AQA-Gcse Italian Specicification

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.
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Copyright © 2008 AQA and its licensors. All rights reserved.
COPYRIGHT
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permitted to copy material from this specification booklet for their own internal use.
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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 1.2)
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 46304 13
3.6 Grammar 16
3.7 Communication strategies 18
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 Grade Descriptions 66
B Spiritual, 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 AQA provides a comprehensive range of support 1
students receive their academic qualifications from services for teachers:
AQA than from any other board. But why is AQA so • access to subject departments
popular?
• training for teachers including practical teaching
AQA understands the different requirements of each strategies and approaches that really work
subject by working in partnership with teachers. Our presented by senior examiners
GCSEs: • personalised support for Controlled Assessment
• enable students to realise their full potential • 24 hour support through our website and online
• contain engaging content Ask AQA
• are manageable for schools and colleges • past question papers and mark schemes
• are accessible to students of all levels of ability • comprehensive printed and electronic resources
• lead to accurate results, delivered on time for teachers and students
• are affordable and value for money. 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. • Embraces opportunities offered by new subject
• Flexible, unitised structure allows students to criteria to lessen the stress of assessment in
maximise achievement. Speaking.
• Choice of contexts and purposes for Writing and • Builds on the KS3 study and prepares students
Speaking units. for further study, eg. Short Course leading to Full
• Listening and Reading assessments carry Course; Full Course to AS; then AS to A2 etc.
forward structure of existing specification, offering
continuity for teachers.

1.3 How do I start using this specification?

1 Already using the existing AQA Italian Not using the AQA specification
specification? currently?
• Register to receive further information, such as • Almost all centres in England and Wales use
mark schemes, past question papers, details of AQA or have used AQA in the past and are
teacher support meetings, etc, at approved AQA centres. A small minority are not.
http://www.aqa.org.uk/rn/askaqa.php If your centre is new to AQA, please contact our
Information will be available electronically or in centre approval team at
print, for your convenience. centreapproval@aqa.org.uk
• 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).
1.4 How can I find out more?

Ask AQA Teacher Support
You have 24-hour access to useful information and Details of the full range of current Teacher Support
answers to the most commonly-asked questions at meetings are available on our website at
http://www.aqa.org.uk/rn/askaqa.php http://www.aqa.org.uk/support/teachers.php
If the answer to your question is not available, you There is also a link to our fast and convenient online
can submit a query for our team. Our target response booking system for Teacher Support meetings at
time is one day. 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
teachersupport@aqa.org.uk

2 Specification at a Glance
Unit 1: Listening
46301F; 46301H
Unit 3: Speaking
Examination – 40%
46303
Italian
Either Controlled Assessment – 60%
Short Course
Foundation Tier: 30 minutes plus (internally assessed)
in Spoken (+ 5 minutes reading time)
Language or Two tasks submitted for
4631 Higher Tier: 40 minutes moderation
(+ 5 minutes reading time)
2
Unit 2: Reading
Unit 4: Writing
46302F; 46302H
46304
Italian Examination – 40%
Controlled Assessment – 60%
Short Course
Either plus (externally assessed)
in Written
Language Foundation Tier: 30 minutes
Two tasks submitted for
or
4632 Higher Tier: 50 minutes
marking
Unit 1: Listening
Unit 3: Speaking
46301F; 44301H
46303
Examination – 20%
Either (internally assessed)
Foundation Tier: 30 minutes
moderation
or
Higher Tier: 40 minutes
Italian
Full Course
4633
Unit 2: Reading Unit 4: Writing

46302F; 46302H 46304
Examination – 20%
(externally assessed)
Either
Foundation Tier: 30 minutes
marking
or
Higher Tier: 50 minutes
Candidates may be entered for either Foundation or Higher in Listening and Reading, but not both; eg
Foundation Tier Listening and Higher Tier Reading. Controlled Assessment is untiered.

3 Subject Content
3.1 Contexts and purposes

The Contexts and Purposes below apply to all four Understand and provide information and
units, although for Speaking and Writing centres opinions about these contexts relating to the
and/or students may choose a context or purpose of student’s own Leisure and that of other people,
their own. including people in countries/communities
where Italian is spoken.
The purposes are presented according to the
contexts and topics in which they may occur. It will Leisure
be possible for students to carry out these purposes
Free Time and the Media
using the linguistic structures and vocabulary listed
in the specification together with the communication • Free time activities
strategies. • Shopping, money, fashion and trends
The purposes are not defined by tier and all purposes • Advantages and disadvantages of new technology
should be seen as available, at differing levels of Holidays
fulfilment, at both Foundation and Higher. Some
purposes assume situations where requirements and • Plans, preferences, experiences
3 responses are generally predictable and use familiar • What to see and getting around
language. Other purposes involve general issues Understand and provide information and
and opinions which can be treated in more or less opinions about these contexts relating to the
complex ways with different groups of learners and student’s own Home and Environment and that
allow for differentiated levels of response from mixed of other people, including people in countries/
ability groups. For all purposes, students will be communities where Italian is spoken.
expected, as they progress linguistically, to:
Home and Environment
• cope with a greater degree of unpredictability;
• deal with a widening range of potential problems; Home and Local Area
• understand and use more accurately a widening • Special occasions celebrated in the home
range of vocabulary and structures, including • Home, town, neighbourhood and region, where it
some unfamiliar language; is and what it is like
• understand issues and opinions;
Environment
• discuss issues and give opinions;
• Current problems facing the planet
• give full descriptions and accounts.
• Being environmentally friendly within the home
The purposes are described with respect to individual and local area
contexts (eg Lifestyle) and within particular topics
(eg Relationships and Choices). Purposes should be Understand and provide information and
considered transferable, as appropriate, to any other opinions about these contexts relating to the
context or topic. student’s own Work and Education and that
of other people, including people in countries/
Understand and provide information and communities where Italian is spoken.
opinions about these contexts relating to the
student’s own Lifestyle and that of other people, Work and Education
including people in countries/communities School/College and Future Plans
where Italian is spoken.
• What school/college is like
Lifestyle • Pressures and problems
Health Current and Future Jobs
• Healthy and unhealthy lifestyles and their • Looking for and getting a job
consequences
• 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 Tier 40 minutes 40 marks
Higher, but not both.
The test will be pre-recorded using native speakers.
20% of the marks Only material which is appropriate to the spoken
language will be used in the tests. Each item will be
Foundation Tier 30 minutes 35 marks
heard twice. Students’ comprehension will be tested
The test will be pre-recorded using native speakers. by a range of question types, normally requiring
Only material which is appropriate to the spoken non-verbal responses or responses in English.
language will be used in the tests. Each item will be Students will be allowed to make notes during the
heard twice. Students’ comprehension will be tested test. Students will be given 5 minutes’ reading time
by a range of question types, normally requiring at the beginning of the test, before the recording is
non-verbal responses or responses in English. played, to give them time to read the questions.
Students will be allowed to make notes during the
The test will contain items common to those in
test. Students will be given 5 minutes’ reading time
Foundation and also material which will include some
at the beginning of the test, before the recording is
complex, unfamiliar language in a range of registers,
played, to give them time to read the questions.
together with non-factual and narrative material. 3
The test will consist of items of varying length which will Students will be expected to understand discussion
not place an undue burden on memory. Comprehension of a wide range of issues. They will also need to
of announcements, short conversations, instructions, understand gist and detail, identify and extract main
short news items and telephone messages will be points, use context and other clues to interpret
required, together with some material which will be meaning, draw conclusions and summarise what they
longer and may include reference to past, present and have heard.
future events and some unfamiliar language. Students
The use of dictionaries will not be permitted.
will be expected to identify main points and extract
details and points of view. The tests will consist of a number of discrete items
and will be marked according to a detailed mark
scheme.
The tests will consist of a number of discrete items
The student’s performance will be assessed
and will be marked according to a detailed mark
according to the effectiveness with which he/she is
scheme.
able to carry out the tasks based on what he/she has
The student’s performance will be assessed according heard.
to the effectiveness with which he/she is able to carry
The appropriate mark(s) will be awarded if the
out the tasks based on what he/she has heard.
candidate has satisfactorily communicated his or
The appropriate mark(s) will be awarded if the her understanding, even though the response may
student has satisfactorily communicated his or her contain some errors.
understanding, even though the response may
contain some errors.

3.3 Unit 2: Italian reading 46302F; 46302H

Students can be entered for either Foundation or Higher Tier 50 minutes 45 marks
Higher, but not both.
Only material which is appropriate to the written
20% of the marks language will be used in the test. Students’
comprehension will be tested by a range of question
Foundation Tier 30 minutes 35 marks
types, normally requiring non-verbal responses or
Only material which is appropriate to the written responses in English.
language will be used in the test. Students’
The test will contain items common to those in
comprehension will be tested by a range of question
Foundation and also material which will include some
types, normally requiring non-verbal responses or
complex, unfamiliar language in a range of registers,
responses in English.
together with non-factual and imaginative material
The test will consist of short items testing including narrative. Students will be expected to
comprehension of instructions, public notices and use their knowledge of grammar and structure in
advertisements together with some longer extracts from demonstrating understanding of specific points and
brochures, guides, letters, newspapers, magazines, of gist/the main message. They will also be expected
3 books, faxes, email and web sites which may include to recognise points of view, attitudes and emotions
reference to past, present and future events and and to draw conclusions.
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.
The tests will consist of a number of discrete items and
The student’s performance will be assessed according
will be marked according to a detailed mark scheme.
The student’s performance will be assessed according out the tasks based on what he/she has read.
The appropriate mark(s) will be awarded if the
out the tasks based on what he/she has read.
student has satisfactorily communicated his or her
The appropriate mark(s) will be awarded if the understanding, even though the response may
student has satisfactorily communicated his or her contain some errors.
understanding, even though the response may
contain some errors.

3.4 Unit 3: Italian speaking 46303

30% of the marks 60 marks
Marks Communication
Students will complete two controlled assessment
tasks. These tasks are untiered. Differentiation is by 9 –10 Very Good
outcome, not by task. These may be drawn from the
exemplar tasks we provide or they may be adapted Information, ideas and points of view
by teachers for their students. Teachers may also are presented and explained with
devise their own tasks. confidence. Can narrate events when
appropriate.
Both tasks will be in the form of a dialogue. The
tasks will be marked by the teacher and submitted 7– 8 Good
to AQA for moderation. The work of individual A good amount of information and
students may be informed by working with others points of view are conveyed and
but they must provide an individual response. regularly developed.
Students must not submit the same task for
Speaking and Writing. 5 – 6 Sufficient
A reasonable amount of information 3
Assessment Criteria Per Task and points of view are conveyed and
sometimes developed.
Marks
3 –4 Limited
Communication 10 Some simple information and opinions
are conveyed.
Range and Accuracy of Language 10 Few responses are developed.
Pronunciation and Intonation 5 1–2 Poor

Little relevant information
Interaction and Fluency 5 communicated. Very few appropriate
responses are developed.
TOTAL 30
0 No relevant information conveyed.
A zero score.

Range and Accuracy Marks Pronunciation and Intonation

Marks
of Language
5 Consistently good accent and
9 –10 A wide range of vocabulary, complex intonation.
structures and a variety of verb
tenses. Errors usually appear in 4 Generally good.
more complex structures.
3 Generally accurate but some
7– 8 A range of vocabulary; some inconsistency.
complex structures and a variety of
verb tenses attempted, though not 2 Understandable, but comprehension
always well formed. Some errors is sometimes delayed.
occur but the message is clear.
1 Barely understandable, making
5– 6 Limited vocabulary; sentences comprehension difficult.
generally simple but occasionally
more complex. Errors are quite 0 No language produced is worthy of
frequent, but the language is more credit.
3 accurate than inaccurate.
3– 4 Very limited vocabulary; short,

simple sentences. Errors very Marks Interaction and Fluency
frequent.
5 Responds readily and shows
1– 2 Isolated words of vocabulary. initiative. Conversation sustained
Occasional short phrases. Errors at a reasonable speed, language
often impede communication. expressed fluently.
0 No language produced is worthy of 4 Answers without hesitation and

credit. 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 No language produced is worthy of

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
Marks for each of Marks for Range and

Communication Pronunciation and Intonation Accuracy
and Interaction and Fluency 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
3
Controlled Assessment Tasks express points of view, present information and
show ability to deal with some unpredictable
See Appendix E for exemplar tasks. elements. For those students aiming to achieve
grade A, teachers must ensure that tasks offer
Task Setting – Limited Control the opportunity to express and explain ideas
and points of view, to narrate events, producing
Students are required to complete two tasks, of equal extended sequences of speech. For students
weighting. Teachers may use the exemplar tasks aiming to achieve grade F, teachers must ensure
provided in Appendix E of this specification, may use that tasks offer the opportunity to take part in
an adapted version of these exemplar tasks or may simple conversations, present simple information
devise tasks which meet students’ individual learning and express opinion.
needs or interests.
Controlled assessment advisers will be available to
Adapting Exemplar Tasks provide guidance to centres.
Teachers may adapt the exemplars in the Teacher-devised tasks do not need to be drawn from
following ways. the range of contexts listed in the specification.
Exemplar A (i) – the task must be an interview. General
It could be adapted to be an interview with, for
Centres must submit different tasks every two
example, a celebrity. Please see Appendix E,
years. This applies to the use of AQA exemplar
Exemplar A (ii).
tasks, adapted exemplar tasks and teacher-devised
Exemplar B (i) – the task must be a conversation. tasks.
The exemplar is drawn from the context ‘Leisure’.
Centres must submit different tasks for Speaking and
It could be adapted to be a conversation
Writing.
drawn from a different context, eg a special
occasion celebrated in the home from ‘Home
and Environment’, or from a different aspect of Task Taking – Medium Control
the ‘Leisure’ context, eg Holidays. It could be
drawn from outside the range of contexts listed All three stages below must be completed under
in the specification. Please see Appendix E, informal supervision. This means that supervision
Exemplar B (ii). must be sufficient to ensure that plagiarism does not
take place. The work of individual students may be
Controlled assessment advisers will be available to informed by working with others, eg in conversational
provide guidance to centres. groups but students must provide an individual
response.
Devising Tasks
Stage One
Teachers may choose to devise their own
tasks. When devising their own tasks, teachers This stage refers to the general teaching and learning
must ensure that students aiming to achieve activities carried out in preparation for receiving the
grades C and above use a variety of structures task. There is no time limit for this stage. Students
which may relate to past and future events and may make use of reference materials and resources
11
of all kinds including course books, dictionaries and Stage Three

internet resources as part of these teaching and
This stage is when students produce the final version.
learning activities.
Duration – Each task should last between 4 and
The teacher’s involvement is not limited at this
6 minutes.
stage.
Further guidance will be made available.
Stage Two
This stage begins when students are given the Task Marking – Medium Control
task. The teacher should discuss the task with
the students, including the kind of language they Teachers must mark the controlled assessment
might need and how to use their preparatory work. tasks using the assessment criteria provided in this
There must be no other support from the teacher. specification.
Students may have access to reference materials
including dictionaries, course books and internet Centres will be required to record an adequate
resources. This research can be carried out outside sample of tasks to provide sufficient evidence for
the classroom. moderation. Further guidance will be provided.
Further guidance will be made available.

3
12
3.5 Unit 4: Italian writing 46304

30% of the marks 60 marks Assessment Criteria
Students will complete two controlled assessment
tasks. These tasks are untiered. Differentiation is by Content
outcome, not by task. These may be drawn from the
exemplar tasks we provide or they may be adapted Marks Criteria
by teachers for their students. Teachers may also
devise their own tasks. 13–15 Very Good
Fully relevant and detailed response
The tasks will be marked by AQA. Students must
to the task. Sound ability to convey
complete all work independently. Students must
information clearly, express and
have access to dictionaries while writing up their final
explain ideas and points of view. Well
version under supervision.
organised structure.
10–12 Good
Mostly relevant response to the task
3
and shows ability to convey a lot
of information clearly, express and
explain ideas and points of view.
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 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 5 Largely accurate, although there

and structures. More complex may still be some errors especially in
sentences are handled with confidence attempts at more complex sentences.
and verb tenses are used successfully. Verbs and tense formations are secure.
7–8 Good variety of appropriate 4 Generally accurate with errors

vocabulary and structures used. occurring in attempts at more
More complex sentences are complex sentences. Verb and tense
attempted and are mostly successful. formations are usually correct.
5–6 Some variety of vocabulary and 3 More accurate than inaccurate.

structures used, including attempts at Verb forms and tense formations
longer sentences using appropriate are sometimes unsuccessful. The
linking words which are sometimes intended meaning is clear.
3 successful.
2 Many errors which often impede
3–4 Vocabulary is appropriate to the basic communication. Verb forms are rarely
needs of the task and structures are accurate.
mostly simple.
1 Limited understanding of the most
1–2 Inappropriate vocabulary with little basic linguistic structures. Frequent
understanding of language structure. errors regularly impede communication.
0 No language produced which is 0 No language produced which is

worthy of credit. 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.
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
14
Controlled Assessment Tasks Controlled assessment advisers will be available to

provide guidance to centres.
See Appendix F for exemplar tasks.
Teacher-devised tasks do not need to be drawn from
the range of contexts listed in the specification.
Task Setting – Limited Control
General
Students are required to complete two different types
Centres must submit different tasks every two years.
of task to ensure that they use language for different
This applies to the use of AQA exemplar tasks,
purposes. Teachers may use the exemplar tasks
adapted exemplar tasks and teacher-devised tasks.
provided in Appendix F of this specification, may use
an adapted version of these exemplar tasks or may Centres must submit different tasks for Speaking
devise tasks which meet students’ individual learning and Writing.
needs or interests. The tasks are equally weighted.
Adapting Exemplar Tasks Task Taking – High Control
Teachers may adapt exemplar tasks in the Stage One
following ways.
This stage refers to the general teaching and learning
Exemplar Task 1 activities carried out in preparation for receiving
‘A day in the life of a celebrity’ could be adapted to the task. 3
‘A day in my life’ or ‘My ideal day’ as a blog for a web There is no time limit for this stage. Students
page. Suggested content for ‘A day in my life’ may make use of reference materials of all kinds
could be: including course books, dictionaries and internet
• introduce yourself resources. The teacher’s involvement is not limited
at Stage One.
• how your day starts
• what you drink and eat Stage Two
• the people you meet during the day This stage begins when students are given the
• how does your day end task. This stage must be completed under informal
supervision. This means that supervision must be
Exemplar Task 3
sufficient to ensure that plagiarism does not take
‘Holidays – a chance to win 2 weeks in the sun’ could place. The work of individual students may be
be adapted to be ‘An account of a special occasion’ informed by working with others but students must
produced for a family web page. Suggested content provide an individual response. During Stage Two,
for ‘An account of a special occasion’ could be: students may have access to reference materials
• reason for the celebration including dictionaries, course books and internet
resources. This research can be carried out outside
• where it took place
the classroom.
• the people involved
• what you had to eat and drink Further guidance will be made available.
• what else happened Stage Three
• best memory of the day This stage is when students produce the final version.
Controlled assessment advisers will be available to Students must spend no more than 60 minutes,
provide guidance to centres. per task, on writing the final version.
Devising Tasks Students aiming at grades G–D should produce
Centres may choose to devise their own tasks. When 200–350 words across the two tasks;
devising their own tasks, teachers must ensure that Students aiming at grades C–A* should produce
students aiming to achieve grades C and above 400–600 words across the two tasks.
include a variety of structures which may include
different tenses or time frames and express points of Students must be in the direct sight of the supervisor
view as well as communicate information. For those at all times when writing up the final version.
students aiming to achieve grade A, teachers must Further guidance will be made available.
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 Task Marking – High Level of Control
students aiming to achieve grade F, teachers must The awarding body marks the controlled assessment.
ensure that tasks offer the opportunity to express
simple opinions using simple sentences and usually
convey the main points.
15
3.6 Grammar
GCSE candidates will be expected to have indefinite (e.g. nessuno, niente, ogni, qualcuno,
acquired knowledge and understanding of Italian qualcosa, qualche, uno)
grammar during their course. In the external interrogative (e.g. chi, che, cosa, che cosa, quanto/a,
assessment they will be required to apply their quanti/e) and ci/vi, ne
knowledge and understanding in tasks appropriate
to the tier for which they are entered, drawing from Demonstrative adjectives:
the following lists which are divided into Foundation uesto, quello
q
and Higher tier.
ecco
The examples in brackets are indicative, not exclusive.
Verbs:
For structures marked (R), receptive knowledge only
is required. regular and irregular forms of verbs, including
reflexive verbs
Foundation Tier all persons of the verb, singular and plural
modes of address: tu, Lei, voi
Nouns:
3 verbs followed by an infinitive without a preposition
gender verbs followed by an infinitive with a preposition
singular and plural forms, including common irregulars tenses: present
e.g. la mano, il cinema, perfect with avere, essere + agreement
il/la ciclista, la radio, la foto, gli uomini. imperfect: avere, essere and fare
Articles: other common verbs in the imperfect tense
definite, indefinite and partitive future
conditional: dovere, volere, piacere, potere
Adjectives: pluperfect (R)
agreement passive voice (R)
position imperative (R)
comparative and superlative: regular (più di, meno di, gerund (R)
il più, il meno, tanto... quanto, così....come) progressive construction with stare + gerund (R)
demonstrative (questo, quello) infinitive
indefinite: singular/plural usage (ogni, qualche, alcuni)
Negatives:
possessive
interrogative (qual, quale, quali) on, non...alcuno/a, non ancora, non...che, neanche,
n
nemmeno, niente, non...mai, mai, non … né...né,
Adverbs: non...niente, non...nessuno, non...nulla, non... più,
comparative and superlative non solo...ma anche
Quantifiers: Prepositions:
ommon expressions of quantity (abbastanza,

c a, da, di, in, su, con, entro (by, within), fra (between,
mezzo, molto, poco, un po’, tanto, troppo, quanto, in, through), per (for, in order to), senza, tra (between,
quarto,) in, through)
contracted forms of preposition + definite article (a,
Pronouns: da, di, in, su)
subject contracted forms of preposition + definite article
reflexive after common prepositional phrases (e.g. vicino alla
possessive: il mio etc. finestra)
relative: che, use of da with present tense
relative: cui Conjunctions:
object: direct (R) and indirect (R) o-ordinating and subordinating (most common e.g.
c
direct and indirect object after an infinitive e, ma, quando, perché)
or gerund (R) anche se, come se, e/ed, ma, mentre, o (...o),
disjunctive/emphatic oppure, perché, poiché, quando, se
after ecco
demonstrative
16
Higher Tier Verbs:
All grammar and structures listed for Foundation tier, ependent infinitives (fare riparare) (R)
d
plus: tenses: imperfect
pluperfect
Nouns:
conditional (R)
less common irregulars (e.g. il dito/le dita) past definite (R)
Adjectives: passive voice
perfect infinitive (e.g. dopo aver studiato...)
ommon irregular comparative and superlative,
c
including il migliore, il peggiore use of gerund with present tense of stare
use of quello and bello before a noun use of gerund with imperfect tense of stare
subjunctive mood: in commonly used expressions (R)
Pronouns:
common verbs + preposition + infinitive (e.g. finisco di
relative: cui, chi, il quale/la quale studiare..)
object, direct and indirect, combination of direct & Prepositions:
indirect
position and order of object pronouns use of da with imperfect tense
disjunctive/emphatic 3
indefinite: ciascuno, parecchi, ognuno, qualsiasi,
qualunque
17
3.7 Communication strategies

Candidates cannot be expected to have (f) Using common patterns between Italian
met and mastered all the linguistic elements and English
they will meet when reading and listening to There are thousands of words in Italian, which
authentic Italian. This leads to the need to can be easily understood without the use of a
develop communication strategies that can be dictionary, but with the application of a few simple
used to cope successfully with some unfamiliar strategies. These strategies will not work all of
words without having to refer to a dictionary. the time but they will help when a dictionary is not
There are two main types of strategy: those that available.
relate to understanding (reading and listening)
and those that relate to production (speaking
and writing).
Nouns
These strategies will greatly increase the candidate’s 1. Using cognates and near cognates.
ability to cope when they meet, or need to use Some nouns ending in -a or -o are spelt the
language which they have not previously met or have same in both Italian and English, although
forgotten. the pronunciation differs:
3 e.g. area, cinema, idea, radio
Strategies for Understanding 2. Abstract nouns ending in -ty in English
often end in -tà in Italian
(a) Ignoring words which are not necessary e.g. ability - abilità, quality- qualità
for a successful completion of the 3. Nouns ending in -ion in English often
task set end in -ione in Italian
Many tasks contain words which are not essential e.g. creation - creazione, decision -
for an understanding of the main points of the decisione
text. Students should learn to only look for the 4. Nouns ending in -nce and -ncy in English
information they need to answer questions and to often end in -nza in Italian
complete tasks. e.g. ambulance - ambulanza, emergency -
(b) Using the visual and verbal context emergenza
The student can find many clues as to the
purpose and content of a text from the Nouns and Adjectives
layout, title(s) and any related pictures. In
addition they can infer the meaning from 5. Nouns and adjectives ending in -id in English
a verbal context. A student who does not often end in -ido in Italian
know a word can, with some appropriate e.g. acid - acido, invalid - invalido
practice, be expected to understand it in the 6. Nouns and adjectives ending in -ive in English
context. often end in -ivo in Italian
(c) Making use of grammatical markers e.g negative - negativo, positive - positivo
and categories 7. Nouns and adjectives ending in -ry preceded by
When reading or listening students should learn a vowel in English often end in -rio Italian
to use such clues as the plural forms of nouns, e.g. necessary - necessario, ordinary -
adjectives or verbs and the formation of tenses, ordinario
in order to help them decide to which category 8. Nouns and adjectives ending in -al in English
(verb, noun, adjective etc.) an unknown word often end in -ale in Italian
belongs. e.g. animal - animale, central - centrale
(d) Making use of the social and cultural 9. Nouns and adjectives ending in -te after a vowel
context in English often end in -to in Italian
Good use can be made of the social and cultural e.g. certificate - certificato, moderate -
context of a passage e.g. a description of Carnival moderato
(Carnevale) festivities in Italy. 10. Nouns and adjectives ending in -or
(e) Using common patterns within Italian in English end in -ore in Italian
Students should be able to recognise familiar e.g. editor - editore, motor - motore
patterns which link nouns and adjectives and 11. Nouns and adjectives ending in -nt in English
verbs and nouns, e.g. the verb creare and the often end in -nte in Italian
noun creazione e.g. elegant - elegante, elephant - elefante,
18
Adjectives -pt- in English changes to -tt- in Italian

e.g. optician - ottico, optimist - ottimista
12. Adjectives ending in -ble in English often end in
-bile in Italian -th- in English changes to -t- in Italian
e.g. incredible - incredibile, adorable - e.g. theatre - teatro, therapy - terapia
adorabile -x- in English changes to -ss- in Italian
13. Adjectives ending in -ic in English end in -ico in e.g. exam - esame, experience - esperienza
Italian
-y- in English changes to -i- in Italian except at the
e.g. aromatic - aromatico, scientific -
end of a word
scientifico
e.g. style - stile, stupidity - stupidità
Verbs -y- in English at the end of a word changes to -ia- in

Italian
14. Verbs ending in -ate in English often e.g. geography - geografia, pharmacy -
end in -are in Italian farmacia
e.g. to celebrate - celebrare, to communicate -
-h- is not used in Italian except to maintain a hard -c
comunicare
or -g sound.
15. Verbs ending in -ise/ize or -yse/yze in English e.g. character - carattere, school - scuola
often end in -izzare in Italian chemical - chimico, ghetto - ghetto 3
e.g. to organise/ze - organizzare, to
paralyse/ze - paralizzare
Dictionaries
16. Verbs ending in -e (other than -ate and -ize) in
English often end in -are in Italian The use of dictionaries is not permitted in the
e.g. to adore - adorare, to cause - causare examination, but should be encouraged in
17. Verbs ending in -ify in English often class. Students need to acquire good dictionary skills
end in -ificare in Italian and to understand the limitations of dictionary use,
e.g. to notify - notificare, to clarify - chiarificare e.g. choosing the wrong word from a list of definitions,
18. Verbs ending in two consonants in English confusion over parts of speech, the dangers of
often end in -are in Italian word-for-word translations. Successful strategies
e.g. to confess - confessare, calm - calmare for dictionary use include:
1. understanding the meaning of terms and
Spelling Changes abbreviations used in a dictionary entry.
2. recognising different parts of speech so as to be
Other spelling changes can be noticed when able to find the word required.
we alter English to Italian. Please remember
3. recognising the word may be listed in a
these are general guidelines and will not work all
different form or may be required in a different
the time.
form from the one given in the dictionary. Students
-bs- in English changes to -ss- in Italian when wishing to find the meaning of chiedo must first
followed by a vowel work out that this is a verb form in order to look
e.g. absent - assente, absurd - assurdo up the meaning of chiedere and conversely the
infinitive chiedere found in the English-Italian
-bs- in English often changes to -s- in Italian when section will need to be changed in order to
followed by a consonant express “I ask ....”
e.g. to abstain - astenersi, abstract - astratto
4. picking the correct word from a list of alternatives,
-ct- in English changes to -tt- in Italian if necessary checking back in the Italian-English
e.g. October - ottobre, actor - attore part of the dictionary to find the word with the
appropriate meaning. A candidate looking up the
-dm- in English changes to -mm- in Italian
word “jog”, for example, may have to choose
e.g. administration - amministrazione,
from : spinta, colpetto, andatura lenta,
to admire - ammirare
urtare, rinfrescare, spingere, fare footing,
-dv- in English changes to -vv- in Italian fare jogging. They must check these words in
e.g. adventure - avventura, advocate - the Italian-English part of the dictionary to ensure
avvocato they have the correct meaning in the context.
5. recognising that word for word translation is
-ns- in English changes to -s- in Italian
often impossible e.g. expressions such as “to
e.g. instant - istante, to transfer - trasferire
make fun of” (prendere in giro) or “to pull a
-ph- in English changes to -f- in Italian fast one” (ingannare) cannot be translated
e.g. photo - foto, telephone - telefono literally.
19
Candidates need to have a sound vocabulary base (a) Using a word which refers to a similar item
and the confidence to attempt tasks where they do (b) Describing the physical properties of the item
not have access to a dictionary. (c) Requesting assistance
The communication strategies listed above will greatly (d) Simplifying
increase the student’s ability to cope with less familiar (e) Paraphrasing
language. (f) Referring to specific features
(g) Referring to the function of an item
Strategies for Production
In order to complete the Writing and Speaking tests
the candidate may find the following strategies helpful:
20
3.8 Vocabulary
The minimum core Vocabulary Lists are primarily Students will be expected to understand words which
intended as a guide for teachers to assist in the have the same or very similar form in the language as in
planning of schemes of work. the English, provided that such words have essentially
the same meaning in both languages. Such words are
The Listening and Reading assessment tasks at
not listed in the minimum core Vocabulary Lists.
Foundation Tier will be based on the Foundation List
and the General Vocabulary List; students should also Students will be expected to be familiar with feminine
expect to encounter some unfamiliar vocabulary, but forms of nouns/adjectives where these are not given.
they will not be tested on it.
Students may use the minimum core Vocabulary Lists
The Listening and Reading assessment tasks at Higher for their Speaking and Writing Controlled Assessment
Tier will be based on the Foundation and Higher Lists tasks, or they may prefer to choose vocabulary that
and the General Vocabulary List; in addition students suits their own contexts and purposes.
should also expect to encounter some unfamiliar
vocabulary, and may be tested on it, provided that it General Vocabulary
can be accessed through communication strategies.
Vocabulary listed in the Grammar Section can also
Students will be expected to use and understand the 3
general vocabulary listed below. The vocabulary is not
be tested but it is not listed in the minimum core
restricted to specific settings and can occur in any of
Vocabulary Lists.
the topic areas listed in the specification.
Comparisons anche All ordinal numbers

Comparatives and Superlatives cioè 1st to 21st
of adjectives/adverbs in comunque Other expressions
Vocabulary list. da una parte … dall’altra centinaio, un (centinaia di)
così ... come dunque migliaio, un (migliaia di)
differente forse decina, una
dissimile inoltre dozzina, una
diverso insomma ventina, una
inferiore nonostante trentina, una
maggiore ovviamente numero, il
massimo per caso numero, il (di telefono/cellulare)
meglio per fortuna numero dispari, il
meno perciò numero pari, il
migliore però paio, un
minimo prima di tutto Important verbs
minore purtroppo andare
ottimo (best, excellent) ragione per cui, la andarsene
peggio quindi aumentare
peggiore senza dubbio avere
pessimo (awful, very poor) sia … sia conoscere
più soprattutto dare
poco visto che dire
simile
The Alphabet diventare
stesso
Candidates should be familiar with divenire
superiore
the Italian alphabet and sould be dovere
tanto ... quanto able to spell words and names essere
uguale (…a)
Numbers fare
vario
All cardinal numbers 0–999 mettere
Connectives potere
mille
a dire la verità prendere
duemila
a parte questo sapere
milione, un
altrimenti stare
miliardo, un
21
tenere Buone vacanze interessarsi a

uscire Che peccato inutile
venire Ciao lato negativo, il
volere Cin cin lato positivo, il
Impersonal verbs Colpa mia male
piacere (... a) Come sta? meraviglia, la
mancare Come stai? meraviglioso
Come va? moderno
Asking Questions
Congratulazioni molto
Question words
Grazie molto bene
Che (Cosa)?
In bocca al lupo noioso
Chi?
Mi dispiace nuovo
Come?
No odiare
Cosa?
Non vedo l’ora di … pensare
Dove?
Per favore permettere
Perché?
Per fortuna piacere, il
3 Quale?
Per piacere preferire
Quando?
Prego preferito
Quanto/a/i/e?
Sì promettere
Common questions Scusi/Scusa scontento
A che ora...? sembrare
Opinions
Che data è? semplice
affascinante
Che giorno è? sentimento
allegro
Che ora è? sicuro
amare
Che ore sono? soddisfacente
annoiarsi
Da quanto tempo...? sorpresa, la
ansioso
Di che colore è? sorpreso
avere un’idea
Dov’è...? speranza, la
avere voglia di
Qual è la data? sperare
bene
Quanti ne abbiamo? stupendo
bravo
Quanto tempo .....? stupido
buono
Greetings and Exclamations cambiare idea terribile
A presto carino utile
A domani caro vecchio
A lunedì cattivo Expressions of Time
Arrivederci consentire Days of the week
Attenzione convincere lunedì (il)
augurare credere martedì (il)
Auguri d’accordo mercoledì (il)
Benvenuto/a/i/e desiderare giovedì (il)
Buon anno divertente venerdì (il)
Buon appetito divertirsi sabato (il)
Buon compleanno dubitare domenica (la)
Buon divertimento eccellente The seasons
Buon Natale essere d’accordo autunnale
Buon viaggio essere stufo di autunno, l’
Buona fortuna fantastico estate, l’ (f)
Buon giorno/buongiorno felice estivo
Buona notte impossibile invernale
Buona Pasqua incredibile inverno, l’
Buona sera/buonasera infelice primavera, la
Buone Feste interessante
22
primaverile di solito settimana, la

stagionale domani solamente
stagione, la dopo solo
Months of the year dopodomani soltanto
gennaio durante spesso
febbraio durare stagione
marzo (x)anni fa stamattina
aprile essere puntuale stanotte
maggio finalmente stasera
giugno fine, la subito
luglio fine settimana, il tanto
agosto fra poco tardi
settembre generalmente tra poco
ottobre già tra un minuto
novembre giorno, il tra una settimana/un mese
dicembre giorno dopo, il tutti i giorni/mesi
ieri ultimo 3
The Clock
altro ieri, l’ una volta (all’anno)
Numbers 1–60 +
improvvisamente veloce
accanto a
in weekend, il
avanti di (x) minuti
indomani, l’ (m) Location and distance
esatta/e
in orario a
esattamente
in punto a destra
in punto
lentamente a due passi
indietro di (x) minuti
lento a sinistra
mezzanotte
mattina, la accanto a
mezzo/a
mese avanti
mezzogiorno
momento, il centro, il
minuto, un
nel frattempo chilometro, il
ora, un’
normalmente contro
quarto, un
notte, la da
secondo, un
oggi da una parte
Other time expressions ogni (x) giorni da ogni parte
a volte ogni giorno da qualche parte
ad un tratto ogni tanto da questa parte
adesso ora da tutte le parti
al momento più tardi dall’altra parte
alla fine poi dappertutto
all’inizio pomeriggio, il davanti a
allo stesso tempo preciso dentro
allora presto destra
altro ieri, l’ prima di fronte a
anno prossimo dietro
appena qualche volta diritto/dritto
ci vuole ..(molto tempo) quasi di sopra
da ... a quotidiano di sotto
da ... in poi raramente dove, dov’è
data recentemente essere situato
davvero scorso est, l’ (m)
di colpo secolo, il fino a
di quando in quando sempre fuori .... (di)
di tanto in tanto sera, la giù .... (per)
23
in cima a verde rettangolare

in fondo a viola (inv) rotondo
in mezzo a Quantities, weights and triangolare
in nessun luogo measures Weather
in ogni luogo abbastanza asciutto
in periferia almeno bagnato
in qualche posto alto bollettino meteorologico, il
in qualsiasi luogo altro cielo, il
intorno a ancora clima, il
là, lì avere (x) metri di larghezza coperto
laggiù avere (x) metri di lunghezza fare bel/brutto tempo
lontano (da) basso fare caldo/freddo
luogo, il basta fare fresco
meridionale centimetro, il fare una fotografia
Meridione, il che taglia ha? gelare
nei dintorni di chilogrammo/chilo, il gelo, il
3 nord, il circa ghiaccio, il
occidentale come grado, il
orientale completamente lampo, il
ovest, l’ (m) dimensione, la mare, il
posto, il etto, l’ mite
qua, qui fetta, la mosso
settentrionale grammo, il nebbia, la
Settentrione, il grande neve, la
sinistra grasso nevicare
sopra grosso nuvola, la
sotto largo nuvoloso
su largo (x) metri ombra, l’
sud, il litro, il onda, l’
trovarsi medio palla di neve, la
verso metà, la pioggia, la
vicino (a metro, il piovere
Colour misura, la previsioni del tempo, le
arancione misurare sereno
azzurro molti/molte sole, il
bianco/a/hi/he molto/a temperatura, la
biondo pacchetto, il tempo, il
blu (inv) pacco, il temporale, il
bruno parecchi/parecchie umido
castano pesare tirare vento
celeste pezzo, il tuono, il
chiaro piccolo vento, il
colorato piuttosto Access
colore, il po’, un aperto
giallo sottile chiuso
grigio stretto completo
marrone totalmente divieto di fumo
nero troppo entrata libera, l’
rosa (inv) tutto libero
rosso Shape occupato
scuro di forma (...) vietato
tinta unita, la quadrato
24
Correctness alcolico cenare

aver ragione alcolismo, l’ cereale, il
aver torto alcolizzato/a, l’ cerotto, il
corretto alcool/alcol, l’ (inv) cibo, il
errore, l’ (m) alla griglia cioccolata, la
esatto ambulanza, l’ cioccolatino, il
falso ambulatorio, l’ cipolla, la
giusto ammalarsi cocaina, la
non è indicato ammalato colazione, la
non si sa ananas, l’ (inv) coltello, il
sbagliato andare a dormire compressa, la
vero andare dal medico/dentista corpo, il
Materials annuncio, l’ correre
argento, l’ arancia, l’ cotto
carta, la aranciata, l’ crema, la
cotone, il arrosto, l’ crudo
aspirina, l’ cucchiaino, il 3
cuoio, il
ferro, il astemio cucchiaio, il
lana, la avere caldo/freddo cucina, la
legno, il avere fame cucinare
metallo, il avere mal di (testa) cuore, il
oro, l’ avere paura di danneggiare
pelle, la avere sete danno, il
plastica, la avere sonno dannoso
seta, la banana, la dare da mangiare
vetro, il bellezza, la delizioso
ben cotto dente, il
Common Abbreviations
bere dentista, il/la
all.
bevande alcoliche, le dimagrire
C.A.P.
bevande analcoliche, le dito, il (le dita)
Dott.
bicchiere, il dolce, il
€
birra, la dolore, il
F.S.
biscotto, il droga, la /le droghe
I.V.A.
bistecca, la drogarsi
£/L.st
braccio, il (le braccia) drogato/a, il/la
mitt.
bucarsi droghe leggere, le
P.T
burro, il droghe pesanti, le
P.za
cadere eroina, l’
Prof./Prof.ssa
caffè, il (inv) esercizio fisico, l’
S.I.P.
caffelatte, il espresso, l’
Sig./ Sig.ra/ Sig.na
caldo essere in forma
V.
caloria, la fame, la
camminare fare aerobica
Foundation Tier
canapa indiana, la fare bene/male alla salute
LIFESTYLE cancro, il fare footing
Health cappuccino, il farina, la
aceto, l’ caramella, la farmacia, la
acqua minerale, l’ carne, la farmacista, il
acqua, l’ carota, la febbre, la
agnello, l’ caviglia, la fegato, il
aiuto, l’ cavolfiore, il ferito
alcolici, gli cena, la fetta di torta, la
25
forchetta, la orecchio, l’ spacciare

formaggio, il ospedale, l’ spacciatore/trice di droga, lo/la
fragola, la pancia, la spalla, la
freddo pane, il spazzolino da denti, lo
frittata, la panino, il (bread roll, sandwich) spinaci, gli
fritto pasta, la (pasta, pastry) spinello, lo
frutta, la pasticca, la spuntino, lo
fumare pastiglia, la stanco
fumatore, il pasto, il stare bene/male
fumo, il patata, la stomaco, lo
fumoso/a patate (patatine) fritte, le succedere
fungo, il patatine, le succo di frutta, il
gamba, la paté, il (inv) tavola calda, la
gambero, il pepe, il tè, il (inv)
gelato, il peperone verde/rosso, il testa, la
ginocchio, il (le ginocchia) pera, la torta, la
3 gola, la pericolo, il tosse da fumo, la
guarire pericoloso tossicodipendente, il/la
in buona salute pesce, il trafficante di droga, il/la
inalare piede, il trattoria, la
indigestione, l’ pieno ubriacarsi
influenza, l’ polizia, la ubriaco
ingrassare poliziotto, il uovo, l’ (le uova)
iniettarsi pollo, il uva, l’
insalata, l’ polmone, il vaniglia, la
lasagne, le (f pl) pomodoro, il vegetariano
latte, il pompiere, il verdura, la
lattuga, la profumo, il vigile del fuoco, il
limonata, la pronto soccorso, il vino, il
limone, il prosciutto cotto/crudo, il vizio, il
lista, la raffreddore, il voce, la
maiale, il rilassarsi vuotare
malato riposarsi vuoto
mangiare riso, il yogurt, lo (inv)
mano, la (le mani) ristorante, il zuccherato
mantenersi in forma rompere zucchero, lo
manzo, il rompersi zuppa, la
marmellata, la sale, il Relationships and Choices
medicina, la salute, la abituarsi
medico, il sangue, il abitudine, l’
mela, la sano adolescente, l’
melone, il scatola, la adulto, l’
merenda, la schiena, la amichevole
minestra, la secco amicizia, l’
minestrone, il sentire odore di …. amico/a, l’
morire sentirsi amore, l’
morte, la sete, la andare a trovare
morto, il sigaretta, la andare d’accordo
occhio, l’ smettere di animale domestico, l’
odore, l’ sniffare animale, l’
olio, l’ soffrire antipatico
oliva, l’ sostanza chimica, la
26
arrabbiato familiari, i nascere

attivo famoso naso, il
atto di violenza, l’ fare volontariato nato
avere ... anni fidanzarsi nazionalità, la (inv)
babbo, il fidanzato/a nervoso
baciare fidanzato/a, il/la nipote, il (nephew grandson)
bacio, il figlia, la nipote, la (niece,
baffi, i figlio, il granddaughter)
bambino/a, il/la firma, la nome, il
barba, la firmare nonna, la
bello forte nonni, i
bocca, la fratello, il nonno, il
brutto gatto, il normale
campagna, la (contro) gemello/a, il/la nozze, le (pl)
canarino, il genitore solo, un occhiali, gli (da sole)
cane, il genitore, il onesto
capelli, i (lunghi/corti) gente, la ospitalità, l’ (inv) 3
carattere, il gentile ospitare
carta d’identità, la giovane ospite, l’ (host/hostess, guest)
cavallo, il giovane, il/la padre, il
chiacchierare graffiti, i padrino, il
chiacchierone/a handicappato papà, il
chiamare identificare parente, il/la
chiamarsi identificazione, l’ parità, la
cognato/a, il/la immigrato, l’ partner ideale, il/la
cognome, il immigrazione, l’ passaporto, il
compagno/a, il/la in pensione pelle, la
compleanno, il incinta pensionato, il
coniglio, il incontro, l’ persona, la
contento incoraggiare pesce, il (rosso)
contribuire indirizzo, l’ piangere
coraggio, il individuo, l’ pigro
coraggioso innamorarsi porcellino d’India, il
corso, il (di formazione) intelligente portare
crescere invitare povero
criceto, il invito, l’ povertà, la
cugino/a, il/la lavoro, il di volontariato preferenza, la
dare fastidio (a) lenti a contatto, le prepotente
data, la (di nascita) lieto presentare
descrivere liscio proprio
descrizione, la litigare ragazza, la
discriminazione, la luna di miele, la ragazzo, il
disponibilità, la lungo razzismo, il
divorziare luogo, il (di nascita) razzista, il/la
divorziato/a madre, la ricci, i
documento, il madrina, la ricco
donna, la magro ringraziare
elegante mamma, la rischiare
essere nato marito, il scrivere
età, l’ (inv) matrimonio, il scusare
faccia, la modesto sensibilizzare
famiglia, la moglie, la senzatetto, il
27
separarsi batteria, la fare la coda

separato/a biglietto, il fare la fila
serio biglietto, il (da 10 euro) fare la spesa
serpente, il borsa, la (bag, handbag) fare un gol
signora, la calcio, il fare un piercing
signore, il calza, la fare una passeggiata
signorina, la calzini, i fare uno sconto
simpatico cambiare favorito
snello cambio, il felpa, la
socievole camicetta, la film d’amore, il
sorella, la camicia, la film d’avventura, il
sorriso cantante, il/la film dell’orrore, il
spiritoso cantare film di fantascienza, il
sportivo canzone, la film poliziesco, il
sposa, la caricare fragile
sposarsi carta di credito, la fruttivendolo, il
3 sposato/a cartoni animati, i galleria d’arte, la
sposi, gli cassa, la gelateria, la
sposo, lo centro commerciale, il gettare
timido centro sportivo, il giacca, la
tipo chat, la ginnastica, la
tranquillo chattare giocare
triste chitarra, la giocare a carte
uccello, l’ ciclismo, il giocatore, il
umiliato circolo giovanile, il giocattolo, il
uomo, l’ (gli uomini) cliccare gioco, il
vandalismo, il cliente, il/la giornale, il
vicino, il (di casa) coda, la gita, la
vivace collana, la gonna, la
viziato collezionare Grande Fratello
volontari, i collezione, la grande magazzino, il
zia, la commesso/a, il/la gratis
zio, lo comprare gratuito
LEISURE concerto, il gruppo, il
Free Time and the Media contanti guardare
abbonarsi conto, il incartare
abito, l’ conversare incontrarsi
a buon mercato conversazione, la indirizzo di posta elettronica, l’
abbonamento, l’ corto inizio, l’
abbigliamento, l’ costoso insieme
accettare costume da bagno, il intervallo, l’ (interval, school
andare a cavallo cravatta, la breaktime)
andare di moda denaro, il ipermercato, l’
angolo, l’ disco(teca), la la moneta
artista, l’ divertimento, il la palestra
ascensore, l’ divo del cinema, il lasciare
aspettare documentario, il leggere
attrezzatura, l’ economico lettore MP3, il
attualità, l’ edicola, l’ lettore, il
avere bisogno di essere tifoso di lettura, la
avere tempo di euro, l’ (inv) libreria, la
banda larga, la fare collezione di lira sterlina, la
28
lista della spesa, la portafoglio, il stella, la (del cinema)

Lotteria, la portamonete, il (inv) stivale, lo
macchina fotografica, la posta elettronica, la strumento, lo (musicale)
macelleria, la premio, il suggerire
maglia, la prezzi fissi, i suonare (to play an instrument,
maglietta, la prezzo, il ring bell)
maglione, il profumeria, la supermercato, il
membro, il profumo, il surfare
mensile programma, il (inv) tabaccheria, la
mercato, il qualità, la (inv) taglia, la
moda, la quantità, la (inv) tatuaggio, il
moneta, la raccontare telegiornale, il
musica, la racconto, il televisione, la
(classica/folk/pop/rock) regalare tempo libero, il
navigare regalo, il tennis da tavolo, il
negoziante, il/la registrare tirare
negozio del quartiere, il restare toccare 3
negozio di abbigliamento, il rete, la tornare
negozio di elettrodomestici, il ricevere ufficio postale, l’
negozio di generi alimentari, il ridere vedere
negozio di mobili, il riga, la verità, la (inv)
nuoto, il rischio, il vestito, il
offerta speciale, l’ ritornare vetrina, la
orecchini, gli rivista, la videogiochi, i
pagare (in contanti) romantico vincere
palestra, la sacchetto, il vincitore, il
palla, la salumeria, la violino, il
pallacanestro, la sandalo, il Holidays
pallamano, la scacchi, gli aereo, l’
pallavolo, la scaricare aeroporto, l’
pallone, il scarpa, la affittare (to rent, hire)
panetteria, la scegliere affitto, l’
pantaloni, i scelta, la africano/a, l’
parabola, la schermo, lo agriturismo, l’
partecipare sciarpa, la albergo, l’
partita, la sconto, lo all’aria aperta
passatempo, il scontrino, lo alloggio, l’
passato, il scoperta, la alt
pasticceria, la scoprire americano/a, l’
pattinaggio a rotelle, il sito internet, il andare all’estero
pattinaggio su ghiaccio, il sito web, il andare in vacanza
pattinaggio, il soldi, i antipasto, l’
pattinare soprannome, il aria condizionata, l’
pattini, i sottotitoli, i aria, l’
PC portatile speciale arrivare
perdente, il/la spedire un pacco arrivo, l’
perdere spendere Ascensione
pesante spettacolo, lo asciugamano, l’
piacere, un squadra, la attraversare
piano (forte), il stadio, lo austriaco/a, l’
pigiama, il stampante, la autonoleggio, l’
piscina, la stampare autostrada, l’
29
bagaglio, il disponibile Messa, la

bagno, il distanza, la metterci
balcone, il doccia, la mezza pensione, la
ballare dogana, la milanese
ballo, il dolce, il Milano
bandiera, la doppio misto
barca, la Edimburgo mondo, il
battello, il Epifania, l’ moto(cicletta), la
battesimo, il espresso, l’ motore, il
befana, la estero, l’ motorino, il
belga, il/la Europa, l’ museo, il
Belgio, il europeo/a, l’ Napoli
benzina, la fare il bagno (to have a Natale
bibita, la bath/swim) nient’altro?
bicicletta, la fare un giro noleggiare
biglietteria, la fare una fotografia noleggio, il
3 biglietto di andata e ritorno, il fare una gita Olanda, l’
biglietto di andata, il ferie, le olandese, l’
biglietto intero/ridotto, il Ferragosto, il ombrello, l’
binario, il Festa del lavoro, la ombrellone, l’
bolognese Festa del Santo Patrono, la opera, l’ (opera, work of art)
camera a due letti, la Festa della Repubblica, la ordinare
camera doppia, la fiorentino panettone, il
camera matrimoniale, la Firenze parcheggiare
camera singola, la foto(grafia), la parcheggio, il
cameriera, la francese, il/la partenza, la
cameriere, il Francia, la partire
campeggio, il funzionare passare
carnevale, il fuochi d’artificio, i passeggero, il
cartello stradale, il Galles, il pensione completa, la
casco, il gallese, il/la pensione, la
cercare Germania, la piantina, la
ciclomotore, il giro, il piatto del giorno, il
cintura di sicurezza, la Gran Bretagna, la pizzeria, la
classe (prima/seconda), la guida, la Portogallo, il
compreso guidare portoghese, il/la
consigliare impiegato/a, l’ prendere il sole
consiglio, il in ritardo prenotare
continuare (... a) incluso prenotazione, la
contorno, il Inghilterra, l’ presepe/presepio, il
controllare inglese, l’ prima colazione, la
convalidare Irlanda, l’ prima comunione, la
costa, la irlandese, l’ primo piatto, il
costare Italia, l’ progetto, il
crema solare, la italiano/a, l’ pullman, il
cresima, la lato, il Re Magi, i
crociera, la locale Regno Unito, il
dentifricio, il Londra religioso
deposito bagagli, il mal di mare, il ricordare
di nuovo martedì grasso, il ricordo, il
differenza, la maschera, la rimanere
diretto menù, il (turistico) ritorno, il
30
Roma via, la citofono, il

russo/a, il/la viaggiare città, la
sabbia, la viaggiatore, il cittadina, la
San Silvestro viaggio, il codice postale, il
Santo Stefano Vigilia di Natale, la comodo
sapone, il visitare condividere
Sardegna, la vista sul mare, la congelatore, il
sardo/a, il/la vista, la coperta, la
sci, lo (inv) volare copriletto, il
sciare volentieri corridoio, il
sciopero, lo volo, il cucina a gas, la
Scozia, la HOME AND ENVIRONMENT cucina elettrica, la
scozzese, il/la Home and Local Area cucina, la
secondo piatto, il abitante, l’ cuscino, il
seguire abitare detersivo, il
semaforo, il accendere disordinato
senso unico divano, il 3
aiutare
servizio, il albero di Natale, l’ dormire
Sicilia, la albero, l’ duomo, il
siciliano/a, il/la all’aperto duro
soggiorno, il alzarsi edificio, l’
Spagna, la andare a letto elettrico
spagnolo/a, lo/la antico entrare
specialità, la (della casa) appartamento, l’ entrata, l’
spiaggia, la aria, l’ (aperta) equitazione, l’
spiegare armadio, l’ (cupboard, erba, l’
sport invernale, lo wardrobe) fabbrica, la
spumante, lo aspirapolvere, l’ (inv) fare i piatti
Stati Uniti, gli Babbo Natale fare il letto
stazione, la banca, la fare la doccia
strada, la battistero, il fattoria, la
straniero biblioteca, la fermata, la (dell’autobus)
straniero, lo (foreigner, calcetto, il festa, la
stranger) calmo finestra, la
supplemento, il cambiarsi fiore, il
Svizzera, la camera, la (da letto) fontana, la
svizzero/a, lo/la campagna, la foresta, la
tedesco/a, il/la cantina, la forno a microonde, il
tenda, la capitale, la forno, il
traversata, la Capodanno, il frigorifero, il
treno, il carta igienica, la gabinetto, il
tricolore, il casa a schiera, la giardino, il
turista, il/la casa doppia, la importante
turistico casa, la industria, l’
Tutti i santi/Ognissanti cassettiera, la industriale
ufficio informazioni, l’ cassetto, il informazione, l’
uscita, l’ castello, il isola, l’
vacanza, la cattedrale, la lago, il
valigia, la cellulare, il lampada, la
Venezia chiave, la lampadina, la
veneziano chiesa, la lavabo, il
veramente circolo giovanile, il lavandino, il
31
lavare preparare da mangiare televisore, il

lavarsi primo piano, il tende, le (curtains)
lavastoviglie, la privato terra la
lavatrice, la provincia, la terrazza, la
leggero pubblico tetto, il
letto, il pulire toilette, la (inv)
libreria, la quadro, il torre, la
locale notturno, il quartiere, il tovaglia, la
luce, la radiolina, la tovagliolo, il
macchina, la regione, la ufficio turistico, l’
mappa, la residenziale vantaggio, il
marciapiede, il rosa, la vasca da bagno, la
mensa, la rumore, il vaso, il
metro(politana), la rumoroso vestirsi
mettere in ordine ruota, la villaggio, il
mobile, il sala da pranzo, la vista la
3 mobili, i salire vita, la
montagna, la salotto, il vivere
monumento, il sbrigarsi zona, la
mostrare scaffale, lo Environment
muro, il scala, la acqua del rubinetto, l’
natura, la scale, le ambiente, l’
negozio, il scendere aumento, l’
ora di pranzo/cena, l’ scrivania, la benzina senza piombo, la
ordinato sedersi bidone dei rifiuti, il
orologio, l’ sedia, la biodegradibile
paesaggio, il servizi, i bombolette spray, le
Paese, il (country) soffitta, la bottiglia, la
paese, il (village) soggiorno, il buco dell’ozono, il
palazzo, il sogno, il buttare
parco, il spazio multimediale, lo carbone, il
parete, la spazioso carta, la
parte, la specchio, lo contenitore, il
Pasqua, la spegnere disastro, il
periferia, la splendido distruggere
piano di sotto, il sport acquatico, lo filtrare
piano, il (floor, piano) stanza, la gas di scarico, il
pianta, la stereo, lo gas serra, i
pianta/ina, la storico globale
pianterreno, il studio, lo incendio, l’
piatto, il svantaggio, lo industria chimica, l’
piazza, la sveglia, la inquinamento dell’acqua, l’
pino, il svegliarsi inquinamento dell’aria, l’
pittoresco tappeto, il inquinamento, l’
poltrona, la tassì/taxi, il inquinare
ponte, il tavola, la isola pedonale, l’
porta, la tavolo, il lattina, la
porta-finestra, la tazza, la mezzi pubblici, i
porto, il teatro, il pedone, il
posta, la telefonare pista ciclabile, la
pranzare telefonino, il plastica, la
pranzo il telefono, il problema ambientale, il
32
produrre compiti, i libro, il (di testo)

proteggere compito, il liceo, il classico/linguistico/scientifico
pulito complicato lingua, la
riciclabile dare un esame lingue straniere, le
riciclaggio, il difficile maestro/a, il/la
riciclare dimenticare marinare la scuola
rifiuti, i direttore, il matematica, la
risparmiare direttrice, la materia, la
riusare disegno, il matita, la
sacchetti di plastica, i dizionario, il necessario
senza piombo domanda, la orario l’
sporcare domandare pagina, la
sporco dominare parlare
statistica, la economia domestica parola, la
terremoto, il economia, l’ passare un esame
traffico, il educazione fisica penna, la
trasporto, il errore, l’ pennarello a secco, il 3
usare esame, l’ pennarello, il
uso, l’ esempio, l’ permesso?
utilizzare facile prendere un bel/brutto voto
vestiti, i fare i compiti presente
vetro, il finire preside, il/la
zona pedonale, la fisica, la problema, il
WORK AND EDUCATION formazione, la prospettive, le
School/College and Future francese, il quaderno, il
Plans frase, la refettorio, il
a piedi frequentare registratore, il
alunno/a, l’ geografia, la regola, la
andare in bicicletta gesso, il religione, la
aprire giornalismo, il ricreazione, la
arte, l’ gomma, la righello, il
ascoltare greco, il ripetere
assente imparare risposta, la
aula, l’ informatica, l’ risultato, il
autobus, l’ (inv) inglese, l’ riuscire
bidello, il iniziare russo, il
biologia, la insegnante, l’ sala dei professori, la
bullismo fisico, il insegnare sala giochi
bullismo verbale, il insultare sbagliare
bullismo, il istruzione, l’ sbaglio, lo
bullo, il italiano, l’ scambio, lo
calcolatrice, la laboratorio linguistico, il scienza, la
campo da tennis, il laboratorio, il scuola elementare/primaria la
campo sportivo, il latino, il scuola media inferiore, la
capire lavagna a fogli mobili, la scuola media superiore, la
chimica, la lavagna bianca, la scuola privata, la
chiudere lavagna interattiva, la scuola secondaria/superiore, la
classe, la lavagna luminosa, la scuola statale/pubblica, la
classico lavagna, la scuola, la (mista)
collegio, il letteratura, la severo
cominciare lezione, la silenzio, il
compagno di classe, il libertà, la spagnolo, lo
33
storia, la fare una telefonata scrittore, lo

studiare fornaio, il scrittrice, la
studio, lo francobollo, il segretario/a, il/la
tacere futuro segreteria telefonica, la
tedesco, il garantire selezionatore, il
tema, il giornalista, il/la società, la
trimestre, il guadagnare società, la (di consulenza)
trovare guida, la (turistica/alpina) specializzazione, la
uniforme, l’ imbucare spedire
università, l’ (inv) impiegato amministrativo, l’ spiegazione, la
vittima, la importare stage aziendale, lo
vocabolario, il interprete, l’ stilista, lo/la
voto, il lavapiatti, il stipendio, lo
zaino, lo lavorare studente, lo
Current and Future Jobs lavoro temporaneo, il studentessa, la
a contatto con lavoro, il telegramma, il
3 legge, la titolo di studio, il
a tempo pieno
a turno (lavorare) lettera, la traduttore, il
appuntamento, l’ macellaio/a, il/la traduttrice, la
attore, l’ mandare ufficio, l’
attrice, l’ meccanico, il veterinario, il
autista, l’ messaggio, il
azienda, l’ migliorare Higher Tier
barbiere, il negoziante, il
LIFESTYLE
barra notizia, la
Health
busta, la obiettivi, gli
accadere
camionista, il onestà, l’
acqua potabile, l’
candidato, il operaio, l’
aglio, l’
carriera, la orario di lavoro, l’
albicocca, l’
cartolina, la orario flessibile, l’
allenamento, l’
casalingo/a, il/la ore lavorative, le
allenarsi
cassiere/a, il/la padrone, il
amaro
certamente paga, la
anfetamina, l’
chiocciola parrucchiere/a, il/la
aspetto, l’
colpo di telefono, il partecipazione, la
assaggiare
commerciante, il pittore, il
assumere
congresso, il pittrice, la
aver luogo
cuoco, il possibile
avvenire
decidere postino, il
avvertire
direttore, il prefisso, il
bollito
direttrice, la prete, il
brodo, il
dirigere professore, il
carciofo, il
ditta, la professoressa, la
cedere alla tentazione
divisa, la pronto
centro anti-droga, il
domicilio, il proprietario, il
cervello, il
dottore, il provare
cetriolo, il
dottoressa, la pubblicità, la (inv)
ciliegia, la
elenco telefonico, l’ punto
consumo, il
entusiasmo, l’ richiamare
cotoletta, la
esportare rispondere
crisi d’astinenza, la
essere disposto a scadenza, la
depressione, la
fare una domanda di lavoro scopo, lo
34
derivare abbonamento, l’ sorvegliare

