COMMACK HIGH SCHOOL

WORLD LANGUAGES DEPARTMENT

ITALIAN 4

MIDTERM EXAM JANUARY 2019

As the speaking task for the midterm, you will prepare a presentation of 2:00 - 2:15 minutes demonstrating what you have learned about one of the following topics. The speaking task will be

completed in class. This task is worth 30 points of your midterm grade.

TOPICS:The Italian School System The Italian Family Italian Culture

Your presentation must address the following three criteria:● PART A : describe the picture in general using relevant vocabulary. ● PART B : demonstrate your knowledge by connecting the picture to the content we studied in

class.● PART C: relate to the topic on a personal level. (i.e. give your opinion about the topic or discuss

how it relates to your life or life in the U.S.)

The day of your presentation:● You will select one picture from the 6 provided, at random. ● You will have 5 minutes to prepare your presentation. If you wish, you may create a notecard

during this time to aid you. Your notecard cannot contain more than 10 bullets with 3 words each. You may NOT write full sentences.

● Explain what you see in the picture. ● Discuss and explain what you have learned about the topic that is shown in the picture. ● Share your personal connections to the topics. ● In the event you are challenged to fill your required time, your teacher will guide you with topical

questions.

You will be evaluated according to the rubric based on your ability to:i. communicate using a range of vocabulary, grammatical structures and conventions. ii. organize information and ideas and use a range of basic cohesive devices.iii. use language to suit the context; i.e. appropriate vocabulary.iv. demonstrate clear pronunciation and use intonation when appropriate.v. address the topic directly and on a personal level.vi. speak for the required amount of time (2:00 – 2:15 minutes).

Performance LevelDimension 4 3 2 1

Task Completion

Accomplishes the task. Includes multiple details; ideas clearly connect to the task/purpose.

Satisfies the task. Includes some details that connect to the task/purpose. May contain minor irrelevancies.

Satisfies the task but includes few details that are loosely connected. May contain some irrelevancies.

Satisfies the task but includes few details that are loosely connected. May contain some irrelevancies.

Organization Includes a logical and coherent sequence throughout. Provides a clear sense of beginning, middle, and end. Makes smooth transitions between ideas.

Includes a logical sequence throughout. Provides a beginning, middle, and end. Attempts to make smooth transitions.

Attempts to include a logical sequence throughout. There is little to no transition. Sequence is choppy and at times hard to follow.

Utilizes minimal order of ideas or information. Provides a series of separate sentences and/or disconnected ideas.

Vocabulary Utilizes a wide variety of vocabulary original that expands the topic. There may be minimal inaccuracies.

Utilizes a variety of original vocabulary related to the topic. There may be minor inaccuracies.

Utilizes basic original vocabulary or uses repetitive vocabulary. Some original vocabulary may be inaccurate and/or unrelated to the topic.

Utilizes limited original vocabulary or uses repetitive vocabulary throughout. Most original vocabulary may be inaccurate and/or unrelated to the topic.

Structure Demonstrates a high degree of control of Checkpoint B structure/convention:

subject-verb ∙agreement present, past, future∙ ideas expressed as appropriate

noun-adjective ∙agreement correct word order ∙

pronunciation∙ Minimal errors may be present; however the errors do not hinder overall comprehensibility of the passage.

Demonstrates some degree of control of Checkpoint B structure/ conventions: subject-verb ∙agreement

present, past, future ∙ideas expressed as appropriate

noun-adjective ∙agreement correct word order∙ pronunciation∙ marks

A few errors may be present; however the errors do not hinder overall comprehensibility of the passage

Demonstrates limited control of Checkpoint B structure/ conventions or only uses Checkpoint A structure / conventions

AND / OR

Errors do hinder comprehensibility in parts of the passage and/or there are numerous Checkpoint A errors.

Demonstrates minimal control of Checkpoint A or B structure/conventions

AND/OR

Errors impede overall comprehensibility of the passage.

Fluency Student speaks with little to no hesitation. Any pauses in speech are natural.

AND/OR

Responds appropriately to prompts.

Speaks with some hesitation.

AND/OR

Responds somewhat appropriately to prompts.

Speaks with hesitation and pauses frequently. AND/OR Requires significant prompting by the teacher. Does not respond appropriately to prompts.

Speaks with major hesitation.

AND/OR

Does not respond to prompts.

Fulfillment of Time on Task

Student communicates continuously for at least 2 minutes.

Student communicates continuously for at least 1 minute and 45 seconds.

Student communicates for at least 1 minute and 30 seconds.

Student communicates for less than 1 minute and 30 seconds.

Commack High School Italian 4 Mid-Year ExaminationJanuary 2019 Speaking Task

La scuola italiana

La famiglia italiana

La cultura italiana