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WS02 - Class speaking and writing assessment

Languages, Italian, Years 7 and 8 (Year 7 entry)

By the end of Year 8, students use Italian language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Italian or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts, and demonstrate understanding of how some language reflects cultural practices.

 

Students approximate Italian sound patterns, intonation and rhythms, and demonstrate understanding that Italian has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of Italian and English language structures and features, using metalanguage. They demonstrate awareness that the Italian language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.

Communicating meaning in Italian | Interacting in Italian

AC9LIT8EC01

interact with others using modelled language to exchange information in familiar contexts about self and personal world

Communicating meaning in Italian | Interacting in Italian

AC9LIT8EC02

develop language to interact in exchanges, routines, tasks and responsibilities related to classroom and interests

Communicating meaning in Italian | Mediating meaning in and between languages

AC9LIT8EC04

locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience

Communicating meaning in Italian | Creating text in Italian

AC9LIT8EC06

create spoken, written and multimodal, informative and imaginative texts using appropriate vocabulary, expressions, grammatical structures, and some textual conventions

Understanding language and culture | Understanding systems of language

AC9LIT8EU01

recognise and use features of the Italian sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts

Understanding language and culture | Understanding systems of language

AC9LIT8EU02

develop knowledge of, and use structures and features of, the Italian grammatical and writing systems, to understand and create spoken, written and multimodal texts

Understanding language and culture | Understanding systems of language

AC9LIT8EU03

compare Italian language structures and features with English, using familiar metalanguage

Annotations

 x
1

Exchanges an appropriate greeting with the teacher.

 5 7 15 40
2

Describes a person, using a range of adjectives.

 14 31 15 40
3

Demonstrates awareness of Italian sound patterns.

 32 49 15 40
4

Asks a question about the teacher’s family member.

 60 66 15 40
5

Translates a sentence from Italian into English.

 81 85 15 40
6

Understands that the gender of the noun and adjective need to agree.

 118 130 15 40
7

Chooses a greeting appropriate to the time of day, and the social and cultural context.

 143 159 15 40
Transcript

(gentle music)

 

[Student 1] Buongiorno.

 

[Teacher] Buongiorno.

 

[Teacher] Let's talk about this family tree. Who have you chosen?

 

[Student 1] Valeria.

 

[Teacher] Valeria. Okay.

 

[Student 1] Questa è mia cugina.

 

[Student 1] Lei si chiama Valeria.

 

[Student 1] Valeria ha sedici anni.

 

[Student 1] Valeria è qualche volta forte e sportiva.

 

[Student 2] Questo è mio nonno.

 

[Student 2] Lui si chiama Marco.

 

[Student 2] Marco ha settantatrè anni.

 

[Student 2] Lui è un po’ severo ma gentile.

 

[Teacher] Gentile. Bravissima.

 

[Teacher] So this is four relatives of mine,

 

[Teacher] can you ask me a question on one of them?

 

[Student 3] Okay.

 

[Student 3] Quanti anni ha tua sorella?

 

[Teacher] Very good. What did you ask me?

 

[Student 3] How old is your sister?

 

[Teacher] Excellent.

 

[Student 1] Tuo cugino simpatico?

 

[Teacher] Mio cugino qualche volta è simpatico.

 

[Teacher] What did I say?

 

[Student 1] Your cousin is sometimes likable.

 

[Teacher] Very good.

 

[Teacher] Sometimes. But not all the time.

 

[Teacher] Now, in this situation, which is a family Christmas lunch.

 

[Teacher] Which one of these expressions would be suitable to say in this situation?

 

[Student 3] Just one?

 

[Teacher] One or more. The ones that you think are more suitable.

 

[Student 3] Sei simpatico.

 

[Teacher] Sei simpatico. Who could you tell simpatico to?

 

[Student 3] Tiziano.

 

[Teacher] Tiziano, my cousin. Why could you say simpatico to Tiziano?

 

[Student 3] Because he's a male.

 

[Teacher] Because he's a male. Exactly.

 

[Teacher] Is it a nice thing to say or not?

 

[Student 3] Yes. Funny.

 

[Student 4] Buon appetito.

 

[Teacher] Buon appetito. Why would you say buon appetito?

 

[Student 4] Because they are eating lunch.

 

[Teacher] Would it be a polite thing to say?

 

[Student 4] Yes.

 

[Teacher] Absolutely. What about an appropriate greeting?

 

[Teacher] Which one would be the most appropriate?

 

[Student 4] Buongiorno.

 

[Teacher] Buongiorno. Why buongiorno and not buonasera?

 

[Student 4] Because it's not in the evening.

 

(bright music)

Annotations:

 

1. Creates written text to describe own family.

 

2. Applies punctuation conventions, including accents, capital letters and full stops.

 

3. Agrees the adjective to the gender of the noun.

 

 

4. Compares Italian and English languages in relation to gender.

 

 

5. Compares Italian and English word order.