H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
ROLE PLAY CARD 1
This candidate card is to be handed to the candidate at the beginning of the preparation time.




You have 10-12 minutes to prepare your ideas about this role play and the picture on the
other stimulus card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

ft
INSTRUCTIONS TO CANDIDATES
INFORMATION FOR CANDIDATES

The Teacher/Examiner will play the part of the other person in the role play.

There is one item in the role play which you cannot prepare before the Speaking test. It is
indicated by the instruction Answer the question. You will need to listen carefully to the
question put to you by the Teacher/Examiner.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)
[10 marks]
[10 marks]
[20 marks]
 For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Role Play Card 1 – Candidate’s Sheet
You are talking to a Spanish student about a friend of yours. Your teacher will play the role of
the Spanish pupil. Your teacher will start the role play.
Say something about your friend
2.
Say what your friend likes to do and why
3.
Answer the question
4.
Ask the Spanish pupil if he goes out often with his/her friend
5.
Say why it is important to have friends
D
ra
ft
1.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
ROLE PLAY CARD 2
ft
This candidate card is to be handed to the candidate at the beginning of the preparation period.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this role play and the picture on the
other stimulus card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will play the part of the other person in the role play.

There is one item in the role play which you cannot prepare before the Speaking test. It is
indicated by the instruction Answer the question. You will need to listen carefully to the
question put to you by the Teacher/Examiner.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Role Play Card 2 – Candidate’s Sheet
You are talking to a Spanish friend about festivals. Your teacher will play the role of the
Spanish friend. Your teacher will start the role play.
Say something about a festival that you have enjoyed
2.
Answer the question
3.
Say what happened during the event
4.
Say how you will celebrate Christmas
5.
Ask about festivals in Spain
D
ra
ft
1.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
ROLE PLAY CARD 3
ft
This candidate card is to be handed to the candidate at the beginning of the preparation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this role play and the picture on the
other stimulus card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will play the part of the other person in the role play.

There is one item in the role play which you cannot prepare before the Speaking test. It is
indicated by the instruction Answer the question. You will need to listen carefully to the
question put to you by the Teacher/Examiner.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Role Play Card 3 – Candidate’s Sheet
You are talking to a Mexican visitor about voluntary work. Your teacher will play the role of the
Mexican visitor. Your teacher will start the role play.
Say something about a charity you care about and why
2.
Say something you have done for a charity
3.
Answer the question
4.
Ask the visitor if there are many voluntary workers in Mexico
5.
Say why some people don’t do voluntary work
D
ra
ft
1.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
ROLE PLAY CARD 4
ft
This candidate card is to be handed to the candidate at the beginning of the preparation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this role play and the picture on the
other stimulus card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will play the part of the other person in the role play.

There is one item in the role play which you cannot prepare before the Speaking test. It is
indicated by the instruction Answer the question. You will need to listen carefully to the
question put to you by the Teacher/Examiner.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Role Play Card 4 – Candidate’s Sheet
You are being interviewed by a Spanish student about digital technology. Your teacher will play
the role of the interviewer. Your teacher will start the role play.
Say how you use the internet in your daily life
2.
Answer the question
3.
Say what you think of social networks and why
4.
Say why the internet is risky for young people
5.
Ask a question about how the interview will be used
D
ra
ft
1.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
ROLE PLAY CARD 5
ft
This candidate card is to be handed to the candidate at the beginning of the preparation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this role play and the picture on the
other stimulus card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will play the part of the other person in the role play.

There is one item in the role play which you cannot prepare before the Speaking test. It is
indicated by the instruction Answer the question. You will need to listen carefully to the
question put to you by the Teacher/Examiner.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Role Play Card 5 – Candidate’s Sheet
You are talking to a young Cuban visitor to your region. Your teacher will play the role of the
Cuban visitor. Your teacher will start the role play.
Say what you think about your region and why
2.
Ask the visitor a question about his/her visit
3.
Answer the question
4.
Tell the visitor about something that happened in the region in the summer
5.
Say something about transport in the region
D
ra
ft
1.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
ROLE PLAY CARD 6
ft
This candidate card is to be handed to the candidate at the beginning of the preparation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this role play and the picture on the
other stimulus card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will play the part of the other person in the role play.

There is one item in the role play which you cannot prepare before the Speaking test. It is
indicated by the instruction Answer the question. You will need to listen carefully to the
question put to you by the Teacher/Examiner.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Role Play Card 6 – Candidate’s Sheet
You are talking to a Spanish friend about studies. Your teacher will play the role of the Spanish
friend. Your teacher will start the role play.
Say what you plan to study next year and why
2.
Answer the question
3.
Say why some people don’t want to go to university
4.
Ask something about exams in Spain
5.
Say how you have prepared for your exams
D
ra
ft
1.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
ROLE PLAY CARD 7
ft
This candidate card is to be handed to the candidate at the beginning of the preparation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this role play and the picture on the
other stimulus card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will play the part of the other person in the role play.

There is one item in the role play which you cannot prepare before the Speaking test. It is
indicated by the instruction Answer the question. You will need to listen carefully to the
question put to you by the Teacher/Examiner.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Role Play Card 7 – Candidate’s Sheet
You are talking to an Argentinian friend about healthy lifestyles. Your teacher will play the
role of the Argentinian friend. Your teacher will start the role play.
Say what you’ve done to stay healthy this year
2.
Ask your friend something about food in Argentina
3.
Answer the question
4.
Say why some people don’t eat a healthy diet
5.
Say why eating healthy food is important
D
ra
ft
1.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
ROLE PLAY CARD 8
ft
This candidate card is to be handed to the candidate at the beginning of the preparation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this role play and the picture on the
other stimulus card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will play the part of the other person in the role play.

There is one item in the role play which you cannot prepare before the Speaking test. It is
indicated by the instruction Answer the question. You will need to listen carefully to the
question put to you by the Teacher/Examiner.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Role Play Card 8 – Candidate’s Sheet
You are talking to a Spanish friend about working in Spain. Your teacher will play the role of the
Spanish friend. Your teacher will start the role play.
Say what job you want to do in Spain and why
2.
Answer the question
3.
Say why speaking the language matters
4.
Say what difficulty you might face
5.
Ask a question about working in Spain
D
ra
ft
1.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
PICTURE CARD 1
ft
This candidate card is to be handed to the candidate at the beginning of the preparation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this picture and the role play stimulus
on the other card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will ask you questions about what you see in the picture.

You will also have the opportunity to discuss wider issues based on the picture.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Picture Card 1 – Candidate’s Sheet
D
ra
ft
Look at this picture and prepare to talk about it. Your teacher will start by asking you a question.
Copyright information:
© Emma Tunbridge/Norfolk, UK, 2014. Image supplied by Corbis, www.corbisimages.com
OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted
to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related
information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is
produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live
examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to
correct its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
PICTURE CARD 2
ft
This candidate card is to be handed to the candidate at the beginning of the preparation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this picture and the role play stimulus
on the other card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will ask you questions about what you see in the picture.

You will also have the opportunity to discuss wider issues based on the picture.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Picture Card 2 – Candidate’s Sheet
D
ra
ft
Look at this picture and prepare to talk about it. Your teacher will start by asking you a question.
Copyright information:
© Neustockimages. Images supplied by iStock, www.istockphoto.com
OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted
to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related
information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is
produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live
examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to
correct its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
PICTURE CARD 3
ft
This candidate card is to be handed to the candidate at the beginning of the preparation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this picture and the role play stimulus
on the other card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will ask you questions about what you see in the picture.

You will also have the opportunity to discuss wider issues based on the picture.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Picture Card 3 – Candidate’s Sheet
D
ra
ft
Look at this picture and prepare to talk about it. Your teacher will start by asking you a question.
Copyright information:
© tomas rodriguez/arabianEye. Image supplied by Corbis, www.corbisimages.com
OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted
to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related
information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is
produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live
examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to
correct its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
PICTURE CARD 4
ft
This candidate card is to be handed to the candidate at the beginning of the preparation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this picture and the role play stimulus
on the other card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will ask you questions about what you see in the picture.

You will also have the opportunity to discuss wider issues based on the picture.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Picture Card 4 – Candidate’s Sheet
D
ra
ft
Look at this picture and prepare to talk about it. Your teacher will start by asking you a question.
Copyright information:
© MachineHeadz. Image supplied by iStock, www.istockphoto.com
OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted
to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related
information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is
produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live
examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to
correct its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
PICTURE CARD 5
ft
This candidate card is to be handed to the candidate at the beginning of the presentation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this picture and the role play stimulus
on the other card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will ask you questions about what you see in the picture.

You will also have the opportunity to discuss wider issues based on the picture.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Picture Card 5 – Candidate’s Sheet
D
ra
ft
Look at this picture and prepare to talk about it. Your teacher will start by asking you a question.
Copyright information:
© Jeff Greenough/Blend Images. Image supplied by Corbis, www.corbisimages.com
OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted
to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related
information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is
produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live
examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to
correct its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
PICTURE CARD 6
ft
This candidate card is to be handed to the candidate at the beginning of the preparation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this picture and the role play stimulus
on the other card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will ask you questions about what you see in the picture.

You will also have the opportunity to discuss wider issues based on the picture.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Picture Card 6 – Candidate’s Sheet
D
ra
ft
Look at this picture and prepare to talk about it. Your teacher will start by asking you a question.
Copyright information:
© David Spurdens/www.ExtremeSportsPhoto.com. Image supplied by Corbis, www.corbisimages.com
OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted
to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related
information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is
produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live
examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to
correct its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
PICTURE CARD 7
ft
This candidate card is to be handed to the candidate at the beginning of the preparation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this picture and the role play stimulus
on the other card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will ask you questions about what you see in the picture.

You will also have the opportunity to discuss wider issues based on the picture.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Picture Card 7 – Candidate’s Sheet
D
ra
ft
Look at this picture and prepare to talk about it. Your teacher will start by asking you a question.
Copyright information:
© Greg Vote. Image supplied by Corbis, www.corbisimages.com
OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted
to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related
information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is
produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live
examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to
correct its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
PICTURE CARD 8
ft
This candidate card is to be handed to the candidate at the beginning of the preparation time.
INSTRUCTIONS TO CANDIDATES




You have 10-12 minutes to prepare your ideas about this picture and the role play stimulus
on the other card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
D
ra

INFORMATION FOR CANDIDATES

The Teacher/Examiner will ask you questions about what you see in the picture.

You will also have the opportunity to discuss wider issues based on the picture.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
2
Picture Card 8 – Candidate’s Sheet
D
ra
ft
Look at this picture and prepare to talk about it. Your teacher will start by asking you a question.
Copyright information:
© Vlad Teodor. Image supplied by Shutterstock, www.shutterstock.com
OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted
to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related
information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is
produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live
examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to
correct its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
TEACHER/EXAMINER BOOKLET
To be opened three working days before the first day of the Speaking tests at
the Centre.
ft
To be completed between 10 April and 15 May 20XX
D
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INSTRUCTIONS TO TEACHER/EXAMINER

Materials must not be removed from the Centre.

Three working days before the first day of the Speaking test at the Centre, the
Examinations Officer should make available the confidential Teacher/Examiner Booklet to
the Head of Languages or appropriate specialist teacher.

Teacher/Examiners must ensure they have sufficient time to familiarise themselves with the
materials and procedures.

Teacher/Examiners must take great care to ensure that the confidential information in this
Booklet does not reach any candidate directly or indirectly.
INFORMATION FOR TEACHER/EXAMINER

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.

This document consists of 28 pages. Any blank pages are indicated.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
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2
Random Order Sheet
Teachers must conduct the Speaking tests in accordance with the Random Order Sheet below.
 Issue candidates with the specified numbered cards for the Role Play and Picture Stimulus
(Tasks 1 and 2) and select a set of conversation questions from the two given for Task 3.
 For example, at the start of the seventh learner’s preparation time, issue Role Play card no.8
and Picture Stimulus card no.1.
 For the conversation, select a set of questions which does not overlap with the candidate’s
Presentation topic.
 After a break in conducting the tests (e.g. for lunch or overnight), issue the next candidate
with the next card in the sequence.
 After the eleventh candidate, begin the sequence again at number one.
Picture
Stimulus
6
4
5
8
2
3
1
7
5
8
2
Conversation
2
1
3
4
1
2
3
1
4
2
3
D
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1
2
3
4
5
6
7
8
9
10
11
Role
Play
5
3
7
2
1
4
8
6
1
3
7
©OCR 2015
or
or
or
or
or
or
or
or
or
or
or
8
5
6
7
4
5
8
7
8
5
7
ft
Candidate
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
ft
ROLE PLAY CARDS 1 TO 8
This candidate card is to be handed to the candidate at the beginning of the preparation time.





D
ra
INSTRUCTIONS TO CANDIDATES
You have 10-12 minutes to prepare your ideas about this role play and the picture on the
other stimulus card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
INFORMATION FOR CANDIDATES

The Teacher/Examiner will play the part of the other person in the role play.

There is one item in the role play which you cannot prepare before the Speaking test. It is
indicated by the instruction Answer the question. You will need to listen carefully to the
question put to you by the Teacher/Examiner.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
4
Role Play Card 1 – Examiner’s Sheet
The candidate is talking to a Spanish student about a friend. You will play the role of the
Spanish pupil. You will start the role play.
¿Cómo es tu amigo/a?
1.
Say something about your friend
¿Qué le gusta hacer a tu amigo/a? ¿Por qué?
2.
Say what your friend likes to do and why
¿Qué hicisteis durante el fin de semana?
Answer the question
Ah vale
4.
ft
3.
Ask the Spanish pupil if he goes out often with his/her friend
D
ra
Teacher responds appropriately
¿Por qué es importante tener amigos?
5.
Say why it is important to have friends
De acuerdo
©OCR 2015
J722/04/06
5
Role Play Card 2 – Examiner’s Sheet
The candidate is talking to a Spanish friend about festivals. You will play the role of the
Spanish friend. You will start the role play.
¿Qué fiestas te han interesado más?
1.
Say something about a festival that you have enjoyed
¿Por qué te gustaron?
2.
Answer the question
¿Qué pasó durante las fiestas?
3.
Say what happened during the event
4.
Say how you will celebrate Christmas
D
ra
¡Ah Bueno!
5.
ft
¿Qué vas a hacer en las próximas fiestas de Navidad?
Ask about festivals in Spain
Teacher responds appropriately
©OCR 2015
J722/04/06
Turn over
6
Role Play Card 3 – Examiner’s Sheet
The candidate is talking to a Mexican visitor about voluntary work. You will play the role of
the Mexican visitor. You will start the role play.
¿Qué organismos caritativos te importan y por qué?
1.
Say something about a charity you care about and why
¿Trabajas para algún organismo caritativo?
2.
Say something you have done for a charity
¿Qué planes tienes para ayudar tu comunidad?
Answer the question
Ah sí, muy bien
4.
ft
3.
Ask the visitor if there are many voluntary workers in Mexico
D
ra
Teacher responds appropriately
¿Por qué hay gente que no ayuda?
5.
Say why some people don’t do voluntary work
Sí claro
©OCR 2015
J722/04/06
7
Role Play Card 4 – Examiner’s Sheet
The candidate is being interviewed by a Spanish student about digital technology. You
will play the role of the interviewer. You will start the role play.
¿Cómo utilizas Internet?
1.
Say how you use the internet in your daily life
¿Cómo te ha ayudado Internet en los estudios?
2.
Answer the question
¿Qué piensas de las redes sociales? ¿Por qué?
3.
Say what you think of social networks and why
4.
Say why the internet is risky for young people
D
ra
Sí, es verdad
5.
ft
¿Qué peligros puede haber para los jóvenes?
Ask a question about how the interview will be used
Teacher responds appropriately
©OCR 2015
J722/04/06
Turn over
8
Role Play Card 5 – Examiner’s Sheet
The candidate is talking to a young Cuban visitor to his/her region. You will play the role of
Cuban visitor. You will start the role play.
¿Qué te parece tu región? ¿Por qué?
1.
Say what you think about your region and why
Muy bien
2.
Ask the visitor a question about his/her visit
Teacher responds appropriately
3.
Answer the question
ft
¿Qué cambios te gustaría ver en la región?
¿Es verdad que el verano pasado fue muy animado aquí?
Tell the visitor about something that happened in the region in the summer
D
ra
4.
¿Es fácil viajar por la zona?
5.
Say something about transport in the region
Vale, gracias
©OCR 2015
J722/04/06
9
Role Play Card 6 – Examiner’s Sheet
The candidate is talking to a Spanish friend about studies. You will play the role of the
Spanish friend. You will start the role play.
¿Qué vas a estudiar el año que viene? ¿Por qué?
1.
Say what you plan to study next year and why
¿Qué harás cuando termines el instituto?
2.
Answer the question
¿Por qué hay gente que no quiere ir a la universidad?
Say why some people don’t want to go to university
¿Ah, sí?
4.
ft
3.
Ask something about exams in Spain
D
ra
Teacher responds appropriately
Y tú ¿qué has hecho para prepararte para los exámenes?
5.
Say how you have prepared for your exams
¡Genial!
©OCR 2015
J722/04/06
Turn over
10
Role Play Card 7 – Examiner’s Sheet
The candidate is talking to an Argentinian friend about healthy lifestyles. You will play the
role of the Argentinian friend. You will start the role play.
¿Qué has hecho este año para mantenerte sano/a?
1.
Say what you’ve done to stay healthy this year
Bien, bien
2.
Ask your friend something about food in Argentina
Teacher responds appropriately
3.
Answer the question
ft
¿Qué quieres cambiar en tu estilo de vida?
¿Por qué hay personas que no tienen una dieta saludable?
Say why some people don’t eat a healthy diet
D
ra
4.
¿Por qué es importante comer sano?
5.
Say why eating healthy food is important
Vale
©OCR 2015
J722/04/06
11
Role Play Card 8 – Examiner’s Sheet
The candidate is talking to a Spanish friend about working in Spain. You will play the role
of the Spanish friend. You will start the role play.
¿Qué trabajo quieres hacer en España?
1.
Say what job you want to do in Spain and why
¿Qué experiencia tienes?
2.
Answer the question
¿Te parece que es importante hablar bien el idioma?
3.
Say why speaking the language matters
4.
Say what difficulty you might face
D
ra
Ah, claro
5.
ft
¿Qué problemas crees que te encontrarás?
Ask a question about working in Spain
Teacher responds appropriately
©OCR 2015
J722/04/06
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12
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ra
ft
BLANK PAGE
©OCR 2015
J722/04/06
H
GCSE (9–1) Spanish
J722/04, 06 Speaking (Higher Tier)
Sample Question Paper
10 April – 15 May
ft
PICTURE CARDS 1 TO 8
This candidate card is to be handed to the candidate at the beginning of the preparation time.





D
ra
INSTRUCTIONS TO CANDIDATES
You have 10-12 minutes to prepare your ideas about this picture and the role play stimulus
on the other card.
You may make notes on the paper provided.
Take this card and your notes into the examination room to help you.
You must not write on this card.
You must not use a dictionary.
INFORMATION FOR CANDIDATES

The Teacher/Examiner will ask you questions about what you see in the picture.

You will also have the opportunity to discuss wider issues based on the picture.

