CCEA GCSE Specimen Assessment Materials for Spanish · 2020. 5. 14. · CCEA GCSE Specimen Assessment Materials for Spanish Version 3: May 2020. GCSE. For first teaching from September

CCEA GCSE Specimen Assessment Materials for

Spanish

Version 3: May 2020

GCSE

For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 5750

Version 3: May 2020

ForewordCCEA has developed new specifications which comply with criteria for GCSE qualifications. The specimen assessment materials accompanying new specifications are provided to give centres guidance on the structure and character of the planned assessments in advance of the first assessment. It is intended that the specimen assessment materials contained in this booklet will help teachers and students to understand, as fully as possible, the markers’ expectations of candidates’ responses to the types of tasks and questions set at GCSE level. These specimen assessment materials should be used in conjunction with CCEA’s GCSE Spanish specification.

Version 3: May 2020

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Version 3: May 2020

GCSE SpanishSpecimen Assessment Materials

Contents

Specimen Papers 3

Unit 1 Foundation Tier: Listening 3Unit 1 Higher Tier: Listening 21Unit 2 Role-play Situations: Speaking 39Unit 3 Foundation Tier: Reading 59Unit 3 Higher Tier: Reading 77Unit 4 Foundation Tier: Writing 97Unit 4 Higher Tier: Writing 111

Mark Schemes 125

General Marking Instructions 127Unit 1 Foundation Tier: Listening 131Unit 1 Foundation Tier: Transcript 135Unit 1 Higher Tier: Listening 145Unit 1 Higher Tier: Transcript 149Unit 2 Teacher’s Booklet: Speaking 159Unit 2 Speaking: Modern Languages 183Unit 3 Foundation Tier: Reading 187Unit 3 Higher Tier: Reading 193Unit 4 Foundation Tier: Writing 197Unit 4 Higher Tier: Writing 205

Acknowledgements 213

Version 3: May 2020

Subject Code 5750

QAN 603/1064/9

A CCEA Publication © 2017

You may download further copies of this publication from www.ccea.org.uk Version 3: May 2020

SPECIMEN PAPERS

DIVIDER FRONT

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SPECIMEN PAPERS

DIVIDER BACK

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Centre Number

Candidate Number

General Certificate of Secondary Education2020

For Examiner’s use only

Question Number

Marks

1

2

3

4

5

6

7

8

9

10

11

12

TotalMarks

TIME35 minutes approx.

INSTRUCTIONS TO CANDIDATESWrite your Centre Number and Candidate Number in the spaces provided at the top of this page. You must answer the questions in the spaces provided.Do not write outside the boxed area on each page or on blank pages.*Complete in blue or black ink only. Do not write with a gel pen or pencil. Answer all twelve questions.You will have 5 minutes to read through the paper after the CD starts.

INFORMATION FOR CANDIDATESThe total mark for this paper is 60. Figures in brackets printed down the right-hand side of pages indicate the marks awarded to each question or part question. Use of a dictionary is not permitted.

Spanish

[GSH11]SPECIMEN PAPER

Unit 1: Listening

Foundation Tier

3

TIME

*Relevant for live examinations only.

Version 3: May 2020

Examiner Only

Marks Re-mark

4

Answer all questions.

Section A

Questions and answers in English.

1 Feeling ill.

You are in a pharmacy in Spain and hear various customers speaking to the pharmacist.

What is wrong with each of them?

Tick [] the correct box below.

(a)

A B C

[1]

(b)

A B C

[1]

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5

2 Weather.

You hear this weather forecast while on holiday in Spain.

What will the weather be like on Monday and Tuesday?

Write the correct letter in the box beside each day.

(a) Monday [1]

(b) Tuesday [1]

A B

C D

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6

3 Sport.

Listen to Pedro talking about his favourite sport.

Tick [] the correct box below.

(a) What is Pedro’s favourite sport?

(i) (ii) (iii)

[1] (b) How long has Pedro been playing?

(i) 5 years (ii) 15 months (iii) 10 months [1]

(c) When does Pedro train?

(i) Monday and Tuesday (ii) Tuesday and Thursday

(iii) Wednesday and Friday

[1]

(d) Where does Pedro go on Saturdays?

(i) (ii) (iii)

[1]

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7

4 In the restaurant.

You are in a restaurant in Spain with your family.

Tick [] the correct box.

(a) What does the waiter recommend as a starter?

A B C

[1]

(b) What does the waiter recommend as a main course? A B C

[1]

(c) What does the waiter recommend as dessert? A B C

[1]

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(d) What drink does the waiter recommend? A B C

[1] (e) What does the waiter notice is missing from the table? A B C

[1] (f) What is the waiter also going to bring? A B C

[1]

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9

5 Celebrations.

Your Spanish friend, Lucía, is making arrangements for her birthday party.

A MusicB DrinksC PresentsD Start timeE VenueF Birthday cakeG Finishing time

Write the correct letter in the boxes below.

(a) [1]

(b) [1]

(c) [1]

(d) [1]

(e) [1]

(f) [1]

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10

6 At the hotel.

While sitting in reception you hear various people speaking to the receptionist.

Listen to what they say.

Complete the following sentences in English in the spaces provided.

(a) The is not working. [1]

(b) There are no in the bathroom. [1]

(c) He does not like the room because there is no view of the

. [1]

(d) She wants to know if she has to pay extra for . [1]

(e) He wants to know if there is in the room. [1]

(f) She wants to change . [1]

(g) She is complaining because she cannot open the . [1]

(h) He wants to know if the is far away. [1]

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11

7 Holidays.

You hear Julia, a Spanish student, talking about her holiday plans.

Write the correct letter in the box.

(a) Julia is going

A abroad.

B to the seaside.

C to the mountains. [1]

(b) Julia is going with

A her friends.

B her school.

C her family. [1]

(c) Julia is going for

A 1 week.

B 5 days.

C a fortnight. [1]

(d) Julia intends to

A sunbathe.

B relax.

C walk. [1]

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(e) Julia will travel by

A boat.

B plane.

C car. [1]

(f) Julia is going to buy a

A hat.

B t-shirt.

C postcard. [1]

12 Version 3: May 2020

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13

8 Home life.

Juan talks about how he and his brother spend the weekends.

Listen to what Juan says.

Answer the questions in English.

(a) What two things do Juan and his brother like to do at the weekends?

(i) [1]

(ii) [1]

(b) Give two reasons why they are not able to watch TV during the week.

(i) [1]

(ii) [1]

(c) What two things do they have for breakfast on Sundays?

(i) [1]

(ii) [1]

(d) What two things do they do afterwards?

(i) [1]

(ii) [1]


Examiner Only

Marks Re-mark

14

Section B

Questions and answers in Spanish.

9 El medio ambiente.

Escucha un programa sobre problemas en el medio ambiente.

Escribe la letra correcta en la casilla.

(a) Susana está preocupada por la polución

A de los ríos B del campoC del mar D del aire

[1]

(b) Las empresas contaminan

A el agua B la playaC la tierra D las calles

[1]


Examiner Only

Marks Re-mark

1515

10 En el colegio.

Tu amiga describe su colegio.

Escribe la letra correcta.

(a) Los alumnos son muy

A trabajadores.

B ruidosos.

C inteligentes. [1]

(b) Los profesores son

A habladores.

B simpáticos.

C severos. [1]

(c) Los deberes son

A importantes.

B fáciles.

C largos. [1]

(d) La comida en la cantina es

A barata.

B cara.

C deliciosa. [1]

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16

11 En el pueblo.

Estás perdido durante tus vacaciones en España y preguntas a unas personas.

Elige la letra correcta y el número correcto para cada sección y escríbelos en la tabla.

(a) Estás buscando hay que

A 1

B 2

C 3

Letra Número(a)

[2]


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17

(b) Estás buscando hay que

A 1

B 2

C 3

Letra Número(b)

[2]


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18

(c) Estás buscando hay que

A 1

B 2

C 3

Letra Número

(c) [2]

A

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12 Empleos.

Durante una visita a España escuchas un programa en la radio sobre diferentes empleos.

Rellena los espacios con la frase correcta en español de la casilla abajo.

muy casado fuera paga

difícil la gente aburrido a tiempo

El empleo La ventaja La desventaja

(a) Granjero le encanta estar _______ es un trabajo _________

[2]

(b) Secretaria los autobuses llegan ______________

siempre son _________ populares con los viajeros [2]

(c) Cajero le gusta trabajar con____________

el empleo no ____________ bien

[2]

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THIS IS THE END OF THE QUESTION PAPER


Centre Number

Candidate Number



Question Number

Marks

1

2

3

4

5

6

7

8

9

10

11

12

TotalMarks

TIME45 minutes approx.

INSTRUCTIONS TO CANDIDATESWrite your Centre Number and Candidate Number in the spaces provided at the top of this page.You must answer the questions in the spaces provided.Do not write outside the boxed area on each page or on blank pages.Complete in black ink only. Do not write with a gel pen.Answer all TWELVE questions.You will have 5 minutes to read through the paper after the CD starts.

INFORMATION FOR CANDIDATESThe total mark for this paper is 60.Figures in brackets printed down the right-hand side of pages indicate the marks awarded to each question or part question.Use of a dictionary is not permitted.

Spanish


Unit 1: Listening

Higher Tier

21


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Marks Re-mark

22

Answer all questions

Section A




Escribe la letra correcta en la casilla.

(a) Susana está preocupada por la polución

A de los ríos B del campoC del mar D del aire

[1]

(b) Las empresas contaminan

A el agua B la playaC la tierra D las calles

[1]

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Examiner Only

Marks Re-mark

23

2 En el colegio.


Escribe la letra correcta.

(a) Los alumnos son muy

A trabajadores.

B ruidosos.

C inteligentes. [1]

(b) Los profesores son

A habladores.

B simpáticos.

C severos. [1]

(c) Los deberes son

A importantes.

B fáciles.

C largos. [1]

(d) La comida en la cantina es

A barata.

B cara.

C deliciosa. [1]

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24

3 En el pueblo.


Elige la letra correcta y el número correcto para cada sección y escríbelos en la tabla.

(a) Estás buscando hay que

A 1

B 2

C 3

Letra Número(a)

[2]

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25

(b) Estás buscando hay que

A 1

B 2

C 3

Letra Número(b)

[2]

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(c) Estás buscando hay que

A 1

B 2

C 3

Letra Número

(c) [2]

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27

4 Empleos.


Rellena los espacios con la frase correcta en español de la casilla abajo.

muy casado fuera paga

difícil la gente aburrido a tiempo

El empleo La ventaja La desventaja

(a) Granjero le encanta estar _______ es un trabajo _________

[2]

(b) Secretaria los autobuses llegan __________

siempre son _________ populares con los viajeros [2]

(c) Cajero le gusta trabajar con ____________

el empleo no _________bien

[2]

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28

Section B


5 Healthy lifestyles.

You are listening to an interview with young people on healthy lifestyles.

What four issues are they talking about?

Letter IssueA Sufficient sleepB Not drinking alcoholC Physical activityD Drinking enough liquidsE Healthy eatingF Not smoking

Write the correct letter in the boxes below.

(a) [1]

(b) [1]

(c) [1]

(d) [1]

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29

6 Jobs.

Some Spanish students talk about voluntary work that they do.

Write what they do in English in the spaces provided below.

(a) Marisol [1]

(b) Jaime [1]

(c) María [1]

(d) José [1]

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30

7 New technologies.

Some young people tell you their opinions on the use of mobile phones in school.

Write the correct letter in the box.

(a) Mobiles should not be used in school because

A they are noisy.

B pupils don’t learn anything.

C the mobiles annoy teachers. [1]

(b) A mobile is useful for

A phoning a parent.

B checking the time.

C using the internet. [1]

(c) It is important for

A texting your grandparents.

B checking e-mails.

C communicating with friends from other schools. [1]

(d) His friend’s mobile

A is expensive.

B was stolen.

C is new. [1]


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(e) In language class they use mobiles to

A find words.

B do homework.

C read articles. [1]

(f) Mobiles help pupils to

A plan journeys.

B enjoy themselves.

C be safe. [1]


Examiner Only

Marks Re-mark

32

8 Holidays.

Young people are discussing their past holidays.

Answer the question in English.

(a) What two activities did Roberto do while on holiday last year?

[2]

(b) (i) Which country did Enrique visit three years ago?

[1]

(ii) As well as winter sports, what other sport did Enrique do?

[1]

(c) (i) When did María go to Portugal?

[1]

(ii) What was María looking for in the shops?

[1]


Examiner Only

Marks Re-mark

3333

9 Region.

You hear a radio broadcast where students talk about where they live.

Fill in the table below in English.

Where he/she lives Advantage Disadvantage

(a)[1]

Quiet[1]

(b) Countryside[1] [1]

(c)[1] [1]

Too much litter

(d) City[1] [1]

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10 Stress

Some young people talk about what they do to reduce stress.

How do they reduce stress? Write in English.

(a) Roberto ______________________________________________ [1]

(b) Isabel _______________________________________________ [1]


Examiner Only

Marks Re-mark

35

11 Free Time

Listen to these young people talking about their free time.

Choose the correct phrase for each person.

A Good for friendship.

B Has to go home early.

C Not interested in dancing.

D Sore eyes.

E Likes the big screen.

F No negative impact on schoolwork.

G Does exercise outside.

H Comes from a very sporty family.

(a) Alberto

(b) Susana

(c) Enrique

(d) Sara

(e) Miguel

(f) Lara

[6]


Examiner Only

Marks Re-mark

36

12 Family Relationships

María is talking about her family and their future.

Answer the questions in English

(a) (i) What does María argue about with her mother?

[1]

(ii) Why does she not get on well with her older brother?

[1]

(iii) What does she do with her younger sister?

[1]

(b) (i) What does María not want to do in the future?

[1]

(ii) What is important to her in a relationship?

[1]

(iii) Give one adjective to describe a future partner?

[1]

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BLANK PAGE


SpanishUnit 2

Speaking:

Role-play Situations

[GSH2]SPECIMEN



BLANK PAGE



TIME7–12 minutes and 10 minutes preparation time.

INSTRUCTIONS TO CANDIDATESYou have 10 minutes to prepare the accompanying material.The use of a dictionary is not permitted.

INFORMATION FOR CANDIDATESYou make your notes on the Candidate Role-play Response Sheet supplied by your teacher, which you then bring into the examination with you. You must leave the sheet with your teacher at the end of the examination.The total mark for this examination is 60.

The examination is in three parts.Part 1: Role-plays carry 10 marks each.Part 2: Conversation Topic 1 carries 20 marks.Part 3: Conversation Topic 2 carries 20 marks.

Additional Materials RequiredCandidate Role-play Response Sheet will be provided by your teacher.

Spanish


Speaking:Role-play Situations

Context for Learning 1(Session A)


42

CONTEXT FOR LEARNING 1 SESSION A

SITUATION A

Culture, customs, festivals and celebrations

Instructions to the candidate:

You are walking into school and discussing Christmas with your best friend.

Your teacher will play the part of your best friend.

Your teacher will speak first.

1 Say why you like/don’t like the Christmas holidays.

2 Say two things that you like to eat at Christmas.

3 Describe your favourite Christmas TV programmes/types of programmes.

4 Say one gift that you want to get for Christmas.

5 Say what you did last Christmas.

SITUATION B

Free time, leisure and daily routine


You are speaking to an assistant at a football stadium in Spain.

