Tas Curriculum K-10 - Languages - Italian - Department of Education
Tas Curriculum K-10 - Languages - Italian - Department of Education
Tas Curriculum K-10 - Languages - Italian - Department of Education
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Adjectives (continued)<br />
• Awareness <strong>of</strong> interrogative adjectives e.g. che?<br />
chi? come? dove? perche? quando? quanti?<br />
com’è?<br />
Adverbs<br />
Incidental use <strong>of</strong> common adverbs e.g. molto<br />
Articles<br />
Developing understanding <strong>of</strong> gender and forms<br />
in definite articles<br />
Conjunctions<br />
Incidental use <strong>of</strong> e and ma<br />
Nouns<br />
Incidental use <strong>of</strong> gender and number e.g. il papà,<br />
la mamma<br />
Incidental use <strong>of</strong> simple plurals e.g. il bambino, i<br />
bambini<br />
False friends, cognates, idioms<br />
Introduce a number <strong>of</strong> cognates (<strong>Italian</strong> words<br />
similar to English) e.g. la banana, la pera,<br />
l’autobus, possibile<br />
Negation<br />
Incidental use <strong>of</strong> ‘non’<br />
Numbers and time<br />
Mathematical signs e.g. più, meno, fa, diviso, per<br />
o’clock times e.g. sono le tre<br />
Prepositions<br />
Incidental use <strong>of</strong> prepositions in familiar<br />
sentences e.g. vado a scuola in autobus, vado a<br />
cavallo<br />
Pronouns<br />
Incidental use <strong>of</strong> subject pronouns, especially io,<br />
tu, lui, lei, Lei<br />
Learning opportunities standard two<br />
• Have students read and write short texts in the<br />
target language, recognising that presentation<br />
<strong>of</strong> the text varies according to its purpose e.g.<br />
labels, speech bubbles, greeting cards.<br />
• Use flash cards to drill vocabulary, structures<br />
and simple questions and answers.<br />
• Have students complete, in writing, a cloze<br />
exercise based on a familiar story, where key<br />
words have been removed.<br />
• Compare punctuation in English and the target<br />
language, identifying similarities and differences<br />
(e.g. use <strong>of</strong> quotation marks, question marks).<br />
• Have students recognise that different patterns<br />
<strong>of</strong> language show different meanings e.g. by<br />
ordering a series <strong>of</strong> words to create a simple<br />
sentence that has correct word order.<br />
• Support students in noticing that words do not<br />
always have literal translations and that<br />
sentence patterns used in the target language<br />
have specific purposes e.g. describing age.<br />
• Encourage students to use culturally<br />
appropriate gestures when using the target<br />
language.<br />
• Allocate students a special friend for the week.<br />
Using language models, encourage students to<br />
leave appreciative notes in the target language<br />
in a designated place.<br />
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