Elaboration (2) ACLITU034

noticing some commonalities between particular text types in Italian and English, for example, greeting cards have a front cover with images or photos specific to the occasion, an opening and closing address, and a written message

Elaboration (2) | ACLITU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITU035

identifying the meaning of conventional expressions used socially in Italian and the different contexts in which they are used, for example, Permesso? — Avanti! Grazie. — Prego; Per favore/per piacere. Buon appetito! A domani!

Elaboration (2) | ACLITU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITU037

discussing the influence of English words on the Italian language and considering why word borrowing occurs, for example, English words incorporated into Italian (il tennis, i jeans, fare lo shopping, l’email) and Italian words incorporated into English …

Elaboration (2) | ACLITU037 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITU038

beginning to develop a metalanguage for talking about language

Elaboration (2) | ACLITU038 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC039

writing short texts such as emails, letters and text messages to interact with others, for example, to invite, congratulate or thank someone

Elaboration (2) | ACLITC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC041

participating in buying and selling, using Grazie, Prego, Quanto costa? Due euro

Elaboration (2) | ACLITC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC042

asking the time, for example, Che ora è? Sono le … Quanto manca? 10 minuti.

Elaboration (2) | ACLITC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC043

researching topics such as leisure, recycling, the water cycle, the solar system, or geographical features of Italy, in a range of sources, including magazine articles, books and websites, and ordering and sharing the information in print or digital …

Elaboration (2) | ACLITC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC044

conveying information to others through different text types, for example, an advertisement such as la festa della cioccolata di Perugia: Vuoi partecipare …? Ti piace …? Preferisci …? Allora vieni a …

Elaboration (2) | ACLITC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC045

relating what they read or view to their own life experiences, for example, asking what the author means by writing: La mia squadra è ‘forte’ ma la tua è ‘finita’, and considering how important sport is in their own life for example, È motto importante, …

Elaboration (2) | ACLITC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC046

completing the end of a story

Elaboration (2) | ACLITC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC047

explaining in English the meaning of culturally significant phrases and concepts encountered in everyday interactions and in signs, for example, È vietato calpestare l’erba, È vietato attraversare i binari

Elaboration (2) | ACLITC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC049

learning the appropriate phrases to mark respect for age, gender, or social authority

Elaboration (2) | ACLITC049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITU051

understanding that there are both grave, for example è and acute for example, perché accents and learning to insert these into their work electronically

Elaboration (2) | ACLITU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITU052

recognising the imperative as a formulaic expression, for example, Dammi!

Elaboration (2) | ACLITU052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITU054

noticing that language varies depending on how people feel, who they are interacting with and their relationship with each other, for example, emotive language is used with friends and peers (Ma dai! Non ci credo! Che barba!), more formal language is …

Elaboration (2) | ACLITU054 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITU056

discussing the local linguistic landscape, including the presence of Aboriginal and Torres Strait Islander languages

Elaboration (2) | ACLITU056 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITU057

discussing some generalisations and stereotypes about Italian people and reflecting on their own experiences

Elaboration (2) | ACLITU057 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC058

sharing views and creating spoken and written texts about favourite forms of entertainment, celebrities and significant figures, and expressing preferences, feelings and opinions, for example, Ogni weekend vado al cinema/al mare. Gioco a … Sono andato/ …

Elaboration (2) | ACLITC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC059

describing plans, arrangements and actions, making suggestions, providing reasons for their own preferences and negotiating outcomes, for example, Organizziamo la vendita dei nostri lavori per raccogliere soldi per comprare … Sponsorizziamo … Come possiamo …

Elaboration (2) | ACLITC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum