COMMACK HIGH SCHOOLWORLD LANGUAGES DEPARTMENT

LEVEL III LANGUAGESFINAL EXAM 2019

STUDENT GUIDELINES

Throughout the year, you have learned to communicate information regarding a variety of topics in another language. As your cumulative speaking task, you will make a 2-3 minute presentation regarding one or more of the topics listed below, from which you will choose at random:

• education• childhood

• earning a living• the environment

travel• technology

Your presentation must address the following two criteria: PART A : Provide a description of the picture and demonstrate your knowledge by discussing the

topic(s) in general. PART B: You must also relate to the topic(s) on a personal level. (i.e. discuss your own

experiences and thoughts regarding the topic.)        On the day of your presentation…

you will select TWO picture cards at random from the 12 provided. you will have 2-3 minutes to prepare your presentation.

*If you wish, you may create a notecard during this time to aid you.

When it’s your turn, you will be expected to: discuss and explain what you have learned about one or both of the topics that are shown in the

pictures. share your personal connections to the topic(s).  

In the event you are challenged to fill your required time, your teacher will guide you with topical questions.

You will be evaluated according to the rubric based on your ability to… communicate using a range of vocabulary, grammatical structures and conventions. organize information and ideas and use a range of basic cohesive devices. use language to suit the context; i.e. appropriate vocabulary. demonstrate clear pronunciation and use intonation when appropriate. address the topic directly and on a personal level. speak for the required amount of time (2-3 minutes).

Relax and Have Fun! You are likely able to communicate more about each of the topics than you think! Hint: Seek ways when possible to combine information on more than one topic. For example, allow your discussion of school to lead to your community, to lead to your favorite pastimes, and so on and so on

Performance LevelDimension 4 3 2 1

Task Completion

Accomplishes the task. Includes multiple details; ideas clearly connect to

the task/purpose.

Satisfies the task. Includes some details that connect to the task/purpose. May

contain minor irrelevancies.

Satisfies the task but includes few details that are loosely connected.

May contain some irrelevancies.

Satisfies the task but includes few details that are loosely

connected. May contain some irrelevancies.

Organization

Includes a logical and coherent sequence

throughout. Provides a clear sense of beginning, middle, and end. Makes

smooth transitions between ideas.

Includes a logical sequence throughout. Provides a beginning,

middle, and end. Attempts to make smooth

transitions.

Attempts to include a logical sequence

throughout. There is little to no transition.

Sequence is choppy and at times hard to follow.

Utilizes minimal order of ideas or information. Provides a

series of separate sentences and/or disconnected ideas.

Vocabulary

Utilizes a wide variety of vocabulary original that

expands the topic. There may be minimal

inaccuracies.

Utilizes a variety of original vocabulary related to the topic. There may be

minor inaccuracies.

Utilizes basic original vocabulary or uses

repetitive vocabulary. Some original vocabulary may be inaccurate and/or

unrelated to the topic.

Utilizes limited original vocabulary or uses repetitive vocabulary throughout. Most

original vocabulary may be inaccurate and/or unrelated

to the topic.

Structure

Demonstrates a high degree of control of

Checkpoint B structure/convention: subject-verb agreement present, past, future

ideas expressed as appropriate

noun-adjective agreement

correct word order pronunciation

Minimal errors may be present; however the errors do not hinder

overall comprehensibility of the passage.

Demonstrates some degree of control of

Checkpoint B structure/ conventions:

subject-verb agreement present, past, future

ideas expressed as appropriate

noun-adjective agreement

correct word order pronunciation

marks

A few errors may be present; however the errors do not hinder

overall comprehensibility of the passage

Demonstrates limited control of Checkpoint B

structure/ conventions or only uses Checkpoint A structure / conventions

AND / OR

Errors do hinder comprehensibility in parts

of the passage and/or there are numerous Checkpoint A errors.

Demonstrates minimal control of Checkpoint A or B

structure/conventions

AND/OR

Errors impede overall comprehensibility of the

passage.

Fluency

Student speaks with little to no hesitation.

AND/OR

Responds appropriately to prompts.

Speaks with some hesitation.

AND/OR

Responds somewhat appropriately to prompts.

Speaks with hesitation and pauses frequently.

AND/ORRequires significant

prompting by the teacher. Does not respond

appropriately to prompts.

Speaks with major hesitation.

AND/OR

Does not respond to prompts.

Fulfillment ofTime On Task

Student communicates effectively for at least

2 minutes.

Student communicates effectively for at least

1 min 45 sec.

Student communicates effectively for at least 1

min 30 seconds.

Student communicates effectively for less than 1 min

30 seconds.CHECKPOINT B SPEAKING TASK RUBRIC 24 POINTS TOTAL

Earning a Living:

Earning a Living:

Education:

Education:

Environment:

Environment:

Childhood:

Childhood:

Technology:

Technology:

Travel:

Travel: