TU : Nutrients and the diet

LU planning LU STEP CONTENT METHOD AND ACTIVITIES MATERIALS LENGTH

1 Motivation and brainstorming Vocabulary focus; analysis of the results of the online questionnaire "Food habits"; diseases related to nutrition;

interactive lesson; creation of a mind map on the LIM (CMAP or Lucidchart)

1 h

2 Caloric intake, body mass index.

interactive lesson; individual calculation of self body mass index

1h

3 Analysis Caloric nutrients: simple and complex carbohydrates; protein

interactive lesson 1h

4 Caloric nutrients: lipids phospholipids and cholesterol

interactive lesson; crossword/ word search

1h

5 Laboratory (see enclosed rubrics)

Search for caloric nutrients in food

Lab tests Source: Science ILab 1.0, cap 2 sezione 2.3 test for proteins in food. Lab report and related video.

1h

6 Analysis non-caloric nutrients: fiber, minerals, vitamins and water

interactive lesson 1h

7 Balanced diet and food groups

interactive lesson 1h

8 Food groups interactive lesson; vocabulary matching

1h

9 Synthesis (see enclosed rubrics)

Abstracts of specific scientific articles

Teamwork: extensive reading of scientific papers. A selection of article from Scientific American, Nature, Science. Webquest based on given

3h

sources.

10 Assessment (see enclosed rubrics)

Written test Problem solving 1h

11 Oral test Ppt presentation of the teamworks, ppt/ prezi presentation.

3h

Total hours 15

Classe 4Bs.a., 24 students, Liceo Scientifico “A. Oriani” Ravenna

English language level: upper intermediate B2

Prof. Gianni Caniato

Motivation and brainstorming (LU 1-2) Students filled in the online survey about their food habits at home. They could do it through the linK Food habits, uploaded on their virtual classroom Edmodo.

After a brief brainstorming in class aimed at finding out key words and phrases and at collecting them in a mind map on the lim, we started the analyses of the results of the

survey. In order to have a clear picture of the percentages, I projected the online graphs showing the results. At this point I asked the students to discuss the results,

through a comparison of their food habits and likes/dislikes. I acted as moderator of the discussion trying to lead the focus on healthy versus unhealthy habits and foods.

In particular I focused on the problem of the negative effects of junk food on human diet.

After this step I presented them some slides about the relationship between food and diseases.

Moreover I introduced the topic of the human caloric intake and the ideal body mass index (BMI)

In addition I taught them how to calculate their own BMI (index is weight in kilogram divided into height in meter at the square )

Analysis (LU 3-4)

An interactive lesson about caloric nutrients, with the aid of ppt slides, was the following step

Prof. Gianni Caniato12

Nutritional Values

CALORIC NON CALORIC

SUGARS PROTEIN

S

FATS VITAMINS WATER MINERALS FIBERS

SIMPLEcarbohydrates

HIGH

VALUE

SATURA

TED

WATER

SOLUBLE

SOLUBL

E

COMPLEXcarbohydrates

LOW

VALUE

UNSATU

RATED

FAT

SOLUBLE

INSOLU

BLE

Prof. Gianni Caniato 13

SUGARS

• They supply 4 Cal/g.

• They represent the basis of our diet.

• They should supply 55% - 65% of the daily caloric intake.

• They are divided into

– Simple carbohydrates

– Complex carbohydrates

Prof. Gianni Caniato 14

Simple carbohydrates

• They are monosaccharides and disaccharides

• Glucose, fructose, galactose, maltose, lactose

• They are absorbed quickly

• They shouldn’t exceed 10% of the dailycaloric intake.

• Excessive intake can cause tooth decayand adult-onset diabetes.

Prof. Gianni Caniato 15

Complex carbohydrates

• They are polisaccharides

• They are starches

• They represent the main source of energy for the human body

• Thanks to their slow digestion, they provide a continuous supply of glucose.

Prof. Gianni Caniato 16

Proteins

• They provide amino acids

• They supply 4 Cal/g.

• Protein requirements vary with age:

– 2,5 g per Kg in childhood

– 1,5 g per Kg in adolescence

– 1,0 g per Kg in adulthood

• They are divided into:

– High biological value proteins

– Average biological value proteins

– Low biological value proteins

Prof. Gianni Caniato 17

High biological value proteins

• They contain all 20 types of amino acids,

• in particular 8 amino acids that can not becreated by the human body, so they must beintroduced through our diet (essential amino acids: Tryptophan, Isoleucine, Leucine, Lysine,

Phenylalanina, Threonine, Valine and Methionine)

• They should supply at least one third of the daily caloric intake

• They can be found in products of animalorigin

Prof. Gianni Caniato 18

Average biological value proteins

• They contain all the 8 essential amino acidsbut not in the right amount for our body

• They are generally found in legumes, whichdon’t have a sufficient amount ofmethionine

Prof. Gianni Caniato 19

Low biological value proteins

• They lack some amino acids

• In particular they have few essential amino acids

• They must always be integrated with high biological value proteins

• They can be found in cereals

Prof. Gianni Caniato 20

Fats

• They are also called lipids and their mainfunction is to provide energy

• They supply 9 Cal/g

• They must supply 25-30% of the dailycaloric intake

• They are divided into

– triglycerids

– phospholipids

– cholesterol

Prof. Gianni Caniato 21

Triglycerides

They are neutral fats.

They are divided into

SATURATED

They contain saturated fatty

acids (with no double bonds

between the individual carbon

atoms): they are considered

to be less healthy than other

fats and to have an influence

on cardiovascular diseases

UNSATURATED

They contain polyunsaturated

fatty acids (with at least a

double bond), three of which

are essential: linoleic,

linolenic, arachidic. They are

important for the synthesis of

hormones and prostaglandins

Prof. Gianni Caniato 22

Phospholipids and Cholesterol

They supply phosphorus, they are important for the

synthesis of cellular membranes

PHOSPHOLIPIDS

CHOLESTEROL

It is partly produced by our organism (endogenous

cholesterol), and partly it is found in foods of

animal origin. An excessive amount of cholesterol

can increase the risk of developing

atherosclerosis.

Laboratory: Search for caloric nutrients in food (LU 5)

The focus of this step was a laboratory test in the biology lab. I engaged the student in a teamwork. I divided them into 6 groups, each group consisting of four students. I gave each group tasks and roles (cooperative learning):

1. The Team leader establishes the activities, the rules of the group, the timetable, substitutes for roles if anybody is absent, makes sure everybody understands the tasks, suggests solutions to team problems.

2. The Recorder keeps a written record of the steps of the teamwork, gives updates on the team’s progress. 3. The Material manager picks up, collects, turns in or puts away materials, manages materials in the group during the group work. 4. The Reporter speaks for the group, is responsible for the final product and delivers it or presents it.

At the end of the lab experience each group produced a laboratory report. I also enclose the rubric adopted in my department for the assessment of the lab report.

Laboratory - Rubric

INDICATORS DESCRIPTION OF SKILLS – ATTRIBUTES – COMPETENCES Score

Title None 0

Incomplete/unsuitable 0

Correct 1

Lab equipment/Materials/safety rules Complete and in bullet points 5

Any missing element -1

Method/procedure

No description/explanation 0

Incomplete or not so clear explanation 1 - 2

Clear description/explanation 3 - 4

Complete, well structured (numbered points) and synthetic description 5 - 6

Observations and data Incomplete, wrong, lacking any proper means of scientific representation such as graphs, tables, symbols and diagrams 0

Superficial, incorrect use of means of scientific representation 1 - 2

Use of notations and scientific means to represent the information 3 - 4

Clear, synthetic and complete information presented with a precise and proper use of notations 5 - 8

Conclusions No conclusion 0

Conclusion not supported or partially supported by observations 1 - 2

Conclusion supported by observations 3 - 5

Correct interpretation of data and suggestions of new hypotheses and strategies of scientific verification as a support of the conclusions 6 - 10

Language – Vocabulary

Spelling, grammar, vocabulary, accuracy in

scientific communication and terms.

Pronunciation

Synthesis

Poor organization grammatical, spelling and pronunciation errors, difficulty in expressing ideas and information, recurrent hesitations, incorrect terminology

-2

Some organizational and grammatical problems, adequate terminology and pronunciation -1

Good sentence flow, sentence structure and grammar, good pronunciation, terminology correctly used

1 / 2

Excellent organization, sentence structure and grammar, accurate scientific terminology, very good pronunciation

3

Score Assessment Voto

Until 11 po Very poor 4

Between 12 and 17 Poor 5

Between 18 and 21 Pass 6

Between 22 and 24 Adequate 7

Between 25 and 27 Good 8

Between 28 and 30 Very good 9

over 31 Excellent 10

Here is the description of the lab test in its details.

Recognition of proteins in food Aim of the test: to recognize which foods contain proteins.

Materials:

• 250cc Beaker;

tubes

• Glass stirring rods;

• Hot plate;

• Water;

• 5cc Cylinder;

• Pure gelatine;

• CuSO4 7%;

• 30% NaOH;

• 7 food samples: apple juice, meat, potato, cheese, salt, chickpeas, vinegar.

Method:

1. Perform blank test using pure gelatine containing protein;

2. Add 3cc of distilled water into the gelatine and stir everything with the rod in order to dissolve it;

3. Add a pipette of NaOH 30% to it;

4. Stir with the glass rod;

5. Place the tube into a boiling water bath for about a minute;

6. Remove the tube and let it cool under cold water;

7. Add a pipette of CuSO4 7% to it;

8. Stir with the glass rod;

9. Observe the change of color of the solution in the presence of protein;

10. Repeat the process with the seven food samples;

11. Fill in the table with the type of food and the color variations due to the addition of the reagents.

Observations

Food sample data

Pure gelatine

Apple juice

Meat

Potato

Cheese

Salt

Chickpeas

Vinegar

Conclusions:

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Analysis (LU 6 )

An interactive lesson about non caloric nutrients, with the aid of ppt slides, is the following step

Analysis (LU 7-8)

An interactive lesson about balanced diet and food groups, with the aid of ppt slides, was the following step

Other foods (not included in the groups above mentioned)

Rules for a healthy diet

Synthesis: (LU 9)

This step was aimed at collecting information, data and scientific news, but also at enriching, improving scientific vocabulary. The activity required a group work.

Teamwork: extensive reading of scientific papers from Scientific American, Nature, Science, Plos biology.

The sources given were the following:

1. Foodborne Disease: Alan Taege; Published: August 2010 2. Fruits and Vegetables 3. Mediterranean Diet – Food Guideù 4. Can a Macrobiotic Diet Help Treat Cancer? Nutrition Diva: Quick and Dirty Tips for Eating Well and Feeling Fabulous November 7, 2012 — Monica Reinagel 5. Foods to Restore Your Intestinal Flora October 28, 2015 6. Can the Right Diet Prevent Cancer? May 20, 2015 — Monica Reinagel

A Webquest activity was also carried out to find out materials about food and healthy living from these links.

http://www.bbc.co.uk/science/0/22019289 http://www.nhs.uk/LiveWell/Goodfood/Pages/Goodfoodhome.aspx http://www.bbc.co.uk/science/0/22028519 http://www.nhs.uk/Livewell/healthy-eating/Pages/Healthyeating.aspx http://www.bbc.com/news/health-15402403 http://www.scientificamerican.com/article/whole-grain-foods-not-always-healthful/ http://blogs.scientificamerican.com/guest-blog/gluten-sensitivity-what-does-it-really-mean/ http://www.nhs.uk/Livewell/Goodfood/Pages/eight-tips-healthy-eating.aspx http://www.nhs.uk/Livewell/Goodfood/Pages/Healthyeating.aspx http://www.nhs.uk/Livewell/Goodfood/Pages/how-to-get-more-fibre-into-your-diet.aspx https://www.bda.uk.com/foodfacts/Carbs.pdf http://www.nhs.uk/Tools/Pages/Food-allergy-myth-buster.aspx

Examples: What is food intolerance? Can you explain what gluten sensitivity means?

Moreover, an outline helping the students to produce their teamwork was given. It gave them a scaffolding support to elaborate an essay containing all the information

they could find out from the articles they analyzed. In particular they learnt how to write an abstract, a bibliography, how to synthesize the collected information into a

presentation, how to organize information into a structured work, being aware of what they have learnt .

World News - Breaking international scientific news and headlines Type of activity: Group work Project: extensive reading of scientific papers Topic: Type of module: Clil Module Type of test: oral Suggested sources: Complete the outline below (some hints are given) Source/bibliography1: Type: Journal article Subject collection: Title: Author/s: Journal/magazine: Year: Volume: Issue: Pages: Abstract2: Author keywords: Glossary: (words and definitions) Find out What is the paper about? What is the topic? What information is given? What scientific concepts can you find out? What kind of language is used?

1 Come redigere una bibliografia in ambito scientifico, http://www.unive.it/nqcontent.cfm?a_id=39026 (8/11/2014). 2 See the guidelines about writing an abstract.

What images are used? Why is it useful? What have you learnt?

Draw a map or a Prezi of the concepts for your oral presentation. I also gave them a guide to write the abstract of a scientific article

SCIENTIFIC ENGLISH - WRITTEN COMMUNICATION

THE STRUCTURE OF A PAPER

The abstract

- Not a simple summary

- It has to be good

- Structure and length

- Things to avoid

- Types of abstract

After the title, the abstract is without doubt the part of your paper that will be read by the greatest number of people.

The abstract is the only part of the paper that readers see when they search through databases such as PubMed.

The abstract is not a summary, but a shorter version of your paper. It can induce readers to view the whole paper, yet it can also be useful for those people

that just do not have the time to read the complete work.

A summary merely restates findings and conclusions for those who have already read the original text.

An abstract needs to be written before the paper itself. In this way it will be a guideline for what comes after.

Of course, you should review the abstract when you have completed your paper to make sure that they reflect one another accurately.

In fact you should never have anything in the abstract that is not mentioned in the main body of the paper.

The abstract, therefore needs to be a stand-alone document that briefly summarizes the main sections of the paper which can be read and understood

without having to refer to the paper itself.

Write the abstract in the past tense as it refers to a work that has been completed. The conclusions can be written in the present tense (Our study shows

how/why..... ).

Do not include abbreviations except those appearing in the journal standard list that do not require definition (e.g. AIDS).

Do not cite literature references and do not refer to tables or figures. Do not insert images.

Basically, there are two types of abstract: the informative and the indicative or descriptive. The informative abstract is the one that appears at the head of

original research papers and is of particular help to those scientists without the time to read all that is published concerning their specialty. The indicative or

descriptive abstract is less substantive and is mainly found in review papers and conference reports. Both informative and indicative abstracts are normally

limited between 100 and 250 words. The usual sections defined in an abstract are the Background, Methods, Results, and Conclusions.

The background or introduction should be the shortest part of the abstract and should very briefly outline the following information:

• What is already known about the subject, related to the paper in question. • What is not known about the subject and hence what the study intended to examine (or what the paper seeks to present). It the can be framed in just 2–3 sentences and it has to provide the reader with a background to the study, and hence to lead into a description of the

methods employed in the investigation.

The methods section is usually the second-longest section in the abstract. It should contain enough information to enable the reader to understand what was

done, and how.

The results section or findings is the most important part of the abstract, it should therefore be the longest part of the abstract and should contain as much

detail about the findings as the journal word count permits.

RUBRIC EXTENSIVE READING OF SCIENTIFIC PAPERS

Assessment (LU 10)

The students were finally given a written test with Problem solving activities.

1) Examine the table and answer the following questions:

a. What kind of carbohydrate is starch? Polysaccharide

b. Which food test reveals the presence of starch in food ? Iodine test

c. What kind of carbohydrate is maltose? Disaccharide

d. Which monosaccaride/s form maltose? 2 molecules of glucose

e. What is the name of the protease produced by the stomach? Pepsin

f. What is the name of the protease produced by pancreas? Trypsin

g. What is a fatty acid? How can you identify it? An organic acid molecule which –COOH group which is always present and identifies it.

2) What major nutrients, such as carbohydrates, proteins, fats, vitamins, minerals, water etc.., are the following foods rich in? Fill in the table below.

FOOD NUTRIENTS

Legumes Proteins, vitamin B1, B6, folic acid, pantothenic acid, sulfur, phosphorous,

magnesium, calcium, chromium, copper, manganese, molybdenum,

Rice and pasta Carbohydrates, proteins, vitamin B1, niacin

Olive oil Monounsaturated fats, antioxidants, vitamin E, K

Watermelon Water, vitamin C

Citrus fruits Vitamin C, water

Milk products Fats, proteins, riboflavin, vitamin B12, calcium, phosphorous, water

Meat Proteins, niacin, vitamin B6, iron, zinc, copper, selenium, potassium, sulfur,

sodium, phosphorous, chlorine, calcium, chromium, cobalt,

Green leafy vegetables Vitamin A, E, K, C, B2, B6, niacin, folic acid, pantothenic acid, iron,

magnesium, calcium, iron,

Whole grains Carbohydrates, fiber, vitamin B1, B2, B6, E, niacin, folic acid, magnesium,

zinc, iron, potassium, phosphorous, calcium, chromium, copper,

manganese, molybdenum, selenium,

Eggs Vitamin A, B12, biotin, sulfur, sodium, phosphorous, chlorine, calcium,

iron, selenium,

3) Now answer the following questions:

i. Which vitamins mentioned in the table above are water-soluble? Vitamin C, B1, B2, B6, B12, biotin, niacin, folic acid, pantothenic acid.

ii. Which vitamins mentioned in the table above are fat-soluble? Vitamin A, E, K.

iii. Which vitamin mentioned in the table above is necessary for blood coagulation? Vitamin K.

iv. Which vitamin mentioned in the table above is necessary to connective tissue formation? Vitamin C.

v. Which vitamins mentioned in the table above are antioxidants? Vitamins C, E.

vi. Which minerals mentioned in the table above are macronutrients? Calcium, phosphorous, chlorine, magnesium, potassium, sodium, sulfur.

vii. Which minerals mentioned in the table above are micronutrients? Zinc, selenium, copper, chromium, cobalt, copper, iron, manganese, molybdenum, selenium.

viii. Which nutrients mentioned in the table above provide immediate energy? Carbohydrates.

ix. Which nutrients mentioned in the table above provide long-term energy? Lipids/fats.

