Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE EXAMINATION 2009 ITALIAN

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1 Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE EXAMINATION 2009 ITALIAN ORDINARY LEVEL CHIEF EXAMINER S REPORT HIGHER LEVEL CHIEF EXAMINER S REPORT

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3 CONTENTS Page 1. General Introduction Background to the Report 1.2 Content of Italian Leaving Certificate Examination 1.3 The 2009 Leaving Certificate Examination 1.4 Candidature in Leaving Certificate Italian Grades achieved by candidates Oral Examination - Ordinary and Higher Levels Introduction 2.2 Performance of candidates 2.3 Analysis of candidate performance 2.4 Conclusions 2.5 Recommendations to Teachers and Students 3. Ordinary Level - Written and Aural examinations Introduction 3.2 Performance of candidates 3.3 Analysis of candidate performance 3.4 Conclusions 3.5 Recommendations to Teachers and Students 4. Higher Level - Written and Aural examinations Introduction 4.2 Performance of candidates 4.3 Analysis of candidate performance 4.4 Conclusions 4.5 Recommendations to Teachers and Students 5. Exemplars of Standard - Ordinary Level Exemplars of Standard - Higher Level General Introduction 2

4 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 The current Italian Syllabus was examined for the first time in The most recent Chief Examiner s Report for Leaving Certificate Italian was in Content of Italian Leaving Certificate Examinations 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) Allocation of marks: Both Ordinary and Higher Levels carry 400 marks. These are allocated to the various components as follows: Oral Written (Reading Comprehension and Written Production) Aural (Listening Comprehension) Ordinary Level 80 (20%) 220 (55%) 100 (25%) Higher Level 100 (25%) 220 (55%) 80 (20%) 1.3 The 2009 Leaving Certificate Examinations The Oral Examination, which is common for Ordinary and Higher Levels, was conducted between 23 rd March and 3 rd April 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 19 th 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

5 Year Ordinary Level Higher Level Total Table I Candidature in Leaving Certificate Italian The numbers of candidates taking Italian were broadly similar from 2006 to There was a significant increase (24%) in the numbers taking the Higher Level examination in 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 Ordinary Level Year Total A B C ABC D E F NG EFNG Table II Outcomes in Leaving Certificate Italian Ordinary Level (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 Higher Level Year Total A B C ABC D E F NG EFNG Table III Outcomes in Leaving Certificate Italian Higher Level (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

6 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 Section B Role-Play Section C Picture Sequence 50 marks 25 marks 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

7 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

8 Role-Play 2009 saw the introduction of a new selection of Role-Plays that replaced those that had been in use since 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 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

9 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

10 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

11 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

12 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) Aural examination Listening Comprehension Total Written and Aural examinations (220 marks) (100 marks) (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 Section B Section C Total 80 marks 80 marks 60 marks 220 marks (40 +40) ( ) ( ) 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/ or a Dialogue (30 marks) fill in a form/questionnaire (in Italian) (22 marks) re-order a jumbled message (8 marks). 11

13 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

14 3.3 Analysis of candidate performance 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

15 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) This question was answered well by most candidates. (b) This question was answered well by most candidates. (c) Most candidates made the incorrect choice in the True/False answer. (d) 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) This question was answered well by most candidates. (b) This question was answered well by most candidates. (c) This question was answered well by most candidates. (d) 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

16 Question 6 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 /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

17 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 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

18 Dialogue 2 Question 1(a) This question was answered well by most candidates. Question 1(b) Some responses did not include both dates required 14 th to 24 th 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

19 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 s 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 s 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

20 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 s 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

21 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) Aural Listening Comprehension Test (220 marks) (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/ s Marks were allocated as follows: Section A Section B Section C Total 60 marks 60 marks 100 marks 220 marks

22 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

23 4.3 Analysis of candidate performance 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

24 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 Literary passage (unseen) Né qui né altrove 73 (6) 2A Literary passage from Io non ho paura 58 (14) 2B Literary passage from Una bambina e basta 2 (1) 3A Essay in English on Io non ho paura 1 72 (6) 3A Essay in English on Io non ho paura B Essay in English on Una bambina e basta 1 0 3B Essay in English on Una bambina e basta 2 0 Total number of scripts 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 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

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