Your teacher will play the part of the assistant.


1 Say you want two tickets.

2 Say that you want tickets for one adult and one child.

3 Ask the price.

4 Say you are going to the football shop.

5 Say what you want to buy there.

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Spanish



Context for Learning 1(Session B)


44

CONTEXT FOR LEARNING 1 SESSION B

SITUATION C

Social media and new technology


You are at school with your best friend when you realise that you do not have your mobile phone.



1 Ask if you can use his/her mobile phone.

2 Say you have lost your phone.

3 Say you need to send a message to a member of your family.

4 Say a message is cheaper.

5 Say you are going to look in your school bag.

SITUATION D

Free time, leisure and daily routine


You are on an exchange visit to Spain and you are telling your exchange partner about your daily routine.

Your teacher will play the part of your exchange partner.


1 Say what time you normally get up.

2 Say what you eat for breakfast.

3 Tell your friend how you get to school.

4 Say why you like/dislike public transport.

5 Mention two things you do after school.

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45

Spanish



Context for Learning 1(Session C)

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46

CONTEXT FOR LEARNING 1 SESSION C

SITUATION E

Myself, my family, relationships and choices


You are talking about your family with your new friend.

Your teacher will play the part of your new friend.


1 Say how many people there are in your family.

2 Give two details about your family pet.

3 Say how well you get on with your parents.

4 Say what you usually do together as a family.

5 Say what you did with your family last week.

SITUATION F

Social media and new technology


You are having a conversation about social media in class with your teacher.

Your teacher will play the part of your teacher.


1 Say how long you spend every day on social media.

2 Say what type of device you use to access social media.

3 Ask your friend if he/she thinks social media is dangerous.

4 Say you are going to buy a new phone next week.

5 Say why you need a new phone.

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Spanish





48


SITUATION G

My local area and the wider environment


You are having a conversation with your Spanish friend about your region.

Your teacher will play the part of your Spanish friend.


1 Say what your region is like. Give two details.

2 Mention one place you consider to be the main attraction in your region.

3 Ask your friend if he/she wants to visit your region next year.

4 Say what you did in your region last weekend.

5 Describe the weather in summer.

SITUATION H

Travel and tourism


You are working at a tourist office in Northern Ireland and a Spanish tourist seeks advice.

Your teacher will play the part of the tourist.


1 Say the time when the museum opens.

2 Say the means of transport available to go to the museum.

3 Say where the closest station is.

4 Say what there is for tourists to do or visit in Northern Ireland.

5 Tell the tourist the attractions will be free for children tomorrow.

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Spanish





50


SITUATION I

Social and global issues


You are talking to your Spanish friend about recycling.



1 Say what you recycle in your house. Give two details.

2 Ask your friend what he/she recycles at home.

3 Say what else you do to help save the environment.

4 Say you use public transport to go to school.

5 Say what you think of public transport.

SITUATION J

Community involvement


You are talking to your Spanish friend about the voluntary work you are doing in a charity shop.



1 Say that you are working as a volunteer/helper in a shop.

2 Say how long you have been working there.

3 Say what you did in the shop yesterday.

4 Say why you prefer to work there.

5 Say where you would like to work in the future.

Version 3: May 2020




INFORMATION FOR CANDIDATESYou make notes on the Candidate Role-play Response Sheet supplied by your teacher, which you then bring into the examination with you. You must leave the sheet with your teacher at the end of the examination.The total mark for this examination is 60.



Spanish





52


SITUATION K

My local area and the wider environment


You are talking to your Spanish friend about the area where you live.



1 Say where you live.

2 Give one advantage of living there.

3 Mention two places where you can go shopping.

4 Mention what facilities there are for young people.

5 Say where you would prefer to live in the future.

SITUATION L

Social and global issues


You go to the doctor’s feeling unwell after spending the whole day at the beach in Spain.

Your teacher will play the part of the doctor.


1 Explain what the problem is.

2 Say how long you have been feeling like this.

3 Say what medicine you have taken.

4 Ask if there is a pharmacy nearby.

5 Say you are going to the chemist now.

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Spanish





54


SITUATION M

Future plans and career


You are talking to your Spanish friend about jobs.



1 Say what job you would like to have in the future.

2 Say why you want to do that job.

3 Say what subjects you need to study to do that job.

4 Say what country you want to work in.

5 Ask your friend what job their father (or mother) does.

SITUATION N

My studies and school life


You are on an exchange visit to Spain and you are going to your Spanish friend’s school.



1 Say where your school is.

2 Describe the uniform you have to wear in your school. Give two details.

3 Say why you like/don’t like your uniform.

4 Say what extra-curricular activity you did yesterday.

5 Say what your favourite subject is.

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Spanish





56


SITUATION O

Part-time jobs and money management


You are talking to your Spanish friend about part-time jobs.



1 Say what your job is and where you work.

2 Say how long you have been working there.

3 Ask your friend if he/she likes their part-time job.

4 Say how much money you earn per day.

5 Say what you did yesterday.

SITUATION P

Future plans and career


You are talking to your Spanish friend about your plans for next year.



1 Say that you are going to return to school to continue your studies.

2 Say two subjects that you want to study.

3 Give one reason why you want to study these subjects.

4 Say what type of job you want to do in the future.

5 Say why you want to do this job.

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Spanish





58


SITUATION Q

My studies and school life


You are talking to your Spanish friend about your subjects at school.



1 Say which two subjects you like.

2 Explain why.

3 Say how many language classes you have.

4 Ask your friend if he/she thinks studying languages is important.

5 Mention one subject you would like to study at A-Level.

SITUATION R

Part-time jobs and money management


You are talking to your Spanish friend about pocket money.



1 Say how much money you get every week.

2 Explain why you think it is (or it is not) enough.

3 Explain what you did at home last week to earn money.

4 Explain how you spend your money.

5 Say that you save some money for the holidays.

Version 3: May 2020

Centre Number

Candidate Number



Question Number

Marks

1

2

3

4

5

6

7

8

9

10

11

12

TotalMarks

TIME50 minutes.

INSTRUCTIONS TO CANDIDATESWrite your Centre Number and Candidate Number in the spaces provided at the top of this page.You must answer the questions in the spaces provided.Do not write outside the boxed area on each page or on blank pages.*Complete in black ink only. Do not write with a gel pen.

Answer all twelve questions.

INFORMATION FOR CANDIDATESThe total mark for this paper is 60.Figures in brackets printed down the right-hand side of pages indicate the marks awarded to each question or part question. Use of a dictionary is not permitted.

SpanishUnit 3: Reading

Foundation Tier


59


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Examiner Only

Marks Re-mark

60


Section A


1 Sporting activities.

On the school notice board you see the following list of after school activities.

Colegio San José Deportes

lunes natación, atletismo, tenis

martes natación, baloncesto

miércoles natación, fútbol

jueves natación, equitación

viernes natación, rugby

Answer the following questions in English.

(a) What sport can you do every day? _________________________ [1]

(b) On which day can you go horse riding? _____________________ [1]

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61

2 Healthy eating.

The Mediterranean food pyramid is used as a guide to encourage people to eat healthily.

It recommends how often we should eat certain foods.


(a) How often should we eat eggs?

[1]

(b) What should we eat only a few times a month?

[1]

(c) Name two food products we should consume everyday.

1 2 [2]

Algunas veces almes

Algunas veces a la semana

Cada día

Carne roja

Huevos, pollo, pescado

Queso, leche, verduras, legumbres

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62

3 Advertisements.

While reading a local paper in Spain you see the following advertisements.

(a)


(i) Where exactly in Alicante is the apartment situated?

[1]

(ii) How much would you have to pay if you rent the apartment for seven days?

[1]

(b)


What do they mention about the car park?

[1]

SE ALQUILA

Apartamento en primera línea de playa en Alicante.

Disponible durante el mes de agosto. 3 dormitorios dobles, cocina

completamente amueblada, dos cuartos de baño, amplias terrazas con vistas al

mar.

250€ por semana.

Interesados llamar al teléfono 687074213 y preguntar por Ismael.

CENTRO COMERCIAL SANTA MARTA

Venid a nuestras rebajas de verano

Abierto hasta las 10 de la noche

Aparcamiento gratuito

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(c)


Who can benefit from a discount?

[1]

CIRCO DE LAS ESTRELLAS

Situado frente al ayuntamiento

Sesiones diarias a las 18.00 y a las 21.00 horas.

Precios: 8€ adultos 6€ niños

Descuentos para pensionistas.

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4 A holiday home in Spain.

Your family want to rent a holiday home in the south of Spain.

You come across this advertisement online.

Complete the sentences with an appropriate word in English.

(a) The apartment has views of the . [1]

(b) It has bedrooms in total. [1]

(c) The WIFI is . [1]

(d) It has beds in total. [1]

(e) A is located 25 metres from the apartment. [1]

(f) The theme park is only open during the . [1]

Apartamento Buena VistaPrecioso apartamento al lado del mar

Marbella, España

Apartamento con cuatro dormitorios. Incluye dos camas dobles y cuatro camas

individuales, balcón con vistas al mar, WIFI gratis, toallas, cocina amueblada, TV, piscina.

A 100 m. de la playa. Supermercado a 50 m., parada de autobús a 25 m. Zona tranquila.

Marbella es una zona turística con muchas atracciones para los extranjeros.

No muy lejos hay un parque de atracciones que abre solamente durante el verano.

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5 Health.

You see the following notice in a medical centre in Spain.


(a) Give one of the benefits you could gain by joining “NOMASHUMOS”.

[1] (b) When do the members of the organisation meet?

[1]

¿Quieres dejar de fumar?¿Quieres mejorar tu salud?

¿Quieres hacer amigos?

Entonces únete a la organización“NOMASHUMOS”

Aquí conocerás a otras personas que han conseguido dejar de

fumar y han mejorado su calidad de vida.

Reuniones gratuitas en tu centro de salud el último viernes de cada

mes.

Más información en el teléfono 956895656

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6 Household chores.

Five young people talk about what they do to help at home.

Marcos Tengo que compartir las tareas domésticas con mi hermana.

Normalmente lavo el coche y paso la aspiradora.

Juan Mis hermanos no hacen nada en casa así que yo tengo que

hacerlo todo. Son muy perezosos.

Isabel Ayudo un poco en casa pero solamente los fines de semana.

Plancho la ropa y arreglo mi dormitorio.

Andrés Soy hijo único y vivo con mi madre así que tengo que echar

una mano en casa. Me encanta cocinar y por eso preparo las comidas.

Sandra Odio ayudar en casa. No hago nada. Mi madre siempre se

queja pero el problema es que no tengo tiempo.

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Write the correct name in the boxes below.

(a) Who is an only child? [1]

(b) Who has to do everything at home? [1]

(c) Who prepares the meals? [1]

(d) Who hates helping at home? [1]

(e) Who shares the chores with their sibling? [1]

(f) Who only helps at the weekends? [1]


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7 Voluntary work.

You see this advertisement in the local newspaper.


(a) For what age groups are these workshops organised?

[1]

(b) Apart from creating their own blog, name one other skill that participants will learn.

[1]

(c) Who is the first workshop aimed at?

[1]

(d) What do you need to become a volunteer?

[1]

La Fundación Cibervoluntarios organiza talleres sobre el uso de Internet para mayores de cincuenta años.

Los participantes, entre otras cosas, aprenden a crear su propio blog, compartir información con otras personas sobre sus intereses o hacer las compras a través de las nuevas tecnologías.

El primer taller estará dirigido a personas que nunca han usado un ordenador.

Buscamos voluntarios de todas las edades para trabajar en este proyecto.

Para ser voluntario solo hay que tener ganas de ayudar a otras personas y un poco de tiempo libre.


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8 School.

Your Spanish exchange partner has sent you a Facebook message telling you about his school timetable.

Translate the following sentences into English.

Write your answers in the spaces below.

(a) Aquí en el Colegio San José tenemos seis clases al día.

[2] (b) Empezamos a las ocho y media y cada clase dura cincuenta y cinco minutos.

[2]

(c) Hay un recreo a las diez y cuarto y la comida es a las dos.

[2] (d) Suelo volver a casa para comer. Las clases terminan a las cuatro.

[2]


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Section B


9 Los ratos de ocio.

Lee los mensajes siguientes.

Para cada frase, elige el mensaje más adecuado.

(i) Tengo que ir de compras [1]

(ii) Tengo que estudiar [1]

(iii) No tengo ganas de salir [1]

(iv) No tengo tiempo [1]

A Muchas gracias por la invitación a salir contigo y tus amigos al concierto mañana. Lo siento pero no puedo venir. Tengo muchos deberes. ¿Nos vemos el jueves?

B Lo siento mucho pero no puedo ir a merendar. Voy al nuevo centro comercial con Tere. ¿Te gustaría venir?

C No voy a salir al cine esta tarde. No me siento muy bien y quiero quedarme en casa. Llámame.

D No puedo ir al partido de baloncesto el sábado. Tengo que cuidar a mi hermano menor desde las diez de la mañana hasta las ocho de la tarde. ¡Otro día será!

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10 Las descripciones físicas.

Mira las fotos de tus amigos españoles.

Empareja las descripciones con la persona apropiada.

A B C D

E F G H

(i) Susana es una chica muy baja. [1]

(ii) Son gemelas. [1]

(iii) Carlos lleva gafas. [1]

(iv) Juana tiene el pelo largo y castaño. [1]

(v) María tiene el pelo rubio y corto. [1]

(vi) Tiene una mascota en casa. [1]


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11 El colegio.

Lee el email de Carmen.

Querida amiga¿Qué tal?

No tengo mucho tiempo para escribir porque estoy estudiando para mis exámenes que empiezan el lunes que viene. Mi primer examen es el de alemán, que es muy difícil.

Para mi cumpleaños, mi tía me dio 40 euros y el sábado pasado fui al centro comercial y me compré un nuevo pantalón. Compré también una revista. Me gustan mucho las revistas pero no las compro normalmente porque son muy caras.

Después de mis exámenes, voy a hacer mis prácticas de trabajo en un hospital. A mi parecer, hace falta tener experiencia y habilidades más allá de lo académico. Espero pasarlo bien.Debo volver a estudiar ahora.

Un abrazo

Carmen

Pon una marca [] en la casilla correcta para terminar la frase.

(a) Carmen escribe

A a su prima.

B a una amiga.

C a su tía. [1]

(b) Carmen no tiene mucho tiempo porque

A tiene que escribir a sus amigos.

B está repasando para los exámenes.

C tiene que ir al centro comercial. [1]


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(c) Su primer examen es de

A un idioma.

B una ciencia.

C una asignatura práctica. [1]

(d) Su tía le dio

A una revista.

B un pantalón.

C dinero. [1]

(e) Carmen no suele comprar revistas porque

A cuestan demasiado dinero.

B no tiene tiempo para leer.

C piensa que son aburridas. [1]

(f) Durante sus prácticas va a

A trabajar con un equipo de enfermeras.

B preparar la comida.

C lavar el pelo a los clientes. [1]

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12. Lionel Messi.

(a) Lee la biografía sobre Lionel Messi.

