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Elaboration (4) ACLITC078

contributing suggestions in the context of undertaking a social project such as visiting a childcare centre or the local Italian aged-care home

comparing different perspectives on the same event or on a topical issue such as i rapporti intergenerazionali, l’ambiente, le scelte alimentari, il consumo del grano transgenico, i rapporti genitori-figli

Elaboration (4) ACLITC083

expressing thoughts and ideas about how texts convey implicit and explicit values and beliefs which are associated with Italian culture across generations, for example, viewing and discussing excerpts from La vita è bella, Pane e tulipani, Pane e cioccolato …

Elaboration (4) ACLITC087

considering how their own behaviour may be interpreted by Italians in Italy and in the diaspora

Elaboration (4) ACLITU090

connecting or elaborating clauses by using conjunctions, including siccome, invece, sebbene, nonostante, anche, dunque, quindi, cioè

Elaboration (4) ACLITU094

reflecting on own experiences of the influence of language and culture, identifying experiences of inclusion or exclusion, or the marking of respect, values and attitudes

Elaboration (4) ACLITU095

noticing that people’s choice of language in interactions reflects their cultural situatedness/positioning

Elaboration (4) ACLITC104

developing awareness of Italian–English ‘false friends’ and reflect upon how they assist or inhibit meaning, for example, parenti = relatives (not parents), libreria = bookstore (not library), crudo = uncooked (not crude), bravo = good (not brave)

Elaboration (4) ACLITC107

creating timelines of significant events in their life, particularly events that have shaped their identity them, including visual representations such as photos and illustrations

Elaboration (4) ACLITU108

checking pronunciation of words using sound files and text-to-speech software

Elaboration (4) ACLITU113

presenting connections between languages and dialects

Elaboration (4) ACLITC120

presenting information about the movement of people globally, including to and from Italy, for example, comparing stories of migration, or the phenomenon of asylum seekers in Italy and in Australia

Elaboration (4) ACLITC121

changing aspects of a story (for example, locating it in a different time or place, or developing an alternative ending) and explaining the significance of such changes

Elaboration (4) ACLITC123

translating and discussing idiomatic expressions in both Italian and English, for example, Non vedo l’ora! (I can’t wait!), Era ora! (Finally! It was about time!), Lasciami stare! (Leave me alone!), Ma dai! (Come on!), Tocca ferro (Touch wood)

Elaboration (4) ACLITC126

reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures; noticing the adjustments made when interacting with different people

Elaboration (4) ACLITU127

identifying and interpreting sounds and textual features and devices such as onomatopoeia, repetition, simile and metaphor, and understanding how they are used to express emotion and convey attitudes

Elaboration (4) ACLITU133

sharing own responses in class to a given topic and comparing with those of others, reflecting on how different people are perceived through their use of language and the way it reflects values and beliefs

Elaboration (4) ACLJAC109

indicating likes and dislikes, using modelled statements such as いぬ　が　すき　です。わに　が　すき　じゃない　です。

Elaboration (4) ACLJAC110

using rehearsed language to collaborate in craft activities, for example, のり　を　ください。はい、どうぞ。

Elaboration (4) ACLJAC111

giving one another reminders such as しずかに、すわって, using appropriate gestures

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Cross Curriculum Priorities