Italian - State Examination Commission

Coimisiún na Scrúduithe Stáit
State Examinations Commission
LEAVING CERTIFICATE EXAMINATION 2009
ITALIAN
ORDINARY LEVEL CHIEF EXAMINER’S REPORT
HIGHER LEVEL CHIEF EXAMINER’S REPORT
1
CONTENTS
Page
1. General Introduction
1.1
1.2
1.3
1.4
1.5
2
Background to the Report
Content of Italian Leaving Certificate Examination
The 2009 Leaving Certificate Examination
Candidature in Leaving Certificate Italian 2006 - 2009
Grades achieved by candidates 2006 - 2009
2. Oral Examination - Ordinary and Higher Levels
2.1
2.2
2.3
2.4
2.5
Introduction
Performance of candidates
Analysis of candidate performance
Conclusions
Recommendations to Teachers and Students
3. Ordinary Level - Written and Aural examinations
3.1
3.2
3.3
3.4
3.5
4
10
Introduction
Performance of candidates
Analysis of candidate performance
Conclusions
Recommendations to Teachers and Students
4. Higher Level - Written and Aural examinations
4.1 Introduction
4.2 Performance of candidates
4.3 Analysis of candidate performance
4.4 Conclusions
4.5 Recommendations to Teachers and Students
19
5. Exemplars of Standard - Ordinary Level
31
6. Exemplars of Standard - Higher Level
36
1. General Introduction
2
1.1 Background to the Report
This report should be read in conjunction with the examinations papers, the CD and the
published marking schemes for the 2009 Leaving Certificate Italian examinations. These
are available on the State Examination Commission’s website www.examinations.ie.
The current Italian Syllabus was examined for the first time in 1997. The most recent
Chief Examiner’s Report for Leaving Certificate Italian was in 2005.
1.2 Content of Italian Leaving Certificate Examinations
1.2.1 Examination components
The examinations at both Ordinary and Higher Levels consist of three components, as
follows:
•
•
•
Oral Examination
Written Examination (including Reading Comprehension and Written Production)
Aural examination (Listening Comprehension)
1.2.2 Allocation of marks:
Both Ordinary and Higher Levels carry 400 marks. These are allocated to the various
components as follows:
Oral
Ordinary Level
Higher Level
80 (20%)
100 (25%)
Written
Aural
(Reading Comprehension
and Written Production)
(Listening
Comprehension)
220 (55%)
220 (55%)
100 (25%)
80 (20%)
1.3 The 2009 Leaving Certificate Examinations
The Oral Examination, which is common for Ordinary and Higher Levels, was conducted
between 23rd March and 3rd April 2009. All candidate tests were recorded and a
monitoring and moderation process was carried out in May and June.
The written and aural components of the Ordinary and Higher Levels examinations were
held on Friday 19th June 2009, beginning with the reading and written elements from
2.00 p.m. to 4.30 p.m. followed by the aural component from 4.40 p.m. to 5.20 p.m.
1.4 Candidature in Leaving Certificate Italian 2006 - 2009
3
Year
2006
2007
2008
2009
Ordinary Level
92
84
112
95
Higher Level
150
140
145
223
Total
242
224
257
318
Table I – Candidature in Leaving Certificate Italian 2006-2009
The numbers of candidates taking Italian were broadly similar from 2006 to 2008. There
was a significant increase (24%) in the numbers taking the Higher Level examination in
2009.
The percentage of candidates taking Italian at Ordinary and Higher Level in 2009 was
0.6% of the entire Leaving Certificate cohort.
1.5 Grades achieved by candidates taking Italian 2006 - 2009
1.5.1 Ordinary Level
Year Total
A
B
C
ABC
D
E
F
NG EFNG
2006
92
4.4
30.4 38.0 72.8 20.7
5.4
1.1
0.0
6.5
2007
84
6.0
23.8 35.7 65.5 29.7
3.6
1.2
0.0
4.8
2008 112
0.9
22.4 32.1 55.4 27.6 12.5
4.5
0.0
17.0
2009
95
6.4
8.5
37.8 52.7 35.7 10.5
1.1
0.0
11.6
Table II – Outcomes in Leaving Certificate Italian Ordinary Level 2006-2009 (data
expressed in percentages)
Given that Italian is taken in a relatively small number of centres, any year to year change
in the performance of a particular centre’s candidates may impact on the overall
statistical results.
1.5.2 Higher Level
Year Total
2006
150
2007
140
2008
145
2009
223
A
24.7
25.0
30.3
32.7
B
30.0
28.5
29.7
27.9
C
ABC
34.7 89.4
35.8 89.3
25.5 85.5
23.3 83.9
D
9.3
9.3
14.5
15.3
E
1.3
1.4
0.0
0.4
F
0.0
0.0
0.0
0.4
NG EFNG
0.0
1.3
0.0
1.4
0.0
0.0
0.0
0.8
Table III – Outcomes in Leaving Certificate Italian Higher Level 2006-2009 (data
expressed in percentages)
The percentages of candidates achieving ABC grades have declined marginally between
2006 and 2009 but those achieving A grades have increased. Examiners have noted that
a number of native speaker/bi-lingual candidates sit the examination (13% overall
approximately in 2009).
4
2. Oral Examination - Ordinary and Higher Levels
2.1 Introduction
The Leaving Certificate Oral Examination in Italian is common to both Ordinary and
Higher Levels. The marks are allocated as follows:
Ordinary Level
Higher Level
80 marks
100 marks
The Oral Examination accounts for 20% of overall marks at Ordinary Level and 25% of
marks at Higher Level. The Oral Examination is conducted in the same way for Ordinary
and Higher Level candidates. All candidates are marked out of a total of 100 marks. The
marks of Ordinary Level candidates are subsequently adjusted to reflect the fact that 80
rather than 100 marks are allocated to their Oral Examination.
The Oral Examination of each candidate is recorded and retained for monitoring and
quality assurance purposes. This facilitates the inclusion of performance in the Oral
Examination within the Appeals Process.
The Oral Examination consists of three parts, as follows:
Section A
General Conversation
50 marks
Section B
Role-Play
25 marks
Section C
Picture Sequence
25 marks
The candidate’s performance is assessed on communicative competence, pronunciation,
fluency, range of vocabulary, and grammatical accuracy.
The Oral Examination consists of an interview with an Examiner lasting approximately
fifteen minutes. The General Conversation lasts approximately 7-8 minutes while the
Role Play and the Picture Sequence take 3-4 minutes each.
5
2.2 Performance of candidates
Examiners expressed general satisfaction with the overall standard of the 2009
candidates, and most particularly, in the General Conversation section. Examiners also
commented on the high level of preparedness of most candidates, with most candidates
showing enthusiasm, confidence and a willingness to communicate. Examiners felt that
there has been a significant improvement in recent years in the fluency of the candidates
and a much greater self-assurance on the part of candidates in their ability to express
themselves.
Examiners noted that some candidates found the Role-Play and Picture Sequence sections
of the examination somewhat challenging and gave less successful responses in respect
of these elements of the examination.
2.3 Analysis of candidate performance
General Conversation
As previously stated, satisfaction was expressed by Examiners at the standard of the
majority of candidates in the General Conversation. While some candidates had
difficulty with some grammatical structures, used inaccurate language and did not always
have the necessary vocabulary to express themselves, the majority of candidates showed
a willingness and enthusiasm to communicate. Candidates spoke on a wide range of
topics and engaged with the Examiner. They spoke on family, school, pastimes/hobbies,
plans for the future, trips/exchanges to Italy, cultural differences between Ireland and
Italy and on other topics that arose in the course of the conversation.
It was noted in the 2005 Chief Examiner’s Report, that there had been a significant
improvement in this section compared with previous years when candidates tended to
speak on a very narrow range of topics. The improvement noted in 2005 has continued,
and the standard in this section of the examination continues to be most satisfactory.
Candidates have the option to talk about one of the prescribed Italian literary texts for the
written examination – Io non ho paura by Niccolò Ammaniti or Una bambina e basta by
Lia Levi. Only occasionally in the past was this option chosen. In 2009, four candidates
spoke on Io non ho paura.
6
Role-Play
2009 saw the introduction of a new selection of Role-Plays that replaced those that had
been in use since 2002. Examiners expressed less satisfaction with the performance of
candidates in this section of the examination, and a tendency on the part of some
candidates to use memorized material was noted.
While the Role-Play can be a useful test to see how a candidate would cope in a ‘real’
situation, the reliance on memorized material often created difficulties for less fluent
candidates. At times, the fact that a role-play had been prepared in advance proved to be
a disadvantage to some candidates who seemed to focus their efforts on trying to
remember what they had memorized, rather than in reacting in the role-play situation.
Consequently, candidates who had made a reasonable effort to communicate in the
General Conversation and could successfully converse in an Italian speaking
environment did less well in this section because of an over-reliance on memorized
material.
A small number of candidates read the prompts in Italian from the Role-Play card and
made no effort to participate or engage in any exchange with the Examiner. Some
candidates lacked the vocabulary and grammatical structures to complete the task
successfully.
Picture Sequence
2009 saw the introduction of a new selection of Picture Sequences that replaced those
that had been in use since 2002.
Many candidates gave excellent descriptions of the Picture Sequences but, as with the
Role-Plays, an over-reliance on memorized material meant that there was, at times, little
spontaneity in the language.
A small number of candidates lacked the vocabulary and grammatical structures to
complete the task successfully.
Issues noted by Examiners
•
Lack of the necessary vocabulary to deal with a particular topic
e.g. school and not knowing words like divisa, maturità
•
The question “Sei mai stato in Italia? was very often not understood by
candidates and had to be rephrased by the Examiner in order to elicit a
response
•
Use of auxiliary verb avere instead of essere in the passato prossimo
•
Use of essere instead of avere to talk about age
7
•
Incorrect use of pronouns
•
Responding to a question from the Examiner by repeating the same form of
the verb……..Dove abita? Abita
•
Incorrect use of articles, prepositions and possessive pronouns
•
Overuse and incorrect use of mi piace
•
Non agreement of adjectives and nouns
•
Not using subjunctive where required
•
Incorrect use of conditional
8
2.4 Conclusions
•
Examiners commented on the high quality of spoken Italian shown by a
significant number of candidates in the General Conversation section. They made
a genuine effort to use the language and communicated fluently and
spontaneously on a wide range of topics and issues.
•
While some less fluent candidates performed reasonably well in the General
Conversation section, their responses in the Role-Play and Picture Sequence
sections were less successful.
•
The new Role-Plays and Picture Sequences deal with situations and topics that are
interesting, age appropriate and relevant to the candidates.
2.5
Recommendations to Teachers and Students
It is recommended that Teachers
•
speak as much Italian as possible in the classroom
•
encourage students to practise speaking Italian among themselves
•
include an oral component in all tests/exams from First Year
•
encourage students to keep a file of materials relevant to oral work from Fifth
Year
•
encourage individuality and spontaneity in the use of Italian by students and avoid
over-correction of their errors
•
link the preparation for all three sections of the Oral Examination and reinforce
basic vocabulary as often as possible
•
link the topics of the Role-Plays and the Picture Sequences to relevant themes for
the Written Examination
•
encourage students to elaborate their answers and avoid Sì/No responses
•
give students practice in the use of all tenses, in particular the passato prossimo
•
remind students that good preparation for the Oral Examination is good
preparation for the written and aural examinations in June.
9
It is recommended that Students
•
speak as much Italian as possible in the classroom
•
become more familiar with spoken Italian by listening to Italian CDs and
watching Italian films/DVDs
•
devote time to learning basic grammar and vocabulary
•
practise verb forms and tenses, in particular the passato prossimo
•
keep a file of materials relevant to oral work from Fifth Year
•
go on an Italian exchange if possible
•
develop their responses in the Oral Examination rather than give just Sì or No
answers
•
be spontaneous and natural in their answers and treat the General Conversation
section as a normal conversation in which the Examiner is interested in finding
out about them and their interests and opinions
•
be familiar with all five Role-Plays and Picture Sequences without relying on
memorized material
•
describe only what is relevant to the narrative in the Picture Sequence and not
describe in detail objects that appear in the pictures unless they are part of the
narrative
•
prepare well for the Oral Examination; this will also benefit your preparation for
the written and aural examinations in June.
10
3. Ordinary Level - Written and Aural
3.1 Introduction
In addition to the Oral Examination (80 marks), the Leaving Certificate Examination at
Ordinary Level in Italian consists of the following components:
Written examination (Reading Comprehension and Written Production)
(220 marks)
Aural examination – Listening Comprehension
(100 marks)
Total Written and Aural examinations
(320 marks)
Written examination
The Written examination contains three sections. Sections A and B test Reading
Comprehension, while Section C tests Written Production. Marks are allocated as
follows:
Section A
80 marks
(40 +40)
Section B
80 marks
(18+8+14+10 +14 + 16)
Section C
60 marks
(30+22+8)
Total
220 marks
Section A consists of two Reading Comprehension passages (each for 40 marks) in
which candidates answer in English or Irish.
Section B consists of a number of advertisements and publicity pieces where candidates
answer in English or Irish.
There are three parts in Section C. Candidates write
• an Informal Letter/E-mail or a Dialogue (30 marks)
• fill in a form/questionnaire (in Italian) (22 marks)
• re-order a jumbled message (8 marks).
11
Aural - Listening Comprehension Test
There are two sections in the Listening Comprehension Test.
Section A consists of multiple-choice questions which, in 2009, tested travel, the
weather, news announcements and general information.
Section B is divided into three parts - each a dialogue containing items of general interest
– in 2009 a language exchange (B1), a description of the Carnival in Venice (B2) and an
interview with a young Italian reality show star (B3).
Marks are allocated as follows:
Section A
Section B1
Section B2
Section B3
Total
32 marks
18 marks
18 marks
32 marks
100 marks
3.2 Performance of candidates
The Reading Comprehension proved to be challenging for some candidates who did not
appear to understand some of the questions. (All questions were in English/Irish.)
Examiners noted that the responses in the Written Production section were better than in
previous years and more candidates attempted most parts of this section.
The general standard of the answers in the Listening Comprehension test was good.
Many candidates did well in the multiple-choice section. No particular problems
presented themselves in the three dialogues.
Good performances in the Listening Comprehension test improved the overall
performances of many candidates in the Italian Examination.
12
3.3 Analysis of candidate performance
3.3.1 Written Paper
Section A – Reading Comprehension
1. “Cara, andiamo al cinema a vedere Indiana Jones”……..
Question 1
(a) Most candidates did not give the full answer to the question ‘He was celebrating
his tenth wedding anniversary’ but all candidates gave some correct elements of
the answer.
(b) This question was answered very well by most candidates with many
understanding that ‘Omar had hired a cinema’.
(c) This question was answered very well by most candidates with ‘fifty friends’
being the most common answer.
Question 2
(a) Many candidates answered ‘their wedding video’ and did not give enough
information on the question asked.
(b) Almost all candidates made the correct choice.
Question 3
This question was answered well and most candidates chose at least two correct
words from the four required.
2. Istat: sono quasi tre milioni e mezzo gli immigrati residenti nel nostro Paese
(a) This question was answered well by most candidates - più alto was recognized as
‘highest increase’.
(b) This question was answered well by most candidates - in linea was recognized as
‘in line with’.
(c) Only half the candidates understood ‘Eastern Europe’ as the correct answer.
Many just listed names of countries that were mentioned in the article.
(d) This question was generally not answered well as most candidates did not seem to
recognize the word sud.
(e) In this question candidates had to match five numbers or percentages to
information in the article. This proved to be challenging for many of them.
However, over half of the cohort gave two or three correct answers.
13
Section B - Publicity Pieces/Advertisements
Question 1 Da settembre arriva la carta dello studente
(a) This question was answered well by most candidates although some answered
‘superior students’ for studenti delle scuole superiori.
(b) This question was not answered well by most candidates.
(c) This question was answered well by most candidates, although a small number of
candidates answered ‘library’ for libreria.
(d) This question was answered well by most candidates.
Question 2 Da oggi cellulare anche in aereo:
(a)
(b)
(c)
(d)
This question was answered well by most candidates.
This question was answered well by most candidates.
Most candidates made the incorrect choice in the True/False answer.
The casella di posta elettronica was apparently not understood by many
candidates and consequently the question was not answered well.
Question 3 Arriva la prima trattoria automatica italiana
(a) This question was answered very well by most candidates.
(b) This question was not answered well by many candidates. Many did not seem to
be familiar with the words for cutlery and misunderstood the question. Some
candidates gave the answer ‘microwave’.
(c) Many candidates gave Giacomo and Marco as the answer, rather than giving the
category of people who would benefit from the service.
(d) This question was answered well by most candidates, although there was some
difficulty with the word o not being understood as ‘or’.
Question 4 “I love Internet”
(a)
(b)
(c)
(d)
This question was answered well by most candidates.
This question was answered well by most candidates.
This question was answered well by most candidates.
Most candidates got one correct detail in the answer, but only four candidates
understood caricare.
Question 5 Un lavoro per te
(a) This question was answered well by most candidates.
(b) Very few candidates answered this question correctly and there appeared to be
many incorrect guesses to the answers.
(c) This question was answered well by most candidates.
14
Question 6 E-mail: otto regole d’oro
Overall, this question was answered very well.
Section C – Writing (Written Production)
1. Informal Writing
The standard of the written production varied considerably with a very broad spread of
marks across the cohort of candidates. While some candidates lost the opportunity to
gain marks for the letter by incorrectly using the information given to them or using
memorized and/or irrelevant material, Examiners noted that the overall standard in 2009
was an improvement on previous years.
From the 95 candidates who sat the Ordinary Level examination in 2009, 78 chose the
letter, 14 chose the dialogue and only three candidates did not attempt either. 11
candidates transcribed words from the instructions. However 23 candidates got 20 marks
or more (out of 30), with more than half of them getting 25 marks or more.
Some candidates are still not familiar with the layout of an e-mail/letter and did not have
the necessary vocabulary to complete the task successfully. It is also important for
candidates to try and cover all points mentioned in the instructions given.
The dialogue was well done by most candidates who made this choice. It was most
encouraging to note that candidates used material from one of the Role-Plays (Booking a
youth hostel) to write the dialogue.
2. Questionario
This task was answered well by most candidates, and was left blank by only one
candidate. A very small number of candidates confused nome and cognome while le tue
qualità was misunderstood to be ‘physical characteristics’ rather than ‘personal qualities’
by some candidates.
It was most encouraging to note that a large number of candidates made a very good
effort with the final question – Che tipo di lavoro volontario ti piacerebbe fare? - giving
appropriate answers such as Mi piace lavorare con bambini, Mi piacerebbe lavorare con
bambini disabili, Piacerebbe lavorare con Trocaire in Africa, Mi piace lavoro con
bambini perché amo aiutare ragazzi.
While it has been observed in the past that this task is more reading comprehension than
written production, it was evident that candidates are engaging with this section and are
making a good effort to produce written Italian.
3. Instructions
15
This question can be a demanding task for candidates as it is essential that they
understand the statements before they can put them in the correct order. Overall,
candidates did reasonably well with most of them getting 50% or more of the marks for
the question.
This question is primarily reading comprehension rather than productive writing.
3.3.2 Aural - Listening Comprehension
The general standard of answering in the aural section was good.
Section A
Generally, most candidates answered this section quite well. Una cartina d’Europa was
not understood by some candidates but nebbia, adolescenti dell’Unione Europa and
mobili per camere da letto were mostly understood.
Section B
Dialogue 1
Question 1(a)
There was some confusion as to whether Carlo was studying Irish or English and the
responses were not always correct.
Question 1(b)
This question was answered very well.
Question 2
Candidates generally answered this question quite well, but very few mentioned the word
‘exchange’.
Question 3
Not all answers covered the full information required from the question.
Question 4
This question was answered well by most candidates.
16
Dialogue 2
Question 1(a)
This question was answered well by most candidates.
