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AC9LIT6U01
Understanding systems of language
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
Elaborations
- AC9LIT6U01_E1<p>learning to pronounce double consonants such as <em>la ma<u>tt</u>ina, il ca<u>pp</u>ello, la pia<u>zz</u>a, fa fre<u>dd</u>o</em></p>
- AC9LIT6U01_E2<p>understanding that not pronouncing double consonants in Italian affects meaning, for example, <em>ca<u>p</u>ello/ca<u>pp</u>ello; pa<u>l</u>a/pa<u>ll</u>a; ca<u>s</u>a/ca<u>ss</u>a; po<u>l</u>o/po<u>ll</u>o</em></p>
- AC9LIT6U01_E3<p>learning to pronounce <em>z</em> (z) and ‘<em>zz’</em> (ts) sounds</p>
- AC9LIT6U01_E4<p>recognising that Italian usually stresses the penultimate syllable, for example, <em>stu<u>di</u>are, fran<u>ce</u>se, intelli<u>ge</u>nte;</em> and that there are exceptions to the rule, for example, <em>me<u>cca</u>nico, <u>su</u>bito, di<u>ffi</u>cile </em></p>
- AC9LIT6U01_E5<p>understanding that letter combinations affect pronunciation, for example, <em>Sci/e</em> is pronounced ‘sh’; <em>sca, sco,scu</em>; are pronounced ‘sk’; and can also affect meaning, for example, <u>sci</u>arpa/<u>sca</u>rpa</p>
- AC9LIT6U01_E6<p>learning to pronounce dipthongs in Italian, for example, <em>buono, chiuso, ieri, ciao, più</em></p>
- AC9LIT6U01_E7<p>understanding that there are both grave and acute accents in Italian, for example, <em><u>è</u>, perch<u>é</u></em>, citt<u>à</u> 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</p>
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