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Italian Language & Culture (6-Year Program) Grade 7 - 12 (2006)

© Alberta Education, Canada 
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This program of studies is intended for students who are beginning their study of Italian language and culture in Grade 7. The Italian Language and Culture Six-year Program, Grades 7–8–9, constitutes the first three years of the six-year program while 10-6Y, 20-6Y and 30-6Y constitute the last three years.

Introduction
Global Citizenship

Preparing youth to meet the challenges of the new millennium, in a world that is increasingly interdependent, is one of the more important objectives of language education.

Globalization and our multicultural society have increased the need for knowledge of other languages and cultures for effective communication, for better human relations within our own diverse Canadian society, and for a competitive edge in the shrinking world of economics.

Through the study of languages, students learn to recognize, respect and appreciate the cultural diversity of Canadian society and the countries of the world.

Learning Italian, just as learning any other language, develops thinking skills and learning strategies that are transferable to other learning situations.

Knowledge of Italian is helpful for understanding the development of European culture. The study of Italian also develops awareness of, and sensitivity to, the cultural and linguistic diversity of Canadian society.

A Means of Communication

Communication is the fundamental basis for human relationships. Italian is learned to enable communication with Italian speakers, but it is also useful in many fields of endeavour, including the study of bel canto; classical music; cultural, historical and scientific research; and travelling. Italy, as a modern industrialized country, attracts millions of people from every corner of the globe to its shores for many reasons.

Millions of Italians have migrated to many countries, including Canada, in the last two centuries. Language and culture have been retained wherever Italians have settled. Toronto, Montreal, New York and Melbourne are a few examples of cities where Italian culture has flourished and where language has been retained.

Personal and Cognitive Benefits

There is plenty of evidence to suggest that learning another language contributes to the development of first language skills and enhances not only vocabulary but improves cognitive functioning. Learning a second language increases the ability to conceptualize and to think abstractly; and it fosters more cognitive flexibility, greater divergent thinking, creativity and metalinguistic competence.

Maintaining Language Skills and Cultural Connections

For those students who already have some knowledge of Italian or a family connection to the culture, there is the opportunity to renew contact with the language, culture and heritage.

Economic Benefits

In today’s world, knowledge of another language and culture in general, and Italian language and culture in particular, is very valuable. It can open the door to exciting career opportunities in almost every kind of business, industry and profession. Indeed, the knowledge of another language and culture enables people to communicate and interact effectively in the global marketplace and workplace.

Assumptions

The following statements are assumptions that have guided the development process of this program of studies.

  • Language is communication.
  • All students can be successful learners of language and culture, although they will learn in a variety of ways and acquire proficiency at varied rates.
  • All languages can be taught and learned.
  • Learning Italian as a second language leads to enhanced learning in both the student’s primary language and in related areas of cognitive development and knowledge acquisition. This is true of students who come to the class with some background knowledge of Italian and develop literacy skills in the language. It is also true for students who have no cultural or linguistic background in Italian and are studying Italian as a second language.
The Conceptual Model

The aim of this program of studies is the development of communicative competence in Italian.

Four Components

For the purposes of this program of studies, communicative competence is represented by four interrelated and interdependent components.

Applications deal with what the students will be able to do with the language, the functions they will be able to perform and the contexts in which they will be able to operate.

Language Competence addresses the students’ knowledge of the language and their ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used.

Global Citizenship aims to develop intercultural competence, with a particular focus on cultures of the Italian-speaking world.

Strategies help students learn and communicate more effectively and more efficiently.

Each of these components is described more fully in the corresponding section of this program of studies.

Modes of Communication

Because of the focus on using language to communicate in specific contexts, with a particular purpose or task in mind, three modes of communication are used to organize some of the specific outcomes.

Interaction is most often direct, face-to-face oral communication, but it can take the form of written communication between individuals, using a medium such as e-mail where the exchange of information is fairly immediate. It is characterized principally by the opportunity to actively negotiate meaning; that is, helping others understand and working to understand others. Interactive communication generally requires more speed but less accuracy than the other two modes.

Interpretation is receptive communication of oral and written messages in contexts where the listener or reader is not in direct contact with the creator of the message. While there is no opportunity to ask for clarification, there is sometimes the possibility of rereading or listening again, consulting references, or making the meaning clearer in other ways. Reading and listening will sometimes involve viewing and interpreting visual elements, such as illustrations in books or moving images in television and film. Interpretation goes beyond a literal comprehension to include an understanding of some of the unspoken or unwritten meaning intended by the speaker or author.

Production is communication of oral and written messages in contexts where the audience is not in personal contact with the speaker or writer, or in situations of one-to-many communication; e.g., a lecture or a performance where there is no opportunity for the listener to interact with the speaker. Oral and written presentations will sometimes be enhanced by representing the meaning visually, using pictures, diagrams, models, drama techniques or other nonverbal forms of communication. Greater knowledge of the language and culture is required to ensure that communication is successful, since the participants cannot directly negotiate meaning.

A Spiral Progression

Language learning is integrative, not merely cumulative. Each new element that is added must be integrated into the whole of what has gone before. The model that best represents the students’ language learning progress is an expanding spiral. Their progression is not only vertical (e.g., increased proficiency) but also horizontal (e.g., broader range of applications and experience with more text forms, contexts and so on). The spiral also represents how language learning activities are best structured. Particular lexical fields, learning strategies or language functions, for example, are revisited at different points in the program, but from a different perspective, in broader contexts or at a slightly higher level of proficiency each time. Learning is reinforced, extended and broadened with each successive pass.

Organization of the Program of Studies
General Outcomes

General outcomes are broad statements identifying the knowledge, skills and attitudes that students are expected to achieve in the course of their language learning experience. The four general outcomes serve as the foundation for this program of studies and are based on the conceptual model outlined above.

Applications [A]

  • Students will use Italian in a variety of situations and for a variety of purposes.

Language Competence [LC]

  • Students will use Italian effectively and competently.

Global Citizenship [GC]

  • Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Italian-speaking world.

Strategies [S]

  • Students will know and use various strategies to maximize the effectiveness of learning and communication.

The order in which the general outcomes are presented in the program of studies does not represent a sequential order, nor does it indicate the relative importance of each component. The general outcomes are to be implemented in an integrated manner.

Overview

Specific Outcomes

Each general outcome is further broken down into specific outcomes that students are to achieve by the end of each grade/course.

The specific outcomes are categorized under cluster headings, which show the scope of each of the four general outcomes. These headings are shown in the Overview section above.

The specific outcomes within each cluster are further categorized by strands, which show the developmental flow of learning from the beginning to the end of the program. However, an outcome for a particular grade/course will not be dealt with only in that particular year of the program. The spiral progression that is part of the conceptual model means that activities in the years preceding will prepare the ground for acquisition and in the years following will broaden applications.

The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner.

Applications Overview

Students will use Italian in a variety of situations and for a variety of purposes.
Cluster:Strand:
A-1 to receive and impart informationA-1.1 share factual information
A-2 to express emotions and personal perspectivesA-2.1 share ideas, thoughts, opinions, preferences
A-2.2 emotions, feelings
A-3 to get things doneA-3.1 guide actions of others
A-3.2 state personal actions
A-3.3 manage group actions
A-4 to form, maintain and change interpersonal relationshipsA-4.1 manage personal relationships
A-5 to extend their knowledge of the worldA-5.1 discover and explore
A-5.2 gather and organize information
A-5.3 solve problems
A-5.4 explore opinions and values
A-6 for imaginative purposes and personal enjoymentA-6.1 humour/fun
A-6.2 creative/aesthetic purposes
A-6.3 personal enjoyment

The specific outcomes under the heading Applications deal with what the students will be able to do with the Italian language; that is, the functions they will be able to perform and the contexts in which they will be able to operate.

The functions are grouped under six cluster headings—see the illustration above. Under each of these headings there are one or more strands, which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a specific language function; e.g., share factual information. Students at any level will be able to share factual information. Beginning learners will do this in very simple ways. As students gain more knowledge and experience, they will broaden the range of subjects they can deal with, they will learn to share information in writing as well as orally, and they will be able to handle formal and informal situations.

Different models of communicative competence have organized language functions in a variety of ways. The organizational structure chosen here reflects the needs and interests of students in a classroom where activities are focused on meaning and are interactive. For example, the strand entitled “manage group actions” has been included to ensure that students acquire the language necessary to function independently in small groups, since this is an effective way of organizing second language classrooms. The strands under the cluster heading “to extend their knowledge of the world” will accommodate a content-based approach to language learning where students learn content from another subject area as they learn the Italian language.

The level of linguistic, sociolinguistic and discourse competence that students will exhibit when carrying out the functions is defined in the specific outcomes for Language Competence for each course. To know how well students will be able to perform the specific function, the Applications outcomes must be read in conjunction with the Language Competence outcomes.

Language Competence Overview

Students will use Italian effectively and competently.
Cluster:Strand:
LC-1 attend to formLC-1.1 phonology
LC-1.2 orthography
LC-1.3 lexicon
LC-1.4 grammatical elements
LC-2 interpret and produce oral and written textsLC-2.1 aural interpretation
LC-2.2 written interpretation
LC-2.3 visual interpretation
LC-2.4 oral production
LC-2.5 interactive fluency
LC-2.6 written production
LC-2.7 representation
LC-3 apply knowledge of the sociocultural contextLC-3.1 register
LC-3.2 idiomatic expressions
LC-3.3 variations in language
LC-3.4 social conventions
LC-3.5 nonverbal communication
LC-4 apply knowledge of how the Italian language is organized, structured and sequencedLC-4.1 cohesion/coherence
LC-4.2 text forms
LC-4.3 patterns of social interaction

Language competence is a broad term that includes linguistic or grammatical competence, discourse competence, sociolinguistic or sociocultural competence, and what might be called textual competence. The specific outcomes under Language Competence deal with knowledge of the Italian language and the ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used. Language competence is best developed in the context of activities or tasks where the language is used for real purposes; in other words, in practical applications.

The various components of language competence are grouped under four cluster headings—see the table above. Under each of these headings there are several strands which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a single aspect of language competence. For example, under the cluster heading “attend to form,” there is a strand for phonology (pronunciation, stress, intonation), orthography (spelling, mechanical features), lexicon (vocabulary words and phrases) and grammatical elements (syntax and morphology).

Although the outcomes isolate these individual aspects, language competence should be developed through learning activities that focus on meaningful uses of the Italian language and on language in context. Tasks will be chosen based on the needs, interests and experiences of students. The vocabulary, grammar structures, text forms and social conventions necessary to carry out a task will be taught, practised and assessed as students are involved in various aspects of the task itself, not in isolation.

Strategic competence is often closely associated with language competence, since students need to learn ways to compensate for low proficiency in the early stages of learning if they are to engage in authentic language use from the beginning. This component is included in the language use strategies in the Strategies section.

Global Citizenship Overview

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Italian-speaking world.
Cluster:Strand:
GC-1 historical and contemporary elements of Italian-speaking culturesGC-1.1 accessing/analyzing cultural knowledge
GC-1.2 applying cultural knowledge
GC-1.3 diversity within Italian-speaking
cultures
GC-1.4 valuing Italian-speaking cultures
GC-2 affirming and valuing diversityGC-2.1 awareness of first language
GC-2.2 general language knowledge
GC-2.3 awareness of Canadian culture
GC-2.4 general cultural knowledge
GC-2.5 valuing diversity
GC-2.6 intercultural skills
GC-3 personal and career opportunitiesGC-3.1 Italian language and Italian-speaking cultures
GC-3.2 cultural and linguistic diversity

The learning outcomes for Global Citizenship deal with the development of intercultural competence, encompassing some of the knowledge, skills and attitudes that students need in order to be effective global citizens. The concept of global citizenship encompasses citizenship at all levels, from the local school and community to Canada and the world.

The various components of global citizenship are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a single aspect of intercultural competence. For example, under the cluster heading “historical and contemporary elements of Italian-speaking cultures,” there are strands for the processes and methods of acquiring knowledge about Italian-speaking cultures, applications of that knowledge to aid comprehension and to communicate in appropriate ways, positive attitudes toward Italian-speaking cultures as well as knowledge of the diversity within those cultures.

Developing cultural knowledge and skills is a lifelong process. Knowledge of one’s own culture is acquired over a lifetime. Cultures change over time. Within any national group, there may be a dominant culture or cultures and a number of minority cultures. Rather than developing a bank of knowledge about the Italian-speaking cultures, it is more important for students to develop skills in accessing and understanding information about culture and in applying that knowledge for the purposes of interaction and communication. Students will gain cultural knowledge in the process of developing these skills. In this way, if they encounter elements of the cultures they have not learned about in class, they will have the skills and abilities to deal with them effectively and appropriately.

The “affirming and valuing diversity” heading covers knowledge, skills and attitudes that are developed as a result of bringing other languages and cultures into relationship with one’s own. There is a natural tendency when learning a new language and culture to compare it with what is familiar. Many students leave a second language learning experience with a heightened awareness and knowledge of their own language and culture. They will also be able to make some generalizations about languages and cultures based on their experiences and those of their classmates, who may have a variety of cultural backgrounds. This will provide students with an understanding of diversity within both a global and a Canadian context.

Strategies Overview

Students will know and use various strategies to maximize the effectiveness of learning and communication.
Cluster:Strand:
S-1 language learningS-1.1 cognitive
S-1.2 metacognitive
S-1.3 social/affective
S-2 language useS-2.1 interactive
S-2.2 interpretive
S-2.3 productive
S-3 general learningS-3.1 cognitive
S-3.2 metacognitive
S-3.3 social/affective

Under the Strategies heading are specific outcomes that will help students learn and communicate more effectively. Strategic competence has long been recognized as an important component of communicative competence. The learning outcomes that follow deal not only with compensation and repair strategies, important in the early stages of language learning when proficiency is low, but with strategies for language learning, language use in a broader sense, as well as general learning strategies that help students acquire content. Although people may use strategies unconsciously, the learning outcomes deal only with the conscious use of strategies.

The strategies are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands that show the development of awareness and skill in using strategies from grade to grade or course to course. Each strand deals with a specific category of strategy. Language learning and general learning strategies are categorized as cognitive, metacognitive and social/affective. The language use strategies are organized by communicative mode: interactive, interpretive, productive.

The strategies that students choose depend on the task they are engaged in as well as on other factors, such as their preferred learning style, personality, age, attitude and cultural background. Strategies that work well for one person may not be effective for another person, or may not be suitable in a different situation. For this reason it is not particularly useful to say that students should be aware of, or able to use, a specific strategy in a particular course. Consequently, the specific outcomes describe the students’ knowledge of, and ability to use, general types of strategies. More specific strategies for each general category or type are included in the sample list of strategies below. The specific strategies provided in the sample list are not prescriptive but are provided as an illustration of how the general strategies in the specific outcomes might be developed.

Teachers need to know and be able to demonstrate a broad range of strategies from which students are then able to choose in order to communicate effectively. Strategies of all kinds are best taught in the context of learning activities where students can apply them immediately and then reflect on their use.

SAMPLE LIST OF STRATEGIES
Language Learning Strategies

Cognitive

  • listen attentively
  • perform actions to match the words of a song, story or rhyme
  • learn short rhymes or songs, incorporating new vocabulary or sentence patterns
  • imitate sounds and intonation patterns
  • memorize new words by repeating them silently or aloud
  • seek the precise term to express meaning
  • repeat words or phrases in the course of performing a language task
  • make personal dictionaries
  • experiment with various elements of the language
  • use mental images to remember new information
  • group together sets of things—vocabulary, structures—with similar characteristics
  • identify similarities and differences between aspects of the Italian language and own language
  • look for patterns and relationships
  • use previously acquired knowledge to facilitate a learning task
  • associate new words or expressions with familiar ones, either in Italian or in own language
  • find information, using reference materials like dictionaries, textbooks and grammars
  • use available technological aids to support language learning; e.g., cassette recorders, computers
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • place new words or expressions in a context to make them easier to remember
  • use induction to generate rules governing language use
  • seek opportunities outside of class to practise and observe
  • perceive and note down unknown words and expressions, noting also their context and function
  • be aware of cognates whose meanings vary in different languages

Metacognitive

  • check copied writing for accuracy
  • make choices about how you learn
  • rehearse or role-play language
  • decide in advance to attend to the learning task
  • reflect on learning tasks with the guidance of the teacher
  • make a plan in advance about how to approach a language learning task
  • reflect on the listening, reading and writing process
  • decide in advance to attend to specific aspects of input
  • listen or read for key words
  • evaluate own performance or comprehension at the end of a task
  • keep a learning log
  • experience various methods of language acquisition, and identify one or more considered to be particularly useful personally
  • be aware of the potential of learning through direct exposure to the language
  • know how strategies may enable coping with texts containing unknown elements
  • identify problems that might hinder successful completion of a task, and seek solutions
  • monitor own speech and writing to check for persistent errors
  • be aware of own strengths and weaknesses, identify own needs and goals, and organize strategies and procedures accordingly

