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Assessment Task Sheet

Australian International Academy, Kellyville

Name: _________________________________
Date: _______________

Year Level: 8 (Phase 2) Subject: Language


Acquisition
(Arabic)

TITLE: School Life

DUE DATE: Monday March 13th 2017 (To TURN IN the typed speech and
Power Point)
Thursday March 16th 2017 (Presentation)

Task Description:

Goal:
The goal is to create a basic Arabic Power Point presentation about your daily school
routines. You are going to present it to class by speaking in Arabic.

Role:
You are going to speak in basic Arabic to the class about your school day routines.

Audience:
The targeted audiences are students and teachers.

Product, Performance, and Purpose


You will be creating a basic Arabic power point presentation that represents your school
day routines. You must include pictures to illustrate each routine. You are required to
have Arabic subtitles identifying the main action routines happening during the day.
You will verbally present in basic Arabic the presentation. You must start by greeting
and introducing yourself. You need to practice your Arabic speech very well to present
in class on the due date.

Standards and Criteria for Success


Your work will be judged by how well you verbally in basic Arabic present your school
day routines. You will be judged on how well you pronounce and use basic Arabic to list
the different routines happening during a school day. You will be assessed on how well
you convey basic understanding through your speaking task and visual presentation.
You MUST NOT read from palm cards, you are required to fully present in basic Arabic
showing confidence and knowledge of the unit.

BOS Outcomes: 4.UL.3, 4.UL.4, 4.MLC.1

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ASSESSMENT CRITERIA:
Criteria C: Communicating in response to spoken, written and visual text.
Achievem Level descriptor Task specific level descriptor
ent level
0 The student does not reach a standard Did not reach a standard described by any
described by any of the descriptors below. of the descriptors below.
12 The student: makes limited attempt to respond to basic
i. makes limited attempt to respond to information, written and visual text related
simple short phrases or basic information, to their school routines; responses are
written and visual text; responses are often inappropriate
often inappropriate interacts minimally in basic structured
ii. interacts minimally in basic structured exchanges
exchanges uses minimal Arabic phrases to
iii. uses minimal phrases to communicate communicate ideas, feelings and opinions
ideas, feelings and information in a limited about their school routine
range of familiar situations communicates with a limited sense of
iv. communicates with a limited sense of audience.
audience.
34 The student: responds to some basic information in
i. responds to simple short phrases and spoken, written and visual text related to
some basic information in spoken, written their school routines; some responses may
and visual text, though some responses be inappropriate
may be inappropriate interacts to some degree in basic
ii. interacts to some degree in basic structured exchanges
structured exchanges uses some Arabic phrases to communicate
iii. uses some phrases to communicate ideas, feelings and opinions about their
ideas, feelings and information in a limited school routine; ideas are not always
range of familiar situations; ideas are not relevant or detailed
always relevant or detailed communicates with some sense of
iv. communicates with some sense of audience.
audience.
56 The student: responds appropriately to basic information
i. responds appropriately to simple short in spoken, written and visual text related
phrases and basic information in spoken, to their school routines
written and visual text interacts considerably in basic structured
ii. interacts considerably in basic exchanges
structured exchanges uses Arabic phrases to communicate ideas,
iii. uses phrases to communicate ideas, feelings and opinions about their school
feelings and information in some familiar routine; ideas are relevant and detailed
situations; ideas are relevant and detailed communicates with a considerable sense of
iv. communicates with a considerable audience.
sense of audience.
78 The student: responds in detail and appropriately to
i. responds in detail and appropriately basic information in spoken, written and
to simple short phrases and basic visual text related to their school routines
information in spoken, written and visual interacts confidently in basic structured
text exchanges
ii. interacts confidently in basic structured uses Arabic phrases effectively to
exchanges communicate ideas, feelings and opinions
iii. uses phrases effectively to about their school routine; ideas are
communicate ideas, feelings and relevant, detailed and include examples
information in a variety of familiar communicates with an excellent sense of
situations; ideas are relevant, detailed and audience.
include examples
iv. communicates with an excellent sense
of audience.

TEACHER STUDENT
ASSESSMENT ASSESSMENT

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ASSESSMENT CRITERIA:
Criteria D: Using language in spoken and written form.
Achievem Level descriptor Task specific level descriptor
ent level
0 The student does not reach a standard Did not reach a standard described by any
described by any of the descriptors below. of the descriptors below.
12 The student: has difficulty to speak using a basic range
i. has difficulty to write/speak using a of Arabic vocabulary, grammatical
basic range of vocabulary, grammatical structures and conventions; when
structures and conventions; when speaking, uses pronunciation and
speaking, uses pronunciation and intonation
intonation with many errors, making understanding
with many errors, making understanding difficult
difficult organizes limited basic information about
ii. organizes limited basic information and their daily school routine, and basic
ideas, and basic cohesive devices are not cohesive devices are not used
used makes minimal use of Arabic to suit the
iii. makes minimal use of language to suit context.
the context.
34 The student: speaks using a basic range of Arabic
i. writes/speaks using a basic range of vocabulary, grammatical structures and
vocabulary, grammatical structures and conventions, with some inappropriate
conventions, with some inappropriate choices; when speaking, uses
choices; when speaking, uses pronunciation and intonation with some
pronunciation and intonation with some errors, some of which make understanding
errors, some of which make difficult
understanding difficult organizes some basic information about
ii. organizes some basic information and their daily school routine, and uses a
ideas, and uses a limited range of basic limited range of basic cohesive, not always
cohesive devices, not always appropriately
appropriately uses Arabic to suit the context to some
iii. uses language to suit the context to degree.
some degree.
56 The student: speaks making good use of a basic range
i. writes/speaks making good use of a of Arabic vocabulary, grammatical
basic range of vocabulary, grammatical structures and conventions, generally
structures and conventions, generally accurately; when speaking, uses
accurately; when speaking, uses pronunciation and intonation with some
pronunciation and intonation with some errors, though these do not interfere with
errors, though these do not interfere with comprehensibility
comprehensibility organizes basic information about their
ii. organizes basic information and ideas daily school routine well, and uses a
well, and uses a limited range of basic limited range of basic cohesive devices
cohesive devices accurately accurately
iii. usually uses language to suit the usually uses Arabic to suit the context.
context.
78 The student: speaks effectively using a basic range of
i. writes/speaks effectively using a basic Arabic vocabulary, grammatical structures
range of vocabulary, grammatical and conventions accurately; occasional
structures and conventions accurately; errors do not interfere with
occasional errors do not interfere with communication. When speaking, uses
communication. When speaking, uses clear pronunciation and excellent
clear pronunciation and excellent intonation, making communication easy
intonation, making communication easy organizes basic information about their
ii. organizes basic information and ideas daily school routine clearly, and uses a
clearly, and uses a range of basic range of basic cohesive devices
cohesive devices accurately; there is a accurately; there is a logical structure and
logical structure and cohesive devices add cohesive devices add clarity to the
clarity to the message message
iii. uses language effectively to suit the uses Arabic effectively to suit the context.
context.
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TEACHER STUDENT
ASSESSMENT ASSESSMENT