LANGUAGES OVERVIEW - Italian
“In Gelateria” – At the ice cream shop.
Unit Title:
Unit Outline
Achievement
Standard
Year Level
Year 5 or 6
1.25 hrs/ week
In this unit students will learn how to interact in a culturally significant setting through role play. They will develop
understanding of words, formulaic phrases and simple sentences used in buying a gelato (ice-cream) and indicate
comprehension through actions, shared reading, viewing, writing and song. Students will reflect on similarities and
differences in cultural practices. The language they will encounter is authentic, with modifications when necessary,
involving familiar and new vocabulary.
By the end of Year 6, students interact using spoken and written Italian to describe and give information about
themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They talk about
aspects of their environment, express opinions, for example, È buonissimo ...è molto bravo, mi piace di più ...,penso di
sì/no, secondo me..., accept or reject ideas, agree and disagree, for example, No, non sono d’accordo! Hai ragione/torto.
They ask simple questions, for example, Ti piace? Cosa prendi? Chi viene alla festa? Vieni anche tu? They understand the
main points in spoken interactions consisting of familiar language in simple sentences. They display some consistency in
the use of pronunciationand intonation. They understand short written texts with some variation in sentence structures
and some unfamiliar vocabulary. In reading independently, they begin to use context, questioning, and bilingual
dictionaries to decode the meaning of unfamiliarlanguage. They connect ideas in different informative and creative texts,
expressing and extending personal meaning by giving reasons or drawing conclusions. Students create sentences with
some elaboration, for example, using coordinating conjunctions and comparisons to build short coherent texts on familiar
topics, for example, La musica di ... è bella, ma mi piace di più ... They write descriptions, letters, messages, summaries,
invitations and narratives. They use the present tense of verbs, noun and adjective agreements and some adverbs; they
choose vocabulary appropriate to the purpose of the interaction, such as to describe, to plan or to invite.
Students have developed some metalanguage to talk about both linguistic and cultural features. They discern familiar
patterns and features of written and spoken language and compare them with English, understanding that language,
images and other features of texts reflect culture. They demonstrate some understanding of variation in language use,
adapting language forms according to audience and context. They recognise and are comfortable with linguistic and
cultural differences, understand the multilingual and multicultural character of Australian society, and have some
awareness that dialects are spoken both in Italy and in Italian-speaking communities around the world. Through
questioning and discussion they build intercultural understanding, participating in reflective and comparative work in
Italian and English.
Strands
COMMUNICATING
Socialising
Content Descriptions
COMMUNICATING
(ACLITC039) Interact to share interests, leisure activities,
feelings, opinions and preferences
Informing
(ACLITC041) Participate in simple transactions such as
Creating
purchasing and ordering goods and services.
Translating
(ACLITC043) Listen to, view and read texts and gather
Reflecting
information from a range of sources, including concepts
UNDERSTANDING
drawn from other learning areas
Systems
of (ACLITC049) Compare everyday social experiences and
Language
related language use and consider own responses and
reactions and those of others
Language
Variation and Change UNDERSTANDING
(ACLITU051) Develop pronunciation and intonation of
Roles of Language
Italian-specific sounds
and Culture
(ACLITU052) Use grammatical knowledge, to interpret
and create meaning in Italian
(ACLITU053) Notice and use distinctive features
of text organisation in Italian
Assessment (A)
Formative:
Reading: Place the sentences in the correct order.
Writing: Students write a sentence about their favourite
flavour on a piece of paper. Eg. Io preferisco cioccolato.
When finished they hand their paper to a friend.
Speaking: Students volunteer to say out loud which flavour
their friend prefers eg. A Annie preferisce cioccolato
Writing: Labelling gelato flavours
Summative:
Writing/Speaking: The Italian word for ‘ice-cream shop’ is
gelateria. You are in Rome and it is a hot day and you want
to buy an ice-cream. Use Italian language and culturally
appropriate language and gestures you have learnt in the
unit to write a dialogue about purchasing a gelato. Roleplay the scene in pairs.
(ACLITU055) Recognise that language use varies according
to the contexts of situation and culture
Learning Framework
Community Contributor
Leader and Collaborator
Cross Curricula
Priorities
Catholic Ethos
Aboriginal and Torres Strait
Islander Histories and Cultures
Active Investigator
Effective Communicator
Designer and Creator
Quality Producer
Social Emotional Learning
Asia and Australia’s Engagement
with Asia
General Capabilities
Literacy
Critical and Creative Thinking
Numeracy
Ethical Behaviour
Links to other
Learning Areas
English
Mathematics
Religion
History
Geography
Technology
The Arts
HPE
Inclusive Education
Sustainability Education
Information and Communication
Technology
Personal and Social Competence
Science
Learning and Teaching Strategies
Week
1
Engage ⇒
2
3
Explore ⇒
4
5
6
Explain ⇒
7
10
Evaluate
Resources
1. Flavours of the World. Introduce students to the world of ice cream by
exploring websites to find out answers to the following questions.
What did Aboriginal people use to flavour their food?
Who invented ice cream?
What are the 10 craziest Japanese ice cream flavours?
What are the top 20 favourite Italian gelato flavours around the world?
Locate places on a world map and identify the types of flavours that are popular in that
country. Label the name of the country in Italian and the ice cream flavour in Italian
(Whole class activity)

9
Elaborate ⇒
Engage




8
What is your favourite ice cream flavor?
2. Create a survey to find out the favourite ice cream flavours in the class in Italian.
Choose 10 flavours and list them in Italian and English on the board,
Eg. Chocolate – cioccolato, mint – menta, strawberry - fragola ( colour code
English/Italian words)







http://en.wikipedia.org/wiki/Bushfood
http://www.bellasgelato.com/gelato-facts.html
http://www.buzzfeed.com/rinkya/10-craziestjapanese-ice-cream-oysters-ramen-sn-apor
http://pocketcultures.com/2010/08/11/favouriteitalian-gelato-flavours/
http://en.wikipedia.org/wiki/Geography_of_ice_cr
eam
flashcards/pictures of popular gelato flavours
a map of the world
Practise the pronunciation of the names of the flavours. Play a game such as board
snap, to reinforce the vocabulary list (or) match the word to the image. (
flashcards/pictures)
To survey the class Teacher asks each student what their favourite flavour is. Students
choose one flavour from the list of flavours on the board.
Teacher: Quale gusto ti piace?
Student: mi piace ……
Teacher places a tick beside the name of the flavour.
When each student has responded use the data on the board to say most popular/least
popular flavours.
Quali sono I gusti preferiti della classe? Which flavours are the most popular/least
popular in the class? Students respond.
Language Elaborations
Assessment Opportunities

Il gelato, ti piace, mi piace, non mi piace, gusto – gusti, vocabulary for gelato flavours.

Sounds of the letter blends: ci, chi
Observe how confidently students pronounce the Italian
words.
(ACLITU051) Develop pronunciation and intonation of
Italian-specific sounds
Reflection
What worked well this week?
What was a stumbling block?
What would I change next time?
Week
1
2
3
4
5
6
7
8
9
10
Engage ⇒
Explore ⇒
Explain ⇒
Explore
Elaborate ⇒
Evaluate
Resources
Hand out words to song: “Vorrei un gelato” .
Listen to the song, students name the Italian flavours.
Introduce the verb Preferire – to prefer
Io preferisco
Tu preferisci,
Lui/lei preferisce.
 Writing: Students write a sentence about their favourite flavour on a piece of
paper. Eg. Io preferisco cioccolato. When finished they hand their paper to a
friend.
 Speaking: Students volunteer to say out loud which flavour their friend prefers.
( eg. A Annie preferisce cioccolato.
 Cloze activity: Listen to the song and fill in the missing words. Choose the words
from the list.
 View images of typical gelataria in Italy. Are Italian ice cream shops the same or
different to ice cream shops you have seen in Cairns/your town? Why do you
think they are the same? Teacher should draw attention to the fact that Italian
immigrants have set up gelato shops in Cairns. Draw your own version of a
gelataria. Give it a name and label the flavours in Italian.
Language Elaborations
Vorrei un gelato, un gelato buono, che gusto preferisci? Gelateria.
Verb: preferire – to prefer. Io preferisco, tu preferisci, lui/lei preferisce.
Sing and Learn Italian ABC Melody.
Images of gelataria in Italy- Google images –“gelataria in
Italia”
Assessment Opportunities
Speaking: (ACLITU052) Use grammatical knowledge,
to interpret and create meaning in Italian
Reflection
What worked well this week?
What was a stumbling block?
What would I change next time?
Week
Engage ⇒
1
2
3
Explore ⇒
4
5
6
Explain ⇒
7
9
Elaborate ⇒
Explain
Buying a gelato or food and drinks in Italy.
 Explain: Ways of greeting and leave taking. – Formal/informal  Explain Italian money – Euro. When ordering food or drinks in Italy first order
and paying for what you want at the cashier ( Quanto costa?). Then take your
receipt ( lo scontrino) to the person behind the counter, pay and collect your
change ( il resto) say what you want and give the sales person your receipt.
 When do Italians eat gelato? Often as part of the afternoon/evening
“passeggiata” or in summer after dinner in the piazzia”.
 How much does a gelato cost in Italy? Visit the webpage altroconsumo.it and
compare the cost of gelato in Italy.
 Compare the similarities and differences of buying an ice cream in Australia and
Italy. ( Discuss in English)
 Using a map of Italy, identify the places on the map and compare the minimum
and maximum prices for that city and median price.
 Use an online currency converter to show students how much this is in
Australian dollars
8
10
Evaluate
Resources



http://www.xe.com/currencyconverter/
http://www.altroconsumo.it/alimentazione/prodo
tti-alimentari/news/prezzi-gelato
http://www.travelculturemag.com/the-6-bestpiazzas-in-italy/

Speaking: (pairs) Students use the table of prices to ask and answer questions
about prices in different cities in Italy. They learn language to say it is too
expensive or it’s a good price.
Quanto costa una coppetta/un chilo di gelato a Milano/Bologna/Roma?
Costa cinque (5) euro.
È troppo caro/ È un buon prezzo.
LANGUAGE ELABORATIONS
Assessment Opportunities
Ciao/buongiorno, grazie/prego, un cono/una coppetta/al chilo, arrivederci, Quanto
costa? Il resto, lo scontrino, È troppo caro, È un buon prezzo
Reflection
What worked well this week?
What was a stumbling block?
What would I change next time?
Week
1
Engage ⇒
2
3
Explore ⇒
4
5
6
Explain ⇒
7
8
9
Elaborate ⇒
10
Evaluate
Elaborate
Resources

Euro money:
http://en.wikipedia.org/wiki/Euro#mediaviewer/File:Euro
As a whole class create a script on the board to practice language used to buy a
gelato (Teacher guided/ Modelled).

Number the order of the sentences so students see the sequence of the
language.
Students write the script into their workbooks.
_Series_Banknotes.png
http://myeurohobby.eu/profiles/blogs/italy-euro-coins-1eurocent-in-error

Hand out paper money to students to practice greetings, asking for a gelato,
asking the price, paying and receiving change ( il resto), the use of please, thank
you and you are welcome ( per favore, grazie, prego)

Students use the script in their books as a guide to practice the dialogue.

Rate your gelato flavours: List popular gelato flavours on the board. Student
respond - È Buono ( it’s good) È OK, È Buonissimo ( it’s really good), È delizioso
( it’s delicious)
Worksheet: ( Teacher made)
John is in Italy and he wants to buy a gelato at the
gelataria but his language is all mixed up. Help John by
Re-arranging the sentences in the correct order so it
makes sense.
http://www.homeschoolmath.net/worksheets/europeanmoney.php Free Maths sheets using Euro money

Reading: Rearrange the sentences in the correct order so the conversation
makes sense.

Maths activities using euro money

LANGUAGE ELABORATIONS
Buono, buonissimo, delizioso/ non mi piace
Reflection
What worked well this week?
What was a stumbling block?
What would I change next time?
Assessment Opportunities
Reading: Place the sentences in the correct order.
(ACLITU052) Use grammatical knowledge, to interpret
and create meaning in Italian
Week
1
Engage ⇒
2
3
4
Explore ⇒
5
6
Explain ⇒
7
8
9
Elaborate ⇒
Evaluate
10
Evaluate
Resources
iPads

Hand out task and criteria sheet to students. Read through the task with the
students. Review the language you might use for buying a gelato. Pair off
students.

Presentation: Students may act out the role play in front of the class or record
their role-play using an appropriate app on iPads eg. Puppet pals, BookCreator,
recording app. Send the finished product to the teacher.
LANGUAGE ELABORATIONS
appropriate greetings, asking for a gelato and requesting flavours , say you want it in a
cup or a cone, ask and talk about the price, show your understanding of how food and
drinks are ordered in Italy, show your understanding of prices of gelato in Italy,
comment on the flavour of your gelato, say goodbye and thank you before leaving the
gelateria.
Reflection
What worked well this week?
What was a stumbling block?
What would I change next time?
Assessment Opportunities
Summative assessment task ( see criteria )
Student
Planning for differently abled students
Learning and Teaching Strategies
Different ability
Assessment Strategies
ASSESSMENT TASK SHEET
Learning Area - LANGUAGES
Name of Task: Vorrei un gelato, per favour
Year Level: 5/6
Name:
( I would like an ice-cream, please)
Date commenced:
Due Date:
Type of Task:
☐ Speaking
☐ Reading and Responding
☐ Writing
☐ Listening
Task Conditions:
☐ In Class
☐ Individual
☐ Own time
☐ Pairs
☐ Group
Opportunity to Access:
☐ Books
☐ Notes
☐ Self
☐ Library
☐ Technology
☐ Peer
☐ Teacher
Assessed by:
Task Description:
The Italian word for ‘ice-cream shop’ is gelateria. You are in Rome and it is a hot day and you want to buy an ice-cream and you want to practise your
Italian. Use Italian language and culturally appropriate language and gestures you have learnt throughout the term to write a dialogue between you
and the people in the gelataria about purchasing a gelato. Role- play the scene in pairs.
Procedure:
1. Student A – Person buying the gelato
2. Student B – Cashier at the cash register
3. Teacher C – Server of gelato
4. Order the sequence of your dialogue so it includes
- an appropriate greeting at the beginning,
- asking for a gelato and the flavours you would like
- asking for a cup or a cone,
- ask and talk about the price,
- show your understanding of how food and drinks are ordered in Italy,
- show your understanding of prices of gelato in Italy,
- comment on the flavor of your gelato,
- say goodbye and thank you before leaving the gelateria.
5. Ensure each person has equal speaking parts.
6. You may use palm cards to act out your role play.
7. Negotiate the use of props with your teacher.
Content Descriptors
(ACLITC041) Participate in simple transactions such as purchasing and ordering goods and services.
(ACLITU051) Develop pronunciation and intonation of Italian-specific sounds
(ACLITU052) Use grammatical knowledge, to interpret and create meaning in Italian
(ACLITU053) Notice and use distinctive features of text organisation in Italian
CRITERIA SHEET
Learning Area – LANGUAGES
COMMUNICATING
ASSESSABLE ELEMENTS
STRAND
SUB STRAND
Socialising
Creating
UNDERSTANING
Systems of
Language

Language
Variation
and Change
FEEDBACK
OVERALL GRADE
CRITERIA
A
B
Student work demonstrates evidence of:
Participate in
Convincing and
Mostly accurate
simple
highly accurate
and effective
transactions such delivery
delivery
as purchasing
and ordering
goods and
services
Writing and
Manipulates and
Uses detailed and
performing own
expands known
effective
texts, adapting
structures to
structures to
patterns from
perform a
perform a
familiar model
dialogue
dialogue
Develop pronunci Fluent and
Mostly accurate
ation and intonati expressive
pronunciation and
on of Italianpronunciation
intonation with
specific sounds
Native like
few errors/pauses
intonation
Recognise
that language use
varies according
to the contexts of
situation
and culture
Interacts skilfully
and meaningfully
in the culturally
appropriate
situation
Interacts
proficiently in the
culturally
appropriate
situation
TEACHER SIGNATURE
C
Moderately
accurate and
capable delivery
D
Partially accurate
and limited
delivery
Uses key words
and phrases to
perform a
dialogue
E
Inaccurate and
vague delivery
Uses a limited
range of
vocabulary and
structures to
perform a dialogue
Moderately
Limited accuracy
accurate
with major errors
pronunciation with and extended
some minor
pauses.
errors/pauses
Uses minimal
words and phrases
to perform a
dialogue
Interacts
adequately in the
culturally
appropriate
situation
Needed support to
interact in the
culturally
appropriate
situation
Needed some
guidance to
interact in the
culturally
appropriate
situation
DATE
Inaccurate and
rudimentary
pronunciation
Year 5/6, Speaking assessment sample,
‘In gelateria’ (“A” response/example)
Customer (cliente): Buongiorno signora/e
Cashier (cassiere): Ciao, cosa vuoi?
Customer (cliente): Vorrei un cono/coppetta con tre gusti per favore. Quanto costa?
Cashier (cassiere): Costa sei (6) euro
Customer (cliente): Ma è troppo caro! Allora prendo un cono/coppetta con due gusti. Quanto costa?
Cashier (cassiere): Costa quattro (4 ) euro
Customer (cliente): Va bene. Ecco! (handing the money over)
Cashier (cassiere): Ecco il resto (counting the change out loud) e lo scontrino
Customer (cliente): Grazie (taking the change and the receipt)
Cashier (cassiere): Prego
The customer walks to the counter holding the receipt
Customer (cliente): Buongiorno signora/e
Server (commesso): Ciao, che gusto preferisci? (Hands the receipt to the server).
Customer (cliente): Cioccolato e vaniglia (list two favourite flavours), per favore
Server (commesso): Con panna?
Customer (cliente): Si, mi piace/No, non mi piace, grazie
Server (commesso): Ecco il gelato
Customer (cliente): Grazie, arrivederci
(Starts eating) Delizioso/buono/buonissimo/!
Server (commesso): Arrivederci.