Search results

Result list

• VCITU052

  Use grammatical knowledge, to interpret and create meaning in Italian

  Elaborations

  • using both regular and irregular plural nouns, for example, un ginocchio/due ginocchia
  • using suffixes to modify Italian nouns and adjectives, for example, treno — trenino; casa — casetta; parola — parolaccia; bravo — bravissimo; fratello — fratellino; povero —poverino
  • recognising the imperative as a formulaic expression, for example, Dammi!
  • noticing adjective–noun agreement, for example, I bambini piccoli; Anna è alta ma Mario è basso
  • expressing positive and negative preferences using adverbs to intensify the meaning, for example, Mi piace molto la cioccolata; Non mi piace tanto ballare
  • expressing negation, for example, Non sono italiano. Non mi piace l’ insalata
  • formulating questions and requests, for example, Che ora è? Pronto, chi parla? Quando comincia la scuola? Dove andiamo stasera?
  • using ordinal numbers to sequence, for example, la seconda classe, la quinta, la terza aula
  • recognising the position of adverbs in sentences, for example, Non vado mai al cinema; Cammino lentamente
  • using present tense of regular, some irregular verbs, and immediate future tense to present situations and events for example, using avere, essere, stare, giocare, dormire, fare, leggere, scrivere, andare in sentences such as: Andrea va a casa alle sei. Anna ha due fratelli. Vado al cinema domani
  • using reflexive verbs and simple past tense as formulaic expressions, for example, Mi alzo alle sette. Sono andato/a al cinema
  • developing metalanguage to describe patterns, grammatical rules and variations in language structures

  VCITU052 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCITU014

  Notice and use some aspects of the Italian language system, including gender forms, simple sentence structures and the placement of adjectives

  Elaborations

  • noticing definite and indefinite articles with nouns, for example, la casa, una casa; il giardino, un giardino
  • noticing that Italian words end mostly with vowels to mark gender and number; observing that some words which do not end with a vowel are the same in English, for example, computer, robot, yogurt, sport
  • noticing that adjectives are used to describe people, objects or places and are usually placed after the noun, for example, la penna rossa
  • observing gender in patterns of naming, for example, Paolo/Paola, Alessandro/Alessandra
  • exploring how to use singular and plural forms
  • understanding different words for asking questions, for example, Chi? Quando? Quanti?
  • identifying people using pronouns, for example, io, tu, lui, lei
  • noticing that the verbs essere and avere are used when giving personal information about state or identity, for example, Ho due fratelli, sono basso, Ho 6 anni, Ho gli occhi verdi, sono alto
  • learning simple verbs to describe actions and using them in formulaic expressions, for example, Mi piace cantare/giocare; Ti piace questo giocattolo?
  • understanding and responding to imperatives, for example, Vieni qui!
  • learning the structure of simple statements and questions based on models, for example, lo sono Anna. Non sto bene. È un gatto? Sìcomptue è un gatto
  • expressing negation, for example, Non mi piace, Non ho un cane.

  VCITU014 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITU015

  Understand that language is organised as texts

  Elaborations

  • joining words or phrases using conjunctions, for example, e
  • recognising features of text types such as stories and letters

  VCITU015 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITU128

  Extend knowledge of and use more complex features and patterns of the Italian grammatical system, including possessive, reflexive, demonstrative and relative pronouns; irregular and reflexive verbs; and comparatives and superlatives

  Elaborations

  • learning how to use:
    
    • articles — rules for inclusion or omission, for example, mio padre and il mio papà; Buongiorno signora… È la signora …
      
    • nouns — irregular plurals (for example, la città/le città, il dito/le dita), and collective nouns, for example, la gente
      
    • pronouns — possessive, reflexive, demonstrative and relative
      
    • comparatives and superlatives (regular and irregular) to make descriptions more precise, for example, Il film è piu bello del romanzo; è bellissimo
      
    • adverbs of time and manner, for example, ieri, di solito
      
    • prepositions (articulated or simple) to indicate destinations and directions, for example, in Italia, a Roma, al parco
      
    • interrogatives, for example, Chi …? Quando …? Come…?
      
    • verbs indicating action in the present (including irregular verbs and reflexives) and action across time: present perfect; imperfect; exposure to the future and conditional tenses and impersonal si; use of modals to indicate ability/willingness/necessity
      
    • compound sentences (for example, Mi piace la pizza ma preferisco le lasagne), and complex sentences, for example, La città che ho visitato era bellissima

  VCITU128 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITU071

  Use grammatical knowledge to extend meanings, including knowledge of irregular, reflexive and modal verbs

  Elaborations

  • learning to use:
    
    • nouns: gender and number, regular and irregular
      
    • suffixes such as –ino/a, -issimo/a, -etto/a, -astro/a, for example, grande-grandissimo, piccolo-piccolino, casa-casetta, figlio-figliastro and figlia-figliastra; and prefixes such as pro- and bis-, for example, prozio and bisnonno
      
    • pronouns, including subject pronouns and direct object pronouns
      
    • articulated prepositions, for example, di, tra, con plus articles a, di, da, in, su plus article; and prepositions which do not combine, for example tra, per
      
    • adverbs to qualify verbs, for example, proprio, troppo, abbastanza, specialmente, spesso, nemmeno, purtroppo, non... né... né...
      
    • negative constructions including the double negative, for example, Non vado mai in centro. Non c’è niente/nessuno...
      
    • verbs to express action in time, using a range of regular and some irregular verbs, reflexive verbs in the present tense, perfect and imperfect, and exposure to the impersonal si; using modal verbs to express ability, possibility, likelihood and permission

  VCITU071 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITU055

  Recognise the dynamic nature of language and culture

  Elaborations

  • investigating how media and digital technologies have changed the way Italian is used, for example, noticing the influence of English words in television programs, advertisements, and text messages
  • considering and explaining why word borrowing occurs in the Italian language, asking, for example, Why do you think Italian uses English words for sports like rugby, tennis, cricket and hockey? How would you explain netball or cricket to an Italian student? Why are there no separate Italian words for iPod, Nintendo DS, MP3 or email?

  VCITU055 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCITU075

  Understand the value of communicating within and across languages, and discuss the interrelationship between Italian, English and other languages

  Elaborations

  • discussing how loan words in both Italian and English have come from other from other languages such as Latin and Greek, for example, agenda, census, via, metafora, stigma
  • understanding differences between standardised language and dialects, comparing words used in the home and/or community to those used in formal settings such as school, for example, guaglione or toso and ragazzo
  • reflecting on the history of Italian migration to Australia, the formation of communities of speakers of Italian in specific cities and suburbs, and the resulting regional variations of language, such as Australo-Italian, and the impact of Australian English on the local Italian community
  • analysing the influence of the Italian language on English in areas such as food, music and fashion, and considering the value of this influence

  VCITU075 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITU073

  Recognise how language use varies depending on the context of the situation and the context of culture

  Elaborations

  • identifying the way in which the choice of vocabulary and grammar relates to variables such as age, social status, relationship and situation
  • recognising that language use changes according to the text type and modality, for example, comparing emails and letters, written notes and SMS, diary and interactive webpages
  • identifying and comparing the features of language that distinguish the purpose for which it is used, and the age and gender of the audience, for example, the difference between Non mi piace and Non mi piace per niente

  VCITU073 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITU013

  Reproduce the sounds of the Italian language

  Elaborations

  • learning to reproduce Italian sounds and intonation patterns through imitation, repetition and experimentation
  • pronouncing the Italian alphabet, particularly vowel sounds, rolled ‘r’, the ‘c’ as in ciao and the ‘ch’ as in chi?, noticing similarities and differences with English
  • noticing that words which have accents stress the final letter, for example, papà, città

  VCITU013 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITU037

  Understand that Italian is spoken in a variety of forms within and outside of Italy

  Elaborations

  • recognising that Italian is one of the most widely used languages among the many languages spoken in the Australian community
  • recognising that there is the standard language called ‘Italian’ as well as a number of different dialects spoken throughout Italy and the Italian diaspora, and that these may be used in hybrid ways
  • discussing the influence of English words on the Italian language and considering why word borrowing occurs, for example, English words incorporated into Italian (il tennis, i jeans, fare lo shopping, l’email) and Italian words incorporated into English (espresso, bellissimo)
  • identifying cognates, for example, nouns such as cioccolata, cinema, pera, parco and stazione; adjectives such as intelligente and interessante; and verbs such as arrivare, studiare, telefonare and visitare

  VCITU037 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCITU034

  Recognise how grammatical structures are used to form simple texts

  Elaborations

  • creating paragraphs for a range of texts, including descriptions, cards, letters or emails
  • recognising how ideas are sequenced in simple texts (for example, prima, dopo), noticing patterns in the organisation of texts, for example, sequence in a narrative
  • noticing some commonalities between particular text types in Italian and English, for example, greeting cards have a front cover with images or photos specific to the occasion, an opening and closing address, and a written message

  VCITU034 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCITU090

  Extend grammatical knowledge, including present, past and future tenses, and the conditional and subjunctive mood, to interpret and create meaning in texts

  Elaborations

  • introducing additional information when describing actions, people and objects by using a range of prepositions, including articulated prepositions and special uses of a, di and da, for example, Pratico il nuoto da 6 anni. Hai una faccia da schiaffi! Fatto a mano!
  • using pronouns to refer to the person carrying out an action or to refer to somebody or something, including personal pronouns (use, position and elusion), reflexive pronouns, direct and indirect object pronouns, relative pronouns, demonstrative pronouns, possessive pronouns, and the use of the impersonal si, ci/vi, ne
  • using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, for example, proprio, troppo, abbastanza, specialmente, soprattutto, spesso, quasi mai, nemmeno, neanche
  • describing events across different times, choosing appropriate tenses, including present, present perfect, imperfect and future tenses, conditional and the subjunctive mood
  • connecting or elaborating clauses by using conjunctions, including siccome, invece, sebbene, nonostante, anche, dunque, quindi, cioè
  • using cohesive devices to link, clarify, contrast, relate or sequence ideas and modify meaning in written and spoken texts, for example, Non avevo più soldi, quindi sono tornato a casa
  • developing metalanguage to extend discussions of word order, tenses and verb moods, using terms such as ‘adverbs’, ‘pronouns’, ‘conditional’ and ‘subjunctive’, for example, How do we form the present perfect tense of a reflexive verb? What is meant by the subjunctive and when is it used?