There are three tasks in this examination:
Task 1: Role Play (2-3 mins)
Task 2: Picture Stimulus (2-3 mins)
Task 3: Mini presentation plus follow-up Conversation 1 (3 mins)
Conversation 2 (3 mins)

[10 marks]
[10 marks]
[20 marks]
For the Mini presentation in Task 3, candidates may bring into the examination a cue card
with up to three short headings (not full sentences). This cue card must consist of no more
than 20 words.
©OCR 2015
J722/04/06
[…/…/…] DC (…)
T10017/02
Turn over
14
D
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ft
Picture Card 1 – Examiner’s Sheet
Ask candidates questions to encourage them to talk about the picture.
It is suggested that teachers use the questions below but they may introduce others to further
explore areas of interest connected to the picture within the time allowed for this task (two to
three minutes).
1. ¿Quién es este chico?
2. ¿Dónde está?
3. ¿Qué hace? ¿Por qué?
4. ¿Qué hizo ayer?
5. ¿Qué va a hacer después del colegio?
6. ¿Qué es lo bueno y lo malo de tu colegio?
7. Háblame de tu horario en el colegio
©OCR 2015
J722/04/06
15
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ft
Picture Card 2 – Examiner’s Sheet
Ask candidates questions to encourage them to talk about the picture.
It is suggested that teachers use the questions below but they may introduce others to further
explore areas of interest connected to the picture within the time allowed for this task (two to
three minutes).
1. ¿Quién es esta chica?
2. ¿Dónde está?
3. ¿Qué hace? ¿Por qué?
4. ¿Qué hizo ayer?
5. ¿Qué va a hacer después?
6. Háblame de la ropa que te gusta
7. ¿Cuáles son las ventajas y desventajas del uniforme escolar?
©OCR 2015
J722/04/06
Turn over
16
D
ra
ft
Picture Card 3 – Examiner’s Sheet
Ask candidates questions to encourage them to talk about the picture.
It is suggested that teachers use the questions below but they may introduce others to further
explore areas of interest connected to the picture within the time allowed for this task (two to
three minutes).
1. ¿Quién es este chico?
2. ¿Dónde está?
3. ¿Qué hace? ¿Por qué?
4. ¿Qué hizo ayer en casa?
5. ¿Qué va a hacer esta noche?
6. ¿Cuáles son las ventajas y desventajas de las tabletas?
7. Háblame de la música que te gusta
©OCR 2015
J722/04/06
17
D
ra
ft
Picture Card 4 – Examiner’s Sheet
Ask candidates questions to encourage them to talk about the picture.
It is suggested that teachers use the questions below but they may introduce others to further
explore areas of interest connected to the picture within the time allowed for this task (two to
three minutes).
1. ¿Quién es este chico?
2. ¿Dónde está?
3. ¿Qué hace? ¿Por qué?
4. ¿Qué hizo ayer en casa?
5. ¿Qué va a hacer este fin de semana con su familia?
6. Dime cómo ayudas en casa
7. ¿Prefieres hacer cosas con tus padres o con los amigos? ¿Por qué?
©OCR 2015
J722/04/06
Turn over
18
D
ra
ft
Picture Card 5 – Examiner’s Sheet
Ask candidates questions to encourage them to talk about the picture.
It is suggested that teachers use the questions below but they may introduce others to further
explore areas of interest connected to the picture within the time allowed for this task (two to
three minutes).
1. ¿Quién es esta chica?
2. ¿Dónde está?
3. ¿Qué hace? ¿Por qué?
4. ¿Qué hizo ayer en la ciudad?
5. ¿Qué va a hacer mañana?
6. Háblame de la ciudad o el pueblo donde vives
7. ¿Cuáles son las ventajas y desventajas de vivir en el campo?
©OCR 2015
J722/04/06
19
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ft
Picture Card 6 – Examiner’s Sheet
Ask candidates questions to encourage them to talk about the picture.
It is suggested that teachers use the questions below but they may introduce others to further
explore areas of interest connected to the picture within the time allowed for this task (two to
three minutes).
1. ¿Quién es este chico?
2. ¿Dónde está?
3. ¿Qué hace? ¿Por qué?
4. ¿Qué hizo antes del partido?
5. ¿Qué va a hacer más tarde?
6. Háblame de los deportes que practicas
7. ¿Cuáles son las ventajas y desventajas de hacer deporte?
©OCR 2015
J722/04/06
Turn over
20
D
ra
ft
Picture Card 7 – Examiner’s Sheet
Ask candidates questions to encourage them to talk about the picture.
It is suggested that teachers use the questions below but they may introduce others to further
explore areas of interest connected to the picture within the time allowed for this task (two to
three minutes).
1. ¿Quién es esta chica?
2. ¿Dónde está?
3. ¿Qué hace? ¿Por qué?
4. ¿Qué hizo ayer?
5. ¿Qué va a hacer esta tarde?
6. Háblame de lo que haces en tu tiempo libre
7. ¿Prefieres hacer cosas solo/a o con amigos/as? ¿Por qué?
©OCR 2015
J722/04/06
21
D
ra
ft
Picture Card 8 – Examiner’s Sheet
Ask candidates questions to encourage them to talk about the picture.
It is suggested that teachers use the questions below but they may introduce others to further
explore areas of interest connected to the picture within the time allowed for this task (two to
three minutes).
1. ¿Quién es esta chica?
2. ¿Dónde está?
3. ¿Qué hace? ¿Por qué?
4. ¿Qué hizo la semana pasada?
5. ¿Qué va a hacer mañana por la mañana?
6. ¿Qué ventajas y desventajas tiene el trabajo voluntario?
7. Dime qué quieres hacer en el futuro
©OCR 2015
J722/04/06
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22
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ft
BLANK PAGE
©OCR 2015
J722/04/06
23
Task 3 (Part 1) – Presentation and Conversation 1
Part 1: The candidate will give a Mini presentation on a pre-prepared sub-theme of their choice
for up to 45 seconds. After this, conduct a follow-up conversation asking questions based on
what the candidate has said and extending the conversation to the wider sub theme related to
the candidate’s Mini presentation. This is a maximum 1 minute 30 seconds.
Suggestions for follow-up questions for the presentation
1. Habláme un poco más sobre … (insert a specific theme based on what candidate has
said eg ‘tu mejor amigo’ / ‘los problemas para los jóvenes’ , etc). Here the candidate is
asked to expand on an element of what they have said.
2. Dijiste que … (insert a reference to something the candidate has spoken about), ¿por
qué piensas eso? Here the candidate is asked to justify a point of view / opinion that
they have offered.
D
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ft
3. No estoy de acuerdo con lo que dijiste sobre … (insert something you don’t agree
with), ¿por qué crees eso? Here the candidate is asked to defend what they have said.
©OCR 2015
J722/04/06
Turn over
24
Task 3 (Part 2) – Conversation 2
Part 2: Conversation 2 lasts a maximum of 2 minutes. Use 1 of the 2 sets of conversation
questions specified on the Random Order Sheet on Page 2 of this booklet. The set of questions
you select must not be from the broad theme covered in Conversation 1 (e.g. if identity and
culture was the theme in Conversation 1, it cannot be the theme in conversation 2).
Advice for using the theme-based questions: (these questions are provided only to give
guidance to teachers of the type of questions that are appropriate)






