Course Profile International Languages, Level
2, Open, Public
Unit 3: Pastime Activities
Time: 20 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6
Students explore how they spend their free time. Using sub-themes such as hobbies, dining out, shopping, entertainment, and vacation time, the teacher provides activities for students to practise and have their oral communication, reading, and writing skills evaluated. Technology affords access to a wide variety of information which is used to create practical projects: a survey, a pamphlet for a restaurant, a poster, a report on a visit to a city and on a family holiday.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.
Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, OS1.04, RE1.01, RE1.02, RE1.03, RE1.04, WR1.01, WR1.02, WR1.03, WR1.04, WR1.05, GL1.01, GL1.02, GL1.03, GL1.04, GL1.05, GL1.06, GL1.09, GL1.10.
|
Activity 1 |
Free Time |
180 minutes |
|
Activity 2 |
Dining Out |
180 minutes |
|
Activity 3 |
Shopping for Clothes |
240 minutes |
|
Activity 4 |
Watching TV |
180 minutes |
|
Activity 5 |
Describing a City |
180 minutes |
|
Activity 6 |
A Music Trip to Tuscany |
240 minutes |
· basic vocabulary associated with family, food, nutrition, leisure, transportation, and places
· partitive articles and nouns
· simple and contracted prepositions
· present tense of regular and frequently used irregular verbs
· regular adjectives and some irregular ones
· demonstrative and interrogative adjectives
· subject personal pronouns and interrogative pronouns
· vocabulary related to time, colours, food, leisure, transportation, places, basic salutations
· cardinal numbers (1-100)
· The teacher refers to The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999 to determine overall and specific expectations and establish the criteria checklists for the assessment and evaluation of student learning throughout the unit.
· The teacher refers to the resources listed.
· The teacher prepares all materials required for the unit.
· The teacher pre-teaches/reviews the grammar and language knowledge needed to complete this unit.
· The teacher provides rubrics/assessment and evaluation materials for student use throughout the unit.
· The teacher establishes with students the learning goals of the unit/activities.
· In this unit, the following teaching/learning strategies will be used: interviewing, oral communication, presenting/introducing, interactive/co-operative learning, brainstorming, investigating, writing, describing, discussing, and conferencing.
· oral/aural quizzes: teacher- or course-generated tests
· observation: formal and informal
· conferencing: student/teacher, student/student
· paper and pencil quizzes/tests
· performance: formal written assignment, role performances
· tools: anecdotal notes and comments, checklists, rating scales, quizzes, rubrics for oral and written assignments
· formal written assignments, oral presentations, projects
Boni, A. Italian Regional Cooking. New York: Crescent Books, 1989.
Cockburn, F., J. Gallup, and P. Gardini. Cyberproject: An Electronic Passport to the World of International Languages. Toronto: Toronto Board of Education, Modern Languages and Classic Department, 1997.
Costantino, M. The Italian Way. Illinois USA: Passport Books,1996. ISBN 0-8442-8072-0
Costantino, M. Avventure in città. New York: Amsco
School Publications, Inc. 1987.
ISBN 0-87720-589-2
Cremona, J. Buongiorno Italia ! A combined BBC Radio and Television course for beginners in Italian. London W120TT, BBC Books, 1986. ISBN 0-8219-0241-5
D’Alleva, J. Incontri Culturali, Cross-Cultural Mini-Dramas. Canada: Nelson,
1990.
ISBN 0-8442-8006-2
Danesi, M. Learn Italian The Fast And Fun Way. Toronto: Barron’s, 1985. ISBN 0-8120-2854-6
Danesi, M. ADESSO! Boston USA: Heinle & Heinle Publishing, 1992. ISBN 0-8384-1986-0
Graziano, G. Dialoghi Simpatici. A graded introductory reader for the beginning
students. NTC.
USA: Lincolnwood, Illinois, 1996. ISBN 0-8442-8042-9
Jackson, J. Ciao ! Primo, Secondo, Terzo Libro. Canada: Nelson, 1990.
ISBN 0-17-439224-9
Jackson, J. Ciao ! Teacher’s Resource Book and Copymasters for Primo, Secondo, and Terzo Libro. Canada: Nelson, 1990. ISBN 0-17-439229-X
Lazzarino, G. Prego ! An Invitation to Italian. Toronto:
McGraw-Hill. 1990.
ISBN 0-07-557426-8
Masella, A. Leggere con piacere. New York: AMSCO, 1976. ISBN 0-87720-591-4
Mollica, A. A te la scelta ! Libro primo. Welland, Ontario: Ontario éditions Soleil, 1992.
ISBN 0-921831-22-6
Pease, A and D. Bini. Italiano In Diretta – An Introductory Course.
Toronto: McGraw-Hill, 1989.
ISBN 0-07-557328-8
Speroni, C. and C. Golino. Basic Italian. Toronto. Holt, Rinehart
& Winston Inc., 1993.
ISBN 0-03074991-3
Idee pratiche per le lezioni di Italiano. Mary Glasgow Publications, Ltd., 1992. ISBN 07487-3715-4
Buongiorno Italia ! BBC Educational and Training Videos. BBC Education and Training.
Your Guide To 57 Decadent Cooking
Holidays in Italy
http://www.portal.ca/-McGowan
Parente, A. Your About.com Guide
to: Italian Culture
wysiwyg://157/http:/italianculture.miningco.com/msub28.htm
Italian Culture
wysiwyg://45/http://italianculture.about...home&terms=italian+pastimes&PM=113-300-T
Club Toscana Adventures
http://www3.sympatico.ca/toscana
Go Tuscany – What’s going on?
http://firenze.net/events/events.htm
Italian Music – Italian Culture
wysiwyg://45/http://italianculture.about…home&terms=pastimes&PM=113-300-T
Adesso web site
http//adesso.heinle.com
Consulate General of Italy, 136
Beverley St., Toronto, ON, M5T 1Y5.
Tel. (416) 977-2193. Fax (416) 977-5422. http://www.italconsulate.org
Ente Nazionale Italiano per il
Turismo, 1 Place Ville Marie, Suite 1914, Montreal, PQ, H3B 2C3.
Tel. 1-800-482-59047. Fax (514) 392-1429. http://www.italiantourism.com
Istituto Italiano di Cultura, 496
Huron St., Toronto, ON, M5R 2R3.
Tel (416) 921-3802/-0499. Fax (416) 962-2503. http://www.iicto-ca.org
local Regional Clubs and Community Cultural Centres of the country of the language studied
Radio and TV stations (e.g., CHIN International radio and TV station)
Time: 180 minutes
Students expand their vocabulary associated with leisure and fitness. They learn to speak about favourite leisure activities and, after conducting a survey, present a report in which they summarize their own preferences and dislikes as well as those of a number of classmates. Students present a brief report on typical pastimes in the country of the language of study.
Strand(s): Oral
communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands, using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., monuments, distinctive art forms);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs, and the Internet);
RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions);
WR1.02 - write answers to a variety of simple questions;
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers).
· some words associated with leisure
· the present tense of regular and some irregular verbs (e.g., to be, to have, to want, to go)
· some adverbs used to modify verbs and adjectives
· interrogative adjectives (e.g., which, what)
· regular and frequently used irregular adjectives
· review forms of the present tense of the verb to like
· reinforcement of the use of regular and frequently used irregular verbs in the present tense
· additional vocabulary (nouns, verbs, adjectives) related to leisure activities
· The teacher finds pictures illustrating leisure activities in books, magazines, newspapers, brochures, and travelogues.
· The teacher obtains videos and cassettes on pastime activities (see Resources at beginning of unit).
· The teacher prepares checklist of leisure activities.
· The teacher prepares a list of web sites of leisure activities that are popular in the country of the language of study.
· The teacher prepares model dialogues, lists of words, and expressions associated with leisure time.
· The teacher prepares rubric for and evaluation of the students’ oral project.
1. Whole class: students view videos or listen to cassettes related to how they spend leisure time. While watching the videos or listening to the tapes, students check off on their list the activities that they see or hear described.
2. Whole class: the teacher distributes magazine pictures with captions describing various leisure activities. Students read captions. The teacher assists students in understanding new vocabulary and expressions. Alternative for Academic course: students find their own pictures, describe them to the class, and create a story by placing the pictures in a logical sequence.
3. Individual: the teacher distributes pictures without captions. Students describe them orally in simple sentences. Alternative for Academic course: students also submit a written description.
4. Whole class: the teacher reviews the present tense of the verb to like.
5. Pair: using a list of verbs and a sample question and answer given by the teacher, students ask and answer questions using the verb to like followed by an infinitive associated with leisure activities. Based on these questions, they report orally on their peers’ likes and dislikes and practise verb forms in preparation for a written quiz.
6. Whole group: students go on-line to research popular pastimes in the country of the language of study and report on their findings orally. They may present their findings in a collage or poster. Alternative for Academic course: Students report on their research also in written form.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OS1.01, RE1.01, RE1.03, WR1.02, GL1.03, GL1.04, GL1.09. |
Observation Quiz |
Students identify leisure activity on check-off list. Students read or describe pictures without captions. Students complete sentences with forms of the verb to like. |
|
Communication |
OS1.02. |
Question and answer survey |
Students describe pictures. Students ask questions and report orally on peers’ likes/dislikes. |
|
Thinking/Inquiry Communication Application |
OL1.03, OS1.03, RE1.04, RE1.05. |
Rubric for oral project |
Students identify typical pastimes in the language of study. Students respond to reading material. Students report on popular pastimes in the country of the language of study. |
· Consult student’s Annual and/or Individual Education Plan.
· Students may listen to cassettes or view videos more then once.
· Instead of a written project on pastimes in the country of the language of study, students may complete an alternative performance task (e.g., collage, poster illustrating leisure activities).
· To add enrichment, the teacher has students prepare interview questions for a famous sports personality.
Printed Matter
Costantino, M. The Italian Way. Illinois: Passport Books, 1996. p. 17.
D’Alleva, J. Incontri Culturali, Cross-Cultural Mini-Dramas. Toronto: Nelson, 1990. p. 19.
Jackson, J. CIAO!, Primo (p. 71), Secondo (p. 90), Terzo libro. Toronto: Nelson, 1990. p. 104.
Mollica, A. A te la scelta! Libro primo. Welland, Ontario: Éditions Soleil, 1992. pp. 14, 15, 76, 77.
Technological
BBC educational and Training videos. BUONGIORNO ITALIA !Italian For Beginners. Twenty program, 25 minutes each.
Internet: sites on leisure and pastime activities in the country of the language of study.
Community
local community centres (e.g., Columbus Centre), and social clubs
Time: 180 minutes
Students learn the vocabulary and language conventions associated with food and nutrition. They practise the use of the partitive article with nouns and other expressions of quantity. A practical application of the knowledge acquired consists in the creation of an advertisement for a new restaurant, a wine tour or a gastronomical tour to a region.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands, using vocabulary and language structures appropriate to the level;
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs and the Internet);
RE1.05 - identify features of the culture of countries where the language is spoken (e.g., distinctive modes of travel, trade practices);
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers);
WR1.05 - apply knowledge of the culture of countries where the language is spoken in various practical activities, using print and electronic resources (e.g., prepare a report on the cuisine of a particular region).
· use of partitive with nouns
· prepositional phrases (e.g., at the restaurant, in the restaurant, etc.)
· present tense, regular verbs, and irregular verbs (e.g., to be, to have, to want, to like)
· regular and some irregular descriptive adjectives
· interrogative adjectives
· vocabulary associated with food and drink
· expressions pertaining to physical states and sensations (e.g., hunger, thirst, etc.)
· some irregular verbs (e.g., to need, to drink, to want)
· expressions of quantity and weight measures
· The teacher finds books/videos on regional cooking. (For Italian, consult resources listed in unit.)
· The teacher selects pamphlets advertising restaurants and menus that reflect the cuisine of the language of study, and organizes an outing to a restaurant, if possible.
· The teacher finds a large detailed political map of the country of the language of study with regions indicated.
· The teacher books time in the computer lab, if required for research project.
1. The teacher presents language expressions associated with food and beverages. Vocabulary might include kitchen utensils and table settings.
2. Whole class: presented with a situation, students choose from a list an expression logically associated with it. (e.g., At the end of a meal, your friend asks for the cheque. What would he/she say?
(a) il menu, per favore. (b) il conto, per favore.
(c) un caffè, per favore. (d) è
un pranzo a prezzo fisso.)
3. Pair: Students complete a dialogue between a client and a waiter by choosing logical expressions from a list of possible completions. Alternative for Academic course: students create and present their own dialogue.
4. Pair: given a menu in the language of study, students work in pairs, student A ordering food, student B acting as waiter.
5. Whole class: students learn expressions pertaining to human states and sensations (i.e., hunger, thirst). They also learn irregular verbs such as to drink, to eat, to pay.
6. Whole class: the teacher reviews, if necessary, the use of the partitive article. He/she also teaches other expressions of quantity such as piece, pack, jar, bag, box, can, bottle, slice.
7. Whole class: the teacher distributes/shows pamphlets advertising various types of restaurants. Students analyse the format and content of the advertisement. They then work in groups at designing a pamphlet for a restaurant serving food typical of the country. Alternative for Academic course: students design a menu in the language of study with a description of each dish.
8. Individual: research on the wines of Italy students locate and explore wine regions. They research a region of choice and present their findings in a collage or poster, using simple descriptive statements.
9. Individual: as an alternative to 8, students choose a region noted for its food, and present a gastronomical tour of the region using brief prepared notes.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
WR1.02, GL1.01, GL1.04 |
Quiz - multiple choice/fill-in-the-blanks |
Students complete test on irregular verbs and expressions of quantity. |
|
Communication
|
OL1.01, OS1.02, WR1.04, WR1.05 |
Checklist |
Students design a pamphlet for a restaurant. |
|
Thinking/Inquiry Application |
OS1.04, RE1.01, RE1.03, RE1.05, WR1.04, WR1.05 |
Rubric for oral/written project |
Students present project on wines or regional foods. |
· Consult student’s Annual and/or Individual Education Plan.
· Students may work in pairs on wine or food project.
· To add challenge, the teacher provides additional reading material related to regional wines and foods.
Printed Matter
Costantino, M, The Italian Way. Lincolnwood, Illinois: Passport Books. 1996. pp. 2, 69, 88.
Cremona, J. Buongiorno Italia! BBC Radio and Television course for beginners in
Italian. London W12
TT, 1992 p. 99.
D’Alleva, J. Incontri Culturali, Cross-Cultural Mini-Dramas. Toronto: Nelson, 1990.
pp. 11, 26, 27, 31
Graziano, G. Dialoghi Simpatici. A Graded Introductory Reader for the Beginning Students. Lincolnwood, Illinois: NTC. 1996. pp. 81, 82, 83, 85, 108, 109, 121, 122, 148, 150.
Idee pratiche per le lezioni di Italiano. London: Mary Glasgow Publications, Ltd., 1992
Technology
Buongiorno Italia ! BBC educational and training videos (Episode 9)
Internet: Your Guide To 57 Decadent
Cooking Holidays in Italy
http://www.portal.ca/-mcowan
Community
local restaurants, business, cultural centres, and social clubs.
Time: 240 minutes
Students name and describe clothes and accessories. They learn the language associated with buying clothes, including asking the sales person for help, and the price of each item. The teacher reviews the demonstrative adjectives, introduces and teaches the simple past of regular verbs. Students research and produce a poster.
Strands: Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands, using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., monuments, distinctive art forms);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.05 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);
RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.02 - write answers to a variety of simple questions;
WR1.05 - apply knowledge of the culture of countries where the language is spoken in various practical activities, using print and electronic resources (e.g., prepare a report on the cuisine of a particular region).
· regular and some irregular descriptive adjectives and their agreement with nouns, adjectives describing colours
· research techniques
· vocabulary associated with shopping for clothes
· past tense of regular verbs
· The teacher prepares/finds pictures of clothes and accessories.
· The teacher prepares sheets on past tense of verbs and agreement of adjectives.
· The teacher obtains video on shopping for various items. (For Italian, check resources in unit.)
· The teacher prepares a model dialogue between a client and a sales person.
· The teacher prepares a research template on an international fashion model.
1. Whole class: the teacher shows pictures of various items of clothing and pronounces the name of each one. Students repeat for correct pronunciation and intonation. If a video on shopping for clothing is available (e.g., Buongiorno Italia, Episode 3), the teacher shows it as an introduction to the lesson.
2. Individual: the teacher gives students a series of situations (e.g., at school, at home, at a party, etc.) and for each case, students describe what the appropriate dress is. This activity may take the form of a collage with brief captions for each item.
