Italian Syllabus

Preamble

A Common Syllabus Framework

The Leaving Certificate Italian syllabus is set out in the context of a common syllabus framework for the teaching and examining of French, German, Spanish and ltalian. The syllabus content draws Onthe junior cycle sytlabus and devetops many aspects of its aims, objectives and content.

The syllabus is "communicat[ve" in the sense that it is based on the purposes to which learners are likely to want, need or expect to put the knowledge and skills they acquire in class, and in the sense that the objectives detailed in the syllabus are expressed in terms of language use. It is not, however, "communicative" in the narrow sense of confin[ng itself to oral face-to-face communication. Nor does it presuppose a rejection of explicit teaching about the target language and culture; indeed, it presupposes quite the contrary.

Syllabus Structure

The two main components of the syllabus are its General Aims and a set of more specific Behavioural Objectives. These Behavioura{ Objectives which derive from the General Aims are subdivided into three components: Basic Communicative Proficiency, Language Awareness and Cultural Awareness. Finally, details of assessment are described under the head[ng Assessment. The syllabus layout is therefore as follows:

• General Aims
• Behavioural Objectives
• Basic Communicative Proficiency
• Language Awareness
• Cultural Awareness
• Assessment

The syllabus content is designed in units of General Activities/Themes. The Performance Tar.qets are designed to help teachers and learners to work out schemes of work and to ensure that learners are clear about what is expected of them in relation to each General Theme/Activity. Assessment of students' performance will emphasise language and communication skills rather than the information content of any particular section of the syllabus. Some of the communicative and linguistic skills, including the grammatical knowledge that students wi]] need for the realisation of the Performance Targets, are elucidated in Section I as Un quistic Skills - Structures and Grammar. These exponents are, of course, distinctive to each language, and begin the process of translating the framework syllabus into the concrete practice of the classroom.

An integrated approach to the three broad components of the syllabus is recommended, i.e. classroom activities should, where possible, involve more than one of the three areas; for example the choice of certain authentic materials might provide the focus for working oh certain aspects of any two or all three components. Many of the activities [isted in the Lan.quaqe Awareness section will help learners to develop the more global skills necessary to perform activities outlined under Basic Communicative Proficiency. Activities described under Cultural Awareness will allow learners to extend many topics listed under Basic Communicative Proficiency by drawing comparisons, giving examples, describing differences in the way of life of diifferent communities, etc.

Basic Communicative Proficiency

Some observations about the different sections of the Behavioural Objectives component and their relationship to each other are in order at this point. The first and largest section is labelled Basic CommunicativeProficiency. This builds on the repertory of communicative targets established by the Junior Certificate programme, and indeed it is assumed that the communicative skills acquired in the junior cycle wiU be maintained and continually reactivated during the senior cycle. The objectives specified in Section I are for the most part related in a very obvious way to practical challenges that might be faced by the leamer when operating in the target language community. Oh the other hand, a fair proportion of the objectives in this section may a[so be seen as relevant to activities and discussion that are likely to take piace through the target language in the classroom.

Language Awareness

The aims of the Junior Certificate syllabus make explicit reference to the development of learners' language awareness and cultural awareness. These aspects of the Junior Certificate syllabus are developed further in the syllabus for the Leaving Certificate.

The objectives listed under Langua.qe Awareness and Cultural Awareness are highly reievant to the communicative challenges of the classroom and the "real world" and are intended to have an important enabling role with regard to the attainment of a reasonable level of communicative proficiency. However, they also have a valuabie contribution to make in connection with the wider language education and intercultural consciousness-raising functions of foreign [anguage learning.

The raising of the learner's awareness about the workings of the target language and about bis or her own encounter with the language, which is the underlying purpose of the objectives set in Section Il (Language Awareness), has direct relevance to the fostering of effective use of the language. Research has shown that developing this kind of awareness, within the context of a rich and interesting target language input accelerates progress towards grammatical and lexìcal accuracy and therefore towards communicative efficiency. Talking, reading and writing about the target language in the target language can promote both fluency and accuracy. As far as the language education dimension is concerned, the various objectives listed in the section are designed to develop awareness not only of a range of aspects of the target Iãnguage but of relevant aspects of the mother tongue and other languages known to the learner and thus, at least to an extent, the functioning of language in general. Such awareness can be expected to improve the learner's ability to use the language for a wide range of purposes.

It is clear that certain misunderstandings of the "communicative approach" - in particular the opinion that grammatical understanding and accuracy are no Ionger relevant - have not been helpful to the learners, and this syllabus (in part through the enhanced role of "language awareness") is designed to produce a more balanced spread of skills.

Learner Autonomy

Many of the Performance Targets in the Language Awareness section of the syllabus are also aimed at promoting learner autonomy and enhancing learners' chances of success by equipping them with the skills to find their own way. While recognising that it is helpful for teachers and learners to have a defined-content syllabus, it is accepted also that it would be impossibie to include in the syllabus all the words and structures that learners will meet when using the target language. Learners will therefore need to develop communication strategies to cope with words and structures they have not previously met. Effective language learning involves using a range of strategies to deduce meaning similar to those specified in the Performance Targets in this section, such as using not only linguistic knowledge but aiso context, background knowledge, etc. The Performance Targets exemplify what is understood as language awareness in the syllabus, and further elucidation as weil as specific ideas for implementation of this aspect of the course are contained in the methodological guidelines.

Cultural Awareness

Section III of the Behavioural Objectives component Cultural Awareness is similarly versatile in its potential usefulness. Taking into account cultural differences is often absolutely essential for successful communication.

It will be clear too that unfamiliarity with the major cultural reference-points (social, pol[tical, historical, etc.) of the target language community on the part of a non-native speaker also can hamper communication. As in the case of the objectives in Section II, a further element in the rationale for the objectives in Section III is their likely favourable impact in terms of encouraging "content-instruction" through the medium of the target language. The intention that the Section III objectives should contribute to cultural and intercultural education generally is reflected in the fact that these objectives focus not only on the target language community but also on its relationship to Ireland and the Idsh way of life, and in the fact that they refer not only to culture-specific issues but also to issues which go beyond cultural divisions. Teaching and learning strategies based on a comparative methodology are elaborated in the teaching guidelines by way of suggestions for implementing this section of the syilabus.

Level Differentiation

Details relating to aspects of the examinations are described under the heading of Assessment. Rather than regarding students taking Ordinary Level as not able to perform all the tasks of the Higher Level (and therefore identifying parts of the syllabus which are "not appropriate" to the Ordinary Level), it is recognised that the needs at Ordinary Level to communicate successfully within the target language community are no [ess great than those at Higher Level, and that therefore there are no Behavioural Objectives which are not potentially important at Ordinary Level. The different approach to the two levels for assessment purposes is described under the heading Differentiation. By keeping a common syllabus, however, the reality of the classroom is respected, as the timetable will not always facilitate the separation of the two groups for teaching.

Time AIIocation

A minimum period of 180 hours over two years is envisaged for teaching the syllabus content. Where timetabling flexibility allows, additional time should be allocated.

Conclusion

This syllabus aims to lead every pupil towards four basic outcomes as a result of the experience of modero language learning in the classroom:

(a) a communicative competence in the target language
(b) awareness about language and communication
(c) an understanding of how to go about learning a foreign language
(d) a level of cultural awareness

Taken together, the General Aims and the Behavioural Objectives (expressed as General Activities/Themes and as Performance Targets) represent a broad consensus view of the ground which a senior cycle modern languages programme would appropriately cover and which a Leaving Certificate modern languages examination would appropriately assess.

GENERAL AIMS

The following general aims are proposed by this sytlabus for the teaching and learning of modern languages in the senior cycle.

1. To foster in learners such communicative ski[Is in the target language as will enable them to:

• take a full part in classroom activities conducted in the target language;
• participate in normal everyday transactions and interactions, both spoken and written, both at home and abroad;
• extract information and derive enjoyment from the mass media and the more accessible literature of the target language communlty;
• consider as a realistic option the possibility of pursuing leisure activities, further study and/or career opportunities through the medium of the target language.

2. To give pupils a criticai awareness of how meaning is organised and conveyed by the structures and vocabulary of the target language, and thus to contribute to their understanding of the workings of human language in generaL

3. To help learners develop strategies for effective language learning.

4. To equip leamers with a broad acquaintance with the cultura[, social and political complexion of countries in whioh the target language is a normal medium of communication and thus to help raise their awareness of cultural, sociar and political diversity generally.

BEHAVIOURAL OBJECTIVES

1. Basic Communicative Proficiency

1.1 General Activity/Theme:

Meeting and getting to know people and maintaining social relations.

Performance Targets

• Giving and seeking personal details, e.g. name, address, nationality, telephone number
• Asking what languages someone speaks o Stating what languages you speak
• Discussing family andhome
• Asking about and describing the general nature of the region or Iocality in which someone lives
• Enquidng about and describing studies or work o Introducing a third party
• Asking alter someone o Wishing someone well
• Congratulating someone o Making compiiments
• Apologising
• Making excuses

Linquistic Skills

• Developing an awareness of appropriateness of register
• Developing correct usage of question forms and appropriate replies
• Awareness of the conditioning of language by social context

Structures and Grammar

Formal/Informal

Question Words - Chi(?), Che cosa(?), Dove(?) Come(?)

Intonation. 2nd and 3rd person questions 1st person for answer

- Grammatical Agreement: Noun + Adj. + Verb/Pronoun

Tu/Lei Piacere Molto lieto Scusi Prego

1.2 General Activity/Theme:

Making plans and discussing future action.

Performance Targets:

• Offering to do something
• Declaring intentions
• Making promises
• Making arrangements, for example for time to be spent with someone
• Cancelling and altering arrangements
• Asking about someone's plans for future studies and/or his or her career possibilities
• Describing your own plans for future studies and/or your career possibilities

Linguistic Skills

• Familiarity with concept of future
• Mastering forms of expressing intention
• Ability to differentiate intention of speaker

Structures and Grammar

Verbal Forms: Present/Future (Futuro Semplice); I, II, III conjugations -are/-ere/-ire) Personal Pronouns I, li, III singular & plural Quando (?) Nouns, Adverbs and Adverbial phrases as time signals (domani, lunedf prossimo, l'anno venturo ....)

Verbs/Verb phrases/Adverbs expressing intention. (non) ho voqlia di (non) ho intenzione di (non) mi va di (non) vo.qlio/vorrei mi piacerebbe

Conditional - Indicative Future or Present

- Expressing cause and reason Perché ...(?)/Perciò

1.3 General Activity/Theme:

Understanding, seeking and giving information about climate and weather

Performance Targets:

• Enquiring about and describing the general weather pattem in a particular country, region, or Iocality
• Using the media, telephone serices and ather sources to find out what the weather is going to be like during a particular period
• Passing Oh the main points of a weather forecast to a third party
• Enquiring whether particular activities (e.g. dfiving, skiing, salling, travelling by alr, hiking, swimming) are going to be possible under particular weather conditions

Linguistic Skills

• Transforming diagrammatic information into sentences
• Relaying content of weather forecast in indirect form
• Devaloping ability to understand technical terms and to transfer content in everyday language

Structures and Grammar

Article + Noun + Adjectives Verbal Forms: Passato Prossimo Passato Remoto Imperfetto

Conjunctions (e, che ....) Prepositions - simple + compounds: (di, del, etc.)

F utu re/I mperfect/Indirect Speech (si prevede che, si dice che) Conjunction Reflexive Pronouns (mi vestirò, etc.)

Cardinal + Ordinai Numbers Reading graphs, timetables, data and reports for dally usage. Indefinitive adjectives + pronouns (o,qni, qualche, del, dei, etc.)

1.4 General Activity/Theme:

Coping with travel and transport

Performance Targets:

• Asking for diractions optimal routes
• Giving directions
• Reserving and clairning seats, couchettes, cabins on trains, buses, ships, planes
• Specifying particular kinds of seating (smoking, non-smoking, aisle, window)
• Re-confirrning reserations
• Discussing and making decisions about itinerary details
• Enquiring about facilities (washroom amenities, refreshments)

Linguistic Skills

• Relaying concise information
• Summarising arrangements or itinerary
• Expressing preference

Structures and Grammar

Imperative - Formal (Lei) Modal Verbs - (potere, dovere, volere) Direct/Indiract Pronouns (semplici/accoppiati) non glielo vuole dare Adverbs and Adverbial phrases (avanti dritto, a destra, etc. Velocamente of direct[on.) Quanto (?) Come (?)

Time & Space Indicators

Comparitive and Superlative of Adjectives (regular and irregular)

Preferire + Conditional M i piace/Preferisco/Vorrei

piuttósto/invece di/invece che

1.5 General Activity/Theme:

Buying goods and services

Performance Targets:

• Using the media, telephone services and other sources to find out where particular goods and services are available
• Changing money or cheques in banks and change offices
• Enquiring about methods of payment, i.e. whether travellers' cheques, credit cards or Eurocheques are acceptable for purposes of payment
• Giving credit card details
• Ordering goods and services by telephone
• Negotiating purchase and hire
• Asking for a discount, refund or replacement
• Praising and/or complaining about the quality of goods and services

Linquistic Skills

• Decoding abbreviated forms of language
• Using tone to express approval/ disapproval
• Developing sensitivity to use of linguistic stru¢tures to express degrees of approval/disapproval
• Becoming aware of intercultural difference in area of negotiation
• Recognizing appropriateness of language forms for telephone.
• Coping with numbers, names, forms.

Structures and Grammar

L.500 (cinquecento lire) Sconto 15% (quindici per cento di sconto)

Intonation (Bravo[) (also with ironic tone)

Splendido/Non c'è male/Beh, insomma/che schifo! (Non) voglio andare (Non) voglio che tu vada/Tu (non) ci vai!

Gestures as extralinguistic features combined with paralinguistic features in bargaining, etc.

Pronto? Chi parla? Mi chiamo/sono .... Vorrei parlare con .... Un momento, preqo. Ciao! Relative Pronoun: di cui/del quale

1.6 General Activity/Theme:

Dealing with emergencies

Performance Targets:

• Seeking heip from people in the vicinity
• Using the telephone to summon police, medicai assistance, fife service or emergency breakdown service
• Giving an account of an accident, breakdown, thefi or assault
• Ftequesting that you be put in touch with the Irish Embassy

Linguistic Skills

• Giving account or description of event in the past
• Relating action to third person
• Differentiating degrees of urgency
• Transmitting degrees of urgency

Structures and Grammar

Verbs: Imperfect/Passato Prossimo/ Trapassato Prossimo (aveva man qiato)

Conditional Mode: Conditional Passato (.disse che avrebbe man,qiato)

Imperfect. Passato Prossimo Trapassato Prossimo

Mentre .... ho visto che .... Ailora/Poi/Alla fine .... Adverbs: Urqentissimo/urqente immediatamente/Presto In fretta/Non c'è fretta 113/Chiamata urqente Pronto Soccorso/Carabinieri Aiuto!/Accorrete!/Mandate un'ambulanza C'è bisoqno di un medico

- dovere - occorrere - accorrere

1.7 General Activity/Theme:

Facilitating, encouraging or impeding a course of action

Performance Targets:

• Requesting permission to do something
• Making suggestions
• Offering advice
• Making demands
• Ordering or forbidding someone to do something

Linguistic Skills

• Transforming simple modal verb forms to verb phrases with object

Structures and Grammar

Vuoi venire/Vorresti con me? Vorrei tanto/Ci verrei Volentieri, ma non posso Main sentence + dependent sentence: Decisi di andare a cinema e lo dissi a mio padre/Dissi a mio padre che andavo (che sarei andata) al cinema.

• Developing sensitivity to expressing degrees of approval or disapprovai
• Developing ability to relate action to third person, not just to self

Complimenti! Verflo,qna (ti)! Sono perfettamente d'accordo/Capisco, ma .... Vo.qlio andare al cinema. Mamma non vuole. Mamma non vuole che io vada al cinema. (.Mamma non vuole farmi andare al cinema).

1.8 General Activity/Theme:

Understanding and expressing feelings and attitudes

Performance Targets:

• Expressing hope
• Expressing pleasure
• Expressing a liking, dislike and preference
• Expressing satisfaction, dissatisfaction and indifference
• Expressing surprise and regret
• Expressing disappointment
• Expressing horror and embarrassment
• Expressing belief
• Expressing disbelief
• Expressing certainty
• Expressing uncertainty

Linguistic Skills

• Expressing hope
• Expressing pleasure
• Expressing a liking
• Expressing dislike
• Expressing satisfaction
• Expressing dissatisfaction
• Expressing indifference
• Expressing surprise
• Expressing regret
• Expressing disappointment
• Expressing horror
• Expressing belief
• Expressing disbelief
• Expressing certainty
• Expressing uncertainty
• Moving from one-word to full utterances
• Developing a choice of expressions appropriate to a variety of contexts

Structures and Grammar

Magari! Volesse il cielo (che ....) Finalmente! Che piacere! Ho voglia di .... Mi piace Non mi va! Che schifo! Bravo! Complimentif Ma qnifico! Ver,qoqnae Non mi va a ,genio! Uffah! Basta! Ma! Fa lo stesso! Non mi fa nè caldo nè freddo! Oh! Che meraviqlia! Non è possibile! (Ma) com'è possibile? (Come) mi dispiace! Sono dolente (di ....) (Che) peccato! Condo,qlianze! Che delusione! Che fi.qura! Non me l'aspettavo! Ah! Uh! Aiuto! Ci credo! Mano sul fuoco! Non ci credo! Non è vero niente! Nient'affatto! (Ma) sicuro! Non ci piove! Non (ne) sono certo. Chissa (se ....)

Ma qari! .... peccato .... É un peccato che Mi piacerebbe tanto ....

Subjunctive and related constructions

Conditional - Compound + Infinitive

• Moving from first to third person Che + finite form (indicative, subjunctive, accounts of feelings and attitudes conditional) di + infinitive (present/past)
• Progression from immediacy of feeling to expressing feelings relating to past
• Sequence of tenses Ho paura che sia/fosse/sia stato/fosse stato

1.9 General Activity/Theme:

Managing a conversation

Performance Targets:

• Starting a conversation
• Asking for a repetition and/or clarification
• Confirming that something has been understood
• Expressing incomprehension
• Ending a conversation

Linguistic Skills

• Developing sensitivity to use of register appropriate to situation
• Developing awareness of appropriateness of formulas to initiate and end conversations
• Developing use of question forms

Structures and Grammar

Formal/lnformal

(Mi) Scusi/Preqo Posso presentarmi/Posso presentarle? Verrei presentarle .... Salve! Ti presento Molto lieto/a. Piacere! È stato un piacere incontrarla. Arrivederci/Arrivederla. Apresto. Ciao. Addio.

Question words: Chi? (di) chi? Che cosa? Per che cosa?/Perchè? Quale? Come?/In che modo?/In quale modo?/Dove? quando?
- Qualifying degrees of comprehension Molto/Poco

1.10 General Activity/Theme:

Engaging in discussion

Performance Targets:

• Expressing something as an opinion
• Stating that something is true or untrue
• Confirming that something is true or untrue
• Insisting that something is true or untrue
• Denying
• Contradicting
• Taking sides in discussion
• Negotiating a compromise
• Ordering points in a discussion
• Concluding a discussion

Linguistic Skills

• Using clauses of contrast
• Summarising content of utterances/ statements of self and others
• Moving from first to third person expression of opinion
• Usage of forms of negation
• Mastering forms expressing reaction
• Justifying statements, expressing conviction

Structures and Grammar

Ma, Però, Invece, Da una parte ....; d'altra parfa

Secondo me/Mi sembre/Per me/ru che ne pensi?/ Che ne dici? Che ne dice .../Vorrei sapere la tua opinione/Non mi pare .../Non so se ...

A parere mio/suo Lei dice/Loro dicono che .... No! Nient' affatto!

Negative Expressions (Mai, non lo farò mai) Non + Verb

Appropriate formulas/intonation + gestures La smetta! Impossibile!

È Loqico È ovvio Allora Dunque Di consequenza Pertanto In conclusione/concludendo/insomma E va bene!/Ammettiamo pure/Communque. Dove vuole arrivare?

1.11 General Activity/Theme:

Passing on messages

Performance Tagets:

• Offering to take a message
• Giving someone a message
• Indicating from whom a message odginated
• Indicating the degree of importance or urgency of a message
• Dealing with messages on an answering machine

Linguistic Skills

• Communicating degrees of urgency
• Transforming language forms in expanding messages
• Reducing texts into telegrammatic style
• Relaying content of message in indirect form
• Moving from first to third person accounts of context, message or wishes

Structures and Grammar

Adverbs Verbs + Adverbs

Identification + selection of appropriate parts of speech (Nouns, Verbs, adverbs etc.) Chiamata ur.qente per il si q...../il si q ..... è pre qato di telefonare subito a ....

Avvisi il pubblico che per domani e previsto uno sciopero .qenerale di 24 ore e che .qli sportelli rimmaranno chiusi. - Domani, .q .... Chiusura al pubblico per Sciopero Generale di 24 ore

lndirect Speech

Ci è stato comunicato ufficialmente che domani ci sarà uno sciopero ,qenerale di 24 ore e che pertanto ,qli sportelli rimmaranno chiusi al pubblico.

Verbal Forms, Modi Indefiniti:

Infinito Presente/Passato (andare/essere andato) Participio Presente/Passato (andante + andato) Gerundio Presente/Passato (andando + essendo andato)

Participio (andato)

2. Language Awareness

2.1 General Activity/Theme:

Learning about language from target language material

Performance Targets:

• Understanding the main elements of target language material (newspaper, magazine articles, etc.) dealing with tanguage-related topics such as:
  language as a social, regional and educational issue
  changes in language and language use (new words, spelling changes, foreign influences, etc.)
• Exploring target language literary texts as sources of ]inguistic information and illustration

2.2 General Activity/Theme:

Exploring meaning

Performance Targets:

• Abstracting the main points ffom a spoken or written target [anguage text
• Working out the implicit inferences of statements made in a spoken or written target language text
• Guessing intelligently at the meaning of target language forms on the basis of related forms in the target language and/or other languages (e,g. arriving at the meaning of a noun ffom that of a related verb)
• Exploring the workings of the target language through such activities as:
  Making meaningful target language sentences out of jumbled target language words, phrases or clauses
  Making short pieces of meaningfu] and coherent target language text out of jumbled or gapped target language sentences

2.3 General Activity/Theme:

Relating language to attitude

Performance Targets:

• Recognising the general "tone" (ironic, angry, flippant, etc.) of a spoken or written target language text on the basis of its lexis, grammar and intonation and punctuation
• Identifying attitudes (e.g. criticai, supportive, approving, disapproving) on the basis of a speaker's or writer's use of language.

2.4 General Activity/Theme:

Talking and writing about your experience of the target language

Performance Targets:

• Discussing aspects of your experience of the target language, such as:
  how long you bave been learning it
  where you have been learning it
  the advantages of learning it in terms of its use in Europe and in the world
  what you find easy and difficult about it
  what you like and dislike about the way you have been learning it
• Describing and commenting on any ways in which you have made your own personal contribution to the process of learning the target language
• Describing any ways in which learning the target language has affected your present life (e.g. friendships, enjoyment of books, films, music, etc., attitude towards other culture) and/or future prospects (e.g. travel, career possibilities, further language learning)

2.5 General Activity/Theme:

Consulting reference materials (e.g. dictionaries and grammars), relating to the vocabulary andgrammar of the target language

Performance Targets:

• Using vocabulary correctly and appropriately with the help of dictionaries
• Learning to cope with simple grammatical terminology relating to the target language
• Using target language forms correctly on the basis of explanations in grammars relating to the target language written in English or Irish or in the target language.

3. Cultural Awareness

3.1 General Activity/Theme:

Learning in the target language about the present-day culture associated with the targetlanguage

Performance Targets:

• Understanding the main elements of target ]anguage material (notably newspaper and magazine articles, listening material and literary texts) on contemporary aspects of target language community life such as the fottowing:
  everyday activities (shopping, getting to work, eating and drinking, etc.)
  customs and traditions
  the poputar arts and entertainment
  the range and role of the mass media

3.2 General ActivityFrheme:

Reading modern literary texts (notably novels, short stories, poems and plays, or extractsfrom these) in the target language.

Performance Targets:

• Understanding the main elements of the sufface meaning of a modern literary text in the target language
• Identifying rneanings present but not overtly expressed in such a text
• Appreciating the "tone" of such a text.

3.3 General Activity/Theme:

Describing and discussing everyday life in the target language community

Performance Targets:

• Descnbing the similarities and contrasts between normal everyday life in Ireland and norrnal everyday life in one of the communities associated with the target tanguage, with particular reference to, for example:
  where people live
  how people are educated
  what people work at
  how much people earn in various jobs
  how much holiday time people have and how they use it
  how people spend their leisure hours generally
  what transport facilities are available
  what kinds of amenities people expect to have provided in their cities, towns and villages
  what people eat and drink, where and at what.times
  what kinds of shops are avaJlable
  what kinds of public services are available (e.g. schools, hospitals, swimming pools)
  what aspects of the natural environment are prominentiy referred to in conversation and/or involved in work and leisure activities
• Discussing the relative advantages and disadvantages of the Irish way of life and that of the target language community in respect of the above areas of experience
• ldentifying differences between Irish and target language community behaviour in everyday circumstances with the potential to occasion misunderstanding, embarrassment, or offence
• Critically examining national stereotypes

3.4 General Activity/Theme:

Understanding, describing and discussing aspects of the relations between the targetlanguage community and Ireland

Performance Targets:

• Outlining in broad terms the principal links between the target language community and Ireland (e.g. co-membership of the EU, literary connections, tourism, sport, etc.)
• Stating and defending personal opinions about the desirability of maintaining, developing or changing Ireland's links with the community in question

3.5 General Activity/Theme:

Understanding, describing and discussing in general terms issues that transcend culturaldivisions

Performance Targets:

• Discussing issues such as
  teenager culture
  the generation gap
  "entertainment"
  environment and ecology
  sexual and racial equality
  ethnic minorities
  health and lifestyle
  changing perspectives regarding human relationships (marriage, the family, etc.)
  the European dimension
  the Third World
• Describing how such issues present themselves in Ireland and in the target language community
• Stating and defending personal opinions in respect of such issues

ASSESSMENT

Examination tasks will always be based on the syllabus content.

In any given year examiners will choose a broadly representative range of elements from the syltabus.

1.General Principles

Candidates should be prepared to meet, in various combinations, situations and tasks from the whole syllabus content.

1.2 The tasks encountered in the examination in the four skills of listening, reading, speaking and writing will bave "real life" validity or will be preparatory for real tasks.

1.3 The language encountered in listening and reading tasks will be authentic where possibie and of real use to leamers.

1.4 Assessment in the four skills will be concerned primarily with the receipt and transmission of meaning.

2. Core Objectives

All candidates will be assessed on their ability to

(a) demonstrate an understanding of the spoken target language in brief and more extended forms in a variety of registers and situations

(b) demonstrate an understanding of the written target language in brief and more extended forms in a variety of registers

(c) express themselves with relative fluency and correctness in the target language both in speech and in writing in order to describe, obtain and convey information, offer explanations, and express ideas, opinions and feelings.

Differentiation

The syllabus aims to cater for a wide range of pupil ability. Assessment will be at Ordinary and Higher leve}s. While the syllabus is the same for both levels, the performance targets will involve language use of vary[ng degrees of complexity.

Differentiation will be effected by means of

(a) Mark AIIocation/Weighting of Skills

In the ongoing language acquisition process, receptive skills (listening and reading) develop eaflier and to a greater degree than do productive skills (speaking and writing), in differentiating between Ordinary and Higher Level assessment, the receptive skills will, taken together at Ordinary Leve], be accorded a greater emphasis in terms of total available marks than will the corresponding skills at Higher Level. As a result, more marks will be allocated to productive skills at Higher Level than at Ordinary Level.

Mark AIIocation

(b) Assessment Criteria

These will take account of:

(i) ability to transfer meaning and

(ii) degrees of accuracy and appropriateness of language, including the range of vocabulary and structures used.

4. Format

The examination will assess a candidate's ability to:

(a) understand the spoken language
(b) understand the written language
(c) communicate inthe spoken language
(d) communicate in the written language.

Within each of these Assessment Objectives the language and e×amination tasks will arise from the subject content.

Oral Assessment

The oral component of assessment will consist of

(a) general conversation, based On the syllabus content; candidates may avail of the option of discussing a literary work

(b) a role-play situation

(c) picture sequence.

Fifteen minutes wiil be allotted per candidate.

Listening Comprehension

Candidates will be required to listen to a tape recording and to answer questions in English or Irish on what they have heard. They will be required to demonstrate an understanding of general information and specific details On a variety of aural stimuli arising from the subject content of the syllabus, including conversatiens overheard, public announcements, and extracts from radio and other sources.

Reading Comprehension

Candidates will be expected to demonstrate an understanding of, and extract relevant specific information from, such texts as public signs, menus, timetables, brochures, guides, letters, newspaper or magazine articles and works of literature. Candidates will have the option of answering questions on literary texts they have studied. As the list of texts may occasìonaliy be changed, it will be issued separately from the syllabus. Material at the Higher Level will piace greater demands on the candidates. It will require the candidate to explore various levels of meaning within a text and demonstrate awareness of some stylistic aspects of literary texts.

Written Production

The tasks set wiil primarily require the candidate to use the target language for purposes of communicetion, such as expressing feelings and attitudes, giving and obtaining information, describing, relating, offering expianations, summarising, elaborating, etc.

APPENDIX

The texts prescribed for the 1997 and 1998 Examinations (Higher Level only) are:

N. Ginzburg: Le Voci Della Sera (1997) L. Sciascia: A Ciascuno Il Suo (1998)