Language: Italian
Target group: Stage 5 (Year 10)
Key concepts:
The key concepts I want students to learn are that:
-
there are different structures used when talking about the
immediate and distant future
-
making holiday arrangements and decisions require planning.
Unit of work: Holiday destinations
Estimated duration: 3 weeks
Why does the learning matter?
The learning matters because:
- students need to understand the nuances and cultural uses of
the tenses used to communicate effectively in Italian
- students need to access information from various sources to
make holiday arrangements.
Targeted outcomes: A student:
5.UL.1
selects, summarises and analyses information and ideas in spoken texts and responds appropriately
5.UL.2
selects, summarises and analyses information and ideas in written texts and responds appropriately
5.UL.3
uses Italian by incorporating diverse structures and features to express own ideas
5.UL.4
experiments with linguistic patterns and structures in Italian to convey information and to express own ideas
5.MLC.1
demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across languages
5.MLC.2
uses linguistic resources to support the study and production of texts in Italian
5.MBC.1
explores the interdependence of language and culture in a range of texts and contexts
5.MBC.2
identifies and explains aspects of the culture of Italian-speaking communities in texts
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Students learn about:
5.UL.1
Students learn to:

ways in which texts are constructed for specific
purposes




identify purpose, e.g. to inform, persuade or entertain, and distinguish
between main points and specific and supporting details
in text
make judgements about the relevance of detail in understanding text, eg
extracting ideas and issues referred to in text
participate in discussions with speakers of Italian, eg by using email,
discussion forums on the internet
maintain an interaction by responding to and asking questions and
sharing information
interact with reference to purpose, audience or participants, eg making
arrangements
select and incorporate particular structures to achieve specific purposes

reconstruct information from a range of sources

develop skills in accessing appropriate additional information to expand
and enhance communication
access websites to transfer and manipulate data to produce a specific
text
5.UL.2

ways of identifying relevant details when listening for
specific information
the use of multimedia for communicative purposes
5.UL.3

responding to factual and open-ended questions


collaborative and inclusive ways to achieve
communication goals
the manipulation of structure, format and choice of
vocabulary to achieve specific purposes
application of known linguistic structures in new
contexts
resources available to enhance or promote
independent learning
the use of technology to express ideas and create own
text

5.UL.4




Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction


Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
5.MLC.1


5.MLC.2


5.MBC.1


5.MBC.2

ways to support and sustain communication in
extended text
the need for consistent application of grammatical
rules and conventions to achieve effective
communication
the importance of being aware of the choices that are
made to convey precise meaning
the effect of linguistic choices on intended meaning

the contributions of diverse cultures to the local and
global community
etiquette and ethical behaviour associated with crosscultural communication
cultural attitudes that add meaning to texts

reflect on attitudes and practices that differ from their own

recognise appropriate intercultural behaviour in diverse settings

identify and discuss cultural influences in specific texts
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction



describe features of text structure, textual coherence and cohesion in
sequencing ideas
use metalanguage to explain linguistic structures and textual features
encountered in text
evaluate the accuracy and appropriateness of structures when
constructing and editing text
make linguistic choices to enhance their intended meaning, drawing on
a range of linguistic structures
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Structures:
Use of future tense
future tense of andare, fare, arrivare
Dove andrai?
In montagna, alla spiaggia, in città
Sociocultural content:
Holiday destinations
Family holidays at the beach
La settimana bianca
Fare il ponte, taking extra days after
a public holiday
Special holiday times
Carnevale, pasqua, natale
Come ci andrai?
In aereo, in macchina, in treno
Cosa farai?
Fare delle passeggiate nel bosco, sciare, nuotare
andare in discoteca, al cinema, visitare le gallerie d’arte e
monumenti culturali e storici
Cross-curriculum content and
policies:
Collecting, analysing and organising
information
Communicating ideas and information
Solving problems
Numeracy (tables, charts)
ICTs (Internet research, email,
podcast, Excel and Audacity)
Key competencies
Cosa porterai?
Il minimo indispensabile
vacanze estive, vacanze invernali
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Building the field:
 Drawing on previous work on the topic of holiday, travel and tourism, discuss students’ holiday destinations. Present visual stimuli in the form
of a series of postcards, slide shows, posters, magazine pictures, travel brochures, etc. Ask students about past holidays. (Listening)
Dove sei andato/a?
Quando ci sei
Con chi sei andato/a?
andato/a?
Che tempo
Come ci sei
Dove sei stato/a? Che tipo di alloggio?
faceva?
arrivato/a?
Che cosa hai fatto?
Quanto è costato?
Per quanto tempo ti ci sei fermato?
Ti sei divertito/a?
Activities to introduce future holidays and the future tense
 Present a picture of teacher’s planned holiday destination. Teacher talks about his/her plans accompanied by a written copy of the text or
students could watch a television program extract, e.g. Getaway (Listening, Reading)
eg Andrò In Italia. Andrò con la mia famiglia. Andrò in dicembre per Natale. Farà freddo. Andrò in aereo. Starò con i miei parenti. Visiterò i
monumenti a Roma e nella Fontana di Trevi butterò una monetina così ritornerò un’altra volta! Il viaggio d’aereo costerà circa duemila dollari.
Mi fermerò in Italia per sei settimane. Spero che mi divertirò.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Suggested teaching, learning and assessment activities:
Note: teaching and learning activities marked with an asterisk (*) could be used as formal
assessment tasks.
Evidence of learning and ongoing feedback for
students throughout unit of work
 Class discussion as a scaffolded dialogue
and teacher feedback on student
contributions.
1.
As a class discussion, scaffold dialogue about the students’ planned
holiday using text from the activity in Building the Field as a model.
Encourage discussion on a variety of holiday destinations, e.g. Dove
andrai? Con chi ci andrai? Quando ci andrai? Che tempo farà? Come ci
arriverai? Dove starai? In che tipo di alloggio starai? Che cosa farai?
Quanto costerà? Quanto tempo ti fermerai? Ti divertirai? – in montagna,
alla spiaggia, all’estero. (Listening, Speaking)
2.
In pairs or small groups, students practise asking and answering the
questions.* (Listening and Responding) Record these dialogues using
Audacity and play back to class with worksheets to complete as a
listening task.
3.
Students report back to the class on classmate’s plans for the
holidays,lei/lui form. (Listening, Speaking)
 Student peer evaluation of successful
completion of activity.
4.
Students survey classmates on the types of holidays they like / dislike and
activities they enjoy doing on holiday and prepare a graph showing the
results of the survey. Discuss the results as a class. (Speaking,
Listening, Writing)
 Class discussion and teacher feedback on
student contributions.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
 Student’s ability to complete the listening
comprehension. Teacher observation and
oral feedback.
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Registration /
Date
5.
Album italiano, Andare in vacanza: Gioco 6.2. Teacher’s Manual page 90.
You visit a travel agency to book your holiday and, while waiting, you
listen to the bookings and plans being made by others. It makes you more
excited about your holiday. (Listening)
6.
Students research some holiday destinations in Italy using the
internet to find out location, accommodation, prices, availability, tourist
activities. (Reading, Writing)
7.
Students prepare an itinerary for their holiday (Writing, Speaking)
8.
In pairs, students write sentences using words from a
‘wordcloud’ created on www.wordle.net . (Teacher will need to
have previously entered real text created by students into the site
and created ‘wordclouds’ to use for the activity). (Reading, Writing)
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
 Student’s ability to complete the listening
activity. Teacher observation and oral
feedback.

Student self evaluation of successful
completion of activity.

Students complete an itinerary, peer
evaluation.

Students complete activity, peer
evaluation.
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
9.
Students choose one destination and explain why they would
like to holiday in that particular place, e.g. bushwalking, nightlife,
cultural activities, sporting facilities. Students create their own
avatar using www.voki.com and record the avatar speaking (using
one of the Italian voices available at the site). Students send the
avatar to a folder and listen to all the class avatars. Students
match speaker with a student in the class based on likes and
dislikes for particular activities. Students then record their choice
using Audacity and upload to a workspace for the teacher to give
oral feedback in Audacity.* (Writing, Speaking, Listening)
10.
Students write an email to their friend outlining their plans for
their next holiday.* (Writing)
11. Preparativi di viaggio: students make a list of what they will need to
take according to the destination and season in which they are
travelling. Discuss their choices with a friend. (Reading, Writing,
Speaking)
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction

Students use website to create an
Italian-speaking avatar. Students use
Audacity to record their own voice. Peer
completion of listening / matching task
and teacher observation and oral
feedback.

Student use of appropriate vocabulary
and structures. Teacher observation and
written feedback on purpose and
content.
 Student peer evaluation of successful
completion of activity.
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
12.
Students in pairs create podcast advertisements for a holiday
option in which they try to convince the listeners (members of the
class posing as potential tourists) to visit their holiday spot by
outlining the location, activities available to them during their stay,
accommodation options, prices, etc. The class listens to the
podcasts and votes for the preferred option, listing the benefits of
the holiday that swayed them.* ( Speaking, Listening)
 Student peer evaluation of successful
completion of activity and teacher
observation and written feedback on
purpose and content.
Resources
Volare 2, capitolo 5: Destinazione Roma
Websites (e.g. www.surveymonkey.com,
Ecco 2, capitolo 7: Viaggi e vacanze
www.consigliamivacanza.it/index.php/Table/Consigli_sui_viaggi_e_vacanze/,
Album italiano, Theme 6: Travel
www.homeaway.it/Italia/r39.htm,
Ciao amici! 2, Unità 10: Le vacanze in Italia
www.viagginrete-it.it/proposteitalia.asp,
Pronti via 1, Unit 17: Arrivano le vacanze
www.enit.it/default.asp?Lang=UK,
Esplora 2, capitolo 11, capitolo 12
www.infohub.com/travel_ideas/italy_203.html, etc.)
Ciao amici! 1, Unità 12: Feste e tradizioni
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Evaluation and variation:
(Considerations: Time allocated for unit; variety of teaching strategies used; opportunities for teacher feedback and student reflection; suitability of
resources; suitability of ICT/laptop activities; literacy/numeracy links)
Date commenced:
Date completed:
Class teacher signature:
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Head teacher signature:
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative