This course is designed to facilitate students’ deeper and more detailed knowledge of spoken and written Italian. This course will introduce the students to current events and everyday situations to encourage them to use the language in a relaxed and confident way as well as to discover as much as possible about Italian culture and lifestyle.
After a quick review of the fundamental contents of IT301, the course will cover complex grammatical structures and vocabulary. Intense oral work, reading and writing exercises will always be presented, analyzed and practiced in a context which is based on listening and reading materials.
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. They will begin to appreciate the value of these language and intercultural skills.
Prerequisites:
Students typically will have completed 3 semesters of Italian and will have met the completion of IES Abroad’s IT 301 Emerging Independent Abroad outcomes, 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 exams, midterm and final 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 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 most daily troublesome situations and meet needs with limited help.
B. Students will be able to make informed comparisons between the host culture and the students’ home cultures.
C. Students will be able to distinguish and to imitate verbal and nonverbal communication that reflects politeness, formality, or informality.
D. Students will be able to recognize patterns of intonation, their meaning, and cultural implications.
II. Listening
A. Students will be able to understand some interactions of moderate complexity (media, speeches, music, 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 basic conversations on familiar and concrete topics.
C. Students sometimes will understand commonly-used slang expressions and popular phrases.
III. Speaking
A. Students will be able to talk about persons and things in their immediate environment, as well as their plans, wishes, and experiences, and they can provide a limited amount of supporting details.
B. Students will be able to resolve moderately complicated situations involving familiar subjects.
C. Students will respond to some questions that ask for an opinion or a belief on a topic with assistance and practice.
IV. Reading
A. Students will be able to read passages and short texts (newspapers, lyrics, letters, short stories, etc.) and understand overall meaning.
B. Students will be able to support their understanding of texts through the use of context or with the use of dictionaries or the assistance of others at times.
C. Students will be able to read and understand most text messages on everyday topics.
V. Writing
A. Students will be able to communicate with increasing 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 and with less reliance on the communicative patterns of their native language.
C. Students will be able to describe things, relate ideas, and express simple opinions in concrete 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. 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 historic and cultural background before they go on field trips.
Students are expected to use only Italian during the class.
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 *W.B.: Italian Espresso 2, Workbook
Week
Content
Assignments
Corresponding Learning Outcome(s)
Intensive week
*T.B. and **W.B.
Unità 6
“vivere in città
Additional handouts
1.Functional: Introducing oneself;criticizing someone; expressing complaints, regrets, doubts, agreements/disagreements; telling a story; calling someone; asking for permission; giving permission, describing a city).
2.Grammatical: Review of the past tenses, present and past conditional, conditional clause using the indicative, review of the comparatives and superlatives, ci and ne, double pronouns, imperative, simple past.
3.Vocabulary: Vocabulary related to living in a city.
4.Culture: Cities in Italy.
You tube video:
“La leggenda del pianista sull’oceano”
Field study:
The market at Campo de’ fiori
Composition:
My city
You tube video:
“La vita che vorrei” by V. Rossi
Composition: The life I would like to have
You tube video: Hand gestures
Quiz 1
I B, I C
II A,B
III A, B
IV A, B
V A
Week 1
T.B. and W.B.
Unità 7
“luoghi comuni”
1.Functional: Expressing an opinion.
2.Grammatical: Present and past subjunctive, indefinite adjectives and pronouns.
3.Vocabulary: Stereotypes and prejudices.
4.Culture: Stereotypes and prejudices about different cultures.
Worksheet: “Moglie e buoi dei paesi tuoi “
Field study: Stereotypes
I B,
IV A, IV B,
VA
Week 2
T.B. and W.B.
Unità 8
“parole parole parole”
1.Functional: Expressing an opinion in the past.
2.Grammatical: Indefinite adjectives and pronouns.
3.Vocabulary: Vocabulary related to the media and its use.
4.Culture: Different uses of the media in different cultures.
Quiz 2
Outdoor activity: Castel Sant’Angelo
IB,
IIB,
IIIB,
IVB,
VB
Week 3
T.B. and W.B.
Unità 8
“parole parole parole”
Unità 9
“Invito alla lettura“
1.Functional: Discussing, debating.
2.Grammatical: Imperfect subjunctive and past perfect; conjunctions.
3.Vocabulary: Vocabulary related to books and to reading.
4.Culture: Italian books.
Composition: The best book I have ever read
Field study: Villa Borghese
IB,
IIB,
IIIB,
IVB,
VB
Week 4
T.B. and W.B.
Unità 9
“Invito alla lettura“
1.Functional: Judging, expressing purposes, describing a book.
2.Grammatical: Subjuncttive using conjunctions (prima che… a patto che…), passive form, Perché followed by indicative or subjunctive.
3.Vocabulary: Vocabulary related to books and to reading.
4.Culture: Italian bookshops.
You tube video: “Quando sarai lontana” by Jovanotti
Composition: a love letter
IB,
IIB,
IIIA, IIIB,
IVA, IV B,
VB
Week 5
Intensive review
Oral presentation 1
Mid-term exam
Week 6
T.B. and W.B.
Unità 10
“la famiglia cambia faccia“
1.Functional: Making predictions, discussing and debating, to give uncertain news.
2.Grammatical: Adverbs, subjunctive using conjunctions (Sebbene/nonostante)
Use of conditional to give uncertain news.
3.Vocabulary: Vocabulary related to the family.
4.Culture: the Italian family, independence of youth in a typical Italian family.
Composition: comparing life in southern and northern Italy
IB,
IIB,
IIIA, IIIB,
IVA, IV B,
VB
Week 7
T.B. and W.B.
Unità 11
“tradizioni italiane “
1.Functional: Discussing facts in the past, expressing desires, discussing and debating.
2.Grammatical: Relative pronouns, conjunctions, past conditional and future in the past, adverbs.
3.Vocabulary: Vocabulary related to festivities and traditions.
4.Culture: Festivities and traditions.
Field study: differences between Americans and Italians
IB, IIB, IIIA, IIIB, IVA, IV B, VB
Week 8
T.B. and W.B.
Unità 12
“salviamo il nostro paese“
1.Functional: Guessing, complaining, debating.
2.Grammatical: Conditional clauses.
3.Vocabulary: Vocabulary related to environmental issues.
4.Culture: Environment in Italy.
You tube video: “Si fossi foco” by F. De Andrè
You tube video : “Se fossi un angelo” by L. Dalla
Worksheet:
Twenty questions
IB,
IIB,
IIIA, IIIB,
IVA, IV B,
VB
Week 9
T.B. and W.B.
Unità 13
“noi e gli altri“
1.Functional: Protesting, justifying oneself, expressing preferences, making polite requests.
2.Grammatical: Sequence of tenses in the subjunctive. Subjunctive depending on the conditional.
3.Vocabulary: Vocabulary related to communication.
4.Culture: Communication in Italy.
Worksheet: research about the past
IB, IIB, IIIA, IIIC, IVA, IV B, VB
Week 10
T.B. and W.B.
Unità 14
“Italia da scoprirei“
1.Functional: Describing a trip, describing a place.
2.Grammatical: Si impersonale, relative pronoun chi, Passive form with andare, gerund.
3.Vocabulary: vocabulary related to Italian geography.
4.Culture: Italian geography.
Composition : Ciao Roma…
IB,
IIB,
IIIA, IIIC,
IVA, IV B,
VB
Week 11
Intensive review
Field study: Piazza Navona
Week 12
Oral presentation 1
Final exam
Required readings:
Italian Espresso 2, Textbook by Gruppo Italiaidea, Alma Edizioni, Firenze 2006.
Italian Espresso 2, Workbook by Gruppo Italiaidea, Alma Edizioni, Firenze 2006.
