Search results

Result list

• VCITU036

  Understand that languages change with use over time

  Elaborations

  • maintaining a record of loan words from English to Italian and from Italian to English, noting how borrowing relates to cultural change, for example, new terms for technologies, or the use of Italian words in English advertisements or English words in Italian advertisements
  • observing language used across generations, such as by noticing differences in words used by grandparents, parents and themselves, and suggesting why these differences occur

  VCITU036 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCITU033

  Use key grammatical structures to form simple sentences, including the use of possessive pronouns, prepositions, definite and indefinite articles, and gender and singular/plural forms

  Elaborations

  • identifying gender, singular and plural in the regular form
  • observing gender in patterns of naming, for example, Paolo/Paola and Alessandro/Alessandra, but that Luca, Andrea and Simone are all male names in Italian
  • using singular and plural, recognising that some singular nouns do not follow the regular masculine/feminine pattern, for example, la mano, il papà
  • using the definite and indefinite articles and understanding how to specify a particular person or object, for example, la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia
  • using personal pronouns in context, for example, Chi ha finito? Io!
  • learning to conjugate common regular verbs in the present tense, for example, gioco-gioca, mangio-mangiamo
  • expressing negation, for example, voglio/non voglio
  • expressing preferences and reasons for preferences, for example, mi piace ... perché
  • using cardinal numbers to tell the time and for dates and ages; using ordinal numbers such as primo, secondo, etc.
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour (for example, Chiara è italiana), and noticing that they change with gender, for example, la macchina rossa, il libro rosso,
  • using prepositions to indicate location or direction, for example, a casa, a Roma, in città, a sinistra, sopra il tavolo, sotto il banco
  • using possessive adjectives to express ownership, for example, la mia casa, la tua famiglia, il tuo cappello, mia nonna
  • using suffixes to add nuance, for example, -ino (fratellino, piccolino) or -etto (poveretto, casetta)
  • creating simple sentences in the subject–verb–object pattern, and linking ideas using conjunctions such as e and ma

  VCITU033 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• Italian - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students understand a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and to address people, using appropriate language...

  Level description | Languages | Italian | F–10 Sequence | Levels 3 and 4

• 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

• VCITC031

  Express aspects of own identity reflected in various group and community memberships, including their developing bilingual identity

  Elaborations

  • describing memberships of a wider network such as a club, country or language-speaking community (including being a learner of Italian), using textual and visual representation
  • using Italian to express aspects of personal identity such as name, nationality, languages spoken, interests, and memberships of teams/groups
  • recognising own special talents and those of others
  • considering their own perspective on personal experiences of Italian language and culture by asking questions such as: Am I familiar with this? Have I experienced something like this? What does this mean for me? Is this similar to or different from my experience? How? In what ways?

  VCITC031 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCITC028

  Translate texts to compare meanings and share understandings about aspects of Italian language and culture that are different from English

  Elaborations

  • translating words, phrases and captions, and describing how meanings may change across languages
  • explaining the ideas contained in texts to someone unfamiliar with Italian, for example, lunch, alla mensa scolastica; le vacanze estive; la passeggiata
  • becoming familiar with using bilingual dictionaries and online translators

  VCITC028 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCITU035

  Understand that language use varies according to the participants’ age, gender and relationship, and the context of use

  Elaborations

  • noticing differences between spoken and written texts
  • choosing appropriate formal and informal language for greetings, farewells and good wishes in social interactions, for example, Ciao Angela/Buongiorno Signora. Come stai?/Come sta? Questo/a è … ti presento ... Piacere!
  • identifying the meaning of conventional expressions used socially in Italian and the different contexts in which they are used, for example, Permesso? — Avanti! Grazie. — Prego; Per favore/per piacere. Buon appetito! A domani!

  VCITU035 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCITC020

  Interact and socialise with the teacher and peers to exchange personal information and describe people, places, things and everyday routines relating to self, school and home

  Elaborations

  • exchanging personal information and responding to questions about self, family, leisure, neighbourhood, daily experiences and food, for example, Da dove vieni? Da Torino. Sono italiano, e tu?; Chi sei? Chi è …? Sono …, e tu?; Lui/lei è …, …è mio padre. Questo/a è …, e questo/a? È mio fratello. Dove abiti? Abito in via.../a …, e tu?
  • describing self and friends, for example, Sono biondo/alto/grasso; …è bruno; … è giovane, … ha gli occhi/il naso/la bocca + adjective, for example,Il nonno è simpatico, Ha gli occhi molto grandi
  • describing location, for example, the position of objects in the home (Il vaso è sopra il tavolo; l’albero è a sinistra; l’auto è dentro il garage)
  • describing things and routines, for example, La camicia è rossa/nuova/piccola. A pranzo mangio ..., bevo ...
  • describing time, including days of the week and months, as well as ieri, oggi, domani, ora, dopo; Che ore sono? Sono le … Quando? Venerdì, Alle dieci

  VCITC020 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCITC021

  Participate in collaborative action in class experiences and activities

  Elaborations

  • participating in organising a shared lunch in Italian (for example, Who will bring what? Who will invite parents? Facciamo un dolce. Chi porta lo zucchero? Chi porta le mele?) or a shared performance for assembly or guests, for example, Ti piace? Chi dobbiamo invitare? Facciamo un poster
  • creating invitation cards for a party, performance or class event, for example, Caro…Vieni alla nostra festa/recita/riunione! Il giorno…Alle ore ….Luogo/Presso
  • following procedures and instructions together, for example, recipes such as una macedonia di frutta, or making a model of an Italian garden or piazza

  VCITC021 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• 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

• VCITC024

  Obtain and process factual information about people, routines, responsibilities and interests

  Elaborations

  • surveying classmates or responding to questionnaires about likes, interests, routines and activities (for example, Ti piace ...? Mi piace/non mi piace. Qual è il tuo libro preferito? Qual è il tuo programma televisivo preferito?), tabulating the results, and presenting information in various forms, such as class profiles, birthday charts or summaries of findings, for example, Dieci bambini giocano a tennis e tre a basket
  • generating questions such as Quanti … A che ora? Dov’ è la festa?
  • reading profiles and other information about children in different cultural contexts, in print and digital form
  • ordering and categorising information, for example, cibi sani e cibi poco sani
  • asking and responding to questions that address information such as participants, characteristics of a person, and dates, times and locations of events of interest to the class, for example, la domenica; il dieci giugno; ha trentasette anni; è alto e forte; è grandissima; ha due ali; abita a Milano

  VCITC024 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCITC027

  Create short, simple imaginative texts for different audiences

  Elaborations

  • making up rhymes and nonsense phrases in playing with the Italian language
  • creating new versions of well-known songs by substituting the words, for example, Per fare un tavolo could become Per fare un cavolo, ci vuole …
  • making picture storybooks (including digital versions) with captions to share with younger students
  • creating a story based on a set of images (for example, Il papà si alza. Il papà mangia. Il papà parte); matching or sequencing a set of images
  • creating greeting cards, for example, Caro/Cara …; … Saluti da …

  VCITC027 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCITU032

  Experiment with pronunciation and intonation and use rules of spelling

  Elaborations

  • developing pronunciation between sound blends in Italian in comparison to English, for example, sc followed by h or i/e (schiavo, piscine, pesce); letter combinations such as gn in lavagna and gnocchi, and gl in figlio and famiglia
  • learning to recognise the silent h as applicable to the verb avere and for borrowed words, for example, hockey, hotel
  • noticing the differences in intonation between statements, questions, exclamations and commands
  • understanding that an accent may change the meaning of the word, for example, è and e, il papà, il Papa
  • applying punctuation and capitalisation rules when writing, for example, omission of capitals with days of the week and months of the year

  VCITU032 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language