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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False friends, cognates, idioms<br />
Learn about false-friends: words that are<br />
apparently similar but actually have different<br />
meanings e.g. parenti - relatives, sensibile -<br />
sensitive, fattoria - farm, libreria - book shop<br />
Increasing range <strong>of</strong> cognates e.g. il deejay, il<br />
gruppo<br />
Numbers and time<br />
All numbers<br />
Ordinal numbers e.g. il primo gennaio<br />
Telling any time, analogue and digital e.g. sono le<br />
tre meno cinque, sono le due cinquantacinque<br />
Common measurements e.g. un metro e dieci<br />
centimetre<br />
Prepositions<br />
Use <strong>of</strong> all simple prepositions e.g. su, per, tra<br />
(fra)<br />
Prepositions + definite article (preposizioni<br />
articolate) e.g. all’, dal, nel, sul<br />
Prepositions indicating time, location, direction<br />
e.g. da, a, fra, da __ , fino a<br />
Pronouns<br />
Demonstrative pronouns questo and quello and<br />
their forms e.g. prendo quello, compro questo<br />
Possessive pronouns e.g. la mia, il mio, i suoi, è la<br />
sua<br />
Sentence and phrase types<br />
Questions e.g. Va a casa in autobus?<br />
Statements e.g. Va a casa in autobus.<br />
Negative constructions e.g. non ho una penna,<br />
non mi piace la pizza<br />
Verbs<br />
Present tense: Regular verbs -are, -ere, -ire<br />
Imperative<br />
Frequently occurring irregular verbs: avere,<br />
essere, fare, andare<br />
Reflexive verbs e.g. mi alzo, mi lavo<br />
Incidental use <strong>of</strong> Present Conditional: dovere,<br />
potere, volere e.g. vorrei<br />
Indicative + infinitive e.g. posso avere __<br />
Imperative e.g. Ascolta! Dammi la matita!<br />
Learning opportunities standard four<br />
• Have students express opinions in the target<br />
language about how an advertisement from a<br />
target language country would influence their<br />
choice to purchase a particular product e.g. ‘I<br />
don’t like __’, ‘I prefer __ because __’.<br />
• Practise use <strong>of</strong> comparatives and superlatives<br />
e.g. present a role-play with a partner in which<br />
an advertising agent is trying to convince the<br />
customer to buy their product.<br />
• Provide a reading text. Using different colours,<br />
have students highlight particular grammatical<br />
structures or expressions e.g. time phrases,<br />
verbs.<br />
• Students look at a local TV guide and decide<br />
which shows they would like to watch. They<br />
then compare it to a TV guide from the target<br />
country.<br />
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