Professional Documents
Culture Documents
Nome_________________________________________________ Data___________
Puteggio__________________
La nostra e l’epoca dei viaggi, del movimento continuo di gente che va da una
parte a l’altra con qualisiasi mezzo di trasporto. Viaggiare in treno puó essere
piú lungho ma molto sicurissimo. Invece, il viaggio in aereo risulta piú rapido ma
puó essere pericolossissimo in alcune ocasioni, se non ci mettiamo a riparo con
tutti gli agiustamenti che si richiedono. Gli angoli piú remoti della terra sono
ragiunti da persone che viaggiano per affari molto importanti, e altre con affari
meno importanti.
Ciao Pam!
Scusa io (7) ____________________ (non-rispondere) il tuo mail ieri. Ti ho detto che
andavo di viaggio? Sono stata in Italia per una settimana e mi (8)_________________
____________________ (radunare) con un vecchi amico!! Non ti ho parlato mai di lui?
E stato molto buffo. Io caminavo al centro di Bolognia quando
L’ho (9) ____________________ (vedere) Abbiamo parlato e lui continua ad essere lo
stesso. Lui (10) ____________________ (non / cambiare). Sono ritornato al lavoro
questa mattina ed (11) ____________________ (ricevere) tres emails di lui... Lo puoi
credere?
a miggiore
b minore
c ottimo
d pessimo
e massimo
f minimo
1.-Molte persone hanno la(12) ____ abitudine di non presentarsi quando chiamano al
telefono.
2.-Il prezzo(13)____che possiamo farle é seicentomila lire.
6.- Parlando in quel modo di Franca, le hai reso un(17) ___ servizio.
9.- La figlia dei nostri amici ha fatto un (20)___ matrimonio ed ora fa la signora.
10.- Sono in molti ad avere una(21) ___opinione di lui, ma per me é una brava persona.
La situazione del mio paese non é piú buona di quella dell’Italia. L’aumento del costo
della vita é piú basso della media. Il numero dei disocupati é piú alto di quello degli altri
paesi europei. L’aumento del costo della vita é piú basso della media.
Objetivos y contenidos:
Objetivo general del curso: Que el alumno crezca en el dominio de las
habilidades comunicativas, que le permitan expresarse y comprender en el
idioma italiano.
Duración 15 horas
Especificaciones:
Expresión oral (____minutos)
CLAVE DE RESPUESTAS:
1: b
2: c
3: a
4: a
5: c
6: c
7: ho risposto
8: sono radunata
9: visto
10: non é cambiato
11: ho ricevuto
12: d
13: f
14: e
15: f
16: e
17: d
18: e
19: f
20: e
21: d
22: lunghi
23: confortabbile
24: a buon mercato
25: piú rapido
26: piccolo
27: piú facile
28: piú sano
29: piú dificile
30: piú buono
31: piú rapido.
32: piú caro
33: migliore
34: peggiore
35: superiore
36: inferiore
GUIA DE PUNTAJES
Parte 1. Lectura y comprensión: Total 15%
Ejercicio No 1 : 6%
Ejercicio No. 2 : 9%
LISTA DE MODERACIÓN
Test design.
In order to begin this assignment I had to go back to my assessment plan, after
considering the implications that a test has in the learning-teaching process due
to the wash-back effect, I finally decided to stick to my original assessment plan.
The oral-aural skills like speaking and listening would be assessed informally
during the course’s length while reading, writing, lexis, and grammar, will be
evaluated in the achievement test.
On the other hand, the acquisition of language is a phenomenon that does not
occur by “studying” the target language but by practicing it in meaningful
situations while the learning of a language can be easily accomplished in
classroom situations. During the course, acquisition is encouraged by oral
practice and by listening to real materials while learning of grammar is carefully
guided though out the book’s lessons.
The test is divided in three parts; the first one is reading comprehension,
followed by writing, and finally, grammar and lexis.
The first part begins with a short reading passage related to the unit’s topic. In
order to test reading comprehension I designed two activities that test indirectly
some of the abilities needed to comprehend a text. The first activity is divided
into three items, the first item is aimed to test reading for a general idea,
(skimming) and items two and three to test reading for specific information
(scanning). The second activity is aimed to test the ability to make inferences
and interpretations from texts.
The second part is writing, it is also divided into two activities. The first activity
is aimed to test the ability to write and informal text such as an e-mail, but
following the appropriate writing format and applying correct spelling. The idea
is that informal does not mean inappropriate or inaccurate.
The second activity is aimed to test writing at a sentence level, using
appropriate adjectives to make sense.
These two activities are designed following a top-down and a bottom-up
procedure, the first one is done in the context of a full text, where students can
use all the contextual clues provided to write an appropriate message, while
the second activity is designed in the context of single sentences to focus on
specific structures. The activities test indirectly the ability to create formal and
informal texts with a sense of appropriateness.
For the last part, I designed three activities because I am testing two aspects
that are intertwined: grammar and lexis.
The first two activities are placed within a context of a discussion between two
persons; here the aim is to test grammar in use. From a top-down point of view,
the use of grammar has to be in accordance with the sense of appropriateness
we want our students to acquire.
The third activity is designed to test the use of vocabulary seen in the unit.
Students read a short text to have contextual clues to complete sentences using
the correct word. This activity measures directly the ability to use the learned
vocabulary.
I planned the test to be answered in 40 minutes or less. There are 36 items,
which provided one minute for each and at least one more minute to read and
reflect on the instructions of each part, I think that this test can be administered
with in a 50-minute class, including attendance list and all the time necessary to
get every student seated and ready to answer the test.