disintossicarsi allegro strano
disoccupato anello, l’ (di fidanzamento) suocera, la
disoccupazione, la anziano suocero, il
emarginare ascolto dell’altro, l’ supervisione, la
fagiolino, il assistere sussidio di disoccapazione, il
fare moto attenzione, l’ sussidio, il
faticoso bisogni dell’altro, i svolgere
gustare canile, il tagliare
gusto, il casa di accoglienza, la tagliare i rapporti con la famiglia
gustoso categorie a rischio, le temperamento, il
lampone, il celebre teppismo, il
malattia cardiovascolare, la celibe teppista, il
melanzana, la cieco una famiglia composta da …
morfina, la coetaneo, il viaggio di nozze, il
noce, la cooperativo voler bene (a qn.)
odorare di … dedicare xenofobia, la 3
oppio, l’ deludere LEISURE
parità, la extracomunitari, gli Free Time and the Media
peggiorare fede, la (faith, wedding ring) a banda larga
pettine, il fratellastro, il accedere
piccante gabbia, la accesso a distanza, l’
pisello, il genero, il accompagnare
pompelmo, il gestione, la allegato
problema respiratorio, il giudizio, il alpinismo, l’
programma di riabilitazione, il indagine, l’ andare in barca a vela
provocare indipendente anonimo
prugna, la inserimento sociale, l’ assegno, l’
remare invadere atleta, l’
riabilitazione, la matrigna, la atletica, l’
ricetta, la minaccia, la beneficio, il
rinunciare minacciare cappello, il
riprendere conoscenza negozio di beneficenza, il cappotto, il
robusto nostalgia, la carrello, il
rosmarino, il nubile cartella, la
salato nuora, la cartoleria, la
sapere di offeso casella e-mail, la
sapore, il patrigno, il chiuso per ferie
saporito perpetrare chiuso per turno
scivolare pieno di vita cintura, la
sforzo, lo pregiudizio, il collant, i (inv)
slogare prospettiva di lavoro, la commedia, la
sogliola, la prostituta, la compilare un modulo
tonno, il prostituzione, la corsa, la
trota, la responsabili del centro, i destinatario, il
vena, la rinfresco nuziale, il didattico
vitello, il rompere le scatole a qn. drogheria, la
zucchino, lo scherzare film giallo, il
Relationships and Choices sieropositivo, il fioraio, il
a buon mercato socializzare gestire
a righe sordo giocare a (calcio/scacchi)
abbigliamento l’ sorellastra, la gioielleria, la
35
golfino, il Manica, la palma, la

guanto, il nave, la passaggio pedonale, il
impermeabile, l’ ostello della gioventù, l’ pentola, la
in diretta Parigi persiana, la
in tempo reale patente, la pieno zeppo
indovinare pista, la pozzo, il
lavanderia, la posto, il questura, la
monitorare rallentare recarsi
motore di ricerca, il rapido, il recintato
mutande, le roulotte, la (inv) ripostiglio, il
nascondere sala d’aspetto, la sgabuzzino, lo
pallanuoto, la scarponi da sci, gli siepe, la
panificio, il sedia a sdraio, la sindaco, il
paninoteca, la segnale, il sparecchiare
passeggiare tavolo a vela, il spolverare
pesca, la tessera, la stirare
3 pescare traghetto, il Environment
pescheria, la trascorrere alluminio, l’
potenzialità, la verificare anidride carbonica (CO2)
programmatore di computer, il vettura ristorante, la barattolo, il
reparto abbigliamento, il HOME AND ENVIRONMENT biologico
reparto casalinghi, il Home and Local Area buccia, la
reparto macelleria, il accomodarsi caldaia, la
reparto, il ammobiliato campana del vetro, la
resto, il apparecchiare cartone, il
ricerca, la badare al bambino cassonetto della carta, il
saldi, i (di fine stagione) bosco, il clorofluoro carburi (CFC)
scala mobile, la box, il (garage) confezione, la
sci nautico, lo bussare consumo giornaliero, il
servizio a domicilio, il campanello, il deforestazione, la
sistema operativo, il canale, il disboscamento, il
spiccioli, gli cartello, il discarica, la (dump, waste
spingere circondato disposal centre)
suoni, i collina, la ecologico
suono, il comò, il effetto serra, l’
svendita, la comodino, il farmaci scaduti, i
tastiera, la composto da fertilizzante, il
tecnico, il dare su fracasso, il
utente, l’ fiera, la impatto ambientale, l’
Holidays fiume, il inquinamento acustico, l’
a bordo foglia, la insetticida, un
blocchetto di biglietti, il griglia di sicurezza, la isola pedonale, l’
camion, il (inv) ingresso, l’ marmitta catalitica, la
carta stradale, la lavanderia, la (utility room, metano
coincidenza, la laundry) nocivo
direttissimo, il lenzuolo, il ossigeno, l’
Ginevra letto a castello, il petroliera, una
giorno feriale, il lettore di CD, il petrolio, il
giorno festivo, il mansarda, la pile scariche, le
guasto mensola, la processi industriali, i
incrocio, l’ municipio, il raccoglitore, il
linea, la padella, la raccolta differenziata, la
36
radiazioni ultraviolette licenziarsi acqua, l’

raffineria, la motivante ad un tratto
rifiuti organici, i motivare adesso
scomparire muratore, il adolescente, l’
sovraffollamento, il numero d’interno, il adulto, l’
sovraffollato pendolare, il/la aereo, l’
strato di ozono, lo personale, il aeroporto, l’
superficie terrestre, la porta a porta affascinante
WORK AND EDUCATION preoccupazione, la affittare (to rent, hire)
School/College and Future presentare una domanda affitto, l’
Plans d’impiego africano/a, l’
ambizioso prova scritta, la agnello, l’
attività cinematografiche, le sede centrale, la agosto
attività culturali, le squillare agriturismo, l’
attività editoriali, le stressante aiutare
bocciare telelavoro, il aiuto, l’
borsa di studio, la ufficio del personale, l’ al momento 3
comportamenti antisociali Alphabetical Vocabulary albergo, l’
corso professionale, il List Foundation albero di Natale, l’
delusione, la albero, l’
A
dettaglio, il alcolici, gli
a
esame di Stato, l’ alcolico
a buon mercato
gita scolastica, la alcolismo, l’
A che ora...?
laurea, la alcolizzato/a, l’
a contatto con
luoghi per vedere DVD alcool/alcol, l’ (inv)
a destra
prendere a pugni o calci all’aperto
a dire la verità
ripassare alla fine
A domani
rispettare alla griglia
a due passi
viaggi settimanali all’aria aperta
A lunedì
allegro
Current and Future Jobs a parte questo
all’inizio
allegare a piedi
allo stesso tempo
assumere A presto
alloggio, l’
aumento di stipendio, l’ a sinistra
allora
autorimessa, l’ a tempo pieno
almeno
avvocato, l’ a turno (lavorare)
alt
buca delle lettere, la a volte
alto
capo, il abbastanza
altrimenti
cercapersone, il abbigliamento l’
altro
collega, il/la abbonamento, l’
altro ieri, l’
contattare abbonarsi
alunno/a, l’
datore di lavoro, il abitante, l’
alzarsi
dirigente, il/la abitare
amare
domanda d’impiego, la abito, l’
ambiente, l’
fare il pendolare abituarsi
ambulanza, l’
Fiera, la abitudine, l’
ambulatorio, l’
fotocopia, la accanto a
americano/a, l’
fotocopiare accendere
amichevole
impegnativo accettare
amicizia, l’
impegnato aceto, l’
amico/a, l’
indipendenza economica, l’ acqua del rubinetto, l’
ammalarsi
licenziare acqua minerale, l’
ammalato
37
amore, l’ ascoltare bagaglio, il

ananas, l’ (inv) aspettare bagnato
anche aspirapolvere, l’ (inv) bagno, il
ancora aspirina, l’ balcone, il
andare assente ballare
andare a cavallo astemio ballo, il
andare a dormire attenzione bambino/a, il/la
andare a letto attivo banana, la
andare a trovare atto di violenza, l’ banca, la
andare all’estero attore, l’ banda larga, la
andare d’accordo attraversare bandiera, la
andare dal medico/dentista attrezzatura, l’ barba, la
andare di moda attrice, l’ barbiere, il
andare in bicicletta attualità, l’ barca, la
andare in vacanza augurare barra
andarsene Auguri basso
3 angolo, l’ aula, l’ basta
animale domestico, l’ aumentare battello, il
animale, l’ aumento, l’ batteria, la
anno austriaco/a, l’ battesimo, il
annoiarsi autista, l’ battistero, il
annuncio, l’ autobus, l’ (inv) befana, la
ansioso autonoleggio, l’ belga, il/la
antico autostrada, l’ Belgio, il
antipasto, l’ autunnale bellezza, la
antipatico autunno, l’ bello
aperto avanti ben cotto
appartamento, l’ avanti di (x) minuti bene
appena aver ragione Benvenuto/a/i/e
appuntamento, l’ aver torto benzina senza piombo, la
aprile avere benzina, la
aprire avere (x) metri di larghezza bere
arancia, l’ avere (x) metri di lunghezza bevande alcoliche, le
aranciata, l’ avere ... anni bevande analcoliche, le
arancione avere bisogno di bianco/a/hi/he
argento, l’ avere caldo/freddo bibita, la
aria condizionata, l’ avere fame biblioteca, la
aria, l’ avere mal di (testa) bicchiere, il
aria, l’ (aperta) avere paura di bicicletta, la
armadio, l’ (cupboard, avere sete bidello, il
wardrobe) avere sonno bidone dei rifiuti, il
arrabbiato avere tempo di biglietteria, la
arrivare avere un’idea biglietto di andata e ritorno, il
Arrivederci avere voglia di biglietto di andata, il
arrivo, l’ azienda, l’ biglietto intero/ridotto, il
arrosto, l’ azzurro biglietto, il
arte, l’ B biglietto, il (da 10 euro)
artista, l’ Babbo Natale binario, il
Ascensione babbo, il biodegradibile
ascensore, l’ baciare biologia, la
asciugamano, l’ bacio, il biondo
asciutto baffi, i birra, la
38
biscotto, il camera a due letti, la cassa, la

bistecca, la camera doppia, la cassettiera, la
blu (inv) camera matrimoniale, la cassetto, il
bocca, la camera singola, la cassiere/a, il/la
bollettino meteorologico, il camera, la (da letto) castano
bolognese cameriera, la castello, il
bombolette spray, le cameriere, il cattedrale, la
borsa, la (bag, handbag) camicetta, la cattivo
bottiglia, la camicia, la cavallo, il
braccio, il (le braccia) camionista, il caviglia, la
bravo camminare cavolfiore, il
bruno campagna, la (contro) celeste
brutto campagna, la cellulare, il
bucarsi campeggio, il cena, la
buco dell’ozono, il campo da tennis, il cenare
bullismo fisico, il campo sportivo, il centimetro, il
bullismo verbale, il canapa indiana, la centinaio, un (centinaia di …) 3
bullismo, il canarino, il centro commerciale, il
bullo, il cancro, il centro sportivo, il
Buon anno candidato, il centro, il
Buon appetito cane, il cercare
Buon compleanno cantante, il/la cereale, il
Buon divertimento cantare cerotto, il
Buon giorno/buongiorno cantina, la certamente
Buon Natale canzone, la chat, la
Buon viaggio capelli, i (lunghi/corti) chattare
Buona fortuna capire Che (Cosa)?
Buona notte capitale, la Che data è?
Buona Pasqua Capodanno, il Che giorno è?
Buona sera/buonasera cappuccino, il Che ora è?
Buone Feste caramella, la Che ore sono?
Buone vacanze carattere, il Che peccato
buono carbone, il che taglia ha?
burro, il caricare Chi?
busta, la carino chiacchierare
buttare carne, la chiacchierone/a
C Carnevale, il chiamare
cadere caro chiamarsi
caffè, il (inv) carota, la chiaro
caffelatte, il carriera, la chiave, la
calcetto, il carta di credito, la chiesa, la
calcio, il carta d’identità, la chilogrammo/chilo, il
calcolatrice, la carta igienica, la chilometro, il
caldo carta, la chimica, la
calmo cartello stradale, il chiocciola
caloria, la cartolina, la chitarra, la
calza, la cartoni animati, i chiudere
calzini, i casa a schiera, la chiuso
cambiare casa doppia, la ci vuole ..(molto tempo)
cambiare idea casa, la Ciao
cambiarsi casalingo/a, il/la cibo, il
cambio, il casco, il ciclismo, il
39
ciclomotore, il compreso crociera, la

cielo, il compressa, la crudo
Cin cin comunque cucchiaino, il
cintura di sicurezza, la concerto, il cucchiaio, il
cioccolata, la condividere cucina a gas, la
cioccolatino, il congelatore, il cucina elettrica, la
cioè Congratulazioni cucina, la
cipolla, la congresso, il cucinare
circa coniglio, il cugino/a, il/la
circolo giovanile, il conoscere cuoco, il
citofono, il consentire cuoio, il
città, la consigliare cuore, il
cittadina, la consiglio, il cuscino, il
classe (prima/seconda), la contanti D
classe, la contenitore, il da
classico contento da ogni parte
3 cliccare continuare (... a) da qualche parte
cliente, il/la conto, il Da quanto tempo...?
clima, il contorno, il da questa parte
cocaina, la contribuire da tutte le parti
coda, la contro da una parte
codice postale, il controllare da una parte … dall’altra
cognato/a, il/la convalidare da ... a
cognome, il conversare da ... in poi
colazione, la conversazione, la d’accordo
collana, la convincere dall’altra parte
collegio, il coperta, la danneggiare
collezionare coperto danno, il
collezione, la copriletto, il dannoso
colorato coraggio, il dappertutto
colore, il coraggioso dare
Colpa mia corpo, il dare da mangiare
colpo di telefono, il correre dare fastidio (a)
coltello, il corretto dare un esame
come corridoio, il data
Come sta? corso, il (di formazione) data, la (di nascita)
Come stai? corto dato che
Come va? Cosa? davanti a
Come? così...come davvero
cominciare costa, la decidere
commerciante, il costare decina, una
commesso/a, il/la costoso delizioso
comodo costume da bagno, il denaro, il
compagno di classe, il cotone, il dente, il
compagno/a, il/la cotto dentifricio, il
compiti, i cravatta, la dentista, il/la
compito, il credere dentro
compleanno, il crema solare, la deposito bagagli, il
completamente crema, la descrivere
completo crescere descrizione, la
complicato cresima, la desiderare
comprare criceto, il destra
40
detersivo, il documento, il erba, l’