Question 1(b)
Some responses did not include both dates required – 14th to 24th February.
Question 2
This question was answered well by most candidates but some responses gave ‘babies’
rather than ‘children’ as the answer.
Question 3
This question was answered well by most candidates.
Question 4
Many answers to this question were incorrect.
Dialogue 3
Questions 1 to 5
These questions were all answered well.
Question 6
This question was generally answered well although some candidates only gave one
correct answer.
Questions 7 and 8
These questions were both answered well.
3.4 Conclusions
•
Examiners noted that a number of candidates appeared to be quite challenged by
some of the Reading Comprehension passages
•
Answers in both Reading Comprehension and Listening Comprehension
sometimes lacked the required degree of detail.
•
Examiners noted a general improvement in Written Production this year.
•
More candidates attempted all questions on the examination paper than in
previous years.
17
3.5 Recommendations to Teachers and Students
It is recommended that teachers
•
speak as much Italian as possible in the classroom
•
ensure that students have regular practice in all aspects of language skills:
listening, speaking, reading and writing
•
expose students to a wide range of reading materials which contain core
vocabulary related to the themes of the syllabus
•
help students to develop an appreciation for Italian language and culture
•
encourage students to become more responsible for their own learning by setting
goals for what they want to achieve
•
emphasize the importance of grammatical accuracy and spelling
•
ensure that students learn and practise
 numbers
 dates and times
 days of the week
 months of the year
 seasons
 names of Italian cities and regions
•
ensure that students become familiar with the required layouts for informal letters
and e-mails
•
encourage students to become familiar with examination papers and CDs from
previous years
•
collaborate with Italian schools via the Internet and encourage students to
exchange e-mails with Italian students
•
instruct students to attempt all questions, in particular in the Writing section
•
instruct students not to write in pencil in any part of the examination.
18
It is recommended that students
•
speak as much Italian as possible in the classroom
•
read a variety of Italian texts
•
revise basic vocabulary, and, in particular, the following:
 numbers
 dates and times
 days of the week
 months of the year
 seasons
 names of Italian cities and regions
•
use the Internet to learn about the culture and customs of Italy
•
revise basic grammar – articles, nouns and adjectives, verbs - the presente and
passato prossimo
•
become familiar with the layouts of informal letters and e-mails
•
study the examination papers and CDs from previous years
•
attempt all questions on the examination paper
•
re-read all answers carefully before handing up the examination paper
•
do not write in pencil in any part of the examination paper.
19
4. Higher Level - Written and Aural examinations
4.1 Introduction
In addition to the Oral Test (100 marks) the Leaving Certificate Examination at Higher
Level in Italian consists of the following components:
Written Paper (Reading Comprehension and Written Production)
(220 marks)
Aural – Listening Comprehension Test
(80 marks)
Written Paper
The written paper contains three sections, as follows:
Section A – this tests Reading Comprehension on a journalistic passage
(Candidates are required to answer four questions in Italian and a fifth question in
English or Irish)
Section B
Candidates have three options from which they must choose one:
1. an unseen literary passage
2. a literary passage from one of the two prescribed texts
3. an essay in either English/Irish or Italian on one of the two prescribed texts.
Section C – this section tests Written Production
There are three parts in this section.
1. a short essay on a topic linked to the journalistic passage
2. a short essay based on a list of key-words
3. one from a choice of two formal letters/emails
Marks were allocated as follows:
Section A
60 marks
Section B
60 marks
Section C
100 marks
25+25+50
Total
220 marks
20
Aural - Listening Comprehension Test
There are two sections in the Listening Comprehension Test.
Section A consists of multiple-choice style questions. In 2009, the topics included travel,
the weather, news announcements and general information.
Section B is divided into three parts - each a dialogue containing items of general interest
– in 2009 a language exchange (B1), a description of the Carnival in Venice (B2) and an
interview with a young Italian reality show star (B3).
Marks were allocated as follows
Section A
Section B1
Section B2
Section B3
Total
16 marks
16 marks
16 marks
32 marks
80 marks
4.2 Performance of candidates
Candidates generally performed well in the Written section. Section A was, in general,
answered well. The unseen literary option in Section B was well done on the whole and
Examiners noted a significant improvement in the standard in the literary options. This
was particularly evident in the essay in English.
Written production has improved generally, with improvement in evidence in letter
writing. The general standard of answering was high and this was reflected in the results.
However, some candidates had a rather narrow range of vocabulary and had difficulties
with grammatical structures.
Candidates performed very well in the Listening Comprehension test.
21
4.3 Analysis of candidate performance
4.3.1 Written Paper
Section A - Journalistic passage
The criteria used in the marking of the answers to the comprehension questions relate to
the level of understanding shown by the candidates to the questions or statements made,
and their ability to manipulate language where necessary. On the whole, the passage on
‘Remote Working’ (Telelavoro) was well understood and candidates engaged positively
with the article.
Question 1(a)
This question was answered well, but some candidates thought that telelavoro was the
person and not the job.
Question 1(b)
This question was answered well.
Question 2(a)
This question was answered well.
Question 2(b)
The responses to this question on aggettivi maschili were less successful as many
candidates did not give correct examples of masculine plural adjectives.
Question 3(a)
Most candidates gave the correct answer to this question.
Question 3(b)
This question was answered well, although there were some problems with manipulation
of language.
Question 4(a)
This question was answered well.
Question 4(b)
This question created some problems as it was not always clear from the responses if
candidates fully understood the ways in which Il telelavoro fa risparmiare.
Question 5
This question was answered very well with most candidates mentioning four points from
the article in a coherent way. The numbered points in the layout of the answer may also
have helped the candidates to give clearer responses.
22
Section B
In Section B, candidates have three options:
1. an unseen literary passage
2. a literary passage from one of the two prescribed texts
3. an essay in either English/Irish or Italian on one of the two prescribed texts
Below is the breakdown of the candidates’ choices in Section B in 2009:
1
2A
2B
3A
3A
3B
3B
Literary passage (unseen) Né qui né altrove
Literary passage from Io non ho paura
Literary passage from Una bambina e basta
Essay in English on Io non ho paura
1
Essay in English on Io non ho paura
2
Essay in English on Una bambina e basta 1
Essay in English on Una bambina e basta 2
Total number of scripts
73 (6)
58 (14)
2 (1)
72 (6)
18
0
0
223
The numbers in brackets represent candidates who attempted more than one option. (In
accordance with standard practice, both options were marked and the higher of the two
marks was awarded to the candidate.)
It is interesting to note that the number of candidates who chose the unseen literary
passage has been decreasing in recent years. In 2006, a total of 64% took this option
compared with 33% in 2009. There is an increase in the numbers who chose the essay on
the prescribed text (all of which were written in English or Irish). In 2006, 32% of
candidates took this option while in 2009, 40% of candidates did so.
Section B 1 - Unseen Literary Passage
Né qui né altrove (Gianrico Carofiglio)
73 candidates (plus 6 taking it as an extra option) chose the unseen literary passage and in
general they did very well, with more than half of them getting very high marks in this
section. Examiners commented that the candidates who chose this option did better than
they had done in Section A, the journalistic passage.
Questions 1(a) and 1(b)
These questions were answered well with most candidates giving good responses to what
the young people had in common and also a good description of Giampiero and how he
was different from his friends.
Question 2(a)
The idea of Giampiero’s indifference to school and studying was not noted by all
candidates – nessuna materia gli piaceva.
23
Question 2(b)
This question was answered very well with almost all candidates finding the correct
expression in the passage – andare male a scuola
Question 3(a)
Not all responses showed that the candidates understood that the study of philosophy was
considered a luxury by Paolo’s family.
Question 3(b)
This question was answered very well.
Question 4
Most candidates answered this question very well although a small number had some
difficulty with the manipulation of verb endings.
Question 5
This question was answered very well. Most candidates showed a good understanding of
the passage as a whole, and of the characters in it.
Section B 2 – Literary Passages from Prescribed Texts
2A - Io non ho paura
58 candidates (plus 14 taking it as an extra option) chose this passage. Generally, all
candidates did well in Questions 1 to 4, although some candidates found Question 4(a)
challenging.
The responses to Question 5, where candidates had to make points from both the passage
and the novel as a whole, were not quite as successful as in the previous questions.
While Michele’s father is portrayed quite sympathetically in the passage and can
therefore be described as hard-working, funny, interested in his children etc, it is essential
to mention also that he was cruel, ruthless and involved in Filippo’s kidnapping.
2B - Una bambina e basta
Only two candidates chose this option with one also choosing it as an extra option. The
small number of candidates taking this option can be accounted for by the fact that the
novel was new in 2009 and teachers and candidates are still studying the other prescribed
text Io non ha paura which was introduced in 2008.
While Questions 1 to 4 were answered well by the three candidates who chose the
passage, the responses to Question 5 were less successful.
24
Section B 3 - Essay on prescribed text
Io non ho paura
72 candidates (plus 6 taking it as an extra option) chose essay A1 and answered it very
well. A number of examples were given of Michele’s bravery and these examples were
also very well developed. Examiners noted that it was evident that the candidates were
very well prepared.
Essay A2 was chosen by 18 candidates and this essay was also done very well. Some
good examples of the struggle between good and evil were given by the candidates.
Overall, the standard of essay writing was higher in 2009 than in the previous years.
Most candidates showed an in-depth knowledge of the chosen novel and analyzed the
questions very well, with appropriate use of references. There was very little irrelevant
material and re-telling of the story in evidence. Examiners also noted that candidates
gave good introductions and conclusions and were very well prepared for the task.
From the evidence of some essays, Examiners noted that it appeared that some candidates
had only read the English translation or had seen the DVD of the novel and may not have
read the novel in Italian. While it is helpful and to be recommended that candidates
become acquainted with the novel in these ways, they cannot replace the actual reading
of the novel in Italian.
There are some minor inconsistencies between the novel and the DVD and some
candidates gave answers which reflected what they would have seen in the DVD rather
than what they would have read in the novel. Also, the character Il Teschio was referred
to by a small number of candidates as ‘Skull’ which only appears in the English
translation.
Una bambina e basta
No candidate wrote an essay on the novel.
25
Section C – Writing (Written Production)
The overall standard of the candidates in 2009was significantly higher than that of
candidates in previous years. The essay linked to the journalistic passage was well done,
the guided essay had good content and the formal letter was particularly well done.
However, despite the improvement in content and communication in written production,
an overall carelessness was shown by some candidates in their approach to grammatical
accuracy and spelling.
1. Essay linked to journalistic passage
Most of the candidates wrote well and applied themselves to the task. The fact that the
journalistic passage was well understood by most candidates helped in their written
production in this section. Many candidates used simple sentence structures relating to
the work they intended to do in the future and to the current work situation of their
parents and friends. A small number of candidates copied sentences from the journalistic
passage which were not always relevant. There were some problems with language, and
in particular, errors in the use of articles, noun and adjective agreements, prepositions,
verb endings, incorrect use of tenses and incorrect auxiliary verbs were noted. However,
Examiners also noted some good examples of idiomatic expressions and a wide range of
vocabulary.
2. Guided Composition
This was well done by most candidates with almost all candidates using all of the ideas
listed. Some irrelevant material was used, but, on the whole, candidates performed well.
As in the linked essay, incorrect use of tenses was common and at times interfered with
meaning. Scambiarsi caused particular problems for some candidates.
3. Formal Writing
Examiners noted a significant improvement in the standard of candidates’ work in this
section in 2009. Almost all candidates knew the appropriate salutations and endings. The
candidates chose equally from both titles and both letters were well done. Nevertheless
Examiners commented that while the marks awarded for content and communication
were higher than in previous years, some problems with grammatical structures were also
in evidence.
Letter (a)
This was a letter applying for a job and the candidates used the appropriate expressions
required. In general, all points were covered and little irrelevant material was used.
Letter (b)
This was a letter concerning a house exchange and candidates had the appropriate
expressions required. In general, all points were covered and little irrelevant material
was used.
26
4.3.2 Aural - Listening Comprehension
The general standard of the answers in the Aural section was very good. No particular
problems presented themselves in the three dialogues, while the multiple-choice section
was particularly well answered.
Section A
This section was well answered by most candidates, though it must be recognised that the
multiple-choice format is not always an effective way of testing comprehension. Some
candidates appeared not to understand borsa di studio in Question 1 and in aunento in
Question 4.
Section B
Dialogue 1
Question 1
This question was answered well, but some candidates did not understand una serie di
incontri faccia a faccia.
Question 2
This question was quite challenging for some candidates, but the majority of them
succeeded in getting most of the required information.
Question 3
This question was generally answered well.
Question 4
This question was answered very well by all candidates.
Dialogue 2
Questions 1, 2 and 3
These questions were answered very well by most candidates.
Question 4
The advice about accommodation was not understood by many candidates and many just
said it was ‘expensive’.
Dialogue 3
Question 1
Not all candidates mentioned that Marco M was very busy with concerts and only
answered that ‘he is now recognized on the street’.
Question 2
This question was answered very well by most candidates.
27
Question 3
In testa alla classifica was not understood by most candidates.
Questions 4, 5, 6 and 7
These questions were answered well.
Question 8
Sogni was not understood by many candidates and only a very small number gave a
correct answer to this question.
4.4 Conclusions
•
The overall standard of candidates at Higher Level was very satisfactory.
•
In the Reading Comprehension, the journalistic passage was done well by most
candidates.
•
The candidates who chose the Unseen Literary Passage did very well.
•
In 2009, more candidates chose the Literary Passage or the Essay on the
prescribed texts than the Unseen Literary Passage.
•
While Written Production has improved, spelling and grammatical structures
would benefit from further development.
•
Candidates performed very well in the Aural Section
28
4.5 Recommendations to Teachers and Students
It is recommended that teachers
•
speak as much Italian as possible in the classroom
•
encourage students to read and discuss a wide variety of material which will help
widen their vocabulary and develop a greater sense of both language and cultural
awareness
•
encourage students to develop an appreciation for Italian language and culture
•
encourage students to become more responsible for their own learning by setting
goals for what they want to achieve
•
ensure that students have regular practice in all aspects of language skills listening, speaking, reading and writing
•
emphasize the importance of grammatical accuracy and spelling
•
encourage students to listen to Italian CDs, watch Italian films/DVDs and access
online material to help prepare for the Aural Comprehension test
•
practise identifying grammar elements
•
encourage students to improve written production by urging them to write simple,
correct Italian rather than trying to translate elaborate sentences from English into
Italian or to memorise sentences and to then use them in any context
•
ensure that students are familiar with the required layouts for formal letters and
e-mails
•
encourage students to become familiar with past examination papers and CDs
•
collaborate with Italian schools via the Internet and encourage students to
exchange e-mails with Italian students
•
encourage students to become familiar with Italy and Italian-speaking
communities by using the Internet to explore aspects of Italian culture
•
instruct students not to write in pencil in the examination.
29
It is recommended that students
•
speak as much Italian as possible in the classroom
•
read a variety of Italian texts (newspaper articles, listening materials, literary texts
and online texts)
•
practise writing simple correct Italian
•
revise grammatical structures and practise manipulation skills for Reading
Comprehension
•
practise identifying grammar elements
•
be familiar with the layout of formal letters and e-mails
•
listen to CDs, watch films/DVDs and access online material to help prepare for
the Aural Comprehension test
•
exchange e-mails with Italian students, and use the Internet and other media to
explore aspects of Italian language and culture.
•
become familiar with examination papers and aural CDs from previous years
•
do not write in pencil in any part of the examination paper.
30
5. General Summary
•
Examiners expressed general satisfaction with the performances of candidates in
the 2009 examinations at both Ordinary and Higher Levels.
•
Examiners commented positively on the high standard of oral competence of a
significant number of candidates in the Oral Examination.
•
Candidates performed very well in the Aural Comprehension test at both levels
and their results in this section helped them achieve their final overall grades in
the examination.
•
The standard of Written Production at both Ordinary and Higher Level has
improved in recent years. However, there is an ongoing need to emphasize the
importance of grammar.
•
There was a significant and encouraging increase in the numbers taking the
Higher Level in 2009 which had the effect of increasing overall numbers by 24%
from the 2008 numbers.
31
5. Exemplars of Standard
The exemplars of written production that follow have been selected from the scripts of
the candidates who sat the Leaving Certificate Italian examination at Ordinary and
Higher Levels in 2009.
These exemplars should be read in conjunction with the Examination Papers and Marking
Schemes available on the State Examination Commission’s website www.examinations.ie
The exemplars are reproduced as they were written by the candidates, with their own
spelling and punctuation retained.
Ordinary Level
Section C
Writing
Question 1 – Informal Writing
(a)
(30 marks)
Giulia, una ragazza italiana che è stata ospite a casa tua durante uno scambio, ti scrive per
chiederti notizie. Scrivile un’e-mail per dirle come stai, cosa fai in questo periodo e quali
sono i tuoi progetti per le vacanze. Dalle anche informazioni sui vostri amici comuni (in
italiano).
Nó/Or
(b) Hai deciso di andare a Roma con degli amici e vuoi stare in un ostello in centro. Chiami
l’ostello per avere informazioni e parli con un simpatico ragazzo della reception.
Scrivi il dialogo della telefonata (in italiano).
Allocation of marks for (a)
Date, greeting and ending
Content
Language
Total
5 marks
20 marks
5 marks
30 marks
32
(a) E-mail
Exemplar 1
Dublino, 19 giugno 2009
Cara Giulia,
Come stai? Spero che tu stia molto bene. Com’è andata la tua esame di matematica?
Mi ricordo che tu eri molto preoccupata la settimana prima dell’esame. I miei esami
del’ Leaving Certificate sono andato abbastanza bene. Ho trovato la geografia
abbastanza dificile.
Che cosa fai in questo periodo? Io lavoro in un negozio sportive. La gente qui è molto
simpatica. Sono felice con il mio lavoro.
Io andrò in Francia con la mia famiglia.
Scrivimi presto
John
Marks awarded 24/30 (5+15+4)
Exemplar 2
19 giugno
Ciao Giulia,
Da quanto tempo mi fa tanto piacere che ancora tu fai sentire. Comunque a me tutto a
posto. Spero che anche per te le cose vanno bene. Che mi dici. Sai che mi manchi tanto!
In questo periodo indovina che faccio? Sì giusto gli esami! Non ho paura perché ho
studiato tanto.
Ho anche una bella notizia per te, vengo in Italia per 3 mesi tutta l'estate. Sono
contentissima. Magari ci possiamo incontrare e andiamo a mangiare fuori e poi andiamo
a ballare.
Qua da le parte mie ti salutano tutti e anche mia sorella. Ti manchano tutti. Senti, devo
andare adesso ma tanto ci vediamo presto spero.
Non vedo d’ora di venire lì.
Tanti baci a te e famiglia
Niamh
Marks awarded 26/30 (5+16+5)
33
Exemplar 3
Cara Giulia,
Come stai? Spero che la visita e il scambio e bene. Spero anche che la tua genitori sono
bene. Lavoro in una negozio per l’estate ma preferisco il mio tempo libre! Andiamo con
i miei amichi a le cinema o al bar. La tempo fa ‘oh’ qui – l’estate in Irlanda non e come
l’estate in Italia!
Per vacanza quest’anno voglio andare con i miei amichi a ‘Oxygen’ una festa a dublino.
I groupi Snow Patrol è Killers e là.
Scrivi presto.
Un abbraccio
Laura
Marks awarded 23/30 (4+16+3)
Exemplar 4
19 giugno 2009
Ciao Giulia!
È da tanto tempo che non ho tue notizie e quindi sono molto lieta di sentirti. Ho un sacco
di novità da raccontarti!
Come stai? Io sto bene, ma mi manchi ancora! Adesso studio per gli esami – odio la
matematica! Per fortuna prenderò l’ultimo esame la settimana prossima.
