€¦ · Web viewRUBRICA DI VALUTAZIONE PER LA LINGUA INGLESE. SECONDARIA “MURATORI” A titolo introduttivo si precisa di seguito il profilo complessivo di competenza

RUBRICA DI VALUTAZIONE PER LA LINGUA INGLESE

SECONDARIA “MURATORI”

A titolo introduttivo si precisa di seguito il profilo complessivo di competenza linguistico comunicativa atteso per il livello A1 ed A2, così come descritto nella Global Scale del Quadro

Comune Europeo di Riferimento (CEFR) per le lingue straniere:

BASIC USER A1 Can understand and use familiar everyday

expressions and very basic phrases aimed at the

satisfaction of needs of a concrete type. Can introduce him/herself and others and

can ask and answer questions about personal

details such as where he/she lives, people he/she knows and things he/she has. Can

interact in a simple way provided the other person

talks slowly and clearly and is prepared to help.

BASIC USER A2 Can understand sentences and frequently used

expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping,

local geography, employment). Can

communicate in simple and routine tasks requiring a

simple and direct exchange of information on familiar and routine matters. Can describe

in simple terms aspects of his/her background,

immediate environment and matters in areas of immediate need.

Si riportano di seguito i modelli che integrano le rubrica di valutazione in uso per la lingua inglese, recanti per ogni indicatore individuato, opportuni descrittori per l’osservazione delle

competenze.

Modello 1) Il modello di seguito riportato declina in modo puntuale le caratteristiche delle prestazioni osservate per le competenze ricettive, produttive ed interattive, attribuendo a ciascuna di esse una valutazione in decimi. Si precisa che tali declinazioni sono allineate alla Cambridge Scale.

PRODUCTION: SPEAKING AND INTERACTION

(I, II and III YEAR - to be referred to Pre-A1, A1 or A2 level: for typical general ability at each level please see in “Curriculo verticale di lingua inglese-sezione secondaria”, “Descrittori di

competenza”, as well as “Can do statements” provided within “modello 4A and 4B”: all these statements are linked to the CEFR)

Pre-A1 level (Cambridge Starters): students are not expected to speak at sentence level, they are evaluated for the following criteria: Vocabulary (Range, Control and Extent), Pronunciation

(Individual sounds and Word stress), Interaction (Reception/responding, Support required, Fluency/ Promptness). Grammar and cohesion are not evaluated at this level.

A1 and A2 levels (Cambridge Movers and KET): students are evaluated for the following criteria: Vocabulary and Grammar (Range, Control, Extent and Cohesion), Pronunciation (Individual sounds, Stress, Intonation) and Interaction (Reception/Responding, Support

Required, Fluency/Promptness).

The criteria for speaking in the Cambridge Scale all carry the same weight 0 to 5, points 0 to 5 are awarded when assessing the speaking paper in Starters, Movers or KET exam, otherwise

the performance is marked out of 10.

Glossary of terms used in the scales below (production and reception):

●Vocabulary and Grammar

- Range: refers to the degree to which students can attempt to use the simple structures which are in the syllabus for the three levels. Complete accuracy, even to score 5 at A2 is not

expected, but how far errors may or may not obscure meaning is considered

- Extent: refers to the length of students’ utterances. This ranges from mostly one word responses at Pre-A1, extending to short simple sentences at A1, and slightly longer and slightly

more complex sentence responses at A2 level

- Cohesion: refers to a student’s ability to join ideas using simple linkers: starting with and at A1 level and rising to then and because at A2 level

●Pronunciation

- Individual sounds: refers to the students’ ability to pronounce vowels, diphthongs and consonants. Generally the student should be inteligible to non EFL/ESOL specialists even if the

student has a strong or unfamiliar accent

- Stress: refers to the emphasis laid on a syllable or word

- Intonation: refers to the way voice rises and falls to convey the student’s mood or to support meaning

●Interaction

-Reception/Responding: refers to replying/reacting to what the teacher/examiner has said. It assesses the student’s ability to understand the teacher/examiner and to respond

appropriately

_Support required: refers to the degree of support from the teacher/examiner needed by the student

-Fluency/Promptness: refers to aspects of interaction which are relevant and appropriate to the task, ranging between overall fluidity of expression and generally unable to sustain speech.

Typical performances at all three levels are characterised by hesitation and pauses..

“Support” refers to the teacher/examiner slowing down, repeating questions or using back-up questions

“Minimal utterances” are those given on the interlocutor frame, any words or phrases additional to this are considered expansion

“Understood” means understood by the teacher/examiner in the context of the task/test

“Sufficient grammar and vocabulary to complete the tasks” includes using strategies to describe something when the candidate does not know the word (descriptions, combination of

words to convey the idea though the words are incorrect)

PRE-A1 LEVEL- STARTERS

●VOCABULARY (RANGE, CONTROL, EXTENT):

USES THE VOCABULARY TO DEAL WITH ALL TASKS

PRODUCES SIMPLE UTTERANCES, BUT MAKES OCCASIONAL MISTAKES

GENERALLY RESPONDS AT WORD OR PHRASE LEVEL BUT MAY ALSO PRODUCE SOME LONGER UTTERANCES

●PRONUNCIATION (INDIVIDUAL SOUNDS, WORD STRESS):

GENERALLY INTELLIGIBLE, ALTHOUGH SOME SOUNDS MAY BE UNCLEAR

HAS LIMITED CONTROL OF WORD STRESS

●INTERACTION (RECEPTION/RESPONDING, SUPPORT REQUIRED, FLUENCY/PROMPTNESS):

GENERALLY RESPONDS APPROPRIATELY TO INSTRUCTIONS, QUESTIONS AND VISUAL

A1 LEVEL - MOVERS

●VOCABULARY AND GRAMMAR (RANGE, CONTROL, EXTENT, COHESION):

USES THE VOCABULARY REQUIRED TO DEAL WITH ALL TASKS

USES SOME SIMPLE STRUCTURES CORRECTLY BUT MAKES SOME MISTAKES, ALTHOUGH MEANING IS GENERALLY CLEAR

RESPONDS AT WORD, PHRASE OR LONGER UTTERANCE LEVEL

CAN JOIN IDEAS WITH SOME SIMPLE LINKERS (E.G. AND, BUT, THEN, WHEN)

●PRONUNCIATION (INDIVIDUAL SOUNDS, STRESS, INTONATION):

IS MOSTLY INTELLIGIBLE

HAS LIMITED CONTROL OF WORD STRESS AND INTONATION

●INTERACTION (RECEPTION/RESPONDING,

A2 LEVEL - KET

●VOCABULARY AND GRAMMAR (RANGE, CONTROL, EXTENT, COHESION):

ALL PARTS OF THE MESSAGE CLEARLY COMMUNICATED

USES A RANGE OF VOCABULARY TO DEAL WITH ALL TASKS

USES A RANGE OF SIMPLE STRUCTURES AND, ALTHOUGH THERE ARE SOME MISTAKES, MEANING IS CLEAR


CAN JOIN IDEAS WITH A RANGE OF SIMPLE LINKERS (E.G. AND, BUT, WHEN, THEN, BECAUSE)

SHOWS A GOOD DEGREE OF CONTROL OF SIMPLE GRAMMATICAL FORMS

USES A RANGE OF APPROPRIATE VOCABULARY WHEN TALKING ABOUT EVERYDAY SITUATIONS

CONSTRUCTS LONGER UTTERANCES BUT IS NOT ABLE TO USE COMPLEX LANGUAGE EXCEPT IN WELL-REHEARSED

MARK

5 points

10

PROMPTS, ALTHOUGH SOME SUPPORT MAY BE REQUIRED

IS ABLE TO ASK FOR SUPPORT IF REQUIRED

OFTEN RESPONDS PROMPTLY, ALTHOUGH THERE MAY BE HESITATION.

SUPPORT REQUIRED, FLUENCY/PROMPTNESS):

RESPONDS APPROPRIATELY TO INSTRUCTIONS, QUESTIONS AND VISUAL PROMPTS, AND VERY LITTLE SUPPORT IS REQUIRED


ALMOST ALWAYS RESPONDS PROMPTLY, ALTHOUGH THERE MAY BE HESITATION AND SOME PAUSING MID-UTTERANCE.

UTTERANCES

PRONUNCIATION IS MOSTLY INTELIGIBLE AND HAS SOME CONTROL OF PHONOLOGICAL FEATURES (STRESS, INTONATION) AT BOTH WORD AND LONGER UTTERANCE LEVELS

INTERACTIVE COMMUNICATION

RESPONDS APPROPRIATELY TO ALL INSTRUCTIONS, QUESTIONS AND VISUAL PROMPTS, AND VERY LITTLE SUPPORT IS REQUIRED

MAINTAINS SIMPLE EXCHANGES AND REQUIRES VERY LITTLE PROMPTING AND SUPPORT


RESPONDS PROMPTLY WITH ONLY NATURAL HESITATION AND PAUSING

ACHIEVEMENT:

HANDLES COMMUNICATION IN EVERYDAY SITUATIONS, DESPITE HESITATION

SOME FEATURES OF 6/7 AND SOME FEATURES OF 10 IN APPROXIMATELY EQUAL MEASURE (FOR 9 MORE FEATURES OF 10 THAN OF 6/7)

SOME FEATURES OF 6/7 AND SOME FEATURES OF 10 IN APPROXIMATELY EQUAL MEASURE (FOR 9 MORE FEATURES OF 10 THAN OF 6/7)

PERFORMANCE SHARES FEATURES OF BANDS 6/7 AND 10 IN APPROXIMATELY EQUAL MEASURE (FOR 9 MORE FEATURES OF 10 THAN OF 6/7)

4 points

8/9

●VOCABULARY:

USES THE VOCABULARY REQUIRED TO DEAL WITH MOST TASKS

ATTEMPTS A FEW SIMPLE UTTERANCES BUT MAKES SOME BASIC MISTAKES WHICH MAY OBSCURE MEANING

GENERALLY RESPONDS AT WORD LEVEL BUT MAY ALSO PRODUCE PHRASES

●PRONUNCIATION:

SOMETIMES INTELLIGIBLE

●VOCABULARY AND GRAMMAR:

USES THE VOCABULARY TO DEAL WITH MOST TASKS

PRODUCES SOME SIMPLE STRUCTURES BUT MAKES SOME BASIC MISTAKES WHICH MAY OBSCURE MEANING

GENERALLY RESPONDS AT WORD OR PHRASE LEVEL BUT MAY ALSO PRODUCE SOME LONGER UTTERANCES

CAN JOIN IDEAS WITH SOME SIMPLE LINKERS


USES THE VOCABULARY REQUIRED TO DEAL WITH MOST TEST TASKS

USES SOME SIMPLE STRUCTURES CORRECTLY BUT MAKES SOME MISTAKES, ALTHOUGH MEANING IS GENERALLY CLEAR


CAN JOIN IDEAS WITH SOME SIMPLE LINKERS (E.G. AND, BUT, WHEN, THEN)

SHOWS SUFFICIENT CONTROL OF

3 points

6/7

●INTERACTION:

RESPONDS TO INSTRUCTIONS, QUESTIONS AND VISUAL PROMPTS, ALTHOUGH FREQUENT SUPPORT MAY BE REQUIRED

MAY ATTEMPT TO ASK FOR SUPPORT IF REQUIRED

THERE IS HESITATION AND RESPONSES MAY BE DELAYED OR HALTING

(E.G. AND)

●PRONUNCIATION:

IS MOSTLY INTELLIGIBLE, ALTHOUGH SOME SOUNDS MAY BE UNCLEAR


●INTERACTION:

RESPONDS APPROPRIATELY TO SOME INSTRUCTIONS, QUESTIONS AND VISUAL PROMPTS, ALTHOUGH FREQUENT SUPPORT MAY BE REQUIRED


OFTEN RESPONDS PROMPTLY, ALTHOUGH THERE MAY BE HESITATION AND PAUSING MID-UTTERANCE

SIMPLE GRAMMATICAL FORMS

USES APPROPRIATE VOCABULARY TO TALK ABOUT EVERYDAY SITUATIONS

PRONUNCIATION IS MOSTLY INTELLIGIBLE, DESPITE LIMITED CONTROL OF PHONOLOGICAL FEATURES (STRESS AND INTONATION)

INTERACTIVE COMMUNICATION:

RESPONDS APPROPRIATELY TO ALMOST ALL INSTRUCTIONS, QUESTIONS AND VISUAL PROMPTS AND LITTLE SUPPORT IS REQUIRED


MAINTAINS SIMPLE EXCHANGES, DESPITE SOME DIFFICULTY

CONVEYS BASIC MEANING IN VERY FAMILIAR EVERYDAY SITUATIONS

ACHIEVEMENT:

ALMOST ALWAYS RESPONDS PROMPTLY, ALTHOUGH THERE MAY BE HESITATION AND SOME PAUSING MID-UTTERANCE

SOME FEATURES OF 6/7 AND SOME FEATURES OF 4 (MORE FEATURES OF 4 THAN OF 6/7)



VOCABULARY AND GRAMMAR:

SHOWS ONLY LIMITED CONTROL OF A FEW GRAMMATICAL FORMS

USES A VOCABULARY OF ISOLATED WORDS AND PHRASES

PRONUNCIATION : HAS VERY LIMITED CONTROL OF PHONOLOGICAL FEATURES AND IS OFTEN UNINTELLIGIBLE

INTERACTIVE COMMUNICATION : HAS CONSIDERABLE DIFFICULTY MAINTAINING SIMPLE EXCHANGES

REQUIRES ADDITIONAL PROMPTING AND SUPPORT

2 points

5

ACHIEVEMENT :

HAS DIFFICULTY CONVEYING BASIC MEANING EVEN IN VERY FAMILIAR EVERYDAY SITUATIONS

RESPONSES ARE LIMITED TO SHORT PHRASES OR ISOLATED WORDS WITH FREQUENT HESITATION AND PAUSES

●VOCABULARY:

HAS THE VOCABULARY REQUIRED TO ATTEMPT SOME TASKS

MAY ATTEMPT A FEW SIMPLE UTTERANCES BUT BASIC MISTAKES AND LACK OF LANGUAGE PREVENT COMMUNICATION

RESPONDS ONLY AT SIMPLE WORD LEVEL, OR DOES NOT RESPOND

●PRONUNCIATION:

ATTEMPTS TO PRODUCE THE SOUNDS OF THE LANGUAGE BUT IS OFTEN DIFFICULT TO UNDERSTAND

●INTERACTION:

REQUIRES SUPPORT THROUGHOUT AND OFTEN MAY NOT RESPOND TO INSTRUCTIONS, QUESTIONS AND VISUAL PROMPTS

HESITATION REQUIRES A GREAT DEAL OF PATIENCE OF A LISTENER


USES THE VOCABULARY REQUIRED TO ATTEMPT SOME TASKS

ATTEMPTS A FEW SIMPLE UTTERANCES BUT MAKES SOME BASIC MISTAKES WHICH MAY OBSCURE MEANING

GENERALLY RESPONDS AT WORD LEVEL BUT MAY ALSO PRODUCE PHRASES

CAN JOIN WORDS WITH SIMPLE LINKERS (E.G. AND)

●PRONUNCIATION:

SOMETIMES MAY BE DIFFICULT TO UNDERSTAND

●INTERACTION:

RESPONDS APPROPRIATELY TO SOME INSTRUCTIONS, QUESTIONS AND VISUAL PROMPTS, ALTHOUGH FREQUENT SUPPORT MAY BE REQUIRED

MAY ATTEMPT TO ASK FOR


USES THE VOCABULARY TO DEAL WITH SOME TASKS

ATTEMPTS SOME SIMPLE STRUCTURES BUT MAKES SOME BASIC MISTAKES WHICH MAY OBSCURE MEANING

GENERALLY RESPONDS AT WORD OR PHRASE LEVEL BUT MAY ALSO PRODUCE LONGER UTTERANCES

CAN JOIN IDEAS WITH A FEW SIMPLE LINKERS (E.G. AND)

●PRONUNCIATION:

IS MOSTLY INTELLIGIBLE, ALTHOUGH SOME SOUNDS MAY BE UNCLEAR


●INTERACTION:

RESPONDS APPROPRIATELY TO SOME INSTRUCTIONS, QUESTIONS AND VISUAL PROMPTS WITH SOME SUPPORT

MAY ATTEMPT TO ASK SUPPORT IF REQUIRED

OFTEN RESPONDS PROMPTLY, ALTHOUGH THERE MAY BE HESITATION AND PAUSING MID-UTTERANCE

.

1 point

4

SUPPORT IF REQUIRED

THERE IS HESITATION AND PAUSING MID-UTTERANCE, RESPONSES MAY BE DELAYED OR HALTING

PERFORMANCE DOES NOT SATISFY THE BAND 1 DESCRIPTOR



NO ATTEMPT TO RESPOND/MOST UTTERANCES ARE INAPPROPRIATE OR UNARTICULATED, NO ATTEMPT TO GIVE MORE THAN ONE-WORD RESPONSES. HESITATION CAUSES STRAIN.

SPEECH IS OFTEN DIFFICULT TO UNDERSTAND

0 points

Below 4

Pronunciation, A1 and A2 levels: if the student produces some language, but insufficient language to make a confident judgement about pronunciation (e.g. just a couple of words), the maximum score that can be awarded is 3 points, regardless of quality of

pronunciation.

In the Cambridge Scale at Level A2 (Waystage - Key English Test, Basic User CEFR), basic command of the spoken language is described as follows:

Able to convey basic meaning in very familiar or highly predictable situations

Produces utterances which tend to be very short – words or phrases- with frequent hesitation and pauses. Dependent on rehearsed or formulaic phrases with limited

generative capacity. Only able to produce limited extended discourse. Pronunciation is heavily influenced by L1 features and may at times be difficult to understand. Requires

prompting and assistance by interlocutor to prevent communication from breaking down.

In the CEFR qualitative aspects of spoken language use for levels A1 and A2 are described as follows:

RANGE ACCURACY FLUENCY INTERACTION COHERENCE

A1 Has a very basic repertoire of words and simple phrases related to personal details and particular concrete situations.

Shows only limited control of a few simple grammatical structures and sentence patterns in a memorised repertoire.

Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication.

Can ask and answer questions about personal details. Can interact in a simple way but communication is totally dependent on repetition, rephrasing and repair.

Can link words or groups of words with very basic linear connectors like "and" or "then".

A2 Uses basic Uses some Can make Can answer Can link groups

sentence patterns with memorised phrases, groups of a few words and formulae in order to communicate limited information in simple everyday situations.

simple structures correctly, but still systematically makes basic mistakes.

him/herself understood in very short utterances, even though pauses, false starts and reformulation are very evident.

questions and respond to simple statements. Can indicate when he/she is following but is rarely able to understand enough to keep conversation going of his/her own accord.

of words with simple connectors like "and, "but" and "because".

PRODUCTION: WRITING

(I, II and III YEAR - to be referred to Pre-A1, A1 or A2 level: for typical general ability at each level please see in “Curriculo verticale di lingua inglese-sezione secondaria”, “Descrittori di

competenza”, as well as “Can do statements” provided within “modello 4A and 4B”: all these statements are linked to the CEFR)

MOST SENTENCES ARE APPROPRIATE (Level A1 and A2, appropriate minimal utterances and vocabulary, Level Pre-A1)

COMPLETE SENTENCES ARE PROVIDED SISTEMATICALLY (Level A1 and A2)

GRAMMAR AND VOCABULARY ARE ACCURATE (Level A1 and A2)

10

MANY SENTENCES ARE APPROPRIATE (Level A1 and A2, appropriate minimal utterances and vocabulary, Level Pre A1)

SOME ARE PHRASES (Level Pre A1, A1 and A2)

GRAMMAR AND VOCABULARY ARE NEARLY ALWAYS ACCURATE (INACCURACIES DO NOT OBSCURE MEANING) (Level A1 and A2)

8/9

MANY SENTENCES ARE INACCURATE (Level A1 and A2, inaccurate minimal utterances and vocabulary, Level Pre A1)

SOME ARE MINIMAL (A SHORT SEQUENCE OF NOT FULLY COHERENT WORDS) (Level Pre A1, A1 and A2)

GRAMMAR AND VOCABULARY ARE SUFFICIENT TO COMPLETE THE TASKS (Level A1 and A2)

THERE ARE FREQUENT INACCURACIES AND THESE MAY SOMETIMES OBSCURE MEANING (Level Pre

6/7

A1, A1 and A2)

MOST SENTENCES ARE INAPPROPRIATE OR INACCURATE (Level A1 and A2, inappropriate minimal utterances and vocabulary, Level Pre A1)

FEW COMPLETE SENTENCES (Level A1 and A2)

GRAMMAR AND VOCABULARY ARE NOT SUFFICIENT TO COMPLETE THE TASKS (Level A1 and A2)

5

MOST SENTENCES ARE INAPPROPRIATE OR UNARTICULATED (Level A1 and A2, inappropriate minimal utterances and vocabulary, Level Pre A1)

NO COMPLETE SENTENCES (Level A1 and A2)

NO CONTROL OF STRUCTURAL FORMS (Level A1 and A2)

4

RECEPTION: READING COMPREHENSION

and READING INTO WRITING

(I, II and III YEAR - to be referred to Pre-A1, A1 or A2 level: for typical general ability at each level please see in “Curriculo verticale di lingua inglese-sezione secondaria”, “Descrittori di competenza” as well as “Can do statements” provided within “modello 4A and 4B”,: these

statements are linked to the CEFR)

UNDERSTANDS ALL THE INFORMATION

AND QUESTIONS (Level Pre A1, A1 and A2)

MOST RESPONSES ARE APPROPRIATE (Level Pre A1, A1 and A2), (EXPANDED ANSWERS ARE PROVIDED SISTEMATICALLY, Level A1 and A2)

GRAMMAR AND VOCABULARY ARE ACCURATE (Level A1 and A2, appropriate vocabulary, level Pre A1)

10

UNDERSTANDS MOST OF THE INFORMATION AND QUESTIONS (Level Pre A1, A1 and A2)

MANY SENTENCES ARE APPROPRIATE (Level A1 and A2, appropriate minimal utterances and vocabulary, level Pre A1)

SOME RESPONSES ARE SHORT SENTENCES (Level A1 and

8/9

A2)


UNDERSTANDS SOME OF THE INFORMATION AND QUESTIONS (Level Pre A1, A1 and A2)

MANY SENTENCES ARE INACCURATE (Level A1 and A2, inaccurate minimal utterances and vocabulary, level Pre A1)

MANY RESPONSES ARE MINIMAL (Level A1 and A2) (A SHORT SEQUENCE OF NOT FULLY COHERENT WORDS) (Level Pre A1, A1 and A2)

GRAMMAR AND VOCABULARY ARE SUFFICIENT TO COMPLETE THE TASKS (Level A1 and A2)

THERE ARE FREQUENT INACCURACIES AND THESE MAY SOMETIMES OBSCURE MEANING (Level Pre A1, A1 and A2)

6/7

UNDERSTANDS ONLY SOME OF THE INFORMATION AND QUESTIONS (Level Pre A1, A1 and A2)

MOST SENTENCES ARE INAPPROPRIATE OR INACCURATE (Level A1 and A2, inappropriate minimal utterances and vocabulary, level Pre A1)

FEW EXPANDED ANSWERS (Level A1 and A2)

GRAMMAR AND VOCABULARY ARE NOT SUFFICIENT TO COMPLETE THE TASKS (Level A1 and A2, not sufficient vocabulary, level Pre A1)

5

UNDERSTANDS VERY LITTLE OF THE INFORMATION AND FEW QUESTIONS (Level Pre A1, A1 and A2)

MOST SENTENCES ARE INAPPROPRIATE OR UNARTICULATED (Level A1 and A2, inappropriate minimal utterances and vocabulary, level Pre A1)

NO EXPANDED ANSWERS (Level A1 and A2)


4

RECEPTION: LISTENING COMPREHENSION

(I, II and III YEAR - to be referred to Pre-A1, A1 or A2 level: for typical general ability at each level please see in “Curriculo verticale di lingua inglese-sezione secondaria”, “Descrittori di competenza”, as well as “Can do statements” provided within “modello 4A and 4B”,: these

statements are linked to the CEFR)

UNDERSTANDS ALL THE INFORMATION

AND QUESTIONS (Level Pre A1, A1 and A2)

SHOULD ANY WRITING BE REQUIRED:

MOST RESPONSES ARE APPROPRIATE (Level Pre A1, A1 and A2) (EXPANDED ANSWERS ARE PROVIDED SISTEMATICALLY) (Level A1 and A2)

GRAMMAR AND VOCABULARY ARE ACCURATE (Level A1 and A2, appropriate vocabulary level Pre A1)

10

UNDERSTANDS MOST OF THE INFORMATION AND QUESTIONS (Level Pre A1, A1 and A2)


MANY SENTENCES ARE APPROPRIATE (Level A1 and A2, appropriate minimal utterances and vocabulary, level Pre A1)

SOME RESPONSES ARE SHORT SENTENCES (Level A1 and A2)


8/9

UNDERSTANDS SOME OF THE INFORMATION AND QUESTIONS (Level Pre A1, A1 and A2)


MANY SENTENCES ARE INACCURATE (level A1 and A2, inaccurate minimal utterances and vocabulary, level Pre A1)

MANY RESPONSES ARE MINIMAL (A SHORT SEQUENCE OF NOT FULLY COHERENT WORDS) (Level A1 and A2)

GRAMMAR AND VOCABULARY ARE SUFFICIENT TO COMPLETE THE TASKS (Level A1 and A2, sufficient vocabulary, level Pre A1)

THERE ARE FREQUENT INACCURACIES AND THESE MAY SOMETIMES OBSCURE MEANING (Level Pre A1, A1 and A2)

6/7

UNDERSTANDS ONLY SOME OF THE INFORMATION AND

QUESTIONS (Level Pre A1, A1 and A2)


MOST SENTENCES ARE INAPPROPRIATE OR INACCURATE (Level A1 and A2, inappropriate minimal utterances and vocabulary, level Pre A1)

FEW EXPANDED ANSWERS (Level A1 and A2)

GRAMMAR AND VOCABULARY ARE NOT SUFFICIENT TO COMPLETE THE TASKS (Level A1 and A2, not sufficient vocabulary, level Pre A1)

5

UNDERSTANDS VERY LITTLE OF THE INFORMATION AND FEW QUESTIONS (Level Pre A1, A1 and A2)


MOST SENTENCES ARE INAPPROPRIATE OR UNARTICULATED (Level A1 and A2, inappropriate minimal utterances, level A1 and A2)

NO EXPANDED ANSWERS (Level A1 and A2)


4

Modello 2) La scala in percentuali di seguito riportata si applica ai fini della misurazione delle prove oggettive in uso per la lingua inglese. Da essa si derivano le valutazioni in decimi secondo gli intervalli individuati di seguito.

100% = 1095%-99%= 9 ½90%-94%= 985%-89%= 8 ½ 80%-84%= 875%-79%= 7 ½ 70%-74%= 765%-69%= 6 ½ 60%-64%= 655%-59%= 5 ½ 50%-54%= 545%-49%= 4 ½ 40%-44% and below = 40% = task not attempted

Per le prove standardizzate Cambridge la valutazione per una proficiency adeguata è 7/10 (70%). Se il candidato realizza quindi il 70% del globale della prova (scritto + orale) in modo corretto si ritiene soddisfatto il livello target perseguito (A1 per Movers e A2/B1 per KET).

I livelli del quadro comune europeo di competenza linguistica vengono individuati ed attribuiti in relazione alla performance evidenziata dalla prova come segue:

Movers:

For each skill (listening, speaking, reading and writing), test takers are awarded between 1 and 5 shields. Test takers who receive 1 shield need to improve a lot in this skill. Test takers who receive 3 shields answered most of the questions correctly. Test takers who get 5 shields did very well and answered most

of the questions correctly. A total of 10 or more shields across three skills means that the test taker is ready to start preparing for the next Cambridge English test.

90%-100% A1 CEFR) 14 or 15 shields across three skills

85%-89% (A1 CEFR) 12 or 13 shields across three skills

70%-84% (A1 CEFR) from 9 to 11 shields across three skills

45%-69% LEVEL PRE-A1 from 5 to 8 shields across three skills

0%-44% LEVEL PRE-A1 3 or 4 shields across three skills

Per un’esaustiva declinazione del syllabus linguistico (lessico, strutture, funzioni e topics) e della tipologia di attività prevista per le quattro abilità dalla prova Movers A1 CEFR vedasi Cambridge English MOVERS Handbook for Teachers (for exams from 2018), disponibile gratuitamente online sul sito di Cambridge Assessment.

Ket: : 90%-100% PASS WITH DISTINCTION (B1 CEFR)

85%-89% PASS WITH MERIT (A2+ CEFR) 70%-84% PASS (A2 CEFR) 45%-69% LEVEL A1 0%-44% FAIL

Per un’esaustiva declinazione del syllabus linguistico (lessico, strutture, funzioni e topics) e della tipologia di attività prevista per le quattro abilità dalla prova KET A2/B1 CEFR vedasi Cambridge English KET Handbook for Teachers (for exams from 2018), disponibile gratuitamente online sul sito di Cambridge Assessment

(Lo stesso materiale è disponibile per la prova Starters Pre A1 CEFR)

Modello 3) LA TABELLA CHE SEGUE, OPPORTUNAMENTE INTEGRATA DA DESCRITTORI DI COMPETENZA (“Can do statements”) PER OGNUNO DEGLI INDICATORI INDIVIDUATI, E’ UTILIZZATA IN OCCASIONE Dei percorsi di apprendimento attivati nelle classi. I descrittori possono riferirsi ai profili traguardo di competenza (vedasi “modello 4A e 4B”) e in quanto tali sono utili in sede di valutazione sommativa, per l’attribuzione di un livello di competenza del CEFR in riferimento ad una particolare competenza (oppure in riferimento all’integrazione delle quattro competenze). I descrittori riferiti alle prestazioni osservabili in occasione delle attività curriculari attivate quotidianamente, utili ai fini di una valutazione di tipo formativo, sono invece desumibili dal documento del curriculo verticale. Nel modello è inoltre possibile inserire indicatori e descrittori di processo (elencati nel “modello 5” e nella colonna “Strategie” del documento del “Curriculo Verticale di lingua inglese – sezione Secondaria), utili per la valutazione ed autovalutazione del fare strategico, ovvero l’applicazione da parte degli alunni di strategie condivise per la buona riuscita di un compito. Si precisa che tutti i descrittori sono tratti dal CEFR e allineati alla Cambridge Scale.

N.B. Lo stesso modello esprime un raccordo tra i livelli di competenza (iniziale, base, intermedio e avanzato, interpretati in chiave di autonomia ed efficacia linguistico-operativa ai fini della riuscita di un compito), e la valutazione in decimi imposta dalla normativa vigente in materia di valutazione. Si precisa che tale corrispondenza viene individuata anche mediante l’attivazione di protocolli di osservazione per il rilevamento delle diverse dimensioni che costituiscono la competenza. Inoltre, il medesimo modello, integrato da opportuni indicatori e descrittori, può essere adoperato per la valutazione di un prodotto da realizzarsi al termine di un’unità di apprendimento.

PROFILO DI COMPETENZA in

IL GRADO DI AUTONOMIA E DI

IL GRADO DI AUTONOMIA ED



termini di autonomia ed efficacia linguistica in relazione alla riuscita dell’attivitò

MISURAZIONE IN DECIMI:

EFFICACIA OSSERVATO CONSENTE UNA RIUSCITA PIENA DELL’ATTIVITA’

8-10 (80%-100%)

EFFICACIA OSSERVATO CONSENTE UNA RIUSCITA SODDISFACENTE DELL’ATTIVITA’

6-7 ½ (60%-79%)

EFFICACIA OSSERVATO CONSENTE UNA RIUSCITA PARZIALE DELL’ATTIVITA’

5 – 5 ½ (50%-59%)

EFFICACIA OSSERVATO NON CONSENTE UNA RIUSCITA APPREZZABILE DELL’ATTIVITA’

4 - 4 ½ (49% E %INF.)

LIVELLO DI COMPETENZA:

AVANZATO

4

INTERMEDIO

3

BASE

2

LIVELLO INIZIALE

1

(LIVELLO BASE NON RAGGIUNTO)

▪INDICATORI

DI COMPETENZA

▪DESCRITTORI DI COMPETENZA:

▪COME PUO’ DESCRIVERLO L’INSEGNANTE:

LO STUDENTE E’ IN GRADO DI…

▪COME PUO’ DESCRIVERLO LO STUDENTE:

SONO IN GRADO DI….

▪SPEAKING-

PARLARE

…▪……………………

…▪…………………..

▪WRITING- …▪……………………

SCRIVERE …▪…………………..

LISTENING-

ASCOLTARE

…▪…………………..

…▪……………………

READING-

LEGGERE

…▪…………………..

…▪……………………

▪……………………

▪…………………….

▪…………………….

Modello 4A) “Can do summary statements”: griglia per l’autovalutazione con descrittori riferiti a profili di traguardo di competenza. Per i descrittori riferiti alle prestazioni attese per le attività curriculari si faccia riferimento al curriculo di lingua inglese. I descrittori riferiti a profili di traguardo di competenza sono applicabili alle prestazioni attese in occasione della somministrazione delle prove standard per l’attribuzione di un traguardo di competenza e dunque in fase di valutazione sommativa. Si ricorda che il traguardo di competenza prescritto per il termine del primo ciclo di istruzione è A2.

RECEPTION Pre A1 A1 A2

Listening I can understand letters of the English alphabet when heard, some simple spoken instructions given in short simple phrases, some simple spoken questions about self, such as name, age, favourite things and daily routine. I can understand some very simple spoken descriptions of everyday objects, such as how many, colour, size and location. I

I can follow speech that is very slow and carefully articulated, with long pauses to assimilate meaning.I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. I can understand very simple spoken dialogues about familiar topics with the help of pictures. I can understand very simple spoken descriptions about people and objects

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local geography, employment). I can catch the main point in short, clear, simple messages and announcements. I can understand instructions given in more than one sentence. I can understand simple spoken descriptions of objects, people and events. I can understand simple conversations on everyday topics

can understand some very short conversations that use familiar questions and answers

Reading I can read and understand some simple sentences, including questions.I can follow some very short stories written in very simple language

I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. I can read and understand some short factual texts with the help of pictures. I can read and understand some short simple stories about familiar topics, with the help of pictures.

I can read very short, simple texts. I can find specific predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. I can understand some simple written descriptions of objects, people and events. I can understand simple short stories containing narrative tenses. I can read and understand short texts, even if some words are unknown

INTERACTION Pre-A1 A1 A2

Spoken interaction I can respond to very simple questions with single words or a yes/no response

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself.

Written and online interaction

-----------I can write short, simple greetings as statements about what I did and how I liked it, and can respond to comments in a very simple way. I can react simply to other posts, images and media. I can complete a very simple purchase, filling in forms with personal details.

I can engage in basic social interactions, expressing how I feel, what I am doing or what I need, and responding to comments with thanks, apologies or answers to questions. I can complete simple transactions such as ordering goods, can follow simple instructions and can collaborate in a shared task with a supportive interlocutor. I can write short simple

notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter.

PRODUCTION Pre-A1 A1 A2

Spoken Production I can name some familiar people or things , such as family, animals and school or household objects. I can give some basic descriptions of some objects and animals, such as how many, colour, size or location. I can respond to very simple questions with single words or yes/no responses.

I can use simple phrases and sentences to describe where I live and people I know. I can express agreement or disagreement with someone using short, simple phrases. I can respond to questions on familiar topics with simple phrases and sentences. I can give simple descriptions of objects, pictures and actions. I can tell a very simple story with the help of pictures. I can ask very simple questions about habits and preferences.

I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. I can ask basic questions about everyday topics. I can tell short simple stories using pictures or own ideas. I can give simple descriptions of objects, pictures and actions. I can talk briefly about activities done in the past.

Written production I can write the letters of the English alphabet. I can copy words, phrases and short sentences. I can spell some very simple words correctly

I can write simple isolated phrases and sentences about pictures and familiar topics. I can write simple sentences giving personal details. I can write short simple sentences about likes and dislikes

I can write a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”. I can write simple descriptions of objects, pictures and actions. I can write a short, simple story using pictures or own ideas.

MEDIATION Pre-A1 A1 A2

Mediating a text-----------

I can convey simple, predictable information given in short, simple texts like signs and notices, posters and programmes.

I can convey the main point(s) involved in short, simple texts on everyday subjects of immediate interest provided these are expressed clearly in simple language

Mediating concepts------------

I can invite others’ contributions using short, simple phrases. I can use simple words and signals to show my interest in an idea and to confirm that I understand. I can express an idea very simply and ask others whether they understand me and what they think.