4) What disease/problem is caused by a deficiency in:

a) Vitamin C (scurvy, slow healing and delayed coagulation)

b) Vitamin D (rickets, bone decalcification and weakening)

c) Iron and B12 (anemia)

d) Biotin (hair loss)

e) Vitamin B1 (thiamine) (beriberi)

f) Niacin (pellagra)

g) Vitamin K (bleeding, blood clotting problems)

h) Vitamin A (night blindness)

i) Vitamin B6 (slow growth, anemia)

j) Vitamin B2 (lesions in mouth corners, eye irritation)

5) Circle the term that does not belong to the following sequences:

a) Thiamin Riboflavin Ascorbic acid Retinol (retinol is fat-soluble and not water-soluble)

b) Zinc Selenium Sodium Copper (sodium is a macronutrient and not a micronutrient)

c) Bread Milk Tomatoes Eggs (tomatoes do not contain proteins)

d) Liver Cheese Green leafy vegetables Whole grains (cheese does not contain iron)

e) Biotin Tocopherol Cholecalciferol Menadione (biotin is water-soluble and not fat-soluble)

f) Sunshine Fortified milk Fish oils Legumes (legumes do not contain vitamin D)

g) Bananas Chocolate Tomatoes Potatoes (tomatoes are not rich in potassium)

h) Fish Shellfish Liver Citrus fruits (citrus fruits do not contain zinc)

6) HINTS FOR DISCUSSION

a) A young woman in her 20s has decided to follow a strict vegetarian diet: what nutrients should she associate in her diet in order not to suffer from malnutrition? What

Italian dishes typical of the Mediterranean diet could be suggested in order to provide her proteins and the essential amino acids? (cereals+legumes; pasta and beans,

rice and peas, pasta and chickpea)

b) A man in his 40s has a bleeding ulcer; he has lost his appetite and he is pale and weak. What disease does he probably suffer from? What mineral supplement should

he intake? (anemia, iron loss; Iron)

c) A woman in her 50s suffers from thyroid deficiency: what micronutrient should be present in her diet? What nutrients/foods could be suggested for her diet? (Iodine;

iodized salt, fish and shellfish)

7) After analysing the suggestions given above, answer the following questions:

a) What kinds of organic compounds are at the basis of a healthy diet? Carbohydrates

b) Why are unsaturated fatty acids healthier than saturated fatty acids in the diet? Too much saturated fat can increase the amount of cholesterol in the

blood, which increases the risk of heart diseases. Cell membranes with unsaturated fatty acids are more fluid and the exchanges between cells and the

outside are better.

c) Which group of organic compounds supplies the body most of the energy? Lipids.

d) During a prolonged physical effort, such as a marathon, athletes need nutrients supplying immediate energy; which nutrients are the best in this case, in

your opinion? Simple sugars.

e) What is the main function of proteins we intake from our diet? Structural.

f) In the Mediterranean diet fibre-rich foods are recommended; do they produce energy or not? If not, what is their function? No, fibres can’t produce

energy but they help push the food along the intestine by peristalsis and prevent constipation.

g) On the basis of the REFERENCE PORTIONS Table, could you build up a daily healthy diet for a male adult?

h) Which foods in the diet are recommended to an adult suffering from osteoporosis (a disease of bones, typical of old people, that leads to an increased

risk of fracture)? And in the case of anemia? To prevent osteoporosis we need a diet rich in calcium, while to prevent anemia we need an iron-rich diet.

i) Which nutrient should be reduced in the diet of people suffering from hypertension? Every kind of food rich of salt, cholesterol and saturated fatty acids.

Assessment (LU 11)

The oral test required the presentation of the teamworks with the aid of a ppt or a prezi presentation. This activity allowed the assessment of knowledge, skills and competences.

Rubric - Presenter Skills and Attributes in Scientific Oral Presentation

INDICATORS DESCRIPTION OF SKILLS – ATTRIBUTES – COMPETENCES SCORE Individual score

ORGANIZATION-PLANNING

Planning

Use of schemes, diagrams, maps

Slide order

Very poor/poor planning skills, competences

Acceptable/passing planning skills, competences

Adequate planning skills, competences

Good/Excellent planning skills, competences

0.5

1

1.5

2

ACCURACY

Slide numbers

Date

Footer

Bibliography/sources/references

Poor/partly adequate accuracy

Adequate accuracy

Good/Excellent accuracy

0.5

1

1.5

CONTENT

Understanding of theme and relationship to

topic

Use of supporting examples or details

Organization, sentence structure and grammar

Appropriate use of terminology (scientific

vocabulary)

Pronunciation

Synthesis

Poor/confused organization, grammatical, spelling and pronunciation errors, difficulty in expressing ideas and

information, recurrent hesitations, incorrect terminology, very poor, understanding of theme, lacking or incorrect

examples/details

Acceptable/passing, some organizational and grammatical problems, passing use of terminology and

pronunciation, evidence of limited understanding, minimal examples and details

Adequate, minimal errors and mistakes, adequate terminology and pronunciation, evidence of a basic

understanding and synthesis, adequate supporting examples and/or details

Good sentence flow, sentence structure and grammar, good pronunciation, terminology correctly used, evidence

of good understanding and synthesis, examples or/and details generally well applied to theme

Very good/Excellent, excellent organization, sentence structure and grammar, accurate scientific terminology,

very good pronunciation, evidence of full and complete understanding, well chosen examples, accurate details

applied to theme

1,.5

2.5

3

4

5

ICT

Use of the chosen software

Graphic design

Graphics/use of images

Hyperlinks/Links

Use of transitions and animations

Poor/Adequate technical skills and competences

Adequate technical skills and competences

Good/Excellent technical skills and competences

0.5

1

1.5

Totale:

GIUDIZIO Insuff. molto

grave-impreparato

Insuff. grave con mancato

raggiungimento degli obiettivi minimi

Insuff. non grave con parziale raggiungimento degli obiettivi Sufficiente Discreto Buono Ottimo/

Eccellente

Voto in 1/10 1 - 3 4 - 4.5 5 - 5.5 6 6.5 - 7 7.5 - 8.5 9 - 10

RUBRIC EXTENSIVE READING OF SCIENTIFIC PAPERS

INDICATORS DESCRIPTION OF SKILLS – ATTRIBUTES – COMPETENCES SCORE Individual score

Coherence-Cohesion Discourse management

Coherence, cohesion and fluency Discourse management

Lack of cohesion and coherence, difficult communication often teacher-led, inadequate discourse management Adequate discourse management Excellent fluency and discourse management

0.5

1 1.5

Grammar, vocabulary, pronunciation

Organization, sentence structure and grammar Appropriate use of terminology Pronunciation

Poor organization grammatical, spelling and pronunciation errors, difficulty in expressing ideas and information, recurrent hesitations, incorrect terminology Some organizational and grammatical problems, adequate terminology and pronunciation Good sentence flow, sentence structure and grammar, good pronunciation, terminology correctly used Excellent organization, sentence structure and grammar, accurate scientific terminology, very good pronunciation

0.5 1

1.5

2

Content

Understanding of theme and relationship to topic Use of supporting examples or details Synthesis

Very poor, no understanding of theme, lacking or incorrect examples/details Poor, evidence of limited understanding, minimal examples and details Adequate, evidence of a basic understanding and synthesis, adequate supporting examples and/or details Good, evidence of good understanding and synthesis, examples or/and details generally well applied to theme Excellent, evidence of full and complete understanding, well chosen examples, accurate details applied to theme

1.5 2

3 4

4.5

Interactive communication

Interaction Communicative skills

Difficult interaction among the students and between a student and the teacher

Adequate interaction but essential and simple

Good interaction among the speakers without any interruption and in turn

Excellent interaction and discourse organization

0.5

1

1.5

2

Assessment Totale:

Indicators Insuff. , molto

grave-impreparato

Insuff. , grave con mancato

raggiungimento degli obiettivi

minimi

Insuff. non grave con parziale raggiungimento degli

obiettivi

Sufficiente Discreto Buono Ottimo/

Eccellente

Voto in 1/10 1 - 3 4 - 4.5 5 - 5.5 6 6.5 - 7 7.5 -8.5 9 - 10