LANGUAGESOVERVIEW - Italian

Unit Title:

/ “In Gelateria” – At the ice cream shop. / Year Level / Year 5 or 6
1.25 hrs/ week
Unit Outline / 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.
Achievement Standard / 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. Theytalkabout 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 sonod’accordo! Hai ragione/torto. They ask simple questions, for example,Tipiace? Cosaprendi?Chi vieneallafesta?Vienianchetu?They understand the main points in spoken interactions consisting of familiarlanguagein simple sentences. They display some consistency in the use ofpronunciationandintonation. They understand short written texts with some variation in sentence structures and some unfamiliar vocabulary. In reading independently, they begin to usecontext, questioning, and bilingual dictionaries todecodethe meaning of unfamiliarlanguage. They connect ideas in different informative and creative texts, expressing and extending personal meaning by giving reasons or drawing conclusions. Studentscreatesentences 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,nounandadjectiveagreements 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 somemetalanguagetotalkabout both linguistic and cultural features. They discern familiar patterns and features of written and spokenlanguageand compare them with English, understanding thatlanguage, images and other features of texts reflectculture. They demonstrate some understanding of variation inlanguageuse, adaptinglanguageforms according toaudienceandcontext. 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

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Content Descriptions

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Assessment (A)

COMMUNICATING
Socialising
Informing
Creating
Translating
Reflecting
UNDERSTANDING
Systems of Language
Language Variation and Change
Roles of Language and Culture / COMMUNICATING
(ACLITC039)Interact to share interests, leisure activities, feelings, opinions and preferences
(ACLITC041)Participate in simple transactions such as purchasing and ordering goods and services.
(ACLITC043)Listen to, view andreadtexts and gather information from a range of sources, including concepts drawn from other learning areas
(ACLITC049)Compare everyday social experiences and relatedlanguageuse and consider own responses and reactions and those of others
UNDERSTANDING
(ACLITU051)Developpronunciationandintonationof Italian-specific sounds
(ACLITU052)Use grammatical knowledge, tointerpretandcreatemeaning in Italian
(ACLITU053)Notice and use distinctive features oftextorganisation in Italian
(ACLITU055)Recognise thatlanguageuse varies according to the contexts of situation andculture / 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 preferiscocioccolato. When finished they hand their paper to a friend.
Speaking: Students volunteer to say out loud which flavour their friend prefers eg. A Annie preferiscecioccolato
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. Role- play the scene in pairs.
Learning Framework / Community Contributor
Leader and Collaborator / Active Investigator
Effective Communicator / Designer and Creator
Quality Producer
Cross Curricula Priorities / Catholic Ethos
Aboriginal and Torres Strait Islander Histories and Cultures / Social Emotional Learning
Asia and Australia’s Engagement with Asia / Inclusive Education
Sustainability Education
General Capabilities / Literacy
Critical and Creative Thinking / Numeracy
Ethical Behaviour / Information and Communication Technology
Personal and Social Competence
Links to other Learning Areas / English Mathematics Religion History Science
Geography Technology The Arts HPE

Learning and Teaching Strategies

Week / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Engage⇒ / Explore ⇒ / Explain ⇒ / Elaborate ⇒ / Evaluate
Engage / 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)
  • What is yourfavourite ice cream flavor?
  1. Create a survey to find out the favourite ice cream flavours in the class in Italian.
Choose 10 flavoursand list them in Italian and English on the board,
Eg. Chocolate – cioccolato, mint – menta, strawberry - fragola( colour code English/Italian words)
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 tipiace?
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.
Qualisono I gustipreferitidellaclasse? Which flavours are the most popular/least popular in the class? Students respond. /
  • flashcards/pictures of popular gelato flavours
  • a map of the world

Language Elaborations / Assessment Opportunities
  • Il gelato, tipiace, mi piace, non mipiace, gusto –gusti, vocabulary for gelato flavours.
  • Sounds of the letter blends: ci, chi
/ Observe how confidently students pronounce the Italian words.
(ACLITU051)Developpronunciationandintonationof 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 ⇒ / Elaborate ⇒ / Evaluate
Explore / 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
Tupreferisci,
Lui/lei preferisce.
  • Writing: Students write a sentence about their favourite flavour on a piece of paper. Eg. Io preferiscocioccolato. When finished they hand their paper to a friend.
  • Speaking: Students volunteer to say out loud which flavour their friend prefers. (eg. A Annie preferiscecioccolato.
  • 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.
/ Sing and Learn Italian ABC Melody.
Images of gelataria in Italy- Google images –“gelataria in Italia”
Language Elaborations / Assessment Opportunities
Vorrei un gelato, un gelato buono, che gusto preferisci?Gelateria.
Verb: preferire – to prefer. Io preferisco, tupreferisci, lui/lei preferisce. / Speaking: (ACLITU052)Use grammatical knowledge, tointerpretandcreatemeaning in Italian
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⇒ / Elaborate ⇒ / Evaluate
Explain / Resources
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( loscontrino) to the person behind the counter, pay and collect your change ( ilresto) 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
  • 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 unacoppetta/un chilo di gelato a Milano/Bologna/Roma?
Costa cinque (5) euro.
È troppo caro/ È un buonprezzo. /
LANGUAGE ELABORATIONS / Assessment Opportunities
Ciao/buongiorno, grazie/prego, un cono/unacoppetta/al chilo, arrivederci, Quanto costa? Il resto, lo scontrino, È troppo caro, È un buonprezzo
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 ⇒ / Elaborate⇒ / Evaluate
Elaborate / Resources
  • 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.
  • Hand out paper money to students to practice greetings, asking for a gelato, asking the price, paying and receiving change ( ilresto), 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)
  • Reading: Rearrange the sentences in the correct order so the conversation makes sense.
  • Maths activities using euro money
/ Euro money:

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.
Free Maths sheets using Euro money
LANGUAGE ELABORATIONS / Assessment Opportunities
Buono, buonissimo, delizioso/ non mi piace / Reading: Place the sentences in the correct order.
(ACLITU052)Use grammatical knowledge, tointerpretandcreatemeaning in Italian
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 ⇒ / Elaborate ⇒ / Evaluate
Evaluate / Resources
  • 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.
/ iPads
LANGUAGE ELABORATIONS / Assessment Opportunities
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. / Summative assessment task ( see criteria )
Reflection
What worked well this week?
What was a stumbling block?
What would I change next time?
Planning for differently abled students
Student / Different ability / Learning and Teaching Strategies / Assessment Strategies
ASSESSMENT TASK SHEET
Learning Area - LANGUAGES
Name of Task:Vorrei un gelato, per favour
( I would like an ice-cream, please) / Year Level: 5/6 / Name:
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 / ☐Library / ☐Technology
Assessed by: / ☐Self / ☐Peer / ☐Teacher
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
-anappropriate 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.
  1. Ensure each person has equal speaking parts.
  2. You may use palm cards to act out your role play.
  3. Negotiate the use of props with your teacher.

Content Descriptors
(ACLITC041)Participate in simple transactions such as purchasing and ordering goods and services.
(ACLITU051)Developpronunciationandintonationof Italian-specific sounds
(ACLITU052)Use grammatical knowledge, tointerpretandcreatemeaning in Italian
(ACLITU053)Notice and use distinctive features oftextorganisation in Italian
CRITERIA SHEET
Learning Area – LANGUAGES
ASSESSABLE ELEMENTS / CRITERIA / A / B / C / D / E
STRAND / SUB STRAND / Student work demonstrates evidence of:
COMMUNICATING / Socialising / Participate in simple transactions such as purchasing and ordering goods and services / Convincing and highly accurate delivery / Mostly accurate and effective delivery / Moderately accurate and capable delivery / Partially accurate and limited delivery / Inaccurate and vague delivery
Creating / Writing and performing own texts, adapting patterns from familiarmodel / Manipulates and expands known structures to perform a dialogue / Uses detailed and effective structures to perform a dialogue / Uses key words and phrases to perform a dialogue / Uses a limited range of vocabulary and structures to perform a dialogue / Uses minimal words and phrases to perform a dialogue
UNDERSTANING / Systems of Language / Developpronunciationandintonationof Italian-specific sounds / Fluent and expressive pronunciation Native like intonation / Mostly accurate pronunciation and intonation with few errors/pauses / Moderately accurate pronunciation with some minor errors/pauses / Limited accuracy with major errors and extended pauses. / Inaccurate and rudimentary pronunciation
Language Variation and Change / Recognise thatlanguageuse varies according to the contexts of situation andculture / Interacts skilfully and meaningfully in the culturally appropriate situation / Interacts proficiently in the culturally appropriate situation / Interacts adequately in the culturally appropriate situation / Needed some guidance to interact in the culturally appropriate situation / Needed support to interact in the culturally appropriate situation
FEEDBACK
OVERALL GRADE / TEACHER SIGNATURE / DATE

Year 5/6, Speaking assessment sample,

‘In gelateria’ (“A” response/example)

Customer (cliente): Buongiornosignora/e

Cashier (cassiere): Ciao, cosavuoi?

Customer (cliente): Vorreiuncono/coppetta contregusti per favore. Quanto costa?

Cashier (cassiere): Costa sei (6) euro

Customer (cliente): Ma è troppo caro! Allora prendouncono/coppetta con due gusti. Quanto costa?

Cashier (cassiere): Costa quattro (4 ) euro

Customer (cliente): Va bene. Ecco! (handing the money over)

Cashier (cassiere): Eccoilresto (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): Buongiornosignora/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 mipiace, grazie

Server (commesso): Eccoil gelato

Customer (cliente): Grazie, arrivederci

(Starts eating) Delizioso/buono/buonissimo/!

Server (commesso): Arrivederci.