Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE EXAMINATION 2009 ITALIAN ORDINARY LEVEL CHIEF EXAMINER’S REPORT HIGHER LEVEL CHIEF EXAMINER’S REPORT 1 CONTENTS Page 1. General Introduction 1.1 1.2 1.3 1.4 1.5 2 Background to the Report Content of Italian Leaving Certificate Examination The 2009 Leaving Certificate Examination Candidature in Leaving Certificate Italian 2006 - 2009 Grades achieved by candidates 2006 - 2009 2. Oral Examination - Ordinary and Higher Levels 2.1 2.2 2.3 2.4 2.5 Introduction Performance of candidates Analysis of candidate performance Conclusions Recommendations to Teachers and Students 3. Ordinary Level - Written and Aural examinations 3.1 3.2 3.3 3.4 3.5 4 10 Introduction Performance of candidates Analysis of candidate performance Conclusions Recommendations to Teachers and Students 4. Higher Level - Written and Aural examinations 4.1 Introduction 4.2 Performance of candidates 4.3 Analysis of candidate performance 4.4 Conclusions 4.5 Recommendations to Teachers and Students 19 5. Exemplars of Standard - Ordinary Level 31 6. Exemplars of Standard - Higher Level 36 1. General Introduction 2 1.1 Background to the Report This report should be read in conjunction with the examinations papers, the CD and the published marking schemes for the 2009 Leaving Certificate Italian examinations. These are available on the State Examination Commission’s website www.examinations.ie. The current Italian Syllabus was examined for the first time in 1997. The most recent Chief Examiner’s Report for Leaving Certificate Italian was in 2005. 1.2 Content of Italian Leaving Certificate Examinations 1.2.1 Examination components The examinations at both Ordinary and Higher Levels consist of three components, as follows: • • • Oral Examination Written Examination (including Reading Comprehension and Written Production) Aural examination (Listening Comprehension) 1.2.2 Allocation of marks: Both Ordinary and Higher Levels carry 400 marks. These are allocated to the various components as follows: Oral Ordinary Level Higher Level 80 (20%) 100 (25%) Written Aural (Reading Comprehension and Written Production) (Listening Comprehension) 220 (55%) 220 (55%) 100 (25%) 80 (20%) 1.3 The 2009 Leaving Certificate Examinations The Oral Examination, which is common for Ordinary and Higher Levels, was conducted between 23rd March and 3rd April 2009. All candidate tests were recorded and a monitoring and moderation process was carried out in May and June. The written and aural components of the Ordinary and Higher Levels examinations were held on Friday 19th June 2009, beginning with the reading and written elements from 2.00 p.m. to 4.30 p.m. followed by the aural component from 4.40 p.m. to 5.20 p.m. 1.4 Candidature in Leaving Certificate Italian 2006 - 2009 3 Year 2006 2007 2008 2009 Ordinary Level 92 84 112 95 Higher Level 150 140 145 223 Total 242 224 257 318 Table I – Candidature in Leaving Certificate Italian 2006-2009 The numbers of candidates taking Italian were broadly similar from 2006 to 2008. There was a significant increase (24%) in the numbers taking the Higher Level examination in 2009. The percentage of candidates taking Italian at Ordinary and Higher Level in 2009 was 0.6% of the entire Leaving Certificate cohort. 1.5 Grades achieved by candidates taking Italian 2006 - 2009 1.5.1 Ordinary Level Year Total A B C ABC D E F NG EFNG 2006 92 4.4 30.4 38.0 72.8 20.7 5.4 1.1 0.0 6.5 2007 84 6.0 23.8 35.7 65.5 29.7 3.6 1.2 0.0 4.8 2008 112 0.9 22.4 32.1 55.4 27.6 12.5 4.5 0.0 17.0 2009 95 6.4 8.5 37.8 52.7 35.7 10.5 1.1 0.0 11.6 Table II – Outcomes in Leaving Certificate Italian Ordinary Level 2006-2009 (data expressed in percentages) Given that Italian is taken in a relatively small number of centres, any year to year change in the performance of a particular centre’s candidates may impact on the overall statistical results. 1.5.2 Higher Level Year Total 2006 150 2007 140 2008 145 2009 223 A 24.7 25.0 30.3 32.7 B 30.0 28.5 29.7 27.9 C ABC 34.7 89.4 35.8 89.3 25.5 85.5 23.3 83.9 D 9.3 9.3 14.5 15.3 E 1.3 1.4 0.0 0.4 F 0.0 0.0 0.0 0.4 NG EFNG 0.0 1.3 0.0 1.4 0.0 0.0 0.0 0.8 Table III – Outcomes in Leaving Certificate Italian Higher Level 2006-2009 (data expressed in percentages) The percentages of candidates achieving ABC grades have declined marginally between 2006 and 2009 but those achieving A grades have increased. Examiners have noted that a number of native speaker/bi-lingual candidates sit the examination (13% overall approximately in 2009). 4 2. Oral Examination - Ordinary and Higher Levels 2.1 Introduction The Leaving Certificate Oral Examination in Italian is common to both Ordinary and Higher Levels. The marks are allocated as follows: Ordinary Level Higher Level 80 marks 100 marks The Oral Examination accounts for 20% of overall marks at Ordinary Level and 25% of marks at Higher Level. The Oral Examination is conducted in the same way for Ordinary and Higher Level candidates. All candidates are marked out of a total of 100 marks. The marks of Ordinary Level candidates are subsequently adjusted to reflect the fact that 80 rather than 100 marks are allocated to their Oral Examination. The Oral Examination of each candidate is recorded and retained for monitoring and quality assurance purposes. This facilitates the inclusion of performance in the Oral Examination within the Appeals Process. The Oral Examination consists of three parts, as follows: Section A General Conversation 50 marks Section B Role-Play 25 marks Section C Picture Sequence 25 marks The candidate’s performance is assessed on communicative competence, pronunciation, fluency, range of vocabulary, and grammatical accuracy. The Oral Examination consists of an interview with an Examiner lasting approximately fifteen minutes. The General Conversation lasts approximately 7-8 minutes while the Role Play and the Picture Sequence take 3-4 minutes each. 5 2.2 Performance of candidates Examiners expressed general satisfaction with the overall standard of the 2009 candidates, and most particularly, in the General Conversation section. Examiners also commented on the high level of preparedness of most candidates, with most candidates showing enthusiasm, confidence and a willingness to communicate. Examiners felt that there has been a significant improvement in recent years in the fluency of the candidates and a much greater self-assurance on the part of candidates in their ability to express themselves. Examiners noted that some candidates found the Role-Play and Picture Sequence sections of the examination somewhat challenging and gave less successful responses in respect of these elements of the examination. 2.3 Analysis of candidate performance General Conversation As previously stated, satisfaction was expressed by Examiners at the standard of the majority of candidates in the General Conversation. While some candidates had difficulty with some grammatical structures, used inaccurate language and did not always have the necessary vocabulary to express themselves, the majority of candidates showed a willingness and enthusiasm to communicate. Candidates spoke on a wide range of topics and engaged with the Examiner. They spoke on family, school, pastimes/hobbies, plans for the future, trips/exchanges to Italy, cultural differences between Ireland and Italy and on other topics that arose in the course of the conversation. It was noted in the 2005 Chief Examiner’s Report, that there had been a significant improvement in this section compared with previous years when candidates tended to speak on a very narrow range of topics. The improvement noted in 2005 has continued, and the standard in this section of the examination continues to be most satisfactory. Candidates have the option to talk about one of the prescribed Italian literary texts for the written examination – Io non ho paura by Niccolò Ammaniti or Una bambina e basta by Lia Levi. Only occasionally in the past was this option chosen. In 2009, four candidates spoke on Io non ho paura. 6 Role-Play 2009 saw the introduction of a new selection of Role-Plays that replaced those that had been in use since 2002. Examiners expressed less satisfaction with the performance of candidates in this section of the examination, and a tendency on the part of some candidates to use memorized material was noted. While the Role-Play can be a useful test to see how a candidate would cope in a ‘real’ situation, the reliance on memorized material often created difficulties for less fluent candidates. At times, the fact that a role-play had been prepared in advance proved to be a disadvantage to some candidates who seemed to focus their efforts on trying to remember what they had memorized, rather than in reacting in the role-play situation. Consequently, candidates who had made a reasonable effort to communicate in the General Conversation and could successfully converse in an Italian speaking environment did less well in this section because of an over-reliance on memorized material. A small number of candidates read the prompts in Italian from the Role-Play card and made no effort to participate or engage in any exchange with the Examiner. Some candidates lacked the vocabulary and grammatical structures to complete the task successfully. Picture Sequence 2009 saw the introduction of a new selection of Picture Sequences that replaced those that had been in use since 2002. Many candidates gave excellent descriptions of the Picture Sequences but, as with the Role-Plays, an over-reliance on memorized material meant that there was, at times, little spontaneity in the language. A small number of candidates lacked the vocabulary and grammatical structures to complete the task successfully. Issues noted by Examiners • Lack of the necessary vocabulary to deal with a particular topic e.g. school and not knowing words like divisa, maturità • The question “Sei mai stato in Italia? was very often not understood by candidates and had to be rephrased by the Examiner in order to elicit a response • Use of auxiliary verb avere instead of essere in the passato prossimo • Use of essere instead of avere to talk about age 7 • Incorrect use of pronouns • Responding to a question from the Examiner by repeating the same form of the verb……..Dove abita? Abita • Incorrect use of articles, prepositions and possessive pronouns • Overuse and incorrect use of mi piace • Non agreement of adjectives and nouns • Not using subjunctive where required • Incorrect use of conditional 8 2.4 Conclusions • Examiners commented on the high quality of spoken Italian shown by a significant number of candidates in the General Conversation section. They made a genuine effort to use the language and communicated fluently and spontaneously on a wide range of topics and issues. • While some less fluent candidates performed reasonably well in the General Conversation section, their responses in the Role-Play and Picture Sequence sections were less successful. • The new Role-Plays and Picture Sequences deal with situations and topics that are interesting, age appropriate and relevant to the candidates. 2.5 Recommendations to Teachers and Students It is recommended that Teachers • speak as much Italian as possible in the classroom • encourage students to practise speaking Italian among themselves • include an oral component in all tests/exams from First Year • encourage students to keep a file of materials relevant to oral work from Fifth Year • encourage individuality and spontaneity in the use of Italian by students and avoid over-correction of their errors • link the preparation for all three sections of the Oral Examination and reinforce basic vocabulary as often as possible • link the topics of the Role-Plays and the Picture Sequences to relevant themes for the Written Examination • encourage students to elaborate their answers and avoid Sì/No responses • give students practice in the use of all tenses, in particular the passato prossimo • remind students that good preparation for the Oral Examination is good preparation for the written and aural examinations in June. 9 It is recommended that Students • speak as much Italian as possible in the classroom • become more familiar with spoken Italian by listening to Italian CDs and watching Italian films/DVDs • devote time to learning basic grammar and vocabulary • practise verb forms and tenses, in particular the passato prossimo • keep a file of materials relevant to oral work from Fifth Year • go on an Italian exchange if possible • develop their responses in the Oral Examination rather than give just Sì or No answers • be spontaneous and natural in their answers and treat the General Conversation section as a normal conversation in which the Examiner is interested in finding out about them and their interests and opinions • be familiar with all five Role-Plays and Picture Sequences without relying on memorized material • describe only what is relevant to the narrative in the Picture Sequence and not describe in detail objects that appear in the pictures unless they are part of the narrative • prepare well for the Oral Examination; this will also benefit your preparation for the written and aural examinations in June. 10 3. Ordinary Level - Written and Aural 3.1 Introduction In addition to the Oral Examination (80 marks), the Leaving Certificate Examination at Ordinary Level in Italian consists of the following components: Written examination (Reading Comprehension and Written Production) (220 marks) Aural examination – Listening Comprehension (100 marks) Total Written and Aural examinations (320 marks) Written examination The Written examination contains three sections. Sections A and B test Reading Comprehension, while Section C tests Written Production. Marks are allocated as follows: Section A 80 marks (40 +40) Section B 80 marks (18+8+14+10 +14 + 16) Section C 60 marks (30+22+8) Total 220 marks Section A consists of two Reading Comprehension passages (each for 40 marks) in which candidates answer in English or Irish. Section B consists of a number of advertisements and publicity pieces where candidates answer in English or Irish. There are three parts in Section C. Candidates write • an Informal Letter/E-mail or a Dialogue (30 marks) • fill in a form/questionnaire (in Italian) (22 marks) • re-order a jumbled message (8 marks). 