The course is designed to meet the needs of intermediate students participating in a study abroad program. In this course the student will be able to express himself/herself in a broad array of scenarios through talking about himself/herself or others with precision and with a large degree of understanding. The student will be able to correct his/her own utterances to ensure a correct understanding. Grammar and vocabulary will always be presented, analysed and practiced in a context which is meaningful to the students.
Oral skills will be emphasized while a grounding in grammar will consolidate the understanding and use of the language structures. Vocabulary is based on everyday situations.
Student Profile
Students entering this level must be able to fulfill the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Students who enter this level may be more proficient in reading and writing skills than oral communication, especially if they have never traveled or studied abroad previously. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies.
As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to commit themselves in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to celebrate their successes. Increasingly, they will appreciate the value of these language and intercultural skills.
This course builds upon skills introduced in Novice Abroad. By the end of the course, the successful student will have begun to develop some communicative and cultural self-confidence necessary to attempt moderately complex tasks in the language, as described in the learning outcomes below.
Prerequisites:
Proficiency at a level equivalent to IES Abroad’s Novice Abroad, as determined by placement test.
Attendance policy:
Attendance is mandatory. After the first three absences each unexcused absence will lower the final grade of two points. Absences are to be considered justified only in case of illness (written medical certificate required) and IES academic events. If students miss class, it is their responsibility to find out about homework and material covered in class.
No make-ups will be given for any exams unless you can provide a valid written medical certificate or special approval by the Director.
Learning outcomes:
Students who are placed in this level should be capable of achieving the outcomes in the Novice Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve some of the outcomes for the Emerging Independent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to solve some daily troublesome situations and meet needs with limited help.
B. Students will be able to make some informed comparisons between the host culture and the students’ home cultures.
C. Students will be able to distinguish between verbal and nonverbal communication that reflects politeness, formality, or informality.
D. Students will be able to recognize simple patterns of intonation and their meaning.
II. Listening
A. Students will be able to understand some interactions (media, speeches, music, directives, conversations, etc.), especially if the speaker is used to interacting with non-native speakers.
B. Students will be able to understand direct requests, questions, and simple conversations on familiar and concrete topics.
III. Speaking
A. Students will be able to talk to a limited extent with and about persons and about things in their immediate environment, and they will be able to discuss their plans, wishes, and experiences.
B. Students will be able to address moderately complicated situations involving familiar subjects.
IV. Reading
A. Students will be able to read passages and short texts (notes, lyrics, uncomplicated literary passages, detailed instructions, etc.) on familiar topics and understand the general meaning.
B. Students will actively support their understanding of texts through the use of context, visual aids, dictionaries, or with the assistance of others in order to facilitate comprehension.
V. Writing
A. Students will be able to communicate with some effectiveness through notes, emails, and simple online discussions and chats.
B. Students will be able to write short essays on concrete topics of limited levels of complexity, with reliance on the communicative patterns of their native language.
Method of presentation:
Classes are taught with a communicative approach to facilitate students' ability to use their own resources and to develop confidence and familiarity with the target language. The instructor will lead the students through the process of learning using various techniques. Working in pairs or small groups is especially emphasized.
Students are expected to use only Italian during the class. The instructor will use task-based field trips and class activities to make the students aware of the strong relationship between language and culture. For this purpose the instructor will reinforce students’ independence by providing them with historic and cultural background before they go on field trips.
Required work and form of assessment:
Exclusive use of Italian language in class, active participation in all class activities, homework, research (regularly completed as indicated by the instructor), oral and written tests and exams, attendance, and punctuality. Students will be required to enter the Moodle course page on a regular basis in order to access readings, exercises, and any other regular and extra material.
Class participation, engagement, and homework (30%, including field studies and use of the online Moodle page); 3 Quizzes (15%); Oral competence, including oral tests (20%); Midterm exam (15%); Final exam (20%).
content:
*T.B. : Italian Espresso 2, Textbook by Gruppo Italiaidea, Alma Edizioni, Firenze 2006.