Social/Affective

  • initiate or maintain interaction with others
  • participate in shared reading experiences
  • seek the assistance of a friend to interpret a text
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of language learning
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • use self-talk to feel competent to do the task
  • be willing to take risks, and try unfamiliar tasks and approaches
  • repeat new words and expressions occurring in own conversations, and make use of these new words and expressions as soon as appropriate
  • reduce anxiety by using mental techniques, such as positive self-talk or humour
  • work with others to solve problems, and get feedback on tasks
  • provide personal motivation by arranging own rewards when successful
Language Use Strategies

Interactive

  • use words from own first language to get meaning across; e.g., use a literal translation of a phrase in the first language, use a first language word but pronounce it as in Italian
  • acknowledge being spoken to
  • interpret and use a variety of nonverbal cues to communicate; e.g., mime, pointing, gestures, drawing pictures
  • indicate lack of understanding verbally or nonverbally; e.g., scusi, mi dispiace, non ho capito, raised eyebrows, blank look
  • ask for clarification or repetition when something is not understood; e.g., Che cosa vuoi dire?, Può ripetere, per favore?
  • use other speakers’ words in subsequent conversations
  • assess feedback from a conversation partner to recognize when a message has not been understood; e.g., raised eyebrows, blank look
  • start again, using a different tactic, when communication breaks down; e.g., Quello che cerco di dire è …
  • use a simple word similar to the concept to convey, and invite correction; e.g., pesce for trota
  • invite others into the discussion
  • ask for confirmation that a form used is correct; e.g., Si può dire così?
  • use a range of fillers, hesitation devices and gambits to sustain conversations; e.g., ma, veramente, dov'ero
  • use circumlocution to compensate for lack of vocabulary; e.g., quello per appendere i panni for attaccapanni
  • repeat part of what someone has said to confirm mutual understanding; e.g., Allora, quello che tu vuoi dire è …
  • summarize the point reached in a discussion to help focus the talk
  • ask follow-up questions to check for understanding; e.g., Mi spiego?
  • use suitable phrases to intervene in a discussion; e.g., parlando di …
  • self-correct if errors lead to misunderstandings; e.g., Quello che voglio dire è …

Interpretive

  • use gestures, intonation and visual supports to aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations to aid reading comprehension
  • determine the purpose of listening
  • listen or look for key words
  • listen selectively based on purpose
  • make predictions about what is expected to be heard or read, based on prior knowledge and personal experience
  • use knowledge of the sound–symbol system to aid reading comprehension
  • infer probable meanings of unknown words or expressions from contextual clues
  • prepare questions or a guide to note down information found in a text
  • use key content words or discourse markers to follow an extended text
  • reread several times to understand complex ideas
  • summarize information gathered
  • assess own information needs before listening, viewing or reading
  • use skimming and scanning to locate key information in texts

Productive

  • mimic what the teacher says
  • use nonverbal means to communicate
  • copy what others say or write
  • use words visible in the immediate environment
  • use resources to increase vocabulary
  • use familiar repetitive patterns from stories, songs, rhymes or media
  • use illustrations to provide detail when producing own texts
  • use various techniques to explore ideas at the planning stage, such as brainstorming or keeping a notebook or log of ideas
  • use knowledge of sentence patterns to form new sentences
  • be aware of and use the steps of the writing process: prewriting (gathering ideas, planning the text, researching, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
  • use a variety of resources to correct texts; e.g., personal and commercial dictionaries, checklists, grammars
  • take notes when reading or listening to assist in producing own text
  • revise and correct final version of text
  • use circumlocution and definition to compensate for gaps in vocabulary
  • apply grammar rules to improve accuracy at the correction stage
  • compensate for avoiding difficult structures by rephrasing
General Learning Strategies

Cognitive

  • classify objects and ideas according to their attributes; e.g., red objects and blue objects, or animals that eat meat and animals that eat plants
  • use models
  • connect what is already known with what is being learned
  • experiment with and concentrate on one thing at a time
  • focus on and complete learning tasks
  • record key words and concepts in abbreviated form—verbal, graphic or numerical—to assist with performance of a learning task
  • use mental images to remember new information
  • distinguish between fact and opinion when using a variety of sources of information
  • formulate key questions to guide research
  • make inferences, and identify and justify the evidence on which these inferences are based
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • seek information through a network of sources, including libraries, the Internet, individuals and agencies
  • use previously acquired knowledge or skills to assist with a new learning task

Metacognitive

  • reflect on learning tasks with the guidance of the teacher
  • choose from among learning options
  • discover how own efforts can affect learning
  • reflect upon own thinking processes and how you learn
  • decide in advance to attend to the learning task
  • divide an overall learning task into a number of subtasks
  • make a plan in advance about how to approach a task
  • identify own needs and interests
  • manage own physical working environment
  • keep a learning journal, such as a diary or a log
  • develop criteria for evaluating own work
  • work with others to monitor own learning
  • take responsibility for planning, monitoring and evaluating learning experiences

Social/Affective

  • watch others’ actions and copy them
  • seek help from others
  • follow own natural curiosity and intrinsic motivation to learn
  • participate in cooperative group learning tasks
  • choose learning activities that enhance understanding and enjoyment
  • be encouraged to try, even though mistakes might be made
  • take part in group decision-making processes
  • use support strategies to help peers persevere at learning tasks; e.g., offer encouragement, praise, ideas
  • take part in group problem-solving processes
  • use self-talk to feel competent to do the task
  • be willing to take risks, and try unfamiliar tasks and approaches
  • monitor own level of anxiety about learning tasks, and take measures to lower it if necessary; e.g., deep breathing, laughter
  • use social interaction skills to enhance group learning activities
Grade 7
Applications (Gr. 7)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. understand and answer simple structured questions; e.g., their name
  • b. identify people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express simple preferences
  • b. express a personal response; e.g., respond to a song or story
  • A–2.2 share emotions, feelings
  • a. respond to and express emotions and feelings; e.g., sono felice
A–3 to get things done
  • A–3.1 guide actions of others
  • a. indicate basic needs and wants
  • b. give and respond to simple instructions and commands
  • c. ask for permission
  • A–3.2 state personal actions
  • a. respond to offers, invitations and instructions
  • b. ask or offer to do something
  • A–3.3 manage group actions
  • a. manage turn taking
  • b. encourage other group members to act appropriately
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange greetings and farewells
  • b. address a new acquaintance, and introduce themselves
  • c. exchange some basic personal information
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the immediate environment; e.g., use kinaesthetic, spatial and musical abilities
  • A–5.2 gather and organize information
  • a. gather simple information
  • b. organize items in different ways
  • A–5.3 solve problems
  • a. experience problem-solving situations in the classroom; e.g., in stories
  • A–5.4 explore opinions and values
  • a. listen attentively to the opinions expressed
  • b. respond sensitively to the ideas and products of others
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Italian for fun; e.g., learn simple riddles, jingles and humorous songs
  • A–6.2 creative/aesthetic purposes
  • a. engage in creative activities; e.g., concrete poetry, tongue twisters
  • A–6.3 personal enjoyment
  • a. identify language activities for personal enjoyment
Language Competence (Gr. 7)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. distinguish particular sounds of Italian
  • b. pronounce some common words and phrases comprehensibly
  • LC–1.2 orthography
  • a. recognize and name elements of the writing system; e.g., letters of the alphabet and capitalization rules
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • school
    • family
    • friends
    • time and weather
    • holidays
    • restaurants
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Verbs:
      • present progressive of verbs in -are, -ere, -ire; e.g., sto studiando, sto leggendo, sto dormendo
    • Adverbs:
      • comparative: meno, più, meglio, peggio
    • Prepositions:
      • simple: con, per, tra, fra

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Pronouns:
      • disjunctive: a me, a te, a lui, a lei, a noi, a voi, a loro
    • Interrogatives:
      • chi, che cosa, dove, quando, come, perchè, quanto/quanti, quanta/quante
    • Articles:
      • definite: il, i, la, le, l'
    • Verbs:
      • reflexive; e.g., mi lavo, mi siedo, mi vesto
      • imperative of verbs in -are, -ere, -ire; e.g., studia, studiamo, studiate, leggi, leggiamo, leggete, dormi, dormiamo, dormite
    • Adjectives:
      • possessive; e.g., il mio, il tuo, il suo
      • demonstrative: questo, questi, questa, queste

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Nouns:
      • gender and number; e.g., libro/libri, penna/penne, cane/cani
    • Pronouns:
      • personal: io, tu, lui, lei, noi, voi, loro
    • Articles:
      • indefinite: un, uno, una, un'
    • Verbs:
      • present tense of verbs in -are; e.g., studio; avere and essere; fare and dare
      • impersonal verb piacere: mi piace la fragola, mi piacciono le fragole
    • Adjectives:
      • gender and number; e.g., piccolo/piccoli, piccola/piccole; grande/grandi
      • cardinal numbers; e.g., uno, due, tre
      • ordinal numbers; e.g., primo, secondo, terzo
      • demonstrative: questo, questi, questa, queste
    • Adverbs:
      • bene, male, molto, poco
    • Prepositions:
      • simple: di, a, da, in, su
    • Conjunctions:
      • e, o, ma, poi
    • Negative Form:
      • e.g., non studio, non leggo, non dormo