3. Individual: the teacher presents forms and uses of the simple past tense of regular verbs, and reviews the agreement of descriptive adjectives with nouns. Students practise verb forms and adjective agreements using prepared sheets.
4. Pair: the teacher presents a model dialogue between a salesperson and a client. Using the model, students write and present a scene between a client and a salesperson. The client is looking for an item in a certain colour and size. The sales person doesn’t have that particular item, but he/she tries to convince the client to buy another one in a different colour and size. Alternative for Academic course: students write and present a dialogue without using a model.
5. Individual: using print and technological resources, and with a template provided by the teacher, students search for and record information about an international fashion model. They make a poster of their favourite model, and describe what he/she is wearing. Alternative for Academic course: students do a project (written or oral) on the life and career of a fashion model.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, GL1.09 |
Observation Listening comprehension quiz |
Students listen and repeat new vocabulary items. Students view video and respond orally to comprehension questions. |
|
Knowledge/ Application |
WR1.02, GL1.04, GL1.05 |
Written test |
Students complete test on past tense and adjective agreement. |
|
Communication |
OS1.01, OS1.02 |
Rating scale for oral presentation |
Students respond to questions on appropriate dress in various situations. |
|
Communication Application |
OL1.01, OL1.02, OS1.02, WR1.01 |
Rubric for written activity |
Students write and present dialogue in a clothing store. |
|
Communication Application |
OS1.05, RE1.04, WR1.05 |
Rubric for research project |
Students research fashion model. Students fill in template about a fashion model and present information orally to the class. |
· Consult student’s Annual and/or Individual Education Plan.
· Students view video more than once.
· Students are given extra time to complete research assignment on fashion model.
· Students are assigned an alternative performance task (a poster, a collage).
· To add challenge, the teacher has students write more complex descriptive paragraphs on appropriate dress in different situations.
Printed Matter
Costantino, M. The Italian Way. Lincolnwood, Illinois: Passport Books. 1996. pp. 62, 90.
Idee pratiche per lezioni di italiano. Mary Glasgow Publications, Ltd., 1992.
Jackson, J. CIAO ! Terzo Libro. Toronto: Nelson, 1990. p. 127.
Jackson, J. CIAO ! Teacher’s Resource Book, Terzo Libro. Toronto: Nelson, 1990.
fashion magazine pictures
Technology
Buongiorno Italia ! BBC educational and training videos, Episode 3, Buying Things and Asking the Price. BBC Education & Training.
Time: 180 minutes
Having acquired vocabulary pertaining to leisure and pastimes, students are ready to expand their lexical repertoire to a sphere they know only too well: television. They now familiarize themselves with the vocabulary associated with this medium. They identify programs that they either like or dislike, and further practise questions by interviewing their classmates and the teacher in regard to their viewing habits. Together with the teacher, learners use simple vocabulary and language structures to describe events reported in the news. In so doing, they further practise the use of the simple past
Strands: Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape and CD-ROMs);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs, and the Internet);
RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.02 - write answers to a variety of simple questions;
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);
WR1.05 - apply knowledge of the culture of countries where the language is spoken in various practical activities, using print and electronic resources (e.g., prepare a report on the cuisine of a particular region).
· present tense of regular and some irregular verbs (e.g., to like, to have, to be, to want, to prefer, to dislike)
· descriptive adjectives (e.g., excellent, fabulous, interesting, sensational, strange, boring, ridiculous, funny, etc.)
· simple past of regular verbs
· expressions of time of day
· words associated with leisure activities in general and TV in particular
· reinforcement of regular verbs in simple past tense
· The teacher prepares a vocabulary list associated with television.
· The teacher prepares a questionnaire to survey students’ viewing habits.
· The teacher obtains a page of a TV guide in the language of study and makes copies for students.
· The teacher creates a simple model paragraph in the past tense describing a news event.
1. Whole class: the teacher distributes a list of various types of TV genres to familiarize students with vocabulary. With the help of the teacher, students identify the various types of programs and give one example for each type.
2. Individual: the teacher distributes a questionnaire to survey students’ viewing habits. They answer questions in simple but complete sentence form. They compare their answers with those of others in the class.
3. Individual: the teacher hands out a copy of a TV guide page written in the language of study. The teacher reviews/teaches how to tell time of day. Students practise by reading times printed in hours and minutes on the TV guide page. For each TV show, students say when it begins and ends.