11 Aural - Listening Comprehension Test There are two sections in the Listening Comprehension Test. Section A consists of multiple-choice questions which, in 2009, tested travel, the weather, news announcements and general information. Section B is divided into three parts - each a dialogue containing items of general interest – in 2009 a language exchange (B1), a description of the Carnival in Venice (B2) and an interview with a young Italian reality show star (B3). Marks are allocated as follows: Section A Section B1 Section B2 Section B3 Total 32 marks 18 marks 18 marks 32 marks 100 marks 3.2 Performance of candidates The Reading Comprehension proved to be challenging for some candidates who did not appear to understand some of the questions. (All questions were in English/Irish.) Examiners noted that the responses in the Written Production section were better than in previous years and more candidates attempted most parts of this section. The general standard of the answers in the Listening Comprehension test was good. Many candidates did well in the multiple-choice section. No particular problems presented themselves in the three dialogues. Good performances in the Listening Comprehension test improved the overall performances of many candidates in the Italian Examination. 12 3.3 Analysis of candidate performance 3.3.1 Written Paper Section A – Reading Comprehension 1. “Cara, andiamo al cinema a vedere Indiana Jones”…….. Question 1 (a) Most candidates did not give the full answer to the question ‘He was celebrating his tenth wedding anniversary’ but all candidates gave some correct elements of the answer. (b) This question was answered very well by most candidates with many understanding that ‘Omar had hired a cinema’. (c) This question was answered very well by most candidates with ‘fifty friends’ being the most common answer. Question 2 (a) Many candidates answered ‘their wedding video’ and did not give enough information on the question asked. (b) Almost all candidates made the correct choice. Question 3 This question was answered well and most candidates chose at least two correct words from the four required. 2. Istat: sono quasi tre milioni e mezzo gli immigrati residenti nel nostro Paese (a) This question was answered well by most candidates - più alto was recognized as ‘highest increase’. (b) This question was answered well by most candidates - in linea was recognized as ‘in line with’. (c) Only half the candidates understood ‘Eastern Europe’ as the correct answer. Many just listed names of countries that were mentioned in the article. (d) This question was generally not answered well as most candidates did not seem to recognize the word sud. (e) In this question candidates had to match five numbers or percentages to information in the article. This proved to be challenging for many of them. However, over half of the cohort gave two or three correct answers. 13 Section B - Publicity Pieces/Advertisements Question 1 Da settembre arriva la carta dello studente (a) This question was answered well by most candidates although some answered ‘superior students’ for studenti delle scuole superiori. (b) This question was not answered well by most candidates. (c) This question was answered well by most candidates, although a small number of candidates answered ‘library’ for libreria. (d) This question was answered well by most candidates. Question 2 Da oggi cellulare anche in aereo: (a) (b) (c) (d) This question was answered well by most candidates. This question was answered well by most candidates. Most candidates made the incorrect choice in the True/False answer. The casella di posta elettronica was apparently not understood by many candidates and consequently the question was not answered well. Question 3 Arriva la prima trattoria automatica italiana (a) This question was answered very well by most candidates. (b) This question was not answered well by many candidates. Many did not seem to be familiar with the words for cutlery and misunderstood the question. Some candidates gave the answer ‘microwave’. (c) Many candidates gave Giacomo and Marco as the answer, rather than giving the category of people who would benefit from the service. (d) This question was answered well by most candidates, although there was some difficulty with the word o not being understood as ‘or’. Question 4 “I love Internet” (a) (b) (c) (d) This question was answered well by most candidates. This question was answered well by most candidates. This question was answered well by most candidates. Most candidates got one correct detail in the answer, but only four candidates understood caricare. Question 5 Un lavoro per te (a) This question was answered well by most candidates. (b) Very few candidates answered this question correctly and there appeared to be many incorrect guesses to the answers. (c) This question was answered well by most candidates. 14 Question 6 E-mail: otto regole d’oro Overall, this question was answered very well. Section C – Writing (Written Production) 1. Informal Writing The standard of the written production varied considerably with a very broad spread of marks across the cohort of candidates. While some candidates lost the opportunity to gain marks for the letter by incorrectly using the information given to them or using memorized and/or irrelevant material, Examiners noted that the overall standard in 2009 was an improvement on previous years. From the 95 candidates who sat the Ordinary Level examination in 2009, 78 chose the letter, 14 chose the dialogue and only three candidates did not attempt either. 11 candidates transcribed words from the instructions. However 23 candidates got 20 marks or more (out of 30), with more than half of them getting 25 marks or more. Some candidates are still not familiar with the layout of an e-mail/letter and did not have the necessary vocabulary to complete the task successfully. It is also important for candidates to try and cover all points mentioned in the instructions given. The dialogue was well done by most candidates who made this choice. It was most encouraging to note that candidates used material from one of the Role-Plays (Booking a youth hostel) to write the dialogue. 2. Questionario This task was answered well by most candidates, and was left blank by only one candidate. A very small number of candidates confused nome and cognome while le tue qualità was misunderstood to be ‘physical characteristics’ rather than ‘personal qualities’ by some candidates. It was most encouraging to note that a large number of candidates made a very good effort with the final question – Che tipo di lavoro volontario ti piacerebbe fare? - giving appropriate answers such as Mi piace lavorare con bambini, Mi piacerebbe lavorare con bambini disabili, Piacerebbe lavorare con Trocaire in Africa, Mi piace lavoro con bambini perché amo aiutare ragazzi. While it has been observed in the past that this task is more reading comprehension than written production, it was evident that candidates are engaging with this section and are making a good effort to produce written Italian. 3. Instructions 15 This question can be a demanding task for candidates as it is essential that they understand the statements before they can put them in the correct order. Overall, candidates did reasonably well with most of them getting 50% or more of the marks for the question. This question is primarily reading comprehension rather than productive writing. 3.3.2 Aural - Listening Comprehension The general standard of answering in the aural section was good. Section A Generally, most candidates answered this section quite well. Una cartina d’Europa was not understood by some candidates but nebbia, adolescenti dell’Unione Europa and mobili per camere da letto were mostly understood. Section B Dialogue 1 Question 1(a) There was some confusion as to whether Carlo was studying Irish or English and the responses were not always correct. Question 1(b) This question was answered very well. Question 2 Candidates generally answered this question quite well, but very few mentioned the word ‘exchange’. Question 3 Not all answers covered the full information required from the question. Question 4 This question was answered well by most candidates. 16 Dialogue 2 Question 1(a) This question was answered well by most candidates. Question 1(b) Some responses did not include both dates required – 14th to 24th February. Question 2 This question was answered well by most candidates but some responses gave ‘babies’ rather than ‘children’ as the answer. Question 3 This question was answered well by most candidates. Question 4 Many answers to this question were incorrect. Dialogue 3 Questions 1 to 5 These questions were all answered well. Question 6 This question was generally answered well although some candidates only gave one correct answer. Questions 7 and 8 These questions were both answered well. 3.4 Conclusions • Examiners noted that a number of candidates appeared to be quite challenged by some of the Reading Comprehension passages • Answers in both Reading Comprehension and Listening Comprehension sometimes lacked the required degree of detail. • Examiners noted a general improvement in Written Production this year. • More candidates attempted all questions on the examination paper than in previous years. 17 3.5 Recommendations to Teachers and Students It is recommended that teachers • speak as much Italian as possible in the classroom • ensure that students have regular practice in all aspects of language skills: listening, speaking, reading and writing • expose students to a wide range of reading materials which contain core vocabulary related to the themes of the syllabus • help students to develop an appreciation for Italian language and culture • encourage students to become more responsible for their own learning by setting goals for what they want to achieve • emphasize the importance of grammatical accuracy and spelling • ensure that students learn and practise numbers dates and times days of the week months of the year seasons names of Italian cities and regions • ensure that students become familiar with the required layouts for informal letters and e-mails • encourage students to become familiar with examination papers and CDs from previous years • collaborate with Italian schools via the Internet and encourage students to exchange e-mails with Italian students • instruct students to attempt all questions, in particular in the Writing section • instruct students not to write in pencil in any part of the examination. 18 It is recommended that students • speak as much Italian as possible in the classroom • read a variety of Italian texts • revise basic vocabulary, and, in particular, the following: numbers dates and times days of the week months of the year seasons names of Italian cities and regions • use the Internet to learn about the culture and customs of Italy • revise basic grammar – articles, nouns and adjectives, verbs - the presente and passato prossimo • become familiar with the layouts of informal letters and e-mails • study the examination papers and CDs from previous years • attempt all questions on the examination paper • re-read all answers carefully before handing up the examination paper • do not write in pencil in any part of the examination paper. 19 4. Higher Level - Written and Aural examinations 4.1 Introduction In addition to the Oral Test (100 marks) the Leaving Certificate Examination at Higher Level in Italian consists of the following components: Written Paper (Reading Comprehension and Written Production) (220 marks) Aural – Listening Comprehension Test (80 marks) Written Paper The written paper contains three sections, as follows: Section A – this tests Reading Comprehension on a journalistic passage (Candidates are required to answer four questions in Italian and a fifth question in English or Irish) Section B Candidates have three options from which they must choose one: 1. an unseen literary passage 2. a literary passage from one of the two prescribed texts 3. an essay in either English/Irish or Italian on one of the two prescribed texts. Section C – this section tests Written Production There are three parts in this section. 1. a short essay on a topic linked to the journalistic passage 2. a short essay based on a list of key-words 3. one from a choice of two formal letters/emails Marks were allocated as follows: Section A 60 marks Section B 60 marks Section C 100 marks 25+25+50 Total 220 marks 20 Aural - Listening Comprehension Test There are two sections in the Listening Comprehension Test. Section A consists of multiple-choice style questions. In 2009, the topics included travel, the weather, news announcements and general information. Section B is divided into three parts - each a dialogue containing items of general interest – in 2009 a language exchange (B1), a description of the Carnival in Venice (B2) and an interview with a young Italian reality show star (B3). Marks were allocated as follows Section A Section B1 Section B2 Section B3 Total 16 marks 16 marks 16 marks 32 marks 80 marks 4.2 Performance of candidates Candidates generally performed well in the Written section. Section A was, in general, answered well. The unseen literary option in Section B was well done on the whole and Examiners noted a significant improvement in the standard in the literary options. This was particularly evident in the essay in English. Written production has improved generally, with improvement in evidence in letter writing. The general standard of answering was high and this was reflected in the results. However, some candidates had a rather narrow range of vocabulary and had difficulties with grammatical structures. Candidates performed very well in the Listening Comprehension test. 21 4.3 Analysis of candidate performance 4.3.1 Written Paper Section A - Journalistic passage The criteria used in the marking of the answers to the comprehension questions relate to the level of understanding shown by the candidates to the questions or statements made, and their ability to manipulate language where necessary. On the whole, the passage on ‘Remote Working’ (Telelavoro) was well understood and candidates engaged positively with the article. Question 1(a) This question was answered well, but some candidates thought that telelavoro was the person and not the job. Question 1(b) This question was answered well. Question 2(a) This question was answered well. Question 2(b) The responses to this question on aggettivi maschili were less successful as many candidates did not give correct examples of masculine plural adjectives. Question 3(a) Most candidates gave the correct answer to this question. Question 3(b) This question was answered well, although there were some problems with manipulation of language. Question 4(a) This question was answered well. Question 4(b) This question created some problems as it was not always clear from the responses if candidates fully understood the ways in which Il telelavoro fa risparmiare. Question 5 This question was answered very well with most candidates mentioning four points from the article in a coherent way. The numbered points in the layout of the answer may also have helped the candidates to give clearer responses. 