**W.B.: Italian Espresso 2, Workbook by Gruppo Italiaidea, Alma Edizioni, Firenze 2006.
Week
Content
Assignments
Corresponding Learning Outcomes
Intensive week
*T.B., **W.B. : unit 1,
“Incontri”;
additional handouts
1.Functional: Describing and talking about past actions and events; talking about your own past experiences; capturing the rhythmic effects of a narrative.
2.Grammatical: Review of the past tenses (passato prossimo and imperfetto) and reflexive verbs (presente, passato prossimo and positions of the reflexive pronouns). Use of direct and indirect pronouns.
3.Vocabulary: Vocabulary related to the themes of childhood, encounter and love story.
4.Culture: Italian holidays and the Italian social conventions of falling in love and encounter.
Youtube clip: “Qualcosa di grande” by Lunapop
Field assignment: “To explore the opportunity neighborhoods around IES”.
Quiz 1
I.B; I.D
II.A; II.B
III.B
IV.A; IV.B
Week 1
T.B., W.B. : unit 2
“Progetti futuri”
1. Functional: Talking about expectations and plans; talking about oneself; expressing emotions.
2.Grammatical: Future past and the preposition fra.
3.Vocabulary: Vocabulary related to plans, predictions and future dreams.
4.Culture: Italian music groups and astrology.
Youtube clip: “Salirò” by Daniele Silvestri.
Composition: horoscope of the week
I.B; I.C
II.A
III.A
IV.A; IV.B
V.B
Week 2:
T.B., W.B. :unit 2
“Progetti futuri”
1. Functional: Expressing emotions and desires; talking about work and professions; making assumptions.
2.Grammatical: Hypothetical sentence using the indicative
3.Vocabulary: Vocabulary related to the world of work.
4.Culture: The world of working in Italy.
Worksheet:
write a resume
Field assignment: interviews with foreigners working in Italy
Quiz 2
I.B
II.B
III.A: III.B
IV.B
V.A
Week 3:
T.B., W.B. : unit 3
“Che dovrei fare secondo te?”
1. Functional: Giving advices, expressing a physical state, describing eating habits, expressing personal tastes.
2.Grammatical:
Conditional tense (present); imperative tense (regular verbs and irregular verbs).
3.Vocabulary: Food and eating habits.
4.Culture: The differences between food and diet in the United States and Italy.
Youtube clip:
“Italian food traditions”
Field assignment: “Eating in Rome”
I A; I.B
I.B
II.A; II.B
IV.A;
V.A; V.B
Week 4:
T.B., W.B. : unit 3
“Che dovrei fare secondo te?”
1. Functional: Asking for and giving advice to a friend; describing Roman cuisine; giving information and recommendations.
2.Grammatical: Use of the imperative mood with pronouns (informal) and positioning of the direct pronouns.
3.Vocabulary: Roman cusine.
4.Culture: Traditional Roman eateries
Youtube clip:
“L'osteria romana”
Reading about traditional Roman eateries
Field study: “Eating in Rome; trattorie e osterie”
I.B; I.C
II.A;
III.A; III.B
IV.A
V.A
Week 5
Intensive review
Oral presentation 1
Mid-term test
Week 6:
T.B., W.B.:“Mens sana”
1. Functional: Giving instructions and advice in a formal situation; talking about oneself and one’s physical state.
2.Grammatical: Use of imperative mood (formal); combined pronouns.
3.Vocabulary: Parts of the human body, health problems
4.Culture: Alternative medicine
Youtube clip
“Sapore di sale”
Reading about alternative medicine
Field assignment: “The Vatican pharmacy”.
I A; I.B; I.C
II.A; II.B
III.B;
IV.A; IV.B
V.A; V.B
Week 7
T.B., W.B.: “Mens sana”
1. Functional: Making comparisons; describing human attitudes; describing and commenting on an image
2.Grammatical: Comparative and superlative adjectives (regular and irregular).
3.Vocabulary: Hand gestures and attitudes
4.Culture: Italian gestures and attitudes
Reading about Italian gestures and attitudes
Field assignment: “The classic sculpture”.
I.A; I.B; I.C; I.D
II.B
III.A; III.B
IV.A; III.B
V.A; V.B
Week 8
T.B., W.B.: “Do you speak Italian?”
