Italian (2008) work program sample 1

Transcript

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
COURSE OVERVIEW
THEMES:
1.
Family and Community
2.
Leisure, Recreation and Human Creativity
3.
School and Post-School Options
4. Social
Issues
THEME
SEMESTER
TOPIC
1
2
3
4
MySpace – all about me, my friends, family life in Australia
and in Italy
1
Y
Feeling bored? Free-time, entertainment, music, films, cinema,
television
Adolescence, love and romance
E
A
R
A
2
3
5
In-depth unit
The Italians – festivals, celebrations, special occasions, cultural
values and beliefs; Italian society today
5
In-depth unit
The travel bug: Planning a holiday to Italy, investigating using
internet places to visit, holiday activities, accommodation,
shopping, means of transport and cost
4
Cyberspace – Our electronic world, virtual friends, mobile
phones, text messaging, on-line chatting and shopping,
high-technology gadgets
4
A
Lifestyle: nutrition, sport and fitness, health issues, body image
4
5
In-depth unit
The environment, environmental issues in Australia and Italy
The world in which we live – express your opinion on social
issues!
B
4
4
E
R
8–9
In-depth unit
Welcoming Italian exchange students; engaging with them,
highlighting cultural and lifestyle differences and similarities
The treasures of life – music, art and literature
Y
APPROX.
LENGTH
(WEEKS)
5
In-depth unit
4
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
Italians in Australia – migration in Australia, prejudice,
stereotyping, challenges, settling in, contribution to
Australian society, Italo- Australians
4-8
In-depth unit
1
INTENDED STUDENT LEARNING – UNITS OF WORK
SEMESTER ONE TERM TWO – Adolescence
Semester 1
SI/F&C
Term 2
Learning experiences
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 freetime activities
Delivering an electronic
presentation comparing and
contrasting Italian and Australian
teens
Reading and Writing
•
•
•
•
•
•
•
•
•
•
•
Adolescence, love and romance
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)
Language features
• 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)
5 weeks
In-depth unit
Language functions
• 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
• Italian youth – their interests, freetime 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
• At home
• At school
• In social situations
2
SEMESTER TWO TERM THREE – The environment
Semester 2
SI
Term 3
•
•
•
•
•
•
•
•
•
Environmental issues in Australian and in Italy
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.
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
Language features
• 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
5 weeks
In-depth unit
Language functions
• asking about / describing daily
routine
• identifying / asking about things
• giving instructions / commands
• asking for / giving advice
• enquiring about / expressing
opinions
possibility / impossibility
• enquiring about / expressing fears
probability / improbability
• enquiring about / expressing doubt
necessity
opposition
• explaining / giving a reason
• predicting
• asking about and describing
situations
Cultural contexts
• 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
• Home
• Natural environment
• The future
3
SEMESTER THREE TERM ONE – The treasures of life
Semester 3
LR & HC
Term 1
•
•
•
•
•
•
•
•
•
Music, art, literature
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
Language features
• 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
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
5 weeks
In-depth unit
Language functions
• 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
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
• La storia della musica italiana
• Il Rinascimento
• Il teatro alla Scala
• La Commedia dell’Arte
• Opera greats – Verdi, Puccini,
Rossini
• Popular artists in Italy
• Italy – today and yesterday
4
SEMESTER FOUR TERM THREE – Future plans – where to next?
Semester 4
Term 3
S & PSO
•
•
•
•
•
•
•
•
•
•
•
•
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
Reading and Writing
•
•
•
•
•
•
•
•
•
•
Schooling in Australia and Italy, part-time
9 weeks
work and future employment, plans for the
In-depth unit
future and life goals
Languages features
Language functions
Reading articles, ads, letters, emails, 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
• 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)
•
•
•
•
•
•
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
•
•
•
•
•
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
•
•
•
School
Workforce
Future
5
ASSESSMENT PLAN
PROFILES – Year 11, YEAR A
MACROSKILLS
Date and details of assessment
L
R
S
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)
6
W
ASSESSMENT PLAN
PROFILES – Year 11, YEAR B
MACROSKILLS
L
R
S
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)
7
W
PROFILES – Year 12, YEAR A
MACROSKILLS
L
R
S
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
8
W
PROFILES – Year 12, YEAR B
MACROSKILLS
L
R
S
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
9
W
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:
knowing and
understanding:
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
reasoning and
responding:
reasoning and
responding:
reasoning and
responding:
reasoning and
responding:
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 wellsubstantiated 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.
10
an isolated
understanding of
words and
phrases is
demonstrated
Speaking – standards schema – Conveying meaning
Student work has the following characteristics:
Standard A
Standard B
Standard C
Standard D
knowing and
using language
features:
some familiar
vocabulary and
grammar is used,
although frequent
errors are made;
Standard E
knowing and
using language
features:
responses may be
single words or
short, wellrehearsed phrases,
using familiar
vocabulary;
knowing and using
language features:
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;
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:
creating and
responding:
creating and
responding:
creating and
responding:
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;
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;
some appropriate
pause fillers and
nonverbal features
are used.
some nonverbal
features are used.
some nonverbal
features are used.
spoken communication
demonstrates flexibility,
coherence, spontaneity
and relevance to the
context;
appropriate pause fillers
and nonverbal features
are used where required.
11

Italian (2008) work program sample 1

Transcript

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