Subito dopo gli esami io e la mia famiglia andremo a trovare mia zia in Inghilterra. Mia
zia è molto simpatica, non vedo l’ora! Staremo a Londra per due settimane.
Se supero gli esami spero di visitarti in Italia forse in agosto se va bene per te? Fammi
sapere che pensi tu.
La nostra amica Karen non sta bene – ha rotta la gamba tre giorni fa e dunque non può
andare in vacanza. Che peccato, James invece è già andata in Francia.
I miei genitori ti mandano tanti cari auguri. Scrivimi al più presto. Spero tanto di
rivederti quest’estate.
Baci e abbracci
Nicola
Marks awarded 30/30 (5+20+5)
34
Exemplar 5
Cara Giulia,
Ti ringrazio per il tuo e-mail – sono stata contenta ricevere notizie da te.
Io sto bene, però sono molto impegnata con il lavoro – come sempre! Ho due grandi
progetti in programma per il fine di luglio. Allora almeno mi diverte il mio lavoro!
Non vedo l’ora al fine di luglio. Prenderò vacanze per un mese. Come sai amo la vita
all’aperto quindi sto sperando di passare qualche tempo caminare nelle montagne
andare a maneggio e imparare il surf!
Mary sta bene – fa gli esami adesso, quindi non la vedo spesso. Peter gira in Cina al
momento – sempre l’avventura!
Allora devo finire adesso, la pausa pranzo ha finito!
Ci parliamo presto spero
Bacioni
Susan
Marks awarded 29/30 (4+20+5)
35
(b) Dialogue
Allocation of marks
Opening and closing of conversation
Content
Language
Total
5 marks
20 marks
5 marks
30 marks
Exemplar 1




Pronto
Buongiorno signore. Puo aiutarmi? Vogliamo stare nel tuo ostello
Quando?
In luglio per una settimana, il uno all otto luglio. Quanto costa?
Un pernottamento nell’ostello costa soltanto venti euro, colazione inclusa.
Bene, bene. Questo non costa nulla.
Si, questo ostello e vicino al centro di Roma. Roma e una bellissima citta. C’è
molte cose da fare e molte cose da vedere.
Allora una camera per 4 persone dal uno del otto luglio.
Si,si.
Grazie, arrivederci.

Marks awarded 24/30 (5+15+4)
Exemplar 2





-
Buongiorno, la ostello il Sole.
Pronto. Buongiorno. La ragione della mia telephonata é perché voglio chiedere
qualca informazioni. Ho trovato molti informazioni sull sito dell ostello. Vorrei
sapere qualca é tre camere con i bangi.
Si,si tre camere con i bangi è trenta euro a notte.
Grazie. E il ostello e in centro la citta?
Si, il ostello e in centro citta. E in Piazza Europa in centro a Roma.
Quali i servizi in ostello?
C’e un ristornate e ogni giorno un trip al Colosseo.
Grazie per il suo aiuto. Prenoto l’ostello via e-mail.
Non c’e problema. Arrivederci.
Ciao.
Marks awarded 25/30 (5+17+3)
36
6. Exemplars of Standard, Higher Level
Formal Writing
Section C 3 (a) or (b)
Allocation of marks
Date, greeting and ending
Content and communication
Language
Total
10 marks
20 marks
15 marks
50 marks
(a)
Leggete questo annuncio su un giornale italiano. Volete passare un’estate diversa dalle
altre, e questo annuncio sembra fatto per voi. Scrivete a Divogroup facendo riferimento
alle informazioni richieste. Esprimete il vostro interesse, ma chiedete ulteriori dettagli
riguardo alle condizioni di lavoro e altre cose che ritenete importanti.
CERCASI STAFF DISCOTECA
& P.R. PER LOCALI SELEZIONATI A ROMA!
Cerchiamo ragazze o ragazzi da tutte le parti del mondo, che abbiano voglia di vivere il
mondo della notte in uno staff consolidato e dinamico nei principali locali di Roma.
Sei una persona solare, estroversa, ti piace il divertimento e ti senti portato/a per le
“pubbliche relazioni”? Per far parte del nostro staff non si chiede esperienza, ma tanta
buona volontà.
La nostra premessa? Divertimento e guadagno immediato
Per info/contatti/curriculum: Divogroup.it, Via Galdesana 28, 00100 Roma, Italia
[email protected]
(b)
Alla vostra famiglia interessa uno scambio di casa per le prossime vacanze. Su internet
avete trovato questa opportunità. Contattate il Signor Pellegrini dicendo che siete
interessati. Date informazioni sulla vostra casa e sulla vostra zona, e sul periodo in cui
vorreste fare lo scambio. Chiedete anche altre informazioni che vi interessano sulla casa.
Scambio casa per due settimane in qualsiasi periodo della stagione estiva.
La mia casa è nel centro storico di Santa Clara in Sardegna. Da 2 a 4 persone, stupenda
ubicazione, luminosa, sul mare, con aria condizionata e con tutti confort per una
splendida vacanza.
Accetto proposte diverse, isole e resto Italia, anche estero.
Contattare Antonio Pellegrini, Via Pula 27, 09100 Cagliari, Italia.
[email protected]
37
(a)
Exemplar 1
Divogroup
Via Galdesana 28
00100 Roma
19 giugno 2009
Gentile Staff di Divogroup
Ho recentemente letto il vostro annuncio sul giornale “La Repubblica” del 10 giugno.
La vostra richiesta sembra molto interessante però desidererei qualche ulteriore
informazione.
Inanzitutto, io mi chiamo ….. Sono una ragazza irlandese di 18 anni e mi ha sempre
entusiasmato l’idea di lavorare in una discoteca o in un locale notturno.
Inoltre mi piacerebbe trascorrere l’estate in Italia per migliorare la mia conoscenza
della lingua italiana e conoscere una cultura così diversa da quella irlandese.
Mi ritengo una persona molto estroversa e adoro conoscere ed intrattenere nuovi amici.
Come ho già detto, ho 18 anni, quindi naturalmente il divertimento gioca un ruolo molto
importante nella mia vita.
L’anno scorso nel 2008 ho trascorso l’estate lavorando come animatrice in un villaggio
turistico in Spagna.
Quanto dura la stagione lavorativa?
Io comincio la scuola il 3settembre quindi dovrei terminare l’attività entro quella data.
Inoltre vorrei sapere qualcosa riguardo agli orari. Quali sono le ore di lavoro? Avrei la
possibilità di scegliere un giorno libero?
E naturalmente la cosa che mi interessa maggiormente è il guadagno …quanto potrebbe
essere il mio stipendio?
Un’ultima domanda….Il vitto e l’alloggio sono compresi o dovrei cercare un
appartamento per la stagione?
