AC9LIT6U01 Year 5 Languages

This Content Descriptor from Year 5 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.

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Elaborations

• 1

  learning to pronounce double consonants such as la mattina, il cappello, la piazza, fa freddo

• 2

  understanding that not pronouncing double consonants in Italian affects meaning, for example, capello/cappello; pala/palla; casa/cassa; polo/pollo

• 3

  learning to pronounce z (z) and ‘zz’ (ts) sounds

• 4

  recognising that Italian usually stresses the penultimate syllable, for example, studiare, francese, intelligente; and that there are exceptions to the rule, for example, meccanico, subito, difficile

• 5

  understanding that letter combinations affect pronunciation, for example, Sci/e is pronounced ‘sh’; sca, sco,scu; are pronounced ‘sk’; and can also affect meaning, for example, sciarpa/scarpa

• 6

  learning to pronounce dipthongs in Italian, for example, buono, chiuso, ieri, ciao, più

• 7

  understanding that there are both grave and acute accents in Italian, for example, è, perché, città and accents on the last letter of a word indicate where the stress falls when saying the word; and learning to insert accents into their work electronically

Related Achievement Standards