Tas Curriculum K-10 - Languages - Italian - Department of Education

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False friends, cognates, idioms Learn about false-friends: words that are apparently similar but actually have different meanings e.g. parenti - relatives, sensibile - sensitive, fattoria - farm, libreria - book shop Increasing range of cognates e.g. il deejay, il gruppo Numbers and time All numbers Ordinal numbers e.g. il primo gennaio Telling any time, analogue and digital e.g. sono le tre meno cinque, sono le due cinquantacinque Common measurements e.g. un metro e dieci centimetre Prepositions Use of all simple prepositions e.g. su, per, tra (fra) Prepositions + definite article (preposizioni articolate) e.g. all’, dal, nel, sul Prepositions indicating time, location, direction e.g. da, a, fra, da __ , fino a Pronouns Demonstrative pronouns questo and quello and their forms e.g. prendo quello, compro questo Possessive pronouns e.g. la mia, il mio, i suoi, è la sua Sentence and phrase types Questions e.g. Va a casa in autobus? Statements e.g. Va a casa in autobus. Negative constructions e.g. non ho una penna, non mi piace la pizza Verbs Present tense: Regular verbs -are, -ere, -ire Imperative Frequently occurring irregular verbs: avere, essere, fare, andare Reflexive verbs e.g. mi alzo, mi lavo Incidental use of Present Conditional: dovere, potere, volere e.g. vorrei Indicative + infinitive e.g. posso avere __ Imperative e.g. Ascolta! Dammi la matita! Learning opportunities standard four • Have students express opinions in the target language about how an advertisement from a target language country would influence their choice to purchase a particular product e.g. ‘I don’t like __’, ‘I prefer __ because __’. • Practise use of comparatives and superlatives e.g. present a role-play with a partner in which an advertising agent is trying to convince the customer to buy their product. • Provide a reading text. Using different colours, have students highlight particular grammatical structures or expressions e.g. time phrases, verbs. • Students look at a local TV guide and decide which shows they would like to watch. They then compare it to a TV guide from the target country. 54
Standard four recommended resources Print resources (texts, posters, flash cards, books, kits) • Bruzzone, C. (2003) Italian for Children. Fun, activity-based language learning. McGraw-Hill, China. • Colaneri, J. and Luciani, V. (1992) 501 Italian Verbs. Barron’s Educational, New York. • ELI Magazines feature current issues, news and articles that provide insights into culture and lifestyle. Ciao Italia and Ragazzi for lower secondary. Available at: http://www.hi.com.au/bookstore/bhome.asp • Gobetti, D. (2002) Better Reading Italian. McGraw-Hill, US. • Gobetti, D. (1996) Italian Idioms. Barron’s Educational Series, New York. • Goldhagen, N & R. (1990) Easy Italian Crowssword Puzzles. Passport Books, Illinois. • Gruppo CSC. (2004) Buon Appetito!, tra lingua Italiana e cucina regionale. Bonacci Editore, Roma. • (1992) L’Italiano? Sì, grazie. Vocaboli illustrate, giochi, esercizi e fumetti, European Language Institute, Loreto. • Mazza, D. (1999) The Oxford Concise Italian Dictionary. Oxford University Press, Oxford. • Perna, C. (2007) Uffa! Espressioni idiomatiche e molto di piú leggere e communicare. Farinelli, Edizioni, New York. • Poesio, C. (1982) Conoscere le Maschere Italiane. Edizioni Primavera, Firenze. • (2007) Verb Wheel. Intext Book Company Textbooks / courses • Aulicino, M. (1996) Il Giro D'Italia. McGraw-Hill, New York. • (2007) Ecco! Heinemann Languages, Victoria. • Guarnuccio, C. and Guarnuccio, E. Ci siamo., Heinemann Languages. • Gruppo Italiaidea. (2006) Italian Espresso, Italian course for English speakers. Alma edizioni, Firenze. • Italian School Committee. (1995) Andiamo in Italia. (5 levels) • Sedunary, M. (1996) Forza!, CIS Heinemann, Victoria. Digital resources (CD-ROMs, DVDs, videos) • Italy inside Out. [video] BBC Learning, N. Sydney. • Ottimo! Learn to speak Italian. (2000) [CD-ROM] Curriculum Corporation, Victoria, Australia. Available from http://www.curriculum.edu.au • Quirky Comics. (2004) [CD-ROM] NSW Dept of Education and Training and Curriculum Corporation. Available from http://www.curriculum.edu.au • The Cities of the Jubilee, Rome, Florence, Venice, Naples. (2000) [video] Videorecord, Prato. Learning objects • The Learning Federation – learning object catalogues http://www.thelearningfederation.edu.au/tlf2/ • Department of Education eCentre for Teachers, Resource Centre, Learning Object search http://ecentre.education.tas.gov.au/C15/Learning%20Objects/default.aspx Examples are: o Ottimo! Learning objects available individually and in sets on a range of topics, including: Greetings ( ‘saying hello and goodbye’, ‘saying how you are’, and ‘saying how you feel’) 1,2,3 (counting 1-10, 11-100, and how much things cost) 55
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Department of Education The Tasmani
Page 3: Contents Overview Supported languag
Page 6 and 7: Thinking Communicating in another l
Page 8 and 9: Teaching for learning High quality
Page 10 and 11: Opportunities to learn and year lev
Page 13 and 14: A guide to key concepts and topics
Page 15 and 16: Standard one Standard two Standard
Page 21: Standard one Standard two Standard
Page 25 and 26: Standard one overview The standard
Page 27 and 28: Articles Rehearsed use of articles
Page 29: Websites • http://www.education.v
Page 33 and 34: Standard two overview The standard
Page 35 and 36: Adjectives (continued) • Awarenes
Page 37 and 38: Standard two recommended resources
Page 39: Languages (LOTE) Italian Standard t
Page 42 and 43: Focus on: Learning opportunities st
Page 44 and 45: Numbers and time Numbers to 100 M
Page 46 and 47: Digital resources (CD-ROMs, DVDs, v
Page 49: Languages (LOTE) Italian Standard f
Page 52 and 53: Focus on: identity relationships be
Page 56 and 57: My things (colours, personal posses
Page 59: Languages (LOTE) Italian Standard f
Page 62 and 63: Focus on: identity relationships be
Page 64 and 65: Numbers and time Fractions e.g. un
Page 66 and 67: Standard five recommended resources
Page 69: Assessment evidence guide The asses
Page 72 and 73: Assessment indicators - alphabetic
Page 74 and 75: Language and culture Standard three
Page 76 and 77: Language and culture Standard four:
Page 78 and 79: Language as a system Language and c
Page 80 and 81: Text Types The student will be expe
Page 82 and 83: Summary table of resources for teac
Page 84 and 85: Details of resource Note: All websi
Page 86 and 87: • Let’s eat (eating & drinking;
Page 88 and 89: http://www.studentsoftheworld.info/
Page 90: References Australian Education Cou
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Tas Curriculum K-10 - Languages - Italian - Department of Education

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