1. Functional: Asking for and giving information and practical advice.
2.Grammatical: Relative pronouns
3.Vocabulary: The study of foreign language teaching, university, school.
4.Culture: Italians and foreign languages
Reading on Italian students abroad
Quiz 3
I A; I.B; I.C; I.D
II.A; II.B
III.A;
IV.A; III.B
V.A; V.B
Week 9:
T.B., W.B.: “Do you speak Italian?”
1. Functional: Talk about past actions; ask for informations, describe a statue.
2.Grammatical: Past perfect tense (trapassato prossimo)
3.Vocabulary: Study abroad programs; the study tour
4.Culture: Student life in Italy
Field study: The University La Sapienza and 'Museo dei Gessi'
Reading on experiences of italian students abroad.
I.A; I.B; I.C; I.D
II.A; II.B
III.A; III.B
IV.A;
V.A; V.B
Week 10:
T.B., W.B.: “Do you speak Italian?”
1. Functional: Talking about past personal experiences.
2.Grammatical: Use of the past tenses (passato prossimo, imperfetto, trapassato prossimo).
3.Vocabulary: Student life.
4.Culture: Life in Rome: a student's view.
Written essay: ”Life in Rome: my personal view”
I A; I.B;
II.A; II.B
III.A; III.B
IV.A;
V.A; V.B
Week 11
Intensive review
Week 12
Intensive review
Oral presentation 2 Final exam
Required readings:
ITALIAN ESPRESSO 2, Textbook and workbook by Gruppo Italiaidea, Alma Edizioni, Firenze 2006.
Additional handouts and online materials.
Brief Biography of Instructor:
Marta Marchetti studied Literature at the University “La Sapienza” in Rome and holds a Ph.D. in Comparative Literature from the University of Siena. Since 2004 she has been working at IES teaching Comic Italian Theatre and Italian language (since 2009). She has been collaborating with the University “La Sapienza” since 2006 teaching and researching in the field of Theatre and Drama. She is currently completing the DITALS II examinations to obtain the certification from the University of Siena.
Italian Language & Culture: Emerging Independent I
The course is designed to meet the needs of intermediate students participating in a study abroad program. In this course the student will be able to express himself/herself in a broad array of scenarios through talking about himself/herself or others with precision and with a large degree of understanding. The student will be able to correct his/her own utterances to ensure a correct understanding. Grammar and vocabulary will always be presented, analysed and practiced in a context which is meaningful to the students.
Oral skills will be emphasized while a grounding in grammar will consolidate the understanding and use of the language structures. Vocabulary is based on everyday situations.
Student Profile
Students entering this level must be able to fulfill the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Students who enter this level may be more proficient in reading and writing skills than oral communication, especially if they have never traveled or studied abroad previously. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies.
As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to commit themselves in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to celebrate their successes. Increasingly, they will appreciate the value of these language and intercultural skills.
This course builds upon skills introduced in Novice Abroad. By the end of the course, the successful student will have begun to develop some communicative and cultural self-confidence necessary to attempt moderately complex tasks in the language, as described in the learning outcomes below.
Proficiency at a level equivalent to IES Abroad’s Novice Abroad, as determined by placement test.
Attendance is mandatory. After the first three absences each unexcused absence will lower the final grade of two points. Absences are to be considered justified only in case of illness (written medical certificate required) and IES academic events. If students miss class, it is their responsibility to find out about homework and material covered in class.
No make-ups will be given for any exams unless you can provide a valid written medical certificate or special approval by the Director.
Students who are placed in this level should be capable of achieving the outcomes in the Novice Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve some of the outcomes for the Emerging Independent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to solve some daily troublesome situations and meet needs with limited help.
B. Students will be able to make some informed comparisons between the host culture and the students’ home cultures.
C. Students will be able to distinguish between verbal and nonverbal communication that reflects politeness, formality, or informality.
D. Students will be able to recognize simple patterns of intonation and their meaning.
II. Listening
A. Students will be able to understand some interactions (media, speeches, music, directives, conversations, etc.), especially if the speaker is used to interacting with non-native speakers.
