Read PDF Voi e la Vita (Italian Edition)

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Students are expanding their social networks, experiences and communicative repertoires in both their first language and Italian. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining awareness of the world around them and of the relationship of Australia with Italy and other Italian-speaking communities.

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They are noticing similarities and differences between Italian language and culture and their own. They participate in shared tasks and purposeful language experiences as well as focusing explicitly on language structures and systems, literacy skills and cultural elements of communication.

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Oracy development at this level includes active listening to a range of input from different sources, and building interactional skills such as maintaining conversations, turn-taking, and contributing to discussions with observations and opinions. Individual and group oral-presentation and performance skills are developed through researching and organising information, rehearsing and resourcing the content of presentations, and selecting appropriate language to engage particular audiences.

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  8. Learners use Italian with each other and the teacher for a range of purposes: They use ICTs to interact with each other and with peers in Italian-speaking communities, exchanging resources and information, accessing music and media resources, and contributing to class activities such as a blog or webpage.

    Learners engage with a range of oral, written, multimodal and digital texts that are increasingly public in nature.

    They use cues and decoding strategies to assist comprehension and to make connections between contexts, ideas and language within and between texts. They create texts for a range of purposes and audiences, such as emails, dialogues, public signs, presentations and performances. With support, they build cohesion into their Italian production in terms of both content and expression.

    Students increase their range of Italian language vocabulary, grammatical knowledge and textual knowledge. They learn how to describe present and immediate future actions, situations and events using familiar verbs.

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    They use adverbs, adjectives and prepositions to create more complex sentences. They develop a metalanguage to describe patterns, rules and variations in language structures. Learners consider how language features and expressions reflect cultural values and experiences for example, language variation relating to gender, generation, status or cultural context.

    This leads to considering their own ways of communicating and to thinking about personal and community identities, stereotypes and perspectives reflected in language.

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    While learners work more independently at this level, ongoing support, including modelling and scaffolding, is incorporated into task activity. Ongoing feedback and review support the interactive process of learning. They ask simple questions, for example, Ti piace? Chi viene alla festa? They understand the main points in spoken interactions consisting of familiar language in simple sentences. When speaking, they imitate pronunciation and intonation.

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    They understand short written texts with some variation in sentence structures and some unfamiliar vocabulary. In reading independently, they begin to use context , questioning, and bilingual dictionaries to decode the meaning of unfamiliar language. They connect ideas in different informative and creative texts, expressing and extending personal meaning by giving reasons or drawing conclusions. Students create sentences with some elaboration, for example, using coordinating conjunctions and comparisons to build short coherent texts on familiar topics, for example, La musica di They write descriptions, letters, messages, summaries, invitations and narratives They use the present tense of verbs, noun and adjective agreements and some adverbs; they choose vocabulary appropriate to the purpose of the interaction, such as to describe, to plan or to invite.

    Students use some metalanguage to talk about both linguistic and cultural features. Cosa fa un rappresentante delegato? Siate aperti Riflettete, e parlate dei vostri valori, convinzioni, e preferenze per le cure sanitarie presenti e future. Decidete chi volete che parli a nome vostro se doveste essere troppo malati per poter parlare da voi. Siate pronti Parlate dei vostri valori, delle vostre convinzioni e delle vostre preferenze con il vostro rappresentante delegato e con le altre persone che partecipano alle vostre cure, come ad esempio familiari, assistenti e medici.

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    Essi possono consigliarvi e aiutarvi a documentare le vostre scelte. Fatevi sentire Mettete le vostre preferenze per iscritto. Fatene delle copie e consegnatele: La legge e la pianificazione anticipata delle cure Gli stati e i territori australiani hanno diverse leggi riguardo alla pianificazione anticipata delle cure. Potete parlare tramite un interprete al costo di una telefonata urbana eccetto per telefoni cellulari semplicemente seguendo queste indicazioni: Dite in che lingua volete parlare.