Italian Continuers Speaking Skills Examination Training Package. Samples

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1 Italian Continuers Speaking Skills Examination Training Package Samples

2 Published by Board of Studies NSW GPO Box 5300 Sydney 2001 Australia Tel: (02) Fax: (02) Internet: ISBN Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document has been produced by the Board of Studies NSW. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study. Teachers in schools in NSW may make multiple copies, where appropriate, of sections of the HSC papers for classroom use under the provisions of the school s Copyright Agency Limited (CAL) licence. When you access the Material you agree: to use the Material for information purposes only; to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW; to acknowledge that the Material is provided by the Board of Studies NSW; not to make any charge for providing the material or any part of the Material to another person or in any way make commercial use of the material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee; to include this copyright notice in any copy made; not to modify the Material or any part of the material without the express prior written permission of the Board of Studies NSW. The Material may contain third party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner s specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution. The Board of Studies has made all reasonable attempts to locate owners of third party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer, ph (02) , fax (02)

3 This part of the training package contains sample conversation questions that have been developed to give an indication of the type of questions that students may be asked. The questions are not a formula for the examination. Annotated extracts of conversations are also provided, which indicate performance typical of each of the mark ranges. Comments on each student s responses are provided, indicating how they meet the criteria applicable to the mark range. Appropriate parts of the student s responses have been transcribed in order to clarify their relationship with the criteria. All transcriptions are verbatim and students responses have not been corrected in any way. Sample Conversation Questions 1. Quanti siete in famiglia? (How many people are there in your family?) 2. Avete un buon rapporto? (Do you get on well with them?) 3. Cosa fai per aiutare a casa? (What do you do to help at home?) 4. Chi fa di più? Perché? (Who does the most? Why?) 5. È importante fare delle/partecipare nelle cose insieme come una famiglia? (Is it important to do things together as a family?) 6. Hai un bel ricordo di un attività che avete fatto insieme? (Do you have a pleasant memory of something you have done together?) 7. Secondo te, l idea della famiglia unita è importante nella nostra società? (Do you think the family unit is important in today s world?) 8. Gli amici sono importanti per te? Perché? (Are friends important to you? Why?) 9. Hai un amico/un amica speciale? (Do you have a best friend?) 10. Quali sono i tuoi passatempi? (What are your hobbies?) 11. Ti piace qualche sport in particolare? (Do you like a particular sport?) 12. Durante le vacanze cosa fai? (What do you do during the holidays?) 13. Che tipo di musica preferisci? Perché? (What is your favourite type of music? Why?) 14. Parla un po di un film che hai visto/di un libro che hai letto/ recentemente. (Tell me about a film you have seen or a book you have read recently.) 15. Per quale motivo hai scelto di studiare l italiano?(why did you decide to study Italian?) 16. Cosa farai quando avrai finito gli esami? (What will you do when you have finished your exams?) 17. Ti piacerebbe viaggiare? Perché? (Would you like to travel? Why?) Page 1

4 Audio Sample Item 1 Mark Range Hai altri passatempi? È importante per te vestirti alla moda? Non è più importante essere più un individuo? Studi anche l arte a scuola? Hai deciso il tuo futuro? È difficile lavorare e studiare allo stesso tempo? The student is confident and demonstrates competence. There is a good attempt to expand on responses, especially regarding her interests. Structures are fairly repetitive but the student is able to move between tenses. The examiner encourages the development of the student s ideas, resulting in a very natural conversation that covers a variety of topics. Communicates confidently and fluently with correct intonation and pronunciation. mi interessa la moda, mi piace comprare i vestiti un po strani, quando ero giovane ho imparato alcune cose,mi piacerebbe passare forse quattro o cinque anni Pronunciation is clear and questions are well understood. The structures used are somewhat repetitive, eg mi piace. However, the intonation is clear and authentic, and indicates confidence. Demonstrates depth of treatment through the presentation of relevant information, opinions, and/or comment. mi piace studiare ; il mio papà è architetto e quando ero giovane, mi piacerebbe tornare in Italia trovare loro. The student describes a variety of musical interests and expands on her responses. Responds with a high level of grammatical accuracy, and breadth and sophistication of vocabulary and sentence structure. mi piacerebbe, io sono stata, e la mia responsibilità, la moda è la cosa. The student demonstrates competence in the use of Italian grammar with particular focus on tenses and idioms. Some grammatical inaccuracies occur, but do not detract from the student s overall performance, eg all università studiare graphics, mi piace i colori Page 2

5 Audio Sample Item 2 Mark Range Ti piace andare al cinema? Quando? Cosa hai visto recentemente? Hai un attore/un attrice preferito/a? Ci sono altri passatempi che ti piacciono? Perché odi lo sport? The student s comprehension is excellent and pronunciation is clear. The examiner moves easily from one question to another, covering a range of topics and allowing the student to expand where possible. Further expansion of comments would be desirable. Communicates effectively, with some degree of fluency and authenticity. Forse una volta al mese, mi piace, io credo che è,non avevo il tempo, quello era due mesi fa. The student is clearly confident and uses a range of expressions that indicate fluency and authenticity. Examples of the student s competence are demonstrated by regular use of the present and past tenses, as well as a variety of expressions that link concepts and ideas. Responds with relevant information and a range of relevant opinions and/or comment. L ultima cosa che ho visto, non avevo il tempo ma dopodomani, io ho una passione per, credo che The student communicates effectively and demonstrates the ability to explain why something happened rather than simply stating that it happened, eg choosing not to go to the movies. Responds with a range of vocabulary and structures, but with some minor inaccuracies. tutti i miei amici non piace il cinema, essa gioca una parte in questo film The student shows competence with tenses and is capable of complex sentences as well as comparison of items. Page 3

6 Audio Sample Item 3 Mark Range 9 12 Tu hai fratelli o sorelle? Cosa pensi di essere figlia unica? A casa aiuti la mamma? La mamma lavora? Cosa fa lei? Quando fai questo lavoro? Ti piace fare questo? Secondo te, è importante che le giovani studentesse lavorano? The student is clearly familiar with some expressions, including un pochettino and come no? which enhance the conversation. The student is able to self-correct, especially with verb conjugation and word order. She is careful but quite confident and demonstrates some competence. Comprehension is good and there is an attempt at humour. Maintains satisfactory communication with some degree of fluency but with repetition and inaccuracies in grammar and vocabulary. sono la figlia unica, mamma mi compra tutto che voglio, anch io lavoro sul telefono guadagni i soldi per aiutarmi, molto studiare da fare The student understands questions and responds with some fluency but there are difficulties with verb conjugation and some inaccuracies in grammar and vocabulary generally. Repetition of vocabulary and structures is a feature of this student s responses. Responds with relevant information and opinions. non, sono la figlia unica, lavo i piatti e aiuto con il cagnolino, sì mi piace, perché a settembre vado in Italia mia mamma mi compra tutto che voglio, però ho molto da fare a casa, mi piace perché guadagno molto The student makes a concerted effort to use a range of vocabulary and structures to describe the film. There is a good explanation of the need to earn money for an overseas trip. Page 4

7 Audio Sample Item 4 Mark Range 5 8 Hai una materia preferita? Perché ti piace l inglese o l italiano? C è una ragione? Cosa leggete in inglese al momento? Avete studiato altro in inglese? Hai viaggiato in qualche posto? Dove sei stata? The student has reasonable pronunciation skills but vocabulary is clearly limited. Some responses develop quite well but the student does not always understand the question. The student resorts to English but the examiner switches effectively to a different topic. This student requires prompts and constant simplification of questions. Maintains a basic level of communication using simple structures and vocabulary with frequent pauses and errors. studio, non ho capito, mi piace, penso che è, devo concentrare, leggiamo con i genti, non lo so, ho leggato Verb conjugation is problematic, especially in the use of the past tense. The student relies on English when comprehension is limited but most responses indicate a basic competence in Italian. Presents some relevant information, opinions or ideas. penso che è importante, mi piace l italiano perché, ma quando ero, devo concentrare The student relies on lists of items and has obviously mastered some relevant vocabulary and structures that can be used to support responses. The opinions and ideas expressed are relevant but do not indicate depth of treatment. Page 5

8 Audio Sample Item 5 Mark Range 1 4 Quali sono i tuoi passatempi preferiti? Cosa fai quando non sei a scuola? Che tipo di musica ti piace? Tu hai un gruppo preferito? Hai detto che ti piace guardare la tivù. Che tipo di programma preferisci? Perché ti piace questo programma? Cosa pensi dei personaggi che sono in questa casa? Come sono queste persone? The student s pronunciation is reasonable. The examiner makes every effort to simplify the questions in order to enable the student to provide a response. Many of the questions are beyond the student s capacity to understand, despite the efforts of the examiner. There is heavy reliance on the use of English. Responds with a limited range of ideas and information relating to the topic using single words and set formulae and using Anglicisms and English syntax. di solito io guardo la televisione, la realità è importante, Lisa è timida ma Goran è.. sì, non lo so, mi piace Some points are quite well made but the student is unable to demonstrate mastery of grammar and vocabulary, which limits the depth of the response. The student relies on lists of items and frequently resorts to English. There is one good example of a more sophisticated sentence, eg Io voglio andare in Italia e studiare in Italia. Page 6

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