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Includes foundation-tier wording and guidance for classroom use, explaining how listening and reading assessments draw on the list. 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Please note that this list should not be seen as a self-study aid, as only brief meanings have been given and candidates may need help from their teacher/tutor to interpret some items correctly.  \nFoundation Tier: Assessment tasks for Foundation Tier Listening and Reading will be based on material in this vocabulary list. The assessments will contain some unfamiliar vocabulary but this will not be tested.  \nHigher Tier: Assessment tasks for Higher Tier Listening and Reading will be based on material in both the Foundation and Higher Tier lists. Assessments will contain some unfamiliar vocabulary, and some of this will be tested, since the national subject criteria require candidates to use a range of techniques to deduce meaning.  \nSpeaking and Writing  \nIn Controlled Assessment tasks, candidates may use vocabulary from the Foundation and Higher tier lists but can also use vocabulary that specifically suits the tasks they choose to do and their own personal interests.  \nPrior knowledge  \nIt is expected that candidates will be already familiar with the following:  \n􀁸 Numbers –(ordinal and cardinal)  \n􀁸 Days of the week, months of the year and seasons  \n􀁸 Towns, countries and nationalities  \n􀁸 Feminine and plural forms of the words listed  \n􀁸 Prefixes and suffixes of words already listed  \n􀁸 Target-language words used in English  \n􀁸 English words used in the target language.  \n􀁸 Grammatical items and structures figuring in Appendix B in the Specification (e.g.  \nconjunctions, prepositions, both simple and compound, reflexives, common adverbs and adverbial phrases, etc. )  \n􀁸 Straightforward and common cognates  \nPlease note that some easily recognisable cognates may not be present in this list; however, others have been presented as a help to teachers and candidates. Cognates included in this list  \nare those that are written similarly to their English counterparts, but pronounced in a markedly different way.  \nAt Higher tier, candidates should know how to interpret suffixes as linguistic markers showing relationships between different parts of speech and have an awareness of the function of prefixes to modify the meaning of the root: e.g.  \nréserver réservation place réservée  \nübernachten Übernachtung  \nproducir reducir introducir  \nPage 4 of 52 GCSE German General Vocabulary List  \n© OCR 2009  \nGerman Vocabulary List General   \nFoundation  \nab  \nab und zu  \nAbend (abends) als/ wenn bald (bis bald)  \nbevor damalsdann  \nendlich / zuletzterst (um)  \nfrüh (früher) gestern  \ngewöhnlich heuteimmer (noch)  \nmanchmal Mittag (mittags)  \nMitte (mitten in) Mitternacht Monat (monatlich) morgen  \nMorgen (morgens) nachdem  \nnachher  \nNachmittag (nachmittags) nä","cbCaioM5yxgXuPX2","https://ap.wps.com/l/cbCaioM5yxgXuPX2","pdf",394986,52,"English","# Contents\n## German GCSE Vocabulary List\n## German Vocabulary List General\n## Topic Area 1 Home and local area\n## Topic Area 2 Health and sport\n## Topic Area 3 Leisure and entertainment (includes online)\n## Topic Area 4 Travel and the wider world\n## Topic Area 5 Education and work\n## Speaking and Writing\n## Prior knowledge\n## Cognates","[{\"question\":\"What is the purpose of this GCSE German vocabulary list?\",\"answer\":\"It supports teaching and learning programmes by providing structured vocabulary for GCSE German, with guidance for teachers preparing candidates for assessment.\"},{\"question\":\"How do Foundation and Higher Tier assessments use this vocabulary list?\",\"answer\":\"Foundation Tier listening and reading are based on material from the list, with some unfamiliar vocabulary not tested. 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