Directorate for Quality and Standards in Education Department of Curriculum Management

Directorate for Quality and Standards in Education Department of Curriculum Management ITALIAN CURRICULUM OBJECTIVES FORM 5 CORE CURRICULUM PROGRAMME (CCP) ITA 11.1 ITA 11.2 ITA 11.3 ITA 11.4 ITA 11.5 ITA 11.6 ITA 11.7 Abbigliamento Clothing Viaggiare in Italia Planning a trip to Italy A lavoro At work Mangiare e bere Food and drink In città In the city La mia camera My room Tempo di vacanza Holiday time

Level 1 Communicating in Italian as a Foreign Language Knowledge Skills Competences The student has knowledge of very basic vocabulary and phrases related to everyday life and representative of the home, work, social and public settings. The student s language ability is very basic but permeates in different social settings. The student s competence is very basic and can demonstrate its use, in daily situations. The student can: - take part in a simple conversation - can relate to different social situations using basic language - understand basic words, structures, simple instructions spoken slowly - manage very short, isolated, mainly prepackaged utterances - provide and fill in basic personal information The student can: - briefly express feelings as regards to a particular situation, such as at a shop, at a clinic, at a restaurant - use communicatin for basic commercial transactions such as buying, making a request. - follow short, simple directions. The student can: - use language and knowledge learnt in a familiar context - interpret visual cues - be aware of communication strategies and use them accordingly in a conversation/given sitation 2

Assessment for Project file Continuous assessment (70%) Assessment of the four language skills throughout the scholastic year is to be carried out. Students are encouraged to create a project file in which they will include their work which are representative of the topics covered. Where hands on activities are carried out, photos of work done can be included in the project file. If they wish so, students can also fill in a simple self evaluation sheet to monitor their progress. Filling in of the sheet can be done with the help of the teacher or by themselves. During the last year of the course, the marks will be given on the file as a whole which covered the 3 years. End of year exam Final assessment (30%) A national based examination will include the following components Listening 10 marks Speaking 10 marks Reading 5 marks Writing 5 marks Examination will be set on 100%. Teachers can fill in data in the excel sheet provided so that results reflect the marks above. Total 100% 3

Code and title: ITA 11.01 Abbigliamento Clothing 1. to revise topics covered in Form 4 2. vocabulary related to clothing and accessories 3. how to choose a size/ask for an item 4. to revise preference in relation to clothes 5. brief mention of Italian designers/fashion Taglia, misura, numero, pantaloni, camicia, gonna, maglietta, vestito, abito, calzini, guanti, cravatta, cintura, scarpe, sciarpa, stivali, giacca, cappotto, orecchini, occhial, sandali, collana, anello, bracciale, borsa Students will cover topics which are practical and which they will meet in their daily lives. Revising of material already covered in previous years will help students build on their confidence and further improve their language skills. http://italian.skola.edu.mt/ Fashion designers Armani, Versace, Valentino, Gucci, D&G, Benetton, Diesel. Milano capitale della moda Throughout the scholastic year, vocabulary should also be included in simple situations in which students need to cope buying, asking for basic information etc. http://www.capitello.it/ilgiocoelereg ole/megazine/data/italianofacile.pdf http://www.oneworlditaliano.com/v ocabolario-italiano/abbigliamentoscarpe-accessori.htm https://www.youtube.com/channel/ UCFGgKMG4XY3eqzgocld_hhA http://www.education.vic.gov.au/lan guagesonline/italian/sect31/index.ht m 4

Code and title: ITA 11.02 Viaggiare in Italia Planning a trip to Italy 1. vocabulary and verbs related to holidays 2. how to prepare a luggage (according to seasons) 3. to plan an itinerary 4. to book a hotel 5. visiting different tourism landscapes This unit is meant to offer skills to students when travelling to Italy. By extension, the same skills can be also transferred to other locations, however the main focus is to be able to communicate in Italian when travelling. Mare, montagna, campeggio, albergo, agriturismo, lago, spiaggia, città d arte, valigia, bagaglio, autostrada Prenotare Fare la valigia Andare all aeroporto Prendere l aereo Andare in albergo Continuous revision of topics already covered are expected when preparing a luggage, students will refer to clothing, to seasons and weather, so they are building up on their knowledge. It is important to bear in mind that when planning an intinerary, the simple points are to be outlined giorno 1 - andare all aeroporto e arrivare a destinazione giorno 2 - vistare il lago di garda giorno 3 visitare gardaland giorno 4 prendere l aereo per casa. Brief cultural aspects of Italy have to be mentioned since there is the possibility to visit lakes, mountains, sea, cities in different times of the year. This is an opportunity for the students to learn to compare and contrast tourism landscapes which are different to those they are used to in Malta. The knowledge of one s own culture and that of other European countries is an important aspect for personal growth. https://www.youtube.com/watch?v=v siyord0hbq https://www.google.com.mt/maps?so urce=tldso http://www.oneworlditaliano.com/di aloghi-in-italiano/in-albergo.htm 5

Code and title: ITA 11.03 A lavoro At work 1. vocabulary related to jobs 2. to carry out a telephone conversation 3. to fill in a grid with simple information (related to a cv/telephone conversation) 4. to read and understand brief job vacancies/adverts in different formats 5. how to present oneself for an interview Mestieri/Professioni meccanico, cameriere/a, parrucchiere/a, segretaria, assistente, contadino, cuoco, fornaio, lavapiatti, addetto alle pulizie, poliziotto, dottore, avvocato, insegnante ecc Students are encouraged to work hands on by looking at job adverts and understand them. The teacher can create job adverts or find references to them online. Students can then proceed to fill in a simple grid/application form/cv with relevant information. Apart from writing down name and surname, students can tick yes/no questions or answer questions with one or two words. http://www.education.vic.gov.au/lang uagesonline/italian/italian.htm http://www.stranita.it/materiali/abilit a-lingua http://www.curriculumsupport.educa tion.nsw.gov.au/secondary/languages /resources/curriculum/index.htm (Click on Italian) 6

Code and title: ITA 11.04 Mangiare e bere Food and drink 1. the main meals of the day 2. how to read a menu at the restaurant 3. how to place/take an order at a restaurant (pizzeria, food outlet etc) 4. how to ask for the bill 5. revise topics already covered in 9.7 As we know, food plays an important part of our lives and it is also a Colazione pranzo merenda cena spuntino means of getting together and socialising for the Mediterranean counties (Malta and Italy share that aspect when eating with family and friends). Il conto, per favore Il menu, per favore Una pizza capricciosa, per favore Che cos è...? ordinare, cucinare Students can learn how to communicate with the waiters, chef, staff at a restaurant or any other food outlet. Students can be the chefs and then act as waiters and clients. Such situations instill in students the concept of learning by doing and collaborating with others in a real life situation. Students can assess their progress by observing and noting down how they would deal with such a situation in a real life scenario. They can state that they are able to say simple phrases in Italian in a given context (like reading a menu or ordering food. Then they keep a record of their own assessment in the file. Al ristorante http://www.youtube.com/watch?v=y Av2j7-6oTQ http://www.digitaliano.net/digitaliano _materiali_online/pasta/index.html 7

Code and title: ITA 11.05 In città In the city 1. vocabulary related to basic city amenities 2. ask for directions 3. understand simple instructions related to directions 4. use/understand left and right 5. about Italian cities Directions davanti dietro, destra sinistra, diritto http://italian.skola.edu.mt Dov è la farmacia, per favore? Dov è la banca, per favore ecc Students start to build up on previous knowledge. As the vocabulary baggage increases, students should learn how to use it in the right situation. Making reference to Maltese and English words will also help students see the differences and similarities. http://www.linguascope.com/preview/begi nner/topic.php?language=italian City amenities bagni pubblici, banca, chiesa, clinica, farmacia, fermata dell autobus, giardino/parco pubblico, ospedale, piazza, ufficio postale Roma Milano Venezia Students can prepare a mini project where they tale photos of the city amenities which they have in their neighbourhoodand create a labelled photo albun using vocabulary learnt. The use of videos and presentations which outline the main cities in Italy can be preented in class. Some students might have a personal experience and they can talk about their travels in class. They can also be guided to find pictures of the main landmarks of these cities and/or typical recipes or objects associated with them. http://www.oneworlditaliano.com/italiano/ corso-di-italiano.htm http://www.zanichellibenvenuti.it/noi/eserc izi.html 8

Code and title: ITA 11.06 La mia camera My room 1. vocabulary and some verbs related to the bedroom 2. brief description of a bedroom 3. make/understand simple sentences 4. locate the objects in a room 5. revise adjectives covered in 9.6 6. revise possessive adjectives covered in 9.4 Camera/Stanza da letto Armadio/guardaroba, cassetto, comodino, finestra lampada, letto, porta, scaffale, scrivania, tappetto Thanks to picturesand powerpoint presentations, students gradually familiarise themselves with the basic vocabulary related to all that one finds in a room. Subsequently, they are guided to describe their room and express preferences with regards to style and colour scheme. They can be guided to indicate the position of main furniture objects. Revision of Form 3 units help in consolidating vocabulary. http://www.languageguide.org/italian /vocabulary/bedroom/ http://www.education.vic.gov.au/lang uagesonline/italian/sect35/index.htm Ordinata disordinata Riordinare, fare il letto, pulire Short listening and reading texts (usually limited to a few short, simple, straightforward phrases) can also be included here so that these skills can be reinforced. Multiple choice and True or False questions would be ideal. The students can also improve their speaking skills by describing briefly orally their room. Taking it to the next level students can even attempt to write short sentences. 9

Code and title: ITA 11.07 Tempo di vacanza Holiday time 1. vocabulary related to the summer time (through Italian songs) 2. ask and answer questions to cope in a simple situation whilst being a tourist (in Italy) 3. answer simple questions posed by Italian tourists 4. vocabulary related to summer entertainment (including sport activities) 5. talk about/describe the village festa/ big summer event L estate Spiaggia, sabbia, baia, mare, sole abbronzarsi, proteggersi dal sole, costume da bagno, traghetto per Gozo/Comino, all aperto etc Students will familiarize themselves with vocabulary related to the seummer months and the events which occur in Malta. This will help them in situations where they would need to speak as tourists maybe during a holiday in Italy or give directions to Italian tourists in Malta. This will help them practice topics which have been covered in 11.05 and build upon notions learnt. Festa del villaggio, Ferragosto, grigliata/bbq, fuochi d artificio, la banda/i bandisti, il santo/la santa patrono/a, la festa esterna, le funzioni religiose Nuotare, pallanuoto, subacquea, tuffi, andare in barca etc The village festa and fireworks are a central part of the Maltese sumer. Talking about a feast/big event during summer will help students in descriptions and creating simple sentences. Other activities in summer include BBQ s by the sea, sport and entertainment. These include mainly outdoor activities and links to previous vocabulary learnt (such as food and drink and hobbies) should be constant. 10