4. Small group: students read for comprehension a description of at least two different types of programs listed in the TV page. They work in small groups to interpret the meaning of the text, then after taking notes, give a brief oral report on the programs chosen.
5. Whole class: the teacher distributes a model paragraph in the past tense describing a news event. Students read the paragraph, then write answers to questions related to the event. In so doing, they practise the use of the past tense. They hand in answers for formal teacher assessment. Alternative for Academic course: following the teacher’s model, students write a brief paragraph about an event reported in the news.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.02, OS1.02, RE1.01, RE1.04, WR1.01 |
Observation |
Students listen, read and give an example of different types of TV. |
|
Communication |
RE1.04, WR1.02 |
Checklist |
Students answer survey questions on viewing habits. |
|
Knowledge/ |
OL1.02, OS1.03, RE1.03, WR1.05, GL1.09 |
Observation Rubric for reading comprehension |
Students practise telling time of day. Students discuss and make notes on two types of TV programs. |
|
Communication Application |
OS1.03 |
Rubric for oral report |
Students give brief oral report on TV program. |
|
Knowledge/ |
RE1.04, WR1.03, GL1.04 |
Rubric for written evaluation |
Students read and write answers to questions on teacher model paragraph, using the past tense. |
· Consult student’s Annual and/or Individual Education Plan.
· Pair students of different abilities to work on tasks, e.g., descriptions of TV programs, paragraphs.
· Give extra time to prepare for oral presentations..
· Tape answers as an alternative to a written response.
· To add challenge, have students do additional original TV show descriptions.
Printed Matter
arts and entertainment section of a newspaper in the language of study
Danesi, M. ADESSO! Boston: Heinle & Heinle Pub, 1992. pp. 125, 163, 191.
Jackson, J. Ciao! Terzo Libro. Toronto: Nelson, 1990. pp. 104, 114.
Pease, A. Italiano in Diretta. Toronto: McGraw-Hill, 198. pp. 186, 198.
Community
CHIN TV and radio station
Time: 180 minutes
Students learn the necessary vocabulary to identify city spaces and to describe buildings in their own street or neighbourhood. Using the Internet, they find out information about a major city in the country of the language of study, and its landmarks. As a culminating activity, they report about their visit to this city and, in so doing, they further practise the use of the past tense.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands, using vocabulary and language structures appropriate to the level;
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);
RE1.05 - identify features of the culture of countries where the language is spoken (e.g., distinctive modes of travel, trade practices);
WR1.02 - write answers to a variety of simple questions;
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers);
WR1.05 - apply knowledge of the culture of countries where the language is spoken in various practical activities, using print and electronic resources (e.g., prepare a report on the cuisine of a particular region).
· present tense of regular and frequently used irregular verbs (e.g., to be, to have, to want, to go)
· regular and frequently used irregular descriptive adjectives
· simple prepositions and articles
· simple past tense
· vocabulary associated with city spaces
· reinforcement of use of prepositions, simple and contracted, in front of nouns
· reinforcement of agreement of adjectives and nouns
· reinforcement of simple past of regular and most frequently used irregular verbs (e.g., to go, to come)
· The teacher assembles pictures of city buildings.
· The teacher prepares copies of neighbourhood maps.
· The teacher makes copies of a political map of the country where the language of study is spoken.
· The teacher prepares pencil paper-type quizzes on the use of prepositions and agreement of adjectives with nouns.
· The teacher books time in the computer lab for Internet research.
1. Whole class: using pictures of various city landmarks, the teacher introduces the necessary vocabulary associated with city spaces. Students repeat new vocabulary. Correct pronunciation is emphasized by the teacher.
2. Whole class: the teacher distributes a map of a city neighbourhood. Students use the language of study to label buildings on the map.
3. Whole class: the teacher reviews the use of prepositions, simple and contracted. Students practise the use of contractions in front of names of city buildings (e.g., in the bank, at the stadium, to the church, etc.). Students practise agreement of nouns and adjectives by describing city spaces in their own street or in their neighbourhood.
4. Whole class: the teacher distributes copies of a map of the country where the language of study is spoken. On the map, dots represent the location of important cities. Names of the cities are listed at the bottom. With the help of a political map of the country, students locate the cities on the map.
