Elaboration (2) ACLITC066
selecting from options to translate short phrases and texts, and explaining choices
Elaboration (2) | ACLITC066 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC068
reviewing and responding to aspects of cultural practices represented in authentic texts such as advertisements, brochures and menus to discuss the cultural differences that are evident and the reactions of members of the class to these differences
Elaboration (2) | ACLITC068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC069
reflecting on own positioning in exchanges with members of the Italian community
Elaboration (2) | ACLITC069 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU073
identifying and comparing the features of language that distinguish the purpose for which it is used, and the age and gender of the audience, for example, the difference between Non mi piace and Non mi piace per niente
Elaboration (2) | ACLITU073 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU075
reflecting on the history of Italian migration to Australia, the formation of communities of speakers of Italian in specific cities and suburbs, and the resulting regional variations of language, such as Australo-Italian, and the impact of Australian …
Elaboration (2) | ACLITU075 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU076
discussing culturally significant concepts encountered in texts (for example, Fare la passeggiata. Fare bella figura. Andare a trovare qualcuno) and making comparisons with Australian culture
Elaboration (2) | ACLITU076 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC077
sustaining exchanges with others by acknowledging, asking for repetition or clarification, or questioning further, for example, Scusi non ho capito, può ripetere, per favore? Potrebbe ascoltare, per favore? Può aiutarmi a … Mi sono dimenticato/a di …
Elaboration (2) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC078
participating in scenarios such as visiting friends or going on an outing to the city, including negotiating options and stating wants and needs (for example, Se viene …, vengo anch’ io. Secondo te, sarebbe meglio se …?); inviting peers to attend a celebration …
Elaboration (2) | ACLITC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC079
negotiating over price, for example, Costa un po’ troppo, mi può fare uno sconto? È se ne compro due paia?
Elaboration (2) | ACLITC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC081
extracting details and main ideas, making judgements about their relevance and discussing contrasting points of view, for example, selecting the main events from an article, identifying core data from interviews, identifying gist and main point/s of a …
Elaboration (2) | ACLITC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC082
conveying ideas drawn from different areas of learning (such as health and nutrition, design, or biological science) to inform others, for example, Venite! Ascoltate e provate …! Usalo/a due volte al giorno e non te ne pentirai!
Elaboration (2) | ACLITC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC083
interpreting the use of images, sounds, gesture and language choices to convey cultural concepts and ideals in Italian texts, for example, the didactic nature of Italian pop songs, the neorealism of Italian film, social issues captured in graffiti
Elaboration (2) | ACLITC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC084
creating reflective texts to present feelings about themes of personal or social relevance, such as friendships/relationships and contemporary issues, Mi fa paura. Mi fa arrabbiare. Mi sorprende. Mi dà coraggio. Non sopporto la violenza dell’uomo sulla …
Elaboration (2) | ACLITC084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC085
reflecting on their own experiences of the process of translating
Elaboration (2) | ACLITC085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC087
creating texts to share with Italian peers, considering how own cultural practices and values may be interpreted, for example, ways of showing respect, family taboos, or involvement in religious, sport or community organisations
Elaboration (2) | ACLITC087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC088
expressing to others how Italian is part of their identity, and reflecting on when, how and why they use Italian (and other known languages)
Elaboration (2) | ACLITC088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU090
using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, for example, proprio, troppo, abbastanza, specialmente, soprattutto, spesso, quasi mai, nemmeno, neanche
Elaboration (2) | ACLITU090 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU091
using knowledge of text types to create texts that respect the conventions
Elaboration (2) | ACLITU091 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU092
exploring texts associated with particular subgroups in Italian communities (for example, children, youth, women, the elderly, rappers, police, athletes) to understand how groups develop their own language and how this influences membership
Elaboration (2) | ACLITU092 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU093
exploring the dynamic nature of language, such as the influence of English in Italian, to express concepts and practices in areas such as music, technology and popular culture, for example, cliccare, digitare, formattare, autostop, autogrill, il manager, …
Elaboration (2) | ACLITU093 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum