Course Profile International Languages, level 4 (LWIDU),
Grade 12, University Preparation, Catholic
Unit
4: Affrontare i problemi
Time: 22 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5
Unit Description
This unit
provides opportunities for students to respect historical and cultural
differences in today’s changing world by engaging in futher problem solving.
Further study of the subjunctive includes activities to promote its use.
Students research Catholic social teaching about equality, democracy, and
solidarity, and present their research in an oral format.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus/Tasks/Activities |
|
1. |
3 hours |
LIV.01,
SPV.01, REV.01, WRV.01, |
Knowledge/
Understanding Thinking/
Inquiry Communication Application |
-
Ripassare i numeri cardinali oltre
1.000 -
Insegnare i numeri ordinali e
alcune abbreviazioni come per esempio ONU -
Ricercare alcuni problemi sociali nel
mondo e discuterne |
|
2. |
5 hours |
LIV.01,
SPV.01, REV.01, WRV.01, |
Knowledge/
Understanding Thinking/
Inquiry Communication Application |
-
Insegnare l’imperfetto del congiuntivo
ed il trapassato del congiuntivo -
Creare situazioni ipotetiche nelle quali
si discutino soluzioni possibili nel prossimo secolo e presentarle in un
video-documentario |
|
3. |
5 hours |
LIV.01,
SPV.01, REV.01, WRV.01, |
Knowledge/
Understanding Thinking/
Inquiry Communication Application |
-
Insegnare il vocabolario collegato
alla storia del nostro pianeta e del mondo italiano -
Insegnare il periodo ipotetico e
spiegare l’uso sia dell'indicativo sia del congiuntivo -
Insegnare l’uso del congiuntivo in certe
locuzioni avverbiali (sebbene, prima che, purché, …e -
Scrivere un tema su “se fossi un
personaggio storico,…” usando frasi semplici e composte |
|
4. |
5 hours |
LIV.01,
SPV.01, REV.01, WRV.01, |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
-
Ripassare il congiuntivo -
Insegnare la concordanza dei tempi dei
verbi ed il plurale dei nomi di doppio significato, per esempio, ‘muri/mura’ -
Creare un libro parlante (registrato),
per esempio, |
|
5. |
4 hours |
LIV.01,
SPV.01, REV.01, WRV.01, |
Knowledge/
Understanding Thinking/
Inquiry Communication Application |
-
Scrivere e presentare un discorso su un
problema sociale attuale suggerendo alcune soluzioni plausibili |
·
Refer
to The Ontario Curriculum, Grades 11 and
12, Classical Studies and International Languages, 2000, document in order
to establish the criteria checklists for the assessment and evaluation of
student learning throughout the unit.
·
Prepare
language/vocabulary worksheets and diagnostic quizzes to assess verb forms.
·
Prepare
and/or find pictures to represent new vocabulary.
·
Prepare
the criteria checklists prior to introducing the unit and assessment sheets
and/or rubrics for the assessment of oral and written activities.
A variety
of teaching and learning strategies have been provided to maintain the interest
of the students and maximize su
·
The
teacher pre-teaches/reviews functional language (structure, theme vocabulary)
required for the su
·
Teaching
and learning strategies used for the whole class are brainstorming, problem
solving, general discussion, presenting/introducing.
·
Other
teaching and learning strategies are collaborative/cooperative learning,
interviewing, reporting, Internet searching, and videotaping.
·
Students
use appropriate language structures in all three strands.
·
The
teacher tests vocabulary, verb tenses, and language conventions.
·
The
teacher provides listening comprehension activities that increase in complexity
and establishes the use of portfolios as evidence of student growth.
·
Analysis
of students’ research reflects awareness of equality, democracy, and
solidarity, as witnessed in Catholic social teachings.
·
Note-taking,
gathering and organizing information, reading age- and language-appropriate
materials, writing, questioning, and conferencing.
·
Formal
and informal observation, paper-pencil tests, improvisations, formal written
assignment.
·
Survey
assignment, listening exercises, i.e., dictations, and student portfolios.
·
Consult
with Special Education staff for specific recommendations and a
·
Pair
students so that one student’s strengths help compensate for another student’s
challenges.
·
Adapt
the number of required activities and the level of difficulty to agree with the
IEPs for students.
Time: 3 hours
This
activity provides students with the opportunity to examine the moral and
ethical use of media such as the Internet. They participate in a scavenger hunt
using the newspaper, magazines, and the Internet. They learn vocabulary
associated with the media. The importance of identifying purpose, audience, and
style in order to create a voice in their own writing is examined. Students
learn to honour and value the greatness of God’s given world and the diversity
of its people by experiencing life through journalism.
Ontario
Catholic School Graduate Expectations
1h -
respects the faith traditions, world religions, and the life-journeys of all
people of good will;
2b - reads, understands, and uses
written materials effectively;
2d - writes and speaks fluently one
or both of Canada’s official languages;
3c -
thinks reflectively and creatively to evaluate situations and solve problems;
6a - relates to family members in a
loving, compassionate, and respectful manner;
7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures.
Strand(s): Oral Communication (Listening, Speaking), Reading,
Writing
Overall Expectations
LIV.01 - demonstrate an understanding of a
variety of oral messages, communicated in various situations and for a variety
of purposes;
SPV.01 - communicate orally in various
situations and for a variety of purposes, using language appropriate to the
level;
REV.01 -
read age- and language-appropriate passages from different sources for a
variety of purposes;
WRV.01 -
write for a variety of purposes and audiences, using vocabulary and language
structures appropriate to the level.
Specific Expectations
LI1.01 -
demonstrate an understanding of vocabulary and language structures
appropriate to the level by responding appropriately to a variety of oral
messages and identifying key ideas and information (e.g., comment on views
expressed in conversations and discussions);
LI1.02 - demonstrate the ability to extract
information from complex oral messages conveyed through various media and
formal presentations (e.g., prepare a synopsis of a radio or television
documentary that focuses on current issues);
LI1.03 - demonstrate an
understanding of cultural aspects of the international language by identifying
regional differences in language as well as different levels of language;
SP1.01 - use standard pronunciation and
intonation in the international language with a
SP1.02 - participate in conversations and group
discussions using vocabulary and language structures appropriate to the level
(e.g., take part in a debate on desirable careers);
SP1.04 - demonstrate an understanding of the
culture of countries where the language is spoken in a variety of creative
activities (e.g., dramatize a literary work);
RE1.02 - read aloud with a
RE1.04 - respond to a range of texts in a
variety of media by relating the ideas and themes to contemporary issues and
personal experiences;
WR1.01 - write reports and compositions, using
vocabulary and language structures appropriate to the level (e.g., write a book
or film review).
·
Prepare
review materials for cardinal numbers over 1000.
·
Prepare
an activity worksheet (Scavenger Hunt Type Game) listing examples of cardinal
and ordinal numbers, and abbreviations.
·
Procure
Italian newspapers and magazines for Scavenger Hunt Game.
·
Visit
related web sites on the Internet prior to activity (see Appendix 4A –
Scavenger Hunt per Internet).
·
Procure
small prizes for Scavenger Hunt Game (optional).
·
Prepare
abbreviations sheet (see Appendix 4B – Alcune abbreviazioni).
·
All
language structures and grammar studied to date
·
The
teacher reviews cardinal numbers.
·
The
teacher teaches ordinal numbers and abbreviations (see Appendix 4B – Alcune
abbreviazioni).
·
The
teacher tests new vocabulary taught.
·
The
teacher distributes activity worksheet (see Appendix 4A – Scavenger Hunt per
Internet), as well as copies of Italian newspapers and magazines to students.
·
The
teacher sets the appropriate time limit for the Scavenger Hunt game.
·
The
student who completes the activity worksheet task or who has the most identified
vocabulary within the established time limit wins a prize (if the teacher
wishes) or points.
·
Students
gather examples of current social problems existing in the world via Internet.
·
Students
discuss these social problems in class and find possible solutions to them.
·
All
events selected must be from local, national, and international newspapers or
magazines (printed or on the Internet) and Papal documents (available in
Italian on the Internet).
·
Students
(in groups) orally present possible solutions to the class.
·
The
teacher evaluates group presentations.
|
Technique |
Tool/Method |
Who |
Strategy |
|
Formative/Diagnostic |
Observation |
Teacher |
Introduction to Vocabulary |
|
Formative/Diagnostic |
Observation |
Teacher |
Scavenger Hunt |
|
Formative |
Paper/pencil |
Student |
Worksheet - Scavenger Hunt Activity Appendix 4A – Scavenger Hunt per Internet |
|
Formative |
Observation |
Teacher |
Discussion |
|
Summative |
Paper/Pencil |
Student |
Vocabulary Test |
|
Summative |
Oral |
Student/ Teacher |
Group Presentations of Possible Solutions |
·
The
teacher should consult individual student IEPs for specific direction on a
·
Adjust
the time allotted for completion of written quiz/test and worksheet.
Appendix 4A – Scavenger Hunt per Internet
Appendix 4B – Alcune abbreviazioni
Time: 5 hours
Students
further develop their language skills through group work using hypothetical
situations. Use of the subjunctive is reinforced. Students experience script
writing and the recording of a documentary. Students discuss possible solutions
to problems in our society in light of Gospel social teachings, i.e.,
forgiveness, love thy neighbour, etc.
Ontario
Catholic School Graduate Expectations
1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;
1e - speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith);
1h - respects the faith traditions, world religions, and the life-journeys of all people of good will;
2c - presents information and ideas clearly and honestly and with sensitivity to others;
3b - creates, adapts, and evaluates new ideas in light of the common good;
3c - thinks reflectively and creatively to evaluate situations and solve problems;
4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
6c - values and honours the important role of the family in society;
7c - seeks and grants forgiveness.
Strand(s): Oral Communication (Listening, Speaking), Reading,
Writing
Overall
Expectations
LIV.01 - demonstrate an understanding of a variety of oral messages, communicated in various situations and for a variety of purposes;
SPV.01 - communicate orally in various situations and for a variety of purposes, using language appropriate to the level;
REV.01 - read age- and language-appropriate passages from different sources for a variety of purposes;
WRV.01 - write for a variety of purposes and audiences, using vocabulary and language structures appropriate to the level.
Specific
Expectations
LI1.01 - demonstrate an understanding of vocabulary and language structures appropriate to the level by responding appropriately to a variety of oral messages and identifying key ideas and information (e.g., comment on views expressed in conversations and discussions);
LI1.02 - demonstrate the ability to extract information from complex oral messages conveyed through various media and formal presentations (e.g., prepare a synopsis of a radio or television documentary that focuses on current issues);
LI1.03 - demonstrate an understanding of cultural aspects of the international language by identifying regional differences in language as well as different levels of language;
SP1.01 - use standard pronunciation and intonation in the
international language with a
SP1.02 - participate in conversations and group discussions using vocabulary and language structures appropriate to the level (e.g., take part in a debate on desirable careers);
SP1.03 - express personal opinions and explain ideas in a variety of prepared and open-ended conversations (e.g., participate in a videoconference with students from another school);
RE1.02 - read aloud with a
RE1.04 - respond to a range of texts in a variety of media by relating the ideas and themes to contemporary issues and personal experiences;
WR1.01 - write reports and compositions, using vocabulary and language structures appropriate to the level (e.g., write a book or film review);
WR1.02 - express ideas and feelings in writing, using increasingly complex forms (e.g., write short essays and narrative, descriptive, and expository passages);
WR1.03 - revise and edit their work for a
WR1.04 - edit and proof read their work, with attention to
a
·
Prepare
and provide a list of possible hypothetical situations (see Appendix 4C –
Situazioni ipotetiche).
·
Prepare
review materials on present and past subjunctive.
·
Prepare
quizzes and tests on the imperfect and pluperfect subjunctive.
·
Prepare
criteria list for video documentary (see Appendix 4D – Criteri per il documentario).
·
Prepare
evaluation form for video documentary (see Appendix 4E – Valutazione del
documentario).
·
Reserve
TV, VCR, DVD player and/or video equipment.
·
Indicative
verb tenses, conditional verb tenses, imperative, and present and past
subjunctives.
·
All
other language skills/structures learned in previous levels and units.
·
The
teacher reviews and quizzes/tests students on the present and past
subjunctives.
·
The
teacher teaches and tests students on the imperfect and pluperfect
subjunctives.
·
The
teacher brainstorms with students for possible hypothetical situations that
lead to possible solutions for the next century while identifying Gospel values
(see Appendix 4C – Situazioni ipotetiche).
·
The
teacher divides the class into groups.
·
Students
choose a hypothetical situation and discuss possible solutions within a time
limit.
·
The
teacher distributes a criteria list for the video documentary (see Appendix 4D
– Criteri per il documentario).
·
Students
write scripts pertaining to the hypothetical situation and to the possible
solutions.
·
Students
submit one copy (per group) of the situation with its possible solutions to the
teacher.
·
Students
prepare documentaries incorporating teacher-approved scripts on video.
·
Students
present documentaries to the class.
·
The
teacher evaluates documentaries (see Appendix 4E – Valutazione del
documentario).
