Search

Elaboration (4) ACLITC047

observing and reporting on the Italian language present in the Australian community, for example, noticing public signs in Italian, texts such as magazines and television programs, and computer games

Elaboration (4) ACLITU052

expressing positive and negative preferences using adverbs to intensify the meaning, for example, Mi piace molto la cioccolata; Non mi piace tanto ballare

Elaboration (4) ACLITC059

negotiating options, for example, Vuoi fare un giro in bicicletta? Posso/non posso. Oggi no, domani sì. Forse sì/no. Vengo più tardi. Come possiamo contribuire al progetto di solidarietà con...?

Elaboration (4) ACLITC062

using a range of tools such as graphs, tables, mind maps, concept maps and charts to organise findings and present them to others

comparing own translation to one done by using an electronic translator, and discussing the advantages and disadvantages of using electronic translators and the sort of issues that emerge from their use

Elaboration (4) ACLITC068

considering how one’s own ideas, practices and responses may be perceived by Italians both in Italy and in Australia

Elaboration (4) ACLITC077

interviewing class members to gauge views about aspects of daily life (such as school, pastimes, relationships and the local environment), and discussing as a class the major themes and concerns that emerge, for example, Come mai …? Perché …? Secondo …

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

Elaboration (4) ACLITC081

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

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities