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GCSESpecification
ItalianFull Course for exams June 2011 onwardsand certification June 2011 onwards
Short Course for exams June 2011 onwards
and certification June 2011 onwards
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This specication will be published annually on our website (http://www.aqa.org.uk). We will notiy centres in writingo any changes to this specication. We will also publish changes on our website. The version o the specication on ourwebsite will always be the most up to date version, although it may be dierent rom printed versions.
Vertical black lines indicate a signicant change or addition to the previous version o this specication.
You can get urther copies o this specication rom:
AQA Logistics Centre (Manchester)Unit 2Wheel Forge Way
Ashburton ParkTraord ParkManchesterM17 1EH
or you can download it rom our website (http://www.aqa.org.uk)
Copyright 2008 AQA and its licensors. All rights reserved.
COPYRIGHTAQA retains the copyright on all its publications, including the specications. However, registered centres or AQA arepermitted to copy material rom this specication booklet or their own internal use.
The Assessment and Qualications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a
registered charity (number 1073334).
Registered address AQA, Devas Street, Manchester M15 6EX.
http://www.aqa.org.uk/http://www.aqa.org.uk/http://www.aqa.org.uk/http://www.aqa.org.uk/ -
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1
GCSE Italian or teaching rom September 2009 onwards (version 1.6)
1 Introduction 3
1.1 Why choose AQA? 31.2 Why choose Italian? 3
1.3 How do I start using this specication? 4
1.4 How can I nd out more? 4
2 Specication at a Glance 5
3 Subject Content 6
3.1 Contexts and purposes 6
3.2 Unit 1: Italian listening 46301F; 46301H 7
3.3 Unit 2: Italian reading 46302F; 46302H 83.4 Unit 3: Italian speaking 46303 9
3.5 Unit 4: Italian writing 46304 13
3.6 Grammar 16
3.7 Communication strategies 18
3.8 Vocabulary 21
4 Scheme o Assessment 54
4.1 Aims and learning outcomes 54
4.2 Assessment Objectives 54
4.3 National criteria 55
4.4 Prior learning 55
4.5 Access to assessment: diversity and inclusion 55
5 Administration 56
5.1 Availability o assessment units and certication 56
5.2 Entries 56
5.3 Private candidates 57
5.4 Access arrangements and special consideration 57
5.5 Language o examinations 57
5.6 Qualication titles 57
5.7 Awarding grades and reporting results 58
5.8 Re-sits and shel-lie o unit results 59
Contents
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
2
6 Controlled Assessment Administration (Speaking) 60
6.1 Authentication o controlled assessment work 606.2 Malpractice 60
6.3 Teacher standardisation 61
6.4 Internal standardisation o marking 61
6.5 Annotation o controlled assessment work 61
6.6 Submitting marks and sample work or moderation 62
6.7 Factors aecting individual candidates 62
6.8 Retaining evidence 62
7 Moderation 63
7.1 Moderation procedures 63
7.2 Consortium arrangements 63
7.3 Post-moderation procedures 63
8 Controlled Assessment Administration (Writing) 64
8.1 Authentication o controlled assessment 64
8.2 Malpractice 64
8.3 Teacher support 65
8.4 Factors aecting individual candidates 65
Appendices A Grade Descriptions 66
B Spiritual, Moral, Ethical, Social, Legislative, Sustainable
Development, Economic and Cultural Issues,
and Health and Saety Considerations 67
C Overlaps with other Qualications 68
D Key Skills 69
E Controlled Assessment Exemplar Tasks or Speaking 70
F Controlled Assessment Exemplar Tasks or Writing 73
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3
1
GCSE Italian or teaching rom September 2009 onwards (version 1.6)
1.1 Why choose AQA?
1 Introduction
AQA is the UKs avourite exam board and morestudents receive their academic qualications romAQA than rom any other board. But why is AQA sopopular?
AQA understands the dierent requirements o eachsubject by working in partnership with teachers. OurGCSEs:
enable students to realise their ull potential
contain engaging content
are manageable or schools and colleges
are accessible to students o all levels o ability
lead to accurate results, delivered on time are aordable and value or money.
AQA provides a comprehensive range o supportservices or teachers:
access to subject departments
training or teachers including practical teachingstrategies and approaches that really workpresented by senior examiners
personalised support or Controlled Assessment
24 hour support through our website and onlineAsk AQA
past question papers and mark schemes
comprehensive printed and electronic resources
or teachers and studentsAQA is an educational charity ocused on the needso the learner. All our income goes towards operatingand improving the quality o our specications,examinations and support services. We dont aim toprot rom education we want you to.
I you are an existing customer then we thank you oryour support. I you are thinking o moving to AQAthen we look orward to welcoming you.
1.2 Why choose Italian? To develop language skills in a variety o contexts.
Flexible, unitised structure allows students tomaximise achievement.
Choice o contexts and purposes or Writing andSpeaking units.
Listening and Reading assessments carryorward structure o existing specication, oeringcontinuity or teachers.
Embraces opportunities oered by new subjectcriteria to lessen the stress o assessment inSpeaking.
Builds on the KS3 study and prepares studentsor urther study, eg. Short Course leading to FullCourse; Full Course to AS; then AS to A2 etc.
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
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Already using the existing AQA Italianspecifcation?
Register to receive urther inormation, such asmark schemes, past question papers, details oteacher support meetings, etc, athttp://www.aqa.org.uk/rn/askaqa.phpInormation will be available electronically or inprint, or your convenience.
Tell us that you intend to enter candidates. Thenwe can make sure that you receive all the materialyou need or the examinations. This is particularly
important where examination material is issuedbeore the nal entry deadline. You can let usknow by completing the appropriate Intention toEnter and Estimated Entry orms. We will sendcopies to your Exams Ocer and they are alsoavailable on our website(http://www.aqa.org.uk/admin/p_entries.php).
1.3 How do I start using this specication?
Not using the AQA specifcationcurrently?
Almost all centres in England and Wales useAQA or have used AQA in the past and areapproved AQA centres. A small minority are not.I your centre is new to AQA, please contact ourcentre approval team [email protected]
1.4 How can I nd out more?
Ask AQAYou have 24-hour access to useul inormation andanswers to the most commonly-asked questions athttp://www.aqa.org.uk/rn/askaqa.php
I the answer to your question is not available, youcan submit a query or our team. Our target responsetime is one day.
Teacher SupportDetails o the ull range o current Teacher Supportmeetings are available on our website athttp://www.aqa.org.uk/support/teachers.php
There is also a link to our ast and convenient onlinebooking system or Teacher Support meetings athttp://events.aqa.org.uk/ebooking
I you need to contact the Teacher Support team,you can call us on 01483 477860 or email us [email protected]
http://www.aqa.org.uk/rn/askaqa.phphttp://www.aqa.org.uk/admin/p_entries.phpmailto:[email protected]://www.aqa.org.uk/rn/askaqa.phphttp://www.aqa.org.uk/support/teachers.phphttp://events.aqa.org.uk/ebookingmailto:[email protected]:[email protected]://events.aqa.org.uk/ebookinghttp://www.aqa.org.uk/support/teachers.phphttp://www.aqa.org.uk/rn/askaqa.phpmailto:[email protected]://www.aqa.org.uk/admin/p_entries.phphttp://www.aqa.org.uk/rn/askaqa.php -
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
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2 Specication at a Glance
Italian
Short Course
inSpoken
Language
4631
Unit 1: Listening
46301F; 46301H
Examination 40%
Either
Foundation Tier: 30 minutes
(+ 5 minutes reading time)
or
Higher Tier: 40 minutes
(+ 5 minutes reading time)
Unit 3: Speaking46303
Controlled Assessment 60%
(internally assessed)
Two tasks submitted for
moderation
plus
Italian
Short Course
in Written
Language
4632
Unit 2: Reading
46302F; 46302H
Examination 40%
Either
Foundation Tier: 30 minutes
or
Higher Tier: 50 minutes
Unit 4: Writing
46304
Controlled Assessment 60%
(externally assessed)
Two tasks submitted for
marking
plus
Unit 1: Listening
46301F; 46301H
Examination 20%
Either
Foundation Tier: 30 minutes
(+ 5 minutes reading time)
or
Higher Tier: 40 minutes
(+ 5 minutes reading time)
Unit 3: Speaking
46303
Controlled Assessment 30%
(internally assessed)
Two tasks submitted for
moderation
Italian
Full Course
4633
Unit 2: Reading
46302F; 46302H
Examination 20%
Either
Foundation Tier: 30 minutes
or
Higher Tier: 50 minutes
Unit 4: Writing
46304
Controlled Assessment 30%
(externally assessed)
Two tasks submitted for
marking
Listening and Reading are tiered; candidates can enter or either Foundation or Higher Tier in any availableseries. Speaking and Writing are untiered.
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
The Contexts and Purposes below apply to all ourunits, although or Speaking and Writing centresand/or students may choose a context or purpose otheir own.
The purposes are presented according to thecontexts and topics in which they may occur. It willbe possible or students to carry out these purposesusing the linguistic structures and vocabulary listedin the specication together with the communicationstrategies.
The purposes are not dened by tier and all purposes
should be seen as available, at diering levels oullment, at both Foundation and Higher. Somepurposes assume situations where requirements andresponses are generally predictable and use amiliarlanguage. Other purposes involve general issuesand opinions which can be treated in more or lesscomplex ways with dierent groups o learners andallow or dierentiated levels o response rom mixedability groups. For all purposes, students will beexpected, as they progress linguistically, to:
cope with a greater degree o unpredictability;
deal with a widening range o potential problems;
understand and use more accurately a widening
range o vocabulary and structures, includingsome unamiliar language;
understand issues and opinions;
discuss issues and give opinions;
give ull descriptions and accounts.
The purposes are described with respect to individualcontexts (eg Liestyle) and within particular topics(eg Relationships and Choices). Purposes should beconsidered transerable, as appropriate, to any othercontext or topic.
Understand and provide inormation andopinions about these contexts relating to the
students own Liestyle and that o other people,including people in countries/communitieswhere Italian is spoken.
Liestyle
Health
Healthy and unhealthy liestyles and theirconsequences
Relationships and Choices
Relationships with amily and riends
Future plans regarding: marriage/partnership
Social issues and equality
Understand and provide inormation andopinions about these contexts relating to thestudents own Leisure and that o other people,
including people in countries/communitieswhere Italian is spoken.
Leisure
Free Time and the Media
Free time activities
Shopping, money, ashion and trends
Advantages and disadvantages o new technology
Holidays Plans, preerences, experiences
What to see and getting around
Understand and provide inormation and
opinions about these contexts relating to thestudents own Home and Environment and thato other people, including people in countries/
communities where Italian is spoken.
Home and Environment
Home and Local Area
Special occasions celebrated in the home
Home, town, neighbourhood and region, where itis and what it is like
Environment
Current problems acing the planet
Being environmentally riendly within the homeand local area
Understand and provide inormation and
opinions about these contexts relating to thestudents own Work and Education and thato other people, including people in countries/
communities where Italian is spoken.
Work and EducationSchool/College and Future Plans
What school/college is like
Pressures and problems
Current and Future Jobs
Looking or and getting a job
Advantages and disadvantages o dierent jobs
3.1 Contexts and purposes
3 Subject Content
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
3.2 Unit 1: Italian listening 46301F; 46301H
Students can be entered or either Foundation orHigher, but not both.
20% o the marks
Foundation Tier 30 minutes 35 marks
The test will be pre-recorded using native speakers.Only material which is appropriate to the spokenlanguage will be used in the tests. Each item will beheard twice. Students comprehension will be testedby a range o question types, normally requiringnon-verbal responses or responses in English.Students will be allowed to make notes during the
test. Students will be given 5 minutes reading timeat the beginning o the test, beore the recording isplayed, to give them time to read the questions.
The test will consist o items o varying length which willnot place an undue burden on memory. Comprehensiono announcements, short conversations, instructions,short news items and telephone messages will berequired, together with some material which will belonger and may include reerence to past, present anduture events and some unamiliar language. Studentswill be expected to identiy main points and extractdetails and points o view.
The use o dictionaries will not be permitted.
The tests will consist o a number o discrete itemsand will be marked according to a detailed markscheme.
The students perormance will be assessed accordingto the eectiveness with which he/she is able to carryout the tasks based on what he/she has heard.
The appropriate mark(s) will be awarded i thestudent has satisactorily communicated his or herunderstanding, even though the response maycontain some errors.
Higher Tier 40 minutes 40 marks
The test will be pre-recorded using native speakers.Only material which is appropriate to the spokenlanguage will be used in the tests. Each item will beheard twice. Students comprehension will be testedby a range o question types, normally requiringnon-verbal responses or responses in English.Students will be allowed to make notes during thetest. Students will be given 5 minutes reading timeat the beginning o the test, beore the recording isplayed, to give them time to read the questions.
The test will contain items common to those inFoundation and also material which will include somecomplex, unamiliar language in a range o registers,together with non-actual and narrative material.Students will be expected to understand discussiono a wide range o issues. They will also need tounderstand gist and detail, identiy and extract mainpoints, use context and other clues to interpretmeaning, draw conclusions and summarise what theyhave heard.
The use o dictionaries will not be permitted.
The tests will consist o a number o discrete itemsand will be marked according to a detailed mark
scheme.
The students perormance will be assessedaccording to the eectiveness with which he/she isable to carry out the tasks based on what he/she hasheard.
The appropriate mark(s) will be awarded i thecandidate has satisactorily communicated his orher understanding, even though the response maycontain some errors.
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
8
3
3.3 Unit 2: Italian reading 46302F; 46302H
Students can be entered or either Foundation orHigher, but not both.
20% o the marks
Foundation Tier 30 minutes 35 marks
Only material which is appropriate to the writtenlanguage will be used in the test. Studentscomprehension will be tested by a range o questiontypes, normally requiring non-verbal responses orresponses in English.
The test will consist o short items testing
comprehension o instructions, public notices andadvertisements together with some longer extracts rombrochures, guides, letters, newspapers, magazines,books, axes, email and web sites which may includereerence to past, present and uture events andwill include some unamiliar language. A number oquestions will be set on the material to test studentsability to identiy key points and extract specic details.
The use o dictionaries will not be permitted.
The tests will consist o a number o discrete items andwill be marked according to a detailed mark scheme.
The students perormance will be assessed according
to the eectiveness with which he/she is able to carryout the tasks based on what he/she has read.
The appropriate mark(s) will be awarded i thestudent has satisactorily communicated his or herunderstanding, even though the response maycontain some errors.
Higher Tier 50 minutes 45 marks
Only material which is appropriate to the writtenlanguage will be used in the test. Studentscomprehension will be tested by a range o questiontypes, normally requiring non-verbal responses orresponses in English.
The test will contain items common to those inFoundation and also material which will include somecomplex, unamiliar language in a range o registers,together with non-actual and imaginative materialincluding narrative. Students will be expected to
use their knowledge o grammar and structure indemonstrating understanding o specic points ando gist/the main message. They will also be expectedto recognise points o view, attitudes and emotionsand to draw conclusions.
The use o dictionaries will not be permitted.
The tests will consist o a number o discrete itemsand will be marked according to a detailedmark scheme.
The students perormance will be assessed accordingto the eectiveness with which he/she is able to carryout the tasks based on what he/she has read.
The appropriate mark(s) will be awarded i thestudent has satisactorily communicated his or herunderstanding, even though the response maycontain some errors.
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
3
3.4 Unit 3: Italian speaking 46303
30% o the marks 60 marks
Students will complete two controlled assessmenttasks. These tasks are untiered. Dierentiation is byoutcome, not by task. These may be drawn rom theexemplar tasks we provide or they may be adaptedby teachers or their students. Teachers may alsodevise their own tasks.
Both tasks will be in the orm o a dialogue. Thetasks will be marked by the teacher and submittedto AQA or moderation. The work o individualstudents may be inormed by working with othersbut they must provide an individual response.Where model answers are published, students mustnot reproduce any sections o continuous proseprovided in such answers. Whilst students may useindividual sentences rom model answers, they mustnot reproduce several consecutive sentences romsuch answers in their own response. A student'sresponse must not be identical to that o anotherstudent in the centre or to any published modelanswer. Students must not submit the same task orSpeaking and Writing.
Assessment Criteria Per Task
Marks
Communication 10
Range and Accuracy o Language 10
Pronunciation and Intonation 5
Interaction and Fluency 5
TOTAL 30
Marks Communication
9 10 Very Good
Inormation, ideas and points o vieware presented and explained withcondence. Can narrate events whenappropriate.
7 8 Good
A good amount o inormation andpoints o view are conveyed and
regularly developed.
5 6 Sucient
A reasonable amount o inormationand points o view are conveyed andsometimes developed.
3 4 Limited
Some simple inormation and opinionsare conveyed.
Few responses are developed.
12 Poor
Little relevant inormationcommunicated. Very ew appropriateresponses are developed.
0 No relevant inormation conveyed.A zero score.
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
10
3
MarksRange and Accuracy
o Language
9 10 A wide range o vocabulary, complexstructures and a variety o verbtenses. Errors usually appear inmore complex structures.
7 8 A range o vocabulary; somecomplex structures and a variety overb tenses attempted, though notalways well ormed. Some errorsoccur but the message is clear.
5 6 Limited vocabulary; sentences
generally simple but occasionallymore complex. Errors are quiterequent, but the language is moreaccurate than inaccurate.
3 4 Very limited vocabulary; short,simple sentences. Errors veryrequent.
1 2 Isolated words o vocabulary.Occasional short phrases. Errorsoten impede communication.
0 No language produced is worthy ocredit.
Marks Pronunciation and Intonation
5 Consistently good accent andintonation.
4 Generally good.
3 Generally accurate but someinconsistency.
2 Understandable, but comprehensionis sometimes delayed.
1 Barely understandable, makingcomprehension dicult.
0 No language produced is worthy o credit.
Marks Interaction and Fluency
5 Responds readily and showsinitiative. Conversation sustainedat a reasonable speed, languageexpressed fuently.
4 Answers without hesitation andextends responses beyond theminimum with some fow olanguage.
3 Ready responses; some evidence o an ability to sustain a conversation;little i any initiative.
2 Some reaction. Sometimes hesitant,little natural fow o language.
1 Little reaction. Very hesitant and
disjointed.
0 No language produced is worthy o credit.
The marks awarded or Range and Accuracy o Language, Pronunciation and Intonation, Interaction andFluency must not be more than one band higher than the mark awarded or Communication. (See tablesbelow).
A mark o zero or Communication will automatically result in a zero score or the task as a whole.
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
3
Communication
Marks or each o
Pronunciation and Intonation
and Interaction and Fluency
Marks or Range and
Accuracy
o Language
0 0 0
12 12 14
34 13 16
56 14 18
78 15 110
910 15 110
Controlled Assessment Tasks
See Appendix E or exemplar tasks.
Task Setting Limited Control
Students are required to complete two tasks, o equalweighting. Teachers may use the exemplar tasksprovided in Appendix E o this specication, may usean adapted version o these exemplar tasks or may
devise tasks which meet students individual learningneeds or interests.
Adapting Exemplar Tasks
Teachers may adapt the exemplars in theollowing ways.
Exemplar A (i) the task must be an interview.It could be adapted to be an interview with, orexample, a celebrity. Please see Appendix E,Exemplar A (ii).
Exemplar B (i) the task must be a conversation.The exemplar is drawn rom the context Leisure.
It could be adapted to be a conversationdrawn rom a dierent context, eg a specialoccasion celebrated in the home rom Homeand Environment, or rom a dierent aspect othe Leisure context, eg Holidays. It could bedrawn rom outside the range o contexts listedin the specication. Please see Appendix E,Exemplar B (ii).
Controlled assessment advisers will be available toprovide guidance to centres.
Devising Tasks
Teachers may choose to devise their own
tasks. When devising their own tasks, teachersmust ensure that students aiming to achievegrades C and above use a variety o structureswhich may relate to past and uture events and
express points o view, present inormation andshow ability to deal with some unpredictableelements. For those students aiming to achievegrade A, teachers must ensure that tasks oerthe opportunity to express and explain ideasand points o view, to narrate events, producingextended sequences o speech. For studentsaiming to achieve grade F, teachers must ensurethat tasks oer the opportunity to take part insimple conversations, present simple inormation
and express opinion.
Controlled assessment advisers will be available toprovide guidance to centres.
Teacher-devised tasks do not need to be drawn romthe range o contexts listed in the specication.
General
Centres must submit dierent tasks every twoyears. This applies to the use o AQA exemplartasks, adapted exemplar tasks and teacher-devisedtasks.
Centres must submit dierent tasks or Speaking and
Writing.
Task Taking Medium Control
All three stages below must be completed underinormal supervision. This means that supervisionmust be sucient to ensure that plagiarism does nottake place. The work o individual students may beinormed by working with others, eg in conversationalgroups but students must provide an individualresponse.
Stage One
This stage reers to the general teaching and learningactivities carried out in preparation or receiving thetask. There is no time limit or this stage. Studentsmay make use o reerence materials and resources
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
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3
o all kinds including course books, dictionaries andinternet resources as part o these teaching and
learning activities.The teachers involvement is not limited at thisstage.
Stage Two
This stage begins when students are given thetask. The teacher should discuss the task withthe students, including the kind o language theymight need and how to use their preparatory work.There must be no other support rom the teacher.Students may have access to reerence materialsincluding dictionaries, course books and internetresources. This research can be carried out outside
the classroom.Further guidance is provided in the ControlledAssessment Handbook.
Stage Three
This stage is when students produce the nal version.
Duration Each task should last between 4 and6 minutes.
Further guidance is provided in the ControlledAssessment Handbook.
Task Marking Medium Control
Teachers must mark the controlled assessmenttasks using the assessment criteria provided in thisspecication.
Centres will be required to record an adequatesample o tasks to provide sucient evidence or
moderation. Further guidance is provided in theControlled Assessment Handbook.
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
3
3.5 Unit 4: Italian writing 46304
30% o the marks 60 marks
Students will complete two controlled assessmenttasks. These tasks are untiered. Dierentiation is byoutcome, not by task. These may be drawn rom theexemplar tasks we provide or they may be adaptedby teachers or their students. Teachers may alsodevise their own tasks.
The tasks will be marked by AQA. Students mustcomplete all work independently. Students musthave access to dictionaries while writing up their nalversion under supervision.
Assessment Criteria
Content
Marks Criteria
1315 Very Good
Fully relevant and detailed responseto the task. Sound ability to conveyinormation clearly, express andexplain ideas and points o view. Wellorganised structure.
1012 Good
Mostly relevant response to the taskand shows ability to convey a loto inormation clearly, express andexplain ideas and points o view.
79 Sucient
Response to the task is generallyrelevant with quite a lot o inormationclearly communicated. Points oview are expressed and ideas aredeveloped.
46 Limited
Limited response to the task with somerelevant inormation conveyed. Simpleopinions are expressed and there issome development o basic ideas.
13 Poor
Very limited response to the task withlittle relevant inormation conveyed.No real structure.
0 The answer shows no relevance to
the task set.
A zero score will automaticallyresult in a zero score or the answeras a whole.
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3
Controlled Assessment Tasks
See Appendix F or exemplar tasks.
Task Setting Limited Control
Students are required to complete two dierent typeso task to ensure that they use language or dierentpurposes. Teachers may use the exemplar tasksprovided in Appendix F o this specication, may usean adapted version o these exemplar tasks or maydevise tasks which meet students individual learningneeds or interests. The tasks are equally weighted.
Adapting Exemplar Tasks
Teachers may adapt exemplar tasks in the
ollowing ways.
Exemplar Task 1
My lie as a celebrity could be adapted to My lieas a teenager or My ideal day as a blog or a webpage. Suggested content or A day in my li ecould be:
introduce yoursel
how your day starts
what you drink and eat
the people you meet during the day
how does your day end
Exemplar Task 3
Holidays could be adapted to be An account o aspecial occasion produced or a amily web page.Suggested content or An account o a specialoccasion could be:
reason or the celebration
where it took place
the people involved and what you think about tham
what you had to eat and drink
what else happened
best memory o the day and why
Controlled assessment advisers will be available toprovide guidance to centres.
Devising Tasks
Centres may choose to devise their own tasks. Whendevising their own tasks, teachers must ensure thatstudents aiming to achieve grades C and aboveinclude a variety o structures which may includedierent tenses or time rames and express points oview as well as communicate inormation. For thosestudents aiming to achieve grade A, teachers mustensure that tasks oer the opportunity to expressand explain ideas and points o view, producing a
variety o vocabulary, structures and verb tenses. Forstudents aiming to achieve grade F, teachers mustensure that tasks oer the opportunity to expresssimple opinions using simple sentences and usuallyconvey the main points.
Controlled assessment advisers will be available toprovide guidance to centres.
Teacher-devised tasks do not need to be drawn romthe range o contexts listed in the specication.
General
Centres must submit dierent tasks every two years.This applies to the use o AQA exemplar tasks,adapted exemplar tasks and teacher-devised tasks.
Centres must submit dierent tasks or Speakingand Writing.
Task Taking High Control
Stage One
This stage reers to the general teaching and learningactivities carried out in preparation or receivingthe task.
There is no time limit or this stage. Studentsmay make use o reerence materials o all kindsincluding course books, dictionaries and internetresources. The teachers involvement is not limitedat Stage One.
Stage Two
This stage begins when students are given thetask. This stage must be completed under inormal
supervision. This means that supervision mustbe sucient to ensure that plagiarism does nottake place. The work o individual students maybe inormed by working with others but studentsmust provide an individual response. Where modelanswers are published, students must not reproduceany sections o continuous prose provided insuch answers. Whilst students may use individualsentences rom model answers, they must notreproduce several consecutive sentences rom suchanswers in their own response. A student's responsemust not be identical to that o another student inthe centre or to own published model answer. DuringStage Two, students may have access to reerencematerials including dictionaries, course books andinternet resources. This research can be carried outoutside the classroom.
Further guidance is provided in the ControlledAssessment Handbook.
Stage Three
This stage is when students produce the nal version.
Students must spend no more than 60 minutes,per task, on writing the nal version. This must becompleted in one single assessment session.
Students aiming at grades GD should produce200350 words across the two tasks;
Students aiming at grades CA* should produce400600 words across the two tasks.
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3.6 Grammar
GCSE candidates will be expected to have
acquired knowledge and understanding o Italiangrammar during their course. In the externalassessment they will be required to apply theirknowledge and understanding in tasks appropriateto the tier or which they are entered, drawing romthe ollowing lists which are divided into Foundationand Higher tier.
The examples in brackets are indicative, not exclusive.For structures marked (R), receptive knowledge onlyis required.
Foundation Tier
Nouns:
gender
singular and plural orms, including common irregularse.g.la mano, il cinema,
il/la ciclista, la radio, la oto, gli uomini.
Articles:
denite, indenite and partitive
Adjectives:
agreement
position
comparative and superlative: regular (pi di, meno di,il pi, il meno, tanto... quanto, cos....come)
demonstrative (questo, quello)
indenite: singular/plural usage (ogni, qualche, alcuni)
possessive
interrogative (qual, quale, quali)
Adverbs:
comparative and superlative
Quantiers:
common expressions o quantity (abbastanza,
mezzo, molto, poco, un po, tanto, troppo, quanto,quarto,)
Pronouns:
subject
refexive
possessive:il mio etc.
relative: che,
relative: cui
object: direct (R) and indirect (R)
direct and indirect object ater an innitiveor gerund (R)
disjunctive/emphatic
ater ecco
demonstrative
indenite (e.g. nessuno, niente, ogni, qualcuno,qualcosa, qualche, uno)
interrogative (e.g. chi, che, cosa, che cosa, quanto/a,quanti/e)and ci/vi, ne
Demonstrative adjectives:
questo, quello
ecco
Verbs:
regular and irregular orms o verbs, includingrefexive verbs
all persons o the verb, singular and plural
modes o address: tu, Lei, voi
verbs ollowed by an innitive without a preposition
verbs ollowed by an innitive with a preposition
tenses: present
perect withavere, essere + agreement
imperect:avere, essere and are
other common verbs in the imperect tense
uture
conditional: dovere, volere, piacere, potere
pluperect (R)
passive voice (R)
imperative (R)gerund (R)
progressive construction withstare + gerund (R)
innitive
Students must be in the direct sight o the supervisorat all times when writing up the nal version.
Further guidance is provided in the ControlledAssessment Handbook.
Task Marking High Level o Control
The awarding body marks the Controlled assessment.
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Negatives:
non, non...alcuno/a, non ancora, non...che, neanche,
nemmeno, niente, non...mai, mai, non n...n,non...niente, non...nessuno, non...nulla, non... pi,non solo...ma anche
Prepositions:
a, da, di, in, su, con, entro (by, within), ra (between,in, through),per (or, in order to), senza, tra (between,in, through)
contracted orms o preposition + denite article (a,da, di, in, su)
contracted orms o preposition + denite articleater common prepositional phrases (e.g. vicino allafnestra)
use oda with present tense
Conjunctions:
co-ordinating and subordinating (most common e.g.e, ma, quando, perch)
anche se, come se, e/ed, ma, mentre, o (...o),oppure, perch, poich, quando, se
Higher Tier
All grammar and structures listed or Foundation tier,plus:
Nouns:less common irregulars (e.g. il dito/le dita)
Adjectives:
common irregular comparative and superlative,
includingil migliore, il peggiore
use oquello andbello beore a noun
Pronouns:
relative: cui, chi, il quale/la quale
object, direct and indirect, combination o direct &indirect
position and order o object pronouns
disjunctive/emphatic
indenite: ciascuno, parecchi, ognuno, qualsiasi,qualunque
Verbs:
dependent innitives (are riparare) (R)
tenses: imperect
pluperect
conditional (R)
past denite (R)
passive voice
perect innitive (e.g. dopo aver studiato...)
use o gerund with present tense ostare
use o gerund with imperect tense ostare
subjunctive mood: in commonly used expressions (R)
common verbs + preposition + innitive (e.g. fnisco di
studiare..)
Prepositions:
use oda with imperect tense
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3.7 Communication strategies
Candidates cannot be expected to havemet and mastered all the linguistic elementsthey will meet when reading and listening toauthentic Italian. This leads to the need todevelop communication strategies that can beused to cope successully with some unamiliarwords without having to reer to a dictionary.There are two main types o strategy: those thatrelate to understanding (reading and listening)and those that relate to production (speakingand writing).
These strategies will greatly increase the candidates
ability to cope when they meet, or need to uselanguage which they have not previously met or haveorgotten.
Strategies or Understanding
(a) Ignoring words which are not necessaryor a successul completion o the
task set
Many tasks contain words which are not essentialor an understanding o the main points o thetext. Students should learn to only look or theinormation they need to answer questions and to
complete tasks.(b) Using the visual and verbal context
The student can ind many clues as to thepurpose and content o a text rom thelayout, title(s) and any related pictures. Inaddition they can iner the meaning roma verbal context. A student who does notknow a word can, with some appropriatepractice, be expected to understand it in thecontext.
(c) Making use o grammatical markersand categories
When reading or listening students should learn
to use such clues as the plural orms o nouns,adjectives or verbs and the ormation o tenses,in order to help them decide to which category(verb, noun, adjective etc.) an unknown wordbelongs.
(d) Making use o the social and culturalcontext
Good use can be made o the social and culturalcontext o a passage e.g. a description o Carnival(Carnevale) estivities in Italy.
(e) Using common patterns within Italian
Students should be able to recognise amiliarpatterns which link nouns and adjectives and
verbs and nouns, e.g. the verb creare and thenoun creazione
() Using common patterns between Italianand English
There are thousands o words in Italian, whichcan be easily understood without the use o adictionary, but with the application o a ew simplestrategies. These strategies will not work all othe time but they will help when a dictionary is notavailable.
Nouns
1. Using cognates and near cognates.
Some nouns ending in -a or -o are spelt thesame in both Italian and English, althoughthe pronunciation diers:e.g. area, cinema, idea, radio
2. Abstract nouns ending in -ty in Englishoten end in -t in Italiane.g. ability - abilit, quality- qualit
3. Nouns ending in -ion in English otenend in -ione in Italiane.g. creation - creazione, decision -decisione
4. Nouns ending in -nce and -ncy in Englishoten end in -nza in Italian
e.g. ambulance - ambulanza, emergency -emergenza
Nouns and Adjectives
5. Nouns and adjectives ending in -id in Englishoten end in -ido in Italiane.g. acid - acido, invalid - invalido
6. Nouns and adjectives ending in -ive in Englishoten end in -ivo in Italiane.g negative - negativo, positive - positivo
7. Nouns and adjectives ending in -ry preceded bya vowel in English oten end in -rio Italian
e.g. necessary - necessario, ordinary -ordinario
8. Nouns and adjectives ending in -al in Englishoten end in -ale in Italiane.g. animal - animale, central - centrale
9. Nouns and adjectives ending in -te ater a vowelin English oten end in -to in Italiane.g. certicate - certicato, moderate -moderato
10. Nouns and adjectives ending in -orin English end in -ore in Italiane.g. editor - editore, motor - motore
11. Nouns and adjectives ending in -nt in English
oten end in -nte in Italiane.g. elegant - elegante, elephant - eleante,
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Adjectives
12. Adjectives ending in -ble in English oten end in-bile in Italiane.g. incredible - incredibile, adorable -adorabile
13. Adjectives ending in -ic in English end in -ico inItaliane.g. aromatic - aromatico, scientic -scientico
Verbs
14. Verbs ending in -ate in English otenend in -are in Italiane.g. to celebrate - celebrare, to communicate -comunicare
15. Verbs ending in -ise/ize or -yse/yze in Englishoten end in -izzare in Italiane.g. to organise/ze - organizzare, toparalyse/ze - paralizzare
16. Verbs ending in -e (other than -ate and -ize) inEnglish oten end in -are in Italiane.g. to adore - adorare, to cause - causare
17. Verbs ending in -iy in English otenend in -icare in Italiane.g. to notiy - noticare, to clariy - chiaricare
18. Verbs ending in two consonants in English
oten end in -are in Italiane.g. to coness - conessare, calm - calmare
Spelling Changes
Other spelling changes can be noticed whenwe alter English to Italian. Please rememberthese are general guidelines and will not work allthe time.
-bs- in English changes to -ss- in Italian whenollowed by a vowele.g. absent - assente, absurd - assurdo
-bs- in English oten changes to -s- in Italian when
ollowed by a consonante.g. to abstain - astenersi, abstract - astratto
-ct- in English changes to -tt- in Italiane.g. October - ottobre, actor - attore
-dm- in English changes to -mm- in Italiane.g. administration - amministrazione,to admire - ammirare
-dv- in English changes to -vv- in Italiane.g. adventure - avventura, advocate -avvocato
-ns- in English changes to -s- in Italian
e.g. instant - istante, to transer - traserire
-ph- in English changes to -- in Italiane.g. photo - oto, telephone - teleono
-pt- in English changes to -tt- in Italiane.g. optician - ottico, optimist - ottimista
-th- in English changes to -t- in Italiane.g. theatre - teatro, therapy - terapia
-x- in English changes to -ss- in Italiane.g. exam - esame, experience - esperienza
-y- in English changes to -i- in Italian except at theend o a worde.g. style - stile, stupidity - stupidit
-y- in English at the end o a word changes to -ia- inItaliane.g. geography - geograa, pharmacy -armacia
-h- is not used in Italian except to maintain a hard -cor -g sound.e.g. character - carattere, school - scuolachemical - chimico, ghetto - ghetto
Dictionaries
The use o dictionaries is not permitted in theexamination, but should be encouraged inclass. Students need to acquire good dictionary skillsand to understand the limitations o dictionary use,e.g. choosing the wrong word rom a list o denitions,conusion over parts o speech, the dangers oword-or-word translations. Successul strategiesor dictionary use include:
1. understanding the meaning o terms andabbreviations used in a dictionary entry.
2. recognising dierent parts o speech so as to beable to nd the word required.
3. recognising the word may be listed in adierent orm or may be required in a dierentorm rom the one given in the dictionary. Studentswishing to nd the meaning ochiedo must rstwork out that this is a verb orm in order to lookup the meaning ochiedere and conversely theinnitive chiedere ound in the English-Italian
section will need to be changed in order toexpress I ask ....
4. picking the correct word rom a list o alternatives,i necessary checking back in the Italian-Englishpart o the dictionary to nd the word with theappropriate meaning. A candidate looking up theword jog, or example, may have to chooserom : spinta, colpetto, andatura lenta,urtare, rinrescare, spingere, are ooting,are jogging. They must check these words inthe Italian-English part o the dictionary to ensurethey have the correct meaning in the context.
5. recognising that word or word translation isoten impossible e.g. expressions such as tomake un o (prendere in giro) or to pull aast one (ingannare) cannot be translatedliterally.
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Candidates need to have a sound vocabulary baseand the condence to attempt tasks where they do
not have access to a dictionary.The communication strategies listed above will greatlyincrease the students ability to cope with less amiliarlanguage.
Strategies or Production
In order to complete the Writing and Speaking teststhe candidate may nd the ollowing strategies helpul:
(a) Using a word which reers to a similar item
(b) Describing the physical properties o the item
(c) Requesting assistance(d) Simpliying
(e) Paraphrasing
() Reerring to specic eatures
(g) Reerring to the unction o an item
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The minimum core Vocabulary Lists are primarilyintended as a guide or teachers to assist in theplanning o schemes o work.
The Listening and Reading assessment tasks atFoundation Tier will be based on the Foundation Listand the General Vocabulary List; students should alsoexpect to encounter some unamiliar vocabulary, butthey will not be tested on it.
The Listening and Reading assessment tasks at HigherTier will be based on the Foundation and Higher Listsand the General Vocabulary List; in addition studentsshould also expect to encounter some unamiliarvocabulary, and may be tested on it, provided that itcan be accessed through communication strategies.
Vocabulary listed in the Grammar Section can alsobe tested but it is not listed in the minimum coreVocabulary Lists.
Students will be expected to understand words whichhave the same or very similar orm in the language as inthe English, provided that such words have essentiallythe same meaning in both languages. Such words arenot listed in the minimum core Vocabulary Lists.
Students will be expected to be amiliar with eminineorms o nouns/adjectives where these are not given.
Students may use the minimum core Vocabulary Listsor their Speaking and Writing Controlled Assessmenttasks, or they may preer to choose vocabulary thatsuits their own contexts and purposes.
General Vocabulary
Students will be expected to use and understand thegeneral vocabulary listed below. The vocabulary is notrestricted to specic settings and can occur in any othe topic areas listed in the specication.
3.8 Vocabulary
Comparisons
Comparatives and Superlativeso adjectives/adverbs inVocabulary l ist.
cos ... come
dierentedissimile
diverso
ineriore
maggiore
massimo
meglio
meno
migliore
minimo
minore
ottimo (best, excellent)
peggio
peggiore
pessimo (awul, very poor)
pi
poco
simile
stesso
superiore
tanto ... quanto
uguale (a)
vario
Connectivesa dire la verit
a parte questo
altrimenti
anche
cio
comunque
da una parte dallaltra
dunque
orseinoltre
insomma
nonostante
ovviamente
per caso
per ortuna
perci
per
prima di tutto
purtroppo
ragione per cui, la
quindi
senza dubbio
sia sia
soprattutto
visto che
The Alphabet
Candidates should be amiliar withthe Italian alphabet and sould beable to spell words and names
Numbers
All cardinal numbers 0999mille
duemila
milione, un
miliardo, un
All ordinal numbers
1st to 21st
Other expressions
centinaio, un (centinaia di)
migliaio, un (migliaia di)
decina, unadozzina, una
ventina, una
trentina, una
numero, il
numero, il (di teleono/cellulare)
numero dispari, il
numero pari, il
paio, un
Important verbs
andare
andarseneaumentare
avere
conoscere
dare
dire
diventare
divenire
dovere
essere
are
mettere
potere
prendere
sapere
stare
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tenere
uscire
venirevolere
Impersonal verbs
piacere (... a)
mancare
Asking Questions
Question words
Che (Cosa)?
Chi?
Come?
Cosa?
Dove?Perch?
Quale?
Quando?
Quanto/a/i/e?
Common questions
A che ora...?
Che data ?
Che giorno ?
Che ora ?
Che ore sono?
Da quanto tempo...?Di che colore ?
Dov...?
Qual la data?
Quanti ne abbiamo?
Quanto tempo .....?
Greetings and Exclamations
A presto
A domani
A luned
Arrivederci
Attenzioneaugurare
Auguri
Benvenuto/a/i/e
Buon anno
Buon appetito
Buon compleanno
Buon divertimento
Buon Natale
Buon viaggio
Buona ortuna
Buon giorno/buongiorno
Buona notte
Buona Pasqua
Buona sera/buonasera
Buone Feste
Buone vacanze
Che peccato
CiaoCin cin
Colpa mia
Come sta?
Come stai?
Come va?
Congratulazioni
Grazie
In bocca al lupo
Mi dispiace
No
Non vedo lora di
Per avore
Per ortuna
Per piacere
Prego
S
Scusi/Scusa
Opinions
aascinante
allegro
amare
annoiarsi
ansioso
avere unidea
avere voglia di
bene
bravo
buono
cambiare idea
carino
caro
cattivo
consentire
convincerecredere
daccordo
desiderare
divertente
divertirsi
dubitare
eccellente
essere daccordo
essere stuo di
antastico
elice
impossibile
incredibile
inelice
interessante
interessarsi a
inutile
lato negativo, illato positivo, il
male
meraviglia, la
meraviglioso
moderno
molto
molto bene
noioso
nuovo
odiare
pensare
permettere
piacere, il
preerire
preerito
promettere
scontento
sembrare
semplice
sentimento
sicuro
soddisacente
sorpresa, lasorpreso
speranza, la
sperare
stupendo
stupido
terribile
utile
vecchio
Expressions o Time
Days o the week
luned (il)marted (il)
mercoled (il)
gioved (il)
venerd (il)
sabato (il)
domenica (la)
The seasons
autunnale
autunno, l
estate, l ()
estivoinvernale
inverno, l
primavera, la
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primaverile
stagionale
stagione, la
Months o the year
gennaio
ebbraio
marzo
aprile
maggio
giugno
luglio
agosto
settembre
ottobrenovembre
dicembre
The Clock
Numbers 160 +
accanto a
avanti di (x) minuti
esatta/e
esattamente
in punto
indietro di (x) minuti
mezzanottemezzo/a
mezzogiorno
minuto, un
ora, un
quarto, un
secondo, un
Other time expressions
a volte
ad un tratto
adesso
al momento
alla ne
allinizio
allo stesso tempo
allora
altro ieri, l
anno
appena
ci vuole ..(molto tempo)
da ... a
da ... in poi
data
davverodi colpo
di quando in quando
di tanto in tanto
di solito
domani
dopodopodomani
durante
durare
(x)anni a
essere puntuale
nalmente
ne, la
ne settimana, il
ra poco
generalmente
gi
giorno, il
giorno dopo, il
ieri
altro ieri, l
improvvisamente
in
indomani, l (m)
in orario
in punto
lentamente
lento
mattina, lamese
momento, il
nel rattempo
normalmente
notte, la
oggi
ogni (x) giorni
ogni giorno
ogni tanto
ora
pi tardipoi
pomeriggio, il
preciso
presto
prima
prossimo
qualche volta
quasi
quotidiano
raramente
recentemente
scorso
secolo, il
sempre
sera, la
settimana, la
solamente
solosoltanto
spesso
stagione
stamattina
stanotte
stasera
subito
tanto
tardi
tra poco
tra un minuto
tra una settimana/un mese
tutti i giorni/mesi
ultimo
una volta (allanno)
veloce
weekend, il
Location and distance
a
a destra
a due passi
a sinistra
accanto a
avanti
centro, il
chilometro, il
contro
da
da una parte
da ogni parte
da qualche parte
da questa parte
da tutte le parti
dallaltra partedappertutto
davanti a
dentro
destra
di ronte a
dietro
diritto/dritto
di sopra
di sotto
dove, dov
essere situato
est, l (m)
no a
uori .... (di)
gi .... (per)
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in cima a
in ondo a
in mezzo ain nessun luogo
in ogni luogo
in perieria
in qualche posto
in qualsiasi luogo
intorno a
l, l
laggi
lontano (da)
luogo, il
meridionale
Meridione, il
nei dintorni di
nord, il
occidentale
orientale
ovest, l (m)
posto, il
qua, qui
settentrionale
Settentrione, il
sinistra
soprasotto
su
sud, il
trovarsi
verso
vicino (a
Colour
arancione
azzurro
bianco/a/hi/he
biondoblu (inv)
bruno
castano
celeste
chiaro
colorato
colore, il
giallo
grigio
marrone
nero
rosa (inv)
rosso
scuro
tinta unita, la
verde
viola (inv)
Quantities, weights and
measures
abbastanza
almeno
alto
altro
ancora
avere (x) metri di larghezza
avere (x) metri di lunghezza
basso
basta
centimetro, ilche taglia ha?
chilogrammo/chilo, il
circa
come
completamente
dimensione, la
etto, l
etta, la
grammo, il
grande
grasso
grosso
largo
largo (x) metri
litro, il
medio
met, la
metro, il
misura, la
misurare
molti/molte
molto/a
pacchetto, ilpacco, il
parecchi/parecchie
pesare
pezzo, il
piccolo
piuttosto
po, un
sottile
stretto
totalmente
troppo
tutto
Shape
di orma (...)
quadrato
rettangolare
rotondo
triangolare
Weather
asciutto
bagnato
bollettino meteorologico, il
cielo, il
clima, il
coperto
are bel/brutto tempo
are caldo/reddo
are resco
are una otograagelare
gelo, il
ghiaccio, il
grado, il
lampo, il
mare, il
mite
mosso
nebbia, la
neve, la
nevicare
nuvola, la
nuvoloso
ombra, l
onda, l
palla di neve, la
pioggia, la
piovere
previsioni del tempo, le
sereno
sole, il
temperatura, la
tempo, iltemporale, il
umido
tirare vento
tuono, il
vento, il
Access
aperto
chiuso
completo
divieto di umo
entrata libera, llibero
occupato
vietato
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Correctness
aver ragione
aver tortocorretto
errore, l (m)
esatto
also
giusto
non indicato
non si sa
sbagliato
vero
Materials
argento, lcarta, la
cotone, il
cuoio, il
erro, il
lana, la
legno, il
metallo, il
oro, l
pelle, la
plastica, la
seta, la
vetro, il
Common Abbreviations
all.
C.A.P.
Dott.
F.S.
I.V.A.
/L.st
mitt.
P.T
P.za
Pro./Pro.ssa
S.I.P.
Sig./ Sig.ra/ Sig.na
V.
Foundation Tier
LIFESTYLE
Health
aceto, l
acqua minerale, l
acqua, l
agnello, l
aiuto, l
alcolici, gli
alcolico
alcolismo, l
alcolizzato/a, lalcool/alcol, l (inv)
alla griglia
ambulanza, l
ambulatorio, l
ammalarsi
ammalato
ananas, l (inv)
andare a dormire
andare dal medico/dentista
annuncio, l
arancia, l
aranciata, l
arrosto, l
aspirina, l
astemio
avere caldo/reddo
avere ame
avere mal di (testa)
avere paura di
avere sete
avere sonno
banana, la
bellezza, laben cotto
bere
bevande alcoliche, le
bevande analcoliche, le
bicchiere, il
birra, la
biscotto, il
bistecca, la
braccio, il (le braccia)
bucarsi
burro, ilcadere
ca, il (inv)
caelatte, il
caldo
caloria, la
camminare
canapa indiana, la
cancro, il
cappuccino, il
caramella, la
carne, la
carota, la
caviglia, la
cavolore, il
cena, la
cenare
cereale, il
cerotto, ilcibo, il
cioccolata, la
cioccolatino, il
cipolla, la
cocaina, la
colazione, la
coltello, il
compressa, la
corpo, il
correre
cotto
crema, la
crudo
cucchiaino, il
cucchiaio, il
cucina, la
cucinare
cuore, il
danneggiare
danno, il
dannoso
dare da mangiare
deliziosodente, il
dentista, il/la
dimagrire
dito, il (le dita)
dolce, il
dolore, il
droga, la /le droghe
drogarsi
drogato/a, il/la
droghe leggere, le
droghe pesanti, leeroina, l
esercizio sico, l
espresso, l
essere in orma
ame, la
are aerobica
are bene/male alla salute
are ooting
arina, la
armacia, la
armacista, il
ebbre, la
egato, il
erito
etta di torta, la
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3
orchetta, la
ormaggio, il
ragola, lareddo
rittata, la
ritto
rutta, la
umare
umatore, il
umo, il
umoso/a
ungo, il
gamba, la
gambero, il
gelato, il
ginocchio, il (le ginocchia)
gola, la
guarire
in buona salute
inalare
indigestione, l
infuenza, l
ingrassare
iniettarsi
insalata, l
lasagne, le ( pl)latte, il
lattuga, la
limonata, la
limone, il
lista, la
maiale, il
malato
mangiare
mano, la (le mani)
mantenersi in orma
manzo, ilmarmellata, la
medicina, la
medico, il
mela, la
melone, il
merenda, la
minestra, la
minestrone, il
morire
morte, la
morto, il
occhio, l
odore, l
olio, l
oliva, l
orecchio, l
ospedale, l
pancia, lapane, il
panino, il (bread roll, sandwich)
pasta, la (pasta, pastry)
pasticca, la
pastiglia, la
pasto, il
patata, la
patate (patatine) ritte, le
patatine, le
pat, il (inv)
pepe, il
peperone verde/rosso, il
pera, la
pericolo, il
pericoloso
pesce, il
piede, il
pieno
polizia, la
poliziotto, il
pollo, il
polmone, il
pomodoro, ilpompiere, il
proumo, il
pronto soccorso, il
prosciutto cotto/crudo, il
rareddore, il
rilassarsi
riposarsi
riso, il
ristorante, il
rompere
rompersisale, il
salute, la
sangue, il
sano
scatola, la
schiena, la
secco
sentire odore di .
sentirsi
sete, la
sigaretta, la
smettere di
sniare
sorire
sostanza chimica, la
spacciare
spacciatore/trice di droga, lo/la
spalla, laspazzolino da denti, lo
spinaci, gli
spinello, lo
spuntino, lo
stanco
stare bene/male
stomaco, lo
succedere
succo di rutta, il
tavola calda, la
t, il (inv)
testa, la
torta, la
tosse da umo, la
tossicodipendente, il/la
tracante di droga, il/la
trattoria, la
ubriacarsi
ubriaco
uovo, l (le uova)
uva, l
vaniglia, la
vegetarianoverdura, la
vigile del uoco, il
vino, il
vizio, il
voce, la
vuotare
vuoto
yogurt, lo (inv)
zuccherato
zucchero, lo
zuppa, laRelationships and Choices
abituarsi
abitudine, l
adolescente, l
adulto, l
amichevole
amicizia, l
amico/a, l
amore, l
andare a trovare
andare daccordo
animale domestico, l
animale, l
antipatico
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
3
arrabbiato
attivo
atto di violenza, lavere ... anni
babbo, il
baciare
bacio, il
ba, i
bambino/a, il/la
barba, la
bello
bocca, la
brutto
campagna, la (contro)
canarino, il
cane, il
capelli, i (lunghi/corti)
carattere, il
carta didentit, la
cavallo, il
chiacchierare
chiacchierone/a
chiamare
chiamarsi
cognato/a, il/la
cognome, ilcompagno/a, il/la
compleanno, il
coniglio, il
contento
contribuire
coraggio, il
coraggioso
corso, il (di ormazione)
crescere
criceto, il
cugino/a, il/ladare astidio (a)
data, la (di nascita)
descrivere
descrizione, la
discriminazione, la
disponibilit, la
divorziare
divorziato/a
documento, il
donna, la
elegante
essere nato
et, l (inv)
accia, la
amiglia, la
amiliari, i
amoso
are volontariatodanzarsi
danzato/a
danzato/a, il/la
glia, la
glio, il
rma, la
rmare
orte
ratello, il
gatto, il
gemello/a, il/la
genitore solo, un
genitore, il
gente, la
gentile
giovane
giovane, il/la
grati, i
handicappato
identicare
identicazione, l
immigrato, l
immigrazione, lin pensione
incinta
incontro, l
incoraggiare
indirizzo, l
individuo, l
innamorarsi
intelligente
invitare
invito, l
lavoro, il di volontariatolenti a contatto, le
lieto
liscio
litigare
luna di miele, la
lungo
luogo, il (di nascita)
madre, la
madrina, la
magro
mamma, la
marito, il
matrimonio, il
modesto
moglie, la
nascere
naso, il
natonazionalit, la (inv)
nervoso
nipote, il (nephew grandson)
nipote, la (niece,
granddaughter)
nome, il
nonna, la
nonni, i
nonno, il
normale
nozze, le (pl)
occhiali, gli (da sole)
onesto
ospitalit, l (inv)
ospitare
ospite, l (host/hostess, guest)
padre, il
padrino, il
pap, il
parente, il/la
parit, la
partner ideale, il/la
passaporto, ilpelle, la
pensionato, il
persona, la
pesce, il (rosso)
piangere
pigro
porcellino dIndia, il
portare
povero
povert, la
preerenza, laprepotente
presentare
proprio
ragazza, la
ragazzo, il
razzismo, il
razzista, il/la
ricci, i
ricco
ringraziare
rischiare
scrivere
scusare
sensibilizzare
senzatetto, il
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separarsi
separato/a
serioserpente, il
signora, la
signore, il
signorina, la
simpatico
snello
socievole
sorella, la
sorriso
spiritoso
sportivo
sposa, la
sposarsi
sposato/a
sposi, gli
sposo, lo
timido
tipo
tranquillo
triste
uccello, l
umiliato
uomo, l (gli uomini)vandalismo, il
vicino, il (di casa)
vivace
viziato
volontari, i
zia, la
zio, lo
LEISURE
Free Time and the Media
abbonarsi
abito, la buon mercato
abbonamento, l
abbigliamento, l
accettare
andare a cavallo
andare di moda
angolo, l
artista, l
ascensore, l
aspettare
attrezzatura, l
attualit, l
avere bisogno di
avere tempo di
banda larga, la
batteria, la
biglietto, il
biglietto, il (da 10 euro)borsa, la (bag, handbag)
calcio, il
calza, la
calzini, i
cambiare
cambio, il
camicetta, la
camicia, la
cantante, il/la
cantare
canzone, la
caricare
carta di credito, la
cartoni animati, i
cassa, la
centro commerciale, il
centro sportivo, il
chat, la
chattare
chitarra, la
ciclismo, il
circolo giovanile, il
cliccarecliente, il/la
coda, la
collana, la
collezionare
collezione, la
commesso/a, il/la
comprare
concerto, il
contanti
conto, il
conversareconversazione, la
corto
costoso
costume da bagno, il
cravatta, la
denaro, il
disco(teca), la
divertimento, il
divo del cinema, il
documentario, il
economico
edicola, l
essere tioso di
euro, l (inv)
are collezione di
are la coda
are la la
are la spesaare un gol
are un piercing
are una passeggiata
are uno sconto
avorito
elpa, la
lm damore, il
lm davventura, il
lm dellorrore, il
lm di antascienza, il
lm poliziesco, il
ragile
ruttivendolo, il
galleria darte, la
gelateria, la
gettare
giacca, la
ginnastica, la
giocare
giocare a carte
giocatore, il
giocattolo, il
gioco, ilgiornale, il
gita, la
gonna, la
Grande Fratello
grande magazzino, il
gratis
gratuito
gruppo, il
guardare
incartare
incontrarsiindirizzo di posta elettronica, l
inizio, l
insieme
intervallo, l (interval, school
breaktime)
ipermercato, l
la moneta
la palestra
lasciare
leggere
lettore MP3, il
lettore, il
lettura, la
libreria, la
lira sterlina, la
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
3
lista della spesa, la
Lotteria, la
macchina otograca, lamacelleria, la
maglia, la
maglietta, la
maglione, il
membro, il
mensile
mercato, il
moda, la
moneta, la
musica, la
(classica/olk/pop/rock)
navigare
negoziante, il/la
negozio del quartiere, il
negozio di abbigliamento, il
negozio di elettrodomestici, il
negozio di generi alimentari, il
negozio di mobili, il
nuoto, il
oerta speciale, l
orecchini, gli
pagare (in contanti)
palestra, lapalla, la
pallacanestro, la
pallamano, la
pallavolo, la
pallone, il
panetteria, la
pantaloni, i
parabola, la
partecipare
partita, la
passatempo, ilpassato, il
pasticceria, la
pattinaggio a rotelle, il
pattinaggio su ghiaccio, il
pattinaggio, il
pattinare
pattini, i
PC portatile
perdente, il/la
perdere
pesante
piacere, un
piano (orte), il
pigiama, il
piscina, la
portaoglio, il
portamonete, il (inv)
posta elettronica, lapremio, il
prezzi ssi, i
prezzo, il
proumeria, la
proumo, il
programma, il (inv)
qualit, la (inv)
quantit, la (inv)
raccontare
racconto, il
regalare
regalo, il
registrare
restare
rete, la
ricevere
ridere
riga, la
rischio, il
ritornare
rivista, la
romantico
sacchetto, ilsalumeria, la
sandalo, il
scacchi, gli
scaricare
scarpa, la
scegliere
scelta, la
schermo, lo
sciarpa, la
sconto, lo
scontrino, loscoperta, la
scoprire
sito internet, il
sito web, il
soldi, i
soprannome, il
sottotitoli, i
speciale
spedire un pacco
spendere
spettacolo, lo
squadra, la
stadio, lo
stampante, la
stampare
stella, la (del cinema)
stivale, lo
strumento, lo (musicale)suggerire
suonare (to play an instrument,
ring bell)
supermercato, il
surare
tabaccheria, la
taglia, la
tatuaggio, il
telegiornale, il
televisione, la
tempo libero, il
tennis da tavolo, il
tirare
toccare
tornare
ucio postale, l
vedere
verit, la (inv)
vestito, il
vetrina, la
videogiochi, i
vincere
vincitore, ilviolino, il
Holidays
aereo, l
aeroporto, l
attare (to rent, hire)
atto, l
aricano/a, l
agriturismo, l
albergo, l
allaria aperta
alloggio, lalt
americano/a, l
andare allestero
andare in vacanza
antipasto, l
aria condizionata, l
aria, l
arrivare
arrivo, l
Ascensione
asciugamano, l
attraversare
austriaco/a, l
autonoleggio, l
autostrada, l
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3
bagaglio, il
bagno, il
balcone, ilballare
ballo, il
bandiera, la
barca, la
battello, il
battesimo, il
beana, la
belga, il/la
Belgio, il
benzina, la
bibita, la
bicicletta, la
biglietteria, la
biglietto di andata e ritorno, il
biglietto di andata, il
biglietto intero/ridotto, il
binario, il
bolognese
camera a due letti, la
camera doppia, la
camera matrimoniale, la
camera singola, la
cameriera, lacameriere, il
campeggio, il
carnevale, il
cartello stradale, il
casco, il
cercare
ciclomotore, il
cintura di sicurezza, la
classe (prima/seconda), la
compreso
consigliareconsiglio, il
continuare (... a)
contorno, il
controllare
convalidare
costa, la
costare
crema solare, la
cresima, la
crociera, la
dentiricio, il
deposito bagagli, il
di nuovo
dierenza, la
diretto
disponibile
distanza, la
doccia, ladogana, la
dolce, il
doppio
Edimburgo
Epiania, l
espresso, l
estero, l
Europa, l
europeo/a, l
are il bagno (to have a
bath/swim)
are un giro
are una otograa
are una gita
erie, le
Ferragosto, il
Festa del lavoro, la
Festa del Santo Patrono, la
Festa della Repubblica, la
orentino
Firenze
oto(graa), la
rancese, il/laFrancia, la
unzionare
uochi darticio, i
Galles, il
gallese, il/la
Germania, la
giro, il
Gran Bretagna, la
guida, la
guidare
impiegato/a, lin ritardo
incluso
Inghilterra, l
inglese, l
Irlanda, l
irlandese, l
Italia, l
italiano/a, l
lato, il
locale
Londra
mal di mare, il
marted grasso, il
maschera, la
men, il (turistico)
Messa, la
metterci
mezza pensione, lamilanese
Milano
misto
mondo, il
moto(cicletta), la
motore, il
motorino, il
museo, il
Napoli
Natale
nientaltro?
noleggiare
noleggio, il
Olanda, l
olandese, l
ombrello, l
ombrellone, l
opera, l (opera, work o art)
ordinare
panettone, il
parcheggiare
parcheggio, il
partenza, lapartire
passare
passeggero, il
pensione completa, la
pensione, la
piantina, la
piatto del giorno, il
pizzeria, la
Portogallo, il
portoghese, il/la
prendere il soleprenotare
prenotazione, la
presepe/presepio, il
prima colazione, la
prima comunione, la
primo piatto, il
progetto, il
pullman, il
Re Magi, i
Regno Unito, il
religioso
ricordare
ricordo, il
rimanere
ritorno, il
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GCSE Italian or teaching rom September 2009 onwards (version 1.6)
3
Roma
russo/a, il/la
sabbia, laSan Silvestro
Santo Steano
sapone, il
Sardegna, la
sardo/a, il/la
sci, lo (inv)
sciare
sciopero, lo
Scozia, la
scozzese, il/la
secondo piatto, il
seguire
semaoro, il
senso unico
servizio, il
Sicilia, la
siciliano/a, il/la
soggiorno, il
Spagna, la
spagnolo/a, lo/la
specialit, la (della casa)
spiaggia, la
spiegaresport invernale, lo
spumante, lo
Stati Uniti, gli
stazione, la
strada, la
straniero
straniero, lo (oreigner,
stranger)
supplemento, il
Svizzera, la
svizzero/a, lo/latedesco/a, il/la
tenda, la
traversata, la
treno, il
tricolore, il
turista, il/la
turistico
Tutti i santi/Ognissanti
ucio inormazioni, l
uscita, l
vacanza, la
valigia, la
Venezia
veneziano
veramente
via, la
viaggiare
viaggiatore, ilviaggio, il
Vigilia di Natale, la
visitare
vista sul mare, la
vista, la
volare
volentieri
volo, il
HOME AND ENVIRONMENT
Home and Local Area
abitante, labitare
accendere
aiutare
albero di Natale, l
albero, l
allaperto
alzarsi
andare a letto
antico
appartamento, l
aria, l (aperta)
armadio, l (cupboard,
wardrobe)
aspirapolvere, l (inv)
Babbo Natale
banca, la
battistero, il
biblioteca, la
calcetto, il
calmo
cambiarsi
camera, la (da letto)
campagna, lacantina, la
capitale, la
Capodanno, il
carta igienica, la
casa a schiera, la
casa doppia, la
casa, la
cassettiera, la
cassetto, il
castello, il
cattedrale, la
cellulare, il
chiave, la
chiesa, la
circolo giovanile, il
citoono, il
citt, la
cittadina, lacodice postale, il
comodo
condividere
congelatore, il
coperta, la
copriletto, il
corridoio, il
cucina a gas, la
cucina elettrica, la
cucina, la
cuscino, il
detersivo, il
disordinato
divano, il
dormire
duomo, il
duro
edicio, l
elettrico
entrare
entrata, l
equitazione, l
erba, labbrica, la
are i piatti
are il letto
are la doccia
attoria, la
ermata, la (dellautobus)
esta, la
nestra, la
ore, il
ontana, la
oresta, laorno a microonde, il
orno, il
rigoriero, il
gabinetto, il
giardino, il
importante
industria, l
industriale
inormazione, l
isola, l
lago, il
lampada, la
lampadina, la
lavabo, il
lavandino, il
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lavare
lavarsi
lavastoviglie, lalavatrice, la
leggero
letto, il
libreria, la
locale notturno, il
luce, la
macchina, la
mappa, la
marciapiede, il
mensa, la
metro(politana), la
mettere in ordine
mobile, il
mobili, i
montagna, la
monumento, il
mostrare
muro, il
natura, la
negozio, il
ora di pranzo/cena, l
ordinato
orologio, lpaesaggio, il
Paese, il (country)
paese, il (village)
palazzo, il
parco, il
parete, la
parte, la
Pasqua, la
perieria, la
piano di sotto, il
piano, il (foor, piano)pianta, la
pianta/ina, la
pianterreno, il
piatto, il
piazza, la
pino, il
pittoresco
poltrona, la
ponte, il
porta, la
porta-nestra, la
porto, il
posta, la
pranzare
pranzo il
preparare da mangiare
primo piano, il
privatoprovincia, la
pubblico
pulire
quadro, il
quartiere, il
radiolina, la
regione, la
residenziale
rosa, la
rumore, il
rumoroso
ruota, la
sala da pranzo, la
salire
salotto, il
sbrigarsi
scaale, lo
scala, la
scale, le
scendere
scrivania, la
sedersi
sedia, laservizi, i
sotta, la
soggiorno, il
sogno, il
spazio multimediale, lo
spazioso
specchio, lo
spegnere
splendido
sport acquatico, lo
stanza, lastereo, lo
storico
studio, lo
svantaggio, lo
sveglia, la
svegliarsi
tappeto, il
tass/taxi, il
tavola, la
tavolo, il
tazza, la
teatro, il
teleonare
teleonino, il
teleono, il
televisore, il
tende, le (curtains)
terra laterrazza, la
tetto, il
toilette, la (inv)
torre, la
tovaglia, la
tovagliolo, il
ucio turistico, l
vantaggio, il
vasca da bagno, la
vaso, il
vestirsi
villaggio, il
vista la
vita, la
vivere
zona, la
Environment
acqua del rubinetto, l
ambiente, l
aumento, l
benzina senza piombo, la
bidone dei riuti, il
biodegradibile
bombolette spray, le
bottiglia, la
buco dellozono, il
buttare
carbone, il
carta, la
contenitore, il
disastro, il
distruggere
ltrare
gas di scarico, ilgas serra, i
globale
incendio, l
industria chimica, l
inquinamento dellacqua, l
inquinamento dellaria, l
inquinamento, l
inquinare
isola pedonale, l
lattina, la
mezzi pubblici, i
pedone, il
pista ciclabile, la
plastica, la
problema ambientale, il
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3
produrre
proteggere
pulitoriciclabile
riciclaggio, il
riciclare
riuti, i
risparmiare
riusare
sacchetti di plastica, i
senza piombo
sporcare
sporco
statistica, la
terremoto, il
traco, il
trasporto, il
usare
uso, l
utilizzare
vestiti, i
vetro, il
zona pedonale, la
WORK AND EDUCATION
School/College and Future
Plans
a piedi
alunno/a, l
andare in bicicletta
aprire
arte, l
ascoltare
assente
aula, l
autobus, l (inv)
bidello, il
biologia, labullismo sico, il
bullismo verbale, il
bullismo, il
bullo, il
calcolatrice, la
campo da tennis, il
campo sportivo, il
capire
chimica, la
chiudere
classe, la
classico
collegio, il
cominciare
compagno di classe, il
compiti, i
compito, il
complicatodare un esame
dicile
dimenticare
direttore, il
direttrice, la
disegno, il
dizionario, il
domanda, la
domandare
dominare
economia domestica
economia, l
educazione sica
errore, l
esame, l
esempio, l
acile
are i compiti
nire
sica, la
ormazione, la
rancese, il
rase, larequentare
geograa, la
gesso, il
giornalismo, il
gomma, la
greco, il
imparare
inormatica, l
inglese, l
iniziare
insegnante, linsegnare
insultare
istruzione, l
italiano, l
laboratorio linguistico, il
laboratorio, il
latino, il
lavagna a ogli mobili, la
lavagna bianca, la
lavagna interattiva, la
lavagna luminosa, la
lavagna, la
letteratura, la
lezione, la
libert, la
libro, il (di testo)
liceo, il classico/linguistico/scientico
lingua, lalingue straniere, le
maestro/a, il/la
marinare la scuola
matematica, la
materia, la
matita, la
necessario
orario l
pagina, la
parlare
parola, la
passare un esame
penna, la
pennarello a secco, il
pennarello, il
permesso?
prendere un bel/brutto voto
presente
preside, il/la
problema, il
prospettive, le
quaderno, il
reettorio, ilregistratore, il
regola, la
religione, la
ricreazione, la
righello, il
ripetere
risposta, la
risultato, il
riuscire
russo, il
sala dei proessori, lasala giochi
sbagliare
sbaglio, lo
scambio, lo
scienza, la
scuola elementare/primaria la
scuola media ineriore, la
scuola media superiore, la
scuola privata, la
scuola secondaria/superiore, la
scuola statale/pubblica, la
scuola, la (mista)
severo
silenzio, il
spagnolo, lo
-
8/3/2019 Aqa 4630 w Specification
36/76
GCSE Italian or teaching rom September 2009 onwards (version 1.6)
34
3
storia, la
studiare
studio, lotacere
tedesco, il
tema, il
trimestre, il
trovare
uniorme, l
universit, l (inv)
vittima, la
vocabolario, il
voto, il
zaino, lo
Current and Future Jobs
a contatto con
a tempo pieno
a turno (lavorare)
appuntamento, l
attore, l
attrice, l
autista, l
azienda, l
barbiere, il
barra
busta, la
camionista, il
candidato, il
carriera, la
cartolina, la
casalingo/a, il/la
cassiere/a, il/la
certamente
chiocciola
colpo di teleono, il
commerciante, il
congresso, ilcuoco, il
decidere
direttore, il
direttrice, la
dirigere
ditta, la
divisa, la
domicilio, il
dottore, il
dottoressa, la
elenco teleonico, l
entusiasmo, l
esportare
essere disposto a
are una domanda di lavoro
are una teleonata
ornaio, il
rancobollo, iluturo
garantire
giornalista, il/la
guadagnare
guida, la (turistica/alpina)
imbucare
impiegato amministrativo, l
importare
interprete, l
lavapiatti, il
lavorare
lavoro temporaneo, il
lavoro, il
legge, la
lettera, la
macellaio/a, il/la
mandare
meccanico, il
messaggio, il
migliorare
negoziante, il
notizia, la
obiettivi, glionest, l
operaio, l
orario di lavoro, l
orario fessibile, l
ore lavorative, le
padrone, il
paga, la
parrucchiere/a, il/la
partecipazione, la
pittore, il
pittrice, lapossibile
postino, il
presso, il
prete, il
proessore, il
proessoressa, la