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative/Diagnostic |
Oral |
Teacher/students |
Brainstorm |
|
Formative |
Paper/Pencil |
Student |
Quizzes/tests
(see Planning Notes) |
|
Formative |
Paper/Pencil |
Student
(groups) |
Script
writing |
|
Formative/Diagnostic |
Oral |
Student |
Group
discussion |
|
Summative |
Oral |
Student/Teacher |
Videotaped
documentary |
·
Arrange
for assistance with written activity and oral presentation. This assistance may
be provided by a peer, a classroom teacher, or Special Education staff a
·
Adjust
the time allotted for completion of written activity/video.
·
Adapt
expectations a
·
Arrange
for opportunities to reinforce grammar structures, e.g., study buddy, flash
cards, etc.
Appendix 4C –
Situazioni ipotetiche
Appendix 4D –
Criteri per il documentario
Appendix 4E –
Valutazione del documentario
Time: 5 hours
Students
research an aspect of Italian and Italo-Canadian history. The teacher gives an
overview of Italian historical characters and/or events with special emphasis
on current events. Through the study of history, students further develop their
knowledge of the Italian language and the forces that have shaped and/or
influenced our current standards of common usage. An appreciation of their
contributions to the world of art, literature, music, and the Church is
highlighted. Students learn to appreciate life as a gift to cherish from God.
Cultural heritage, faith traditions, and history are respected and better
understood.
Ontario
Catholic School Graduate Expectations
1i - integrates faith with life;
2c - thinks reflectively and creatively to evaluate situations and solve problems;
3b - creates, adapts, and evaluates new ideas in light of the common good;
4c - takes initiative and demonstrates Christian leadership;
5c - develops one’s God-given potential and makes a meaningful contribution to society;
7a - acts morally and legally as a person formed in Catholic traditions;
7d - promotes the sacredness of life.
Strand(s): Oral Communication (Listening, Speaking), Reading,
Writing
Overall
Expectations
LIV.01 - demonstrate an understanding of a variety of oral messages, communicated in various situations and for a variety of purposes;
SPV.01 - communicate orally in various situations and for a variety of purposes, using language appropriate to the level;
REV.01 - read age- and language-appropriate passages from different sources for a variety of purposes;
WRV.01 - write for a variety of purposes and audiences, using vocabulary and language structures appropriate to the level.
Specific
Expectations
LI1.01 - demonstrate an understanding of vocabulary and language structures appropriate to the level by responding appropriately to a variety of oral messages and identifying key ideas and information (e.g., comment on views expressed in conversations and discussions);
SP1.01 - use standard pronunciation and intonation in the
international language with a
SP1.02 - participate in conversations and group discussions using vocabulary and language structures appropriate to the level (e.g., take part in a debate on desirable careers);
RE1.01 - read, for comprehension of main ideas and
supporting details, selections from a variety of texts, * including a minimum
of three genres (e.g., novels, plays, film scripts);
*Note: students are expected to read
at least 200 pages of text (100 intensive, 100 extensive) at this level.
RE1.02 - read aloud with a
RE1.03 - demonstrate the ability to make inferences and predictions concerning characters and events in short stories and novels, as well as connections between ideas and facts in non-fiction works;
RE1.04 - respond to a range of texts in a variety of media by relating the ideas and themes to contemporary issues and personal experiences;
WR1.01 - write reports and compositions, using vocabulary and language structures appropriate to the level (e.g., write a book or film review);
WR1.02 - express ideas and feelings in writing, using increasingly complex forms (e.g., write short essays and narrative, descriptive, and expository passages);
WR1.03 - revise and edit their work for a
WR1.04 - edit and proof read their work, with attention to
a
·
Provide
chart paper and markers in order to brainstorm vocabulary related to history in
general and to Italian and Italo-Canadian history and culture.
·
Prepare
quizzes to evaluate new vocabulary and the subjunctive in certe locuzioni
avverbiali.
·
Prepare
oral evaluation checklist for Se… activity.
·
Procure
and prepare small blank cue cards and a box in which to put them.
·
Prepare
flash cards with certe locuzioni avverbiali such as sebbene, purchè,
prima che…
·
Verify
and secure Internet sites for historical information.
·
Prepare
evaluation sheet for essay (see Appendix 4F – Scheda di verificazione per il processo
di scrittura).
·
All
language structures studied to date from previous units and levels
·
All
indicative verb tenses, all conditional verb tenses and/or all subjunctive verb
tenses
·
The
teacher encourages students to brainstorm vocabulary related to history in
general and to Italian and Italo-Canadian history and culture.
·
The
teacher gives an overview of Italian historical characters and/or events with
special emphasis on current events.
·
The
teacher writes vocabulary on chart paper.
·
The
teacher quizzes students on new vocabulary.
·
The
teacher reviews l' imperfetto del congiuntivo ed il trapassato del
congiuntivo.
·
Teacher
teaches certe locuzioni avverbiali such as sebbene, purchè, prima
che…, using flash cards.
·
The
teacher quizzes (oral/aural) the students on certe locuzioni avverbiali.
·
The
teacher informs the class that they will play the game Se fossi… within
a time limit set by the teacher.
·
The
teacher asks students to write down on blank cards any noun (one noun per card)
of their choice (proper, abstract, concrete, common) from any historical time
period, paying particular attention to new vocabulary taught, i.e., il sistema solare, il satellite, la
creazione del mondo, l' evoluzione, i dinosauri, la preistoria, il
rinasciamento, San Francesco, il risorgimento, etc.
·
The
teacher collects the cards and places them in a box.
·
The
teacher distributes 10–15 new blank cards to the students.
·
Students
are to write one se question on the card using the imperfect or
pluperfect subjunctive and/or certe locuzioni avverbiali.
·
The
teacher reminds students to use as many different categories as possible (one
category per se questions), i.e., Se fossi un fiore, di che colore
sarei? o Se fossi un sentimento, quale sentimento sarei?
·
The
teacher chooses, at random, a panel of five or six students and one contestant
(student) per game. Students who are not chosen become the audience for the
game.
·
The
teacher chooses another panel of five or six students and one contestant for a
consecutive game, and so forth until all students have taken part on the panel
or as contestants.
·
The
teacher starts the first game by telling the panelists to sit in front of the
class facing the rest of the students and by telling the contestants to sit
sideways also at the front, but to one side of the room.
·
The
teacher informs the class that each game lasts approximately 10 minutes. After
asking as many questions as possible, the contestants are obligated to guess
the correct answer.
·
The
teacher picks a card from the box and shows only the panelists the noun on the
card chosen (e.g., San Francesco).
·
The
teacher tells the contestant to ask each panelist a different se
question that he/she has written on blank cards (e.g., Se fossi un fiore,
quale fiore sarei? etc.).
·
The
student (panelist) to whom the question is asked responds by giving clues to
facilitate a correct response.
·
Each
panelist responds to the question asked in a similar fashion (Answers vary).
·
After
10 minutes, the contestant guesses what the noun is.
·
The
students write an essay on Se fossi un personaggio storico, …
incorporating vocabulary and grammar taught in this unit (see Appendix 4F –
Scheda di verificazione per il processo di scrittura).
·
The
teacher collects the first draft. Suggestions are given and returned to
students.
·
Students
incorporate the suggestions and prepare a second draft for peer assessment and
then a final draft to be handed in to the teacher.
·
The
teacher evaluates the final draft of the essay.
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative |
Oral/Aural |
Teacher/students |
New
Vocabulary |
|
Formative |
Paper/Pencil |
Student |
Vocabulary
Quiz |
|
Formative/
Diagnostic |
Observation |
Teacher |
Introduction
to certe locuzioni avverbiali |
|
Formative |
Paper/Pencil |
Students |
Writing
Activity - Se Questions |
|
Formative |
Oral/Aural |
Students |
Quiz - locuzioni
avverbiali |
|
Formative |
Paper/Pencil |
Students |
Peer
Evaluation of Essay-Second Draft |
|
Summative |
Oral/Aural |
Students/Teacher |
Se Activity |
|
Summative |
Paper/Pencil |
Teacher |
Essay -
Final Draft |
·
Consult
student’s IEPs to make a
·
Provide
assistance with oral presentation.
·
Adapt
expectations a
·
Arrange
for assistance with written work. This assistance may be provided by a peer, a
classroom teacher, or Special Education staff a
·
Adjust
the time allotted for completion of essay, oral activity, and quizzes where
necessary.
·
Arrange
for opportunities to reinforce grammar structures, e.g., study buddy, flash
cards, etc.
Appendix 4F – Scheda di verificazione per il processo di scrittura.
Time: 5 hours
This
activity examines representations of the human condition, moral dilemmas, and
Gospel values in literature and the media. Skills taught include essay writing
and oral presentation etiquette. The teacher insures the use of inclusive and
representative materials. Students use literary knowledge acquired in Italian
Level 3 University Preparation to create a “talking book.” Their activity
includes a glance into possible solutions that may aid in resolving global
differences. Students examine, evaluate, and reflect upon life’s choices and
opportunities as Christians. Students are taught to recognize Gospel values and
that Good always prevails over Evil.
Ontario
Catholic School Graduate Expectations
1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
1e -
speaks the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith);
1h - respects the faith traditions,
world religions and the life-journeys of all people of good will;
2e - uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life;
3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic and ecological) for the development of a
just and compassionate society;
4g -
examines and reflects on one’s personal values, abilities and aspirations
influencing life’s choices and opportunities;
5c -
develops one’s God-given potential and makes a meaningful contribution to
society;
6c -
values and honours the important role of the family in society;
7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful and compassionate society;
7g - respects and understands the
history, cultural heritage and pluralism of today’s contemporary society.
Strand(s):
Oral
Communication (Listening, Speaking), Reading, Writing
Overall
Expectations
LIV.01 - demonstrate an understanding of a variety of oral messages, communicated in various situations and for a variety of purposes;
SPV.01 - communicate orally in various situations and for a variety of purposes, using language appropriate to the level;
REV.01 - read age- and language-appropriate passages from different sources for a variety of purposes;
WRV.01 - write for a variety of purposes and audiences, using vocabulary and language structures appropriate to the level.
Specific
Expectations
LI1.01 - demonstrate an understanding of vocabulary and language structures appropriate to the level by responding appropriately to a variety of oral messages and identifying key ideas and information (e.g., comment on views expressed in conversations and discussions);
LI1.02 - demonstrate the ability to extract information from complex oral messages conveyed through various media and formal presentations (e.g., prepare a synopsis of a radio or television documentary that focuses on current issues);
LI1.03 - demonstrate an understanding of cultural aspects of the international language by identifying regional differences in language as well as different levels of language;
SP1.01 - use standard pronunciation and intonation in the
international language with a
SP1.02 - participate in conversations and group discussions using vocabulary and language structures appropriate to the level (e.g., take part in a debate on desirable careers);
SP1.03 - express personal opinions and explain ideas in a variety of prepared and open-ended conversations (e.g., participate in a videoconference with students from another school);
SP1.04 - demonstrate an understanding of the culture of countries where the language is spoken in a variety of creative activities (e.g., dramatize a literary work);
RE1.02 - read aloud with a
RE1.04 - respond to a range of texts in a variety of media by relating the ideas and themes to contemporary issues and personal experiences;
WR1.01 - write reports and compositions, using vocabulary and language structures appropriate to the level (e.g., write a book or film review);
WR1.02 - express ideas and feelings in writing, using increasingly complex forms (e.g., write short essays and narrative, descriptive, and expository passages);
WR1.03 - revise and edit their work for a
WR1.04 - edit and proof read their work, with attention to
a
·
Provide
review materials on all tenses of the subjunctive mood.
·
Prepare
materials for study in the Sequence of tenses.
·
Provide
and prepare a checklist for writing (see Appendix 4F – Scheda di verificazione
per il processo di scrittura).
·
Provide
a list of countries from which the students may choose their topic to create a
“talking book” (see Appendix 4G – Alcuni paesi del mondo).
·
Prepare
evaluation for final product (see Appendix 4H – Valutazione scritta and
Appendix 4I – Valutazione per presentazioni orali).
·
All
tenses of the indicative mood
·
All
tenses of the subjunctive mood
·
All
tenses of the conditional mood
·
The
imperative mood
·
All
previously taught language structures
·
The
teacher prepares previously taught structures for review (see Planning Notes).
·
Students
continue the study of the subjunctive mood in present and past tenses.
·
The
teacher teaches the Sequence of tenses.
·
Students
are tested on the proper usage of new grammatical structures.
·
The
teacher distributes a checklist on writing a final product (see Appendix 4F -
Scheda di verificazione per il processo di scrittura).
·
The
teacher distributes a list of possible topics from which students may select a
region of Italy and/or any country in order to create an original story for
their “talking book” (see Appendix 4F – Scheda di verificazione per il processo
di scrittura).
·
Students
group themselves in pairs and begin to brainstorm ideas for their story which
illustrates Gospel values and in which Good prevails over Evil.
·
Students
begin to write a rough (first) draft for their story (see Appendix 4F - Scheda
di verificazione per il processo di scrittura).
·
Students
provide the teacher with a written rough copy of their story prior to the due
date of the final copy.
·
The
teacher edits the rough draft by giving suggestions and returns it to students.
·
Students
revise their story based on teacher’s suggestions.
·
Students
rewrite, complete, and illustrate their story on book format.
·
Students
record story on audiocassette or on a compact disk.
·
Students
submit their final draft (in book format) and the recorded version to the
teacher.
·
The
teacher evaluates the written final product and the recorded final product (see
Appendix 4H - Valutazione scritta and Appendix 4I – Valutazione per
presentazioni orali).
·
Final
products, recorded and illustrated versions may be shared with the class and/or
with elementary students (a field trip possibility).
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative/
Diagnostic |
Observation |
Teacher |
Oral
Communication and Participation |
|
Formative |
Paper/Pencil |
Student |
Subjunctive
Moods - Quizzes |
|
Formative |
Paper/Pencil |
Student |
Sequence
of tenses |
|
Formative |
Brainstorming/Rough
Copy/Peer Evaluation |
Student
and Teacher |
Written
First Draft of Story |
|
Formative |
Rough
Copy |
Teacher |
Written
First Draft |
|
Formative |
Peer
Evaluation |
Student |
Written
Second Draft |
|
Summative |
Evaluation
Form |
Teacher |
Final
Draft of Story and Recorded Copy |
·
Arrange
for assistance and extra time in preparing story.
·
A
·
Consult
with Special Education staff for recommendations regarding assessment and
evaluation.
Appendix 4F – Scheda di verificazione per il processo di scrittura
Appendix 4G – Alcuni paesi del mondo
Appendix 4H – Valutazione scritta
Appendix 4I – Valutazione per presentazioni orali
Time: 4 hours
This
activity reinforces the skills and knowledge learned throughout the Level 4
University Preparation course thus far. Students conclude their cultural and
linguistic journey by writing a speech. Writing skills are an essential
component of academic preparation for university level studies. This activity challenges students to develop
their ability to discern a moral conscience. By integrating Faith and life
experiences, students explore practical communication and creative expression.
Students demonstrate Christian leadership by preparing a formal oral speech
that illustrates the diversity and interdependence of our contemporary society.
Ontario
Catholic School Graduate Expectations
1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
3c -
thinks reflectively and creatively to evaluate situations and solve problems;
3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society;
4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
5g -
achieves excellence, originality, and integrity in one’s own work and supports
these qualities in the work of others;
7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures.
Strand(s):
Oral
Communication (Listening, Speaking), Reading, Writing
Overall
Expectations
LIV.01 - demonstrate an understanding of a
variety of oral messages, communicated in various situations and for a variety
of purposes;
SPV.01 - communicate orally in various
situations and for a variety of purposes, using language appropriate to the
level;
REV.01 - read age- and language-appropriate
passages from different sources for a variety of purposes;
WRV.01 -
write for a variety of purposes and audiences, using vocabulary and language
structures appropriate to the level.
Specific
Expectations
LI1.01 - demonstrate an understanding of vocabulary and language structures appropriate to the level by responding appropriately to a variety of oral messages and identifying key ideas and information (e.g., comment on views expressed in conversations and discussions);
LI1.02 - demonstrate the ability to extract information from complex oral messages conveyed through various media and formal presentations (e.g., prepare a synopsis of a radio or television documentary that focuses on current issues);
LI1.03 - demonstrate an understanding of cultural aspects of the international language by identifying regional differences in language as well as different levels of language;
SP1.01 - use standard pronunciation and intonation in the
international language with a
SP1.02 - participate in conversations and group discussions using vocabulary and language structures appropriate to the level (e.g., take part in a debate on desirable careers);
SP1.03 - express personal opinions and explain ideas in a variety of prepared and open-ended conversations (e.g., participate in a video conference with students from another school);
SP1.04 - demonstrate an understanding of the culture of countries where the language is spoken in a variety of creative activities (e.g., dramatize a literary work);
RE1.02 - read aloud with a
RE1.05 - demonstrate an understanding of the culture of countries where the language is spoken in a variety of complex and well-researched projects (e.g., prepare a presentation on a historical or cultural topic using a variety of print resources);
WR1.01 - write reports and compositions, using vocabulary and language structures appropriate to the level (e.g., write a book or film review);
WR1.02 - express ideas and feelings in writing, using increasingly complex forms (e.g., write short essays and narrative, descriptive, and expository passages);
WR1.03 - revise and edit their work for a
WR1.04 - edit and proof read their work, with attention to
a
WR1.05 - demonstrate knowledge of the culture of countries
where the language is spoken in well-researched reports and essays (e.g., write
an essay on the literature, music, or art of a country where the language is
spoken).
·
Provide
a list of possible current social issues from which students may select one and
on which they prepare an oral presentation.
·
Procure
a video-documentary through which students may witness an example of a speech.
·
Procure
TV and VCR.
·
Prepare
activity worksheet with questions examining how a speech is given (see Appendix
4J – Sul discorso).
·
Prepare
a checklist on how to write a speech (see Appendix 4K – Pensare al suo
discorso/scrivere un discorso).
·
Prepare
evaluation of speech (see Appendix 4L – Valutazione del discorso scritto and
Appendix 4L – Valutazione per presentazioni orali).
·
Reserve
use of the Internet, CD players, and audio cassette players.
·
Reserve
time in the library resource centre for students to find information on the
Internet (e.g., historical origin, uses, and importance significance to Italian
culture).
·
All
language structures taught in previous Units and levels.
·
The
teacher shows a video documentary in which students witness an example of a
speech.
·
Students
watch and examine a speech given in a video documentary.
·
Students
answer questions on activity worksheet (see Appendix 4J - Sul discorso).
·
Students
brainstorm possible current social issues existing in the world.
·
The
teacher distributes a list of possible current social issues existing in the
world.
·
Students
select their speech topic from the list.
·
Students
complete checklist (see Appendix 4K – Pensare al suo discorso/scrivere un discorso/Progettare
il suo discorso and Appendix 4L – Valutazione del discorso scritto).
·
Students
write first draft on selected speech topic in which they illustrate attitudes
and values founded on Catholic social teachings.
·
Students
edit and revise first draft.
·
The
teacher collects second draft and supplies added suggestions for revision.
·
Students
edit speech based on teacher’s suggestions.
·
Students
rewrite speech.
·
Students
memorize and practise the delivery of speech.
·
Students
present speech to class.
·
Students
submit a written copy of speech to the teacher.
·
The
teacher evaluates speech (see Appendix 4L – Valutazione del discorso scritto
and Appendix 4I - Valutazione per presentazioni
orali).
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative |
Observation |
Teacher |
Activity Worksheet |
|
Formative |
Observation |
Teacher |
Activity Checklist |
|
Formative/Diagnostic |
Checklist |
Teacher |
Brainstorm ideas/Group Collaboration |
|
Formative |
Peer Evaluation |
Student |
First Draft of Speech |
|
Formative |
Second draft |
Teacher |
Second Draft of Speech |
|
Summative |
Checklist |
Teacher |
Oral Presentation of Speech - Appendix 4I –
Valutazione per presentazioni orali |
|
Summative |
Evaluation |
Teacher |
Written
Final Draft of Speech |
·
Pair
students with a sensitively selected partner.
·
Arrange
for extra assistance with the research and preparation of the speech.
·
Adapt
the format and required elements of the oral presentation of speech and the
written final copy.
·
Refer
to recommendations regarding assessment and evaluations made by Special
Education staff.
Appendix 4I – Valutazione per presentazioni orali
Appendix 4J – Sul
discorso
Appendix 4K –
Progettare il suo discorso/scrivere un discorso
Appendix 4L –
Valutazione del discorso scritto
Esplori la pagina
Web scelta dal Suo professore. Navighi sull’ Internet per trovare le seguenti
informazioni.
1. Come
saranno le previsioni del tempo per la Sua città nei prossimi giorni?
2. Com'è
la previsione meterologica di oggi per Roma? (Capri, Milano, Taormina, e
3. Cerchi
un articolo sull’economia italiana preso da un giornale italiano. Come si
chiama il giornale? Come s’intitola l’articolo? Come si chiama il (la)
giornalista? Di che data è l’articolo?
4. Trovi
un agente di viaggi che Le venda un biglietto per viaggiare nella giungla
dell’Amazzone.
5. Cerchi i nomi di tre musei in Canadà (in
Italia, a San Marino, e
6. Cerchi
informazioni sulla possibilità di studiare a Roma (Perugia, Padova, Madrid,
Alessandria, e
7. Trovi
la rotta della migrazione delle farfalle Monarche dal Canadà al Messico.
8. Cerchi
i titoli di tre romanzi scritti da Alberto Moravia (tre drammi scritti da
Natalia Ginzburg, tre poesie scritte da Giosuè Cardu
9. Elenchi l’orario di partenza della linea
aerea Air Canadà da Toronto a Roma (a Milano, e
10. Trovi
una pagina Web che abbia una cartina geografica dell’Italia che possa essere
duplicata.
11. Trovi
una pagina Web che dia informazioni sullo studio del cancro (del diabete, degli
attrosi, e
12. Cerchi
una pagina Web per mandare cartoline elettroniche di Natale (Pasqua, San
Valentino, e
13. Cerchi
il nome di tre festival culturali in Italia. Dica dove hanno luogo e quando
(tre feste religiose, e
14. Cerchi
e scriva il nome di 5 capi di stato attuali europei (africani, sudamericani, e
15. Cerchi
una pagina Web per potere ascoltare musica moderna italiana (dialettale,
classica, e
16. Cerchi
una pagina Web per potere fare richerche genealogiche.
17. Cerchi
una pagina Web che dia informazioni sugli sport italiani come ad esempio il
calcio.
18. Cerchi
una pagina Web del Vaticano.
19. Cerchi
una pagina Web che dia informazioni sui film in lingua italiana.
20. Cerchi
una pagina Web per potere fare richerche sui partiti politici italiani.
Appendix 4B
A.C.
|
Azione Cattolica
|
a.C.
|
avanti Cristo
|
ACPOL
|
Associazione di Cultura Politica
|
a.D.
|
Nell’anno del Signore (Anno Domini)
|
A.G.U.S.
|
Associazione del Giornalisti degli Uffici Stampi
|
A.L.F.A.
|
Anomina Lombarda Fabbrica Automobili (Romeo)
|
ALITALIA
|
Aerolinee Italiane Internazionali
|
A.N.A.S.
|
Azienda Nazionale Autonoma delle Strade
|
A.N.S.A.
|
Agenzia Nazionale Stampa Associazione
|
A.R.C.E.
|
Associazione per le Relazioni Culturali con l’Estero
|
B.C.I.
|
Banca Commerciale Italiana
|
B.N.L.
|
Banca Nazionale del Lavoro
|
C.A.P.
|
Codice di Avviamento Postale
|
CC
|
Carabinieri
|
C.C.
|
Codice Civile
|
C.E.R.N.
|
Comitato Europeo di Ricerche Nucleari
|
CESES
|
Centro Studi e Ricerche sui Problemi Economici e Sociali
|
C.F.S.
|
Corpo Forestale dello Stato
|
C.N.E.N.
|
Comitato Nazionale per l’Energia Nucleare
|
C.N.R.N.
|
Comitato Nazionale Ricerche Nucleari
|
C.O.I.
|
Centro Orientamento Immigranti
|
F.I.A.T.
|
Fabbrica Italiana Automobili Torino
|
I.N.A.I.L.
|
Istituto Nazionale per l’Assicurazione contro gli
Infortuni sul Lavoro
|
ALALC
|
Associazione Latino Americano de Libero Scambio (LAFTA)
|
MIEC
|
Movimento Internazionale degli Studenti Cattolici
|
M.I.F.E.D.
|
Mercato Internazionale del Film del Documentario
|
OTAN
|
Organizzazione del Trattato Nord Atlantico (NATO)
|
N.B.
|
Nota bene
|
N.S.G.C.
|
Nostro Signore Gesù Cristo
|
N.T.
|
Nuovo Testamento
|
O.I.R.
|
Organizzaione Internazionale per i Rifugiati
|
O.I.R.T.
|
Organizzazione Internazionale di Radio-diffusione e
Televisione
|
O.M.N.
|
Organizzazione Meterologica Mondiale
|
O.N.A.R.M.O.
|
Opera Nazionale Assistenza Religiosa Morale Operai
|
O.N.A.S.
|
Ordine Nazionale Autori e Scrittori
|
O.N.U.
|
Organizzazione delle Nazioni Unite
|
O.R.U.
|
Organismo Rappresentativo Universitario
|
O.S.A.
|
Organizzazione degli Stati Americani
|
O.V.N.I.
|
Oggetti volanti non-identificati
|
p.es.
|
per esempio
|
P.L.I.
|
Partito Liberale Italiano
|
P.M.
|
Pontefice Massimo/
|
Appendix 4B
(Continued)
P.R.I.
|
Partito Repubblicano Italiano
|
P.S.D.I.
|
Partito Socialista Italiano
|
P.S.I.U.P.
|
Partito
Socialista di Unità Proletaria
|
P.S.U.
|
Partito Socialista Unificato
|
P.T.P.
|
Posto Telefonico Pubblico
|
R.A.I.
|
Radio Audizioni Italiane
|
R.A.U.
|
Repubblica Araba Unita
|
R.S.I.
|
Repubblica Sociale Italiana
|
R.S.M.
|
Repubblica di San Marino
|
R.U.
|
Relazioni
umane
|
S.A.I.
|
Società
Attori Italiani
|
S.E.D.I.
|
Società
Editrice dei Documentari Italiani
|
S.E.I.
|
Società
Editrice Internazionale
|
S.Em.
|
Sua
Eminenza
|
S.I.A.E.
|
Società
Italiana Autori ed Editori
|
S.P.
|
Santo
Padre
|
S.p.A.
|
Società per Azioni
|
S.P.E.S.
|
Servizio
Propaganda e Stampa
|
S.P.I.
|
Società per la pubblicità in Italia
|
S.P.M.
|
sue
proprie mani
|
S.R.C.
|
Santa
Romana Chiesa
|
S.R.I.
|
Sacro
Romano Impero
|
S.S.
|
Sua Santità/Santa Sede/ Santi |
S.V.I.
|
Signoria
Vostra Illustrissima
|
U.C.A.I.
|
Unione Cattolica Artisti Italiani
|
U.C.D.
|
Ufficio Catechistico Diocesano
|
U.C.I.D.
|
Unione
Cristiana Imprenditori Dirigenti
|
U.C.I.P.
|
Unione Cattolica Internazionale della Stampa
|
U.C.S.I.
|
Unione Cattolica della Stampa Italiana
|
U.D.I.
|
Unione Donne Italiane
|
U.E.F.
|
Unione Europea dei Federalisti
|
U.E.F.A.
|
Unione Europea delle Federazioni di Calcio
|
U.E.O.
|
Unione
dell'Europa Occidentale
|
U.M.O.F.C.
|
Unione
mondiale delle Organizzazione Femminili Cattoliche
|
U.N.E.S.C.O.
|
Organizzazione
delle Nazione Unite per l’Educazione, la Scienza, la Cultura
|
UNICE
|
Unione
delle Industrie della Comunità Europea
|
U.N.I.C.E.F.
|
Fondo
Internazionale di Emergenza per l’Infanzia delle Nazioni Unite
|
U.R.S.S.
|
Unione delle Repubbliche Socialiste Sovietiche
|
U.S.A.
|
Stati Uniti d’America
|
U.S.P.I.
|
Unione della Stampa Periodica Italiana
|
U.S.S.I.
|
Unione Stampa Sportiva Italiana
|
|
|
* Source:
Zingarelli, Nicola. Vocabolario della lingua
italiana. Bologna: Nicola Zanchelli SpA., 1970. ISBN n/a
1. Dopo di
una guerra nucleare o biochimica dovete ripopolare la Terra però potete
scegliere sette persone fra dodici che hanno sopravvissuto il disastro. Ognuno
è d’una certa età, ha una professione o un mestiere e diverse caracteristiche
positive e negative e dei problemi personali.
2. Dopo di
un disastro mondiale, voi dovrete viaggiare nello spazio. Che/Chi portereste e
perchè?
3. I grandi
artisti del passato visitano gli artisti di oggi.
4. Cristoforo
Colombo visita il nuovo mondo 500 anni dopo la sua scoperta (Padre Pio visita
il suo paese dopo la beatificazione, ecc.).
5. Hai
scoperto il modo di restare sempre giovane.
6. Stai per
sposarti ma scopri che il tuo futuro partner è il tuo fratellastro (la tua
sorellastra, tuo cugino, ecc.).
7. È la
fine del Mondo e Gesù viene per rendere il giudizio universale. Chi sceglierà?
E perchè?
8. Mentre
viaggi per un paese sconosciuto conosci il tuo doppio (clono).
9. Un
giorno ti svegli e scopri che sei un’altra persona.
10. Hai
appena inventato il cibo del futuro (p.es. le angurie quadrate).
11. La Terra
è stata invasa da extraterrestri che vi ordinano di scegliere una persona che
deve essere eliminata di modo che il mondo venga salvato da pestilenze e
terribili catastrofi. Chi scegliereste e perchè? Sarebbe un uomo o donna? ecc.
12. Hai
inventato gli occhiali con cui puoi vedere il punto di vista di una persona
scelta. Chi sceglieresti? Cosa diresti? Che influenza avresti nel mondo? ecc.
13. Hai la
fortuna/sfortuna di essere giornalista per un giorno e devi intervistare una
persona scelta. Chi sceglieresti? Cosa le chiederesti?
14. Hai
inventato un sistema politico ideale che può portare pace ed armonia in questo
mondo. Descrivi e discuti questo sistema.
15. Hai
conosciuto una persona del passato che diventa parte del tuo futuro e della tua
felicità. Chi sarebbe? Perchè?
16. Hai inventato un superanimale poliziesco che lotta contro la violenza ed il terrorismo. Come lo chiameresti? Come lo useresti e perchè?
|
q Un
titolo adatto |
|
q Una
situazione ipotetica |
|
q Un
buon riassunto dei fatti ipotetici |
|
q Evidenza
che sostenga la situazione e fatti ipotetici |
|
q Interviste/Commenti
sui problemi incontrati |
|
q Corrispondenti
e rapporti giornalistici (il numero dipende dalla situazione ipotetica) |
|
q Linguaggio
che rifletta la situazione ipotetica |
|
q Foto,
mappe, altri mezzi audiovisivi, musica |
|
q Suggerimenti
che ispirino soluzioni possibili |
|
q Chiarezza/Coerenza |
|
Attrae l’attenzione del
pubblico sin dall’inizio |
/5 |
|
Presenta chiaramente la
situazione ipotetica |
/10 |
|
È linguisticamente e
artisticamente creativo |
/10 |
|
Contiene un titolo, una
situazione ipotetica, un riassunto e soluzioni possibili |
/10 |
|
Le interviste, i commenti ed
i reportage sono molto efficaci |
/10 |
|
Le foto, mappe, mezzi audiovisivi e musica contribuiscono alla totalità artistica del documentario |
/10 |
|
Il linguaggio è molto efficace, chiaro, e
coerente |
/10 |
|
Buon uso della grammatica |
/15 |
|
Buona pronunica ed
intonazione |
/15 |
|
Mantiene l’attenzione del
pubblico fino alla fine |
/5 |
|
Totale |
/100 |
|
|
|
|
Commenti: |
|
Nome ________________________ Data ____________________
Faccia una X vicino
alla risposta corretta.
