Assessment Task Sheet

Australian International Academy, Kellyville

Name: _________________________________
Date: _______________

Year Level: 9 (Phase 3) Subject: Language Acquisition

(Arabic)

TITLE: Animals

DUE DATE: Sunday March 10th 2019 (Turn in dialogue & Power Point)
Wednesday March 13th 2019 (Presentation)

Task Description:

Goal:
 The goal is to speak in Arabic about your favourite pet. As well, be able to describe your pet in Arabic
through dialogue and visual presentation.

Role:
 You are going to conduct a dialogue with your partner to speak in Arabic about your favourite pet. You are
going to present it on Power Point.

Audience:
 The targeted audiences is everyone.

Product, Performance, and Purpose

 You will be creating a Power Point presentation about your favourite pet.
 You must create a simple Arabic dialogue between you and your friend asking each other and responding in
Arabic about each other’s favorite pet.
 You must start by introducing each other, then describe your pet indicating the name, type of pet, colour,
skin, food it consumes, how it spends its time, how you care for it, its sleeping routine, etc.
 You must include visuals to support your dialogue and description of your pet.
 You need to practice your dialogue with your partner to present in class on the due date. The power point
will be rolling in the background while you and your partner are presenting and facing the class.

Standards and Criteria for Success

 Your work will be judged by how well you conduct an Arabic dialogue and speak about your favourite pet
using visuals to convey meaning.
 You will be judged on how well you pronounce and use Arabic to describe your pet, as well as convey
understanding through your speaking task.
 You MUST NOT read from palm cards or the power point, you are required to fully present in Arabic
showing confidence and knowledge of the unit.

ATL Skills: Thinking and research skills.

