Elaboration ACLITC020
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. …
Elaboration | ACLITC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC020
describing things and routines, for example, La camicia è rossa/nuova/piccola. A pranzo mangio ..., bevo ...
Elaboration (3) | ACLITC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC022
requesting goods, for example, Posso avere un gelato? Posso avere il pennarello?
Elaboration (1) | ACLITC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC023
asking for repetition, for example, Non ho capito, Puὸ ripetere?
Elaboration (3) | ACLITC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC023
praising and complimenting, for example, Bravo/a! Ottimo! È bello/molto bello! Esatto!
Elaboration (4) | ACLITC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC024
ordering and categorising information, for example, cibi sani e cibi poco sani
Elaboration (3) | ACLITC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC026
presenting the Pinocchio and La Pimpa stories and commenting on the characters, discussing reasons and consequences (for example, è disobbediente); writing messages to their favourite character in a story or children’s television program, for example, …
Elaboration (1) | ACLITC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC030
noticing similarities between Australian and Italian cultures in major celebrations like Christmas (l’albero di Natale) and Easter (l’uovo di cioccolata), as well as differences, for example, the presence of il presepe at Christmas, and the presence of …
Elaboration (3) | ACLITC030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (5) ACLITC030
discussing distinctive social and cultural practices such as celebrations, for example, Santo Stefano, Ferragosto, Carnevale or Pasquetta
Elaboration (5) | ACLITC030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITU033
using personal pronouns in context, for example, Chi ha finito? Io!
Elaboration (4) | ACLITU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (5) ACLITU033
learning to conjugate common regular verbs in the present tense, for example, gioco-gioca, mangio-mangiamo
Elaboration (5) | ACLITU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (8) ACLITU033
using cardinal numbers to tell the time and for dates and ages; using ordinal numbers such as primo, secondo, etc.
Elaboration (8) | ACLITU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU037
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 …
Elaboration (2) | ACLITU037 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC020
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
Elaboration (1) | ACLITC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC022
participating in a visit to the local market to buy ingredients for making minestrone, or participating in ordering food at the school canteen, for example, Io prendo un panino con il formaggio. E tu, cosa prendi?
Elaboration (2) | ACLITC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC030
noticing the influence of important events such as religious celebrations on childhood experiences (for example, le lezioni settimanali di catechismo, la Prima Comunione, andare alla Scuola Media) and connecting these to their own experiences
Elaboration (1) | ACLITC030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC030
recognising similarities in the Italian and Australian schooling systems (for example, la maestra, l’aula, il cortile), and differences (for example, il bidello, la mensa, il giardino, le scale), and noticing that the Italian school day is different for …
Elaboration (2) | ACLITC030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (9) ACLITU033
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,
Elaboration (9) | ACLITU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU035
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!
Elaboration (2) | ACLITU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITU038
recognising similarities and differences between the meaning of signs and symbols in everyday life, for example, use of Roman numerals, male/female signs, street signs (Senso Unico and Zona Pedonale), currency
Elaboration | ACLITU038 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum