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Italian / Year 5 and 6 / Understanding language and culture / Understanding systems of language
Curriculum content descriptions
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions (AC9LIT6U02)
Elaborations
using both regular and irregular plural nouns, for example, un ginocchio/due ginocchia
using suffixes to modify Italian nouns and adjectives, for example, treno/trenino, casa/casetta, parola/parolaccia, bravo/bravissimo, fratello/fratellino, povero/poverino
expressing positive and negative preferences using adverbs to intensify the meaning, for example, Mi piace molto la cioccolata; Non mi piace tanto ballare.
recognising the position of adverbs in sentences, for example, Non vado mai al cinema; Cammino lentamente.
formulating questions and requests, for example, Che ora è? Pronto, chi parla? Quando comincia la scuola? Dove andiamo stasera?
using ordinal numbers to sequence, for example, la seconda classe, la quinta, la terza aula
using simple conjunctions to sequence events and join sentences, for example, perché, anche
using the present tense of regular, some irregular verbs, and immediate future tense to present situations and events, for example, using avere, essere, stare, giocare, dormire, fare, leggere, scrivere, andare in sentences such as Andrea va a casa alle sei. Anna ha due fratelli. Vado al cinema domani.
using reflexive verbs and simple past tense in formulaic expressions, for example, Mi alzo alle sette. Sono andato/a al cinema.
understanding that some adjectives precede the noun, for example, bello – Che bella giornata!
learning the structure for telling the time in Italian, for example, Che ora è? Che ore sono? È l’una. Sone le quattro e mezzo/a. Sone le undici meno un quarto.
General capabilities
ScOT terms
Tense (Grammar), Reflexive verbs, Grammatical agreement, Grammar, Italian language