22 Section B In Section B, candidates have three options: 1. an unseen literary passage 2. a literary passage from one of the two prescribed texts 3. an essay in either English/Irish or Italian on one of the two prescribed texts Below is the breakdown of the candidates’ choices in Section B in 2009: 1 2A 2B 3A 3A 3B 3B Literary passage (unseen) Né qui né altrove Literary passage from Io non ho paura Literary passage from Una bambina e basta Essay in English on Io non ho paura 1 Essay in English on Io non ho paura 2 Essay in English on Una bambina e basta 1 Essay in English on Una bambina e basta 2 Total number of scripts 73 (6) 58 (14) 2 (1) 72 (6) 18 0 0 223 The numbers in brackets represent candidates who attempted more than one option. (In accordance with standard practice, both options were marked and the higher of the two marks was awarded to the candidate.) It is interesting to note that the number of candidates who chose the unseen literary passage has been decreasing in recent years. In 2006, a total of 64% took this option compared with 33% in 2009. There is an increase in the numbers who chose the essay on the prescribed text (all of which were written in English or Irish). In 2006, 32% of candidates took this option while in 2009, 40% of candidates did so. Section B 1 - Unseen Literary Passage Né qui né altrove (Gianrico Carofiglio) 73 candidates (plus 6 taking it as an extra option) chose the unseen literary passage and in general they did very well, with more than half of them getting very high marks in this section. Examiners commented that the candidates who chose this option did better than they had done in Section A, the journalistic passage. Questions 1(a) and 1(b) These questions were answered well with most candidates giving good responses to what the young people had in common and also a good description of Giampiero and how he was different from his friends. Question 2(a) The idea of Giampiero’s indifference to school and studying was not noted by all candidates – nessuna materia gli piaceva. 23 Question 2(b) This question was answered very well with almost all candidates finding the correct expression in the passage – andare male a scuola Question 3(a) Not all responses showed that the candidates understood that the study of philosophy was considered a luxury by Paolo’s family. Question 3(b) This question was answered very well. Question 4 Most candidates answered this question very well although a small number had some difficulty with the manipulation of verb endings. Question 5 This question was answered very well. Most candidates showed a good understanding of the passage as a whole, and of the characters in it. Section B 2 – Literary Passages from Prescribed Texts 2A - Io non ho paura 58 candidates (plus 14 taking it as an extra option) chose this passage. Generally, all candidates did well in Questions 1 to 4, although some candidates found Question 4(a) challenging. The responses to Question 5, where candidates had to make points from both the passage and the novel as a whole, were not quite as successful as in the previous questions. While Michele’s father is portrayed quite sympathetically in the passage and can therefore be described as hard-working, funny, interested in his children etc, it is essential to mention also that he was cruel, ruthless and involved in Filippo’s kidnapping. 2B - Una bambina e basta Only two candidates chose this option with one also choosing it as an extra option. The small number of candidates taking this option can be accounted for by the fact that the novel was new in 2009 and teachers and candidates are still studying the other prescribed text Io non ha paura which was introduced in 2008. While Questions 1 to 4 were answered well by the three candidates who chose the passage, the responses to Question 5 were less successful. 24 Section B 3 - Essay on prescribed text Io non ho paura 72 candidates (plus 6 taking it as an extra option) chose essay A1 and answered it very well. A number of examples were given of Michele’s bravery and these examples were also very well developed. Examiners noted that it was evident that the candidates were very well prepared. Essay A2 was chosen by 18 candidates and this essay was also done very well. Some good examples of the struggle between good and evil were given by the candidates. Overall, the standard of essay writing was higher in 2009 than in the previous years. Most candidates showed an in-depth knowledge of the chosen novel and analyzed the questions very well, with appropriate use of references. There was very little irrelevant material and re-telling of the story in evidence. Examiners also noted that candidates gave good introductions and conclusions and were very well prepared for the task. From the evidence of some essays, Examiners noted that it appeared that some candidates had only read the English translation or had seen the DVD of the novel and may not have read the novel in Italian. While it is helpful and to be recommended that candidates become acquainted with the novel in these ways, they cannot replace the actual reading of the novel in Italian. There are some minor inconsistencies between the novel and the DVD and some candidates gave answers which reflected what they would have seen in the DVD rather than what they would have read in the novel. Also, the character Il Teschio was referred to by a small number of candidates as ‘Skull’ which only appears in the English translation. Una bambina e basta No candidate wrote an essay on the novel. 25 Section C – Writing (Written Production) The overall standard of the candidates in 2009was significantly higher than that of candidates in previous years. The essay linked to the journalistic passage was well done, the guided essay had good content and the formal letter was particularly well done. However, despite the improvement in content and communication in written production, an overall carelessness was shown by some candidates in their approach to grammatical accuracy and spelling. 1. Essay linked to journalistic passage Most of the candidates wrote well and applied themselves to the task. The fact that the journalistic passage was well understood by most candidates helped in their written production in this section. Many candidates used simple sentence structures relating to the work they intended to do in the future and to the current work situation of their parents and friends. A small number of candidates copied sentences from the journalistic passage which were not always relevant. There were some problems with language, and in particular, errors in the use of articles, noun and adjective agreements, prepositions, verb endings, incorrect use of tenses and incorrect auxiliary verbs were noted. However, Examiners also noted some good examples of idiomatic expressions and a wide range of vocabulary. 2. Guided Composition This was well done by most candidates with almost all candidates using all of the ideas listed. Some irrelevant material was used, but, on the whole, candidates performed well. As in the linked essay, incorrect use of tenses was common and at times interfered with meaning. Scambiarsi caused particular problems for some candidates. 3. Formal Writing Examiners noted a significant improvement in the standard of candidates’ work in this section in 2009. Almost all candidates knew the appropriate salutations and endings. The candidates chose equally from both titles and both letters were well done. Nevertheless Examiners commented that while the marks awarded for content and communication were higher than in previous years, some problems with grammatical structures were also in evidence. Letter (a) This was a letter applying for a job and the candidates used the appropriate expressions required. In general, all points were covered and little irrelevant material was used. Letter (b) This was a letter concerning a house exchange and candidates had the appropriate expressions required. In general, all points were covered and little irrelevant material was used. 26 4.3.2 Aural - Listening Comprehension The general standard of the answers in the Aural section was very good. No particular problems presented themselves in the three dialogues, while the multiple-choice section was particularly well answered. Section A This section was well answered by most candidates, though it must be recognised that the multiple-choice format is not always an effective way of testing comprehension. Some candidates appeared not to understand borsa di studio in Question 1 and in aunento in Question 4. Section B Dialogue 1 Question 1 This question was answered well, but some candidates did not understand una serie di incontri faccia a faccia. Question 2 This question was quite challenging for some candidates, but the majority of them succeeded in getting most of the required information. Question 3 This question was generally answered well. Question 4 This question was answered very well by all candidates. Dialogue 2 Questions 1, 2 and 3 These questions were answered very well by most candidates. Question 4 The advice about accommodation was not understood by many candidates and many just said it was ‘expensive’. Dialogue 3 Question 1 Not all candidates mentioned that Marco M was very busy with concerts and only answered that ‘he is now recognized on the street’. Question 2 This question was answered very well by most candidates. 27 Question 3 In testa alla classifica was not understood by most candidates. Questions 4, 5, 6 and 7 These questions were answered well. Question 8 Sogni was not understood by many candidates and only a very small number gave a correct answer to this question. 4.4 Conclusions • The overall standard of candidates at Higher Level was very satisfactory. • In the Reading Comprehension, the journalistic passage was done well by most candidates. • The candidates who chose the Unseen Literary Passage did very well. • In 2009, more candidates chose the Literary Passage or the Essay on the prescribed texts than the Unseen Literary Passage. • While Written Production has improved, spelling and grammatical structures would benefit from further development. • Candidates performed very well in the Aural Section 28 4.5 Recommendations to Teachers and Students It is recommended that teachers • speak as much Italian as possible in the classroom • encourage students to read and discuss a wide variety of material which will help widen their vocabulary and develop a greater sense of both language and cultural awareness • encourage students to develop an appreciation for Italian language and culture • encourage students to become more responsible for their own learning by setting goals for what they want to achieve • ensure that students have regular practice in all aspects of language skills listening, speaking, reading and writing • emphasize the importance of grammatical accuracy and spelling • encourage students to listen to Italian CDs, watch Italian films/DVDs and access online material to help prepare for the Aural Comprehension test • practise identifying grammar elements • encourage students to improve written production by urging them to write simple, correct Italian rather than trying to translate elaborate sentences from English into Italian or to memorise sentences and to then use them in any context • ensure that students are familiar with the required layouts for formal letters and e-mails • encourage students to become familiar with past examination papers and CDs • collaborate with Italian schools via the Internet and encourage students to exchange e-mails with Italian students • encourage students to become familiar with Italy and Italian-speaking communities by using the Internet to explore aspects of Italian culture • instruct students not to write in pencil in the examination. 29 It is recommended that students • speak as much Italian as possible in the classroom • read a variety of Italian texts (newspaper articles, listening materials, literary texts and online texts) • practise writing simple correct Italian • revise grammatical structures and practise manipulation skills for Reading Comprehension • practise identifying grammar elements • be familiar with the layout of formal letters and e-mails • listen to CDs, watch films/DVDs and access online material to help prepare for the Aural Comprehension test • exchange e-mails with Italian students, and use the Internet and other media to explore aspects of Italian language and culture. • become familiar with examination papers and aural CDs from previous years • do not write in pencil in any part of the examination paper. 30 5. General Summary • Examiners expressed general satisfaction with the performances of candidates in the 2009 examinations at both Ordinary and Higher Levels. • Examiners commented positively on the high standard of oral competence of a significant number of candidates in the Oral Examination. • Candidates performed very well in the Aural Comprehension test at both levels and their results in this section helped them achieve their final overall grades in the examination. • The standard of Written Production at both Ordinary and Higher Level has improved in recent years. However, there is an ongoing need to emphasize the importance of grammar. • There was a significant and encouraging increase in the numbers taking the Higher Level in 2009 which had the effect of increasing overall numbers by 24% from the 2008 numbers. 31 5. Exemplars of Standard The exemplars of written production that follow have been selected from the scripts of the candidates who sat the Leaving Certificate Italian examination at Ordinary and Higher Levels in 2009. These exemplars should be read in conjunction with the Examination Papers and Marking Schemes available on the State Examination Commission’s website www.examinations.ie The exemplars are reproduced as they were written by the candidates, with their own spelling and punctuation retained. Ordinary Level Section C Writing Question 1 – Informal Writing (a) (30 marks) Giulia, una ragazza italiana che è stata ospite a casa tua durante uno scambio, ti scrive per chiederti notizie. Scrivile un’e-mail per dirle come stai, cosa fai in questo periodo e quali sono i tuoi progetti per le vacanze. Dalle anche informazioni sui vostri amici comuni (in italiano). Nó/Or (b) Hai deciso di andare a Roma con degli amici e vuoi stare in un ostello in centro. Chiami l’ostello per avere informazioni e parli con un simpatico ragazzo della reception. Scrivi il dialogo della telefonata (in italiano). Allocation of marks for (a) Date, greeting and ending Content Language Total 5 marks 20 marks 5 marks 30 marks 32 (a) E-mail Exemplar 1 Dublino, 19 giugno 2009 Cara Giulia, Come stai? Spero che tu stia molto bene. Com’è andata la tua esame di matematica? Mi ricordo che tu eri molto preoccupata la settimana prima dell’esame. I miei esami del’ Leaving Certificate sono andato abbastanza bene. Ho trovato la geografia abbastanza dificile. Che cosa fai in questo periodo? Io lavoro in un negozio sportive. La gente qui è molto simpatica. Sono felice con il mio lavoro. Io andrò in Francia con la mia famiglia. Scrivimi presto John Marks awarded 24/30 (5+15+4) Exemplar 2 19 giugno Ciao Giulia, Da quanto tempo mi fa tanto piacere che ancora tu fai sentire. Comunque a me tutto a posto. Spero che anche per te le cose vanno bene. Che mi dici. Sai che mi manchi tanto! In questo periodo indovina che faccio? Sì giusto gli esami! Non ho paura perché ho studiato tanto. Ho anche una bella notizia per te, vengo in Italia per 3 mesi tutta l'estate. Sono contentissima. Magari ci possiamo incontrare e andiamo a mangiare fuori e poi andiamo a ballare. Qua da le parte mie ti salutano tutti e anche mia sorella. Ti manchano tutti. Senti, devo andare adesso ma tanto ci vediamo presto spero. Non vedo d’ora di venire lì. Tanti baci a te e famiglia Niamh Marks awarded 26/30 (5+16+5) 33 Exemplar 3 Cara Giulia, Come stai? Spero che la visita e il scambio e bene. Spero anche che la tua genitori sono bene. Lavoro in una negozio per l’estate ma preferisco il mio tempo libre! Andiamo con i miei amichi a le cinema o al bar. La tempo fa ‘oh’ qui – l’estate in Irlanda non e come l’estate in Italia! Per vacanza quest’anno voglio andare con i miei amichi a ‘Oxygen’ una festa a dublino. I groupi Snow Patrol è Killers e là. Scrivi presto. Un abbraccio Laura Marks awarded 23/30 (4+16+3) Exemplar 4 19 giugno 2009 Ciao Giulia! È da tanto tempo che non ho tue notizie e quindi sono molto lieta di sentirti. Ho un sacco di novità da raccontarti! Come stai? Io sto bene, ma mi manchi ancora! Adesso studio per gli esami – odio la matematica! Per fortuna prenderò l’ultimo esame la settimana prossima. Subito dopo gli esami io e la mia famiglia andremo a trovare mia zia in Inghilterra. Mia zia è molto simpatica, non vedo l’ora! Staremo a Londra per due settimane. Se supero gli esami spero di visitarti in Italia forse in agosto se va bene per te? Fammi sapere che pensi tu. La nostra amica Karen non sta bene – ha rotta la gamba tre giorni fa e dunque non può andare in vacanza. Che peccato, James invece è già andata in Francia. I miei genitori ti mandano tanti cari auguri. Scrivimi al più presto. Spero tanto di rivederti quest’estate. Baci e abbracci Nicola Marks awarded 30/30 (5+20+5) 34 Exemplar 5 Cara Giulia, Ti ringrazio per il tuo e-mail – sono stata contenta ricevere notizie da te. Io sto bene, però sono molto impegnata con il lavoro – come sempre! Ho due grandi progetti in programma per il fine di luglio. Allora almeno mi diverte il mio lavoro! Non vedo l’ora al fine di luglio. Prenderò vacanze per un mese. Come sai amo la vita all’aperto quindi sto sperando di passare qualche tempo caminare nelle montagne andare a maneggio e imparare il surf! Mary sta bene – fa gli esami adesso, quindi non la vedo spesso. Peter gira in Cina al momento – sempre l’avventura! Allora devo finire adesso, la pausa pranzo ha finito! Ci parliamo presto spero Bacioni Susan Marks awarded 29/30 (4+20+5) 35 (b) Dialogue Allocation of marks Opening and closing of conversation Content Language Total 5 marks 20 marks 5 marks 30 marks Exemplar 1 Pronto Buongiorno signore. Puo aiutarmi? Vogliamo stare nel tuo ostello Quando? In luglio per una settimana, il uno all otto luglio. Quanto costa? Un pernottamento nell’ostello costa soltanto venti euro, colazione inclusa. Bene, bene. Questo non costa nulla. Si, questo ostello e vicino al centro di Roma. Roma e una bellissima citta. C’è molte cose da fare e molte cose da vedere. Allora una camera per 4 persone dal uno del otto luglio. Si,si. Grazie, arrivederci. Marks awarded 24/30 (5+15+4) Exemplar 2 - Buongiorno, la ostello il Sole. Pronto. Buongiorno. La ragione della mia telephonata é perché voglio chiedere qualca informazioni. Ho trovato molti informazioni sull sito dell ostello. Vorrei sapere qualca é tre camere con i bangi. Si,si tre camere con i bangi è trenta euro a notte. Grazie. E il ostello e in centro la citta? Si, il ostello e in centro citta. E in Piazza Europa in centro a Roma. Quali i servizi in ostello? C’e un ristornate e ogni giorno un trip al Colosseo. Grazie per il suo aiuto. Prenoto l’ostello via e-mail. Non c’e problema. Arrivederci. Ciao. Marks awarded 25/30 (5+17+3) 36 6. Exemplars of Standard, Higher Level Formal Writing Section C 3 (a) or (b) Allocation of marks Date, greeting and ending Content and communication Language Total 10 marks 20 marks 15 marks 50 marks (a) Leggete questo annuncio su un giornale italiano. Volete passare un’estate diversa dalle altre, e questo annuncio sembra fatto per voi. Scrivete a Divogroup facendo riferimento alle informazioni richieste. Esprimete il vostro interesse, ma chiedete ulteriori dettagli riguardo alle condizioni di lavoro e altre cose che ritenete importanti. CERCASI STAFF DISCOTECA & P.R. PER LOCALI SELEZIONATI A ROMA! Cerchiamo ragazze o ragazzi da tutte le parti del mondo, che abbiano voglia di vivere il mondo della notte in uno staff consolidato e dinamico nei principali locali di Roma. Sei una persona solare, estroversa, ti piace il divertimento e ti senti portato/a per le “pubbliche relazioni”? Per far parte del nostro staff non si chiede esperienza, ma tanta buona volontà. La nostra premessa? Divertimento e guadagno immediato Per info/contatti/curriculum: Divogroup.it, Via Galdesana 28, 00100 Roma, Italia [email protected] (b) Alla vostra famiglia interessa uno scambio di casa per le prossime vacanze. Su internet avete trovato questa opportunità. Contattate il Signor Pellegrini dicendo che siete interessati. Date informazioni sulla vostra casa e sulla vostra zona, e sul periodo in cui vorreste fare lo scambio. Chiedete anche altre informazioni che vi interessano sulla casa. Scambio casa per due settimane in qualsiasi periodo della stagione estiva. La mia casa è nel centro storico di Santa Clara in Sardegna. Da 2 a 4 persone, stupenda ubicazione, luminosa, sul mare, con aria condizionata e con tutti confort per una splendida vacanza. Accetto proposte diverse, isole e resto Italia, anche estero. Contattare Antonio Pellegrini, Via Pula 27, 09100 Cagliari, Italia. [email protected] 37 (a) Exemplar 1 Divogroup Via Galdesana 28 00100 Roma 19 giugno 2009 Gentile Staff di Divogroup Ho recentemente letto il vostro annuncio sul giornale “La Repubblica” del 10 giugno. La vostra richiesta sembra molto interessante però desidererei qualche ulteriore informazione. Inanzitutto, io mi chiamo ….. Sono una ragazza irlandese di 18 anni e mi ha sempre entusiasmato l’idea di lavorare in una discoteca o in un locale notturno. Inoltre mi piacerebbe trascorrere l’estate in Italia per migliorare la mia conoscenza della lingua italiana e conoscere una cultura così diversa da quella irlandese. Mi ritengo una persona molto estroversa e adoro conoscere ed intrattenere nuovi amici. Come ho già detto, ho 18 anni, quindi naturalmente il divertimento gioca un ruolo molto importante nella mia vita. L’anno scorso nel 2008 ho trascorso l’estate lavorando come animatrice in un villaggio turistico in Spagna. Quanto dura la stagione lavorativa? Io comincio la scuola il 3settembre quindi dovrei terminare l’attività entro quella data. Inoltre vorrei sapere qualcosa riguardo agli orari. Quali sono le ore di lavoro? Avrei la possibilità di scegliere un giorno libero? E naturalmente la cosa che mi interessa maggiormente è il guadagno …quanto potrebbe essere il mio stipendio? Un’ultima domanda….Il vitto e l’alloggio sono compresi o dovrei cercare un appartamento per la stagione? Poiché sono molto interessata nella vostra offerta attendo con ansia una vostra risposta Cordiali saluti Marks awarded 48/50 (10+23+15) 38 Exemplar 2 Egregio signor Direttore Divogroup Via Galdesana 28 00100 Roma Dublino, venerdì 19 giugno 2009 Mi chiamo Louise………..e come studentessa irlandese le scrivo in risposta alls sua inserzione nel giornale ‘La Stampa’. La sua offerta mi ha interessata molto e penso di essere perfetta per il posto di lavoro. Come vede, parlo bene l’italiano. Infatti ho studiato la lingua per tre anni ed ho appena fatto il mio esame di maturità d’italiano. Quindi, vorrei venire in Italia quest’estate con lo scopo di migliorare il mio italiano. Vorrei raggiungere il livello di perfezione! Anche non sono stata mai a Roma. Ho sentito parlare molto bene della vita notturna della città e per questa ragione ho deciso di visitarla. Naturalmente vorrei lavorare quando sarò là perchè sono una studentessa e ho pochi soldi. Il lavoro con Divagroup sarebbe ideale per me perchè mi sono già iscritta ad un corso di lingua per il mio soggiorno e le classi sono durante il pomeriggio, così avrò bisogno di un lavoro notturno. Sono una ragazza molto felice e allegro e di conseguenza sarei bravo con i clienti. Anche sono maggiorenne così potrò servire gli alcolici legalemente. Ho anche un po’ d’esperienza nel campo dell’ospitalità – ho lavorato come cameriera in un ristorante a Dublino due anni fa. Se vuole, potrei mandarle una referenza dal mio precedente datore di lavoro. Però, ho delle domande da farle sul lavoro. Quanto è la paga? E potrebbe dirmi se gli impiegati ricevono un salario settimanale or mensile? Anche avrei bisogno di sapere l’orario preciso del lavoro. Quali sono gli orari di apertura e chiusura della discoteca? Le allego una copia del mio curriculum vitae. L’ultima cosa che desidererei sapere è se devo fare un’intervista? Se sarò assunta vi sarò gratisisma perchè vorrei veramente lavorare con Divogroup. In attesa di una sua cortese risposta le mando i miei più distinti saluti e ringraziamenti Sua Louise … PS le include anche il mio indirizzo di posta elettronica così potrebbe rispondermi più rapidamente louise…[email protected] Marks awarded 48/50 (9+24+15) 39 (b) Exemplar 1 Egregio Signor Pellegrini Via Pula 27 09100 Cagliari Italia Ann …. Via Garibaldi no 11 12721 Roma Italia 19 giugno 2009 Egregio Signor Pellegrini Come sta? Mi chiamo Ann ….. Sono una studentessa irlandese. La ragione che le scrivo e la mia famiglia é interessano uno scambio di casa per le prossime vacanza il idealo periodo per me sarebbe il venti giugno per due settimana perché l’esame di maturità. Vorrei scambiare casa per due settimana. Ho visto sul suo sito che ha una casa con aria condizionata. Nella casa mia non ho l’aria condizionata perché qui il tempo é cattivo. Piove molto quindi devi portare una giaccia e un ombrellone. La mia casa e grande. Ci sono diciotto camere. C’é il visto sul mare, il panorama é bella. Qualche volte vado alla spiaggia con il mio cane. Si chiama Rex. Il suo pelo é nero e castano. In mia camera da letto é piccolo armadietto e un letto. Mi piace ascoltare alla musica nella mia stanza. La mia zona é bella. Ci sono una biblioteca, molti negozi, molti ristoranti, un centro commerciale e un parco con un monumento famoso. Sono molto interessante scambiare di casa per le prossime vacanze. Non vedo l’ora di venire in Sardegna. Mi piace prendere il sole sulla sabbia anche amo nuotare nell’acqua. Vorrei affitare una macchina perché recentemente ho preso la patente. Spero puó rispondermi al piú presto possible perche sono molto ecciceta! Le mando il mio indirizzo di posta elettronica [email protected] Vorrei sapere se ci sono molti negozi vicino? Anche desidero sapere se devo portare molti soldi? Ci sono un campo da tennis vicino alla casa sua? In attesa di un cortese risposta le mando i miei piú distinti e ringraziamenti Sua, Ann… Marks awarded 40/50 (9+22+9) 40 Exemplar 2 19 giugno 2009 Egregio Signor Pellegrini Le scrivo a proposito dell’annuncio che ho letto su internet riguarda scambiare casa. Credo che la mia famiglia siano interessati nel scambio. La mia casa è abbastanza grande. Ci sono molti camere come la cucina, il salotto, due bagni e quattro camere da letto. Le camere sono molto comodi. Nel salotto c’è il televisore, ed il computer con il internet per diventare. Abito nella bella zona . Ci sono molti alberi grandi ed i fiori dappertutto. Non c’è l’inquinamento e la delinquenza. È una zona tranquilla e la mia casa è situata in periferia vicino al centro. Ci vuole dieci minuti con l’autobus per andarci. C’è un supermercato grande vicino a casa mia anche. Vorrei scambiare casa per due settimane dal 10 luglio al 24 luglio. La prego di mandarmi qualche opuscolo di Santa Clara. Vorrei sapere se ci sono i monumenti storici nella zona. Graderei sapere se c’è un supermercato vicino dalla casa. In attesa di una Sua risposta Le invio cordiali saluti Marks awarded 40/50 (10+21+9) 41 Exemplar 3 Salve Signor Pellegrini Mi chiamo Barbara e io e la mia famiglia vorremmo trascorrere due settimane nei pressi di Sant Clara. Ho letto il suo annuncio e la cosa sembra fatta proprio per noi!Le volevo però chiedere se è possibile portare il nostro cagnolino con noi, ovviamente se lei non ha nessun problema! La mia famiglia è composta da quattro persone, io, i miei genitori e la mia sorella maggiore. Viviamo a…………… e sono sicura che se a lei piace la montagna si troverà benissimo con la sua famiglia. Ci potrà fare piacevoli escursioni. La casa può ospitare un massimo di quattro persone. Ci sono tre camere da letto, due bagni e una spaziosa cucina. Inoltre potrà trovare la lavastovigle, lavatrice e forno a micro onde. Posso avere ulteriori informazioni per quanto riguarda le camere? Quanti bagni ci sono? Ci saranno tutte le attrezzature disponibili nella cucina? Il periodo che interesserebbe va dal 7 agosto al 21 agosto. Mi faccia sapere al più presto. Attendo gentile risposta Barbara E-mail …@ hotmail.com Marks awarded 47/50 (7+25+15) 42