Prima di scrivere. Per organizzarmi…
|
Ho pensato ad un tema _______ |
Ho fatto uno schema _________ |
Ho investigato ____________ |
|
Ho parlato con altri __________ |
Ho osservato _______________ |
Ho usato l’immaginazione __________________________ |
|
Ho fatto un’intervista ________ |
Ho fatto domande ___________ |
Altro __________________ |
|
Ho organizzato tutto in maniera logica ___________________ |
Ho fatto un abbozzo _________ |
Ho scritto cartelline _________________________ |
|
Ho annotato ________________ |
Ho scritto un’introduzione _______________________ |
Ho scritto una conclusione _________________________ |
|
Altro _____________________ |
|
|
Correzioni. Per raggiungere una versione finale di qualità…
|
Ho chiesto suggerimenti ad altre persone ___________________ |
Ho riesaminato l’introduzione _________________________ |
Ho riesaminato la conclusione __________________________ |
|
Ho cercato errori grammaticali __________________________ |
Ho riesaminato l’ordine delle idee __________________ |
Ho cercato gli errori ortografici _______________ |
|
Ho aggiunto più dettagli ______ |
Altro____________ |
|
Redazione finale. Per avere una versione finale…
|
Ho fatto tutto il possibile per finalizzare il mio compito scritto ____________ |
Consegni questa Scheda di verificazione con la Sua versione finale del compito al professore per la valutazione.
Firma ______________________________ Data_______________________
|
L’Afganistan |
L’Algeria |
L’Arabia
Saudita |
L’Argentina |
|
L’Australia |
L’Austria |
Il Belgio |
La Bolivia |
|
Il Brasile |
La Bulgaria |
Il Camerun |
Il Canada |
|
La
Cecoslovacchia |
Il Messico |
Il Cile |
La Cina |
|
La Colombia |
La Corea del
Nord |
La Corea del
Sud |
La Costa Rica |
|
La Cuba |
La Danimarca |
La Repubblica
Dominicana |
L’Ecuador |
|
L’Egitto |
Il Salvador |
Gli Emerati Arabi
Uniti |
L’Etiopia |
|
Le Filippine |
La Finlandia |
La Francia |
La Germania |
|
La Giamaica |
Il Giappone |
La Grecia |
La Guatemala |
|
L’Honduras |
L’India |
L’Iran |
L’Iraq |
|
L’Irlanda |
L’Israele |
L’Italia |
L’Iugoslavia |
|
Il Libano |
La Libia |
Il Marocco |
La Nicaragua |
|
La Norvegia |
La Nuova
Zelanda |
Il Pakistan |
Il Panamà |
|
Il Paraguay |
Il Perú |
La Polonia |
Il Portogallo |
|
Il Regno
Unito |
La Romania |
La Russia |
La Spagna |
|
La Repubblica
Sudafricana |
Gli Stati
Uniti |
La Svezia |
La Svizzera |
|
La Tunisia |
La Turchia |
L’Ungheria |
La Venezuela |
|
Lo Zaire |
La Croazia |
La Slovenia |
|
|
Linguaggio: (35) |
|
|
Uso del vocabolario |
/10 |
|
Revisione dell’ortografia |
/5 |
|
Uso delle strutture grammaticali |
/10 |
|
Creatività linguistica |
/10 |
|
Contenuto/Coerenza
(Contiene l’informazione necessaria): (35) |
/35 |
|
Organizzazione:
(25) |
|
|
Stile |
/10 |
|
Paginazione |
/5 |
|
Organizzazione logica |
/10 |
|
Intitolazione: (5) |
/5 |
|
Totale: (100) |
/100 |
|
Commenti: |
|
|
Pronuncia (10) |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
|
Intonazione (10) |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
|
Organizzazione/Preparazione (10) |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
|
Contenuto/Coerenza (10) |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
|
Vocabolario (10) |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
|
Grammatica (10) |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
|
Creatività e originalità (5) |
1 |
2 |
3 |
4 |
5 |
|
|
|
|
|
|
Iniziativa (5) |
1 |
2 |
3 |
4 |
5 |
|
|
|
|
|
|
Comportamento/Entusiasmo (10) |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
|
Riconoscimento culturale (10) |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
|
Comprensione orale/Impressione generale (10) |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
|
Totale |
/100 |
|||||||||
|
Commenti: |
||||||||||
Ispezioni il
discorso e poi risponda alle seguenti domande.
1. Come fa l’autore a cattivare l’atttenzione del pubblico?
2. Perchè pensa che l’autore abbia usato un racconto (una favola, ecc.) nel suo discorso?
3. Cerchi al meno due casi dove l’autore abbia usato ripetizione di parole, frasi o proposizioni per mettere in rilievo una questione.
4. Perchè
pensa che l’autore abbia usato il dialogo (il dialetto, ecc.) nel suo discorso?
5. Trovi un
esempio di forte metafora visiva.
6. Trovi
per lo meno un esempio di proposizione che riassuma il discorso.
Nome
___________________________ Data___________________
Completi la
schedina seguente per aiutarLa a riscrivere un saggio come discorso.
|
Considerazione Risposta/Reazione |
|
Tema/Assunto |
|
1. Qual è il tema/assunto del suo discorso? |
|
2. Quali
domande potrà fare il pubblico su questo tema/assunto? |
|
Pubblico |
|
1. Chi è
il mio pubblico? |
|
2. Che informazioni
dovrò spiegare a questo pubblico? |
|
3. Dovrò chiarire le mie opinioni a questo pubblico? Se sì, come potrò farlo? |
|
Intenzione/Motivo |
|
1. Perchè mi hanno chiesto di fare un discorso? |
|
2. Devo informare, persuadere, o intrattenere il mio pubblico? |
|
Luogo |
|
1. Dove parlerò? Questo come potrà effettuare il mio discorso? |
|
2. Quando parlerò come potrà questo effettuare il mio discorso? |
|
Preoccupazioni |
Soluzioni |
|
Come potrò richiamare l’attenzione del pubblico? |
|
|
Come potrò mantenere l’attenzione del pubblico durante tutto il discorso? |
|
|
Che tipo di linguaggio userò? |
|
|
Come potrò ben comunicarmi con il pubblico? Quale messaggio vorrò comunicare? |
|
Riesamini le
sue risposte/reazioni nella schedina “Pensare al suo discorso.” Usi queste idee
per riscrivere un saggio come un discorso efficace.
|
Linguaggio: (30) |
|
|
Uso del vocabolario |
/10 |
|
Ortografia |
/10 |
|
Uso delle strutture grammaticali |
/10 |
|
Contenuto/Coerenza:
(30) |
/30 |
|
Organizzazione:
(25) |
|
|
Stile |
/10 |
|
Paginazione |
/5 |
|
Organizzazione logica |
/10 |
|
Titolo: (5) |
/5 |
|
Bibliografia: (5) |
/5 |
|
Citazioni: (5) |
/5 |
|
Totale: |
/100 |
|
Commenti: |
|
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