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Italian / Year 5 and 6 / Understanding language and culture / Understanding systems of language
Curriculum content descriptions
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases (AC9LIT6U01)
Elaborations
learning to pronounce double consonants such as la mattina, il cappello, la piazza, fa freddo
understanding that not pronouncing double consonants in Italian affects meaning, for example, capello/cappello; pala/palla; casa/cassa; polo/pollo
learning to pronounce z (z) and ‘zz’ (ts) sounds
recognising that Italian usually stresses the penultimate syllable, for example, studiare, francese, intelligente; and that there are exceptions to the rule, for example, meccanico, subito, difficile
understanding that letter combinations affect pronunciation, for example, Sci/e is pronounced ‘sh’; sca, sco,scu; are pronounced ‘sk’; and can also affect meaning, for example, sciarpa/scarpa
learning to pronounce dipthongs in Italian, for example, buono, chiuso, ieri, ciao, più
understanding that there are both grave and acute accents in Italian, for example, è, perché, città and accents on the last letter of a word indicate where the stress falls when saying the word; and learning to insert accents into their work electronically
General capabilities
ScOT terms
Spoken texts, Intonation, Italian language