Di che colore è? dogana, la eroina, l’
di colpo dolce, il errore, l’ (m)
di forma (...) doloro, il errore, l’
di fronte a domanda, la esame, l’
di nuovo domandare esatta/e
di quando in quando domani esattamente
di solito domenica (la) esatto
di sopra domicilio, il esempio, l’
di sotto dominare esercizio fisico, l’
di tanto in tanto donna, la esportare
dicembre dopo espresso, l’
dietro dopodomani espresso, l’
differente doppio essere
differenza, la dormire essere d’accordo
difficile dottore, il essere disposto a
dimagrire dottoressa, la essere in forma 3
dimensione, la dove, dov’è essere nato
dimenticare Dov’è...? essere puntuale
dire Dove? essere situato
diretto dovere essere stufo di
direttore, il dozzina, una essere tifoso di
direttrice, la droga, la /le droghe est, l’ (m)
dirigere drogarsi estate, l’ (f)
diritto/dritto drogato/a, il/la estero, l’
disastro, il droghe leggere, le estivo
disco(teca), la droghe pesanti, le età, l’ (inv)
discriminazione, la dubitare etto, l’
disegno, il duemila euro, l’ (inv)
disordinato dunque Europa, l’
disponibile duomo, il europeo/a, l’
disponibilità, la durante F
dissimile durare fabbrica, la
distanza, la duro faccia, la
distruggere E facile
dito, il (le dita) eccellente falso
ditta, la economia domestica fame, la
divano, il economia, l’ famiglia, la
divenire economico familiari, i
diventare edicola, l’ famoso
diverso edificio, l’ fantastico
divertente Edimburgo fare
divertimento, il educazione fisica, l’ fare aerobica
divertirsi elegante fare bel/brutto tempo
divieto di fumo elenco telefonico, l’ fare bene/male alla salute
divisa, la elettrico fare caldo/freddo
divo del cinema, il entrare fare collezione di
divorziare entrata libera, l’ fare footing
divorziato/a entrata, l’ fare fresco
dizionario, il entusiasmo, l’ fare i compiti
doccia, la Epifania, l’ fare i piatti
documentario, il equitazione, l’ fare il bagno (to have a
41
bath/swim) finestra, la garantire

fare il letto finire gas di scarico, il
fare la coda fino a gas serra, i
fare la doccia fiore, il gatto, il
fare la fila fiorentino gelare
fare la spesa Firenze gelateria, la
fare un giro firma, la gelato, il
fare un gol firmare gelo, il
fare un piercing fisica, la gemello/a, il/la
fare una domanda di lavoro fontana, la generalmente
fare una fotografia forchetta, la genitore solo, un
fare una gita foresta, la genitore, il
fare una passeggiata formaggio, il gennaio
fare una telefonata formazione, la gente, la
fare uno sconto fornaio, il gentile
fare volontariato forno a microonde, il geografia, la
3 farina, la forno, il Germania, la
farmacia, la forse gesso, il
farmacista, il forte gettare
fattoria, la foto(grafia), la ghiaccio, il
favorito fra poco già
febbraio fragile giacca, la
febbre, la fragola, la giallo
fegato, il francese, il giardino, il
felice francese, il/la ginnastica, la
felpa, la Francia, la ginocchio, il (le ginocchia)
ferie, le francobollo, il giocare
ferito frase, la giocare a carte
fermata, la (dell’autobus) fratello, il giocatore, il
Ferragosto, il freddo giocattolo, il
ferro, il frequentare gioco, il
Festa del lavoro, la frigorifero, il giornale, il
Festa del Santo Patrono, frittata, la giornalismo, il
la fritto giornalista, il/la
Festa della Repubblica, la frutta, la giorno dopo, il
festa, la fruttivendolo, il giorno, il
fetta di torta, la fumare giovane
fetta, la fumatore, il giovane, il/la
fidanzarsi fumo, il giovedì (il)
fidanzato/a fumoso/a giro, il
fidanzato/a, il/la fungo, il gita, la
figlia, la funzionare giù .... (per)
figlio, il fuochi d’artificio, i giugno
film d’amore, il fuori .... (di) giusto
film d’avventura, il futuro globale
film dell’orrore, il G gola, la
film di fantascienza, il gabinetto, il gomma, la
film poliziesco, il galleria d’arte, la gonna, la
filtrare Galles, il grado, il
finalmente gallese, il/la graffiti, i
fine settimana, il gamba, la grammo, il
fine, la gambero, il Gran Bretagna, la
42
grande incendio, l’ invito, l’

Grande Fratello incinta ipermercato, l’
grande magazzino, il incluso Irlanda, l’
grasso incontrarsi irlandese, l’
gratis incontro, l’ isola pedonale, l’
gratuito incoraggiare isola, l’
Grazie incredibile istruzione, l’
greco, il indietro di (x) minuti Italia, l’
grigio indigestione, l’ italiano, l’
grosso indirizzo di posta italiano/a, l’
gruppo, il elettronica, l’ L
guadagnare indirizzo, l’ là, lì
guardare individuo, l’ laboratorio linguistico, il
guarire indomani, l’ (m) laboratorio, il
guida, la industria chimica, l’ laggiù
guida, la (turistica/alpina) industria, l’ lago, il
guidare industriale 3
lampada, la
H infelice lampadina, la
handicappato inferiore lampo, il
influenza, l’ lana, la
I
informatica, l’ largo
identificare
informazione, l’ largo (x) metri
identificazione, l’
Inghilterra, l’ lasagne, le (f pl)
ieri
inglese, l’ lasciare
imbucare
inglese, l’ latino, il
immigrato, l’
ingrassare lato negativo, il
immigrazione, l’
iniettarsi lato positivo, il
imparare
iniziare lato, il
impiegato amministrativo, l’
inizio, l’ latte, il
impiegato/a, l’
innamorarsi lattina, la
importante
inoltre lattuga, la
importare
inquinamento dell’acqua, l’ lavabo, il
impossibile
inquinamento dell’aria, l’ lavagna a fogli mobili, la
improvvisamente
inquinamento, l’ lavagna bianca, la
in
inquinare lavagna interattiva, la
In bocca al lupo
insalata, l’ lavagna luminosa, la
in buona salute
insegnante, l’ lavagna, la
in cima a
insegnare lavandino, il
in fondo a
insieme lavapiatti, il
in mezzo a
insomma lavare
in nessun luogo
insultare lavarsi
in ogni luogo
intelligente lavastoviglie, la
in orario
interessante lavatrice, la
in pensione
interessarsi a lavorare
in periferia
interprete, l’ lavoro temporaneo, il
in punto
intervallo, l’ (interval, school lavoro, il
in punto
breaktime) lavoro, il di volontariato
in qualche posto
intorno a legge, la
in qualsiasi luogo
inutile leggere
in ritardo
invernale leggero
inalare
inverno, l’ legno, il
incartare
invitare lentamente
43
lenti a contatto, le maglione, il metà, la

lento magro metallo, il
lettera, la maiale, il metro(politana), la
letteratura, la mal di mare, il metro, il
letto, il malato metterci
lettore MP3, il male mettere
lettore, il mamma, la mettere in ordine
lettura, la mancare mezza pensione, la
lezione, la mandare mezzanotte
libero mangiare mezzi pubblici, i
libertà, la mano, la (le mani) mezzo/a
libreria, la mantenersi in forma mezzogiorno
libreria, la manzo, il Mi dispiace
libro, il (di testo) mappa, la migliaio, un (migliaia di …)
liceo, il (classico/linguistico/ marciapiede, il migliorare
scientifico) mare, il migliore
3 lieto marinare la scuola milanese
limonata, la marito, il Milano
limone, il marmellata, la miliardo, un
lingua, la marrone milione, un
lingue straniere, le martedì (il) mille
linguistico martedì grasso, il minestra, la
lira sterlina, la marzo minestrone, il
liscio maschera, la minimo
lista della spesa, la massimo minore
lista, la matematica, la minuto, un
litigare materia, la misto
litro, il matita, la misura, la
locale matrimonio, il misurare
locale notturno, il mattina, la mite
Londra meccanico, il mobile, il
lontano (da) medicina, la mobili, i
Lotteria, la medico, il moda, la
luce, la medio moderno
luglio meglio modesto
luna di miele, la mela, la moglie, la
lunedì (il) melone, il molti/molte
lungo membro, il molto
luogo, il meno molto bene
luogo, il (di nascita) mensa, la molto/a
M mensile momento, il
macchina fotografica, la menù, il (turistico) mondo, il
macchina, la meraviglia, la moneta, la
macellaio/a, il/la meraviglioso montagna, la
macelleria, la mercato, il monumento, il
madre, la mercoledì (il) morire
madrina, la merenda, la morte, la
maestro/a, il/la meridionale morto, il
maggio Meridione, il mosso
maggiore mese mostrare
maglia, la Messa, la moto (cicletta), la
maglietta, la messaggio, il motore, il
44
motorino, il nozze, le (pl) ospitare

muro, il numero dispari, il ospite, l’ (host/hostess, guest)
museo, il numero pari, il ottimo (best, excellent)
musica, la numero, il ottobre
(classica/folk/pop/rock) numero, il (di ovest, l’ (m)
N telefono/cellulare) ovviamente
Napoli nuotare P
nascere nuoto, il pacchetto, il
naso, il nuovo pacco, il
Natale nuvola, la padre, il
nato nuvoloso padrino, il
natura, la O padrone, il
navigare obiettivi, gli paesaggio, il
nazionalità, la (inv) occhiali, gli (da sole) Paese, il (country)
nebbia, la occhio, l’ paese, il (village)
necessario occidentale paga, la
3
negoziante, il occupato pagare (in contanti)
negoziante, il/la odiare pagina, la
negozio del quartiere, il odore, l’ paio, un
negozio di abbigliamento, il offerta speciale, l’ palazzo, il
negozio di elettrodomestici, il oggi palestra, la
negozio di generi alimentari, il ogni (x) giorni palla di neve, la
negozio di mobili, il ogni giorno palla, la
negozio, il ogni tanto pallacanestro, la
nei dintorni di Olanda, l’ pallamano, la
nel frattempo olandese, l’ pallavolo, la
nero olio, l’ pallone, il
nervoso oliva, l’ pancia, la
neve, la ombra, l’ pane, il
nevicare ombrello, l’ panetteria, la
nient’altro? ombrellone, l’ panettone, il
nipote, il (nephew grandson) onda, l’ panino, il (bread roll, sandwich)
nipote, la (niece, onestà, l’ pantaloni, i
granddaughter) onesto papà, il
No opera, l’ (opera, work of art) parabola, la
noioso operaio, l’ parcheggiare
noleggiare ora parcheggio, il
noleggio, il ora di pranzo/cena, l’ parco, il
nome, il ora, un’ parecchi/parecchie
non è indicato orario di lavoro, l’ parente, il/la
non si sa orario flessibile, l’ parete, la
Non vedo l’ora di … orario l’ parità, la
nonna, la ordinare parlare
nonni, i ordinato parola, la
nonno, il ore lavorative, le parrucchiere/a, il/la
nonostante orecchini, gli parte, la
nord, il orecchio, l’ partecipare
normale orientale partecipazione, la
normalmente oro, l’ partenza, la
notizia, la orologio, l’ partire
notte, la ospedale, l’ partita, la
novembre ospitalità, l’ (inv) partner ideale, il/la
45
Pasqua, la pesante portafoglio, il

passaporto, il pesare portamonete, il (inv)
passare pesce, il portare
passare un esame pesce, il (rosso) porto, il
passatempo, il pessimo (awful, very poor) Portogallo, il
passato, il pezzo, il portoghese, il/la
passeggero, il piacere (... a) possibile
pasta, la (pasta, pastry) piacere, il posta elettronica, la
pasticca, la piangere posta, la
pasticceria, la piano (forte), il postino, il
pastiglia, la piano di sotto, il posto, il
pasto, il piano, il (floor, piano) potere
patata, la pianta, la povero
patate (patatine) fritte, le pianterreno, il povertà, la
patatine, le piantina, la pranzare
paté, il (inv) piatto del giorno, il pranzo il
3 pattinaggio a rotelle, il piatto, il preciso
pattinaggio su ghiaccio, il piazza, la preferenza, la
pattinaggio, il piccolo preferire
pattinare piede, il preferito
pattini, i pieno prefisso, il
PC portatile pigiama, il Prego
pedone, il pigro premio, il
peggio pino, il prendere
peggiore pioggia, la prendere il sole
pelle, la piovere prendere un bel/brutto voto
pelle, la piscina, la prenotare
penna, la pista ciclabile, la prenotazione, la
pennarello a secco, il pittore, il preparare da mangiare
pennarello, il pittoresco prepotente
pensare pittrice, la presentare
pensionato, il più presente
pensione completa, la più tardi presepe/presepio, il
pensione, la piuttosto preside, il/la
pepe, il pizzeria, la presto
peperone verde/rosso, il plastica, la prete, il
per caso plastica, la previsioni del tempo, le
per favore po’, un prezzi fissi, i
per fortuna poco prezzo, il
Per piacere poi prima
pera, la polizia, la prima colazione, la
Perché? poliziotto, il prima comunione, la
perciò pollo, il prima di tutto
perdente, il/la polmone, il primavera, la
perdere poltrona, la primaverile
pericolo, il pomeriggio, il primo piano, il
pericoloso pomodoro, il primo piatto, il
periferia, la pompiere, il privato
permesso? ponte, il problema ambientale, il
permettere porcellino d’India, il problema, il
però porta, la produrre
persona, la porta-finestra, la professore, il
46
professoressa, la ragione per cui, la Roma

profumeria, la raramente romantico
profumo, il razzismo, il rompere
profumo, il razzista, il/la rompersi
progetto, il Re Magi, i rosa (inv)
programma, il (inv) recentemente rosa, la
promettere refettorio, il rosso
pronto regalare rotondo
pronto regalo, il rumore, il
pronto soccorso, il regione, la rumoroso
proprietario, il registrare ruota, la
proprio registratore, il russo, il
prosciutto cotto/crudo, il Regno Unito, il russo/a, il/la
prospettive, le regola, la S
prossimo religione, la sabato (il)
proteggere religioso sabbia, la
provare residenziale 3
sacchetti di plastica, i
provincia, la restare sacchetto, il
pubblicità, la (inv) rete, la sala da pranzo, la
pubblico rettangolare sala dei professori, la
pulire ricci, i sala giochi
pulito ricco sale, il
pullman, il ricevere salire
punto richiamare salotto, il
purtroppo riciclabile salumeria, la
Q riciclaggio, il salute, la
qua, qui riciclare San Silvestro
quaderno, il ricordare sandalo, il
quadrato ricordo, il sangue, il
quadro, il ricreazione, la sano
Qual è la data? ridere Santo Stefano
qualche volta rifiuti, i sapere
Quale? riga, la sapone, il
qualità, la (inv) righello, il Sardegna, la
Quando? rilassarsi sardo/a, il/la
Quanti ne abbiamo? rimanere sbagliare
quantità, la (inv) ringraziare sbagliato
Quanto tempo .....? ripetere sbaglio, lo
Quanto/a/i/e? riposarsi sbrigarsi
quartiere, il rischiare scacchi, gli
quarto, un rischio, il scadenza, la
quasi riso, il scaffale, lo
quindi risparmiare scala, la
quotidiano rispondere scale, le
risposta, la scambio, lo
R
ristorante, il scaricare
raccontare
risultato, il scarpa, la
racconto, il
ritornare scatola, la
radiolina, la
ritorno, il scegliere
raffreddore, il
riusare scelta, la
ragazza, la
riuscire scendere
ragazzo, il
rivista, la schermo, lo
47
schiena, la senzatetto, il sorpresa, la

sci, lo (inv) separarsi sorpreso
sciare separato/a sorriso
sciarpa, la sera, la sostanza chimica, la
scientifico sereno sottile
scienza, la serio sotto
sciopero, lo serpente, il sottotitoli, i
scontento servizi, i spacciare
sconto, lo servizi, i spacciatore/trice di droga,
scontrino, lo servizio, il lo/la
scoperta, la seta, la Spagna, la
scopo, lo sete, la spagnolo, lo
scoprire settembre spagnolo/a, lo/la
scorso settentrionale spalla, la
Scozia, la Settentrione, il spazio multimediale, lo
scozzese, il/la settimana, la spazioso
3 scrittore, lo severo spazzolino da denti, lo
scrittrice, la Sì specchio, lo
scrivania, la sia...sia speciale
scrivere Sicilia, la specialità, la (della casa)
scuola elementare/primaria la siciliano/a, il/la specializzazione, la
scuola media inferiore, la sicuro spedire
scuola media superiore, la sigaretta, la spedire un pacco
scuola privata, la signora, la spegnere
scuola secondaria/superiore, signore, il spendere
la signorina, la speranza, la
scuola statale/pubblica, la silenzio, il sperare
scuola, la (mista) simile spesso
scuro simpatico spettacolo, lo
scusare sinistra spiaggia, la
Scusi/Scusa sito internet, il spiegare
secco sito web, il spiegazione, la
secolo, il smettere di spinaci, gli
secondo piatto, il snello spinello, lo
secondo, un sniffare spiritoso
sedersi società, la splendido
sedia, la società, la (di consulenza) sporcare
segretario/a, il/la socievole sporco
segreteria telefonica, la soddisfacente sport acquatico, lo
seguire soffitta, la sport invernale, lo
selezionatore, il soffrire sportivo
semaforo, il soggiorno, il sposa, la
sembrare sogno, il sposarsi
semplice solamente sposato/a
sempre soldi, i sposi, gli
sensibilizzare sole, il sposo, lo
senso unico solo spumante, lo
sentimento soltanto spuntino, lo
sentire odore di …. sopra squadra, la
sentirsi soprannome, il stadio, lo
senza dubbio soprattutto stage aziendale, lo
senza piombo sorella, la stagionale
48
stagione svizzero/a, lo/la tosse da fumo, la

stagione, la T tossicodipendente, il/la
stamattina tabaccheria, la totalmente
stampante, la tacere tovaglia, la
stampare taglia, la tovagliolo, il
stanco tanto tra poco
stanotte tanto...quanto tra un minuto
stanza, la tappeto, il tra una settimana/un mese
stare tardi traduttore, il
stare bene/male tassì/taxi, il traduttrice, la
stasera tatuaggio, il trafficante di droga, il/la
Stati Uniti, gli tavola calda, la traffico, il
statistica, la tavola, la tranquillo
stazione, la tavolo, il trasporto, il
stella, la (del cinema) tazza, la trattoria, la
stereo, lo tè, il (inv) traversata, la
stesso teatro, il treno, il 3
stilista, lo/la tedesco, il trentina, una
stipendio, lo tedesco/a, il/la triangolare
stivale, lo telefonare tricolore, il
stomaco, lo telefonino, il trimestre, il
storia, la telefono, il triste
storico telegiornale, il troppo
strada, la telegramma, il trovare
straniero televisione, la trovarsi
straniero, lo (foreigner, televisore, il tuono, il
stranger) tema, il turista, il/la
stretto temperatura, la turistico
strumento, lo (musicale) tempo libero, il tutti i giorni/mesi
studente, lo tempo, il Tutti i santi/Ognissanti
studentessa, la temporale, il tutto
studiare tenda, la U
studio, lo tende, le (curtains) ubriacarsi
studio, lo tenere ubriaco
stupendo tennis da tavolo, il uccello, l’
stupido terra la ufficio informazioni, l’
su terrazza, la ufficio postale, l’
subito terremoto, il ufficio turistico, l’
succedere terribile ufficio, l’
succo di frutta, il testa, la uguale (…a)
sud, il tetto, il ultimo
suggerire timido umido
suonare (to play an tinta unita, la umiliato
instrument, ring bell) tipo una volta (all’anno)
superiore tirare uniforme, l’
supermercato, il tirare vento università, l’ (inv)
supplemento, il titolo di studio, il uomo, l’ (gli uomini)
surfare toccare uovo, l’ (le uova)
svantaggio, lo toilette, la (inv) usare
sveglia, la tornare uscire
svegliarsi torre, la uscita, l’
Svizzera, la torta, la uso, l’
49
utile vista la allenamento, l’

utilizzare vista sul mare, la allenarsi
uva, l’ vista, la alluminio, l’
V visto che alpinismo, l’
vacanza, la vita, la amaro
valigia, la vittima, la ambizioso
vandalismo, il vivace ammobiliato
vaniglia, la vivere andare in barca a vela
vantaggio, il viziato anello, l’ (di fidanzamento)
vario vizio, il anfetamina, l’
vasca da bagno, la vocabolario, il anidride carbonica (CO2)
vaso, il voce, la anonimo
vecchio volare anziano
vedere volentieri apparecchiare
vegetariano volere ascolto dell’altro, l’
veloce volo, il aspetto, l’
3 volontari, i assaggiare
venerdì (il)
Venezia voto, il assegno, l’
veneziano vuotare assistere
venire vuoto assumere
ventina, una W assumere
vento, il weekend, il atleta, l’
veramente X atletica, l’
verde (x) anni fa attenzione, l’
verdura, la attività cinematografiche, le
Y
verità, la (inv) attività culturali, le
yogurt, lo (inv)
vero attività editoriali, le
Z aumento di stipendio, l’
verso
zaino, lo autorimessa, l’
vestirsi
zia, la aver luogo
vestiti, i
zio, lo avvenire
vestito, il
zona pedonale, la avvertire
veterinario, il
zona, la avvocato, l’
vetrina, la
zuccherato
vetro, il B
zucchero, lo
vetro, il badare al bambino
zuppa, la
via, la barattolo, il
viaggiare Alphabetical Vocabulary List beneficio, il
viaggiatore, il Higher Tier biologico
viaggio, il A bisogni dell’altro, i
vicino (a) a banda larga blocchetto di biglietti, il
vicino, il (di casa) a bordo bocciare
videogiochi, i accadere bollito
vietato accedere borsa di studio, la
vigile del fuoco, il accesso a distanza, l’ bosco, il
Vigilia di Natale, la accomodarsi box, il (garage)
villaggio, il accompagnare brodo, il
vincere acqua potabile, l’ buca delle lettere, la
vincitore, il aglio, l’ buccia, la
vino, il albicocca, l’ bussare
viola (inv) allegare C
violino, il allegato camion, il (inv)
visitare allegro campana del vetro, la
50
campanello, il D Ginevra
canale, il dare su giocare a (calcio/scacchi)
canile, il datore di lavoro, il gioielleria, la
capo, il dedicare giorno feriale, il
cappello, il deforestazione, la giorno festivo, il
cappotto, il deludere gita scolastica, la
carciofo, il delusione, la giudizio, il
carrello, il depressione, la golfino, il
carta stradale, la derivare griglia di sicurezza, la
cartella, la destinatario, il guanto, il
cartello, il dettaglio, il guasto
cartoleria, la didattico gustare
cartone, il direttissimo, il gusto, il
casa di accoglienza, la dirigente, il/la gustoso
casella e-mail, la disboscamento, il I
cassonetto della carta, il discarica, la (dump, impatto ambientale, l’
categorie a rischio, le waste disposal centre) 3
impegnativo
cedere alla tentazione disintossicarsi impegnato
celebre disoccupato impermeabile, l’
celibe disoccupazione, la in diretta
centro anti-droga, il domanda d’impiego, la in tempo reale
cercapersone, il drogheria, la incrocio, l’
cervello, il E indagine, l’
cetriolo, il ecologico indipendente
chiuso per ferie effetto serra, l’ indipendenza economica, l’
chiuso per turno emarginare indovinare
cieco esame di Stato, l’ ingresso, l’
ciliegia, la extracomunitari, gli inquinamento acustico, l’
cintura, la inserimento sociale, l’
F
circondato insetticida, un
fagiolino, il
clorofluoro carburi (CFC) invadere
fare il pendolare
coetaneo, il isola pedonale, l’
fare moto
coincidenza, la
farmaci scaduti, i L
collant, i (inv)
faticoso lampone, il
collega, il/la
fede, la (faith, wedding ring) laurea, la
collina, la
fertilizzante, il lavanderia, la (utility room,
commedia, la
fiera, la laundry)
comò, il
Fiera, la lenzuolo, il
comodino, il
film giallo, il letto a castello, il
compilare un modulo
fioraio, il lettore di CD, il
comportamenti antisociali
fiume, il licenziare
composto da
foglia, la licenziarsi
confezione, la
fotocopia, la linea, la
consumo giornaliero, il
fotocopiare luoghi per vedere DVD
consumo, il
fracasso, il M
contattare
fratellastro, il malattia cardiovascolare, la
cooperativo
corsa, la G Manica, la
corso professionale, il gabbia, la mansarda, la
cotoletta, la genero, il marmitta catalitica, la
crisi d’astinenza, la gestione, la matrigna, la
gestire melanzana, la
51
mensola, la piccante ripassare

metano pieno di vita ripostiglio, il
minaccia, la pieno zeppo riprendere conoscenza
minacciare pile scariche, le rispettare
monitorare pisello, il robusto
morfina, la pista, la rompere le scatole a qn.
motivante pompelmo, il rosmarino, il
motivare porta a porta roulotte, la (inv)
motore di ricerca, il posto, il S
municipio, il potenzialità, la sala d’aspetto, la
muratore, il pozzo, il salato
mutande, le pregiudizio, il saldi, i (di fine stagione)
N prendere a pugni o calci sapere di
nascondere preoccupazione, la sapore, il
nave, la presentare una domanda saporito
negozio di beneficenza, il d’impiego scala mobile, la
3 problema respiratorio, il
noce, la scarponi da sci, gli
nocivo processi industriali, i scherzare
nostalgia, la programma di sci nautico, lo
nubile riabilitazione, il scivolare
numero d’interno, il programmatore di scomparire
nuora, la computer, il sede centrale, la
prospettiva di lavoro, la sedia a sdraio, la
O
prostituta, la segnale, il
odorare di …
prostituzione, la servizio a domicilio, il
offeso
prova scritta, la sforzo, lo
oppio, l’
provocare sgabuzzino, lo
ossigeno, l’
prugna, la siepe, la
ostello della gioventù, l’
Q sieropositivo, il
P
questura, la sindaco, il
padella, la
R sistema operativo, il
pallanuoto, la
raccoglitore, il slogare
palma, la
raccolta differenziata, la socializzare
panificio, il
radiazioni ultraviolette sogliola, la
paninoteca, la
raffineria, la sordo
Parigi
rallentare sorellastra, la
parità, la
rapido, il sorvegliare
passaggio pedonale, il
recarsi sovraffollamento, il
passeggiare
recintato sovraffollato
patente, la
remare sparecchiare
patrigno, il
reparto abbigliamento, il spiccioli, gli
peggiorare
reparto casalinghi, il spingere
pendolare, il/la
reparto macelleria, il spolverare
pentola, la
reparto, il squillare
perpetrare
responsabili del centro, i stirare
persiana, la
resto, il strano
personale, il
riabilitazione, la strato di ozono, lo
pescare
ricerca, la stressante
pescheria, la
ricetta, la suocera, la
petroliera, una
rifiuti organici, i suocero, il
petrolio, il
rinfresco nuziale, il suoni, i
pettine, il
rinunciare suono, il
52
superficie terrestre, la telelavoro, il V

supervisione, la temperamento, il vena, la
sussidio di disoccpazione, il teppismo, il verificare
sussidio, il teppista, il vettura ristorante, la
svendita, la tessera, la viaggi settimanali
svolgere tonno, il viaggio di nozze, il
T traghetto, il vitello, il
tagliare trascorrere voler bene (a qn.)
tagliare i rapporti con la trota, la X
famiglia U xenofobia, la
tastiera, la ufficio del personale, l’ Z
tavolo a vela, il una famiglia composta da … zucchino, lo
tecnico, il utente, l’
53
4 Scheme of Assessment
4.1 Aims and learning outcomes

GCSE specifications in Italian should encourage GCSE courses based on this specification should
learners to derive enjoyment and benefit from encourage candidates to:
language learning, and be inspired, moved • develop understanding of Italian in a variety of
and changed by following a broad, coherent, contexts
satisfying and worthwhile course of study. Learners
should recognise that their linguistic knowledge, • develop knowledge of Italian and language
understanding and skills help them to take their place learning skills
in a multilingual global society and also provide them • develop the ability to communicate effectively in
with a suitable basis for further study and practical Italian
use of Italian. GCSE specifications in Italian should
• develop awareness and understanding of
prepare learners to make informed decisions about
countries and communities where Italian is
further learning opportunities and career choices.
spoken.
4.2 Assessment Objectives (AOs)

The assessment units will assess the following Quality of Written Communication (QWC)
assessment objectives in the context of the content
and skills set out in Section 3 (Subject Content). In this specification quality of written communication
in English will not be assessed.
AO1 Understand spoken language
4
AO2 Communicate in speech
AO3 Understand written language
AO4 Communicate in writing
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 (%)

Overall Weighting
Assessment Objectives
of AOs (%)
Unit 1 or 2 Unit 3 or 4
AO1 or AO3 40 40
AO2 or AO4 60 60
Overall Weighting of Units (%) 40 60 100
54
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 (%) Overall

Assessment Objectives Weighting
Unit 1 Unit 2 Unit 3 Unit 4 of AOs (%)
AO1 20 20
AO2 30 30
AO3 20 20
AO4 30 30
Overall Weighting of Units (%) 20 20 30 30 100
4.3 National criteria

This specification complies with the following. • The Arrangements for the Statutory Regulation
• The Subject Criteria for Italian including the rules of External Qualifications in England, Wales and
for Controlled Assessment Northern Ireland: Common Criteria 4
• Code of Practice • The requirements for qualifications to provide
access to Levels 1 and 2 of the National
• The GCSE Qualification Criteria
Qualification Framework.
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 reviewed again to ensure such competences were
of competences. This is because they are general included only where essential to the subject. The
qualifications and, as such, prepare candidates for a findings of this process were discussed with groups
wide range of occupations and higher level courses. who represented the interests of a diverse range of
candidates.
The revised GCSE qualification and subject criteria
were reviewed to identify whether any of the Reasonable adjustments are made for disabled
competences required by the subject presented a candidates in order to enable them to access the
potential barrier to any candidates regardless of their assessments. For this reason, very few candidates
ethnic origin, religion, gender, age, disability or sexual will have a complete barrier to any part of the
orientation. If this was the case, the situation was 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 QCA’s 40% terminal rule means that 40% of the
Procedures and Codes for up to date entry assessment must be taken in the examination series
procedures. You should use the following entry codes in which the qualification is awarded. This rule is not
for the units and for certification. dependent on the size of the qualification. Therefore,
all GCSE candidates, whether taking short course,
Unit 1 – 46301F; 46301H
single and double awards, must have 40% of their
Unit 2 – 46302F; 46302H
5 Unit 3 – 46303
assessment taken at the end.
Unit 4 – 46304
GCSE Short Course: spoken language
certification – 4631
GCSE Short Course: written language
certification – 4632
GCSE certification – 4633
56
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 Access arrangements
legislation and the interests of minority groups in
developing and administering this specification. We can make arrangements so that candidates
with special needs can access the assessment.
We follow the guidelines in the Joint Council These arrangements must be made before the
for Qualifications (JCQ) document: Access examination. For example, we can produce a Braille
Arrangements, Reasonable Adjustments and Special paper for a candidate with a visual impairment.
Consideration: General and Vocational Qualifications.
This is published on the JCQ website
(http://www.jcq.org.uk) or you can follow the link
Special consideration
from our website (http://www.aqa.org.uk). 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 We will publish the minimum raw mark for each
will be graded on an eight-grade scale: A*, A, B, grade, for each unit, when we issue candidates’
C, D, E, F and G. Candidates who fail to reach the results. We will report a candidate’s unit results to
minimum standard for grade G will be recorded as centres in terms of uniform marks and qualification
U (unclassified) and will not receive a qualification results in terms of uniform marks and grades.
certificate.
For each unit, the uniform mark corresponds to a grade as follows.

Listening Speaking
(maximum uniform mark = 60) (maximum uniform mark = 90)
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
5 U 0–11 U 0–17
Reading Writing
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
58
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

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 Candidates will be graded on the basis of the work
certification within the shelf life of the specification submitted for assessment. 5
whether or not they have already been used.
Candidates must take units comprising at least 40%
Candidates may re-sit a unit once only. The better of the total assessment in the series in which they
result for each unit will count towards the final enter for certification.
qualification. Candidates may re-sit the qualification
an unlimited number of times.
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 If teachers/assessors have reservations about signing
AQA requires: the authentication statements, the following points of
• candidates to sign the Candidate Record Form guidance should be followed.
to confirm that the work submitted is their own • If it is believed that a candidate has received
• teachers/assessors to confirm on the additional assistance and this is acceptable within
Candidate Record Form that the work assessed the guidelines for the relevant specification, the
is solely that of the candidate concerned and was teacher/assessor should award a mark which
conducted under the conditions laid down by the represents the candidate’s unaided achievement.
specification The authentication statement should be signed
• centres to record marks of zero if candidates and information given on the relevant form.
cannot confirm the authenticity of work submitted • If the teacher/assessor is unable to sign the
for assessment. authentication statement for a particular
candidate, then the candidate’s work cannot be
The completed Candidate Record Form for each accepted for assessment.
candidate should be attached to his/her work.
All teachers who have assessed the work of any If, during the external moderation process, there is no
candidate entered for each component must sign the evidence that the work has been properly authenticated,
declaration of authentication. AQA will set the associated mark(s) to zero.
6.2 Malpractice
Teachers should inform candidates of the AQA If malpractice is suspected, the Examinations Officer
Regulations concerning malpractice. should be consulted about the procedure to be
followed.
Candidates must not:
• submit work which is not their own Where suspected malpractice in controlled
assessments is identified by a centre after
• lend work to other candidates
the candidate has signed the declaration of
• allow other candidates access to, or the use of, authentication, the Head of Centre must submit full
their own independently sourced source material details of the case to AQA at the earliest opportunity.
(this does not mean that candidates may not lend The form JCQ/M1 should be used. Copies of the
6 their books to another candidate, but candidates form can be found on the JCQ website
should be prevented from plagiarising other (http://www.jcq.org.uk/).
candidates’ research)
• include work copied directly from books, Malpractice in controlled assessments discovered
the Internet or other sources without prior to the candidate signing the declaration of
acknowledgement and attribution authentication need not be reported to AQA, but
should be dealt with in accordance with the centre’s
These actions constitute malpractice, for which internal procedures. AQA would expect centres to
a penalty (for example disqualification from the treat such cases very seriously. Details of any work
examination) will be applied. which is not the candidate’s own must be recorded
on the Candidate Record Form or other
appropriate place.
60
6.3 Teacher standardisation

AQA will hold annual standardising meetings for AQA will also contact centres if
teachers, usually in the autumn term, for controlled • the moderation of controlled assessment work
assessment. At these meeting we will provide support from the previous year has identified a serious
in developing and adapting appropriate controlled misinterpretation of the controlled assessment
assessment tasks and using the marking criteria. requirements;
If your centre is new to this specification, you must • inappropriate tasks have been set, or
send a representative to one of the meetings. If • a significant adjustment has been made to a
you have told us you are a new centre, either by centre’s marks.
submitting an intention to enter and/or an estimate
of entry or by contacting the subject team, we will In these cases, centres will be expected to send
contact you to invite you to a meeting. 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
mfl@aqa.org.uk.
6.4 Internal standardisation of marking

Centres must standardise marking to make sure that Internal standardisation may involve:
all candidates at the centre have been marked to the • all teachers marking some trial pieces of work and
same standard. One person must be responsible identifying differences in marking standards
for internal standardisation. This person should sign
• discussing any differences in marking at a
the Centre Declaration Sheet to confirm that internal
training meeting for all teachers involved in the
standardisation has taken place.
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 The annotation will help the moderator to see as 6
must require internal assessors to show clearly how precisely as possible where the teacher considers
the marks have been awarded in relation to the that the candidates have met the criteria in the
marking criteria defined in the specification and that specification.
the awarding body must provide guidance on how
Work could be annotated by means of summative
this is to be done.
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 Centres will normally be notified which candidates’
to AQA and the moderator on the mark forms work is required in the sample to be submitted to
provided by the specified date (see the moderator (please refer to section 7.1 for further
http://www.aqa.org.uk/deadlines.php). guidance on submitting samples).
6.7 Factors affecting individual candidates

Teachers should be able to accommodate the Candidates who move from one centre to another
occasional absence of candidates by ensuring that during the course sometimes present a problem for
the opportunity is given for them to make up missed a scheme of controlled assessment work. Possible
controlled assessments. courses of action depend on the stage at which the
move takes place. If the move occurs early in the
If work is lost, AQA should be notified immediately of
course the new centre should take responsibility
the date of the loss, how it occurred, and who was
for controlled assessment work. If it occurs late in
responsible for the loss. Centres should use the JCQ
the course it may be possible to arrange for the
form JCQ/LCW to inform AQA Centre and Candidate
moderator to assess the work through the ‘Educated
Support Services of the circumstances.
Elsewhere’ procedure. Centres should contact
Where special help which goes beyond normal AQA at the earliest possible stage for advice about
learning support is given, AQA must be informed appropriate arrangements in individual cases.
through comments on the Candidate Record Form
so that such help can be taken into account when
moderation takes place.
6.8 Retaining evidence

The centre must retain the work of all candidates, may be returned to candidates after the deadline for
with Candidate Record Forms attached, under secure enquiries about results. If an enquiry about a result
conditions, from the time it is assessed, to allow for has been made, the work must remain under secure
the possibility of an enquiry about results. The work conditions in case it is required by AQA.
62
7 Moderation
7.1 Moderation procedures

Moderation of the Speaking is by inspection of a Following the re-marking of the sample work, the
sample of candidates’ work, sent from the centre moderator’s marks are compared with the centre
to a moderator appointed by AQA. The centre marks to determine whether any adjustment is
marks must be submitted to AQA and to the needed in order to bring the centre’s assessments
moderator by the specified deadline (see into line with standards generally. In some cases it
http://www.aqa.org.uk/deadlines.php). may be necessary for the moderator to call for the
Centres entering fewer candidates than work of additional candidates in the centre. In order
the minimum sample size should submit to meet this possible request, centres must retain
the work of all of their candidates. Centres under secure conditions and have available the
entering larger numbers of candidates will controlled assessment work and Candidate Record
be notified of the candidates whose work will be Forms of every candidate entered for the examination
required in the sample to be submitted for and be prepared to submit it on demand. Mark
moderation. 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 The centres concerned must nominate a consortium
arrangements (ie where candidates from different co-ordinator who undertakes to liaise with AQA on
centres have been taught together but where they behalf of all centres in the consortium. If there are
are entered through the centre at which they are on different co-ordinators for different specifications, a
roll), the centres must inform AQA by completing the copy of the JCQ/CCA form must be submitted for
JCQ/CCA form. 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 at the time results are issued, giving feedback on the
with details of the final marks for the controlled accuracy of the assessments made, and the reasons
assessment work. for any adjustments to the marks.
The candidates’ work will be returned to the centre We may retain some candidates’ work for awarding,
after the examination. The centre will receive a report, archive or standardising purposes.
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.
8.1 Authentication of controlled assessment

In order to meet the requirements of Code of Practice If teachers have reservations about signing the
AQA requires. authentication statements, the following points of
• candidates to sign the Candidate Record Form guidance should be followed.
to confirm that the work submitted is their own, • If it is believed that a candidate has received
and additional assistance and this is acceptable within
• teachers to confirm on the Candidate Record the guidelines for the relevant specification, the
Form that the work is solely that of the candidate authentication statement should be signed and
concerned and was conducted under the information given on the relevant form.
conditions laid down by the specification. • If the teacher is unable to sign the authentication
statement for a particular candidate, then
The completed Candidate Record Form for each
the candidate’s work cannot be accepted for
candidate should be attached to his/her work.
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 If malpractice is suspected, the Examinations Officer
Regulations concerning malpractice. should be consulted about the procedure to be
followed.
Candidates must not:
• submit work which is not their own; Where suspected malpractice in controlled
assessments is identified by a centre after
• lend work to other candidates;
the candidate has signed the declaration of
• allow other candidates access to, or the use of, authentication, the Head of Centre must submit full
their own independently sourced source material details of the case to AQA at the earliest opportunity.
(this does not mean that candidates may not lend The form JCQ/M1 should be used. Copies of the
their books to another candidate, but candidates form can be found on the JCQ website
should be prevented from plagiarising other (http://www.jcq.org.uk/).
candidates’ research);
• include work copied directly from books, Malpractice in controlled assessments discovered
the internet or other sources without prior to the candidate signing the declaration of
acknowledgement and attribution; authentication need not be reported to AQA, but
should be dealt with in accordance with the centre’s
• submit work typed or word-processed by a third internal procedures. AQA would expect centres to
person without acknowledgement. treat such cases very seriously. Details of any work
These actions constitute malpractice, for which which is not the candidate’s own must be recorded
a penalty (for example disqualification from the on the Candidate Record Form or other
examination) will be applied. appropriate place.
64
8.3 Teacher support

AQA makes marked exemplar work available 8
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 Where special help which goes beyond normal
occasional absence of candidates by ensuring that learning support is given, AQA must be informed
the opportunity is given for them to make up missed through comments on the Candidate Record Form
controlled assessments. An alternative supervised, so that such help can be taken into account when
timed session may be organised for candidates who marking takes place.
are absent at the time which the centre originally
Candidates who move from one centre to another
arranged.
during the course sometimes present a problem for
If work is lost, AQA should be notified immediately of a scheme of controlled assessment work. Possible
the date of the loss, how it occurred, and who was courses of action depend on the stage at which the
responsible for the loss. Centres should use the JCQ move takes place. If the move occurs early in the
form JCQ/LCW to inform AQA Centre and Candidate course the new centre should take responsibility for
Support Services of the circumstances. 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.
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.
A
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.
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
C 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.
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.
F
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.
A
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 European Dimension
issues, including those particularly relevant to the
education of students at Key Stage 4, have been AQA has taken account of the 1988 Resolution of the
identified and taken into account of in the preparation Council of the European Community in preparing this
of this specification. They will only form part of the specification and associated specimen units.
assessment requirements where they relate directly
Understanding of European development can be
to the specific content of the specification and have
developed through all of the contexts and topics
been identified in Section 3: Content.
since these relate to the countries/communities
Understanding of spiritual, moral, ethical and social where the language is spoken. It will not, however, be
issues can be developed through the following assessed.
contexts and topics: Lifestyle: Health; Relationships
and Choices. It will not, however, be assessed. Environmental Education
Understanding of economic issues can be developed
AQA has taken account of the 1988 Resolution of
through the following contexts and topics: Leisure:
the Council of the European Community and the
Free Time and the Media. It will not, however, be
Report “Environmental Responsibility: An Agenda for
assessed.
Further and Higher Education” 1993 in preparing this
Understanding of cultural issues can be developed specification and associated specimen units.
through the study of all contexts and topics. It will
Understanding of environmental issues can be
not, however, be assessed.
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.
67
C Overlaps with other Qualifications

There are no overlaps with other qualifications at
Levels 1 and 2 of the qualifications framework.
68
D Key Skills – Teaching, Developing and Providing Opportunities

for Generating Evidence
Introduction
The Key Skills Qualification requires candidates to Candidates following a course of study based on this
demonstrate levels of achievement in the Key Skills specification for Italian can be offered opportunities
of Communication, Application of Number and to develop and generate evidence of attainment in
Information and Communication Technology. aspects of the Key Skills of:
The Wider Key Skills of Improving own Learning and • Communication
Performance, Working with Others and Problem • Application of Number
Solving are also available. The acquisition and • Information and Communication Technology
demonstration of ability in these ‘wider’ Key Skills is • Working with Others
deemed highly desirable for all candidates.
• Improving own Learning and Performance
Copies of the Key Skills Standards may be • Problem Solving.
downloaded from QCA’s website:
http://www.qca.org.uk/qca_6444.aspx Areas of study and learning that can be used to
encourage the acquisition and use of Key Skills,
The units for each Key Skill comprise three sections: and to provide opportunities to generate evidence
• What you need to know for Part B of units, are provided in the Teachers’
• What you must do Resource Bank for this specification.
• Guidance. 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.
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?
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?
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?
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.
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.
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:
http://events.aqa.org.uk/ebooking
Copyright © 2008 AQA and its licensors. All rights reserved.

MIG0459.08
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.

AQA-Gcse Italian Specicification

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6 Controlled Assessment Administration (Speaking) 60

8 Controlled Assessment Administration (Writing) 64

1.1 Why choose AQA?

1.2 Why choose Italian?

1.3 How do I start using this specification?

1.4 How can I find out more?

Unit 2: Reading Unit 4: Writing

3.1 Contexts and purposes

3.2 Unit 1: Italian listening 46301F; 46301H

3.3 Unit 2: Italian reading 46302F; 46302H

3.4 Unit 3: Italian speaking 46303

Pronunciation and Intonation 5 1–2 Poor

Range and Accuracy Marks Pronunciation and Intonation

3– 4 Very limited vocabulary; short,

0 No language produced is worthy of 4 Answers without hesitation and

3 Ready responses; some evidence of

2 Some reaction. Sometimes hesitant,

1 Little reaction. Very hesitant and

0 No language produced is worthy of

Marks for each of Marks for Range and

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

of all kinds including course books, dictionaries and Stage Three

Further guidance will be made available.

3.5 Unit 4: Italian writing 46304

0 The answer shows no relevance to

Range of Language Accuracy

Marks Criteria Marks Criteria

9–10 Wide variety of appropriate vocabulary 5 Largely accurate, although there

7–8 Good variety of appropriate 4 Generally accurate with errors

5–6 Some variety of vocabulary and 3 More accurate than inaccurate.

0 No language produced which is 0 No language produced which is

Content Mark Marks for Range of Language Marks for Accuracy

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 Controlled assessment advisers will be available to

 ommon expressions of quantity (abbastanza,

Higher Tier Verbs:

3.7 Communication strategies

Adjectives -pt- in English changes to -tt- in Italian

Verbs -y- in English at the end of a word changes to -ia- in

Comparisons anche All ordinal numbers

tenere Buone vacanze interessarsi a

primaverile di solito settimana, la

in cima a verde rettangolare

Correctness alcolico cenare

forchetta, la orecchio, l’ spacciare

arrabbiato familiari, i nascere

separarsi batteria, la fare la coda

lista della spesa, la portafoglio, il stella, la (del cinema)

bagaglio, il disponibile Messa, la

Roma via, la citofono, il

ommon expressions of quantity (abbastanza,

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

D Key Skills – Teaching, Developing and Providing Opportunities