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Italian / Year 5 and 6 / Understanding / Systems of language
Curriculum content descriptions
Use grammatical knowledge, to interpret and create meaning in Italian (ACLITU052)
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
- recognising the imperative as a formulaic expression, for example, Dammi!
- noticing adjective–noun agreement, for example, I bambini piccoli; Anna è alta ma Mario è basso
- expressing positive and negative preferences using adverbs to intensify the meaning, for example, Mi piace molto la cioccolata; Non mi piace tanto ballare
- expressing negation, for example, Non sono italiano. Non mi piace l’ insalata
- 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
- recognising the position of adverbs in sentences, for example, Non vado mai al cinema; Cammino lentamente
- using 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 as formulaic expressions, for example, Mi alzo alle sette. Sono andato/a al cinema
- developing metalanguage to describe patterns, grammatical rules and variations in language structures
General capabilities
ScOT terms
Tense (Grammar), Adverbs, Ordinal numbers, Plurals, Suffixes, Grammatical agreement, Reflexive verbs, Italian language, Negation (Grammar)