B. Students will be able to understand direct requests, questions, and simple conversations on familiar and concrete topics.
III. Speaking
A. Students will be able to talk to a limited extent with and about persons and about things in their immediate environment, and they will be able to discuss their plans, wishes, and experiences.
B. Students will be able to address moderately complicated situations involving familiar subjects.
IV. Reading
A. Students will be able to read passages and short texts (notes, lyrics, uncomplicated literary passages, detailed instructions, etc.) on familiar topics and understand the general meaning.
B. Students will actively support their understanding of texts through the use of context, visual aids, dictionaries, or with the assistance of others in order to facilitate comprehension.
V. Writing
A. Students will be able to communicate with some effectiveness through notes, emails, and simple online discussions and chats.
B. Students will be able to write short essays on concrete topics of limited levels of complexity, with reliance on the communicative patterns of their native language.
Classes are taught with a communicative approach to facilitate students' ability to use their own resources and to develop confidence and familiarity with the target language. The instructor will lead the students through the process of learning using various techniques. Working in pairs or small groups is especially emphasized.
Students are expected to use only Italian during the class. The instructor will use task-based field trips and class activities to make the students aware of the strong relationship between language and culture. For this purpose the instructor will reinforce students’ independence by providing them with historic and cultural background before they go on field trips.
Exclusive use of Italian language in class, active participation in all class activities, homework, research (regularly completed as indicated by the instructor), oral and written tests and exams, attendance, and punctuality. Students will be required to enter the Moodle course page on a regular basis in order to access readings, exercises, and any other regular and extra material.
Class participation, engagement, and homework (30%, including field studies and use of the online Moodle page); 3 Quizzes (15%); Oral competence, including oral tests (20%); Midterm exam (15%); Final exam (20%).
*T.B. : Italian Espresso 2, Textbook by Gruppo Italiaidea, Alma Edizioni, Firenze 2006.
**W.B.: Italian Espresso 2, Workbook by Gruppo Italiaidea, Alma Edizioni, Firenze 2006.
Week
Content
Assignments
Corresponding Learning Outcomes
Intensive week
*T.B., **W.B. : unit 1,
“Incontri”;
additional handouts
1.Functional: Describing and talking about past actions and events; talking about your own past experiences; capturing the rhythmic effects of a narrative.
2.Grammatical: Review of the past tenses (passato prossimo and imperfetto) and reflexive verbs (presente, passato prossimo and positions of the reflexive pronouns). Use of direct and indirect pronouns.
3.Vocabulary: Vocabulary related to the themes of childhood, encounter and love story.
4.Culture: Italian holidays and the Italian social conventions of falling in love and encounter.
Youtube clip: “Qualcosa di grande” by Lunapop
Field assignment: “To explore the opportunity neighborhoods around IES”.
Quiz 1
I.B; I.D
II.A; II.B
III.B
IV.A; IV.B
Week 1
T.B., W.B. : unit 2
“Progetti futuri”
1. Functional: Talking about expectations and plans; talking about oneself; expressing emotions.
2.Grammatical: Future past and the preposition fra.
3.Vocabulary: Vocabulary related to plans, predictions and future dreams.
4.Culture: Italian music groups and astrology.
Youtube clip: “Salirò” by Daniele Silvestri.
Composition: horoscope of the week
I.B; I.C
II.A
III.A
IV.A; IV.B
V.B
Week 2:
T.B., W.B. :unit 2
“Progetti futuri”
1. Functional: Expressing emotions and desires; talking about work and professions; making assumptions.
2.Grammatical: Hypothetical sentence using the indicative
3.Vocabulary: Vocabulary related to the world of work.
4.Culture: The world of working in Italy.
Worksheet:
write a resume
Field assignment: interviews with foreigners working in Italy
Quiz 2
I.B
II.B
III.A: III.B
IV.B
V.A
Week 3:
T.B., W.B. : unit 3
“Che dovrei fare secondo te?”
1. Functional: Giving advices, expressing a physical state, describing eating habits, expressing personal tastes.
2.Grammatical:
Conditional tense (present); imperative tense (regular verbs and irregular verbs).
