This is a blog experiment where I posted a series of activities and explanations, links and work to support the learning of weather expressions and vocabulary, in writing, in visual recognition as well as through listening comprehension and production, for students who are learning Italian as a second language.
You should find this site helpful if you have a bit of the following background knowledge:
- You can read in Italian fairly well.
- You can find meaning of Italian new words on your own.
- You can look at pictures, read a text, listen to short audio files and figure out the meaning of the words with little or no help from the experts (this is probably very possible if you can do number 2)
- You have conquered basic knowledge of numbers in Italian (1-34), the cardinal signs (NESW), you can understand simple sentence structures, can use regular verbs in Italian in present and future tenses, feel confident you know some basic quality words (adjectives) and only a few adverbs!
- You can easily follow your teacher instructions and can work with feedback.
The final goal of your learning in this blog is to have you complete two simple tasks: create a simple weather report with a visual matching of icons on the Italian map, and record a simple weather report to share with your teacher.
Do not worry if you need to get back on an activity page more than once. That it the beauty of the online world: these activities will always be available to you on this blog.
Now a few words for your teachers.
ACTFL Standards Correlation of activities in this blog:
- Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. language and its cultures.
- Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
- Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CEFR Corresponding Level: A2
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