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral and written texts
  • LC–2.1 aural interpretation
  • a. understand the meaning of simple spoken sentences in guided situations
  • LC–2.2 written interpretation
  • a. understand the meaning of short, simple written texts in guided situations
  • LC–2.3 visual interpretation
  • a. derive meaning from visuals and other forms of nonverbal communication in guided situations
  • LC–2.4 oral production
  • a. produce meaningful words, phrases and short simple sentences, orally, in guided situations
  • LC–2.5 interactive fluency
  • a. interact using simple words and phrases in modelled situations
  • LC–2.6 written production
  • a. produce meaningful, short, simple written phrases in guided situations
  • LC–2.7 representation
  • a. use visuals and other forms of nonverbal communication to express meaning in guided situations; e.g., cartoons, illustrations, fine arts
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. distinguish between formal and informal situations; e.g., tu, Lei
  • LC–3.2 idiomatic expressions
  • a. understand and use some simple idiomatic expressions; e.g., ho-fame/sete/sonno
  • LC–3.3 variations in language
  • a. experience variations in language; e.g., regional, age-related
  • LC–3.4 social conventions
  • a. use basic social expressions appropriate to the classroom; e.g. per piacere, grazie, scusa
  • LC–3.5 nonverbal communication
  • a. understand the meaning of and imitate some common nonverbal means of communication
LC–4 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. link words or groups of words with simple linear connections; e.g., ma, perchè
  • LC–4.2 text forms
  • a. experience a variety of oral and print text forms in guided situations; e.g., lists, simple paragraphs, simple dialogue
  • LC–4.3 patterns of social interaction
  • a. recognize and respond to simple interpersonal communication patterns; e.g., salutation patterns, leave-taking patterns
Global Citizenship (Gr. 7)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. ask questions, using English, about elements of Italian cultures experienced in class
  • b. make observations of Italian cultures
  • c. participate in activities and experiences that reflect elements of Italian cultures
  • GC–1.2 applying cultural knowledge
  • a. identify elements of Italian cultures in the classroom
  • b. explore some elements of Italian cultures
  • GC–1.3 diversity within Italian-speaking cultures
  • a. experience diverse elements of Italian cultures
  • GC–1.4 valuing Italian-speaking cultures
  • a. participate in cultural activities and experiences
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. recognize similarities between their first language and Italian
  • GC–2.2 general language knowledge
  • a. explore the variety of languages spoken by their schoolmates and members of their community
  • b. identify similarities among words from different languages within their personal experience
  • GC–2.3 awareness of Canadian culture
  • a. recognize similarities between Canadian culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. participate in activities and experiences that reflect elements of different cultures
  • GC–2.5 valuing diversity
  • a. work and interact with others who are different
  • GC–2.6 intercultural skills
  • a. adapt to new situations
GC–3 personal and career opportunities
  • GC–3.1 Italian language and Italian-speaking cultures
  • a. suggest some reasons for learning Italian
  • GC–3.2 cultural and linguistic diversity
  • a. suggest some reasons for learning an additional language
  • b. suggest some reasons for participating in activities and experiences that reflect elements of different cultures
Strategies (Gr. 7) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance language learning; e.g., memorize new words by repeating them silently or aloud
  • S–1.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance language learning; e.g., rehearse or role-play language
  • S–1.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance language learning; e.g., seek the assistance of a friend to interpret a text, participate in shared reading experiences

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. use simple interactive strategies with guidance; e.g., interpret and use a variety of verbal and nonverbal cues to communicate
  • S–2.2 interpretive
  • a. use simple interpretive strategies with guidance; e.g., attend to gestures, intonation and visual supports, use illustrations to aid reading comprehension
  • S–2.3 productive
  • a. use simple productive strategies with guidance; e.g., copy what others say or write, use words that are visible in the immediate environment

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies to enhance general learning; e.g., connect what they already know with what they are learning, classify objects according to attributes
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies to enhance general learning; e.g., discover how their efforts can affect their learning
  • S–3.3 social/affective
  • a. use simple social and affective strategies to enhance general learning; e.g., take risks, seek help from others

Further examples of general learning strategies are available in the Strategies Overview section.

Grade 8
Applications (Gr. 8)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. ask for and provide information
  • b. describe people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. identify favourite people, places or things
  • b. express a personal response to a variety of situations
  • A–2.2 share emotions, feelings
  • a. ask about and express feelings such as love, sadness, surprise and fear; e.g., ho paura
  • b. record and share personal experiences involving an emotion or feeling
A–3 to get things done
  • A–3.1 guide actions of others
  • a. suggest a course of action, and respond to a suggestion
  • b. make and respond to a variety of simple requests
  • c. seek, grant or withhold permission
  • A–3.2 state personal actions
  • a. indicate choice from among several options
  • b. express a wish or a desire to do something
  • A–3.3 manage group actions
  • a. ask for help or clarification of what is being said or done in the group
  • b. suggest, initiate or direct action in group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate relationships; e.g., invite others to play
  • b. apologize and refuse politely
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the immediate environment
  • b. make and talk about personal observations
  • A–5.2 gather and organize information
  • a. sequence items in different ways
  • b. record and share personal knowledge of a topic
  • A–5.3 solve problems
  • a. choose between alternative solutions
  • b. define a problem, and search for solutions
  • A–5.4 explore opinions and values
  • a. make connections between behaviour and values; e.g., in texts or role-play
  • b. recognize differences of opinion
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. manipulate words or phrases to express humour
  • A–6.2 creative/aesthetic purposes
  • a. use Italian creatively; e.g., create a picture story with captions
  • A–6.3 personal enjoyment
  • a. use Italian for personal enjoyment; e.g., make a collection of pictures or artifacts related to Italian cultures
Language Competence (Gr. 8)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. use comprehensible pronunciation, stress and intonation when producing familiar words or phrases
  • LC–1.2 orthography
  • a. recognize spelling patterns and rules, and use basic mechanical features; e.g., punctuation and capitalization
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • daily activities
    • camping
    • food
    • sports
    • travel
    • pets, animals
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Verbs:
      • imperfect of verbs in -are, -ere, -ire; e.g., studiavo, leggevo, dormivo
      • present perfect of reflexive verbs in -are, -ere, -ire; e.g., mi sono lavato/lavata

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Nouns:
      • derivatives; e.g., gelato/gelataio
      • diminutives; e.g., biscotto/biscottino
    • Pronouns:
      • direct object: lo, li, la, le
      • indirect object: gli, le, loro
      • possessive; e.g., il mio, il tuo, il suo
    • Articles:
      • definite: lo, gli
      • partitive: del, dei, dello, degli, della, delle, dell'
    • Verbs:
      • present progressive of verbs in -are, -ere, -ire
      • present perfect of verbs in -are, -ere, -ire with essere and avere; e.g., ho dormito, sono andato/sono andata
      • future of verbs in -are, -ere, -ire; e.g., studierò, leggerò, dormirò, avrò, saro, farò, darò
    • Adjectives:
      • comparative: così (adjective) come, tanto (adjective) quanto, più (adjective) di, meno (adjective) di, più (adjective) che, meno (adjective) che
      • relative superlative; e.g., il più (adjective) di, la più (adjective) di
      • demonstrative: quel, quei, quegli, quell', quello, quelli, quella, quelle
      • absolute superlative; e.g., molto alto, altissimo
    • Adverbs:
      • comparative: meno, più, meglio, peggio
      • adjective with -mente; e.g., lentamente, dolcemente
    • Prepositions:
      • simple: con, per, tra, fra
      • compound; e.g., del, dei, dello, degli, della, delle, dell'

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Pronouns:
      • disjunctive: a me, a te, a lui, a lei, a noi, a voi, a loro
    • Interrogatives:
      • chi, che cosa, dove, quando, come, perchè, quanto/quanti, quanta/quante
    • Verbs:
      • imperative of verbs in are, -ere, -ire; e.g., studia, studiamo, studiate, leggi, leggiamo, leggete, dormi, dormiamo, dormite
      • present perfect of verbs in are, -ere, -ire with avere
      • reflexive; e.g., mi lavo, mi siedo, mi vesto
    • Adjectives:
      • possessive: il mio, il tuo, il suo
      • demonstrative: questo, questi, questa, queste
    • Conjunctions:
      • dopo, allora, prima

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral and written texts
  • LC–2.1 aural interpretation
  • a. understand the meaning of short, simple oral texts in a variety of guided situations
  • LC–2.2 written interpretation
  • a. understand the meaning of short, simple written texts in a variety of guided situations
  • LC–2.3 visual interpretation
  • a. derive meaning from a variety of visuals and other forms of nonverbal communication in guided situations
  • LC–2.4 oral production
  • a. produce meaningful simple sentences, orally, in guided situations
  • LC–2.5 interactive fluency
  • a. interact using a sequence of simple sentences in guided situations
  • LC–2.6 written production
  • a. produce meaningful simple sentences in writing, using familiar structures in a variety of guided situations
  • LC–2.7 representation
  • a. use a variety of visuals and other forms of nonverbal communication to express meaning in guided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. use simple forms of formal and informal registers, with guidance
  • LC–3.2 idiomatic expressions
  • a. use simple idiomatic expressions in a variety of situations, with guidance
  • LC–3.3 variations in language
  • a. experience variations in language; e.g., babbo, papà
  • LC–3.4 social conventions
  • a. identify important conventions in various social interactions; e.g., shaking hands, kissing cheeks
  • LC–3.5 nonverbal communication
  • a. use a variety of simple nonverbal means of communication in guided situations; e.g., nodding for “yes” or shaking head for “no”
LC–4 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. link a sequence of sentences in an organized fashion; e.g., poi, dopo, e
  • LC–4.2 text forms
  • a. recognize and use some simple oral and print text forms in guided situations; e.g., lists, letters, stories, songs
  • LC–4.3 patterns of social interaction
  • a. initiate and respond to simple interpersonal communication in guided situations; e.g., short telephone call, e-mail message
Global Citizenship (Gr. 8)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. seek out information about Italian cultures from authentic sources; e.g., people
  • b. identify some things they have in common with people their own age who live in an Italian culture
  • c. participate in activities and experiences that reflect elements of Italian cultures
  • GC–1.2 applying cultural knowledge
  • a. identify elements of Italian cultures in the school and community
  • GC–1.3 diversity within Italian-speaking cultures
  • a. identify some elements that reflect diversity within Italian cultures; e.g., food, costumes and dialects
  • GC–1.4 valuing Italian-speaking cultures
  • a. participate in cultural activities and experiences
  • b. identify similarities between themselves and people of the culture being studied
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. recognize similarities between their first language and Italian; e.g., different spellings for similar words, cognates
  • GC–2.2 general language knowledge
  • a. identify similarities and differences between writing systems for different languages
  • GC–2.3 awareness of Canadian culture
  • a. recognize contrasts between Canadian culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. recognize that culture is expressed through a variety of forms
  • GC–2.5 valuing diversity
  • a. engage in activities that reflect other ways of doing things or other perspectives
  • GC–2.6 intercultural skills
  • a. listen with attention to the opinions of others
GC–3 personal and career opportunities
  • GC–3.1 Italian language and Italian-speaking cultures
  • a. identify some personal uses they have made of their knowledge of the Italian language and Italian-speaking cultures
  • GC–3.2 cultural and linguistic diversity
  • a. identify some reasons for participating in activities and experiences that reflect elements of different cultures
Strategies (Gr. 8) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use a variety of simple cognitive strategies, with guidance, to enhance language learning; e.g., use mental images to remember new information, repeat phrases
  • S–1.2 metacognitive
  • a. use a variety of simple metacognitive strategies, with guidance, to enhance language learning; e.g., make a plan in advance about how to approach a language learning task, reflect on the listening, reading and writing process, check copied writing for accuracy
  • S–1.3 social/affective
  • a. use a variety of simple social and affective strategies, with guidance, to enhance language learning; e.g., work cooperatively with peers in small groups, understand that making mistakes is a natural part of language learning

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. use a variety of simple interactive strategies with guidance; e.g., ask for clarification or repetition when they do not understand
  • S–2.2 interpretive
  • a. use a variety of interpretive strategies with guidance; e.g., make predictions about what they expect to hear or read, listen or look for key words
  • S–2.3 productive
  • a. use a variety of productive strategies with guidance; e.g., use knowledge of sentence patterns to form new sentences

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use simple cognitive strategies to enhance general learning; e.g., write down key words and concepts in abbreviated form
  • S–3.2 metacognitive
  • a. identify and use simple metacognitive strategies to enhance general learning; e.g., make a plan in advance about how to approach a task
  • S–3.3 social/affective
  • a. identify and use simple social and affective strategies to enhance general learning; e.g., participate in cooperative group learning tasks

Further examples of general learning strategies are available in the Strategies Overview section.

Grade 9
Applications (Gr. 9)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. ask for and provide information on a variety of familiar topics
  • b. describe sequences of events or actions
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express likes and dislikes
  • b. record and share thoughts and ideas with others; e.g., keep a journal of ideas for stories
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings
  • b. record and share personal experiences involving a feeling; e.g., sono contento/a
A–3 to get things done
  • A–3.1 guide actions of others
  • a. relay simple messages
  • b. encourage others to perform an action, or discourage others from a course of action
  • c. give and follow a simple sequence of instructions
  • A–3.2 state personal actions
  • a. make an offer or an invitation, and respond to offers and invitations made by others
  • b. inquire about and express ability/inability to do something
  • A–3.3 manage group actions
  • a. encourage other group members to participate
  • b. assume a variety of roles and responsibilities as group members
  • c. negotiate in a simple way with peers in small-group tasks
  • d. offer to explain or clarify
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. talk about themselves, and respond to the talk of others by showing attention or interest
  • b. make and break social engagements
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore alternative classification systems and criteria for categories
  • b. discover relationships and patterns
  • A–5.2 gather and organize information
  • a. compare and contrast items in simple ways
  • b. compose questions to guide research
  • c. identify sources of information
  • d. record observations
  • A–5.3 solve problems
  • a. recognize and describe a problem, then propose solutions
  • b. understand and use the steps in the problem-solving process
  • A–5.4 explore opinions and values
  • a. express views on a variety of topics within direct experience
  • b. gather opinions on a topic within direct experience
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Italian for fun and humour; e.g., explore humorous cartoons, songs and poems
  • A–6.2 creative/aesthetic purposes
  • a. use Italian creatively and for aesthetic purposes; e.g., write poems based on simple, repetitive and modelled language, write acrostic poems
  • A–6.3 personal enjoyment
  • a. use Italian for personal enjoyment, reflecting personal preferences and interests
Language Competence (Gr. 9)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. recognize some of the effects that intonation and stress have in different situations
  • LC–1.2 orthography
  • a. recognize and use some basic spelling patterns and basic mechanical conventions
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • music
    • clothing
    • movies (film)
    • transportation
    • summer vacation
    • technology
    • any other lexical fields that meet their needs and interests
  • b. recognize that one word may have multiple meanings, depending on the context, and that various words and expressions may express the same idea
  • LC–1.4 grammatical elements
  • b. use, in structured situations,2 the following grammatical elements: ...
    • Nouns:
      • compound; e.g., capolavoro
    • Pronouns:
      • relative: a cui
    • Verbs:
      • present tense of sapere, conoscere; e.g., so, conosco
      • imperfect of verbs in -are, -ere, -ire; e.g., studiavo, leggevo, dormivo
    • Negative Expressions:
      • non (verb) più
      • non (verb) ancora
      • non (verb) mai
      • non (verb) niente

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Nouns:
      • derivatives; e.g., gelato/gelataio
      • diminutives; e.g., biscotto/biscottino
    • Pronouns:
      • relative: che
      • direct object: lo, li, la, le
      • indirect object: gli, le, loro
      • possessive; e.g., il mio, il tuo, il suo
    • Articles:
      • definite: lo, gli, il, i, la, le, l'
      • partitive: del, dei, dello, degli, della, delle, dell'
    • Verbs:
      • present of verbs in -are, -ere, -ire; e.g., leggo, dormo
      • present progressive of verbs in -are, -ere, -ire
      • present tense of modal verbs: volere, potere, dovere
      • present perfect of verbs in -are, -ere, -ire with essere and avere; e.g., ho dormito, sono andato/sono andata
      • future of verbs in -are, -ere, -ire
    • Adjectives:
      • demonstrative: quel, quei, quello, quegli, quella, quelle, quelli, quell'
      • absolute superlative; e.g., molto alto, altissimo
      • comparative: così (adjective) come, tanto (adjective) quanto, più (adjective) di, meno (adjective) di, più (adjective) che, meno (adjective) che
      • relative superlative; e.g., il più (adjective) di, la più (adjective) di
    • Adverbs:
      • adjective with -mente; e.g., lentamente, dolcemente, facilmente
      • comparative: meno, più, meglio, peggio
    • Prepositions:
      • simple: per, tra, fra, con
      • compound; e.g., del, dei, dello, della, delle, dell'
    • Conjunctions:
      • però

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral and written texts
  • LC–2.1 aural interpretation
  • a. understand the meaning of a variety of simple oral texts, in guided and unguided situations
  • LC–2.2 written interpretation
  • a. understand the meaning of a variety of simple written texts in guided and unguided situations
  • LC–2.3 visual interpretation
  • a. derive meaning from a variety of visual elements in guided and unguided situations
  • LC–2.4 oral production
  • a. produce a variety of meaningful, short, simple oral texts in guided and unguided situations
  • LC–2.5 interactive fluency
  • a. interact using a combination of sentences in guided and unguided situations
  • LC–2.6 written production
  • a. produce a variety of meaningful, short, simple written texts in guided and unguided situations
  • LC–2.7 representation
  • a. use a variety of visuals and other forms of nonverbal communication to express meaning in guided and unguided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. use formal and informal registers in a variety of guided situations
  • LC–3.2 idiomatic expressions
  • a. use learned idiomatic expressions in new contexts to enhance communication
  • LC–3.3 variations in language
  • a. experience variations in language
  • LC–3.4 social conventions
  • a. recognize expressions that are appropriate in a specific situation; e.g., condoglianze, auguri
  • LC–3.5 nonverbal communication
  • a. use a variety of simple nonverbal means of communication in guided and unguided situations; e.g., waving
LC–4 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. link sentences with connectors
  • LC–4.2 text forms
  • a. use a variety of simple text forms in guided and unguided situations; e.g., cinquain, poetry, multimedia presentations
  • LC–4.3 patterns of social interaction
  • a. use a variety of social interaction patterns in guided and unguided situations; e.g., social invitations, ordering food in a restaurant, statement agreement/disagreement
Global Citizenship (Gr. 9)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. compare and make connections between some elements of Italian cultures and their own
  • GC–1.2 applying cultural knowledge
  • a. identify commonalities and differences between Italian cultures and their own
  • b. apply knowledge of Italian cultures to interpret similarities and differences between these cultures and their own
  • GC–1.3 diversity within Italian-speaking cultures
  • a. identify commonalities and differences among diverse groups within Italian cultures
  • b. apply knowledge of Italian cultures to interpret similarities and differences among diverse groups within these cultures
  • GC–1.4 valuing Italian-speaking cultures
  • a. express an interest in finding out about people their own age who speak Italian
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify similarities and differences between their first language and Italian; e.g., different social conventions
  • GC–2.2 general language knowledge
  • a. recognize that within a linguistic group, people from different regions and/or social contexts may use differing pronunciation, vocabulary and structure
  • GC–2.3 awareness of Canadian culture
  • a. identify similarities and differences between Canadian culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. recognize some of the factors that affect the culture of a particular region
  • GC–2.5 valuing diversity
  • a. identify the limitations of adopting a single perspective
  • GC–2.6 intercultural skills
  • a. reflect on their actions and the consequences of their actions for others
GC–3 personal and career opportunities
  • GC–3.1 Italian language and Italian-speaking cultures
  • a. identify some careers for which knowledge of an international language is useful
  • b. identify some places that they could visit where the Italian language is spoken
  • GC–3.2 cultural and linguistic diversity
  • a. identify some personal uses they have made of their knowledge of different languages and cultures
Strategies (Gr. 9) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance language learning; e.g., look for patterns and relationships, use previously acquired knowledge to facilitate a learning task
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning; e.g., reflect on learning tasks with the guidance of the teacher
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance language learning; e.g., take part in group work, participate in brainstorming

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies; e.g., use different tactics to maintain communication
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies; e.g., infer probable meanings of unknown words or expressions from contextual clues
  • S–2.3 productive
  • a. identify and use a variety of productive strategies; e.g., use resources to increase vocabulary

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning; e.g., distinguish between fact and opinion when using a variety of sources of information
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning; e.g., identify their own needs and interests
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning; e.g., use support strategies to help peers persevere at learning tasks

Further examples of general learning strategies are available in the Strategies Overview section.

10-6Y
Applications (10-6Y)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. provide information on several aspects of a topic; e.g., give a simple report
  • b. understand and use definitions, comparisons and examples
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express agreement and disagreement, approval and disapproval, satisfaction and dissatisfaction, and interest and lack of interest
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings in a variety of familiar contexts
  • b. compare the expression of emotions and feelings in a variety of informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions in a variety of situations
  • b. give and respond to advice and warnings
  • A–3.2 state personal actions
  • a. state personal actions in the past, present or future
  • b. make a promise, and express intention in a variety of situations
  • A–3.3 manage group actions
  • a. check for agreement and understanding
  • b. express disagreement in an appropriate way
  • c. express appreciation, enthusiasm, support and respect for contributions of others
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in casual exchanges with classmates
  • b. use routine means of interpersonal communications; e.g., telephone calls, personal notes, e-mail messages
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. ask questions to gain knowledge and clarify understanding
  • b. explore meaning in a variety of ways; e.g., drawing a diagram, making a model, rephrasing
  • A–5.2 gather and organize information
  • a. gather information from a variety of resources; e.g., print, human, multimedia
  • b. organize and manipulate information; e.g., transform information from texts into other forms, such as tables, diagrams and story maps
  • A–5.3 solve problems
  • a. describe a problem, and propose solutions
  • A–5.4 explore opinions and values
  • a. explore how values influence behaviour; e.g., describe characters and their motivations in a story
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Italian for fun and to interpret humour; e.g., interpret humorous cartoons, songs and poems
  • A–6.2 creative/aesthetic purposes
  • a. engage in creative, aesthetic language activities; e.g., create a picture story with captions, or create and perform a skit
  • A–6.3 personal enjoyment
  • a. use Italian for personal enjoyment; e.g., find a personal pen pal and exchange letters
Language Competence (10-6Y)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. produce essential sounds, stress and intonation patterns of the Italian language
  • LC–1.2 orthography
  • a. apply basic spelling rules and use mechanical conventions with reasonable accuracy
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • fashion
    • celebrations
    • famous people
    • hobbies
    • leisure time
    • the community
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Nouns:
      • masculine ending in -ema; e.g., il problema, i problemi
    • Pronouns:
      • double object; e.g., me la, te la, gliela, ce la, ve la, la (verb) loro
    • Verbs:
      • present conditional of verbs in -are, -ere, -ire; e.g., studierei, leggerei, dormirei
    • Adjectives:
      • irregular superlative; e.g., ottimo, pessimo, maggiore, minore
    • Adverbs:
      • absolute superlative; e.g., benissimo, malissimo, moltissimo, pochissimo
    • Prepositions:
      • compound; e.g., per il, per la, con il, con la

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Pronouns:
      • indefinite: ognuno, ognuna

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Nouns:
      • compound; e.g., capolavoro
      • collective; e.g., classe
      • abstract; e.g., gioia
    • Pronouns:
      • relative: a cui
      • indefinite: ognuno, ognuna
    • Articles:
      • partitive: del, dei, dello, degli, della, delle, dell’
    • Verbs:
      • imperfect of verbs in -are, -ere, -ire
      • present tense of sapere and conoscere
    • Negative Expressions:
      • non (verb) più
      • non (verb) ancora
      • non (verb) mai
      • non (verb) niente

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral and written texts
  • LC–2.1 aural interpretation
  • a. understand the meaning of short oral texts in guided and unguided situations
  • LC–2.2 written interpretation
  • a. understand the main point and some supporting details of written texts on familiar topics in guided situations
  • LC–2.3 visual interpretation
  • a. derive meaning from a variety of visual elements in a variety of media in guided situations
  • LC–2.4 oral production
  • a. produce oral texts on familiar topics, providing some detail in guided situations
  • LC–2.5 interactive fluency
  • a. engage in short interactions on familiar topics
  • LC–2.6 written production
  • a. produce short, simple written texts in guided and unguided situations
  • LC–2.7 representation
  • a. express meaning through the use of a variety of visual elements in guided situations; e.g., advertising, brochures, videos
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. explore formal and informal uses of language in a variety of contexts
  • LC–3.2 idiomatic expressions
  • a. use learned idiomatic expressions in a variety of contexts, and identify unfamiliar idiomatic expressions in a variety of contexts
  • LC–3.3 variations in language
  • a. recognize influences resulting in variations in language; e.g., age, social class, geographical region
  • LC–3.4 social conventions
  • a. explore and use learned social conventions
  • LC–3.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts
LC–4 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. use a variety of conventions to structure texts; e.g., pauses, titles, paragraphs and letter forms
  • b. use references within texts; e.g., subject and object pronouns, demonstratives
  • LC–4.2 text forms
  • a. explore, understand and use various text forms, delivered through a variety of media, in guided situations; e.g., videotaped instructions, reports with visuals
  • LC–4.3 patterns of social interaction
  • a. initiate and respond to interpersonal communication patterns in guided situations; e.g., social invitations – accept/decline with explanation
Global Citizenship (10-6Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. formulate questions about elements of the cultures; e.g., patterns of behaviour or interaction typical of people their own age
  • b. explore and identify some elements of the cultures; e.g., key historical events and their influence on contemporary ways of life and cultural values
  • c. use basic research skills to find out about the cultures
  • GC–1.2 applying cultural knowledge
  • a. explore and identify some social aspects of Italian life; e.g., festivals, sports, communities
  • b. understand behaviours that are different from their own; e.g., use of public transportation
  • GC–1.3 diversity within Italian-speaking cultures
  • a. apply knowledge of Italian cultures to interpret similarities and differences among diverse groups within the cultures
  • GC–1.4 valuing Italian-speaking cultures
  • a. identify contributions of Italian-speaking cultures to own society and to global society
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. compare oral and written aspects of their first language and Italian
  • b. identify some words in their first language that have been borrowed from Italian
  • GC–2.2 general language knowledge
  • a. recognize that languages can be grouped into families based on common origins
  • b. identify how and why languages borrow from one another
  • GC–2.3 awareness of Canadian culture
  • a. identify some influences on the development of their personal identity
  • GC–2.4 general cultural knowledge
  • a. recognize some of the factors that affect the culture of a particular region
  • GC–2.5 valuing diversity
  • a. recognize and acknowledge different perspectives
  • GC–2.6 intercultural skills
  • a. explore various strategies for interpersonal communication with people from different cultures
GC–3 personal and career opportunities
  • GC–3.1 Italian language and Italian-speaking cultures
  • a. identify aspects of the history, literature, arts and crafts of Italian cultures that are of personal interest
  • GC–3.2 cultural and linguistic diversity
  • a. identify aspects of the history, literature, arts and crafts of different cultures that are of personal interest
Strategies (10-6Y) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance language learning; e.g., associate new words or expressions with familiar ones, either in Italian or in own language
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning; e.g., evaluate own performance or comprehension at the end of a task, keep a learning log
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance language learning; e.g., seek help from others, get feedback on tasks

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. identify and use appropriate interactive strategies to deal with specific communicative situations; e.g., invite others into discussions, ask for confirmation that a form used is correct
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies; e.g., prepare questions or a guide to note down information found in a text
  • S–2.3 productive
  • a. identify and use a variety of productive strategies; e.g., be aware of and use the steps of the writing process

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning; e.g., use mental images to remember new information
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning; e.g., set up an environment favourable to learning
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning; e.g., use encouragement and praise to help peers

Further examples of general learning strategies are available in the Strategies Overview section.

20-6Y
Applications (20-6Y)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. share facts about events that took place in the past or that may take place in the future
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express probability and certainty
  • A–2.2 share emotions, feelings
  • a. express emotions and feelings in formal situations; e.g., communicate a complaint in a store or restaurant
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions or requests in formal situations; e.g., in a bank, department store, restaurant
  • A–3.2 state personal actions
  • a. accept or decline an offer or invitation, giving an explanation
  • A–3.3 manage group actions
  • a. clarify another member’s contribution
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. give and respond to compliments
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore and express the meaning of what they are doing; e.g., what they will learn from a particular activity
  • A–5.2 gather and organize information
  • a. gather information, using a prepared format; e.g., interview people using prepared questions
  • A–5.3 solve problems
  • a. generate and evaluate alternative solutions to problems
  • A–5.4 explore opinions and values
  • a. provide reasons for their position on an issue
  • b. distinguish fact from opinion
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Italian for fun and to interpret and express humour; e.g., learn and perform songs, dances and short plays
  • A–6.2 creative/aesthetic purposes
  • a. use Italian creatively and for aesthetic purposes; e.g., write new words to a known melody, or create a rap
  • A–6.3 personal enjoyment
  • a. use Italian for personal enjoyment; e.g., use the Internet, watch television or films
Language Competence (20-6Y)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. use intonation, stress and rhythm appropriately in familiar situations
  • LC–1.2 orthography
  • a. apply spelling rules and mechanical conventions consistently and accurately
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • professions and occupations
    • the environment
    • health
    • festivals
    • media
    • shopping
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Verbs:
      • past absolute of verbs in -are, -ere, -ire; e.g., studiai, credei or credetti, dormii
      • past conditional of verbs in -are, -ere, -ire; e.g., avrei studiato, avrei letto, avrei dormito, sarei andato/sarei andata
      • present subjunctive of verbs in -are, -ere, -ire; e.g., che io studi, che io legga, che io dorma
    • Conjunctions:
      • used with subjunctive; e.g., benchè, affinchè

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Nouns:
      • masculine ending in -ema; e.g., il problema, i problemi
      • masculine ending in -amma; e.g., il programma, i programmi
      • feminine ending in -si; e.g., la crisi, le crisi
    • Pronouns:
      • double object; e.g., me la, te la, giela, ce la, ve la, la (verb) loro
    • Verbs:
      • present conditional of verbs in -are, -ere, -ire; e.g., studierei, leggerei, dormirei
    • Adjectives:
      • irregular superlative; e.g., ottimo, pessimo, maggiore, minore
    • Adverbs:
      • absolute superlative; e.g., benissimo, malissimo, moltissimo, pochissimo
    • Prepositions:
      • compound; e.g., per il, per la, con il, con la

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Adverbs:
      • of time; e.g., adesso, ora, durante, mentre

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral and written texts
  • LC–2.1 aural interpretation
  • a. understand short oral texts on familiar topics in guided situations
  • LC–2.2 written interpretation
  • a. understand the main point and supporting details of written texts on familiar topics in guided situations
  • LC–2.3 visual interpretation
  • a. interpret visual elements in a variety of media in guided and unguided situations
  • LC–2.4 oral production
  • a. produce oral texts on familiar topics, providing a variety of details to support the main point in guided and unguided situations
  • LC–2.5 interactive fluency
  • a. manage simple, spontaneous, routine interactions, asking for repetition or clarification
  • LC–2.6 written production
  • a. produce a variety of short, simple written texts in guided and unguided situations
  • LC–2.7 representation
  • a. express meaning through the use of visual elements in a variety of media
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. adjust language to social situations and purpose
  • LC–3.2 idiomatic expressions
  • a. explore and interpret idiomatic expressions in popular, contemporary culture
  • LC–3.3 variations in language
  • a. experiment with some variations in language
  • LC–3.4 social conventions
  • a. interpret and use a variety of social conventions
  • LC–3.5 nonverbal communication
  • a. interpret and use a variety of forms of nonverbal communication, with guidance
LC–4 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. use patterns involving time or chronological sequencing to produce and interpret texts
  • LC–4.2 text forms
  • a. use a variety of familiar text forms and media in their own productions; e.g., recipes, comic strips, letters, radio or television reports, articles
  • LC–4.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform complex transactions and interactions; e.g., suggestion – accept/decline – persuade/negotiate
Global Citizenship (20-6Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. identify and use a variety of sources of information to find out about Italian cultures
  • b. explore and identify some elements of the cultures; e.g., major current events as a reflection of contemporary ways of life and cultural values
  • GC–1.2 applying cultural knowledge
  • a. identify different perspectives on Italian cultures, and speculate on their origins; e.g., stereotypes of the cultures present in their own community
  • GC–1.3 diversity within Italian-speaking cultures
  • a. identify different perspectives on diverse elements of Italian cultures, and speculate on their origins; e.g., stereotypes within Italian cultures
  • GC–1.4 valuing Italian-speaking cultures
  • a. explore contributions of Italian-speaking cultures to own society and to global society
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify some regional variations in their first language
  • GC–2.2 general language knowledge
  • a. recognize that languages may have regional differences in pronunciation, vocabulary or structure
  • GC–2.3 awareness of Canadian culture
  • a. identify some of the past and present relationships between Italian cultures and their own; e.g., immigration, war, trade, travel
  • GC–2.4 general cultural knowledge
  • a. recognize that different cultures may have different interpretations of texts, cultural practices or products
  • GC–2.5 valuing diversity
  • a. recognize and acknowledge the value of different perspectives
  • GC–2.6 intercultural skills
  • a. apply various strategies for interpersonal communication with people from different cultures
GC–3 personal and career opportunities
  • GC–3.1 Italian language and Italian-speaking cultures
  • a. identify some careers that use knowledge of the Italian language
  • GC–3.2 cultural and linguistic diversity
  • a. identify some careers that use knowledge of international languages and cultures and that use intercultural skills
Strategies (20-6Y)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance language learning; e.g., find information, using reference materials like dictionaries, textbooks and grammars, use available technological aids to support language learning
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning; e.g., experience various methods of language acquisition and identify one or more considered to be particularly useful personally
  • S–1.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance language learning; e.g., take risks, try unfamiliar tasks and approaches

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies; e.g., use a range of fillers, hesitation devices and gambits to sustain conversations, use circumlocution to compensate for lack of vocabulary
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies; e.g., use key content words or discourse markers to follow an extended text
  • S–2.3 productive
  • a. select and use a variety of productive strategies; e.g., take notes when reading or listening to assist in producing own text

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning; e.g., formulate key questions to guide research
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning; e.g., keep a learning journal such as a diary or a log
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning; e.g., take part in group problem-solving processes

Further examples of general learning strategies are available in the Strategies Overview section.

30-6Y
Applications (30-6Y)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. share detailed information on a specific topic; e.g., a report or biography
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express opinions
  • b. support their own opinions
  • A–2.2 share emotions, feelings
  • a. compare the expression of emotions and feelings in formal and informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. express a complaint
  • A–3.2 state personal actions
  • a. express possibility in relation to their own actions
  • A–3.3 manage group actions
  • a. take on a leadership role in small-group projects
  • b. paraphrase and elaborate on another member’s contribution
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. offer and respond to congratulations, and express sympathy or regret
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore connections among and gain new insights into familiar topics; e.g., using analogy, brainstorming
  • A–5.2 gather and organize information
  • a. identify key ideas, summarize, and paraphrase
  • A–5.3 solve problems
  • a. use information collected from various sources to solve problems
  • A–5.4 explore opinions and values
  • a. understand the concept of stereotype, and recognize stereotyping in a variety of situations
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Italian for fun and to interpret and express humour in a variety of situations
  • A–6.2 creative/aesthetic purposes
  • a. use Italian creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use Italian for personal enjoyment in a variety of situations
Language Competence (30-6Y)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. use intonation, stress and rhythm appropriately in a variety of situations
  • LC–1.2 orthography
  • a. apply spelling rules and mechanical conventions consistently and accurately
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • arts and literature
    • history
    • personal finances
    • peace and human rights
    • fitness for life
    • nutrition
    • any other lexical fields that meet their needs and interests
  • b. recognize that one word may have multiple meanings, depending on the context, and that various words and expressions may express the same idea
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Verbs:
      • imperfect subjunctive of verbs in -are, -ere, -ire; e.g., che io studiassi, che io leggessi, che io dormissi

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Verbs:
      • present subjunctive of verbs in -are, -ere, -ire
      • past absolute of verbs in -are, -ere, -ire
      • past conditional of verbs in -are, -ere, -ire
    • Conjunctions:
      • used with subjunctive; e.g., benchè, affinchè

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Nouns:
      • feminine ending in -si; e.g., la crisi, le crisi
      • masculine ending in -ema; e.g., il problema, i problemi
      • masculine ending in -amma; e.g., il programma, i programmi
    • Pronouns:
      • indefinite: qualcuno, qualcuna, ciascuno, ciascuna
      • double object; e.g., me la, te la, giela, ce la, ve la, la (verb) loro
    • Verbs:
      • present conditional of verbs in -are, -ere, -ire
    • Adjectives:
      • irregular superlative; e.g., ottimo, pessimo, maggiore, minore
    • Adverbs:
      • absolute superlative; e.g., benissimo, malissimo, moltissimo, pochissimo
    • Prepositions:
      • compound; e.g., per il, per la, con il, con la

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral and written texts
  • LC–2.1 aural interpretation
  • a. understand the main point and some supporting details of oral texts on familiar topics
  • LC–2.2 written interpretation
  • a. understand the main point and specific details of written texts on a variety of topics
  • LC–2.3 visual interpretation
  • a. interpret visual elements in a variety of media, and identify techniques; e.g., the purposes, intended audiences, messages and points of view
  • LC–2.4 oral production
  • a. produce oral texts on familiar topics spontaneously and independently, providing a variety of details to support the main point
  • LC–2.5 interactive fluency
  • a. engage in spontaneous exchanges in a variety of situations
  • LC–2.6 written production
  • a. produce written texts on a variety of topics in guided situations
  • LC–2.7 representation
  • a. explore a variety of ways that meaning can be expressed through the visual elements in a variety of media
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. use the appropriate level of formality with a variety of people in a variety of contexts
  • LC–3.2 idiomatic expressions
  • a. interpret unfamiliar idiomatic expressions, and use learned idiomatic expressions appropriately in a variety of situations
  • LC–3.3 variations in language
  • a. experiment with and adapt to some variations in language
  • LC–3.4 social conventions
  • a. interpret and use a variety of formal and informal social conventions
  • LC–3.5 nonverbal communication
  • a. interpret and use a variety of forms of nonverbal communication
LC–4 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. use appropriate words and phrases to show a variety of relationships within texts
  • LC–4.2 text forms
  • a. use knowledge of text forms to enhance interpretation and production of texts
  • LC–4.3 patterns of social interaction
  • a. use a wide range of social interaction patterns to deal with routine and some nonroutine transactions and interactions; e.g., request goods/services, express a complaint
Global Citizenship (30-6Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. organize and represent information about elements of Italian cultures in a variety of ways
  • b. explore and identify some elements of Italian cultures; e.g., cultural values, attitudes and interests of people their own age in an Italian culture
  • GC–1.2 applying cultural knowledge
  • a. apply knowledge of elements of Italian cultures in interactions with people and texts; e.g., interpret historical references
  • GC–1.3 diversity within Italian-speaking cultures
  • a. apply knowledge of diverse elements of Italian cultures, derived from a variety of sources, to interpret behaviours and texts
  • GC–1.4 valuing Italian-speaking cultures
  • a. seek out and use opportunities to interact with members of Italian cultures; e.g., exchange letters with a pen pal
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify aspects of their personal style in both speech and writing
  • GC–2.2 general language knowledge
  • a. describe ways languages evolve over time, and provide reasons for this evolution
  • GC–2.3 awareness of Canadian culture
  • a. recognize ethnocentric elements in documents from their own culture
  • GC–2.4 general cultural knowledge
  • a. recognize that within any culture there are important differences in the way people speak and behave
  • GC–2.5 valuing diversity
  • a. seek out opportunities to interact with people from various cultures who have an interest in the Italian language and in Italian cultures
  • GC–2.6 intercultural skills
  • a. identify and use various strategies for interpersonal communication with people from different cultures
GC–3 personal and career opportunities
  • GC–3.1 Italian language and Italian-speaking cultures
  • a. explore opportunities for further education related to the Italian language and Italian-speaking cultures
  • GC–3.2 cultural and linguistic diversity
  • a. explore opportunities for further education related to languages and cultures
Strategies (30-6Y)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. select and use appropriate cognitive strategies to enhance language learning in a variety of situations; e.g., use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • S–1.2 metacognitive
  • a. select and use appropriate metacognitive strategies to enhance language learning in a variety of situations; e.g., be aware of the potential of learning through direct exposure to the language, know how strategies may enable coping with texts containing unknown elements
  • S–1.3 social/affective
  • a. select and use appropriate social and affective strategies to enhance language learning in a variety of situations; e.g., incorporate newly encountered words in subsequent conversations

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. select and use appropriate interactive strategies in a variety of situations; e.g., repeat part of what someone has said to confirm mutual understanding, self-correct if errors lead to misunderstanding
  • S–2.2 interpretive
  • a. select and use appropriate interpretive strategies in a variety of situations; e.g., reread several times to understand complex ideas
  • S–2.3 productive
  • a. select and use appropriate productive strategies in a variety of situations; e.g., use a variety of resources to correct texts, apply grammar rules to increase accuracy

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. select and use appropriate cognitive strategies to enhance general learning in a variety of situations; e.g., seek information through a network of sources, including libraries, the Internet, individuals and agencies
  • S–3.2 metacognitive
  • a. select and use appropriate metacognitive strategies to enhance general learning in a variety of situations; e.g., take responsibility for planning, monitoring and evaluating learning experiences
  • S–3.3 social/affective
  • a. select and use appropriate social and affective strategies to enhance general learning in a variety of situations; e.g., take risks, try unfamiliar tasks and approaches

Further examples of general learning strategies are available in the Strategies Overview section.





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