Elaboration ACLITC087

exchanging correspondence with peers, reviewing and adapting own contribution when meaning is not clear, for example, providing further explanation or an alternative way of expressing an idea, for example, Intendo dire che … Sottolineo l’importanza di …

Elaboration | ACLITC087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITU095

explaining how certain sentence structures reveal differences in social status, cultural background and generation, for example, use of voi form instead of Lei in Nonno, cosa pensate di questo?

Elaboration (2) | ACLITU095 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC027

Create short, simple imaginative texts for different audiences[Key concepts: character, narrative; Key processes: interacting, creating]

Elaborations ScOT Terms

ACLITC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITU033

Use key grammatical structures to form simple sentences, including the use of possessive pronouns, prepositions, definite and indefinite articles, and gender and singular/plural forms

Elaborations ScOT Terms

ACLITU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC041

Participate in simple transactions such as purchasing and ordering goods and services[Key concepts: service, transaction; Key processes: transacting, exchanging, planning]

Elaborations ScOT Terms

ACLITC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC048

Create simple bilingual texts and discuss what translates easily or not[Key concepts: translation, explanation; Key processes: identifying, selecting, modifying]

Elaborations ScOT Terms

ACLITC048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC003

Participate in real or simulated transactions using simple language and gestures in activities and games involving buying and selling[Key concept: exchange; Key processes: exchanging, describing]

Elaborations ScOT Terms

ACLITC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC039

asking and responding to questions that elicit personal information about themselves and others, for example, Da dove vieni? Vengo da Melbourne. Sei australiana? No, non sono australiana, sono cinese. Sì, e sono di origine greca. Quanti siete in famiglia? …

Elaboration (1) | ACLITC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLITC041

participating in role-plays that involve transactions and opinions (for example, È bellissimo. È di moda), asking the price (for example, Quanto viene? C’è lo sconto?) and requesting opinions, for example, Che cosa ne pensi? Secondo me, è … Trovo … un …

Elaboration (3) | ACLITC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC058

exchanging personal information such as routines and experiences, using essere, avere and other common verbs, including reflexive verbs (for example, Vengo da Sydney. Questo è mio fratello. Vesto leggero); and comparing their own experiences with those …

Elaboration (1) | ACLITC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC077

interacting in speaking or writing with an Italian contact to seek personal information about their past, current activities and future plans, and to ask about life in Italy and the possibility of visiting in future, for example, Questo è il dottor Bianchi. …

Elaboration (1) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC078

planning and making decisions with others (for example, about an event or visit), expressing preferences and asking questions to clarify intentions, for example, Bisogna/propongo di fare così … Prima andiamo a …, poi ci fermiamo a … Torneremo a casa entro …

Elaboration (1) | ACLITC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC080

interviewing class members, asking them, for example, to review an experience or to make suggestions for future study topics in areas of interest, for example, A mio parere … Forse … Un’ idea sarebbe; Si potrebbe ampliare la seconda parte. Sei d'accordo …

Elaboration | ACLITC080 | 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 ACLITU090

introducing additional information when describing actions, people and objects by using a range of prepositions, including articulated prepositions and special uses of a, di and da, for example, Pratico il nuoto da 6 anni. Hai una faccia da schiaffi! …

Elaboration | ACLITU090 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITU094

investigating the impact of media and technology on Italian, including blended forms used to express new concepts, for example, the influence of English in Italian media (Fra le iniziative che vale la pena ricordare, c'è la campagna di sensibilizzazione …

Elaboration (2) | ACLITU094 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (4) ACLITC006

describing aspects of their immediate world by drawing and writing captions, such as: people, for example, Ecco la mamma/mio fratello; É la mamma, Mario è il mio amico objects, for example, Ho dieci matite. Ho la bambola, Si chiama Belindafamily celebrations, …

Elaboration (4) | ACLITC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (7) ACLITC001

talking about simple actions in the present tense, for example, Gioco a football, Mangio la pizza

Elaboration (7) | ACLITC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC004

using simple gestures to add emphasis to expressions such as sì, no, bene!, così così

Elaboration (2) | ACLITC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITU053

expanding the basic sentence structure by using simple conjunctions, for example, ma, e

Elaboration (1) | ACLITU053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum