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 ACLITC115
sharing experiences and describing events, expressing hopes, opinions and ambitions, and giving reasons for plans, for example, Penso di [+ infinitive]; preferisco…e tu?; E tu, cosa pensi? Sono d’accordo con te/lei…; Sei d’accordo? Non m’interessa; Puoi …
Elaboration | ACLITC115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC118
participating in reflective activities and evaluations of classroom experiences, for example, Perché/come mai …? È giusto? Secondo te …? Forse …, Dal mio punto di vista …, A mio avviso …, Penso che sia …, Sono sicuro che …, È chiaro che …
Elaboration (1) | ACLITC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC120
connecting and presenting information showing varying perspectives, such as child/adult, Australian/Italian, insider/outsider or rural/urban, using present, past and future tenses as appropriate, for example, Il mondo è pieno di cibi diversi; ci sono …
Elaboration (1) | ACLITC120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC121
reflecting on own experiences, practices, attitudes, interpretations and reactions and those of characters in imaginative texts, for example, Anch’io penso che …, In Australia invece …; Non credo di [+ infinitive …] …, Anch’io ho avuto/sperimentato … …
Elaboration (3) | ACLITC121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC123
using print and digital dictionaries, selecting appropriate meaning from alternatives provided; comparing translations with peers and explaining cultural references and expressions such as fuori (literally ‘outside’; ‘out of your mind’) or su di giri …
Elaboration (2) | ACLITC123 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC126
engaging with other learners and speakers of Italian such as through social media, wikis and video, to describe experiences of using and learning Italian, seeking advice on how to learn and navigate aspects of Italian language and culture such as taboo …
Elaboration (3) | ACLITC126 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (8) ACLTUU081
distinguishing between the use of the simple past perfect -di, as in, geldi, gitti and the evidential past perfect tense -miş, as in gelmiş and gitmiş and uyuyormuş
Elaboration (8) | ACLTUU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (11) ACLVIU186
using specialised vocabulary to discuss a range of topics of interest, for example, the environment (ô nhiễm môi trường, tái chế, năng lượng sạch), technology (an toàn trên mạng, nhật ký điện tử, mạng lưới toàn cầu), and migration (tỵ nạn, di dân, định …
Elaboration (11) | ACLVIU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLFRU084
recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity, and the use of repetition, pauses, interruptions and contractions, (for example, the dropping of ne in negative structures (je sais pas trop), …
Elaboration (1) | ACLFRU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLGEC154
discussing and giving opinions on various topics such as school life, neighbourhood, entertainment, sport and leisure, for example, Hast du ein Lieblingsfach? Ja, ich mag Deutsch. Wie findest du Mathe? Ich finde Sozi interessant. Und du? Ich wohne gern …
Elaboration | ACLGEC154 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEC018
describing own Wohnort and commenting on advantages and disadvantages of living there, such as whether there are sporting or shopping facilities nearby, for example, Ich wohne gern auf dem Land. Es gibt in der Nähe einen Fluss und einen Fußballplatz. …
Elaboration (3) | ACLGEC018 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLSPC110
participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, ¿Tienes un triángulo amarillo? Sí, toma. ¿Tienes …
Elaboration (2) | ACLSPC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum