Unit Name:: Tempo Libero Year Level: Year 7 Length: 10 Weeks
Unit Outline
Achievement Standard
Year 7 /8
(Yr 7 Entry Sequence)
This unit focuses on an introduction to Italian language and culture through the topic “Il mio tempo libero” - My free
Time. The unit will include language based around how to extend an invitation; to accept/refuse an invitation; the days of the week; numbers from 0 – 100, to talk about free time; to ask for and tell the time and name places where teenagers generally meet, eg at the cinema, at the skate-park. Students will be introduced to the present indicative of verbs including some irregular verbs and modal verbs and some prepositions and adverbs. Students find out about favourite pastimes of teenagers in Italy.
● Students engage in social interaction to exchange greetings and to share ideas and information related to their personal, social world.
● They use known phrases to exchange ideas and opinions, for example, Non mi piace la pallacanestro. They approximate Italian sound patterns such as consonant combinations, clear vowel sounds and unaspirated consonants. They use gesture and some formulaic expressions to support oral interaction.
● Students use well-rehearsed language related to their personal experiences (for example, stating preferences in sports, leisure activities and entertainment), in both spoken and written forms, and predominantly in the present tense.
● They use learnt structures to create texts such as, captions, descriptions and conversations providing information about themselves, their personal worlds and immediate needs, interests and preferences.
● Adjectives and adverbs such as molto, cosi`, davvero, abbastanza, piuttosto, veramente.
● They connect ideas using conjunctions such as e, ma, però, anche, perché and invece to create simple texts using known vocabulary and structures.
● Students are aware of similarities between Italian and English and understand that they are related languages which borrow from each other, for example, sports vocabulary, technology vocabulary.
● They recognise that literal translation between languages is not always possible.
● They use simple statements to identify features of text types such as emails, role play, interviews/surveys, blogs.
● They reflect on how they interpret and respond to aspects of Italian language and culture, and to intercultural
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experience, and consider how their response may be shaped by their own language(s) and culture(s) for example, the understanding of meeting in the piazza/ meeting at the shopping centre.
A note on resources: Progetto Italiano Junior 1 Unit 2 www.languagesonline.vic.gov.edu.au
Topic 23,
Language Perfect
Quizlet
Sing and Learn Italian (ABC Melody)
Primo 1 by Viviana Golding Teacher Resource book. Chapter 4
Forza Uno by Michael Sedunary Chapter 5
Photostory http://microsoft-photo-story.en.lo4d.com/
Language Market ( via Scootle)
Learning Framework
❏
Community Contributor
❏
Leader and Collaborator
■
■
Active Investigator
Effective Communicator
■
■
Designer and Creator
Quality Producer
Cross Curriculum
Priorities
❏
Catholic Ethos
❏
Aboriginal and Torres Strait
Islander Histories and Cultures
■ Social Emotional Learning
❏
Asia and Australia’s
Engagement with Asia
❏
Sustainability
General Capabilities ■ Literacy
■ Critical and Creative Thinking
❏
Personal and Social Capability
■ Numeracy
■ Intercultural Understanding
■ Ethical Understanding
■ Information and Communication
Technology
Links to other LA’s English Maths Science Religion Humanities and Social Sciences Technologies The Arts HPE
Strands Content Descriptions Language Elaborations Assessment
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COMMUNICATING
◉ Socialising
◉ Informing
◉ Creating
◉ Translating
◉ Reflecting
(ACLITC096) Greeting and making small talk,exchanging factual information and opinions about leisure activities, interests, likes and dislikes.
UNDERSTANDING
◉ Systems of Language
◉ Language Variation
(ACLITC096) Extending invitations, accepting /refusing and Change invitations, making
▢ Role of Language and
Culture
·In arrangements
(ACLITC101) Conveying information regarding free time activities.Describing leisure activities,
(ACLITC103) Creating an imaginative text about leisure activities
Translating
(ACLITC104) Translate words from Italian to English and vice versa.
Reflecting:
(ACLITC107) Reflecting on own identity based on their own leisure activites salve, buongiorno, come va, come stai?, a domani, ciao, ci vediamo, a presto, pronto, pause fillers such as beh, allora, senti, uffa mi piace/non mi piace, preferisco, amo, odio, adoro, detesto adjectives such divertente, interessante, noioso, vieni?, vuoi venire, andiamo, perchè non, sì, grazie, certo, d’accordo, perchè, no, mi dispiace, non posso, purtroppo, no grazie devo, time/numbers and days of the week places such as al cinema, in città, al centro commerciale, a casa mia, alla festa, in spiaggia
Andare/chattare su internet, andare al lagoon, ascoltare la musica, giocare con i videogiochi, giocare a + sport, fare + sport verbs, andare, fare, suonare, giocare, chattare, navigare
Il cricket, il tennis, il basket, il golf, il rugby
Comparing and contrasting how and where
Italian and Australian teenagers spend their free time
SPEAKING:
Role Play
READING EXAM:
Email
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Systems of Language:
(ACLITU108) Develop awareness of features of the
Italian sound system
(ACLITU109) Understand and use key features and patterns of the Italian grammatical system
Italian pronunciation
Vocabulary specific to the topic
Verbs- present tense - regular and irregular, eg. andare, fare, giocare, suonare, chattare, navigare, ascoltare Conjugate with singular subject pronouns.
Agreement and placement of adjectives
Masculine/feminine nouns
Prepositions - a, in, su
Adverbs - molto, davvero, veramente
Negatives - non mi piace, non gioco
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Suggested Sequence and Scope of Learning Resources
● What do you do in your free time?
Use visuals such as images and youtube that identify teenagers participating in leisure activities.
Compare and contrast where you meet up with your friends (shopping centre, skate park, etc.) / and where teenagers in Italy typically meet their friends ( la piazza, a casa)
Gioca Jouer song/video clip - identify the leisure activities in the song
Brainstorm other types of leisure activities and list vocabulary on the board.
Use Quizlet or Language Perfect to reinforce sporting and recreational vocabulary.
http://www.youtube.com/ watch?v=Zi4vSH909DY http://quizlet.com/italian
Identify English words that have been adopted into the Italian language eg. spray ( from the song) tennis, cricket. Identify words that have similarities to English words, eg teatro, cinema
Language Perfect
Introduce verbs in the infinitive: andare, giocare, suonare, guardare, fare. Students do activities to learn the verbs eg. match the verb to the image. memory games, miming/actions.
Joining nouns and verbs to create simple phrases eg. giocare a calcio, suonare il clarinetto. Use of word cards/picture cards. Students physically manipulate the cards to create a phrase and write each phrase in their workbook.
Students create their own crosswords or word finds ( digitally) using new language.
Share with a partner and complete their partner’s worksheet.
Assessment opportunities
Anecdotal student evidence
In-class observation
Students participation
Student workbook
Assessment Tasks
Observation
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Mi piace game: A child stands in front of the class on the right there is the mi piace corner on the left the non mi piace corner and the back the cosi cosi corner. The child says the name of a sport, the other children must go the the appropriate corner according to their preferences.
Speaking Task: Survey Class: What do you like to do and why? Ti piace? Sì, mi piace/No, non mi piace/ È cosi cosi. Survey your classmates about which leisure activities they like.
As part of the survey process model greetings and small talk students can use whilst interviewing their classmates.
Name the most popular and least popular activities in the class. www.puzzlemaker.com
Introduce adjectives to express opinions about leisure activities eg È divertente, noioso, emozionante, interessante.
Introduce adverbs - molto, veramente, davvero, abbastanza, poco
Fractured sentence game: Write up a series of sentences, cut them up and students are to assemble them into the correct word order. This activity reinforces sentence structure. eg mi piace il tennis perchè è molto divertente.
Make a list of your top ten leisure activities and rate them using adverbs before the adjective eg Mi piace il tennis perchè è molto divertente.
Listening activity: Cosa fai nel tempo libero? Listen to young people speaking about their leisure time and check a true/false table. ( Progetto Italiano Junior 1 Unit 2)
Listen to a song about the days of the week. Sing along to learn the days of the week.
Make up use a glossary list of the days of the week.
Create a rap song about your leisure activities and include days of the week ( group work activity) Present your song to the class.
Sing and Learn Italian ( ABC
Melody)
Formative
Formative
Anecdotal evidence
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Listening Task: Check off leisure activities for each group presentation.
Teach time o’clock and past the hour and reinforce with games and activites eg. time
Formative domino game, bingo game. ( prior knowledge of numbers)
Teach the time with the preposition ‘at’ - alle due e venti.
http://www.timeforkids.com
Writing Task: Write a diary entry into a digital calendar listing all of the leisure activities, time, day and place.
/destination/italy/day-in-life
Writing/Speaking Task: Create a digital photostory (with audio) based on your leisure activities and hobbies and include the day and time. http://microsoft-photostory.en.lo4d.com/
Reading/Listening Task: Read and listen to short dialogues which demonstrate language for inviting, accepting and declining. Introduce modal verbs to express possibility, need and obligation eg. voglio /non voglio venire, posso/non posso venire,
Progetto Italiano Junior 1 forse si`/forse no
Unit 2
Formative
Formative
Writing/ Speaking Task: Students negotiate and make arrangements for sporting and social events by using texts such as text messages or a phone conversation. Provide text models.
Formative
Assessment Tasks: Speaking and Reading ( See Task Sheets)
Summative
REFLECTION
● What worked well?
● What could I do better?
● What would I change?
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ASSESSMENT TASK SHEET - Speaking
Learning Area - Languages
Name of Task: Tempo Libero
Date Given:
Year Level: 7
Draft Due:
Name:
Final Due:
Type of Task:
■ In Class: 2 Lessons
❏
Individual
■ Pairs
■ Group
Task Description:
Opportunity to Access:
■ Notes
❏
❏
■
Technology
Library
Palm cards
Assessed by:
■ Teacher
❏
❏
Peer
Self
You are planning a fun activity with your friends during the holidays. Create a conversation that you would have with two to three friends organising an activity include the following
● use an appropriate greetings/small talk
● use language to invite your friend
● discuss day and time and place of the outing
● accept/decline the invitation and give a reason
● suggest an alternative activity if necessary
● close the conversation with an appropriate phrase. ( eg. see you tomorrow)
Ensure each speaker has equal speaking time and the whole conversation is approximately 1 minute. Palm cards are permitted, however, try to minimise your reliance on the palm cards. During preparation of your role play conference with the teacher is allowed.
Resources: You may access your booklet or class notes to write your role play. Conferencing with the teacher is allowable.
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Criteria
Informing -
Range of Language
Socialising-
Fluency
Systems of Language-
Pronunciation
Systems of Language -
Grammatical Accuracy
A
Assessment Criteria Sheet - Speaking
Learning Area – Languages
B C
Comprehensive use of a range of vocabulary and structures.
Effective use of range of vocabulary and structures.
Adequate use of range of familiar language. Uses simple short sentences.
Self-confident and able to maintain a simple face-to-face conversation with little hesitation and minimal reliance on palm cards.
Responds readily.
Demonstrates skilful communicative ability and moderate reliance on palm cards
Sound communicative ability with hesitation and moderate reliance on palm cards
Speaks with no significant errors in pronunciation, intonation and stress
Speaks with few errors in pronunciation, intonation and stress
Some errors in pronunciation, intonation and stress
D
Disjointed use of range of familiar language.
Limited communicative ability with hesitation and reliance on palm cards
Frequent errors in pronunciation, intonation and stress
E
Very limited use of vocabulary.
Inaccurate communicative ability with hesitation and reliance on palm cards
Pronunciation hinders communication
Few and minor errors. Meaning is clear. Highly skilful ability to ask and respond to questions.
Errors do not hinder meaning. Speech patterns reflect some feeling for the language.
Some errors.
Mostly uses formulaic language.
Errors in all but well rehearsed language
Answers are monosyllabic and repetitive structures.
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ASSESSMENT TASK SHEET - Reading
Learning Area - Languages
Name of Task: Tempo Libero Year Level: 7 Name:
Date Given:
Type of Task
❏
❏
In Class
Individual
❏
❏
Pairs
❏
Group
Supervised Exam
Task Description:
Opportunity to Access
❏
❏
❏
❏
Notes
Technology
Library
Dictionary
Assessed by
❏
❏
Teacher
Peer
❏
Self
You have received the following email from your Italian e-pal. Read the text and answer the questions in English to demonstrate your understanding of the text.
Ciao
Come va? Tutto ok? Allora, io sto bene, infatti sto molto bene. Questo weekend io faccio tante cose interessanti. Sabato alle dieci gioco a tennis con la mia mamma. E tu, cosa ti piace giocare? Mi piace giocare a tennis perchè è divertente. Alle due del pomeriggio vado alla festa di Maria - che figata! Sabato sera vado in piazza con i miei amici a mangiare un gelato.
Domenica non gioco a sport perchè preferisco andare su internet a chattare e navigare. Di pomeriggio studio la matematica - che noia!!! Domenica sera adoro guardare la TV, specialmente il mio programma preferito ‘The Voice’.
E tu cosa fai questo weekend? un abbraccio
Alice
1.
How is Alice feeling?
2.
List all the activities that Alice will do this weekend. Give details, for example, day, time and place, with whom?
3.
Does Alice enjoy doing every activity? Explain why.
4.
What does Alice ask you in the email?
5.
Is Alice looking forward to her weekend? Explain.
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Criteria
Informing –
Gist and detail
Vocabulary and grammar
A
Assessment Criteria Sheet - Reading
Learning Area - Languages
B C
Comprehensive knowledge and under-standing of concepts, facts & details
Thorough knowledge and understanding of concepts, facts and details
Satisfactory knowledge and understanding of concepts, facts and details
D E
Variable knowledge and understanding of concepts, facts and details
Rudimentary knowledge and understanding of concepts, facts and details
Language variation and use -
Deduction of meaning
Insightful interpretation of ideas and information in texts
Proficient interpretation of ideas and information in texts
Competent interpretation of ideas and information in texts
Variable identification of obvious ideas and information in texts
Vague identification of ideas and information in texts
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