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AC9LIT4U02: Year 3 Languages Content Descriptor – Understanding systems of language
AC9LIT4U02 Year 3 Languages

AC9LIT4U02 – Year 3 Languages: Understanding systems of language

Strand
Understanding language and culture
Substrand
Understanding systems of language

This Content Descriptor from Year 3 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

recognise Italian language conventions, grammatical structures and basic syntax in familiar texts and contexts

Elaborations

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    identifying the gender of nouns in the singular and plural regular form, for example, ‘o-i'; ‘a-e’; ‘e-i' 

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    observing gender in patterns of names, for example, male names generally end in ‘o’ and female names end in an ‘a’, for example, Giorgio/Giorgia and Marcello/Marcella and noticing exceptions to the rule such as male names in Italian ending in ‘a’ or ‘e’, for example, Simone, Luca, Andrea, and Nicola

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    using singular and plural, recognising that some singular nouns do not follow the regular masculine/feminine pattern, for example, la mano – le mani; il papà – i papà

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    using the definite and indefinite articles and understanding how to specify a particular person or object, for example, la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia

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    using personal pronouns in context, for example, Chi ha finito? Io!

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    recognising the different conjugations of common regular verbs in the present tense, for example, ‑are verbs gioco-gioca, mangio-mangiamo

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    expressing negation, for example, voglio/non voglio

Show 7 more elaborations
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    expressing preferences and reasons for preferences, for example, preferisco ... perché …

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    using adjectives to describe characteristics or qualities of a person or object and noticing that adjectives change with gender, for example, Chiara è italiana, Bruno è greco, Riccardo è portoghese e Marianna è irlandese, la macchina rossa, il libro rosso

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    using prepositions to indicate location or direction, for example, a casa, a Roma, in città, a sinistra, sopra il tavolo, sotto il banco

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    using possessive adjectives to express ownership, for example, la mia casa, la tua famiglia, il tuo cappello, mia nonna

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    using suffixes to add nuance, for example, -ino (fratellino, piccolino) or -etto (poveretto, casetta)

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    creating simple sentences in the subject+verb+object pattern, and linking ideas using conjunctions such as e and ma

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    recognising how ideas are sequenced in simple texts by using link words such as prima, dopo

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANITAF10Y34
Year 3 Languages Achievement Standard
By the end of Year 4, students use Italian language to initiate structured interactions to share information related to the classroom and their personal world. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts.Students imitate sound combinations and rhythms of Italian language. They demonstrate understanding that Italian has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Italian and make comparisons between Italian and English. They understand that the Italian language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).