Italian work program sample 1

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1 Italian (2008) Work program sample Italian work program sample 1 Reproduced with the permission of St Mary s Catholic College September 2008 A work program is the school s plan of how the course will be delivered and assessed, based on the school s interpretation of the syllabus. The school s work program must meet syllabus requirements, and indicate that there will be sufficient scope and depth of student learning to reflect the general objectives and meet the exit criteria and standards. This sample demonstrates one approach, and should be used as a guide only to help teachers plan and develop school work programs.

2 ST MARY S CATHOLIC COLLEGE SENIOR ITALIAN WORK PROGRAMME (Syllabus 2008)

3 TABLE OF CONTENTS Course Overview.. 1 Unit of Work Semester One, Term Two 2 Unit of Work Semester Two, Term Three 3 Unit of Work Semester Three, Term One..4 Unit of Work Semester Four, Term Three.5 Assessment Plan Year 11, Year A.6 Assessment Plan Year 11, Year B.7 Assessment Plan Year 12, Year A.8 Assessment Plan Year 12, Year B.9 Reading Standards Schema..10 Speaking Standards Schema 11

4 COURSE OVERVIEW THEMES: 1. Family and Community 2. Leisure, Recreation and Human Creativity 3. School and Post-School Options 4. Social Issues SEMESTER THEME TOPIC APPROX. LENGTH (WEEKS) MySpace all about me, my friends, family life in Australia and in Italy 8 9 Y E A R A 1 2 Feeling bored? Free-time, entertainment, music, films, cinema, television Adolescence, love and romance 5 Welcoming Italian exchange students; engaging with them, highlighting cultural and lifestyle differences and similarities The environment, environmental issues in Australia and Italy 5 The Italians festivals, celebrations, special occasions, cultural values and beliefs; Italian society today The travel bug: Planning a holiday to Italy, investigating using internet places to visit, holiday activities, accommodation, shopping, means of transport and cost Cyberspace Our electronic world, virtual friends, mobile phones, text messaging, on-line chatting and shopping, high-technology gadgets 4 4 Y E A R B 3 4 The treasures of life music, art and literature 5 The world in which we live express your opinion on social issues! Lifestyle: nutrition, sport and fitness, health issues, body image 5 Future plans where to next? Schooling in Australia and Italy, part-time and future employment, plans for the future and life goals Italians in Australia migration in Australia, prejudice, stereotyping, challenges, settling in, contribution to Australian society, Italo- Australians

5 INTENDED STUDENT LEARNING UNITS OF WORK SEMESTER ONE TERM TWO Adolescence Semester 1 Term 2 SI/F&C Adolescence, love and romance 5 weeks Learning experiences Language features Language functions Listening and Speaking refusing, negating, asking for / Listen to songs about youth and giving denial relationships (e.g. Zucchero) enquiring / expressing opinions and Interviews and commentaries beliefs Tombola verb games agreeing / disagreeing Various card games; La Battaglia asking about / fulfilling obligations Navale game asking for / giving advice Poems read out aloud suggesting Watch segments of Italian soap opera programs and comment discussing adolescent issues expressing surprise Dialogues on CD e.g Padre e Figlia asking about / describing times Role-play favourite pastime, making arrangements to go out, my ideal partner expressing regret, sympathy expressing intention expressing hypothesis Discussions and chats (e.g. mother / asking for / giving reasons daughter relationships, teenage love, requesting / granting permission to adolescent issues and fears) do things, to have things done Interviews and surveys e.g free- contradicting, correcting time activities asking about / describing manner Delivering an electronic describing what used to happen, presentation comparing and what you were doing, how things contrasting Italian and Australian were teens making comparisons Reading and Writing La posta del cuore read and write letters Lo slang dei giovani read and complete quizzes Articles from the internet, magazines Read and write quizzes e.g. Troviamo un partner; Ti piace stare in gruppo? Cartoons Read and write poems on adolescence Writing messages, giving advice Writing s to Italian teens (sister school) Le categorie di teens a St Mary s group work activity Write a Web log thoughts on adolescence Write a powerpoint (compare Italian and Australian youth) negative expressions e.g. non nemmeno use of secondo, a mio parere, per me essere d accordo con, essere della tua / sua opinione / giusto! / certo! imperative, è necessario + infinitive / bisogna / avere paura di / valere la pena di + infinitive conditional tense iamo form (present tense), consigliare, suggerire soprattutto, prima di tutto, direi piuttosto che, si tratta di, da un lato dall altro etc idiomatic use of che che sorpresa; davvero! use of fa e.g. cinque mesi fa; dates; time phrases; present tense + da; fra; durante; per anni; adverbs of time (ora, dopo); adverbial phrases (all improvviso) use of dispiacere; su, coraggio!; che peccato; che disgrazia pensare di; avere intenzione di If clauses use of perchè; a causa di; siccome, dato che, visto che, quindi, perciò potere non sono d accordo con; non sono della tua opinione adverbs of manner e.g. bene, felicemente imperfect tense comparatives and superlatives Settings (for example) At home At school In social situations Cultural contexts Italian youth their interests, freetime activities, issues, fashion, family, expectations etc La paghetta Mopeds, vespas, motorini Il ragazzo / la ragazza Fare parte di un gruppo e.g. dark, rapper, punk, graffitista Lo slang giovanile 2

6 SEMESTER TWO TERM THREE The environment Semester 2 Term 3 SI Environmental issues in Australian and in Italy 5 weeks Learning experiences Language features Language functions Listening and Speaking Video commentaries on the environment Selected SBS news items Discussions, interviews, debates (e.g. recycling, protection of the environment, Italian environmental issues) Selected Youtube items on environmental issues Lyrics of songs (e.g. Dalla / Zucchero) Discussing findings, giving reports, debating over issues Brainstorming ideas, opinions Speeches Interviewing class mates re: environmental practices etc. Reading and Writing Magazine, newspaper and internet articles Surveys, survey results, questionnaires Read responses from Italian students (sister school) Selected photos taken from travels in Italy downloaded on computer read comments written on recycling bins, signs etc Cartoons Ads, pamphlets, brochures Letters to the editor (read and write) Quizzes Read song lyrics, poems Read and write instructions Writing survey questions Writing slogans Italian students (sister school) asking about environmental issues in Italy Design an ad with an environmental message (on computer) Write lyrics to an original rap song on the environment, then present the song to the class revision of all reflexive verbs the impersonal si e.g. si spreca, si ricicla, si usa specialized vocabulary e.g. l effetto serra, raccoglitore pile usate imperative tu and voi form e.g. riusa, riutilizzate, controllate, negative commands e.g. non buttare / non abbandonare è necessario / bisogna / si deve / si consiglia / è meglio + infinitive conditional tense e.g sarebbe bene, bisognerebbe, si dovrebbe subjunctive pensare che / suggerire che / sembrare che / essere possible che / essere impossibile che / temere che / avere paura che / essere probabile che / credere che / dubitare che / sperare che / bisogna che / occorre che etc invece di / senza / ma / mentre a causa di / perchè / use of motivo, ragione future / future perfect passive e.g. l aria è inquinata dalle macchine Settings (for example) Home Natural environment The future asking about / describing daily routine identifying / asking about things giving instructions / commands asking for / giving advice enquiring about / expressing opinions enquiring about / expressing possibility / impossibility enquiring about / expressing fears enquiring about / expressing probability / improbability enquiring about / expressing doubt enquiring about / expressing necessity enquiring about / expressing opposition explaining / giving a reason predicting asking about and describing situations Cultural contexts Le domeniche a piedi I Verdi Environmental initiatives in Italy and in Australia Greenpeace, Lega ambiente etc European Community laws to protect the environment Il WWF Le campane (vetro, plastica, carta) Le targhe alterne Sacchetti bianchi I parchi nazionali d Italia 3

7 SEMESTER THREE TERM ONE The treasures of life Semester 3 Term 1 LR & HC Music, art, literature 5 weeks Learning experiences Language features Language functions Listening and Speaking vocabulary e.g. concertone, enquiring about / expressing words, Songs and excerpts from operas calendario della stagione, l epoca phrases and concepts associated with (Pavarotti, Bocelli, Ramazzotti, etc the arts: music, art and literature Ligabue, La Boheme) imperfect tense (revise) enquiring about / expressing how Verb Tombola games (e.g. negli anni venti / trenta; agli inizi things were, what used to happen imperfect tense) del secolo; nell Ottocento / nel asking about / describing times Drama presentations la Commedia diciannovesimo secolo; ordinal narrating dell Arte numbers reading about historic events Poetry read out aloud Verbs compound forms e.g. Gli enquiring about / expressing Who Am I quizzes on famous artisti del Rinascimento volevano pleasure, displeasure Italians far rinascere wondering about things Discussions, commentaries, perfect tense (revise) enquiring about and expressing dialogues past historic tense recognition opinions, preference, joy, purpose, Present a quiz show on Italian music only agreement / disagreement, possibility, and artists dare soddisfazione; piacere impossibility, likes / dislikes Interview classmates re: music preferences etc use of sarà / saranno subjunctive discussing (music, art, literature, artists) Listen to and comment on Italian artists from the past - search Youtube items use of prima di tutto / da un lato dall altro; cioè; dunque; perciò; in ogni caso etc Reading and Writing Poems, narratives, articles, song lyrics, extracts from novels La musica italiana su internet Top 20 Scripts La Commedia dell Arte Calendar of events, agendas, programs Articles from the internet and magazines Read and complete quizzes on Italian music, artists Complete cloze passages taken from lyrics Write Who Am I quizzes on famous artists / writers Write reviews Write biographies on famous Italian singers / artists / writers research off the internet Write commentaries on songs Write your own verses use poetry sites on internet Settings (for example) Italy today and yesterday Cultural contexts La storia della musica italiana Il Rinascimento Il teatro alla Scala La Commedia dell Arte Opera greats Verdi, Puccini, Rossini Popular artists in Italy 4

8 Semester 4 Term 3 SEMESTER FOUR TERM THREE Future plans where to next? S & PSO Schooling in Australia and Italy, part-time work and future employment, plans for the future and life goals 9 weeks Learning experiences Languages features Language functions Listening and Speaking Listening to discussions / interviews /debates / powerpoints Listening to Italian exchange students Listening to oral reports (re: future plans, marriage etc) Listening to role-plays (e.g. job interviews) Listening to conversations on CD e.g. Un colloquio, Che lavoro fanno? Listening to songs, poems Discussing, interviewing, debating Role-playing Tarot reading (predicting the future) Interviewing classmates re: future plans Oral reports based on results from surveys / interviews Powerpoint presentation re: school life in Italy Reading and Writing Reading articles, ads, letters, e- mails, statistics, information, tables Read barzellette sulla scuola Read and complete quizzes e.g. Da grande farò Reading Italian school websites Quizzes, questionnaires, horoscopes Writing letters (applying for and accepting a job; letter to the editor) Writing a Web log re: daily school life, future aspirations and prospects Writing speeches, oral reports, notes for debates Writing s to Italian e-friends Write a powerpoint on Italian school life Vocabulary associated with school life e.g. materie, l esame di maturità, il liceo linguistico Conjunctions followed by the indicative (siccome, mentre, cioè ); followed by the subjunctive (affinchè, purchè, benchè etc) Prepositions after certain verbs with infinitive e.g. penso di, comincio a., ho intenzione di Pronouns combination e.g. glielo, glieli; disjunctive e.g. me, te; position of object pronouns with imperatives (e.g. guardalo), with infinitives (e.g. dirgli), with modals (e.g. gli posso telefonare, posso telefonargli) Fra / entro Revise future tense (regular and irregular); past and present Present and past gerund Conditional present and past (e.g. per me andrebbe meglio ; cosa vorresti fare? avrei studiato) Use of succedere e.g. che cosa succederà? Impersonal (bisogna, si deve etc) If clauses (hypothetical) Use of conventional phrases used in discussion, debate and argument e.g. prima di tutto; innanzitutto; da un lato dall altro etc. Present subjunctive e.g. immagino che; mi sembra che; è probabile che; sono convinto che Vocabulary associated with jobs, job ads e.g. cercasi Formal letter writing Revise perfect and imperfect tenses e.g. when giving personal history (ho frequentato la scuola fino a; studiavo a Brisbane) Settings (for example) School Workforce Future discussing school life, studies, assignments, exams, results, likes, dislikes using time expressions to indicate deadlines discussing future plans, prospects, future trends, life goals hypothesizing about reality / possibility / impossibility expressing one s doubts, hopes, wishes, fears etc in the present and in the past applying for jobs Cultural contexts School life in Australia and in Italy L importanza dei titoli di studio e.g. avvocato, ingegnere, etc L arte di arrangiarsi (la disoccupazione) Young Italians staying home for longer Compare Italian and Australian school systems 5

9 ASSESSMENT PLAN PROFILES Year 11, YEAR A Date and details of assessment S1 T1 Dialogue I1 Padre Apprensivo MACROSKILLS L R S W S1 T1 to an E-friend (character, interests, abilities, friends, family, happenings, problems) S1 T2 Dialogue with a visiting Italian exchange student (teacher) re: adolescence, modern life and films S1 T2 Letter asking for advice; article on a film star End of S1 Overall result S2 T3 Text on studying in America; conversation about the environment; viewpoints (3) on environmental issues S2 T3 Student teacher conversation give knowledge, opinions and thoughts on environmental issues and student exchange programs S2 T4 Article for LOTE newsletter (local festival/celebration, end of year ceremony/celebration, wedding, parties) S2 T4 Text (Usanze Curiose); script about Ferragosto; article (Vacanze) End of S2 Overall result (proposed Interim LoA at monitoring) 6

10 ASSESSMENT PLAN PROFILES Year 11, YEAR B Date and details of assessment S1 T1 Conversation about a concert; commentary about a new product S1 T1 Analyze and recommend a new product/gadget which is technologically advanced MACROSKILLS L R S W S1 T2 Conversation (student-teacher) on health issues; current social issues S1 T2 Poem about drugs; article on the importance of breakfast End of S1 Overall result S2 T3 Conversation between two work colleagues; conversation between mother and daughter re: career choice S2 T3 Teacher student interview on school, results so far, end of year celebrations, plans for the following year S2 T4 Article about the migration experiences in Australia of local Italians S2 T4 Article (Veneto village in Brazil); letter to the editor (about an immigrant); letter about prejudice End of S2 Overall result (proposed Interim LoA at monitoring) 7

11 PROFILES Year 12, YEAR A Date and details of assessment S3 T1 Dialogue I1 Padre Apprensivo MACROSKILLS L R S W S3 T1 to an E-Friend (character, interests, abilities, friends, family, happenings, problems) S3 T2 Dialogue with a visiting Italian exchange student (teacher) re: adolescence, modern life and films S3 T2 Letter to a counsellor; article on au pair girls overseas; article on Maddalena Fellini (her film career) End of S3 Overall result: S4 T3 Text on studying in America; conversation about the environment; viewpoints (3) on environmental issues S4 T3 Student teacher conversation give knowledge, opinions and thoughts on environmental issues and student exchange programs S4 T3 Write a letter to the editor of a newspaper expressing thoughts and opinions on an environmental problem or problems of concern S4 T3 Article on Agriturismo; article on an endangered species; article on a national park Proposed LoA at Verification : S4 T4 Article for LOTE newsletter (local festival/celebration, end of year ceremony/celebration, wedding, parties) S4 T4 Text (Usanze Curiose); song lyrics; article on vacanze Final Exit LoA 8

12 PROFILES Year 12, YEAR B Date and details of assessment S3 T1 Conversation about a concert; commentary about a new product MACROSKILLS L R S W S3 T1 Cartoon (on a website); ad promoting a new product; article on a musician S3 T1 Analyze and recommend a new product/gadget which is technologically advanced S3 T2 Conversation (student teacher) on health issues, current social issues S3 T2 Poem about drugs; article on the importance of breakfast; article about advertising End of S3 Overall result: S4 T3 Interview on women in the workforce; conversation between mother and daughter re: career choice S4 T3 Teacher student interview on school, results so far, end of school celebrations, plans for the following year S4 T3 to an Italian e-friend about final year of school and the future: thoughts, doubts, hopes, fears, aspirations Proposed LoA at Verification : S4 T4 Article about the migration experiences in Australia of local Italians S4 T4 Article (Veneto village in Brazil); letter to the editor (about an immigrant); letter about prejudice Final Exit LoA 9

13 Reading standards schema - Comprehension Student work has the following characteristics: Standard A Standard B Standard C Standard D Standard E knowing and understanding: a comprehensive range of information is presented, including gist, main points and relevant details; the meaning of familiar and complex language is accurately and clearly demonstrated; the purpose of the text and the writer s perspective and intention are clearly evident; subtleties are recognised reasoning and knowing and understanding: a range of information is presented, including gist, main points and obvious details; the meaning of familiar language is accurately demonstrated but complex language may be misinterpreted; the purpose of the text and the writer s perspective and intention are recognised; subtleties may be overlooked reasoning and knowing and understanding: essential information is presented, including some main points and details which may not always be relevant; the meaning of familiar language is demonstrated accurately; the writer s general intention is recognised when obvious within a familiar context reasoning and knowing and understanding: information is presented, including the meaning of some familiar language; a very broad outline or some specific details of the writer s general intention is demonstrated reasoning and knowing and understanding: fragmented information is presented; an isolated understanding of words and phrases is demonstrated reasoning and detailed analysis and thorough evaluation are evident; detailed analysis and evaluation are evident; basic analysis and evaluation are evident; little evidence of basic analysis or evaluation is present; no evidence of analysis or evaluation is presented; plausible interpretations of unfamiliar language are drawn from context; interpretations of unfamiliar language are made from context; well-constructed conclusions and wellsubstantiated decisions are made; conclusions and decisions are made, although at times justification may be incomplete; conclusions and decisions are made but often lack justification; conclusions and decisions may be made but lack justification; responses are minimal. cultural meanings are integrated into responses where appropriate. cultural meanings are evident in responses but may not be fully developed. obvious cultural meanings are identified. obvious cultural meanings may be identified. 10

14 Speaking standards schema Conveying meaning Student work has the following characteristics: Standard A Standard B Standard C Standard D Standard E knowing and using knowing and using knowing and knowing and language features: language features: using language using language features: features: knowing and using language features: a wide range of vocabulary and grammar is used effectively, with few errors; a range of cohesive devices is used to express connected thoughts and ideas; a range of vocabulary and grammar is used effectively, although with some errors; Selected cohesive devices are used to connect familiar thoughts and ideas; a range of familiar vocabulary and grammar is used, although errors are evident; basic cohesive devices are used to connect simple ideas; some familiar vocabulary and grammar is used, although frequent errors are made; some simple linking words are used, but the meaning as a whole is fragmented; responses may be single words or short, wellrehearsed phrases, using familiar vocabulary; register is appropriate to the situation; register is usually appropriate to the situation; pronunciation, intonation, rhythm and stress are acceptable to a background speaker pronunciation, intonation, rhythm and stress are acceptable to a background speaker pronunciation may be affected by first language but is comprehensible by a background speaker pronunciation hinders communication pronunciation hinders communication creating and ideas, information and meaning are communicated clearly and effectively, although some errors may occur in complex language; creating and ideas, information and meaning are usually communicated clearly, although errors may occur in complex language; creating and where a variety of structures is used, the essential meaning is clear, although there may be frequent errors; creating and there is sufficient accuracy to enable some details to be understood; creating and some simple meanings are conveyed. conversation is initiated and sustained; conversation is generally sustained; spoken communication demonstrates flexibility, coherence, spontaneity and relevance to the context; spoken communication demonstrates flexibility when using familiar language; responses are relevant to the context, although they may be hesitant; spoken communication relies on prompts and cues; responses are hesitant, repetitive and formulaic but relevant to the context; spoken communication relies heavily on prompts and cues; responses are hesitant, repetitive and rehearsed; appropriate pause fillers and nonverbal features are used where required. some appropriate pause fillers and nonverbal features are used. some nonverbal features are used. some nonverbal features are used. 11

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