consortium arrangements
If there are a consortium of centres with joint teaching
arrangements (ie where candidates from different
centres have been taught together but where they
are entered through the centre at which they are on
roll), the centres must inform AQA by completing the
JCQ/CCA form.
The centres concerned must nominate a consortium
co-ordinator who undertakes to liaise with AQA on
behalf of all centres in the consortium. If there are
different co-ordinators for different specifications, a
copy of the JCQ/CCA form must be submitted for
each specification.
AQA will allocate the same moderator to each centre
in the consortium and the candidates will be treated
as a single group for the purpose of moderation.
7.3 Post-moderation procedures
On publication of the results, we will provide centres
with details of the final marks for the controlled
assessment work.
at the time results are issued, giving feedback on the
accuracy of the assessments made, and the reasons
for any adjustments to the marks.
The candidates’ work will be returned to the centre
after the examination. The centre will receive a report,
We may retain some candidates’ work for awarding,
archive or standardising purposes.
7
63
8 Controlled Assessment
Administration (Writing)
The Head of Centre is responsible to AQA for ensuring that controlled assessment work is conducted in
accordance with AQA’s instructions and JCQ instructions.
8
8.1 Authentication of controlled assessment
In order to meet the requirements of Code of Practice
AQA requires.
• candidates to sign the Candidate Record Form
to confirm that the work submitted is their own,
and
• teachers to confirm on the Candidate Record
Form that the work is solely that of the candidate
concerned and was conducted under the
conditions laid down by the specification.
The completed Candidate Record Form for each
candidate should be attached to his/her work.
If teachers have reservations about signing the
authentication statements, the following points of
guidance should be followed.
• If it is believed that a candidate has received
additional assistance and this is acceptable within
the guidelines for the relevant specification, the
authentication statement should be signed and
information given on the relevant form.
• If the teacher is unable to sign the authentication
statement for a particular candidate, then
the candidate’s work cannot be accepted for
assessment.
If, during the marking process, there is no evidence
that the work has been properly authenticated, AQA
will set the associated mark(s) to zero.
8.2 Malpractice
Teachers should inform candidates of the AQA
Regulations concerning malpractice.
Candidates must not:
• submit work which is not their own;
• lend work to other candidates;
• allow other candidates access to, or the use of,
their own independently sourced source material
(this does not mean that candidates may not lend
their books to another candidate, but candidates
should be prevented from plagiarising other
candidates’ research);
• include work copied directly from books,
the internet or other sources without
acknowledgement and attribution;
• submit work typed or word-processed by a third
person without acknowledgement.
These actions constitute malpractice, for which
a penalty (for example disqualification from the
examination) will be applied.
64
If malpractice is suspected, the Examinations Officer
should be consulted about the procedure to be
followed.
Where suspected malpractice in controlled
assessments is identified by a centre after
the candidate has signed the declaration of
authentication, the Head of Centre must submit full
details of the case to AQA at the earliest opportunity.
The form JCQ/M1 should be used. Copies of the
form can be found on the JCQ website
(http://www.jcq.org.uk/).
Malpractice in controlled assessments discovered
prior to the candidate signing the declaration of
authentication need not be reported to AQA, but
should be dealt with in accordance with the centre’s
internal procedures. AQA would expect centres to
treat such cases very seriously. Details of any work
which is not the candidate’s own must be recorded
on the Candidate Record Form or other
appropriate place.
8.3 Teacher support
8
AQA makes marked exemplar work available
to centres. Controlled Assessment Advisers are
appointed to provide guidance to centres.
8.4 Factors affecting individual candidates
Teachers should be able to accommodate the
occasional absence of candidates by ensuring that
the opportunity is given for them to make up missed
controlled assessments. An alternative supervised,
timed session may be organised for candidates who
are absent at the time which the centre originally
arranged.
If work is lost, AQA should be notified immediately of
the date of the loss, how it occurred, and who was
responsible for the loss. Centres should use the JCQ
form JCQ/LCW to inform AQA Centre and Candidate
Support Services of the circumstances.
Where special help which goes beyond normal
learning support is given, AQA must be informed
through comments on the Candidate Record Form
so that such help can be taken into account when
marking takes place.
Candidates who move from one centre to another
during the course sometimes present a problem for
a scheme of controlled assessment work. Possible
courses of action depend on the stage at which the
move takes place. If the move occurs early in the
course the new centre should take responsibility for
controlled assessment work. Centres should contact
AQA at the earliest possible stage for advice about
appropriate arrangements in individual cases.
65
Appendices
A 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 should be interpreted in relation to the
content outlined in the specification; they are not designed to define that content.
The grade awarded will depend in practice upon the extent to which the candidate has met the assessment
objectives (see Section 4) overall. Shortcomings in some aspects of the candidates’ performance may be
balanced by better performances in others.
Grade
Description
Candidates show understanding of a variety of spoken language that contains some complex
language and relates to a range of contexts. They can identify main points, details and points of
view and draw simple conclusions.
A
They initiate and develop conversations and discussions, present information and narrate
events. They express and explain ideas and points of view, and produce extended sequences
of speech using a variety of vocabulary, structures and verb tenses. They speak confidently,
with reasonably accurate pronunciation and intonation. The message is clear but there may be
some errors, especially when they use more complex structures.
They show understanding of a variety of written texts relating to a range of contexts. They
understand some unfamiliar language and extract meaning from more complex language
and extended texts. They can identify main points, extract details, recognise points of view,
attitudes and emotions and draw simple conclusions.
They write for different purposes and contexts about real or imaginary subjects. They express
and explain ideas and points of view. They use a variety of vocabulary, structures and verb
tenses. Their spelling and grammar are generally accurate. The message is clear but there may
be some errors, especially when they write more complex sentences.
Candidates show understanding of different types of spoken language that contain a variety of
structures. The spoken material relates to a range of contexts, including some that may be unfamiliar,
and may relate to past and future events. They can identify main points, details and opinions.
C
They take part in conversations and simple discussions and present information. They express
points of view and show an ability to deal with some unpredictable elements. Their spoken
language contains a variety of structures and may relate to past and future events. Their
pronunciation and intonation are more accurate than inaccurate. They convey a clear message
but there may be some errors.
They show understanding of different types of written texts that contain a variety of structures. The
written material relates to a range of contexts, including some that may be unfamiliar and may relate
to past and future events. They can identify main points, extract details and recognise opinions.
They write for different contexts that may be real or imaginary. They communicate information
and express points of view. They use a variety of structures and may include different tenses or
time frames. The style is basic. They convey a clear message but there may be some errors.
Candidates show some understanding of simple language spoken clearly that relates to familiar
contexts. They can identify main points and extract some details.
F
A
They take part in simple conversations, present simple information and can express their
opinion. They use a limited range of language. Their pronunciation is understandable. There are
grammatical inaccuracies but the main points are usually conveyed.
They show some understanding of short, simple written texts that relate to familiar contexts. They
show limited understanding of unfamiliar language. They can identify main points and some details.
They write short texts that relate to familiar contexts. They can express simple opinions. They
use simple sentences. The main points are usually conveyed but there are mistakes in spelling
and grammar.
66
B Spiritual, Moral, Ethical, Social, Legislative, Sustainable
Development, Economic and Cultural Issues, and
Health and Safety Considerations
AQA has taken great care to ensure that any wider
issues, including those particularly relevant to the
education of students at Key Stage 4, have been
identified and taken into account of in the preparation
of this specification. They will only form part of the
assessment requirements where they relate directly
to the specific content of the specification and have
been identified in Section 3: Content.
Understanding of spiritual, moral, ethical and social
issues can be developed through the following
contexts and topics: Lifestyle: Health; Relationships
and Choices. It will not, however, be assessed.
Understanding of economic issues can be developed
through the following contexts and topics: Leisure:
Free Time and the Media. It will not, however, be
assessed.
Understanding of cultural issues can be developed
through the study of all contexts and topics. It will
not, however, be assessed.
European Dimension
AQA has taken account of the 1988 Resolution of the
Council of the European Community in preparing this
specification and associated specimen units.
Understanding of European development can be
developed through all of the contexts and topics
since these relate to the countries/communities
where the language is spoken. It will not, however, be
assessed.
Environmental Education
AQA has taken account of the 1988 Resolution of
the Council of the European Community and the
Report “Environmental Responsibility: An Agenda for
Further and Higher Education” 1993 in preparing this
specification and associated specimen units.
Understanding of environmental issues can be
developed through the following contexts and topics:
Home and Environment: Environment. It will not,
however, be assessed.
Avoidance of Bias
AQA has taken great care in the preparation of
this specification and specimen units to avoid bias
of any kind.
B
67
C Overlaps with other Qualifications
There are no overlaps with other qualifications at
Levels 1 and 2 of the qualifications framework.
C
68
D Key Skills – Teaching, Developing and Providing Opportunities
for Generating Evidence
Introduction
The Key Skills Qualification requires candidates to
demonstrate levels of achievement in the Key Skills
of Communication, Application of Number and
Information and Communication Technology.
Candidates following a course of study based on this
specification for Italian can be offered opportunities
to develop and generate evidence of attainment in
aspects of the Key Skills of:
The Wider Key Skills of Improving own Learning and
Performance, Working with Others and Problem
Solving are also available. The acquisition and
demonstration of ability in these ‘wider’ Key Skills is
deemed highly desirable for all candidates.
•
•
•
•
•
•
Copies of the Key Skills Standards may be
downloaded from QCA’s website:
http://www.qca.org.uk/qca_6444.aspx
The units for each Key Skill comprise three sections:
• What you need to know
• What you must do
• Guidance.
Communication
Application of Number
Information and Communication Technology
Working with Others
Improving own Learning and Performance
Problem Solving.
Areas of study and learning that can be used to
encourage the acquisition and use of Key Skills,
and to provide opportunities to generate evidence
for Part B of units, are provided in the Teachers’
Resource Bank for this specification.
The above information is given in the context of the
knowledge that Key Skills at levels 1 and 2 will be
available until 2010 with last certification in 2012.
D
69
E Controlled Assessment Exemplar Tasks for Speaking
Speaking
Exemplar Task A i) – Cross Context
Task: Interview with a Homeless Person
You are being interviewed by your teacher. You will play the role of a homeless person and the teacher will
play the role of the interviewer.
Your teacher will ask you the following;
•
•
•
•
•
•
tell me about yourself – personal information, name, age etc.
why are you homeless/living on the streets?
what is a typical day like for you?
what is the main problem for young people living on the streets and how do you deal with it?
what would you like to be doing in 5 years time?
!
! Remember, at this point, you will have to respond to something you have not yet prepared.
The dialogue will last between 4 and 6 minutes.
Notes for Teachers
! The unpredictable task could be:
• What is the best thing that has happened to you as a homeless person?
Exemplar Task A ii) – Cross Context
Task: Interview with a Celebrity
You are being interviewed by your teacher. You will play the role of a celebrity and your teacher will play the
role of the interviewer.
•
•
•
•
•
•
•
tell me about yourself – personal information, name, age etc.
what is a typical day like for you?
how do you spend your free time?
what were your ambitions when you were younger?
how do you feel about the publicity you receive?
what would you like to be doing in 5 years’ time?
!
Notes for Teachers
• What are the best things about being a celebrity?
E
70
Exemplar Task B i) – Leisure
Task: Cinema
You are going to have a conversation with your teacher about the cinema.
•
•
•
•
•
•
•
what sort of films do you like and why?
who is your favourite actor/actress? Describe him/her.
what is your opinion on going to the cinema?
do you think it is better to go to the cinema or to hire a DVD? Why?
describe your last visit to the cinema.
what are your plans for next weekend?
!
Notes for Teachers
• What do you plan to see at the cinema in the near future?
Exemplar Task B ii) – Leisure
Task: Holidays
You are going to have a conversation with your teacher about holidays.
• what is your favourite type of holiday and why?
• do you think holidays are important? Why/why not?
• do you think people have too many holidays? Why/why not?
• describe your last holiday.
• what do you like doing on holiday and why?
• !
Notes for Teachers
• Where will you go on your next holiday and why?
E
71
Exemplar Task C – Work and Education
Task: Part time Jobs
You are going to have a conversation with your teacher about part time jobs and work experience.
• do you have a part time job at the moment? What do you do? When do you do it? How much do you
earn?
• do you like your job? Why?
• where did you go for your work experience?
• do you think that work experience is a good idea? Why?
• what job would you like to do in the future? Why?
• what are the advantages and disadvantages of your chosen career?
• is unemployment a problem for young people? Explain your point of view.
• !
Notes for Teachers
• What jobs/work experience do your friends do?
E
72
F Controlled Assessment Exemplar Tasks for Writing
Writing
Exemplar Task 1 – Home and Environment
Task: A day in the life of a celebrity
You are a celebrity and have been asked to write a short magazine article about yourself.
You could include:
•
•
•
•
•
•
personal information;
your daily routine at home;
what you enjoy doing;
who is the most important influence in your life and why;
your best achievement in life so far;
your ambitions for the future.
Remember, in order to score the highest marks you must answer the task fully, developing your response
where it is appropriate to do so.
Exemplar Task 2 – Cross Context
Task: An article for your school magazine
Compare the different lifestyle and customs between your own community and a very different community.
You could include:
• the people;
• their daily life;
• their attitudes and beliefs;
• their clothes;
• their homes;
• their food and drink;
• their free time;
• their education/work.
F
73
Exemplar Task 3 – Leisure
Task: Holidays – the chance to win 2 weeks in the sun!
You decide to enter a competition for the chance of winning a two week holiday to Europe. You have to
write an account of your holiday experiences and preferences.
You could include:
• a description of a recent holiday you have been on – where you stayed, how you got there, when you
went etc;
• what you did whilst you where there;
• your opinion of the holiday;
• what type of holidays you like best and why;
• your plans for your holiday next year;
• why you think you should win the competition.
F
74
GCSE Italian Teaching from 2009 onwards
Qualification Accreditation Number: 500/4476/X, 500/4563/5 (SC Written) and 500/4565/9 (SC Spoken)
Every specification is assigned a national classification code indicating the subject area to which it belongs.
The classification code for this specification is 5690.
Centres should be aware that candidates who enter for more than one GCSE qualification with the same
classification code will have only one grade (the highest) counted for the purpose of the School and College
Performance Tables.
Centres may wish to advise candidates that, if they take two specifications with the same classification code,
schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs.
The same view may be taken if candidates take two GCSE specifications that have different classification codes
but have significant overlap of content. Candidates who have any doubts about their subject combinations should
check with the institution to which they wish to progress before embarking on their programmes.
To obtain free specification updates and support material or to ask us a question register with Ask AQA:
www.aqa.org.uk/ask-aqa/register
Free launch meetings are available in 2008 followed by further support meetings through the life of the
specification. Further information is available at:
Copyright © 2008 AQA and its licensors. All rights reserved.
The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales
(company number 3644723) and a registered charity (registered charity number 1073334).
Registered address: AQA, Devas Street, Manchester M15 6EX.
Dr Michael Cresswell, Director General.
MIG0459.08
http://events.aqa.org.uk/ebooking

Specification - School Portal

Transcript

Documenti analoghi

Rome International High School Textbooks – Grade 10 and 11

Italian Food: Good Living, Good Business

Un software italiano salva i cartoon

Linguistica dell`italiano contemporaneo

ix conference of the biometric society

sample menu.

Il sogno americano dell`Italia

La Mamma Italiana: Interrogating a National Stereotype

Department of Italian

(Intro Moura