I can collaborate in simple, practical tasks, asking what others think, making suggestions and understanding responses, provided I can ask for repetition or reformulation from time to time. . I can make suggestions in a simple way to move the discussion forward and can ask what people think of certain ideas

Mediating communication

----------I can facilitate communication by showing my welcome and interest with simple words and non-verbal signals, by inviting others to speak and indicating whether I understand. I can communicate other people’s personal details and very simple, predictable information, provided other people help me with formulation

I can contribute to communication by using simple words to invite people to explain things, indicating when I understand and/or agree. I can communicate the main point of what is said in predictable, everyday situations about personal wants and needs. I can recognise when speakers disagree or when difficulties occur and can use simple phrases to seek compromise and agreement.

Modello 4B) “Can do statements – detailed version”: griglia per la valutazione con descrittori riferiti a profili di traguardo di competenza. Per i descrittori riferiti alle prestazioni attese per le attività curriculari si faccia riferimento al curriculo di lingua inglese. I descrittori riferiti a profili di traguardo di competenza sono applicabili alle prestazioni attese in occasione della somministrazione delle prove standard per l’attribuzione di un traguardo di competenza e dunque in fase di valutazione sommativa. Si ricorda che il traguardo di competenza prescritto per il termine del primo ciclo di istruzione è A2.

RECEPTION SPOKEN: OVERALL LISTENING COMPREHENSION

A1 Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning.

A2 Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated.

Can understand phrases and expressions related to areas of most immediate priority

(basic personal and family information, shopping, local geography, employment), provided speech is slowly and clearly articulated.

UNDERSTANDING INTERACTION BETWEEN NATIVE SPEAKERS

A1 -------------------------

A2 Can generally identify the topic of discussion around him/her that is conducted slowly and

clearly.

LISTENING TO ANNOUNCEMENTS AND INSTRUCTIONS

A1 Can understand instructions addressed carefully and slowly to him/her and follow

short, simple directions.

A2 Can catch the main point in short, clear simple messages and announcement.

Can understand simple directions relating to how to get from X to Y, by foot or public

transport

LISTENING TO RADIO AUDIO AND RECORDINGS

A1 ---------------------------

A2 Can understand and extract the essential information from short recorded passages dealing with predictable everyday matters

that are delivered slowly and clearly

RECEPTION: AUDIO/VISUAL

A1 ----------------------------

A2 Can identify the main points of TV news items reporting events, accidents where the

visual supports the commentary

Can follow changes of topic of factual TV news items and form an idea of the main

content

RECEPTION: WRITTEN: OVERALL READING COMPREHENSION

A1 Can understand very short, simple texts a single phrase at a time, picking up familiar

names, words and basic phrases and rereading as required

A2 Can understand short simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-

related language

Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international

vocabulary items

READING CORRESPONDENCE

A1 Can understand short, simple messages on postcards.

A2 Can understand basic types of standard routine letters and faxes (enquiries, orders,

letters of confirmation etc.) on

familiar topics

READING FOR ORIENTATION

A1

Can find specific, predictable information in simple everyday material such as

advertisements, prospectuses, menus, reference lists and timetables. Can locate specific information in lists and isolate the information required (e.g. use the "Yellow

Pages" to find a service or tradesman). Can understand everyday signs and notices: in public places, such as streets, restaurants,

railway stations; in workplaces, such as directions, instructions, hazard warnings. A1

Can recognise familiar names, words and very basic phrases on simple notices in the

most common everyday situations.

A2

Can find specific, predictable information in simple everyday material such as

advertisements, prospectuses, menus, reference lists and timetables. Can locate specific information in lists and isolate the information required (e.g. use the "Yellow

Pages" to find a service or tradesman). Can understand everyday signs and notices: in public places, such as streets, restaurants,

railway stations; in workplaces, such as directions, instructions, hazard warnings.

READING FOR INFORMATION AND ARGUMENT

A1 Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual

support.

A2 Can identify specific information in simpler written material he/she encounters such as

letters, brochures and short newspaper articles describing events.

READING INSTRUCTIONS

A1 Can follow short, simple written directions (e.g., to go from X to Y)

A2 Can understand regulations, for example safety, when expressed in simple language.

Can understand simple instructions on equipment encountered in everyday life -

such as a public telephone.

WORKING WITH TEXT: PROCESSING TEXT

A1 Can copy out single words and short texts presented in standard printed format

A2 Can pick out and reproduce key words and phrases or short sentences from a short text within the learner’s limited competence and

experience Can copy out short texts in printed or clearly hand-written format.

INTERACTION SPOKEN: OVERALL SPOKEN INTERACTION

Can interact with reasonable ease in structured situations and short

conversations, provided the other person helps if necessary. Can manage simple,

routine exchanges without undue effort; can ask and answer questions and exchange

ideas and information on familiar topics in

A1

predictable everyday situations.

Can communicate in simple and routine tasks requiring a simple and direct exchange of

information on familiar and routine matters to do with work and free time. Can handle

very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord. A1 Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and

answer simple questions, initiate and respond to simple statements in areas of

immediate need or on very familiar topics.

A2

Can interact with reasonable ease in structured situations and short

conversations, provided the other person helps if necessary. Can manage simple,

routine exchanges without undue effort; can ask and answer questions and exchange

ideas and information on familiar topics in predictable everyday situations. Can

communicate in simple and routine tasks requiring a simple and direct exchange of

information on familiar and routine matters to do with work and free time. Can handle

very short social exchanges but is rarely able to understand enough to keep conversation

going of his/her own accord.

UNDERSTANDING A NATIVE SPEAKER INTERLOCUTOR

A1 Can understand everyday expressions aimed at the satisfaction of simple needs of a

concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker. Can understand

questions and instructions

addressed carefully and slowly to him/her and follow short, simple directions.

A2 Can understand enough to manage simple, routine exchanges without undue effort. Can generally understand clear, standard speech

on familiar matters directed at him/her, provided he/she can ask for repetition or

reformulation from time to time. Can understand what is said clearly, slowly and

directly to him/her in simple everyday conversation; can be made to understand, if

the speaker can take the trouble.

CONVERSATION

A1 Can establish social contact: greetings and farewells; introductions; giving thanks. Can

generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or

reformulation from time to time. Can participate in short conversations in routine contexts on topics of interest. Can express

how he/she feels in simple terms, and express thanks. Can handle very short social exchanges but is rarely able to understand

enough to keep conversation going of his/her own accord, though he/she can be made to

understand if the speaker will take the trouble. Can use simple everyday polite

forms of greeting and address Can make and respond to invitations, invitations and

apologies. Can say what he/she likes and dislikes. A1 Can make an introduction and

use basic greeting and leave-taking expressions. Can ask how people are and react to news. Can understand everyday expressions aimed at the satisfaction of

simple needs of a concrete type, delivered directly to

him/her in clear, slow and repeated speech by a sympathetic speaker.

A2

Can establish social contact: greetings and farewells; introductions; giving thanks. Can

generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or

reformulation from time to time. Can participate in short conversations in routine contexts on topics of interest. Can express

how he/she feels in simple terms, and express thanks. Can handle very short social exchanges but is rarely able to understand

enough to keep conversation going of his/her own accord, though he/she can be made to

understand if the speaker will take the trouble. Can use simple everyday polite

forms of greeting and address Can make and respond to invitations, invitations and

apologies. Can say what he/she likes and dislikes.

INFORMAL DISCUSSION (WITH FRIENDS)

A1 ---------------------------

A2 Can generally identify the topic of discussion around her which is conducted slowly and

clearly. Can discuss what to do in the evening, at the weekend. Can make and respond to suggestions. Can agree and

disagree with others. Can discuss everyday practical issues in a simple way when

addressed clearly, slowly and directly. Can discuss what to do, where to go and make

arrangements to meet.

FORMAL DISCUSSION (MEETINGS)

A1 -----------------------

A2 Can generally follow changes of topic in formal discussion related to his/her field

which is conducted slowly and clearly. Can exchange relevant information and give

his/her opinion on practical problems when asked directly, provided he/she receives

some help with formulation and can ask for repetition of key points if necessary. Can say

what he/she thinks about things when addressed directly in a formal meeting,

provided he/she can ask for repetition of key points if necessary.

GOAL-ORIENTED COPERATION (DISCUSSING A DOCUMENT, ORGANISING AN EVENT…)

A1 Can understand questions and instructions addressed carefully and slowly to him/her

and follow short, simple directions. Can ask people for things, and give people things

A2 Can understand enough to manage simple, routine tasks without undue effort, asking

very simply for repetition when he/she does not understand. Can discuss what to do next,

making and responding to suggestions, asking for and giving directions. Can indicate when he/she is following and can be made to understand what is necessary, if the speaker

takes the trouble. Can communicate in simple and routine tasks using simple

phrases to ask for and provide things, to get simple information and to discuss what to do

next.

TRANSACTIONS TO OBTAIN GOODS & SERVICES

A1 Can ask people for things and give people things. Can handle numbers, quantities, cost

and time.

A2 Can deal with common aspects of everyday living such as travel, lodgings, eating and

shopping. Can get all the information needed from a tourist office, as long as it is of a

straightforward, non-specialised nature. Can ask for and provide everyday goods and

services. Can get simple information about travel, use public transport: buses, trains, and taxis, ask and give directions, and buy

tickets. Can ask about things and make simple transactions in shops, post offices or

banks. Can give and receive information about quantities, numbers, prices etc. Can make simple purchases by stating what is wanted and asking the price. Can order a

meal

INFORMATION EXCHANGE

A1 Can understand questions and instructions addressed carefully and slowly to him/her

and follow short, simple directions. Can ask and answer simple questions, initiate and respond to simple statements in areas of

immediate need or on very familiar topics. Can ask and answer questions about

themselves and other people, where they live, people they know, things they have. Can indicate time by such phrases as next week,

last Friday, in November, three o'clock.

A2 Can understand enough to manage simple, routine exchanges without undue effort. Can

deal with practical everyday demands: finding out and passing on straightforward factual information. Can ask and answer

questions about habits and routines. Can ask and answer questions about pastimes and past activities. Can give and follow simple

directions and instructions e.g. explain how to get somewhere. Can communicate in

simple and routine tasks requiring a simple and direct exchange of information. Can

exchange limited information on familiar and routine operational matters Can ask and

answer questions about what they do at work and in free time Can ask for and give

directions referring to a map or plan. Can ask for and provide personal information

INTERVIEWING AND BEING INTERVIEWED

A1 Can reply in an interview to simple direct questions spoken very slowly and clearly in direct non-idiomatic speech about personal

details.

A2 Can make him/herself understood in an interview and communicating ideas and information on familiar topics, provided

he/she can ask for clarification occasionally, and is given some help to express what

he/she wants to. Can answer simple questions and respond to simple statements

in an interview.

INTERACTION WRITTEN: OVERALL WRITTEN INTERACTION

A1 Can ask for or pass on personal details in written form

A2 Can write short, simple formulaic notes relating to matters in areas of immediate

need.

CORRESPONDENCE

A1 Can write a short simple postcard

A2 Can write very simple personal letters expressing thanks and apology

NOTES, MESSAGES AND FORMS

A1 Can write numbers and dates, own name, nationality, address, age, date of birth or

arrival in the country etc. such as on a hotel registration form.

A2 Can take a short, simple message provided he/she can ask for repetition and

reformulation. Can write short, simple notes and messages relating to matters in areas of

immediate need.

PRODUCTION SPOKEN: OVERALL SPOKEN PRODUCTION

A1 Can produce simple mainly isolated phrases about people and places.

A2 Can give a simple description or presentation of people, living or working conditions, daily routines. likes/dislikes etc. as a short series

of simple phrases and sentences linked into a list.

SUSTAINED MONOLOGUE: DESCRIBING EXPERIENCE

A1 Can describe him/herself, what he/she does and where he/she lives.

A2 Can tell a story or describe something in a simple list of points. Can describe everyday

aspects of his environment e.g. people, places, a job or study experience. Can give

short, basic descriptions of events and activities. Can describe plans and

arrangements, habits and routines, past activities and personal experiences. Can use simple descriptive language to make brief

statements about and compare objects and possessions. Can explain what he/she likes or

dislikes about something. Can describe his/her family, living conditions, educational background, present or most recent job. Can describe people, places and possessions in

simple terms.

PUBLIC ANNOUNCEMENTS

A1 -----------------------------

A2

Can deliver very short, rehearsed announcements of predictable, learnt

content which are intelligible to listeners who are prepared to concentrate.

ADDRESSING AUDIENCES

A1 Can read a very short, rehearsed statement - e.g. to introduce a speaker, propose a toast.

A2

Can give a short, rehearsed presentation on a topic pertinent to his everyday life, briefly give reasons and explanations for opinions, plans and actions. Can cope with a limited

number of straightforward follow up questions. Can give a short, rehearsed, basic

presentation on a familiar subject. Can answer straightforward follow up questions if he/she can as for repetition and if some help with the formulation of his reply is possible.

PRODUCTION WRITTEN: OVERALL WRITTEN PRODUCTION

A1 Can write simple isolated phrases and sentences

A2 Can write a series of simple phrases and sentences linked with simple connectors like

“and", “but” and “because”.

CREATIVE WRITING

A1 Can write simple phrases and sentences about themselves and imaginary people,

where they live and what they do.

A2 Can write about everyday aspects of his environment e.g. people, places, a job or

study experience in linked sentences. Can write very short, basic descriptions of events, past activities and personal experiences. Can

write a series of simple phrases and sentences about their family, living

conditions, educational background, present or most recent job.

Can write short, simple imaginary biographies and simple poems about people.

COMMUNICATIVE LANGUAGE COMPETENCE: LINGUISTIC

GENERAL LINGUISTIC RANGE

A1 Has a very basic range of simple expressions about personal details and needs of a

concrete type.

A2 Has a repertoire of basic language, which enables him/her to deal with everyday

situations with predictable content, though he/she will generally have to compromise the message and search for words. Can produce brief everyday expressions in order to satisfy

simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information. Can use basic

sentence patterns and communicate with memorised phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions

etc.. Has a limited repertoire of short memorised phrases covering predictable

survival situations; frequent breakdowns and misunderstandings occur in non-routine

situations.

VOCABULARY RANGE

A1 Has a basic vocabulary repertoire of isolated words and phrases related to particular

concrete situations

A2 Has sufficient vocabulary to conduct routine, everyday transactions involving familiar

situations and topics. Has a sufficient vocabulary for the expression of basic communicative needs. Has a sufficient

vocabulary for coping with simple survival needs.

CONTROL

GRAMMATICAL ACCURACY

A1 Shows only limited control of a few simple grammatical structures and sentence

patterns in a learnt repertoire.

A2 Uses some simple structures correctly, but still systematically makes basic mistakes - for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually

clear what he/she is trying to say.

VOCABULARY CONTROL

A1 Has a basic vocabulary repertoire of isolated words and phrases related to particular

concrete situations

A2 Has sufficient vocabulary to conduct routine, everyday transactions involving familiar

situations and topics. Has a sufficient vocabulary for the expression of basic

communicative

needs. Has a sufficient vocabulary for coping with simple survival needs.

PHONOLOGICAL CONTROL

A1 Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language

group.

A2 Pronunciation is generally clear enough to be understood despite a noticeable foreign

accent, but conversational partners will need to ask for repetition from time to time.

ORTHOGRAPHIC CONTROL

A1 Can copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly. Can spell his/her address, nationality and other personal

details

A2 Can copy short sentences on everyday subjects - e.g. directions how to get

somewhere Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in

his/her oral vocabulary.

SOCIOLINGUISTIC

SOCIOLINGUISTIC APPROPRIATENESS

A1 Can establish basic social contact by using the simplest everyday polite forms of:

greetings and farewells; introductions; saying please, thank you, sorry etc

A2 Can perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes

in a simple way. Can socialise simply but effectively using the simplest common

expressions and following basic routines Can handle very short social exchanges, using

everyday polite forms of greeting and address. Can make and respond to

invitations, invitations, apologies etc. A1

PRAGMATIC

A1 . Can expand learned phrases through simple recombinations of their elements

A2 Can adapt well-rehearsed memorised simple phrases to particular circumstances through

limited lexical substitution.

TAKING THE FLOOR (TURNTAKING)

A1 --------------------------------

A2 Can use simple techniques to start, maintain, or end a short conversation. Can initiate, maintain and close simple, face-to-face

conversation. Can ask for attention.

THEMATIC DEVELOPEMENT

A1 ---------------------------

A2 Can tell a story or describe something in a simple list of points.

COHERENCE

A1 Can link words or groups of words with very basic linear connectors like 'and' or 'then'

A2 Can use the most frequently occurring connectors to link simple sentences in order

to tell a story or describe something as a simple list of points. Can link groups of words with simple connectors like "and, "but" and

"because".

PROPOSITIONAL PRECISION

A1 ---------------------------

A2 Can communicate what he/she wants to say in a simple and direct exchange of limited

information on familiar and routine matters, but in other situations he/she generally has

to compromise the message

SPOKEN FLUENCY

A1 Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to

search for expressions, to articulate less familiar words, and to repair communication.

A2 Can make him/herself understood in short contributions, even though pauses, false

starts and reformulation are very evident. Can construct phrases on familiar topics with

sufficient ease to handle short exchanges, despite very noticeable hesitation and false

starts.

Modello 5) Communication Strategies: griglia per la valutazione/autovalutazione dei processi, ossia del fare strategico operato dagli alunni al fine di portare a compimento

un compito/task (applicazione di strategie condivise per la buona riuscita di un compito). Tali descrittori sono inoltre integrabili con quelli declinati nella colonna

“Strategie” del documento del Curriculo verticale di lingua inglese- sezione secondaria.

RECEPTION STRATEGIES: IDENTIFYING CUES AND INFERRING (spoken and written)

IDENTIFYING CUES AND INFERRING

PRE A1 A1 A2

Can deduce the meaning of a word from an

accompanying picture or icon.

Can deduce the meaning of an unknown word for a concrete action or object, provided the surrounding text is very simple, and on a familiar everyday

subject.

Can use an idea of the overall meaning of short texts and utterances on

everyday topics of a concrete type to derive

the probable meaning of unknown words from the

context. Can exploit his/her recognition of

known words to deduce the meaning of

unfamiliar words in short expressions used in

routine everyday contexts. Can exploit

format, appearance and typographic features in

order to identify the type of text: news story,

promotional text, article, textbook, chat or forum

etc. Can exploit numbers, dates, names, proper

nouns etc.to identify the topic of a text. Can

deduce the meaning and function of unknown

formulaic expressions from their position in a written text (e.g. at the beginning or end of a

letter).

PRODUCTION STRATEGIES: PLANNING, COMPENSATING, MONTORING AND REPAIR (spoken and written)

PRE-A1 A1 A2

PLANNING: No descriptors available

PLANNING: No descriptors available

PLANNING: Can recall and rehearse an appropriate set of

phrases from his/her repertoire.

COMPENSATING: Can point to something and ask what it is

COMPENSATING: Can use gesture to support simple words in

expressing a need

COMPENSATING: Can use an inadequate word from his/her repertoire and use gestures to

clarify what he/she wants to say. Can identify what he/she means

by pointing to it (e.g. ‘I'd like this, please’).

MONITORING AND REPAIR: no descriptors available

MONITORING AND REPAIR: no descriptors available

MONITORING AND REPAIR Can start again using a different tactic

when communication breaks down:

INTERACTION STRATEGIES:

TAKING THE FLOOR (turntaking), COOPERATING, ASKING FOR CLARIFICATION

PRE-A1 A1 A2

TAKING THE FLOOR: no descriptors available

TAKING THE FLOOR: no descriptors available

TAKING THE FLOOR: Can use simple techniques to start, maintain, or end

a short conversation. Can initiate, maintain and close simple, face-to-

face conversation. Can ask for attention

COOPERATING: no descriptors availabe

COOPERATING: no descriptors available

COOPERATING: Can indicate when he/she is following

ASKING FOR CLARIFICATION: no descriptors available

ASKING FOR CLARIFICATION: Can indicate with words, intonation and

gestures that he/she does not understand. Can express in a simple

way that he/she does not understand

ASKING FOR CLARIFICARION: Can ask very simply for repetition when

he/she does not understand. Can ask for clarification about key words or phrases not understood using stock

phrases. Can say he/she didn't follow. Can signal non-understanding

and ask for a word to be spelt out

MEDIATION STRATEGIES:

STRATEGIES TO EXPLAIN A NEW CONCEPT: LINKING TO PREVIOUS KNOWLEDGE, ADAPTING LANGUAGE, BREAKING DOWN COMPLICATED INFORMATION, STRATEGIES TO SIMPLIFY A TEXT,

STREAMLINING A TEXT

PRE A1 A1 A2

LINKING TO PREVIOUS KNOWLEDEGE: no descriptors

available

LINKING TO PREVIOUS KNOWLEDEGE: no descriptors

available

LINKING TO PREVIOUS KNOWLEDEGE: Can show how new

information is related to what people are familiar with by asking simple

questions

ADAPTING LANGUAGE: no descriptors available

ADAPTING LANGUAGE: no descriptors available

ADAPTING LANGUAGE: Can repeat the main point of a simple message

on an everyday subject, using different words to help someone else

understand it

BREAKING DOWN COMPLICATED INFORMATION: no descriptors

available

BREAKING DOWN COMPLICATED INFORMATION: no descriptors

available

BREAKING DOWN COMPLICATED INFORMATION: Can make a set of

instructions easier to understand by saying them slowly, a few words at a

time, employing verbal and non-verbal emphasis to facilitate

understanding

STRATEGIES TO SIMPLIFY A TEXT: no descriptors available

STRATEGIES TO SIMPLIFY A TEXT: no descriptors available

STRATEGIES TO SIMPLIFY A TEXT: Can make an aspect of an everyday

topic clearer by providing simple examples

STREAMLINING A TEXT: no descriptors available

STREAMLINING A TEXT: no descriptors available

STREAMLINING A TEXT: Can identify and mark (e.g. underline, highlight etc.) the key sentences in a short,

everyday text

.

.

Documents

€¦ · Web viewRUBRICA DI VALUTAZIONE PER LA LINGUA INGLESE. SECONDARIA “MURATORI” A titolo introduttivo si precisa di seguito il profilo complessivo di competenza