  VCITU090 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITU127

  Understand and use the features of Italian sound and written systems, including pronunciation, stress and intonation in increasingly complex structures and texts

  Elaborations

  • recognising some common interjections, for example, oh!, e?, cioè, ahimè, ohimè, uffa!
  • recognising the differences in pronunciation of words with similar spelling, for example, sùbito, subito
  • comparing and contrasting the pronunciation of similar-sounding words using text-to-speech software or the audio option of word-processing programs
  • recognising common cognate words in speech, for example, organizzazione, programmare, arrivare
  • identifying and interpreting sounds and textual features and devices such as onomatopoeia, repetition, simile and metaphor, and understanding how they are used to express emotion and convey attitudes
  • analysing personal interactions and audiovisual texts such as films to understand how tone, gesture and body language support meaning
  • recognising the difference between anglicised and Italian pronunciation

  VCITU127 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITU057

  Reflect on their own assumptions about the values, beliefs and cultural norms of Italians compared to their own

  Elaborations

  • explaining to others the significance of some Italian cultural practices and events such as greetings, mealtimes, school or family routines, concepts and values, recognising cultural differences in their interpretation of meaning, for example, Qual è la differenza? Capisco ma non sono d’accordo
  • noticing similarities and differences between own personal experiences and people, places, events and ideas depicted in Italian print and digital texts, and sharing responses with others
  • discussing some generalisations and stereotypes about Italian people and reflecting on their own experiences

  VCITU057 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCITU132

  Compare and contrast aspects of communication and the relationship among languages used in the ecology of languages in Australia, including Aboriginal languages and Torres Strait Islander Languages, Asian languages and world languages

  Elaborations

  • analysing examples of Italian used in the Australian context (for example, by compiling a record of language observed in the community, noting the contexts or domains in which these occur), and comparing own observations with others’
  • discussing the choices made by bilingual users of language about which language to use when, and the influences on such choices
  • researching the changing nature of languages in contemporary Australia, and considering how it relates to issues such as migration

  VCITU132 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCITU129

  Analyse the features of a range of spoken, written and multimodal texts, recognising grammatical structures, cohesion and coherence

  Elaborations

  • comparing procedural, recount and persuasive texts in Italian and English (for example, recipes, advertisements and weather reports) and describing their similarities and differences
  • understanding the elements that create coherence at a whole text level such as the use of cohesive devices, linked paragraphs and sequencing of ideas

  VCITU129 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITU018

  Understand that Italian is one of many community languages spoken in Australia including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  Elaborations

  • understanding that Italian is the national language of Italy and is spoken in Italian-speaking communities around the world
  • experiencing the sounds, texts and images of different languages and cultures to develop an understanding of different languages used in the Australian community
  • noticing the different languages used by peers in their class and in their local community

  VCITU018 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCITU074

  Recognise the impact of media and technology on the way Italian is changing as a language of local and international communication

  Elaborations

  • discussing global and cultural influences on the Italian language and noticing when and how hybrid forms are used, for example, use of numbers, mathematical symbols, single letters and acronyms to replace words in SMS messaging, such as TVTB (ti voglio tanto bene), 6 (sei), x (per)
  • investigating the impact of the media on the Italian language by analysing headlines, advertisements and news reports, and comparing these with texts in English (for example, comparisons of vocabulary or syntax) noticing how English is modifying Italian in particular spheres, for example, language used in the entertainment industry, in movies and television series; and language used to express contemporary concepts (match, hardware, fast food, acquagym, relax, weekend, budget, fiction)

  VCITU074 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITU076

  Analyse the ways in which choices in everyday language use reflect cultural practices and values

  Elaborations

  • understanding the significance of cultural concepts and how these relate to social conventions and are reflected in language use, for example, Salute! Cin Cin! Buon appetito!
  • observing the connection between some names and regional and family connections or religion
  • discussing culturally significant concepts encountered in texts (for example, Fare la passeggiata. Fare bella figura. Andare a trovare qualcuno) and making comparisons with Australian culture
  • analysing the meaning and use of proverbs and sayings (for example, l’abito non fa il monaco) and considering equivalents in English and other languages

  VCITU076 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCITU114

  Reflect on the role of language and culture in interaction and how language constructs and reflects assumptions and values

  Elaborations

  • reflecting on how cultural assumptions and values are embedded in choices in language use, for example, fare bella figura; fare brutta figura; Buon appetito — Grazie altrettanto
  • examining how their own communication carries assumptions and values that impact on interpretation and understanding
  • developing language to discuss, question and share understandings with others non-judgmentally

  VCITU114 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture