Middle childhood: Languages (Italian)

Transcription

1 Middle childhood: Languages (Italian) Communication outcomes: Listening and Responding, and Speaking Students comprehend and communicate in the target language through listening and responding, and speaking. Viewing, Reading and Responding Students view and read a variety of texts in the target language and respond appropriately. Writing Students write a variety of texts in the target language. Knowledge and Skills outcomes: Cultural Understandings Students develop sociolinguistic and sociocultural understandings and apply them in their use of the target language. The System of the Target Language Students apply their knowledge of the system of the target language to assist them to make meaning and create text. Language Learning Strategies Students acquire a range of skills and strategies to support their ability to make meaning of and express themselves in the target language. Department of Education and Training Western Australia, Middle childhood: Languages (Italian) scope and sequence, December

2 Overview behaviours and forms of address related to introductory topics similarities and differences between students own and target language and cultures as relevant to chosen contexts formulaic expressions that allow simple utterances in meaningful contexts strategies that support predominantly listening, responding and speaking similarities and differences between students own and target language and cultures as relevant to chosen contexts simple patterns and rules in the target language strategies that support the development of all target language communication Suggested contexts All about me My family Pets and animals Family and friends At my house Let s celebrate! Let s go shopping (for food) My look My interests, hobbies and sport Going on holidays At a restaurant/caffè Out and about in an Italian town Department of Education and Training Western Australia, Middle childhood: Languages (Italian) scope and sequence, December

3 Content In order for students to make progress in the Communication outcomes, the following Knowledge and Skills outcomes should be taught: Cultural Understandings The System of the Target Language Language Learning Strategies. Cultural Understandings A language and its culture are inextricably linked and are continually changing. Culture is reflected in how we speak, listen, view, read and write. Intercultural language learning involves students examining, understanding and comparing their own and the target cultures values, beliefs and norms and how they shape practices, language and communication. Conventions of interpersonal interaction common behaviours related to social interactions eg when greeting and taking leave people shake hands or kiss if relationship is close, Italian people are generally more physically demonstrative and gesture more when speaking than people from Anglo-Saxon backgrounds ways to interrupt, initiate and conclude conversation politeness appropriate to context, audience and purpose eg Sì. is acceptable between friends, but Sì and the person s title is more polite for adults, E tu? versus E Lei?, there are different words for you that reflect the number of, and relationship between, the speakers eg tu, voi culturally appropriate behaviour in chosen contexts eg when shopping, in the classroom Department of Education and Training Western Australia, Middle childhood: Languages (Italian) scope and sequence, December

4 Communities and aspects of life cultural practices eg songs, games, rhymes eg Fra Martino cultural symbols eg the Italian flag, signs there are many ways to talk about and view the world, of which the Australian way is one typical activities and behaviour engaged in by Italian speakers at special times eg inviting and visiting friends, birthdays, onomastico (name day), at Christmas, Epifania (January 6), seasonal activities, meal times or sporting events, the notions of gift giving and hospitality values, beliefs and norms eg the importance of the family in Italian society common social rituals at home and among friends eg the main meal is often in the middle of the day, bread is placed directly on the table, the custom of offering biscuits or pastries to the host of a party similarities and differences between Italian and Australian lifestyles eg currency, both cultures celebrate Christmas but each has different traditions eg the foods eaten and how the Christmas period is celebrated, seasons are determined by location of country in the northern/southern hemisphere, some festivals are celebrated at different times or in different ways eg la festa del papà is celebrated on March 19 (St Joseph s Day), Carnevale is celebrated in Venice with parades and people wearing masks Identity and cultural diversity diversity of, and respect for, Italian cultures and recognition that what applies to one family/ group/town/region may not apply to others aspects of Italian culture may change over time eg families may replace homemade with shopbought food, the midday meal may take less time and no longer be eaten at home because of women in the workforce, changes due to the influence of technology typical activities engaged in by Italian speakers eg pastimes, holiday activities, family rituals, shopping, getting around the town some historical events and how this may impact on contemporary life and values eg the unification of Italy resulted in a standard form of Italian for ease of communication diversity of Italian-speaking communities, often with their own cultural practices eg people in the north cook with rice and butter, those in the south with pasta and olive oil the relative sizes of Australia and Italy and their respective populations and the effects they may have on housing, cityscapes, transport general geographical features of Italy and how these may impact on lifestyles eg holiday destinations can be in the mountains or on the coast, people often live in apartments or have houses on small plots of land, pastimes may be related to geographical location, clothing may be warmer due to colder environments Australia s Italian connections eg post-war migration to the Goldfields, Snowy Mountains visible signs of cultural identity eg Italian dance, housing, typical signs around a town the influence of Italian culture and language on Australian culture and the English language eg Australians eating and drinking Italian products Department of Education and Training Western Australia, Middle childhood: Languages (Italian) scope and sequence, December

5 The System of the Target Language (Italian) Textual conventions The target audience, purpose and cultural and social contexts determine the text type and therefore the textual conventions. Textual conventions include: language eg register/level of politeness, use of colloquial language or words borrowed from other languages structures and features eg format and layout, use of illustrations and/or colour, sequencing of ideas protocols and conventions for participating in communication eg forms of address, social conventions of conversations, use of gesture/body language. Suggested text types Teachers select a range of spoken, written and visual texts from a variety of media (ie print, non-print or electronic and digital technologies). advertisements descriptions letters poems skits announcements s lists postcards songs calendars cards cartoons charts/tables conversations forms graphs instructions invitations journal entries maps menus messages personal profiles pictures posters recipes role-plays shopping dockets short stories surveys timetables web pages websites Department of Education and Training Western Australia, Middle childhood: Languages (Italian) scope and sequence, December

6 Form and features The form and features of language include vocabulary, rules and patterns of grammar, sentence construction, punctuation, pronunciation and spelling. Suggested vocabulary groups classroom commands classroom vocabulary colours days of the week descriptions of feelings family members greetings months of the year numbers 0-31 parts of the body pets/other animals simple introductions sì/no different modes of address eg Signora, Signore, Signor (Locatelli), Signorina expressions when greeting and leave taking eg Ciao. Salve. Buongiorno. Buonasera. Buonanotte. Arrivederci. Arrivederla. A domani. expressions to enquire about and respond to questions about health eg Come stai? Sto bene/male. Così così. clothing describing people (physical/personality) food and drink names of festivals and celebrations numbers rooms in a house times (12 hour clock) Greetings and classroom language Ways to show (lack of) comprehension eg (Non) capisco. countries describing people (personal attributes) directions expressions used in a restaurant/caffè food and drink hobbies/sports/leisure activities holiday destinations major Italian cities nationalities numbers to places in a town seasons weather Department of Education and Training Western Australia, Middle childhood: Languages (Italian) scope and sequence, December

7 expressions to enquire about and give personal information eg Come ti chiami? Quanti anni hai? Dove abiti? Mi chiamo/sono Ho anni. Abito a... expressions of politeness eg Grazie. Prego. Per favore. Per piacere. Scusa. Scusi. Mi dispiace. to respond to classroom instructions eg Ascoltate. Leggete. Scrivete. Disegnate. Ripetete. Sedetevi. Alzatevi. In piedi. ways of expressing and responding to good wishes eg Buon Natale. Buon Compleanno. Buona Pasqua. Auguri. Auguri anche a te. expressions to ask the same information of another person eg E tu? E Lei? Greetings and classroom language (continued) Articles and nouns the concept of gender gender of nouns and their singular endings ie o, a, e singular forms of the definite article eg il gatto, la sedia, l amico, l amica, lo zio singular forms of the indefinite article eg un gatto, una sedia formation of plural nouns eg gatto > gatti plural forms for the definite article eg il gatto > i gatti, la pizza > le pizze, l amico > gli amici, l amica > le amiche, lo zio > gli zii Pronouns first and second person singular subject pronouns io and tu eg Io ho dieci anni. Tu hai dieci anni. questo/questa eg Questo è il fratello. Questa è la mamma. third person singular subject pronouns lui and lei eg Lui ha una sorella. Lei è bella. Department of Education and Training Western Australia, Middle childhood: Languages (Italian) scope and sequence, December