The suggestions are areas to be explored in the course of a natural conversation
between the Teacher/Examiner and the candidate.
The conversation must not be a recitation of these lists of questions.
Each set of questions contains ideas for theme-based conversations.
The questions are not in any mandatory sequence.
The questions may be re-phrased or changed as appropriate for each candidate.
These lists do not preclude other appropriate questions, which you may choose to
introduce on the given theme.
Theme 1: Identity and Culture
Sub-theme: Personal identity within the context of family, friends and the wider
community
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Candidates must be offered opportunities to express a variety of opinions, tenses and
justifications in their responses, because higher marks can only be awarded for the inclusion of
such features.
¿Cómo eras cuando eras pequeño/a?
¿Cómo celebraste tu cumpleaños la última vez?
Describe a tu mejor amigo/a.
¿Porqué te gusta tu amigo/a?
¿Qué hiciste recientemente con este/a amigo/a? ¿Cuándo? ¿Dónde?
¿Te llevas bien con los miembros de tu familia? ¿Por qué?
¿Qué vas a hacer con tu familia este fin de semana?
¿Qué te hace feliz?
¿Qué te gustaría cambiar de tu vida?
¿Eres una persona extrovertida o más bien introvertida?
Háblame de una persona que admiras.
Háblame de algo que has hecho que te hace sentirte orgulloso/a.
2.
Sub-theme: Relationships and family activities
¿Te gustan los animales? ¿Por qué? / ¿Por qué no?
¿Te llevas bien con tu familia? ¿Por qué? / ¿Por qué no?
Describe a un miembro de tu familia.
¿Por qué te gusta esta persona?
¿Qué hiciste recientemente para ayudar en casa? ¿Cuándo? ¿Con quién?
¿Cómo fue?
¿Qué vas a hacer con tu familia esta noche?
En tu opinion,¿en qué consiste la familia ideal?
Háblame de la última actividad que hiciste con tu familia que te gustó.
¿Cuáles son las ventajas y los inconvenientes de ser el/la mayor / el/la menor / hijo/a
único/a?
¿Te pareces a algún miembro de tu familia?
Si fuera posible, ¿cambiarías algo de tu vida familiar?
©OCR 2015
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3.
Sub-theme: Friendships and social groups
Descríbeme a uno/a de tus amigos/as.
¿Qué te gusta hacer con tus amigos/as? ¿Por qué?
¿Cómo te mantienes en contacto con tus amigos/as?
¿Prefieres ir de vacaciones con tu familia o con tus amigos/as?
Háblame de la última vez que saliste con un/a amigo/a.
¿Qué vas a hacer esta noche con tu amigo/a? ¿Por qué?
¿Eres socio/a de un club? ¿Por qué? / ¿Por qué no?
¿Sabes por qué te llevas bien con tu novio/a / mejor amigo/a?
¿Qué intereses tenéis en común?
¿Cuáles son las ventajas y los inconvenientes de la tecnología para mantenerte en
contacto con tus amigo/as?
¿Cómo sería tu novio/a ideal?.
4.
Sub-theme: Youth culture, leisure activities (sport, music, hobbies) and advantages
and disadvantages of new technology
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Háblame de la última película que viste.
¿Qué tipo de películas te gustan? ¿Por qué?
Háblame de un sábado típico.
¿Qué hiciste el fin de semana pasado?
¿Qué vas a hacer el domingo que viene?
¿Qué piensas de la música?
¿Prefieres ver o practicar deporte? ¿Por qué?
¿Cuáles son las ventajas y los inconvenientes del ocio?
¿Qué importancia tiene la tecnología para el ocio?
¿Qué importancia tienen los fines de semana?
Háblame de un concierto que viste.
Si tuvieras bastante dinero, ¿qué actividades te gustaría practicar?
©OCR 2015
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26
Theme 2: Local, national, international and global areas of interest
5.
Sub theme: Festivals, traditions, sporting events in target language countries and
cultures (e.g. Le Tour de France, Karneval, La Tomatina), and global events, (e.g. the
Olympics and UN world days such as World Water Day).Traditional celebrations
based on religion, history and geography
Describe cómo está tu casa en Navidad.
Dónde prefieres pasar el día de Navidad? ¿Por qué?
¿Qué regalo te gustaría recibir el año que viene?
¿Cuál fue tu regalo favorito el año pasado? ¿Por qué?
Háblame de cómo pasas Navidad en tu familia.