Poiché sono molto interessata nella vostra offerta attendo con ansia una vostra risposta
Cordiali saluti
Marks awarded 48/50 (10+23+15)
38
Exemplar 2
Egregio signor Direttore
Divogroup Via Galdesana 28
00100 Roma
Dublino, venerdì 19 giugno 2009
Mi chiamo Louise………..e come studentessa irlandese le scrivo in risposta alls sua
inserzione nel giornale ‘La Stampa’.
La sua offerta mi ha interessata molto e penso di essere perfetta per il posto di lavoro.
Come vede, parlo bene l’italiano. Infatti ho studiato la lingua per tre anni ed ho appena
fatto il mio esame di maturità d’italiano. Quindi, vorrei venire in Italia quest’estate con
lo scopo di migliorare il mio italiano. Vorrei raggiungere il livello di perfezione! Anche
non sono stata mai a Roma. Ho sentito parlare molto bene della vita notturna della città
e per questa ragione ho deciso di visitarla. Naturalmente vorrei lavorare quando sarò là
perchè sono una studentessa e ho pochi soldi. Il lavoro con Divagroup sarebbe ideale
per me perchè mi sono già iscritta ad un corso di lingua per il mio soggiorno e le classi
sono durante il pomeriggio, così avrò bisogno di un lavoro notturno. Sono una ragazza
molto felice e allegro e di conseguenza sarei bravo con i clienti. Anche sono
maggiorenne così potrò servire gli alcolici legalemente.
Ho anche un po’ d’esperienza nel campo dell’ospitalità – ho lavorato come cameriera in
un ristorante a Dublino due anni fa. Se vuole, potrei mandarle una referenza dal mio
precedente datore di lavoro.
Però, ho delle domande da farle sul lavoro. Quanto è la paga? E potrebbe dirmi se gli
impiegati ricevono un salario settimanale or mensile? Anche avrei bisogno di sapere
l’orario preciso del lavoro. Quali sono gli orari di apertura e chiusura della discoteca?
Le allego una copia del mio curriculum vitae. L’ultima cosa che desidererei sapere è se
devo fare un’intervista? Se sarò assunta vi sarò gratisisma perchè vorrei veramente
lavorare con Divogroup.
In attesa di una sua cortese risposta le mando i miei più distinti saluti e ringraziamenti
Sua
Louise …
PS le include anche il mio indirizzo di posta elettronica così potrebbe rispondermi più
rapidamente
louise…[email protected]
Marks awarded 48/50 (9+24+15)
39
(b)
Exemplar 1
Egregio Signor Pellegrini
Via Pula 27
09100
Cagliari
Italia
Ann ….
Via Garibaldi no 11
12721
Roma
Italia
19 giugno 2009
Egregio Signor Pellegrini
Come sta? Mi chiamo Ann ….. Sono una studentessa irlandese. La ragione che le scrivo
e la mia famiglia é interessano uno scambio di casa per le prossime vacanza il idealo
periodo per me sarebbe il venti giugno per due settimana perché l’esame di maturità.
Vorrei scambiare casa per due settimana.
Ho visto sul suo sito che ha una casa con aria condizionata. Nella casa mia non ho l’aria
condizionata perché qui il tempo é cattivo. Piove molto quindi devi portare una giaccia e
un ombrellone. La mia casa e grande. Ci sono diciotto camere. C’é il visto sul mare, il
panorama é bella. Qualche volte vado alla spiaggia con il mio cane. Si chiama Rex. Il
suo pelo é nero e castano. In mia camera da letto é piccolo armadietto e un letto. Mi
piace ascoltare alla musica nella mia stanza.
La mia zona é bella. Ci sono una biblioteca, molti negozi, molti ristoranti, un centro
commerciale e un parco con un monumento famoso. Sono molto interessante scambiare
di casa per le prossime vacanze. Non vedo l’ora di venire in Sardegna. Mi piace
prendere il sole sulla sabbia anche amo nuotare nell’acqua. Vorrei affitare una
macchina perché recentemente ho preso la patente. Spero puó rispondermi al piú presto
possible perche sono molto ecciceta! Le mando il mio indirizzo di posta elettronica [email protected] Vorrei sapere se ci sono molti negozi vicino? Anche desidero sapere
se devo portare molti soldi? Ci sono un campo da tennis vicino alla casa sua? In attesa
di un cortese risposta le mando i miei piú distinti e ringraziamenti
Sua,
Ann…
Marks awarded 40/50 (9+22+9)
40
Exemplar 2
19 giugno 2009
Egregio Signor Pellegrini
Le scrivo a proposito dell’annuncio che ho letto su internet riguarda scambiare casa.
Credo che la mia famiglia siano interessati nel scambio.
La mia casa è abbastanza grande. Ci sono molti camere come la cucina, il salotto, due
bagni e quattro camere da letto. Le camere sono molto comodi. Nel salotto c’è il
televisore, ed il computer con il internet per diventare.
Abito nella bella zona . Ci sono molti alberi grandi ed i fiori dappertutto. Non c’è
l’inquinamento e la delinquenza.
È una zona tranquilla e la mia casa è situata in periferia vicino al centro. Ci vuole dieci
minuti con l’autobus per andarci. C’è un supermercato grande vicino a casa mia anche.
Vorrei scambiare casa per due settimane dal 10 luglio al 24 luglio.
La prego di mandarmi qualche opuscolo di Santa Clara. Vorrei sapere se ci sono i
monumenti storici nella zona. Graderei sapere se c’è un supermercato vicino dalla casa.
In attesa di una Sua risposta Le invio cordiali saluti
Marks awarded 40/50 (10+21+9)
41
Exemplar 3
Salve Signor Pellegrini
Mi chiamo Barbara e io e la mia famiglia vorremmo trascorrere due settimane nei
pressi di Sant Clara. Ho letto il suo annuncio e la cosa sembra fatta proprio per noi!Le
volevo però chiedere se è possibile portare il nostro cagnolino con noi, ovviamente se lei
non ha nessun problema!
La mia famiglia è composta da quattro persone, io, i miei genitori e la mia sorella
maggiore.
Viviamo a…………… e sono sicura che se a lei piace la montagna si troverà benissimo
con la sua famiglia. Ci potrà fare piacevoli escursioni.
La casa può ospitare un massimo di quattro persone. Ci sono tre camere da letto, due
bagni e una spaziosa cucina. Inoltre potrà trovare la lavastovigle, lavatrice e forno a
micro onde.
Posso avere ulteriori informazioni per quanto riguarda le camere? Quanti bagni ci
sono? Ci saranno tutte le attrezzature disponibili nella cucina?
Il periodo che interesserebbe va dal 7 agosto al 21 agosto. Mi faccia sapere al più
presto. Attendo gentile risposta
Barbara
E-mail
…@ hotmail.com
Marks awarded 47/50 (7+25+15)
42