8 Adjectives adjectival agreement in the singular forms eg il vestito rosso, la gonna rossa, il maglione verde singular possessive adjectives related to context eg Il mio giardino è bello. La mia casa è bella. adjectival agreement in the plural forms eg i vestiti rossi, le gonne rosse, i maglioni verdi Adverbs of time eg oggi, domani negation with non eg Non è intelligente. Non mi piace lo sport. poi eg Gioco a tennis poi mangio. Conjunctions e and o eg Ho una sorella e un fratello. È rosso o blu? perché eg Vado in Italia perché mi piace il cibo italiano. Verbs and tenses first and second person singular present tense of the verbs essere and avere as related to context eg Io ho due sorelle. Io sono una ragazza. first person singular present tense of other verbs as related to context eg Abito a Perth. present tense of common verbs eg stare and andare as related to context eg Io sto bene. Io vado a casa. third person singular present tense of essere and avere eg Lei ha un gatto. Lui è simpatico. mi / ti piace common infinitives as related to context eg Mi piace andare al mare. Mi piace nuotare. present tense singular of essere and avere present tense singular of are verbs present tense singular of other (irregular) verbs as relevant to context eg Vado al parco. ecco Prepositions prepositions in their simple forms eg a, da, di, in, su, con, per familiarisation with articulated prepositions eg Vado al parco. Metti la valigia sul tavolo. preposition di to denote possession eg la casa di Pietro Department of Education and Training Western Australia, Middle childhood: Languages (Italian) scope and sequence, December

9 Interrogatives interrogatives eg Chi? (Che) cosa? Quando? Dove? Come? intonation in statements and questions eg Sei triste. Sei triste? rolling r Italian alphabet typical Italian first names cognates eg music/musica, violin/violino no capitals for days of the week, months of the year in Italian intensifer molto eg Il cane è molto grande. Che ora è? Intonation and pronunciation Other features cardinal numbers in structures such as dates, ages and prices eg Io ho undici anni. Oggi è il 20 ottobre. 35 euro. abbreviations for the most common forms of address ie Sig. Sig.a Sig.na Quanto costa? Perché? pronunciation of c and g followed by vowels (hard or soft sound) eg caffè/cinema, gondola/giocare pronunciation of c and g followed by h (hard sound) eg chi, ghiaccio pronunciation of sc followed by h or i/e (hard or soft sound) eg schiavo/sci pronunciation of letter combinations gl, gn shortening of vowel sound before a double consonant eg gatto lack of pronunciation of the letter h at the beginning of words eg l hotel, l hamburger stress on final syllable with an accent eg città ordinal numbers eg Sono primo. Maria è la seconda persona. Italian words in English eg pasta, gelato English words in Italian eg il computer, lo yogurt omission of subject pronoun eg Vengo dalla Germania. Department of Education and Training Western Australia, Middle childhood: Languages (Italian) scope and sequence, December

10 Language Learning Strategies to relate new information to what they already know in English or the target language ways to communicate or interact with peers in the target language ways to cooperate with peers to complete a task to repeat or imitate the language both its pronunciation and intonation to use pictures and other visual clues to help them comprehend text or guess the meaning of a word to look for clues in the environment to help make meaning of texts to use gestures, mime, facial and vocal expression to convey meaning ways to use ICT to access information for learning purposes.* to listen/read/view for specific key words ie pay attention to what is important to plan (and rehearse) for a task to seek out as many opportunities as possible to communicate in the target language, both in and out of class time at school to recognise and use formulas and patterns to initiate and end conversations appropriately to use appropriate gestures in their own conversations/dialogues to use visual images to help understand and remember new information to predict meaning using their knowledge of first language patterns, pictures, visual or auditory cues or gestures ways to use ICT to communicate creatively to represent new understandings.* Department of Education and Training Western Australia, Middle childhood: Languages (Italian) scope and sequence, December