AC9LIT8C04

Elaborations

• AC9LIT8C04_E1interpreting signs, text, messages, and advertisements in Italian and identifying language structures and features that are not easily translated and may cause misunderstandings, and writing simple explanations of meaning
• AC9LIT8C04_E2using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions, menus or school timetables, comparing results and noticing any problems associated with translation
• AC9LIT8C04_E3listening to authentic Italian texts such as podcasts, Italian radio, television shows and advertisements to identify different types of language for different audiences, and collating their findings in a visual presentation
• AC9LIT8C04_E4comparing messages in texts from different eras, such as fairy tales, graphic novels, video clips, and traditional fables, and identifying themes and representations
• AC9LIT8C04_E5<p>presenting findings related to the investigation of a social or cultural issue, such as <em>La moda</em> and <em>Fare bella figura</em>, and summarising opinions and attitudes collected from surveys, interviews and media sources</p>
• AC9LIT8C04_E6<p>translating short phrases or texts, noting culture-specific words and phrases, and discussing alternatives, noting equivalence or non-equivalence, for example, <em>fare la passeggiata, fare capricci; </em>showing alternative uses for idiomatic expressions, for example, <em>la pizza capricciosa,</em> and using them appropriately when creating texts</p>
• AC9LIT8C04_E7<p>analysing the meaning and use of idioms and sayings, for example, <em>Che barba! Che schifo! Meno male! Meglio così! Bello da morire! A chi lo dici! Boh! A quattr'occhi; Fare due passi; Fare quattro chiacchiere</em>; and considering equivalents in English and other languages</p>
• AC9LIT8C04_E8reviewing and responding to aspects of cultural practices that are represented in authentic texts (advertisements, brochures, menus, etc.) to discuss the cultural differences that are evident, noting the reactions of class members to these differences
• AC9LIT8C04_E9creating, individually as well as collaboratively, bilingual resources such as glossaries, signage, recipes, children’s stories, factual reports, timelines or brochures