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Year 11: Italian

Scholarship application for a Regional Exchange Program to Italy


Activity 1: Audio presentation

Grade Student work samples
Grade A Georgia Isaac Jodie
Grade B  
Grade C  
Grade D  
Grade E  

Description of activity

Speaking and writing in Italian

Task 1 is based on an advertisement for a 3-month reciprocal exchange program to regional Italy (see below) for which you have decided to apply. Record an audio in which you address all the information in the advertisement. You must speak for approximately two minutes in Italian.

Experience  the real Italy on a three-month exchange program

picture of a castle
Italian countryside showing fields and snow-capped mountains

You might think you know Italy, but Italy isn’t Rome or Florence or Milan! There is a whole world outside the big Italian cities that you can get to know.

  • If you are over 16 why not come to Italy for a three month exchange
  • The exchange will provide you with accommodation during the period you attend school with an Italian family
  • There will be two months of school and one month of holidays
  • The exchange is reciprocal. If you are accepted you will be expected to host a student either before or after your exchange
  • What you can offer a potential exchangee will be considered
  • To be successful you must demonstrate that you:
      • are outgoing and interested in Italy
      • are a good student of Italian
      • enjoy new challenges
      • can act as a global ambassador.

If you are interested, please submit a two-minute audio in which you address the selection criteria to:

Context

Students would have studied approximately 200 hours of the Italian course. They are assumed to be competent in communicating ideas and information. They have knowledge of past, present and future tenses, and relevant vocabulary. Students are aware of the language and culture of Italian speaking communities.

Areas of assessment for Task 1

  • Relevance of the response to the task with specific reference to the stimulus material
  • Capacity to manipulate Italian to create comprehensible text

Outcomes

Stage 6

The student:
2.1  applies knowledge of language structures to create original text
2.2  composes informative, reflective, persuasive texts appropriate to context, purpose and/or audience
2.3  structures and sequences ideas and information
3.1  conveys the gist of texts and identifies specific information
4.3  reflects upon significant aspects of language and culture

Criteria for assessing learning

In Task 1 (audio presentation), the student will be assessed on how well s/he:

  • Composes text appropriate to context, purpose and audience
  • Structures information and ideas
  • Demonstrates capacity to manipulate language structures and vocabulary in Italian.
  • Demonstrates control of Italian pronunciation and intonation

Activity 2: Blog

Download the activity

Year 11 Italian: Blog

Grade Student work samples
Grade A Jonah
Grade B Isaac
Grade C Georgia
Grade D  
Grade E  

Description of activity

Writing in Italian

Task 2
Imagine that you are the student who stayed with Davide in Italy. He has posted the blog below based on his exchange with a different family in Melbourne. You decide to write a blog about your experiences with his family in Italy. In your blog refer specifically to Davide, his family, school and the town where you stayed using information from his blog.

Blog Scambio scolastico
Man on a bike at an intersection Salve mi chiamo Davide. Ho trascorso tre mesi in un sobborgo all’ovest di  Melbourne dove ho vissuto in un piccolo appartamento,  così diverso da casa mia in Italia dove vivo in un piccolo paese che si trova circa quindici minuti da Treviso con mia madre, mio padre, mio fratello più giovane e i nostri animali domestici .

Il sistema scolastico in Australia è meno impegnativo del nostro sistema italiano, però mi è piaciuto tanto avere molto più tempo libero a disposizione il fine settimana per uscire con i miei amici australiani. È stato facile fare amicizia – molto più facile di quel che pensavo. La cucina a casa mia è molto diversa. Mia madre è una brava cuoca, cucina molto bene. I miei piatti preferiti sono tutte le nostre specialità regionali!

Eccomi in bicicletta a Melbourne. Mi fa ricordare il nostro studente di scambio da Sydney che è stato con la mia famiglia in Italia l’anno scorso. Ci credi che non sapeva andare in bicicletta?

Penso spesso a lui adesso, anche perchè non ho trascorso molto tempo con lui i primi mesi, che è proprio un peccato. Lo so che ha trovato la scuola e il cibo molto diverso all’inizio. (Non credo che abbia mangiato molti pasti cucinati a casa quando stava a Sydney) ma poi andando avanti si è divertito sempre di più.

Context

Students would have studied approximately 200 hours of the Italian course. They are assumed to be competent in communicating ideas and information.  They have knowledge of past, present and future tenses, and relevant vocabulary. Students are aware of the language and culture of Italian speaking communities.

Areas of assessment for Task 2

  • Relevance of the response to the task with specific reference to the stimulus material
  • Capacity to manipulate Italian to create comprehensible text

Outcomes

Stage 6
The student:
2.1  applies knowledge of language structures to create original text
2.2  composes informative, reflective, persuasive texts appropriate to context, purpose and/or audience
2.3  structures and sequences ideas and information
3.1  conveys the gist of texts and identifies specific information
4.3  reflects upon significant aspects of language and culture

Criteria for assessing learning

In Task 2 (blog), the student will be assessed on how well s/he:

  • Composes text appropriate to context
  • Demonstrates the relevance of information, ideas and research
  • Structures information and ideas
  • Demonstrates capacity to manipulate language structures and vocabulary in Italian.
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