BOS Outcomes: 5.UL.3, 5.UL.4, 5.MLC.2

1
ASSESSMENT CRITERIA:
Criteria C: Communicating in response to spoken, written and visual text.
Achievement Level descriptor
level
0 The student does not reach a standard described by
any of the descriptors below.
1–2 The student:
i. makes limited attempt to respond to spoken,
written and visual text; responses
are often inappropriate
ii. interacts minimally in rehearsed and unrehearsed
exchanges
iii. expresses few ideas and feelings and
communicates minimal information in
familiar and some unfamiliar situations
iv. communicates with a limited sense of audience
and purpose.
3–4 The student:
i. responds to spoken, written and visual text, though
some responses may be inappropriate
ii. interacts to some degree in rehearsed and
unrehearsed exchanges
iii. expresses some ideas and feelings and
communicates some information in familiar and
some unfamiliar situations; ideas are not always
relevant or detailed
iv. communicates with some sense of audience and
purpose.
5–6 The student:
i. responds appropriately to spoken, written and
visual text
ii. interacts considerably in rehearsed and
unrehearsed exchanges
iii. expresses ideas and feelings and communicates
information in familiar and some unfamiliar
situations; ideas are relevant and detailed
iv. communicates with a considerable sense of
audience and purpose.
7–8 The student:
i. responds in detail and appropriately to spoken,
written and visual text
ii. interacts confidently in rehearsed and unrehearsed
exchanges
iii. effectively expresses a wide range of ideas and
feelings and communicates information in familiar
and some unfamiliar situations; ideas are relevant
and opinions are supported by examples and
illustrations
iv. communicates with an excellent sense of audience
and purpose.
TEACHER ASSESSMENT STUDENT ASSESSMENT
2
Task specific level descriptor
 Did not reach a standard described by any of the
descriptors below.
 makes limited attempt to respond to spoken, written
and visual text; responses related to favourite pet
are often inappropriate
 interacts minimally in rehearsed and unrehearsed
exchanges
 expresses few ideas and feelings and communicates
minimal information about favourite pet
 communicates with a limited sense of audience and
purpose.
 responds to spoken, written and visual text related
to favourite pet, though some responses may be
inappropriate
 interacts to some degree in rehearsed and
unrehearsed exchanges
 expresses some ideas and feelings and
communicates some information about favourite
pet; ideas are not always relevant or detailed
 communicates with some sense of audience and
purpose.
 responds appropriately to spoken, written and visual
text related to favourite pet
 interacts considerably in rehearsed and unrehearsed
exchanges
 expresses ideas and feelings and communicates
information about favourite pet; ideas are relevant
and detailed
 communicates with a considerable sense of audience
and purpose.
 responds in detail and appropriately to spoken,
written and visual text related to favourite pet
 interacts confidently in rehearsed and unrehearsed
exchanges
 effectively expresses a wide range of ideas and
feelings and communicates information about
favourite pet; ideas are relevant and opinions are
supported by examples and illustrations
 communicates with an excellent sense of audience
and purpose.
ASSESSMENT CRITERIA:
Criteria D: Using language in spoken and written form.
Achievement Level descriptor
level
0 The student does not reach a standard described by
any of the descriptors below.
1–2 The student:
i. has difficulty to write/speak using a basic range of
vocabulary, grammatical structures and conventions;
when speaking, uses pronunciation and intonation
with many errors, making understanding difficult
ii. organizes limited information and ideas, and basic
cohesive devices are not used
iii. makes minimal use of language to suit the context.
3–4 The student:
i. writes/speaks using a basic range of vocabulary,
grammatical structures and conventions, with some
inappropriate choices; when speaking, uses
pronunciation and intonation with some errors, some
of which make understanding difficult
ii. organizes some information and ideas, and uses a
limited range of basic cohesive devices, not always
appropriately
iii. uses language to suit the context to some degree.
5–6 The student:
i. writes/speaks making good use of a basic range of
vocabulary, grammatical structures and conventions,
generally accurately; when speaking, uses
pronunciation and intonation with some errors,
though these do not interfere with comprehensibility
ii. organizes information and ideas well, and uses a
limited range of basic cohesive devices accurately
iii. usually uses language to suit the context.
7–8 The student:
i. writes/speaks effectively using a basic range of
vocabulary, grammatical structures and conventions
accurately; occasional errors do not interfere with
communication. When speaking, uses clear
pronunciation and excellent intonation, making
communication easy
ii. organizes information and ideas clearly, and uses a
range of basic cohesive devices accurately; there is a
logical structure and cohesive devices add clarity to
the message
iii. uses language effectively to suit the context.
TEACHER ASSESSMENT STUDENT ASSESSMENT
Task specific level descriptor
 Did not reach a standard described by any of the
descriptors below.
 has difficulty to speak using a basic range of Arabic
vocabulary, grammatical structures and conventions;
when speaking, uses pronunciation and intonation
with many errors, making understanding difficult
 organizes limited information and ideas, and basic
cohesive devices are not used such as description
 makes minimal use of Arabic when describing
favourite pet.
 speaks using a basic range of Arabic vocabulary,
grammatical structures and conventions, with some
inappropriate choices; when speaking, uses
pronunciation and intonation with some errors,
some of which make understanding difficult
 organizes some information and ideas, and uses a
limited range of basic cohesive devices such as
description, not always appropriately
 uses Arabic to some degree when describing
favourite pet.
 speaks making good use of a basic range of Arabic
vocabulary, grammatical structures and conventions,
generally accurately; when speaking, uses
pronunciation and intonation with some errors,
though these do not interfere with comprehensibility
 organizes information and ideas well, and uses a
limited range of basic cohesive devices, such as
description accurately
 usually uses Arabic to describe favourite pet.
 speaks effectively using a basic range of Arabic
vocabulary, grammatical structures and conventions
accurately; occasional errors do not interfere with
communication. When speaking, uses clear
pronunciation and excellent intonation, making
communication easy
 organizes information and ideas clearly, and uses a
range of basic cohesive devices accurately; there is a
logical structure and cohesive devices, such as
description add clarity to the message
 uses Arabic effectively to describe favourite pet.