Italian (2008) work program sample 1 · Work program sample. Italian work program sample 1 . ......

Italian (2008)

Work program sample

Italian work program sample 1

Reproduced with the permission of St Mary’s Catholic College September 2008 A work program is the school’s plan of how the course will be delivered and assessed, based on the school’s interpretation of the syllabus. The school’s work program must meet syllabus requirements, and indicate that there will be sufficient scope and depth of student learning to reflect the general objectives and meet the exit criteria and standards. This sample demonstrates one approach, and should be used as a guide only to help teachers plan and develop school work programs.

PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email: [email protected]; Website: www.qsa.qld.edu.au

ST MARY’S CATHOLIC COLLEGE

SENIOR ITALIAN

WORK PROGRAMME

(Syllabus 2008)


TABLE OF CONTENTS

Course Overview……………………………………………………………..…1 Unit of Work – Semester One, Term Two………………………………………2 Unit of Work – Semester Two, Term Three……………………………………3 Unit of Work – Semester Three, Term One……………………………………..4 Unit of Work – Semester Four, Term Three…………………………………….5 Assessment Plan – Year 11, Year A…………………………………………….6 Assessment Plan – Year 11, Year B…………………………………………….7 Assessment Plan – Year 12, Year A…………………………………………….8 Assessment Plan – Year 12, Year B…………………………………………….9 Reading – Standards Schema…………………………………………………..10 Speaking – Standards Schema…………………………………………………11


1

COURSE OVERVIEW

THEMES: 1. Family and Community 2. Leisure, Recreation and Human Creativity 3. School and Post-School Options 4. Social Issues

THEME

SEMESTER 1

2

3

4

TOPIC

APPROX. LENGTH (WEEKS)

MySpace – all about me, my friends, family life in Australia

and in Italy

8 – 9

In-depth unit

Feeling bored? Free-time, entertainment, music, films, cinema,

television

4

1

Adolescence, love and romance

5

In-depth unit

Welcoming Italian exchange students; engaging with them, highlighting cultural and lifestyle differences and similarities

4

The environment, environmental issues in Australia and Italy

5

In-depth unit

The Italians – festivals, celebrations, special occasions, cultural

values and beliefs; Italian society today

5

In-depth unit

Y

E

A

R

A

2

The travel bug: Planning a holiday to Italy, investigating using internet places to visit, holiday activities, accommodation, hopping, means of transport and cost s

4

Cyberspace – Our electronic world, virtual friends, mobile

phones, text messaging, on-line chatting and shopping, high-technology gadgets

4

The treasures of life – music, art and literature

5

In-depth unit

The world in which we live – express your opinion on social

issues!

4

3

Lifestyle: nutrition, sport and fitness, health issues, body image

5

In-depth unit

Future plans – where to next? Schooling in Australia and Italy,

part-time and future employment, plans for the future and life goals

9

In-depth unit

Y E A R B

4

Italians in Australia – migration in Australia, prejudice,

stereotyping, challenges, settling in, contribution to Australian society, Italo- Australians

4 - 8

In-depth unit


2

INTENDED STUDENT LEARNING – UNITS OF WORK SEMESTER ONE TERM TWO – Adolescence

Semester 1 Term 2

SI/F&C Adolescence, love and romance 5 weeks In-depth unit

Learning experiences Language features Language functions Listening and Speaking • Listen to songs about youth and

relationships (e.g. Zucchero) • Interviews and commentaries • Tombola verb games • Various card games; La Battaglia

Navale game • Poems read out aloud • Watch segments of Italian soap

opera programs and comment • Dialogues on CD e.g Padre e Figlia • Role-play – favourite pastime,

making arrangements to go out, my ideal partner

• Discussions and chats (e.g. mother / daughter relationships, teenage love, adolescent issues and fears)

• Interviews and surveys e.g free- time activities

• Delivering an electronic presentation comparing and contrasting Italian and Australian teens

• refusing, negating, asking for / giving denial • enquiring / expressing opinions and beliefs • agreeing / disagreeing • asking about / fulfilling obligations • asking for / giving advice • suggesting • discussing adolescent issues • expressing surprise • asking about / describing times • expressing regret, sympathy • expressing intention • expressing hypothesis • asking for / giving reasons • requesting / granting permission to do things, to have things done • contradicting, correcting • asking about / describing manner • describing what used to happen, what you were doing, how things were • making comparisons

Cultural contexts

• negative expressions e.g. non…nemmeno • use of secondo, a mio parere, per me • essere d’accordo con, essere della tua / sua opinione / giusto! / certo! • imperative, è necessario + infinitive / bisogna / avere paura di / valere la pena di + infinitive • conditional tense • iamo form (present tense), consigliare, suggerire • soprattutto, prima di tutto, direi piuttosto che, si tratta di, da un lato…dall’altro etc • idiomatic use of che – che sorpresa; davvero! • use of fa e.g. cinque mesi fa; dates; time phrases; present tense + da; fra; durante; per…anni; adverbs of time (ora, dopo); adverbial phrases (all’improvviso) • use of dispiacere; su, coraggio!; che peccato; che disgrazia • pensare di; avere intenzione di • If clauses • use of perchè; a causa di; siccome, dato che, visto che, quindi, perciò • potere • non sono d’accordo con; non sono della tua opinione • adverbs of manner e.g. bene, felicemente • imperfect tense • comparatives and superlatives Settings (for example)

Reading and Writing • La posta del cuore – read and write

letters • Lo slang dei giovani – read and

complete quizzes • Articles from the internet,

magazines • Read and write quizzes – e.g.

Troviamo un partner; Ti piace stare in gruppo?

• Cartoons • Read and write poems on

adolescence • Writing messages, giving advice • Writing e-mails to Italian teens

(sister school) • Le categorie di teens a St Mary’s –

group work activity • Write a Web log – thoughts on

adolescence • Write a powerpoint (compare Italian

and Australian youth)

• At home • At school • In social situations

• Italian youth – their interests, free-time activities, issues, fashion, family, expectations etc • La paghetta • Mopeds, vespas, motorini • Il ragazzo / la ragazza • Fare parte di un gruppo e.g. dark, rapper, punk, graffitista • Lo slang giovanile


3

SEMESTER TWO TERM THREE – The environment

Semester 2 Term 3

SI Environmental issues in Australian and in Italy 5 weeks In-depth unit

Learning experiences Language features Language functions Listening and Speaking • Video commentaries on the

environment • Selected SBS news items • Discussions, interviews, debates

(e.g. recycling, protection of the environment, Italian environmental issues)

• Selected Youtube items on environmental issues

• Lyrics of songs (e.g. Dalla / Zucchero)

• Discussing findings, giving reports, debating over issues

• Brainstorming ideas, opinions • Speeches • Interviewing class mates re:

environmental practices etc.

• asking about / describing daily routine • identifying / asking about things • giving instructions / commands • asking for / giving advice • enquiring about / expressing opinions • enquiring about / expressing possibility / impossibility • enquiring about / expressing fears • enquiring about / expressing probability / improbability • enquiring about / expressing doubt • enquiring about / expressing necessity • enquiring about / expressing opposition • explaining / giving a reason • predicting • asking about and describing situations Cultural contexts

• revision of all reflexive verbs • the impersonal si e.g. si spreca, si ricicla, si usa • specialized vocabulary e.g. l’effetto serra, raccoglitore pile usate • imperative “tu” and “voi” form e.g. riusa, riutilizzate, controllate, • negative commands e.g. non buttare / non abbandonare • è necessario / bisogna / si deve / si consiglia / è meglio + infinitive • conditional tense e.g sarebbe bene, bisognerebbe, si dovrebbe • subjunctive – pensare che / suggerire che / sembrare che / essere possible che / essere impossibile che / temere che / avere paura che / essere probabile che / credere che / dubitare che / sperare che / bisogna che / occorre che etc • invece di / senza / ma / mentre • a causa di / perchè / use of motivo, ragione • future / future perfect • passive e.g. l’aria è inquinata dalle macchine Settings (for example)

Reading and Writing • Magazine, newspaper and internet

articles • Surveys, survey results, questionnaires • Read e-mail responses from Italian

students (sister school) • Selected photos taken from travels in

Italy downloaded on computer – read comments written on recycling bins, signs etc

• Cartoons • Ads, pamphlets, brochures • Letters to the editor (read and write) • Quizzes • Read song lyrics, poems • Read and write instructions • Writing survey questions • Writing slogans • E-mail Italian students (sister school)

asking about environmental issues in Italy

• Design an ad with an environmental message (on computer)

• Write lyrics to an original rap song on the environment, then present the song to the class

• Home • Natural environment • The future

• Le domeniche a piedi • I Verdi • Environmental initiatives in Italy and in Australia • Greenpeace, Lega ambiente etc • European Community laws to protect the environment •Il WWF • Le campane (vetro, plastica, carta) • Le targhe alterne • Sacchetti bianchi • I parchi nazionali d’Italia


4

SEMESTER THREE TERM ONE – The treasures of life

Semester 3 Term 1

LR & HC Music, art, literature 5 weeks In-depth unit

Learning experiences Language features Language functions Listening and Speaking • Songs and excerpts from operas

(Pavarotti, Bocelli, Ramazzotti, Ligabue, La Boheme)

• Verb Tombola games (e.g. imperfect tense)

• Drama presentations – la Commedia dell’Arte

• Poetry read out aloud • Who Am I quizzes on famous

Italians • Discussions, commentaries,

dialogues • Present a quiz show on Italian music

and artists • Interview classmates re: music

preferences etc • Listen to and comment on Italian

artists from the past - search Youtube items

• enquiring about / expressing words, phrases and concepts associated with the arts: music, art and literature • enquiring about / expressing how things were, what used to happen • asking about / describing times • narrating • reading about historic events • enquiring about / expressing pleasure, displeasure • wondering about things • enquiring about and expressing opinions, preference, joy, purpose, agreement / disagreement, possibility, impossibility, likes / dislikes • discussing (music, art, literature, artists)

Cultural contexts

• vocabulary e.g. concertone, calendario della stagione, l’epoca etc • imperfect tense (revise) • negli anni venti / trenta; agli inizi del secolo; nell’Ottocento / nel diciannovesimo secolo; ordinal numbers • Verbs – compound forms e.g. Gli artisti del Rinascimento volevano far rinascere… • perfect tense (revise) • past historic tense – recognition only • dare soddisfazione; piacere • use of sarà / saranno • subjunctive • use of prima di tutto / da un lato…dall’altro; cioè; dunque; perciò; in ogni caso etc Settings (for example)

Reading and Writing • Poems, narratives, articles, song

lyrics, extracts from novels • La musica italiana su internet – Top

20 • Scripts – La Commedia dell’Arte • Calendar of events, agendas,

programs • Articles from the internet and

magazines • Read and complete quizzes on

Italian music, artists • Complete cloze passages taken from

lyrics • Write Who Am I quizzes on famous

artists / writers • Write reviews • Write biographies on famous Italian

singers / artists / writers – research off the internet

• Write commentaries on songs • Write your own verses – use poetry

sites on internet

• Italy – today and yesterday

• La storia della musica italiana • Il Rinascimento • Il teatro alla Scala • La Commedia dell’Arte • Opera greats – Verdi, Puccini, Rossini • Popular artists in Italy


5

SEMESTER FOUR TERM THREE – Future plans – where to next?

Semester 4 Term 3

S & PSO Schooling in Australia and Italy, part-time work and future employment, plans for the future and life goals

9 weeks In-depth unit

Learning experiences Languages features Language functions Listening and Speaking • Listening to discussions / interviews

/debates / powerpoints • Listening to Italian exchange

students • Listening to oral reports (re: future

plans, marriage etc) • Listening to role-plays (e.g. job

interviews) • Listening to conversations on CD

e.g. Un colloquio, Che lavoro fanno?

• Listening to songs, poems • Discussing, interviewing, debating • Role-playing • Tarot reading (predicting the future) • Interviewing classmates re: future

plans • Oral reports based on results from

surveys / interviews • Powerpoint presentation re: school

life in Italy

• discussing school life, studies, assignments, exams, results, likes, dislikes

• using time expressions to indicate deadlines

• discussing future plans, prospects, future trends, life goals

• hypothesizing about reality / possibility / impossibility

• expressing one’s doubts, hopes, wishes, fears etc in the present and in the past

• applying for jobs

Cultural contexts

• Vocabulary associated with school life e.g. materie, l’esame di maturità, il liceo linguistico • Conjunctions followed by the indicative (siccome, mentre, cioè ); followed by the subjunctive (affinchè, purchè, benchè etc) • Prepositions after certain verbs with infinitive e.g. penso di…, comincio a …., ho intenzione di… • Pronouns – combination e.g. glielo, glieli; disjunctive e.g. me, te; position of object pronouns with imperatives (e.g. guardalo), with infinitives (e.g. dirgli), with modals (e.g. gli posso telefonare, posso telefonargli) • Fra / entro • Revise future tense (regular and irregular); past and present • Present and past gerund • Conditional – present and past (e.g. per me andrebbe meglio…; cosa vorresti fare? avrei studiato) • Use of succedere e.g. che cosa succederà? • Impersonal (bisogna, si deve etc) • If clauses (hypothetical) • Use of conventional phrases used in discussion, debate and argument e.g. prima di tutto; innanzitutto; da un lato…dall’altro etc. • Present subjunctive e.g. immagino che; mi sembra che; è probabile che; sono convinto che • Vocabulary associated with jobs, job ads e.g. cercasi • Formal letter writing • Revise perfect and imperfect tenses e.g. when giving personal history (ho frequentato la scuola fino a; studiavo a Brisbane) Settings (for example)

Reading and Writing • Reading articles, ads, letters, e-

mails, statistics, information, tables • Read barzellette sulla scuola • Read and complete quizzes e.g. Da

grande farò • Reading Italian school websites • Quizzes, questionnaires, horoscopes • Writing letters (applying for and

accepting a job; letter to the editor) • Writing a Web log re: daily school

life, future aspirations and prospects • Writing speeches, oral reports, notes

for debates • Writing emails to Italian e-friends • Write a powerpoint on Italian

school life

• School • Workforce • Future

• School life in Australia and in Italy

• L’importanza dei titoli di studio e.g. avvocato, ingegnere, etc

• L’arte di arrangiarsi (la disoccupazione)

• Young Italians staying home for longer

• Compare Italian and Australian school systems


6

ASSESSMENT PLAN PROFILES – Year 11, YEAR A

MACROSKILLS

Date and details of assessment

L

R

S

W S1 T1 – Dialogue – I1 Padre Apprensivo

S1 T1 – Email to an E-friend (character, interests, abilities, friends, family, happenings, problems)

S1 T2 – Dialogue with a visiting Italian exchange student (teacher) re: adolescence, modern life and films

S1 T2 – Letter asking for advice; article on a film star

Macroskill Results

End of S1 Overall result

S2 T3 – Text on studying in America; conversation about the environment; viewpoints (3) on environmental issues

S2 T3 – Student – teacher conversation –give knowledge, opinions and thoughts on environmental issues and student exchange programs

S2 T4 – Article for LOTE newsletter (local festival/celebration, end of year ceremony/celebration, wedding, parties)

S2 T4 – Text (Usanze Curiose); script about Ferragosto; article (Vacanze)

Macroskill Results


(proposed Interim LoA at monitoring)


7

ASSESSMENT PLAN PROFILES – Year 11, YEAR B

MACROSKILLS


L

R

S

W S1 T1 – Conversation about a concert; commentary about a new product

S1 T1 – Analyze and recommend a new product/gadget which is technologically advanced

S1 T2 – Conversation (student-teacher) on health issues; current social issues

S1 T2 – Poem about drugs; article on the importance of breakfast

Macroskill Results


S2 T3 – Conversation between two work colleagues; conversation between mother and daughter re: career choice

S2 T3 – Teacher – student interview on school, results so far, end of year celebrations, plans for the following year

S2 T4 – Article about the migration experiences in Australia of local Italians

S2 T4 – Article (Veneto village in Brazil); letter to the editor (about an immigrant); letter about prejudice

Macroskill Results


(proposed Interim LoA at monitoring)


8

PROFILES – Year 12, YEAR A

MACROSKILLS


L

R

S

W S3 T1 – Dialogue – I1 Padre Apprensivo

S3 T1 – Email to an E-Friend (character, interests, abilities, friends, family, happenings, problems)

S3 T2 – Dialogue with a visiting Italian exchange student (teacher) re: adolescence, modern life and films

S3 T2 – Letter to a counsellor; article on au pair girls overseas; article on Maddalena Fellini (her film career)

Macroskill Results

End of S3 Overall result: S4 T3 – Text on studying in America; conversation about the environment; viewpoints (3) on environmental issues

S4 T3 – Student – teacher conversation – give knowledge, opinions and thoughts on environmental issues and student exchange programs

S4 T3 – Write a letter to the editor of a newspaper expressing thoughts and opinions on an environmental problem or problems of concern

S4 T3 – Article on Agriturismo; article on an endangered species; article on a national park

Macroskill Results

Proposed LoA at Verification : S4 T4 – Article for LOTE newsletter (local festival/celebration, end of year ceremony/celebration, wedding, parties)

S4 T4 – Text (Usanze Curiose); song lyrics; article on vacanze

Final Macroskill Results

Exit LoA


9

PROFILES – Year 12, YEAR B

MACROSKILLS


L

R

S

W S3 T1 – Conversation about a concert; commentary about a new product

S3 T1 – Cartoon (on a website); ad promoting a new product; article on a musician

S3 T1 – Analyze and recommend a new product/gadget which is technologically advanced

S3 T2 – Conversation (student – teacher) on health issues, current social issues

S3 T2 – Poem about drugs; article on the importance of breakfast; article about advertising

Macroskill Results

End of S3 Overall result: S4 T3 – Interview on women in the workforce; conversation between mother and daughter re: career choice

S4 T3 – Teacher – student interview on school, results so far, end of school celebrations, plans for the following year

S4 T3 – E-mail to an Italian e-friend about final year of school and the future: thoughts, doubts, hopes, fears, aspirations

Macroskill Results

Proposed LoA at Verification : S4 T4 – Article about the migration experiences in Australia of local Italians

S4 T4 – Article (Veneto village in Brazil); letter to the editor (about an immigrant); letter about prejudice

Final Macroskill Results

Exit LoA


10

Reading – standards schema - Comprehension Student work has the following characteristics:

Standard A Standard B Standard C Standard D Standard E knowing and understanding:

knowing and understanding:




a comprehensive range of information is presented, including gist, main points and relevant details;

a range of information is presented, including gist, main points and obvious details;

essential information is presented, including some main points and details which may not always be relevant;

information is presented, including the meaning of some familiar language;

fragmented information is presented;

the meaning of familiar and complex language is accurately and clearly demonstrated;

the meaning of familiar language is accurately demonstrated but complex language may be misinterpreted;

the meaning of familiar language is demonstrated accurately;

the purpose of the text and the writer’s perspective and intention are clearly evident; subtleties are recognised

the purpose of the text and the writer’s perspective and intention are recognised; subtleties may be overlooked

the writer’s general intention is recognised when obvious within a familiar context

a very broad outline or some specific details of the writer’s general intention is demonstrated

an isolated understanding of words and phrases is demonstrated

reasoning and responding:





detailed analysis and thorough evaluation are evident;

detailed analysis and evaluation are evident;

basic analysis and evaluation are evident;

little evidence of basic analysis or evaluation is present;

no evidence of analysis or evaluation is presented;

plausible interpretations of unfamiliar language are drawn from context;

interpretations of unfamiliar language are made from context;

well-constructed conclusions and well-substantiated decisions are made;

conclusions and decisions are made, although at times justification may be incomplete;

conclusions and decisions are made but often lack justification;

conclusions and decisions may be made but lack justification;

responses are minimal.

cultural meanings are integrated into responses where appropriate.

cultural meanings are evident in responses but may not be fully developed.

obvious cultural meanings are identified.

obvious cultural meanings may be identified.


11

Speaking – standards schema – Conveying meaning Student work has the following characteristics:

Standard A Standard B Standard C Standard D Standard E knowing and using language features:

knowing and using language features:




a wide range of vocabulary and grammar is used effectively, with few errors;

a range of vocabulary and grammar is used effectively, although with some errors;

a range of familiar vocabulary and grammar is used, although errors are evident;

some familiar vocabulary and grammar is used, although frequent errors are made;

responses may be single words or short, well-rehearsed phrases, using familiar vocabulary;

a range of cohesive devices is used to express connected thoughts and ideas;

Selected cohesive devices are used to connect familiar thoughts and ideas;

basic cohesive devices are used to connect simple ideas;

some simple linking words are used, but the meaning as a whole is fragmented;

register is appropriate to the situation;

register is usually appropriate to the situation;

pronunciation, intonation, rhythm and stress are acceptable to a background speaker

pronunciation, intonation, rhythm and stress are acceptable to a background speaker

pronunciation may be affected by first language but is comprehensible by a background speaker

pronunciation hinders communication

pronunciation hinders communication

creating and responding:





ideas, information and meaning are communicated clearly and effectively, although some errors may occur in complex language;

ideas, information and meaning are usually communicated clearly, although errors may occur in complex language;

where a variety of structures is used, the essential meaning is clear, although there may be frequent errors;

there is sufficient accuracy to enable some details to be understood;

some simple meanings are conveyed.

conversation is initiated and sustained;

conversation is generally sustained;

spoken communication demonstrates flexibility when using familiar language;

spoken communication relies on prompts and cues;

spoken communication relies heavily on prompts and cues;

spoken communication demonstrates flexibility, coherence, spontaneity and relevance to the context; responses are

relevant to the context, although they may be hesitant;

responses are hesitant, repetitive and formulaic but relevant to the context;

responses are hesitant, repetitive and rehearsed;

appropriate pause fillers and nonverbal features are used where required.

some appropriate pause fillers and nonverbal features are used.

some nonverbal features are used.

some nonverbal features are used.

Italian (2008) work program sample 1 · Work program sample. Italian work program sample 1 . ......

Documents

Transcript of Italian (2008) work program sample 1 · Work program sample. Italian work program sample 1 . ......