Rellena los espacios con la palabra apropiada.

cinco cumpleaños trece inglés comenzóterminó primer segundo aniversario argentino

(i) El de Messi es el 24 de junio. [1]

(ii) Messi es . [1]

(iii) a jugar al fútbol a los 5 años. [1]

(iv) Su equipo fue Newell Old Boys. [1]

Lionel Messi Su infancia

Lionel Messi es uno de los mejores futbolistas del mundo. Mejor conocido como Leo, nació el 24 de junio de 1987 en Argentina, sin embargo, tiene la nacionalidad española también.

Empezó a jugar al fútbol a una edad muy temprana,

alrededor de los cinco años. Comenzó su carrera como jugador de Newell Old Boys y luego fue descubierto por el FC Barcelona. Dejó su país de origen a los trece años para venir a jugar en España.

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(b) Rellena los espacios con la palabra apropiada.

trabaja cinco goles debutóespañol premios trece argentino

(i) con el FC Barcelona en 2003. [1]

(ii) Juega para el FC Barcelona y también para el equipo

. [1]

(iii) Ha ganado muchos . [1]

(iv) Aunque es futbolista también para

UNICEF. [1]

Su carrera profesional

El joven futbolista hizo su debut para el FC Barcelona en 2003 y era uno de los futbolistas más jóvenes del equipo. Ha jugado para su país natal desde 2005 y ha marcado 472 goles en total.

Hizo historia cuando ganó el Balón de Oro por quinta vez por ser el mejor futbolista del mundo. Utiliza su éxito para ayudar a los niños pobres trabajando para UNICEF.

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Centre Number

Candidate Number



Question Number

Marks

1

2

3

4

5

6

7

8

9

10

11

12

TotalMarks

TIME1 hour.

INSTRUCTIONS TO CANDIDATESWrite your Centre Number and Candidate Number in the spaces provided at the top of this page. You must answer the questions in the spaces provided.Do not write outside the boxed area on each page or on blank pages.*Complete in black ink only. Do not write with a gel pen.

Answer all twelve questions.


SpanishUnit 3: Reading

Higher Tier


77


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Section A


1 Los ratos de ocio.

Lee los mensajes siguientes.

Para cada frase, elige el mensaje más adecuado.

(i) Tengo que ir de compras [1]

(ii) Tengo que estudiar [1]

(iii) No tengo ganas de salir [1]

(iv) No tengo tiempo [1]

A Muchas gracias por la invitación a salir contigo y tus amigos al concierto mañana. Lo siento pero no puedo venir. Tengo muchos deberes. ¿Nos vemos el jueves?

B Lo siento mucho pero no puedo ir a merendar. Voy al nuevo centro comercial con Tere. ¿Te gustaría venir?

C No voy a salir al cine esta tarde. No me siento muy bien y quiero quedarme en casa. Llámame.

D No puedo ir al partido de baloncesto el sábado. Tengo que cuidar a mi hermano menor desde las diez de la mañana hasta las ocho de la tarde. ¡Otro día será!

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2 Las descripciones físicas.

Mira las fotos de tus amigos españoles.

Empareja las descripciones con la persona apropiada.

A B C D

E F G H

(i) Susana es una chica muy baja. [1]

(ii) Son gemelas. [1]

(iii) Carlos lleva gafas. [1]

(iv) Juana tiene el pelo largo y castaño. [1]

(v) María tiene el pelo rubio y corto. [1]

(vi) Tiene una mascota en casa. [1]

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3 El colegio.

Lee el email de Carmen.

Querida amiga¿Qué tal?

No tengo mucho tiempo para escribir porque estoy estudiando para mis exámenes que empiezan el lunes que viene. Mi primer examen es el de alemán, que es muy difícil.

Para mi cumpleaños, mi tía me dio 40 euros y el sábado pasado fui al centro comercial y me compré un nuevo pantalón. Compré también una revista. Me gustan mucho las revistas pero no las compro normalmente porque son muy caras.

Después de mis exámenes, voy a hacer mis prácticas de trabajo en un hospital. A mi parecer, hace falta tener experiencia y habilidades más allá de lo académico. Espero pasarlo bien.Debo volver a estudiar ahora.

Un abrazo

Carmen

Pon una marca [] en la casilla correcta para terminar la frase.

(a) Carmen escribe

A a su prima.

B a una amiga.

C a su tía. [1]

(b) Carmen no tiene mucho tiempo porque

A tiene que escribir a sus amigos.

B está repasando para los exámenes.

C tiene que ir al centro comercial. [1]

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(c) Su primer examen es de

A un idioma.

B una ciencia.

C una asignatura práctica. [1]

(d) Su tía le dio

A una revista.

B un pantalón.

C dinero. [1]

(e) Carmen no suele comprar revistas porque

A cuestan demasiado dinero.

B no tiene tiempo para leer.

C piensa que son aburridas. [1]

(f) Durante sus prácticas va a

A trabajar con un equipo de enfermeras.

B preparar la comida.

C lavar el pelo a los clientes. [1]

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4 Lionel Messi.

(a) Lee la biografía sobre Lionel Messi.

Rellena los espacios con la palabra apropiada.

cinco cumpleaños trece inglés comenzóterminó primer segundo aniversario argentino

(i) El de Messi es el 24 de junio. [1]

(ii) Messi es . [1]

(iii) a jugar al fútbol a los 5 años. [1]

(iv) Su equipo fue Newell Old Boys. [1]

Lionel Messi Su infancia

Lionel Messi es uno de los mejores futbolistas del mundo. Mejor conocido como Leo, nació el 24 de junio de 1987 en Argentina, sin embargo, tiene la nacionalidad española también.

Empezó a jugar al fútbol a una edad muy temprana,

alrededor de los cinco años. Comenzó su carrera como jugador de Newell Old Boys y luego fue descubierto por el FC Barcelona. Dejó su país de origen a los trece años para venir a jugar en España.

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(b) Rellena los espacios con la palabra apropiada.

trabaja cinco goles debutóespañol premios trece argentino

(i) con el FC Barcelona en 2003. [1]

(ii) Juega para el FC Barcelona y también para el equipo

. [1]

(iii) Ha ganado muchos . [1]

(iv) Aunque es futbolista también para

UNICEF. [1]

Su carrera profesional

El joven futbolista hizo su debut para el FC Barcelona en 2003 y era uno de los futbolistas más jóvenes del equipo. Ha jugado para su país natal desde 2005 y ha marcado 472 goles en total.

Hizo historia cuando ganó el Balón de Oro por quinta vez por ser el mejor futbolista del mundo. Utiliza su éxito para ayudar a los niños pobres trabajando para UNICEF.

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Section B


5 The environment.

Your local council is giving advice on what households can do to help the environment.

Read the following tweets that they post on Twitter.

Translate the following sentences into English.

Write your answers in the spaces below.

(a) Todos tenemos la responsabilidad de cuidar el medio ambiente.

[2]

(b) Hay que reciclar todos los residuos domésticos.

[2]

(c) Tenemos que utilizar el transporte público en vez de conducir.

[2]

(d) Debemos apagar los aparatos electrónicos que no estemos usando.

[2]

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6 Arranging to meet friends.

Carlos and María are making arrangements to meet up.

Tick [] the correct box.

(a) Carlos and María are going to meet up on

(i) Thursday.

(ii) Saturday.

(iii) Sunday. [1]

(b) They are going to go to

(i) the cinema.

(ii) the bowling alley.

(iii) the ice rink. [1]

Carlos: Hola, ¿qué tal María? María: Bien, ¿y tú? Carlos: Muy bien. ¿Estás libre el domingo para

salir juntos? María: Sí. ¿Qué quieres hacer? Carlos: ¿Quieres ir a la bolera conmigo? María: Vale. ¿A qué hora? Carlos: ¿A las siete? María: Sí. ¿Dónde nos encontramos? Carlos: Enfrente del supermercado. María: Perfecto. ¿Y quieres ir tú al club de

jóvenes mañana? Carlos: No puedo. Tengo que ir a la fiesta de

cumpleaños de mi hermano. María: Vale. Hasta luego.

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(c) They are going to meet

(i) behind the supermarket.

(ii) opposite the supermarket.

(iii) in front of the supermarket. [1]

(d) Tomorrow Carlos has to

(i) visit his sister.

(ii) babysit his brother.

(iii) go to his brother’s birthday party. [1]


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7 An exchange visit.

Read the following information about Spanish students.


(a) What does Ana love to do at the weekend?

[1]

(b) What does Ana do on Tuesdays?

[1]

(c) What does María say about her sister?

[1]

(d) What does María want to do in the future?

[1]

MaríaTengo una hermana gemela y, aunque no tenemos mascota en casa, me encantan los animales. Mis abuelos viven en una granja y paso mucho tiempo allí. Cuando sea mayor quiero ser veterinaria, como mi padre.

AnaSoy hija única y soy una persona muy divertida. Me encanta salir con mi pandilla los fines de semana. No soy muy deportista, sin embargo, me encanta el flamenco y voy a una clase particular los martes.


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8 Future plans.

Four teenagers write about what type of job they would like.

Choose a suitable job for each person from the options and write the correct answer in the table below.

nurse farmer chef post-manwriter mechanic bank-clerk pilot

A Cuando sea mayor me gustaría trabajar al aire libre. No quiero trabajar en una oficina, prefiero estar en contacto con la naturaleza. Me encantan las vacas y las ovejas. [1]

B Prefiero trabajar con otra gente porque soy muy sociable. Quiero ayudar a otras personas. [1]

C Busco un trabajo bien pagado y me encanta la idea de conseguir un puesto que me dé la oportunidad de viajar [1]

D Preferiría un trabajo variado. Me gusta trabajar solo y me encantan las cosas técnicas. [1]

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9 Health.

Read these extracts from an article about the dangers of fast food.

Choose one correct heading for each statement.

A Addiction

B Death

C Extreme sadness

D Weight gain

Write the letter in the correct box below.

Esta alimentación se caracteriza por un contenido excesivo de calorías, grasa y sal, así que, al comerla con frecuencia, se engorda. [1]Una investigación señala que las personas que tienen el hábito de consumir comida rápida tienen un 51% más de posibilidades de desarrollar depresión. [1]


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10 Language courses in Spain.

While researching language courses in Spain, you come across this website.

Answer the following questions in English

(a) What is the minimum age for students?

[1]

(b) Give one example of how students experience Spanish culture.

[1]

(c) Apart from in a hotel, name one other place you can do your work placement.

[1]

(d) Name a piece of information you must include in your email.

[1]

La Academia Cervantes, situada a dos minutos del centro histórico de la ciudad, es una escuela pequeña con aulas bien equipadas, todas con pizarra interactiva.

Los estudiantesNuestros estudiantes tienen de dieciséis a veinte años y vienen de todas partes del mundo. Para experimentar de primera mano el paraíso cultural que es España, no pasan horas en bibliotecas ni salas polvorientas. ¡Salen por la ciudad, se comunican con la gente y visitan la región!

Cursos Tenemos cursos para todos los niveles. Hay también un programa especial que combina un curso de español con unas prácticas de trabajo. Pueden ser en un hotel, una agencia de viajes, una oficina de turismo o un parque temático.

La solicitud Si te interesa, hay que enviar una solicitud. Además tienes que escribir un email explicando por qué estás interesado en este curso y en qué sector quieres trabajar.


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11 El cine.


(a) What does the article say about “sinsajo”?

[1]

(b) According to the article, what has the film won?

[1]

(c) Why is the 18th December an important date for the Star Wars film?

[1]

(d) What will be seen outside the cinemas?

[1]

Los Juegos del Hambre: Sinsajo (Parte 2)

Esta película de ciencia ficción y acción está basada en la novela de Suzanna Collins. ‘Sinsajo’ es la cuarta en la serie de películas. Ha tenido un éxito fenomenal ganando muchos premios. Jennifer Lawrence desempeña el papel de la protagonista, Katniss.

Star Wars: El despertar de la Fuerza

La película de ciencia ficción llega a la pantalla grande el dieciocho de diciembre. Sus aficionados por todo el mundo esperan su estreno con muchas ganas. Hay colas muy largas enfrente de los cines para comprar entradas para la película más anticipada del año.

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12 Los Festivales de España.

Lee el blog sobre el Festival Sónar de Barcelona.

El festival Sónar de Barcelona

Durante el mes de junio la ciudad de Barcelona se transforma en el destino para un gran festival internacional de música. Cada año el Festival Sónar atrae a un montón de músicos de todo el mundo.

Empezó en el año 1994 y cada año ha ido teniendo un éxito tras otro. Artistas como ‘The Chemical Brothers’ y ‘Fatboy Slim’ han aparecido aquí.

El festival dura tres días en total y está dividido en dos partes: Sónar por el día y Sónar por la noche. Pero con el incremento de su popularidad, los precios de las entradas han aumentado mucho en los últimos años.

Además es cada vez más difícil encontrar alojamiento en la ciudad de Barcelona y muchos turistas no tienen otro remedio que quedarse en la playa.

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(a) Who does the Sónar festival attract every year?

[2]

(b) What has happened every year since 1994?

[2]

(b) What has proved more and more difficult for the tourists who come to Barcelona?

[2]

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Centre Number

Candidate Number



Question Number

Marks

1

2

3

4

TotalMarks

TIME1 hour.

INSTRUCTIONS TO CANDIDATESWrite your Centre Number and Candidate Number in the spaces provided at the top of this page. Write your answers in the spaces provided in this question paper.Do not write outside the boxed area on each page or on blank pages.Complete in black ink only. Do not write with a gel pen. Answer all four questions


Spanish


Unit 4: Writing

Foundation Tier


Examiner Only

Marks Re-mark

98

Answer all questions in Spanish.

1 Travel and tourism.

(a) While on a school trip to Spain you go shopping at a local market.

Write four items of food and drink you intend to buy.

Write a suitable word in each of the spaces below.

Write in Spanish.

(i) [1]

(ii) [1]

(iii) [1]

(iv) [1]

[4]

(b) Describe three different places in the Spanish town.

Write a suitable short phrase of 2-3 words in each of the spaces provided.

Write in Spanish.

(i) [2]

(ii) [2]

(iii) [2]

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2 Daily routine.

You write an email to your friend about your daily routine.

Write one sentence for each answer.

Write in Spanish in the spaces below.

(a) Your morning routine

[2]

(b) How you go to school

[2]

(c) What you do when you are at school

[2]

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(d) What you do when you return home

[2]

(e) Your evening routine

[2]

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3 School Life.

You are writing to your friend about school life.

Translate the English sentences.


(a) I go to school on the bus.

[2]

(b) My uniform is blue and white.

[2]

(c) My favourite subject is history.

[2]

(d) At one o’clock I eat my lunch.

[2]

(e) I am going to be a doctor.

[2]

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4 Choose one question from the three options provided and write your answer in Spanish.

You must write five paragraphs.

You must include all bullet points.

(a) Context 1: Topic: Free time and leisure

You are writing to your Spanish friend about your hobbies.

• What sports you do.• Your favourite hobbies apart from sport.• What you think of the sports facilities in your area. • What you watched on TV last Saturday.• What sport or hobby you would like to do in the future.

OR

(b) Context 2: Topic: My local area

You are writing to your Spanish friend about the area where you live.

• Where your town is located.• What there is to do there.• Places of interest nearby.• What you did in your town last weekend.• What you will do in your town next summer.

OR

(c) Context 3: Topic: Part-time work

You recently started a part-time job. You write to a Spanish friend to tell him/her about it.

• Why you want a part-time job.• Where you work.• Your salary and hours of work.• What you did at work last weekend.• How you will spend the money you earn.

[30]

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Centre Number

Candidate Number



Question Number

Marks

1

2

3

4

TotalMarks

TIME1 hour 15 minutes.

INSTRUCTIONS TO CANDIDATESWrite your Centre Number and Candidate Number in the spaces provided at the top of this page.Write your answers in the spaces provided in this question paper.Do not write outside the boxed area on each page or on blank pages.Complete in black ink only. Do not write with a gel pen.

Answer all four questions.


Spanish


Unit 4: Writing

Higher Tier


Examiner Only

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112

Answer all questions in Spanish.

1 Daily Routine.

You write an email to your friend about your daily routine.



(a) Your morning routine

[2]

(b) How you go to school

[2]

(c) What you do when you are at school

[2]

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(d) What you do when you return home

[2]

(e) Your evening routine

[2]

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2 A part-time job.

Your Spanish friend wants to know more about your part-time job.



(a) Where you work.

[2]

(b) One thing you do as part of your job.

[2]

(c) What you think of your job.

[2]

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(d) What you normally wear to work.

[2]

(e) Write about what you are going to do with the money you earn.

[2]

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3 Leisure activities.

You give your Spanish friend some information about your leisure

activities and future plans.

Translate the English sentences.


(a) I play the piano every day.

[2]

(b) I went to a concert last Tuesday.

[2]

(c) I play on the computer when I don’t have homework.

[2]

(d) I have to study a lot.

[2]

(e) In the summer I am going to look for a job.

[2]

[10]

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4 Choose one question from the three options provided and write your answer in Spanish.

You must write five paragraphs.

You must include all bullet points.

(a) Context 1: Topic: Myself, my family, relationships and choices.

You write to your Spanish friend about family life.

• A description of your personality.• How you get on with your family and why.• If you receive pocket money.• A recent family trip or event.• What you will do to help at home this week.

OR

(b) Context 2: Topic: My local area.

You send information to a Spanish exchange partner who wants to know about the area where you live.

• A description of the town/area where you live.• What there is for young people in the area.• The advantages and disadvantages of living there.• What you did there last weekend.• A local event or activity you are going to take part in, in the

future.

OR

(c) Context 3: Topic: School exchange trip.

You have been taking part in an exchange visit to a Spanish school. You write an article for your school magazine.

• A description of what the Spanish school is like.• What you do during the day at school.• The differences between the Spanish school and your own.• The reason you decided to take part in the exchange.• An activity you will take part in as part of a future trip.

[30]

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MARK SCHEMES DIVIDER FRONT


MARK SCHEMES DIVIDER BACK


General Certificate of Secondary Education

GENERAL MARKING INSTRUCTIONS

Spanish


128

General Marking Instructions

IntroductionMark schemes are intended to ensure that the GCSE examinations are marked consistently and fairly. The mark schemes provide markers with an indication of the nature and range of candidates’ responses likely to be worthy of credit. They also set out the criteria which they should apply in allocating marks to candidates’ responses.

Assessment objectivesBelow are the assessment objectives for GCSE Spanish.

Candidates must:

AO1 Understand and respond to different types of spoken language;

AO2 Communicate and interact effectively in speech;

AO3 Understand and respond to different types of written language; and

AO4 Communicate in writing.

Quality of candidates’ responsesIn marking the examination papers, examiners should be looking for a quality of response reflecting the level of maturity which may reasonably be expected of a 16-year-old which is the age at which the majority of candidates sit their GCSE examinations.

Flexibility in markingMark schemes are not intended to be totally prescriptive. No mark scheme can cover all the responses which candidates may produce. In the event of unanticipated answers, examiners are expected to use their professional judgement to assess the validity of answers. If an answer is particularly problematic, then examiners should seek the guidance of the Supervising Examiner.

Positive markingExaminers are encouraged to be positive in their marking, giving appropriate credit for what candidates know, understand and can do rather than penalising candidates for errors or omissions. Examiners should make use of the whole of the available mark range for any particular question and be prepared to award full marks for a response which is as good as might reasonably be expected of a 16-year-old GCSE candidate.

Where candidate responses are unclear and do not follow the question rubric the following guidelines for marking may also be used:

Candidates ignore the instruction/misapply the rubric.

• If candidates are instructed to answer a question in English and answer in the Target Language, or vice versa, they cannot be awarded marks for this.

• When candidates are asked to select answers from a list and they select more than instructed, they will have one mark deducted from the total number of correct answers for every extra answer that they select, to a minimum mark of zero. For example if they are asked to select four correct phrases and they select five, they will have one mark taken off the total number of correct answers.

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• If candidates are asked to select four and select six, they will have two marks taken off the total number of correct answers.

• If candidates are asked to select one answer and select more than one, they cannot receive any marks for the answer.

Candidates cross out a letter/untick a box.

• If it is clear to the marker that one answer has been de-selected and another selected, the mark can be awarded for a correct answer.

English/Target Language answers

• Mark schemes will include the anticipated responses and some others deemed credit-worthy by the examining team. These answers will be discussed at the standardising meeting and may be added to.

Quality of English/Target Language

• Where spelling and grammar in English or the target language impede understanding, candidates will not be awarded marks.

Awarding zero marksMarks should only be awarded for valid responses and no marks should be awarded for an answer which is completely incorrect or inappropriate.

Types of mark schemesMark schemes for tasks or questions which require candidates to respond in extended written form are marked on the basis of levels of response which take account of the quality of written communication.

Other questions which require only short answers are marked on a point for point basis with marks awarded for each valid piece of information provided.

Levels of responseTasks and questions requiring candidates to respond in extended writing are marked in terms of levels of response. In deciding which level of response to award, examiners should look for the ‘best fit’ bearing in mind that weakness in one area may be compensated for by strength in another. In deciding which mark within a particular level to award to any response, examiners are expected to use their professional judgement. The following guidance is provided to assist examiners.

• Threshold performance: Response which just merits inclusion in the level and should be awarded a mark at or near the bottom of the range.

• Intermediate performance: Response which clearly merits inclusion in the level and should be awarded a mark at or near the middle of the range.

• High performance: Response which fully satisfies the level description and should be awarded a mark at or near the top of the range.

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MARKSCHEME

Spanish

[GSH11]SPECIMEN

Unit 1: Listening

Foundation Tier



AVAILABLE MARKS

132

Section A


1 (a) A [1]

(b) A [1]

2 (a) Monday (D) rain [1]

(b) Tuesday (A) sun [1]

3 (a) (ii) basketball [1]

(b) (i) 5 years [1]

(c) (ii) Tues & Thur [1]

(d) (ii) football pitch [1]

4 (a) B mixed salad [1]

(b) A roast chicken [1]

(c) B apple tart [1]

(d) B red wine [1]

(e) C fork [1]

(f) B bread [1]

5 (a) C [1] (b) A [1]

(c) G [1]

(d) F [1]

(e) D [1]

(f) E [1]

2

2

4

6

6

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6 (a) TV [1]

(b) Towels [1]

(c) Sea [1]

(d) Drinks [1]

(e) Air conditioning [1]

(f) Money [1]

(g) Window [1]

(h) Church [1]

7 (a) A abroad [1]

(b) A friends [1]

(c) C fortnight [1]

(d) C walk [1]

(e) B plane [1]

(f) A hat [1]

8 (a) Go out with friends [1]/watch TV [1] [2]

(b) they have to do their homework [1] they have to go to bed at 10 [1] [2]

(c) Sausages [1] toast [1] [2]

(d) Go to the beach [1] play football [1] [2]

8

6

8

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AVAILABLE MARKS

134

Section B


9 (a) (D) del aire [1]

(b) (A) el agua [1]

10 (a) B [1]

(b) C [1]

(c) A [1]

(d) B [1]

11 (a) C 2 [2]

(b) A 2 [2]

(c) A 3 [2]

12 El empleo La ventaja La desventaja

(a) granjero fuera [1] difícil [1](b) secretaria a tiempo [1] muy [1](c) cajero la gente [1] paga [1]

Total marks

2

[4]

6

60

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TRANSCRIPTAudio ‘beep’ to precede each question

Questions 1 – 8 insert 5 and 10 second pauses


Spanish

[GSH11]SPECIMEN

Unit 1: Listening

Foundation Tier


136

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Northern Ireland Council for the Curriculum, Examinations and AssessmentGeneral Certificate of Secondary Education, Specimen Assessment Materials

Spanish, Unit 1, Listening, Foundation Tier

You will now be allowed 5 minutes to read through the paper, before the first question starts.

Pause 5 minutes

The five minute reading period has now finished and the ex-amination will now begin. Please open your paper at question 1.

Read each question carefully. Complete your answer by listening to the recording and follow the instructions given in the question paper. You will hear each section twice.

1 Feeling ill.

You are in a pharmacy in Spain and hear various customers speaking to the pharmacist.

(a) Estoy enferma. Tengo dolor de cabeza.

Pause 5 seconds and repeat

(b) Pasé la mañana en la playa. Me he quemado la espalda.


Pause 10 seconds

2 Weather.

You hear this weather forecast while on holiday in Spain.

Buenos días, aquí tenemos el pronóstico del tiempo para la semana que viene.

(a) Lunes – va a llover, no olvide su paraguas.


(b) Martes – buen tiempo, sol y calor


Pause 10 seconds

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3 Sport.

Listen to Pedro talking about his favourite sport.

(a) Soy aficionado a todos los deportes. Mi favorito es el baloncesto.


(b) Empecé a jugar hace cinco años, cuando tenía diez años.


(c) Soy miembro del equipo del colegio. Entrenamos dos veces a la semana, los martes y los jueves.


(d) Cada sábado jugamos contra otro colegio en el campo de fútbol.


Pause 10 seconds

4 In the restaurant.

You are in a restaurant in Spain with your family.

Buenas tardes señoras y señores.

(a) En el menú de hoy recomendamos nuestra ensalada mixta de primer plato.


(b) Para el segundo plato, el pollo asado está muy sabroso


(c) De postre tenemos una riquísima tarta de manzana.


(d) Para beber recomendamos el vino tinto de la región.


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(e) Veo que os falta un tenedor. Ahora mismo os traigo uno.


(f) En seguida vuelvo con el pan.


Pause 10 seconds

5 Celebrations.

Your Spanish friend, Lucía, is making arrangements for her birthday party.

(a) Para mi cumpleaños espero recibir un nuevo ordenador y ropa como regalos de mis padres


(b) Mis amigos y yo queremos escuchar las canciones de nuestros cantantes favoritos.


(c) Mi madre dice que todo el mundo tiene que salir de la casa antes de medianoche.


(d) Mi tía va a preparar un pastel grande. Va a ser deliciosa. ¡Qué bien!


(e) He invitado a todos mis amigos en mi clase y les he dicho que mi fiesta va a empezar a las nueve y media.


(f) Voy a tener mi fiesta de cumpleaños en mi casa porque las habitaciones son muy grandes y hay mucho espacio


Pause 10 seconds

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6 At the hotel.

While sitting in reception you hear various people speaking to the receptionist.

(a) El televisor no funciona.


(b) No hay toallas en el cuarto de baño.


(c) No me gusta la habitación porque no tiene vistas al mar.


(d) ¿Las bebidas están incluidas?


(e) ¿Hay aire acondicionado en la habitación?


(f) ¿Dónde puedo cambiar dinero?


(g) No puedo abrir la ventana.


(h) ¿La iglesia está lejos de aquí?


Pause 10 seconds

7 Holidays.

You hear Julia, a Spanish student, talking about her holiday plans.

(a) Prefiero pasar tiempo en países no muy calurosos, así que este año voy a ir de vacaciones al extranjero.


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(b) Mis padres no van a venir. Voy a ir con mis amigos y espero pasármelo bien.


(c) Vamos a pasar quince días allí porque pensamos que en una semana no podemos hacer mucho.


(d) Durante mis vacaciones, tengo la intención de hacer muchas actividades, como ir de paseo muy a menudo y visitar lugares de interés, dado que me encantan las vacaciones activas.


(e) Aunque uno de mis amigos tiene un coche muy cómodo, vamos a viajar en avión porque es más rápido. El barco, en mi opinión, es demasiado lento.


(f) Voy a ir de compras y durante mis vacaciones voy a comprarme un nuevo sombrero como recuerdo. Odio escribir postales- es muy aburrido.


Pause 10 seconds

8 Home Life.

Juan talks about how he and his brother spend the weekends.

(a) A nosotros nos gustan mucho los fines de semana. Los sábados podemos salir con amigos o ver la televisión.


(b) No podemos ver la televisión durante la semana porque tenemos que hacer los deberes y debemos ir a la cama a las diez.


(c) Los domingos tomamos el desayuno en la cocina. Mi madre siempre prepara salchichas y tostadas.


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(d) Después vamos a la playa donde jugamos al fútbol


Pause 10 seconds



(a) Me llamo Susana. En mi opinión, las fábricas y los coches contaminan la atmósfera en nuestras ciudades grandes.


(b) Otro problema es que los residuos de las empresas grandes contaminan los mares y los ríos. Es muy malo para el medio ambiente.


Pause 12 seconds

10 En el colegio.


(a) Muchos alumnos en mi clase hacen mucho ruido y no prestan suficiente atención durante las lecciones.


(b) Los profesores enseñan bien su asignatura pero a veces son demasiado estrictos, sobre todo en cuanto a los deberes.


(c) Desde mi punto de vista, los deberes son necesarios para tener buenos resultados en los exámenes.


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(d) En la cantina, hay patatas fritas, bocadillos y mucho más, sin embargo, los precios son muy altos.


Pause 12 seconds

11 En el pueblo.


(a) ¿Busca la playa? Entonces, tome la primera calle a la derecha. Está bastante lejos.

Pause 7 seconds and repeat (b) ¿El hospital? Pase y está a la izquierda.


(c) ¿Quiere ir a la piscina? Entonces, siga todo recto. Está al final de la calle.


Pause 12 seconds

12 Empleos.


(a) Trabajo en una granja y me gusta porque me encanta estar al aire libre, sin embargo es un trabajo duro y por eso, estoy muy cansado al final del día laboral.


(b) Soy secretaria en una oficina grande. Es fácil llegar a mi trabajo porque los autobuses son muy puntuales, pero el problema es que siempre son concurridos por la mãnana.


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(c) Trabajo como cajero. Me gusta trabajar con el público, pero la desventaja es que el empleo no está bien pagado.


Pause 12 seconds

This is the end of the recording.

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BLANK PAGE


MARKSCHEME

Spanish

[GSH12]SPECIMEN

Unit 1: Listening

Higher Tier



AVAILABLE MARKS

146

Section A


1 (a) (D) del aire [1]

(b) (A) el agua [1]

2 (a) B [1]

(b) C [1]

(c) A [1]

(d) B [1]

3 (a) C 2 [2]

(b) A 2 [2]

(c) A 3 [2]

4 El empleo La ventaja La desventaja

(a) granjero fuera [1] difícil [1](b) secretaria a tiempo [1] muy [1](c) cajero la gente [1] paga [1]

Section B


5 (a) E healthy eating [1]

(b) C physical activity [1]

(c) F not smoking [1]

(d) Asufficientsleep [1]

6 (a) Works in a shop/works in a charity shop [1]

(b) Cleans the streets/collects the rubbish [1]

(c) Serves meals/works in a school [1]

(d) Cuts the grass/lawn (for his neighbours) [1]

2

4

6

4


AVAILABLE MARKS

147

7 (a) B [1]

(b) A [1]

(c) C [1]

(d) B [1]

(e) A [1]

(f) C [1]

8 (a) sightseeing [1] theme park [1]

(b) (i) Switzerland [1] (ii) canoeing [1]

(c) (i) Last summer [1] (ii) gifts [1]

9Where he/she lives Advantage Disadvantage

(a) Small town [1] Quiet Not much public transport [1]

or

Difficulttoseefriendsat weekend [1]

(b) Countryside Countryside is beautiful [1]

or

Can see cows/sheep [1]

Noise from animals [1]

(c) (City) centre [1] Night life [1] Too much litter

(d) City near (5 minutes from) school [1]

A lot of crime [1]

6

6

8

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AVAILABLE MARKS

148

10 (a) he does his homework on time OR or organises his school work [1]

(b) she reads a book [1]

11 (a) E Likes the big screen

(b) D Sore eyes

(c) A Good for friendship

(d) G Does exercise outside

(e) B Has to go home early

(f) F No negative impact on schoolwork

12 (a) (i) about clothes [1]

(ii) he doesn’t allow her to watch TV [1]

(iii) they go out together [1]

(b) (i) get married [1]

(ii) to be happy or happiness [1]

(iii) generous OR happy [1]

Total marks

2

6

3

3

60

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TRANSCRIPT

Audio ‘beep’ to precede each question


Spanish

[GSH12]SPECIMEN

Unit 1: Listening

Higher Tier



150

Northern Ireland Council for the Curriculum, Examinations and AssessmentGeneral Certificate of Secondary Education, Specimen Assessment Materials

Spanish, Unit 1, Listening, Higher Tier

You will now be allowed 5 minutes to read through the paper, before the first question starts.

Pause 5 minutes

The five minute reading period has now finished and the examination will now begin. Please open your paper at question 1.

Read each question carefully. Complete your answer by listening to the recording and follow the instructions given in the question paper. You will hear each section twice.



(a) Me llamo Susana. En mi opinión, las fábricas y los coches contaminan la atmósfera en nuestras ciudades grandes.


(b) Otro problema es que los residuos de las empresas grandes contaminan los mares y los ríos. Es muy malo para el medio ambiente.


Pause 12 seconds

2 En el colegio.


(a) Muchos alumnos en mi clase hacen mucho ruido y no prestan suficiente atención durante las lecciones.


(b) Los profesores enseñan bien su asignatura pero a veces son demasiado estrictos, sobre todo en cuanto a los deberes.


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(c) Desde mi punto de vista, los deberes son necesarios para tener buenos resultados en los exámenes.


(d) En la cantina, hay patatas fritas, bocadillos y mucho más, sin embargo, los precios son muy altos.


Pause 12 seconds

3 En el pueblo.


(a) ¿Busca la playa? Entonces, tome la primera calle a la derecha. Está bastante lejos.

Pause 7 seconds and repeat (b) ¿El hospital? Pase y está a la izquierda.


(c) ¿Quiere ir a la piscina? Entonces, siga todo recto. Está al final de la calle.


Pause 12 seconds

4 Empleos.


(a) Trabajo en una granja y me gusta porque me encanta estar al aire libre, sin embargo es un trabajo duro y por eso, estoy muy cansado al final del día laboral.


(b) Soy secretaria en una oficina grande. Es fácil llegar a mi trabajo porque los autobuses son muy puntuales, pero el problema es que siempre son concurridos por la mãnana.


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(c) Trabajo como cajero. Me gusta trabajar con el público, pero la desventaja es que el empleo no está bien pagado.


Pause 12 seconds

5 Healthy Lifestyles.

You are listening to an interview with young people on healthy lifestyles.

(a) Para mantenerte en forma, tienes que tener cuidado con lo que te metes en la boca ¡si no es sano, no lo comas!


(b) Para estar sano debes hacer actividades físicas regularmente y esto no tiene que costar un ojo de la cara. Hay clases gratuitas cada tarde en el polideportivo.


(c) Todo el mundo sabe que hay que evitar los cigarrillos. El tabaco todavía es popular, aunque todos sabemos que causa muchísimas enfermedades.


(d) Los expertos dicen que los niños no deberían tener televisor en sus dormitorios. Es muy importante dormir por lo menos 8 horas por noche y es más fácil dormir bien en una habitación tranquila.


Pause 12 seconds

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6 Jobs.

Some Spanish students talk about voluntary work that they do.

(a) Me llamo Marisol. Los fines de semana trabajo en una tienda con fines benéficos. Es un trabajo voluntario.


(b) Me llamo Jaime y para ayudar recojo la basura en las calles de mi ciudad. Es una actividad organizada por mi club de jóvenes.


(c) Me llamo María y cada viernes ayudo a servir las comidas en una escuela primaria. Me encanta porque los niños siempre se comportan bien.


(d) Me llamo José. Los fines de semana corto el césped del jardín de mis vecinos mayores.


Pause 12 seconds

7 New technologies.

Some young people tell you their opinions on the use of mobile phones in school.

(a) Estoy totalmente en contra del uso de los móviles en el colegio porque estoy seguro de que muchos alumnos los usan durante las clases y no aprenden nada.


(b) Para mí el móvil puede ser muy útil porque puedo llamar a mi madre para decirle que voy a regresar a casa tarde, pero es muy fácil perder el móvil en el colegio y cuesta mucho.


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(c) Tengo muchos amigos que van a otros colegios y con mi móvil puedo mandarles textos durante el día. Para mí eso es muy importante.

Pause 7 seconds and repeat (d) Mi amigo llevó su móvil al colegio pero fue robado

por otro estudiante y por eso nunca llevo mi móvil al colegio.


(e) Mi clase de idiomas es muy divertida porque usamos los móviles para buscar en línea el vocabulario que no conocemos. Es mucho más interesante y más rápido que usar un diccionario.


(f) Los móviles ayudan a los alumnos a estar más seguros cuando van o vuelven del colegio, y así los padres son más contentos.


Pause 12 seconds8 Holidays.

Young people are discussing their past holidays.

(a) Roberto: El año pasado fui a Francia y lo pasé muy bien. Durante mi estancia hice turismo y un día fui a un parque de atracciones- fue el mejor día de mis vacaciones.


(b) Enrique: Hace tres años fui a Suiza para hacer deportes de invierno, lo que disfruté mucho. También hice el piragüismo y fue muy divertido.


(c) María: El verano pasado fui a Portugal. Cada noche cenamos en un restaurante distinto y durante el día pasamos mucho tiempo buscando regalos en las tiendas.


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9 Region.

You hear to a radio broadcast where students talk about where they live.

(a) Vivo en un pueblo pequeño. Lo que me gusta es que es muy tranquilo y puedo relajarme, pero lo que no me gusta es que no hay mucho transporte público y, por lo tanto, es difícil encontrarme con mis amigos los fines de semana.


(b) Vivo en el campo y me gusta porque el paisaje es muy bonito y se pueden ver muchas ovejas y vacas en los campos. Sin embargo, yo vivo cerca de una granja y por la noche siempre hay mucho ruido de los animales y esto es algo que me molesta.


(c) Vivo en el centro de la ciudad y es muy bueno porque hay mucha vida nocturna. Sin embargo, en conjunto, siempre hay mucha basura en las calles, algo que es muy feo, en mi opinión.


(d) Vivo en una ciudad. Me encanta vivir aquí porque mi casa está cerca de mi colegio y tardo solo cinco minutos en llegar allí. Por otro lado, a veces tengo miedo de regresar a mi casa por la noche dado que hay mucho crimen en mi barrio.


Pause 12 seconds

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10 Stress.

Some young people talk about what they do to reduce stress.

(a) Me llamo Roberto. Para evitar el estrés intento hacer todos mis deberes a tiempo. Si no organizo mi trabajo escolar me pongo muy estresado.


(b) Soy Isabel. Cuando estoy estresada no puedo hacer nada. Para aliviar la situación suelo leer un buen libro. Nunca escucho música.


Pause 12 seconds

11 Free time.

Listen to these young people talking about their free time.

(a) Durante mi tiempo libre hago muchas cosas por ejemplo veo la tele y voy al cine. Prefiero ver una película en el cine que en mi casa ya que todo es más emocionante y real en la pantalla grande. Lo malo es que es muy caro ir allí el fin de semana.


(b) Paso horas leyendo novelas todos los días, sobre todo, antes de dormirme por la noche. Aunque tengo una tableta como todos los jóvenes, diría que prefiero leer un libro verdadero porque siempre me duelen los ojos si paso demasiado tiempo mirando un móvil o una tableta.


(c) Sin duda, soy la única persona activa de mi familia. Practico muchos deportes y soy miembro de dos equipos. Aunque me chifla hacer deporte, lo que me gusta más de practicarlo es el compañerismo. Es que ahora tengo muchos amigos debido a mis pasatiempos.


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F:

M:

F:

F:

F:

(d) No tengo mucho tiempo libre ya que mis profesores me ponen un montón de deberes cada día. Sin embargo, siempre intento encontrar una hora libre para hacer footing en el parque. Sin duda, me siento mejor después de pasar tiempo al aire libre.


(e) Mi novia y yo vamos a la discoteca una vez al mes. Me chifla la música y lo paso fenomenal allí. El único problema es que siempre tengo que volver a casa antes de las once y la discoteca termina a medianoche. ¡No es justo!


(f) Según mi madre, soy adicta a los videojuegos pero no estoy de acuerdo con ella. Paso dos horas cada día jugando con la videoconsola pero esto no es mucho, en mi opinión. Siempre hago mis deberes a tiempo y saco buenas notas en mis exámenes. Entonces, no hay ningún problema, ¿verdad?


Pause 12 seconds

12 Family Relationships

María is talking about her family and their future.

(a) Normalmente me llevo bien con mi madre pero a veces hay discusiones debido a la ropa que me pongo. Por el contrario, me llevo fatal con mi hermano mayor porque nunca me permite ver la tele en el salón. En cuanto a mi hermana menor, tenemos mucho en común y salimos juntas los fines de semana.


(b) No creo en el matrimonio y no me gustaría casarme cuando sea mayor. Sin embargo espero ser feliz con mi pareja. No me importa su apariencia, sin embargo, tiene que ser una persona muy generosa y feliz.


Pause 12 seconds

This is the end of the recording.

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BLANK PAGE


TEACHER’SBOOKLET

Spanish

[GSH21]SPECIMEN

Unit 2

Speaking:




160

Unit 2 Speaking

To be conducted by the teacher and recorded for marking. It is worth 25% of the marks for GCSE and is marked out of 60.

Refer to GCSE Specification Section 6.2

Controlled Assessment supervised preparation for Conversation Topic 1

Time allowed: 1 hour in normal class time under medium supervision.The use of a dictionary is not permitted during the supervised preparation time.

Instructions – Controlled Assessment preparation session

Candidates have 1 hour to prepare in advance of the speaking examination, under supervised controlled conditions, using the Candidate Preparation Sheet:

• The centre will download the Context for Learning Conversation Topic 1 title from our GCSE Subject microsite in the September prior to the Summer series.

• The centre will provide the candidate with the Candidate Preparation Sheet [available on the Subject microsite].

• The centre will, during normal class teaching time and at a time appropriate to the centre, provide their candidates with a 1 hour block of time in which to research the set conversation topic and complete their Candidate Preparation Sheet.

• The teacher will provide candidates with the Conversation Topic 1 title.• Candidates are permitted to work as individuals or in pairs or small groups.• Candidates can have access to GCSE textbooks, study guides, classwork/homework

books and the CCEA Spanish Core Minimum Vocabulary [Specification Appendix 5]. No access to a dictionary.

• Teachers can give guidance but must not correct any written preparation the candidates have completed during the session.

• At the end of the 1 hour controlled preparation session, the candidate must sign to authenticate their work and then hand only their Candidate Preparation Sheet to the teacher.

• The teacher must sign and date to authenticate the Candidate Preparation Sheet, then securely and confidentially retain all Candidate Preparation Sheets until the day of the Speaking Examination.

• The Candidate Preparation Sheet will be given back to the candidate during the Speaking examination but only at the start of the Conversation Topic 1 element.

Speaking Examination

The examination should be conducted in the following order:Two role-plays, Conversation Topic 1 and Conversation Topic 2.

Time allowed: 10 minutes supervised preparation time for the two role-plays.The Speaking examination should last between 7 – 12 minutes [maximum time permitted].

The use of a dictionary is not permitted at any time during the examination and this includes the 10 minutes supervised preparation time.

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161

Instructions – Speaking Examination

• The examination will last a maximum of 12 minutes.• The examination will consist of: (a) 2 (unseen) role-play cards [both taken from one of the two Contexts for Learning not

covered in (b)]; (b) one pre-prepared conversation topic [Conversation Topic 1 title pre-released by CCEA

and prepared by the candidate in advance]; and (c) one teacher-led conversation topic [Conversation Topic 2 selected by the teacher from

the Context for Learning not covered in (a) and (b) above].

Role-play 1 10 marks (up to 2 minutes)Role-play 2 10 marks (up to 2 minutes)

• The candidate has 10 minutes to prepare for the two role-plays.• The candidate must only use the Candidate Role-play Response Sheet to make

written notes. This sheet must be brought into the examination. • The situations and responses provided are intended to assist teachers in the conduct

of the role-plays and to help standardise the responses made by the candidates, thus making for greater reliability in the marking of the role-plays.

• Teachers should adhere strictly to the responses.• Teachers must not help the candidate either by translating or by suggesting words to

use, as no marks can then be awarded.• At the end of the examination the candidate must return the Candidate Role-play

Response Sheet to his/her teacher who must retain it securely and confidentially until the end of the Enquiry About Results process.

Conversation: Topic 1 20 marks (up to 4 minutes)

• The candidate engages in a conversation on the prepared topic (title set by CCEA).• The candidate must use their Candidate Preparation Sheet. • At the end of the examination the candidate must return the Candidate Preparation

Sheet to his/her teacher who must retain it securely and confidentially until the end of the Enquiry About Results process.

Conversation: Topic 2 20 marks (up to 4 minutes)

• In response to questions from the teacher, the candidate engages in a conversation on a topic taken from the remaining Context for Learning. Candidates are not permitted to use any notes or materials.

Sessions:Each set of cards for each Session contains two role-plays from the same Context for Learning.Teachers must present the two sets of role-play cards face-down so that the scenarios are unseen.Teachers must alternate the sets of cards during each day, as below.

Pre-break Pre-lunch Post-lunchDay 1 Session A cards Section B cards Session C cardsDay 2 Session D cards Session E cards Session F cardsDay 3 Session C cards Session A cards Session B cardsDay 4 Session F cards Session D cards Session E cardsetc. etc. etc. etc.

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Context for Learning:Topic:Outline:You must provide an outline of your task in not more than 40 words.You can only use:• recognisable, single words and/or;• short phrases and/or;• sentences up to a maximum of 6 words per sentence.

No images, diagrams, graphics or pictures will be accepted.

Candidate authentication: I certify that this is my own work. Signature

Teacher authentication: I certify that this is solely the work of this candidate which was produced within the 1 hour preparation session under the conditions specified in the Specification.

Signature Date

Centre details:

Name:

Number:

Candidate details:

Name:

Number:

This must be retained in the centre until after the end of the Enquiry About Results process.

CCEA, 29 Clarendon Road, Clarendon Dock, Belfast BT1 3BG Tel: (028) 9026 1200 Fax: (028) 9026 1234

GCSE: Modern Languages 20 Speaking: Conversation [Topic 1]

Candidate Preparation Sheet

Subject: GCSE [Modern Language]


CCEA/FO/2767/02

GCSE: Modern Languages 20__Speaking: Role-playsCandidate Role-play Response SheetSubject: GCSE [Modern Language]

CCEA, 29 Clarendon Road, Clarendon Dock, Belfast BT1 3BG Tel: (028) 9026 1200 Fax: (028) 9026 1234

Please tick the context which you, the candidate, have chosen for Role-plays:

Role-play 1 Notes for response:

1

2

3

4

5

1 2 3

Candidate authentication: I certify that this is my own work. Signature

Teacher authentication: I certify that this is solely the work of this candidate which was produced within the 10 minute preparation session under the conditions specified in the specification.

Signature: Date:

This must be retained in the centre until after the end of the Enquiry About Results process.

Centre Details: Candidate Details:

Name: Name:

Number: Number:

Role-play 2 Notes for response:

1

2

3

4

5


164

Specimen Role-plays Context for Learning 1Identity, Lifestyle and Culture

SESSION A

Instructions to the teacher:

You must use the target language phrases set out below during the course of the role-play.

You begin the role-play.


You are walking into school and discussing Christmas with your best friend.



Situation A: Culture, customs, festivals and celebrations

1 Teacher: ¿Te gusta la Navidad? Candidate: Say why you like/don’t like the Christmas holidays.

2 Teacher: ¿Qué te gusta comer en Navidad? Candidate: Say two things that you like to eat at Christmas.

3 Teacher: ¿Ves programas especiales navideños en la televisión? Candidate: Describe your favourite Christmas TV programmes/types of programmes.

4 Teacher: ¿Qué regalo te gustaría recibir? Candidate: Say one gift that you want to get for Christmas.

5 Teacher: ¿Qué hiciste el año pasado? Candidate: Say what you did last Christmas.

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You are speaking to an assistant at at a football stadium in Spain.

Your teacher will play the part of the assistant.


Situation B: Free time, leisure and daily routine

1 Teacher: ¿En qué puedo servirle? Candidate: Say you want two tickets.

2 Teacher: ¿Qué tipo de entradas? Candidate: Say that you want tickets for one adult and one child.

3 Teacher: Aquí tiene. Candidate: Ask the price.

4 Teacher: Son 40€. Candidate: Say you are going to the football shop.

5 Teacher: ¿Qué quiere comprar allí? Candidate: Say what you want to buy there.

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SESSION B





You are at school with your best friend when you realise that you do not have your mobile phone.



Situation C: Social media and new technology

1 Teacher: ¿Qué te pasa? Candidate: Ask if you can use his/her mobile phone.

2 Teacher: Por supuesto. Candidate: Say you have lost your phone.

3 Teacher: ¿Qué quieres hacer? Candidate: Say you need to send a message to a member of your family.

4 Teacher: ¿No prefieres hacer una llamada de teléfono? Candidate: Say a message is cheaper.

5 Teacher: ¿Dónde crees que puede estar? Candidate: Say you are going to look in your school bag.

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You are on an exchange visit to Spain and you are telling your exchange partner about your daily routine.

Your teacher will play the part of your exchange partner.


Situation D: Free time, leisure and daily routine

1 Teacher: ¿A qué hora te levantas normalmente? Candidate: Say what time you normally get up.

2 Teacher: ¿Qué desayunas? Candidate: Say what you eat for breakfast.

3 Teacher: ¿Cómo vas al instituto? Candidate: Tell your friend how you get to school.

4 Teacher: ¿Por qué te gusta/no te gusta el transporte público? Candidate: Say why you like/dislike public transport.

5 Teacher: ¿Qué haces tú después del colegio? Candidate: Mention two things you do after school.

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SESSION C





You are talking about your family with your new friend.

Your teacher will play the part of your new friend.


Situation E: Myself, my family, relationships and choices

1 Teacher: Dime algo sobre tu familia. Candidate: Say how many people there are in your family.

2 Teacher: ¿Tenéis animales en casa? Candidate: Give two details about your family pet.

3 Teacher: ¿Qué tal te llevas con tus padres? Candidate: Say how well you get on with your parents.

4 Teacher: ¿Qué tipo de cosas soléis hacer juntos? Candidate: Say what you usually do together as a family.

5 Teacher: ¿Qué hiciste con tu familia la semana pasada? Candidate: Say what you did with your family last week.

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You are having a conversation about social media in class with your teacher.

Your teacher will play the part of your teacher.


Situation F: Social media and new technology

1 Teacher: ¿Cuánto tiempo pasas al día en las redes sociales? Candidate: Say how long you spend every day on social media.

2 Teacher: ¿Y cómo accedes a las redes sociales? Candidate: Say what type of device you use to access social media.

3 Teacher: Muy bien Candidate: Ask your friend if he/she thinks social media is dangerous.

4 Teacher: Sí, pueden ser muy peligrosas. Candidate: Say you are going to buy a new phone next week.

5 Teacher: ¿Por qué? Candidate: Say why you need a new phone.

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Specimen Role-plays Context for Learning 2Local, National, International and Global Areas of Interest

SESSION A





You are having a conversation with your Spanish friend about your region.



Situation G: My local area and the wider environment

1 Teacher: ¿Cómo es tu región? Candidate: Say what your region is like. Give two details.

2 Teacher: ¿Y cuáles son las principales atracciones turísticas? Candidate: Mention one place you consider to be the main attraction in your region.

3 Teacher: Me parece un lugar interesante.

Candidate: Ask your friend if he/she wants to visit your region next year.

4 Teacher: Sí, tengo ganas. ¿Qué hiciste en tu región el fin de semana pasado? Candidate: Say what you did in your region last weekend.

5 Teacher: Muy bien. ¿Cómo es el tiempo en el verano normalmente? Candidate: Describe the weather in summer.

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You are working at a tourist office in Northern Ireland and a Spanish tourist seeks advice.

Your teacher will play the part of the tourist.


Situation H: Travel and tourism

1 Teacher: Buenos días. ¿Podría decirme a qué hora se abre el museo de ciencias? Candidate: Say the time when the museum opens.

2 Teacher: ¿Cómo puedo ir allí? Candidate: Say the means of transport available to go to the museum.

3 Teacher: ¿Dónde está la estación más cercana? Candidate: Say where the closest station is.

4 Teacher: ¿Qué más hay para los turistas en Irlanda del Norte? Candidate: Say what there is for tourists to do or visit in Northern Ireland.

5 Teacher: Muy bien. Candidate: Tell the tourist the attractions will be free for children tomorrow.

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SESSION B



The candidate will begin the role-play.


You are talking to your Spanish friend about recycling.



Situation I: Social and global issues

1 Teacher: ¿Reciclas en casa? Candidate: Say what you recycle in your house. Give two details.

2 Teacher: Muy bien, yo también. Candidate: Ask your friend what he/she recycles at home.

3 Teacher: Intento reciclar el cartón. ¿Y qué haces para proteger el medio ambiente, aparte de eso?

Candidate: Say what else you do to help save the environment.

4 Teacher: Eres una persona muy responsable. Candidate: Say you use public transport to go to school.

5 Teacher: Yo también, y ¿Qué piensas del transporte público? Candidate: Say what you think of public transport.

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You are talking to your Spanish friend about the voluntary work you are doing in a charity shop.



Situation J: Community involvement

1 Teacher: ¿Tienes un trabajo? Candidate: Say that you are working as a volunteer in a shop.

2 Teacher: ¿Desde hace cuánto tiempo? Candidate: Say how long you have been working there.

3 Teacher: Me parece muy interesante. ¿Qué hiciste ayer? Candidate: Say what you did in the shop yesterday.

4 Teacher: ¿No preferirías trabajar en otro sitio? Candidate: Say why you prefer to work there.

5 Teacher: Pienso que eres una persona muy responsable. ¿Dónde te gustaría trabajar en el futuro?

Candidate: Say where you would like to work in the future.

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SESSION C





You are talking to your Spanish friend about the area where you live.



Situation K: My local area and the wider environment

1 Teacher: ¿Dónde vives? Candidate: Say where you live.

2 Teacher: ¿Qué es lo bueno de vivir allí? Candidate: Give one advantage of living there.

3 Teacher: ¿Y se pueden hacer compras allí? Candidate: Mention two places where you can go shopping.

4 Teacher: ¿Y qué pueden hacer los jóvenes en tu barrio? Candidate: Mention what facilities there are for young people.

5 Teacher: ¿Dónde te gustaría vivir en el futuro? Candidate: Say where you would prefer to live in the future.

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You go to the doctor's feeling unwell after spending the whole day at the beach in Spain.

Your teacher will play the part of the doctor.


Situation L: Social and global issues

1 Teacher: ¿Qué le pasa? Candidate: Explain what the problem is.

2 Teacher: ¿Desde hace cuánto tiempo se siente así? Candidate: Say how long you have been feeling like this.

3 Teacher: ¿Ha tomado algo? Candidate: Say what medicine you have taken.

4 Teacher: Tiene una insolación. Compre estas pastillas en la farmacia y tómelas tres veces al día.

Candidate: Ask if there is a pharmacy nearby.

5 Teacher: Sí, hay una en la esquina. Candidate: Say you are going to the chemist now.

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Specimen Role-plays Context for Learning 3School life, Studies and the World of Work

SESSION A





You are talking to your Spanish friend about jobs.



Situation M: Future plans and career

1 Teacher: ¿En qué te gustaría trabajar en el futuro? Candidate: Say what job you would like to have in the future.

2 Teacher: ¿Por qué quieres hacer esto? Candidate: Say why you want to do that job.

3 Teacher: ¿Qué necesitas estudiar para hacer ese trabajo? Candidate: Say what subjects you need to study to do that job.

4 Teacher: ¿Dónde quieres trabajar? Candidate: Say what country you want to work in.

5 Candiate: Ask your friend what job their father (or mother) does. Teacher: Mi madre/padre es dentista.

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The candidate will begin the role-play.


You are on an exchange visit to Spain and you are going to your Spanish friend’s school.



Situation N: My studies and school life

1 Teacher: ¿Dónde está tu instituto? Candidate: Say where your school is.

2 Teacher: ¿Cómo es tu uniforme? Candidate: Describe the uniform you have to wear in your school. Give two details.

3 Teacher: ¿Te gusta? ¿Por qúe?/¿Por qué no? Candidate: Say why you like/don't like your uniform.

4 Teacher: ¿Hiciste alguna actividad ayer despúes del colegio? Candidate: Say what extra-curricular activity you did yesterday.

5 Teacher: ¿CúaI es tu asignatura preferida? Candidate: Say what your favourite subject is.

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SESSION B





You are talking to your Spanish friend about part-time jobs.



Situation O: Part-time jobs and money management

1 Teacher: ¿Tienes un trabajo? Candidate: Say what your job is and where you work.

2 Teacher: ¿Desde hace cuánto tiempo trabajas allí? Candidate: Say how long you have been working there.

3 Teacher: Muy bien. Candidate: Ask your friend if he/she likes their part-time job.

4 Teacher: No está mal. ¿Cuánto te pagan? Candidate: Say how much money you earn per day.

5 Teacher: ¿Qué hiciste ayer? Candiate: Say what you did yesterday.

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You are talking to your Spanish friend about your plans for next year.



Situation P: Future plans and career

1 Teacher: ¿Qué vas a hacer el año que viene? Candidate: Say that you are going to return to school to continue your studies.

2 Teacher: ¿Qué quieres estudiar? Candidate: Say two subjects that you want to study.

3 Teacher: ¿Por qué quieres estudiar estas asignaturas? Candidate: Give one reason why you want to study these subjects.

4 Teacher: Me parece bien. Entonces, ¿qué quieres ser en el futuro? Candidate: Say what type of job you want in the future.

5 Teacher: ¿Por qué quieres hacer este tipo de trabajo? Candidate: Say why you want to do this job.

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SESSION C





You are talking to your Spanish friend about your subjects at school.



Situation Q: My studies and school life

1 Teacher: ¿Cuáles son tus asignaturas favoritas? Candidate: Say which two subjects you like.

2 Teacher: ¿Por qué te gustan? Candidate: Explain why.

3 Teacher: ¿Cuántas clases de idiomas tienes? Candidate: Say how many language classes you have.

4 Teacher: Muy bien. Candidate: Ask your friend if he/she thinks studying languages is important.

5 Teacher: Sí. ¿Qué asignatura te gustaría estudiar a nivel superior? Candidate: Mention one subject you would like to study at A-Level.

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You are talking to your Spanish friend about pocket money.



Situation R: Part-time jobs and money management

1 Teacher: ¿Te dan dinero en casa cada semama? Candidate: Say how much money you get every week.

2 Teacher: ¿Piensas que es suficiente? Candidate: Explain why you think it is (or it is not) enough.

3 Teacher: ¿Qué hiciste en casa la semana pasada para recibir dinero? Candidate: Explain what you did at home last week to earn money.

4 Teacher: ¿En qué gastas tu dinero normalmente? Candidate: Explain how you spend your money.

5 Teacher: ¿No ahorras nunca dinero? Candidate: Say that you save some money for the holidays.

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BLANK PAGE


MARKSCHEME

Modern Languages

[GSH2]SPECIMEN

Unit 2

Speaking:




184

Instructions – Speaking

• The examination will last a maximum of 12 minutes. • The examination will consist of: (a) 2 (unseen) role-play cards [both taken from one of the two Contexts for Learning not

covered in (b)]; (b) one pre-prepared conversation topic [Conversation Topic 1 title pre-released by CCEA

and prepared by the candidate in advance]; and (c) one teacher-led conversation topic [Conversation Topic 2 selected by the teacher from

the Context for Learning not covered in (a) and (b) above].

Available marks [60]Role-play 1 [10] Role-play 2 [10] Conversation Topic 1 [candidate prepared] [20] Conversation Topic 2 [teacher-led] [20]

Role-play Mark Scheme

There are five elements within each role-play.Each element will be awarded up to [2].

Band Communication and Use of Language Mark

2 The response to the task is competent. Communication is fully achieved. There may be some linguistic inaccuracy in the message.

[2]

1 The response to the task is less competent. Communication is partially achieved. There may be considerable linguistic inaccuracy in the message.

[1]

0 No valid response/incorrect/inappropriate/not worthy of credit. [0]

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185

Conversation Topic 1 and Topic 2 Mark Scheme

The Mark Scheme should be applied holistically. The Performance Descriptors are to be seen as a ‘best fit’ and should be applied as a guide to the Awarding Organisation examiner in deciding on an overall band placement. Candidates should be able to access the top band overall even if some elements are not quite fully addressed.

Communication

Band Performance Descriptors This candidate: Marks5 Excellent communication.

The candidate responds readily and fluently to the questions with an excellent level of competence.Ideas and opinions are expressed and justified with confidence.Pronunciation and intonation are excellent.

• responds spontaneously and confidently;• communicates a lot of relevant information;• develops answers by giving unsolicited

details with opinion/s and justification as appropriate; and

• delivers the information with excellent pronunciation, intonation and fluency.

[13]–[15]

4 Very good communication.The candidate responds readily to the questions with a very good level of competence.Ideas and opinions are expressed and there is some justification. Pronunciation and intonation are very good.

• responds confidently;• communicates relevant information;• develops answers by giving appropriate

information with some opinion/s and justification; and

• delivers the information with very good pronunciation, intonation and fluency.

[10]–[12]

3 Good communication.The candidate responds adequately to the questions with a good level of competence.Some ideas and opinions are expressed. There is some hesitation. Pronunciation and intonation are good.

• responds with some confidence, responses may be in single phrases/sentences;

• communicates adequate information, there may be some hesitation;

• develops answers by giving appropriate information, there may be quite limited opinion/s and justification; and

• delivers the information with good pronunciation, intonation and fluency.

[7]–[9]

2 Quite limited communication.The candidate responds to the questions with quite a limited level of competence.Few ideas and opinions are expressed. There may be a lot of hesitation. Pronunciation and intonation are quite inconsistent.

• responds with limited confidence, responses may be short phrases;

• communicates basic information, there may be hesitation and uncertainty;

• attempts to develop responses but there are few details; and

• delivers the information with quite inconsistent pronunciation, intonation and fluency.

[4]–[6]

1 Very limited communication.The candidate responds to the questions with a very limited level of competence.Little relevant information is conveyed. The delivery is very hesitant. Pronunciation and intonation are very inconsistent.

• responds with limited understanding, responses may be single words or very short phrases;

• communicates very little detail with hesitation and uncertainty; and

• delivers the information with very inconsistent pronunciation, intonation and fluency.

[1]–[3]

0 No valid response/incorrect/inappropriate/not worthy of credit.

• provides no valid response, an incorrect response, an inappropriate response and/or the response is not worthy of credit.

[0]

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186

Grammar and Structures

Band Performance Descriptors This candidate: Marks5 Excellent use of grammar and

structures. A wide variety of appropriate structures are used with a high degree of accuracy.The candidate has a command of vocabulary and idiomatic language appropriate to this level.There are very few errors.

• uses a wide range of grammar and structures giving the response some complexity;

• regularly incorporates vocabulary and idiomatic and creative expressions that give the response a natural feel;

• uses more complex language, with confident reference to past, present and future events, as appropriate; and

• delivers a response with a high level of accuracy.

[5]

4 Very good use of grammar and structures. A variety of appropriate structures is used with a very good degree of accuracy.The candidate has a command of vocabulary and idiomatic language appropriate to this level.Errors are few and mostly where more complex language is used.

• uses a very good range of grammar and structures;

• uses very good vocabulary and idiomatic and creative expressions;

• uses some complex language, with some reference to past, present and future events, as appropriate; and

• delivers a response with very good accuracy, with few errors.

[4]

3 Good use of grammar and structures. The candidate has some command of vocabulary and idiomatic language. Errors occur mostly where more complex language is used.

• uses a good range of grammar and structures;

• uses appropriate vocabulary and some idiomatic and creative expressions;

• may include some reference to past, present and future events, as appropriate; and

• delivers a response with good accuracy, with some errors where more complex language is attempted.

[3]

2 Quite limited use of grammar and structures. The candidate has limited command of vocabulary and idiomatic language. More frequent errors occur.

• uses a limited range of grammar and structures;

• uses a limited range of vocabulary and basic expressions;

• may attempt to use some verbs, as appropriate; and

• delivers a response with limited accuracy, with frequent errors.

[2]

1 Very limited use of grammar and structures. The candidate has a very limited command of vocabulary and idiomatic language. Errors are very common.

• uses a very limited range of grammar and structures;

• uses a very limited range of vocabulary and basic expressions;

• makes little/no attempt to use verbs; and• delivers a response with very limited

accuracy, with frequent errors.

[1]

0 No valid response/incorrect/inappropriate/not worthy of credit.

• provides no valid response, an incorrect response, an inappropriate response and/or the response is not worthy of credit.

[0]

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MARKSCHEME

Spanish

[GSH31]SPECIMEN

Unit 3: Reading

Foundation Tier



AVAILABLE MARKS

188

Section A


1 (a) Swimming [1]

(b) Thursday [1]

2 (a) Sometimes/a few times a week. [1]

(b) (Red) Meat [1]

(c) Any two of the following – milk/vegetables/cheese/pulses [2]

3 (a) (i) In front of the beach [1]

(ii) 250€ [1]

(b) It is free [1]

(c) Retired people [1]

4 (a) Sea [1]

(b) 4 [1]

(c) Free [1]

(d) 6 [1]

(e) Bus stop [1]

(f) Summer [1]

5 (a) Any one of the following – stop smoking/improve your health/make friends [1]

(b) On the last Friday of the month [1]

2

4

4

6

2

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AVAILABLE MARKS

189

6 (a) Andrés [1]

(b) Juan [1]

(c) Andrés [1]

(d) Sandra [1]

(e) Marcos [1]

(f) Isabel [1]

7 (a) Over 50’s [1]

(b) Any one of the following – share information/shop online [1]

(c) Complete beginners/people who have never used a computer before [1]

(d) Any one of the following – free time/desire to help others [1]

8 (a) Here at Colegio San José [1] we have 6 classes a day. [1] [2]

(b) We begin at 8.30 [1] and each class lasts 55 minutes. [1] [2]

(c) There is a break at 10.15 [1] and lunch is at 2. [1] [2]

(d) I usually go home for lunch. [1] Classes end at 4. [1] [2]

6

4

8

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AVAILABLE MARKS

190

Section B


9 (i) B [1]

(ii) A [1]

(iii) C [1]

(iv) D [1]

10 (i) F [1]

(ii) D [1]

(iii) B [1]

(iv) A [1]

(v) C [1]

(vi) H [1]

11 (a) B [1]

(b) B [1]

(c) A [1]

(d) C [1]

(e) A [1]

(f) A [1]

4

6

6

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AVAILABLE MARKS

191

12 (a) (i) Cumpleaños [1]

(ii) Argentino [1]

(iii) Comenzó [1]

(iv) Primer [1]

(b) (i) Debutó [1]

(ii) Argentino [1]

(iii) Premios [1]

(iv) Trabaja [1]

Total marks

4

4

60

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BLANK PAGE


MARKSCHEME

Spanish

[GSH32]SPECIMEN

Unit 3: Reading

Higher Tier



AVAILABLE MARKS

194

Section A


1 (i) B [1]

(ii) A [1]

(iii) C [1]

(iv) D [1]

2 (i) F [1]

(ii) D [1]

(iii) B [1]

(iv) A [1]

(v) C [1]

(vi) H [1]

3 (a) B [1]

(b) B [1]

(c) A [1]

(d) C [1]

(e) A [1]

(f) A [1]

4

6

6

Version 3: May 2020

AVAILABLE MARKS

195

4 (a) (i) Cumpleaños [1]

(ii) Argentino [1]

(iii) Comenzó [1]

(iv) Primer [1]

(b) (i) Debutó [1]

(ii) Argentino [1]

(iii) Premios [1]

(iv) Trabaja [1]

Section B


5 (a) We all have the responsibility [1] to look after the environment. [1] [2]

(b) We must recycle [1] all household waste. [1] [2]

(c) We have to use public transport [1] instead of driving. [1] [2]

(d) We should switch off all electronic equipment [1] that we are not using [2]

6 (a) (iii) [1] (b) (ii) [1]

(c) (ii) [1]

(d) (iii) [1]

7 (a) go out with her friends/group [1]

(b) go to a private (dance) class [1]

(c) (she is a) twin [1]

(d) be a vet [1]

4

4

8

4

4

Version 3: May 2020

AVAILABLE MARKS

196

8 A Farmer [1] B Nurse [1] C Pilot [1] D Mechanic [1]

9 D [1] C [1]

10 (a) 16 [1]

(b) Any one of the following – Students go out to the city/communicate with people/visit the region. [1]

(c) Any one of the following – travel agency/tourist office/theme park. [1]

(d) Any one of the following – Why you are interested/what sector you want to work in. [1]

11 (a) it’s the fourth in a series/based on a novel by Suzanna Collins [1]

(b) a lot of prizes [1]

(c) it comes to the big screen [1]

(d) long queues [1]

12 (a) lots of musicians [1] from all over the world [1] [2]

(b) it has been one success [1] after another [1] [2]

(c) find accommodation [1] in the city [1] [2]

Total marks

4

2

6

4

6

60

Version 3: May 2020

MARKSCHEME

Spanish

[GSH41]SPECIMEN

Unit 4: Writing

Foundation Tier



AVAILABLE MARKS

198

1 (a) Award one mark for each correct item that can be identified without ambiguity.

English spelling will not be accepted.

The following are examples of the responses candidates may give:

(i) manzana [1]

(ii) pan [1]

(iii) patatas [1]

(iv) agua [1]

(b) Award two marks for each correct short phrase (2-3 words) that can be identified without ambiguity.

The following are examples of responses that candidates may give:

(i) muchas tiendas [2]

(ii) hay polideportivos [2]

(iii) un castillo antiguo [2]

Band Performance Descriptors Marks

2 The response is fully communicated. There are no or very few errors. [2]

1 The response is partially communicated. There may be some minor errors. [1]


2 This question has five responses.

Each response is worth up to two marks.



1 The response is partially communicated. There may be some minor errors. [1]


[10]

Version 3: May 2020

AVAILABLE MARKS

199

3 The translation has five sentences. Each sentence is worth up to two marks.


2A highly accurate and competent translation. There may be minor errors but meaning is clear.

[2]

1A fairly accurate and reasonably competent translation. There may be some errors and ambiguity.

[1]


Translation Grid

Sentence Translation sentence

Suggested translation

Credit Do not credit

(a) I go to school on the bus.

Voy al colegio/al instituto en autobús.

(b) My uniform is blue and white.

Mi uniforme es azul y blanco.

(c) My favourite subject is history.

Mi asignatura favorita es la historia.

(d)At one o’clock I eat my lunch.

A la una tomo el almuerzo/Como a la una

(e) I am going to be a doctor.

Voy a ser médico.

[10]

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200

4 Extended Writing

The Mark Scheme should be applied holistically. The Performance Descriptors are to be seen as a ‘best fit’ and should be applied to each of the bullet points as a guide to the examiner in deciding on an overall band placement. Candidates should be able to access the top band overall even if some elements are not quite fully addressed.

Writing (Communication)

Band Performance Descriptors This candidate: Marks

5

The candidate carries out the task using clear and concise language and displays good knowledge of the topic. Ideas and opinions are expressed and there is some justification.

• produces an effective response which includes appropriate language;

• displays good knowledge of the subject matter and offers relevant information and some unsolicited detail;

• includes personal ideas and opinions with some justification; and

• gives a response which is equally balanced against the bullet points and inaccuracies very rarely impede communication.

[17]–[20]

4

The candidate carries out the task adequately and displays reasonable knowledge of the topic. Some ideas and opinions are expressed.

• produces a good response which includes suitable language;

• displays reasonable knowledge of the subject matter and offers some relevant information;

• includes some personal ideas and opinions; and

• makes an attempt to balance the response against the bullet points and inaccuracies rarely impede communication

[13]–[16]

Version 3: May 2020

201


3

The candidate carries out some elements of the task effectively with limited knowledge of the topic. There are few ideas and opinions.

• produces a limited response which may include some suitable language;

• displays limited knowledge of the subject matter and offers little relevant information;

• may make a reasonable attempt to include some personal ideas and opinions; and

• makes some attempt to balance the response against the bullet points and inaccuracies may impede communication.

[9]–[12]

2

The candidate carries out some elements of the task with little effect and limited knowledge of the topic. There are few ideas and opinions.

• produces a limited response which may include some limited language;

• displays limited knowledge of the subject matter and offers very little relevant information;

• may make an attempt to include some personal ideas and opinions; and

• makes some attempt to balance the response against the bullet points and inaccuracies will most likely impede communication.

[5]–[8]

1

The candidate does not carry out the task effectively and displays little to no knowledge of the topic. Very few, if any, ideas or opinions are expressed.

• produces a very limited response and attempts to include some suitable language;

• displays very limited knowledge of the subject matter and offers minimal relevant information;

• little to no personal ideas or opinions are expressed; and

• attempts to address the bullet points and inaccuracies impede communication.

[1]–[4]

0

No valid response/incorrect/inappropriate/not worthy of credit.

• is a Band 0 because the response is not valid/incorrect/inappropriate/not worthy of credit.

[0]

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202

Writing (Grammar and Structures)


5

The response is organised and mostly coherent. There is some evidence of language of a more complex nature. There is a good range of appropriate vocabulary and structures. There are some minor errors.

• demonstrates the ability to write with a level of competence and coherence within an organised response;

• uses a good range of vocabulary and idiom;

• is fairly proficient in the use of a range of grammar and structures, exhibiting the ability to manipulate the language with some confidence, using tenses as appropriate; and

• demonstrates a good level of accuracy in the use of spelling, punctuation and grammar although there will be some errors of a minor nature.

[9]–[10]

4

The response is reasonably organised with a range of vocabulary and structures. There may be some evidence of more complex language. There is a range of appropriate vocabulary and structures. There are some errors of a minor and major nature.

• attempts to write a reasonably organised response with some competence and coherence;

• uses a satisfactory range of vocabulary and some idiomatic expressions;

• attempts to use a range of grammar and structures to produce a response which can be understood and which uses appropriate tenses; and

• demonstrates reasonable accuracy in the use of spelling, punctuation and grammar although there will be both minor and major errors.

[7]–[8]

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203


3

The response has some organisation and some coherence. There is limited vocabulary and structures. There may be an attempt to use more complex language. Most of the writing is comprehensible but there will be both minor and major errors.

• shows some attempt to write an organised response with some coherence;

• uses a limited range of vocabulary;

• attempts to use some grammar and structures to produce a simple response; and

• attempts to use accurate spelling, punctuation and grammar but there will be both minor and major errors which may impede understanding.

[5]–[6]

2

The response has limited organisation. Vocabulary and structure are limited. There is a limited use of punctuation and grammar. It is likely there will be both minor and major errors.

• makes a limited attempt to write or organise a response with little coherence;

• uses a very limited range of vocabulary;

• displays limited use of basic grammar and structures to produce a limited response; and

• demonstrates the ability to write some short, simple sentences but there are many major inaccuracies in spelling, punctuation and grammar which will impede understanding.

[3]–[4]

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204


1

The response has little or no organisation. There is very basic vocabulary with little structure. There will be both minor and major errors.

• makes an attempt to write a response but there is little or no coherence or structure;

• uses only basic vocabulary;• uses very limited and

inaccurate grammar with little or no structure to produce a very basic response; and

• demonstrates little or no ability to write some short, simple sentences and there will be many major inaccuracies in spelling, punctuation and grammar which will impede understanding.

