Download Unit: Year 7 Self-Introduction Task: Self

Unit: Year 7 Self-Introduction
Task: Self-Introduction Speech
Student’s Name: _______________________________
Teacher’s Name: _______________________________
LEARNING GOALS ASSESSED
Construct sentences stating age; where you live; what year you are in at school; your
likes/dislikes/loves/ hates; your hobby; your abilities
TITLE & ASSESSMENT TECHNIQUE
Self-Introduction Speech
Students construct a self-introductory speech (rehearsed task; palm cards allowable). You can choose to
present your speech to the class or individually record it for the teacher only to listen to.
CONDITIONS
Date Set:
Week 5 ________________________
Due Date:
Week 7 ________________________
Length:
2 minutes
Check Date:
Week 6 ____________________
ESSENTIAL VOCABULARY
LITERACY/NUMERACY
In your speech some of the words you
may use include:
 suki desu; daisuki desu;
sukijanai desu; kirai desu; jouzu
desu; heta desu; maamaa desu
Some grammatical aspects to consider are:
 Japanese syntax/word order, eg: Sport ga adjective
desu
 Use of ‘to’ for and
 Japanese body language
CCES (SENIOR) / VERBS (JUNIOR)
CONSTRUCT - To assemble, build or create something by placing parts together for a particular purpose
RESULT ACHIEVED
Criteria
Result
ALDRIDGE STATE HIGH SCHOOL
Boys Avenue, Maryborough 4650
Telephone (07) 41 208 444 Facsimile (07) 41 208 400
Year 7 Japanese
Speaking Skills Test
Term 2, 2017
Name: _______________
Teacher: ________________
Task: Students construct a self-introductory speech (rehearsed task; palm cards allowable).
You can choose to present your speech to the class or individually record it for the teacher
only to listen to.
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Criteria
Pronunciation
Range of
Language
Grammatical
Accuracy
Fluency
Student can greet the audience
Student can state their name
Student can state their age
Student can state where they live
Student can state what year they are in at school
Student can state their likes/loves
Student can state their dislikes/hates
Student can state their hobby
Student can state their ability (good at/bad at/OK at)
Student has worked well on the task
A
B
Pronunciation,
intonation, rhythm
and stress are
acceptable to a
background
speaker. Vocal
expression is used.
Uses a wide range
of vocabulary and
structures. Speech is
entirely in Japanese.
Applies knowledge
to create new and
varied sentences.
Few and minor
errors; meaning is
clear.
Pronunciation,
intonation, rhythm
and stress are
acceptable to a
background speaker
Pronunciation may Pronunciation
be affected by first often hinders
language but is
communication.
comprehensible to
a background
speaker
Pronunciation
hinders
communication many sections
incomprehensible.
Uses a wide range
of familiar language
well. Uses few
English words.
Newer structures
attempted and has
some variety.
Errors do not
hinder meaning.
Adequate range of
familiar language.
English words used
regularly.
Sentences are
simple and short.
Short utterances of
basic language.
Very short with
many disjointed
sentences.
Frequent errors,
however meaning is
conveyed in most
sentences.
Some hesitation.
Uses palm cards
very regularly.
Errors in all but well Errors in all work.
rehearsed language.
Maintains a simple Responds readily.
face-to-face
Uses palm cards
presentation with
1 – 3 times.
little hesitation.
Does not need palm
cards.
C
TASK SET: Week 5 ___________
PRESENTATION DUE: Week 7 _________
D
E
Halting responses. Very hesitant.
Reads directly from No palm cards –
palm cards.
unprepared.
OVERALL RESULT:
GRAPHIC ORGANISER FOR CONSTRUCT:
I WANT TO
CONSTRUCT A
SELF
INTRODUCTORY
SPEECH
IDENTIFY PARTS
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Greet the audience
Introduction (name, age, live)
Year level
Like/don’t like/love/hate
Hobby
Good at/bad at/OK at
Family
Thank the audience
ARRANGE IN CORRECT AND LOGICALLY
FLOWING SEQUENCE
PARA. 1:
PARA. 2:
PARA. 3:
LINK COMPONENTS TOGETHER
PARA. 4: