The changing world: Text types and textual conventions Article, diary entry, film or TV program (excerpts), map, Un ritorno allo slow food review (A return to slow food) global influence of Italian: Linguistic resources diet Vocabulary, phrases and expressions associated lifestyle with Un ritorno allo slow food Grammar Task 3: Response: Viewing and prepositions articulated – reading (Week 9) pronouns demonstrative – Sound and writing systems consolidation – Intercultural understandings 7–11 Reflect on own language and culture in relation to the Italian language and culture: cultural relevance of the Slow Food© movement impact of fast food Italian food around the world Language learning and communication strategies listening for key words, transcribing unfamiliar vocabulary phonetically, summarising information experimenting with formulaic language to create new meaning identifying key words and main points in texts using a bilingual dictionary identifying verbs, – adjectives and common abbreviations The Italian-speaking communities: Text and textual conventions Advertisement, article, chart, interview, table Cosa fanno gli italiani per stare bene (How Italian-speakers stay healthy) Linguistic resources maintaining a well-balanced Vocabulary, phrases and expressions associated lifestyle: with Cosa fanno gli italiani per stare bene diet Grammar exercise verbs avere and fare expressions; future tense – socialising and writing systems consolidation – Task 4: Externally set task Intercultural understandings (Week 13) Reflect on own language and culture in relation to the 12–16 Task 5: Response: Listening Italian language and culture: (Week 15) stereotypes related to Italians and typical everyday enjoyed by young people/families Language learning and communication strategies making connections with first language listening for key words, transcribing unfamiliar vocabulary phonetically, summarising information experimenting with formulaic language to create new meaning identifying key words and main points in texts
7–11 The changing world: Un ritorno allo slow food (A return to slow food) global influence of Italian: diet lifestyle Task 3: Response: Viewing and reading (Week 9) Text types and textual conventions Article, diary entry, film or TV program (excerpts), map, review Linguistic resources Vocabulary, phrases and expressions associated with Un ritorno allo slow food Grammar prepositions – articulated pronouns – demonstrative Sound and writing systems – consolidation Intercultural understandings Reflect on own language and culture in relation to the Italian language and culture: cultural relevance of the Slow Food© movement impact of fast food Italian food around the world Language learning and communication strategies listening for key words, transcribing unfamiliar vocabulary phonetically, summarising information experimenting with formulaic language to create new meaning identifying key words and main points in texts using a bilingual dictionary – identifying verbs, adjectives and common abbreviations 12–16 The Italian-speaking communities: Cosa fanno gli italiani per stare bene (How Italian-speakers stay healthy) maintaining a well-balanced lifestyle: diet exercise socialising Task 4: Externally set task (Week 13) Task 5: Response: Listening (Week 15) Text and textual conventions Advertisement, article, chart, interview, table Linguistic resources Vocabulary, phrases and expressions associated with Cosa fanno gli italiani per stare bene Grammar verbs – avere and fare expressions; future tense and writing systems – consolidation Intercultural understandings Reflect on own language and culture in relation to the Italian language and culture: stereotypes related to Italians and typical everyday enjoyed by young people/families Language learning and communication strategies making connections with first language listening for key words, transcribing unfamiliar vocabulary phonetically, summarising information experimenting with formulaic language to create new meaning identifying key words and main points in texts
Italian-Second-Language-General-Y12-sample-course-outline-WACE-2015_16.DOCX