AC9LIT10EU02 Year 9 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.

select and use structures and features of the Italian grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts

Elaborations

• 1

  applying the rules for inclusion or omission of the article, for example, mio padre and il mio papà; Buongiorno signora … È la signora …

• 2

  understanding that some nouns have irregular plurals such as la città/le città, il dito/le dita, and some are collective nouns, for example, la gente

• 3 understanding the function of pronouns including possessive, reflexive, demonstrative and relative
• 4

  making descriptions more precise by using comparatives and superlatives (regular and irregular), for example, Il film è più bello del romanzo; è bellissimo

• 5

  indicating destinations and directions by using simple or articulated prepositions, for example, in Italia, a Roma, al parco

• 6 conjugating verbs indicating action in the present (including irregular verbs and reflexives) and action across time: present perfect; imperfect
• 7 recognising and using the future and conditional tenses in modelled contexts
• 8

  understanding the use of the impersonal si and the function of modal verbs to indicate ability/willingness/necessity

• 9

  using compound sentences, for example, Mi piace la pizza ma preferisco le lasagne, and complex sentences, for example, La città che ho visitato era bellissima.

• 10

  using idiomatic expressions with fare and avere such as ho fame, ho sete, avevo sete, non ho mai avuto fame come oggi, avevo fame e così' ho mangiato un panino, ho paura, ho avuto paura così non mi sono tuffato/a nell' acqua, avevo paura del buio.

• 11

  obtaining information by using appropriate interrogatives, for example, Chi …? Quando … ? Come …? Perché? Quale?

• 12

  using adverbs of time and manner, for example, ieri, di solito

• 13

  understanding the elements that create coherence at a whole text level (the use of cohesive devices, linked paragraphs, and sequencing of ideas, etc.), for example, perché, quindi, siccome, dato che

Related Achievement Standards