AC9LIT10EC04 Year 9 Languages

AC9LIT10EC04 – Year 9 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Italian

Substrand

Mediating meaning in and between languages

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience

Elaborations

• listening to, viewing or reading texts that depict aspects of Italian culture, art, history or geography, and sharing the information with others, for example, comparing online tourist brochures, reading or viewing a series of advertisements, and then creating their own advertisement to attract Italian tourists to an Australian city/town/area
• conducting online surveys to report on attitudes about topics such as water usage, consumer choice, technology use, music or celebrities, and reporting on findings
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locating data within a text, for example, locating data about career aspirations for Italian youth, and organising the data in a graph, il 15% degli intervistati vorrebbe diventare ingegnere informatico/ programmatore/ attore/ cantante
• listening to or reading a First Nations Australian’s stories and discussing their opinions and ideas, and, in Italian, presenting their personal profile to the class
• researching, recording and synthesising information from texts (television programs, reports, interviews, video clips, documentaries, graffiti and social networks, tables, concept maps, webbing and charts, etc.) to organise and order information and inform others of findings
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reporting on current events and topics related to personal worlds, through reports, summaries, biographies or journal entries, for example, presenting a profile of a favourite artist or a famous person; or reporting the findings of a survey, such as languages spoken at home in Australia Il documentario … presenta la storia di …, L’articolo parla di …, rappresenta il punto di vista di …, Lo scrittore pensa …; La maggior part di/la minor parte di/il 20 per cento delle persone+verb …; Entrambi, tutti/pochi studiano ogni sera; A differenza di, però; Il dépliant australiano sottolinea di più …
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connecting and presenting information showing varying perspectives (child/adult, Australian/Italian, insider/outsider, rural/urban, etc.) using present, past and future tenses as appropriate, for example, L'importanza degli spazi pubblici per la vita sociale; La piazza il cuore della città/ il centro commerciale; la passegiata e la domenica italiana; slowfood vs fastfood; la cura dell’ambiente e il riciclaggio; il senso civico; i mammoni; Made in Italy- Made in Australia, milestone birthdays, such as 18 and 21

Show 1 more elaboration

• analysing and using tone, gesture and body language to interpret/support making meaning, for example, viewing gestures in action and writing a bilingual script for a video

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANITA7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Italian language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Italian or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Italian to create texts.Students apply features of the Italian sound system to enhance fluency and demonstrate understanding of the sound system in spoken exchanges. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Italian, to discuss how this learning influences their ideas and ways of communicating.