¿Qué preparativos haces para Navidad?
¿Qué tipo de programas ves en la tele?
Describe un acontecimiento que te interesó mucho.
¿Cuáles son las ventajas y los inconvenientes de las fiestas?
Háblame de una fiesta típica.
¿Qué importancia tienen los acontecimientos deportivos?
Para ti, ¿cuál sería el acontecimiento ideal?
Sub theme: Key features and activities of a region or town in your own country and
target language countries
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6.
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¿Qué no te gusta de tu ciudad / pueblo? ¿Por qué?
¿Dónde te gustaría vivir? ¿Por qué?
Háblame de la última vez que fuiste a tu pueblo / ciudad.
¿Qué compraste la última vez que fuiste de tiendas?
¿Dónde haces la compra?
Háblame un poco de tu región.
¿Qué monumentos de interés hay en tu región?
¿Prefieres la ciudad o el campo? ¿Por qué?
¿Qué actividades me recomendarías de tu región?
¿Qué te gustaría cambiar en tu región? ¿Por qué?
¿Cuáles son las ventajas y los inconvenientes del transporte público?
¿Conoces alguna región española? ¿Qué opinas?
©OCR 2015
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Theme 3: Current and future study and employment
7.
Sub-theme: Studying at school and beyond, school routine and activities plans for
after GCSEs and beyond
¿Qué opinas de tu instituto?
¿Qué hiciste ayer en el insitituto?
¿Qué vas a hacer el año que viene?
Normalmente, ¿qué haces después del colegio?
¿Cómo son tus profesores?
¿Eres socio/a de un club del instituto? ¿Por qué?
Háblame de un día típico en el instituto.
¿Cómo es tu profesor/a ideal?
¿Qué importancia tiene la enseñanza para ti?
Si pudieras, ¿qué cambiarías de tu instituto?
Háblame de las normas de tu instituto.
¿Qué te motiva?
8.
Sub-theme: Preparing for work and employment, work experience, voluntary work,
importance of life and language skills in the work place
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¿Qué haces para ganar dinero?
¿Cuánto ganas?
¿Cómo gastaste el dinero la semana pasada?
¿Qué trabajo te gustaría hacer en el futuro? ¿Por qué?
¿Qué ventajas tiene este trabajo?
¿Tiene también inconvenientes?
¿Qué vas hacer en septiembre?
¿Cuáles son las ventajas de un trabajo a tiempo parcial?
En cinco años, ¿dónde estarás?
¿Te gustaría trabajar como voluntario? ¿Por qué?
¿El dinero es importante para ti?
¿Crees que el español es útil? ¿Por qué?
©OCR 2015
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Copyright information:
© Emma Tunbridge/Norfolk, UK, 2014. Image supplied by Corbis, www.corbisimages.com
© Neustockimages. Images supplied by iStock, www.istockphoto.com
© tomas rodriguez/arabianEye. Image supplied by Corbis, www.corbisimages.com
© MachineHeadz. Image supplied by iStock, www.istockphoto.com
© Jeff Greenough/Blend Images. Image supplied by Corbis, www.corbisimages.com
© David Spurdens/www.ExtremeSportsPhoto.com. Image supplied by Corbis, www.corbisimages.com
© Greg Vote. Image supplied by Corbis, www.corbisimages.com
© Vlad Teodor. Image supplied by Shutterstock, www.shutterstock.com
OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted
to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related
information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is
produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live
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For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
©OCR 2015
J722/04/06
H
…day June 2015 – Morning/Afternoon
GCSE (9–1) Spanish
SAMPLE MARK SCHEME
MAXIMUM MARK
40
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DRAFT
This document consists of 8 pages
T10020/02
Duration: 10-12 minutes
J722/04/06
Mark Scheme
Task 1: Role play (10 marks)
2 marks per utterance.
Task 1: 10 marks
Clear and broadly accurately expressed message
1
Message partially conveyed or slightly impeded by inaccuracy
0
No response or no response worthy of credit
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2
2
June 20xx
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Mark Scheme
June 20xx
Task 2: Picture stimulus (10 marks)
Communication (5 marks)


4


3


2



4

Language is mostly accurate. Complex language is generally
accurate.
A wide variety of vocabulary and structures used entirely
appropriately. Complex tenses are used.
Very good range of ideas and opinions related to the
photo, generally well developed with some
justification.
Communication is effective.

3

Language is generally accurate. Complex language is
sometimes accurate.
A very good variety of vocabulary and structures, generally
used appropriately. Complex tenses are attempted.

Good range of ideas and opinions related to the
photo, often developed, with simple justification.
Communication is generally effective.
2

Simple language is almost fully accurate. Errors do not
impede communication.
A good variety of vocabulary and structures, generally used
appropriately. Reference to past, present and future events.
1


Reasonable range of ideas and opinions related to
the photo, sometimes developed and sometimes with
very simple justification.
Communication is effective in over half of utterances.
Simple language is mostly accurate. Errors rarely impede
communication.
A reasonable variety of vocabulary and structures,
appropriately used in places. Some repetition. Reference to
past, present and future events.


No ideas offered.
No communication.
0


Communication entirely impeded by inaccurate language.
No communication has taken place.

1
0
Wide range of ideas and opinions related to the
photo, fully developed and generally justified.
Communication is very effective.
5
Language is almost fully accurate. Complex language is
mostly accurate.
A very wide variety of vocabulary and structures used
entirely appropriately. Complex tenses are used with
success.
ft
5

A very wide range of ideas and opinions related to
the photo, fully developed and fully justified.
Communication is fully effective.
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Language (5 marks)

3
J722/04/06
Mark Scheme
June 20xx
Task 3: Mini presentation and conversation (20 marks)
Communication (10 marks)



7-8



5-6



3-4


Communication is clear, coherent, confident and
sustained throughout.
A wide range of thoughts and points of view are
generally freely expressed with mostly complex
justification.
Freely initiates and develops discussion and
effectively exchanges opinions.

9-10



Language is almost fully accurate. Complex language is
mostly accurate.
A very wide variety of vocabulary and structures used
entirely appropriately. Complex tenses are used with
success.
Rephrasing and repair strategies enhance
communication.
Pronunciation and intonation enhance communication.
Language is mostly accurate. Complex language is
generally accurate.
A wide variety of vocabulary and structures used entirely
appropriately. Complex tenses are used.
Rephrasing and repair strategies sustain communication.
Pronunciation and intonation enhance communication.
ft
9-10

Communication is entirely clear, fully coherent,
confident and sustained throughout.
A very wide range of thoughts and points of view are
freely expressed and fully justified with complex
justification throughout.
Freely and easily initiates and develops discussion
and fully effectively exchanges opinions.
7-8



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
Language (10 marks)

Communication is clear, coherent and sustained
throughout.
A very good range of thoughts and points of view are
clearly stated with some complex justification.
Initiates and develops discussion and exchanges
opinions.

5-6



Communication is generally clear and often coherent
and sustained.
A good range of thoughts and points of view offered,
often justified.
Generally participates in discussion and attempts to
exchange opinions.

3-4


4
Language is generally accurate. Complex language is
sometimes accurate.
A very good variety of vocabulary and structures,
generally used appropriately. Complex tenses are
attempted.
Rephrasing and repair strategies are successfully used
where appropriate.
Pronunciation and intonation allow clear communication.
Simple language is almost fully accurate. Errors do not
impede communication.
A good variety of vocabulary and structures, generally
used appropriately. Reference to past, present and future
events.
Rephrasing and repair strategies are attempted, with
some success.
Pronunciation and intonation allow clear communication.
J722/04/06
Mark Scheme
Communication (10 marks)


0




Communication is reasonably clear, coherent and
sustained.
A reasonable range of thoughts and points of view
offered, sometimes with simple justification.
Attempts to participate in discussion in response to
over half of examiner prompts.
No communication takes place.
No thoughts or points of view offered.
No interaction takes place.

1-2


0




Simple language is mostly accurate. Errors rarely impede
communication.
A reasonable variety of vocabulary and structures,
appropriately used in places. Some repetition. Reference
to past, present and future events.
Some attempt at rephrasing and repair strategies.
Pronunciation and intonation impede communication in
places.
Communication entirely impeded by inaccurate language.
No communication has taken place.
Rephrasing and repair strategies are not attempted.
Pronunciation and intonation entirely impede
communication.
ft
1-2
Language (10 marks)
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5
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Mark Scheme
Assessment Objectives (AO) Grid
AO2
Total
Task 1
10
10
Task 2
10
10
Task 3
20
20
Total
40
40
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Question
6
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Mark Scheme
ft
BLANK PAGE
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June 20xx
Mark Scheme
ft
BLANK PAGE
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June 20xx