5. Individual: Using the Internet, students find out information about a city in the country of the language of study (e.g., important monuments, museums, theatres, and other places of interest). Students identify/list the landmarks they wish to visit there. Alternative for Academic course: students illustrate landmarks chosen in descriptive statements.
6 Whole class: as a culminating activity, students report about their visit to the international city of choice (e.g., where they stayed, people they met, places they visited, etc.). The report may be oral and may take the form of a poster where photographs are accompanied by brief descriptive statements. Alternative for Academic course: the report may take the form of a journal accompanied by a taped commentary.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OS1.01 |
Observation |
Students listen to the teacher pronouncing new vocabulary. Students repeat for correct pronunciation. |
|
Application |
WR1.02 |
Checklist Map |
Students label buildings on neighbourhood map. Students locate cities on political map. |
|
Knowledge/ |
GL1.02, GL1.05 |
Paper/pencil test |
Students use prepositions, agreement of adjectives and nouns. |
|
Knowledge/ |
RE1.05, WR1.04 |
Observation Checklist |
Students consult Internet to find information on landmarks in international cities. Students use Internet to make writing more effective |
|
ApplicationCommunication |
OS1.04,
WR1.05 |
Rubric for oral/written assignment |
Students report on visit to international city of choice. |
· Consult student’s Annual and/or Individual Education Plan.
· Students may present their descriptions of city spaces orally.
· To add challenge, the teacher may require students to locate international cities without the help of a political map to test their geographical knowledge of the country of the language of study.
Printed Matter
Cockburn, F., J. Gardini, and P. Gallup. Cyberproject: An Electronic Passport to the World of International Languages. Toronto: Toronto Board of Education, Modern Languages and Classic Department, 1997.
Costantino, M. Avventure in città... New York: Amsco School Publications, Inc. pp. 26-28.
Cremona, J. Buongiorno Italia ! A Combined BBC Radio and Television Course for Beginners in Italian. London: BBC Books.
Graziano, C. Dialoghi Simpatici. Toronto: National Textbook Company, 1996. pp. 58, 59.
Jackson, J. CIAO! Primo Libro. Toronto: Nelson, 1990. pp.14-21.
Jackson, J. CIAO! Secondo Libro. Toronto: Nelson 1990 pp. 47-53.
Jackson, J. CIAO! Primo, Second, Terzo Libro. Teacher’s Resource Book Toronto Nelson, 1990.
Speroni, C. and C. Golino. Basic Italian, Seventh Edition. Toronto: Holt Rinehart and Winston, 1993.
Idee pratiche per lezioni di italiano. London: Mary Glasgow Publications Ltd, 1992. pp. 14-17.
Technological
Internet
Community
travel agencies, community centres, libraries with access to Internet
Time: 240 minutes
This culminating activity allows students to apply the vocabulary and language structures learned during the unit. Students work at a group project on a vacation trip to a region of a country where the language of study is spoken. They use print and electronic media to search for information, keep a record of their activities in group logs/journals and present their findings in oral and written form.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., monuments, distinctive art forms);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs, and the Internet);
RE1.05 - identify features of the culture of countries where the language is spoken (e.g., distinctive modes of travel, trade practices);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);
WR1.05 - apply knowledge of the culture of countries where the language is spoken in various practical activities, using print and electronic resources (e.g., prepare a report on the cuisine of a particular region).
· ability to research using print and technological resources
· ability to read age- and language-appropriate passages from various sources
· ability to organize and keep a record of findings
· words associated with family, leisure, transportation, city spaces
· time of day, days of the week, months of the year
· present tense of regular and frequently used irregular verbs (e.g., to be, to have, to want, to go)
· simple past of regular verbs in affirmative and negative constructions
· words associated with different styles of music and dance
· words associated with transportation, geography, places (e.g., museums, art galleries, hotels) reinforcement of the use of present and simple past tense of regular and frequently used irregular verbs
· adverbs of time (e.g., yesterday, today, tomorrow)
· word order in simple and complex sentences
· The teacher assembles pamphlets, brochures, pictures, videos, etc., illustrating major tourist and cultural attractions of a region/city in the country where the language of study is spoken.
· The teacher locates a political map of the country.
· The teacher books time in the library/computer lab.
