AC9LIT8EU02 Year 7 Languages

This Content Descriptor from Year 7 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.

develop knowledge of, and use structures and features of, the Italian grammatical and writing systems, to understand and create spoken, written and multimodal texts

Elaborations

• 1 understanding and using masculine and feminine nouns (the grammatical gender) to identify people and objects, using singular and plural regular forms
• 2

  developing awareness of various categories of nouns with common endings such as ‘-ista’, ‘-zione’, ‘-tore’ and ‘-trice’, for example, il/la dentista, la stazione, il vincitore/la vincitrice, and comparing them to their English equivalents

• 3

  using indefinite and definite articles (un, una, un’; il, la, l’, lo, i, le, gli)

• 4

  understanding that adjectives agree in number and gender with the noun, including possessive adjectives (my, your, his/her), for example, il mio libro, mia sorella, il mio papà, il tuo compleanno, la sua penna

• 5

  recognising that demonstratives also agree in number and gender to the noun, for example, Questa è la classe d’Italiano; Quella è la mia penna; Questo è lo zaino; Non mi piace quello

• 6

  asking questions using appropriate interrogatives, for example, Chi? Che? Cosa? Quale? Come?

• 7 recognising that Italian uses cardinal and ordinal numbers differently to English, for example, dates, time
• 8

  using prepositions of time, manner and place, to describe where and when, for example, alle 9, con mamma, a scuola, in bagno

• 9

  understanding that some prepositions (a, da, in, di, su) are articulated and combine with the article, for example, al telefono, alla television, dal dentista, sullo scaffale, nell’armadio

• 10

  using verbs describing state (essere), possession (avere), for example, Sto bene; Ho dodici anni; Non ho una penna.

• 11

  conjugating regular verbs describing actions in the present tense, for example, parlare, vedere, dormire cantare; Parlo inglese a casa; Vedi il libro? Dormi abbastanza? Pranziamo a scuola. Ceniamo insieme.

• 12

  recognising and using irregular verbs in formulaic expressions, for example, Vado a mangiare; Vengo a scuola a piedi; Faccio i compiti.

• 13

  using high frequency reflexive verbs, for example, mi alzo; mi diverto

• 14

  constructing simple sentences in Italian subject+verb+object; making statements, asking questions and giving/receiving instructions verb+object, for example, Chiudi il libro!

• 15

  using common conjunctions such as e, ma, perché, così, però, siccome

• 16

  forming negative statements and questions, for example, Non mi piace il gelato; Non mi piacciono gli spaghetti; Non ti piace sciare?

• 17

  using temporal markers such as Prima … poi … dopo … alla fine/ la mattina, il pomeriggio, la sera to sequence events or actions

• 18

  applying appropriate punctuation conventions, noting differences between Italian and English use of capital letters and using rules of capitalisation when creating their own texts, for example, omission of capitals with weekdays, months of the year and nationalities; different conventions with numbers: commas instead of full stops and colons, for example, alle 9,15 (at 9.15am); il 10,8% (10.8%)

Related Achievement Standards