[1]–[2]

0



[0]

[30]

Version 3: May 2020

MARKSCHEME

Spanish

[GSH42]SPECIMEN

Unit 4: Writing

Higher Tier



AVAILABLE MARKS

206

1 This question has five responses. Each sentence is worth up to two marks.



1The response is partially communicated. There may be some minor errors. [1]


[10]

2 This question has five responses. Each sentence is worth up to two marks.



1The response is partially communicated. There may be some minor errors. [1]


[10]

3 Thetranslationhasfivesentences.Eachsentenceisworthuptotwo marks.


2 A highly accurate and competent translation. There may be minor errors but meaning is clear. [2]

1 A fairly accurate and reasonably competent translation. There may be some errors and ambiguity. [1]


Version 3: May 2020

AVAILABLE MARKS

207

Translation Grid

Sentence Translation sentence

Suggested translation Credit

Do not credit

(a)

I play the piano every day.

Toco el piano todos los días.

(b)

I went to a concert last Tuesday.

Fui a un concierto el martes pasado.

(c)

I play on the computer when I don’t have homework.

Juego en mi ordenadorcuando no tengo deberes.

(d)

I have to study a lot.

Tengo que estudiar mucho.

(e)

In the summer I am going to look for a job.

En el verano voy a buscar un trabajo.

[10]

Version 3: May 2020

208

4 Extended Writing

The Mark Scheme should be applied holistically. The Performance Descriptors are to be seen as a ‘best fit’ and should be applied to each of the bullet points as a guide to the examiner in deciding on an overall band placement. Candidates should be able to access the top band overall even if some elements are not quite fully addressed.

Writing (Communication)


5

The candidate carries out the task effectively using very clear and concise language and displays excellent knowledge of the topic. Ideas and opinions are expressed andjustified.

• produces a clear, concise and fluid response which includes very appropriate language;

• displays excellent knowledge of the subject matter and offers a lot of relevant information including unsolicited detail;

• includes personal ideas and opinions which are regularly justified; and

• gives an engaging response which is equally balanced against the bullet points and inaccuracies do not impede communication

[17]–[20]

4

The candidate carries out the task using clear and concise language and displays very good knowledge of the topic. Ideas and opinions are expressed and there is some justification.

• produces a very good response which includes generally suitable language;

• displays very good knowledge of the subject matter and offers sufficient relevant information including some unsolicited detail;

• includes personal ideas and opinions with some justification; and

• gives an appropriate response which is generally balanced against the bullet points and inaccuracies very rarely impede communication.

[13]–[16]

Version 3: May 2020

209


3

The candidate carries out the task adequately and displays reasonable knowledge of the topic. Some ideas and opinions are expressed

• produces a good response which includes suitable language;

• displays some good knowledge of the subject matter and offers some relevant information;

• includes some personal ideas and opinions; and

• makes an attempt to balance the response against the bullet points and inaccuracies rarely impede communication.

[9]–[12]

2

The candidate carries out some elements of the task effectively with limited knowledge of the topic. There are few ideas and opinions.

• produces a limited response which may include some suitable language;

• displays limited knowledge of the subject matter and offers a little relevant information;

• may make a reasonable attempt to include some personal ideas and opinions; and

• makes some attempt to balance the response against the bullet points and inaccuracies may impede communication.

[5]–[8]

1

The candidate does not carry out the task effectively and displays a very limited knowledge of the topic. Very few, if any ideas or opinions are expressed.

• produces a very limited response and attempts to include some suitable language;

• displays very limited knowledge of the subject matter and offers minimal relevant information;

• may attempt to include a personal idea or opinion; and

• attempts to address the bullet points and inaccuracies will most likely impede communication.

[1]–[4]

0



[0]

Version 3: May 2020

210

Writing (Grammar and Structures)


5

The response is well organised and coherent with an attempt to use language of a more complex nature. There is an excellent range of appropriate vocabulary and structures. There are few errors.

• demonstrates the ability to write with a high level of competence and coherence within a highly organised response;

• uses a comprehensive range of vocabulary and idiom;

• is proficient in the use of a wide range of grammar and structures, exhibiting a clear ability to manipulate the language with confidence, using tenses as appropriate; and

• demonstrates a high level of accuracy in the use of spelling, punctuation and grammar with no or very few errors.

[9]–[10]

4

The response is organised and coherent. There is some evidence of language of a more complex nature. There is a very good range of appropriate vocabulary and structures. There are some errors, but mostly of a minor nature.

• demonstrates the ability to write very competently and coherently within an organised response;

• uses a very good range of vocabulary and some idiomatic expressions;

• is proficient in the use of a range of grammar and structures, exhibiting the ability to manipulate the language with some confidence, using tenses as appropriate; and

• demonstrates very good accuracy in the use of spelling, punctuation and grammar although there will be some errors of a minor nature.

[7]–[8]

Version 3: May 2020

211


3

The response is reasonably organised with a range of vocabulary and structures. There may be some evidence of more complex language. Most of the writing is comprehensible but there may be both minor and major errors.

• attempts to write a reasonably organised response with some competence and coherence;

• uses a good range of vocabulary and some idiomatic expressions;

• attempts to use of a range of grammar and structures to produce a response which can be understood and which uses appropriate tenses; and

• demonstrates good accuracy in the use of spelling, punctuation and grammar but there will be both minor and major errors.

[5]–[6]

2

The response has a limited attempt at organisation. There is basic vocabulary and structures. There may be an attempt to use more complex language. It is likely there will be both minor and major errors.

• makes a limited attempt to write an organised response with some coherence;

• uses a limited range of vocabulary;

• attempts to use some grammar and structures to produce a simple response; and

• attempts to use accurate spelling, punctuation and grammar but there will be both minor and major errors which may impede understanding.

[3]–[4]

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212


1

The response has a very limited level of organisation. There is very basic vocabulary and structures. There will be both minor and major errors.

• makes a very limited attempt to write a response;

• uses a very limited range of vocabulary;

• uses very basic grammar and structures to produce a very basic response; and

• demonstrates the ability to write some short, simple sentences but there are many major inaccuracies in spelling, punctuation and grammar which will impede understanding.

[1]–[2]

0



[0]

[30]

Version 3: May 2020

213

ACKNOWLEDGEMENTS

Version 3: May 2020

214

Paper Number

Question Number

Type Acknowledgement

Unit 1F Q1 QP © Ray-Gun/iStock/ThinkstockUnit 1F Q1 QP © BluePlanetEarth/iStock/ThinkstockUnit 1F Q1 QP © solar22/iStock/ThinkstockUnit 1F Q1 QP © artbesouro/iStock/ThinkstockUnit 1F Q1 QP © Ziemanz/iStock/ThinkstockUnit 1F Q1 QP © LCOSMO/iStock/ThinkstockUnit 1F Q1 QP © Victor_Brave/iStock/ThinkstockUnit 1F Q2 QP © asterisk11/iStock/ThinkstockUnit 1F Q2 QP © HitToon/iStock/ThinkstockUnit 1F Q2 QP © ok-sana/iStock/ThinkstockUnit 1F Q2 QP © Spondylolithesis/iStock/ThinkstockUnit 1F Q2 QP © asterisk11/iStock/ThinkstockUnit 1F Q3 QP © OstapenkoOlena/iStock/ThinkstockUnit 1F Q3 QP © Anastasiia_M/iStock/ThinkstockUnit 1F Q3 QP © Lordn/iStock/ThinkstockUnit 1F Q3 QP © reportman1985/iStock/ThinkstockUnit 1F Q3 QP © Getty Images 478277862Unit 1F Q3 QP © DAJ/iStock/ThinkstockUnit 1F Q4 QP © brilliantskylight/iStock/ThinkstockUnit 1F Q4 QP © Getty Images 953852792Unit 1F Q4 QP © moremarinka/iStock/ThinkstockUnit 1F Q4 QP © lioputra/iStock/ThinkstockUnit 1F Q4 QP © vabadov/iStock/ThinkstockUnit 1F Q4 QP © andegro4ka/iStock/ThinkstockUnit 1F Q4 QP © vladwel/iStock/ThinkstockUnit 1F Q4 QP © Chuhail/iStock/ThinkstockUnit 1F Q4 QP © studiodr/iStock/ThinkstockUnit 1F Q4 QP © unpict/iStock/ThinkstockUnit 1F Q4 QP © Getty images 964380784Unit 1F Q4 QP © solucionfotografica/iStock/ThinkstockUnit 1F Q4 QP © zozzzzo/iStock/ThinkstockUnit 1F Q4 QP © itsmylisa/iStock/ThinkstockUnit 1F Q4 QP © SoberP/iStock/ThinkstockUnit 1F Q4 QP © Ljupco/iStock/ThinkstockUnit 1F Q4 QP © TpuPyku/iStock/ThinkstockUnit 1F Q4 QP © Noongraphicstudio/iStock/ThinkstockUnit 1F Q4 QP © Imv_photo/iStock/ThinkstockUnit 1F Q5 QP © Alexey Bannykh/Hemera/ThinkstockUnit 1F Q6 QP © owattaphotos/iStock/ThinkstockUnit 1F Q7 QP © Tijana87/iStock/ThinkstockUnit 1F Q8 QP © bilhagolan/iStock/ThinkstockUnit 1F Q9 QP © alexjuve/iStock/ThinkstockUnit 1F Q10 QP © colematt/iStock/Thinkstock

Version 3: May 2020

215

Paper Number

Question Number


Unit 1F Q11 QP © hamikus/iStock/ThinkstockUnit 1F Q11 QP © Thomas Suurland/Hemera/ThinkstockUnit 1F Q11 QP © owattaphotos/iStock/ThinkstockUnit 1F Q11 QP © Thomas Suurland/Hemera/ThinkstockUnit 1F Q11 QP © zacky24/iStock/ThinkstockUnit 1F Q11 QP © Thomas Suurland/Hemera/ThinkstockUnit 1F Q11 QP © colematt/iStock/ThinkstockUnit 1F Q11 QP © Getty Images 1158160924Unit 1F Q11 QP © Ivary/iStock/ThinkstockUnit 1F Q11 QP © Getty Images 1051210888Unit 1F Q11 QP © owattaphotos/iStock/ThinkstockUnit 1F Q11 QP © Getty Images 1158160924Unit 1F Q11 QP © DAJ/iStock/ThinkstockUnit 1F Q11 QP © Thomas Suurland/Hemera/ThinkstockUnit 1F Q11 QP © Ivary/iStock/ThinkstockUnit 1F Q11 QP © Thomas Suurland/Hemera/ThinkstockUnit 1F Q11 QP © ShowVectorStudio/iStock/ThinkstockUnit 1F Q11 QP © Thomas Suurland/Hemera/ThinkstockUnit 1F Q12 QP © DigitalVision/ThinkstockUnit 1H Q1 QP © alexjuve/iStock/ThinkstockUnit 1H Q2 QP © Colematt/iStock/ThinkstockUnit 1H Q3 QP © hamikus/iStock/ThinkstockUnit 1H Q3 QP © Thomas Suurland/Hemera/ThinkstockUnit 1H Q3 QP © owattaphotos/iStock/ThinkstockUnit 1H Q3 QP © Thomas Suurland/Hemera/ThinkstockUnit 1H Q3 QP © zacky24/iStock/ThinkstockUnit 1H Q3 QP © Thomas Suurland/Hemera/ThinkstockUnit 1H Q3 QP © colematt/iStock/ThinkstockUnit 1H Q3 QP © Getty Images 1158160924Unit 1H Q3 QP © Ivary/iStock/ThinkstockUnit 1H Q3 QP © Getty Images 1051210888Unit 1H Q3 QP © owattaphotos/iStock/ThinkstockUnit 1H Q3 QP © Getty Images 1158160924Unit 1H Q3 QP © DAJ/iStock/ThinkstockUnit 1H Q3 QP © Thomas Suurland/Hemera/ThinkstockUnit 1H Q3 QP © Ivary/iStock/ThinkstockUnit 1H Q3 QP © Thomas Suurland/Hemera/ThinkstockUnit 1H Q3 QP © ShowVectorStudio/iStock/ThinkstockUnit 1H Q3 QP © Thomas Suurland/Hemera/ThinkstockUnit 1H Q4 QP © DigitalVision/ThinkstockUnit 1H Q5 QP © incomble/iStock/ThinkstockUnit 1H Q6 QP © IconicBestiary/iStock/ThinkstockUnit 1H Q7 QP © -goldy-/iStock/Thinkstock

Version 3: May 2020

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Paper Number

Question Number


Unit 1H Q8 QP © littlekoob/iStock/ThinkstockUnit 1H Q9 QP © MerggyR/iStock/ThinkstockUnit 1H Q10 QP © blueringmedia/iStock/ThinkstockUnit 1H Q11 QP © alexjuve/iStock/ThinkstockUnit 1H Q12 QP © friendlyvector/iStock/ThinkstockUnit 3F Q1 QP © colematt/iStock/ThinkstockUnit 3F Q2 QP © DAJ/iStock/ThinkstockUnit 3F Q5 QP © Digital Vision/Photodisc/ThinkstockUnit 3F Q6 QP © colematt/iStock/ThinkstockUnit 3F Q6 QP © Getty Images 1011905064Unit 3F Q7 QP © Ableimages/DigitalVision/ThinkstockUnit 3F Q8 QP © colematt/iStock/ThinkstockUnit 3F Q10 QP © bellanatella/iStock/ThinkstockUnit 3F Q10 QP © coffeee-in/iStock/ThinkstockUnit 3F Q10 QP © lenm/iStock/ThinkstockUnit 3F Q10 QP © IgorZakowski/iStock/ThinkstockUnit 3F Q10 QP © Getty Images 1126019408Unit 3F Q10 QP © jesadaphorn/iStock/ThinkstockUnit 3F Q10 QP © -zetwe-/iStock/ThinkstockUnit 3F Q11 QP © DAJ/iStock/ThinkstockUnit 3F Q12 QP © Route55/iStock/ThinkstockUnit 3H Q1 QP © DigitalVision/Photodisc/ThinkstockUnit 3H Q5 QP © Dorling Kindersley/ThinkstockUnit 3H Q6 QP © -goldy-/iStock/ThinkstockUnit 3H Q8 QP © Digital Vision/ThinkstockUnit 3H Q9 QP © msjeje/iStock/ThinkstockUnit 3H Q10 QP © Wavebreakmedia/iStock/ThinkstockUnit 3H Q12 QP © monkeybusinessimages/iStock/ThinkstockUnit 4F Q1 QP © Getty Images 1148658999Unit 4F Q1 QP © Getty Images 107429235Unit 4F Q2 QP © Antonio_Diaz/iStock/ThinkstockUnit 4F Q3 QP © MonkeyBusinessImages/iStock/ThinkstockUnit 4H Q1 QP © Antonio_Diaz/iStock/ThinkstockUnit 4H Q2 QP © Getty Images 117839368Unit 4H Q3 QP © MonkeyBusinessImages/iStock/Thinkstock

Version 3: May 2020

CCEA GCSE Specimen Assessment Materials for Spanish · 2020. 5. 14. · CCEA GCSE Specimen Assessment Materials for Spanish Version 3: May 2020. GCSE. For first teaching from September

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