1. Whole class: the teacher explains the general topic of the project, illustrates on the board the mechanics of working in jigsaw groups, and divides the class into pre-arranged groups of four or five students, called “home groups,” to which the students eventually return to complete the jigsaw exercise.
2. Whole class: the teacher distributes a written copy of the details of the project:
The Bianchi family is quite a musical family. Music is
their life, all kinds of music! Mr. Bianchi loves opera; his wife adores it but
she also loves classical music, Vivaldi in particular. Christian, their teenage
son, is too young to appreciate opera. He is a jazz fan. He heard Zucchero once
and he would like to know more about him. Patrizia, the daughter, has a
dream…to become a ballerina.
The Bianchis decide to go to Tuscany for their summer
vacation and enjoy music in the “terra del bel canto”. They also want to visit
many of Florence’s museums, galleries, churches, buildings, and gardens. A day
or two by the beach on the beautiful Tuscan coast will make the two kids very
happy. A “pensione” in Florence will be the residence for the family’s
vacation.
Students use print and technological resources to:
· search for and select the best places (cities and/or towns) in Tuscany where the Bianchi family can enjoy listening to their favourite style of music;
· decide on the summer month that would best suit the musical interests of each member of the family;
· search for and list the main museums and art galleries in Florence: name, location, exhibits, visiting hours, etc.;
· search for a place on the Tuscan coast not too far from Florence where Patrizia and Christian can spend a day or two swimming and getting la tintarella;
· find an comfortable, but affordable pensione in downtown Florence.
3. Small group (home group): with the assistance of the teacher, groups read the project and discuss the information required to complete it. The teacher forms “expert groups,” choosing at least one student from each of the home groups. The teacher assigns one of the research tasks of the project to each expert group.
4. Small group (expert group): students use print and technological resources to find out the information required to complete the specific task assigned to them. Each student takes notes on all findings in order to be able to present information to his/her home group.
5. Small group (home group): each student “expert” explains findings to the other members of his/her home group. Home group prepares a written report for the teacher, incorporating the information found.
6. Small group (home group): students role-play one situation (short dialogue) from the experiences of the Bianchi family on holiday.
|
Categories |
Expectations |
Tools |
Activities |
|
Thinking/Inquiry Knowledge/ |
OL1.02, OS1.02, RE1.05, WR1.03, WR1.05, GL1.04, GL1.07, GL1.09 |
Observation |
Students find and record information on their specific task. |
|
Communication Application |
OS1.02, OS1.04, RE1.03, GL1.04, GL1.07, GL1.09 |
Observation Checklist |
Students present information to other members of their home group. |
|
Communication Application |
WR1.01, WR1.05, GL1.04, GL1.07, GL1.09 |
Rubric for written project |
Students prepare written summary of findings. |
|
Communication Application |
OL1.03, OS1.02, OS1.04 |
Rubric for oral presentation |
Students role-play holiday situation. |
· Consult student’s Annual and/or Individual Education Plan.
· Allow students extra time to complete each task.
· Allow some students to use cue cards in oral presentation.
· To add challenge, the teacher has students do more in-depth research on one aspect of the project.
Printed Matter
Cremona, J. Buongiorno Italia! Italian for Beginners. London: BBC Books. (Chapters 7, 8, 14, 15)
Michelin Guide to Italy.
Technological BBC educational and training videos! Buongiorno Italia! Italian For Beginners. (Episodes 6, 7, 8, 9)
Club Toscana Adventures
http://www3.sympatico.ca/toscana
Go Tuscany-What’s going on?
http://firenze.net/events/events.htm
Italian Music – Italian Culture
wysiwyg://45/http://italianculture.about…home&terms=pastimes&PM=113-300-T
Adesso web site
http//adesso.heinle.com
Community
Consulate General of Italy, 136
Beverley St., Toronto, ON, M5T 1Y5.
Tel. (416) 977-2193. Fax (416) 977-5422. http://www.italconsulate.org
Ente Nazionale Italiano per il
Turismo, 1 Place Ville Marie, Suite 1914, Montreal, PQ, H3B 2C3.
Tel. 1-800-482-59047. Fax (514) 392-1429. http://www.italiantourism.com
Istituto Italiano di Cultura, 496 Huron
St., Toronto, ON, M5R 2R3.
Tel (416) 921-3802/-0499. Fax (416) 962-2503. http://www.iicto-ca.org