3.Vocabulary: Food and eating habits.
4.Culture: The differences between food and diet in the United States and Italy.
Youtube clip:
“Italian food traditions”
Field assignment: “Eating in Rome”
I A; I.B
I.B
II.A; II.B
IV.A;
V.A; V.B
Week 4:
T.B., W.B. : unit 3
“Che dovrei fare secondo te?”
1. Functional: Asking for and giving advice to a friend; describing Roman cuisine; giving information and recommendations.
2.Grammatical: Use of the imperative mood with pronouns (informal) and positioning of the direct pronouns.
3.Vocabulary: Roman cusine.
4.Culture: Traditional Roman eateries
Youtube clip:
“L'osteria romana”
Reading about traditional Roman eateries
Field study: “Eating in Rome; trattorie e osterie”
I.B; I.C
II.A;
III.A; III.B
IV.A
V.A
Week 5
Intensive review
Oral presentation 1
Mid-term test
Week 6:
T.B., W.B.:“Mens sana”
1. Functional: Giving instructions and advice in a formal situation; talking about oneself and one’s physical state.
2.Grammatical: Use of imperative mood (formal); combined pronouns.
3.Vocabulary: Parts of the human body, health problems
4.Culture: Alternative medicine
Youtube clip
“Sapore di sale”
Reading about alternative medicine
Field assignment: “The Vatican pharmacy”.
I A; I.B; I.C
II.A; II.B
III.B;
IV.A; IV.B
V.A; V.B
Week 7
T.B., W.B.: “Mens sana”
1. Functional: Making comparisons; describing human attitudes; describing and commenting on an image
2.Grammatical: Comparative and superlative adjectives (regular and irregular).
3.Vocabulary: Hand gestures and attitudes
4.Culture: Italian gestures and attitudes
Reading about Italian gestures and attitudes
Field assignment: “The classic sculpture”.
I.A; I.B; I.C; I.D
II.B
III.A; III.B
IV.A; III.B
V.A; V.B
Week 8
T.B., W.B.: “Do you speak Italian?”
1. Functional: Asking for and giving information and practical advice.
2.Grammatical: Relative pronouns
3.Vocabulary: The study of foreign language teaching, university, school.
4.Culture: Italians and foreign languages
Reading on Italian students abroad
Quiz 3
I A; I.B; I.C; I.D
II.A; II.B
III.A;
IV.A; III.B
V.A; V.B
Week 9:
T.B., W.B.: “Do you speak Italian?”
1. Functional: Talk about past actions; ask for informations, describe a statue.
2.Grammatical: Past perfect tense (trapassato prossimo)
3.Vocabulary: Study abroad programs; the study tour
4.Culture: Student life in Italy
Field study: The University La Sapienza and 'Museo dei Gessi'
Reading on experiences of italian students abroad.
I.A; I.B; I.C; I.D
II.A; II.B
III.A; III.B
IV.A;
V.A; V.B
Week 10:
T.B., W.B.: “Do you speak Italian?”
1. Functional: Talking about past personal experiences.
2.Grammatical: Use of the past tenses (passato prossimo, imperfetto, trapassato prossimo).
3.Vocabulary: Student life.
4.Culture: Life in Rome: a student's view.
Written essay: ”Life in Rome: my personal view”
I A; I.B;
II.A; II.B
III.A; III.B
IV.A;
V.A; V.B
Week 11
Intensive review
Week 12
Intensive review
Oral presentation 2 Final exam
ITALIAN ESPRESSO 2, Textbook and workbook by Gruppo Italiaidea, Alma Edizioni, Firenze 2006.
Additional handouts and online materials.
Marta Marchetti studied Literature at the University “La Sapienza” in Rome and holds a Ph.D. in Comparative Literature from the University of Siena. Since 2004 she has been working at IES teaching Comic Italian Theatre and Italian language (since 2009). She has been collaborating with the University “La Sapienza” since 2006 teaching and researching in the field of Theatre and Drama. She is currently completing the DITALS II examinations to obtain the certification from the University of Siena.