Brief Biography of Instructor:
Maria Maddalena Cardarelli holds a degree in “ Lettere” with a concentration in archeological philology from University “La Sapienza” in Rome. She has been working in the field for American University programs. She was president and vicepresident of “Lateres” , a renowned Roman archaeological cooperative, from 1989 through 1992. From 1992 to 2000, she collaborated with the Italian Culture Institute in Seoul and Athens to promote Italian language and culture through courses, lectures and events. Currently she is a member of the Cultural Association “ Italiano per te”, which aims to spread Italian Language and Culture in the world by offering courses, workshops, trainings for language instructors as well as creating innovative teaching material. She has been a language instructor at IES since 2006.
Italian Language & Culture: Emerging Independent III
This course is designed to facilitate students’ deeper and more detailed knowledge of spoken and written Italian. This course will introduce the students to current events and everyday situations to encourage them to use the language in a relaxed and confident way as well as to discover as much as possible about Italian culture and lifestyle.
After a quick review of the fundamental contents of IT301, the course will cover complex grammatical structures and vocabulary. Intense oral work, reading and writing exercises will always be presented, analyzed and practiced in a context which is based on listening and reading materials.
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. They will begin to appreciate the value of these language and intercultural skills.
Students typically will have completed 3 semesters of Italian and will have met the completion of IES Abroad’s IT 301 Emerging Independent Abroad outcomes, 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 exams, midterm and final 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 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 most daily troublesome situations and meet needs with limited help.
B. Students will be able to make informed comparisons between the host culture and the students’ home cultures.
C. Students will be able to distinguish and to imitate verbal and nonverbal communication that reflects politeness, formality, or informality.
D. Students will be able to recognize patterns of intonation, their meaning, and cultural implications.
II. Listening
A. Students will be able to understand some interactions of moderate complexity (media, speeches, music, 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 basic conversations on familiar and concrete topics.
C. Students sometimes will understand commonly-used slang expressions and popular phrases.
III. Speaking
A. Students will be able to talk about persons and things in their immediate environment, as well as their plans, wishes, and experiences, and they can provide a limited amount of supporting details.
B. Students will be able to resolve moderately complicated situations involving familiar subjects.
C. Students will respond to some questions that ask for an opinion or a belief on a topic with assistance and practice.
IV. Reading
A. Students will be able to read passages and short texts (newspapers, lyrics, letters, short stories, etc.) and understand overall meaning.
B. Students will be able to support their understanding of texts through the use of context or with the use of dictionaries or the assistance of others at times.
C. Students will be able to read and understand most text messages on everyday topics.
V. Writing
A. Students will be able to communicate with increasing 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 and with less reliance on the communicative patterns of their native language.
C. Students will be able to describe things, relate ideas, and express simple opinions in concrete 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. 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 historic and cultural background before they go on field trips.
Students are expected to use only Italian during the class.
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
*W.B.: Italian Espresso 2, Workbook
Week
Content
Assignments
Corresponding Learning Outcome(s)
Intensive week
*T.B. and **W.B.
Unità 6
“vivere in città
Additional handouts
1.Functional: Introducing oneself;criticizing someone; expressing complaints, regrets, doubts, agreements/disagreements; telling a story; calling someone; asking for permission; giving permission, describing a city).
2.Grammatical: Review of the past tenses, present and past conditional, conditional clause using the indicative, review of the comparatives and superlatives, ci and ne, double pronouns, imperative, simple past.
3.Vocabulary: Vocabulary related to living in a city.
4.Culture: Cities in Italy.
You tube video:
“La leggenda del pianista sull’oceano”
Field study:
The market at Campo de’ fiori
Composition:
My city
You tube video:
“La vita che vorrei” by V. Rossi
Composition: The life I would like to have
You tube video: Hand gestures
Quiz 1
I B, I C
II A,B
III A, B
IV A, B
V A
Week 1
T.B. and W.B.
Unità 7
“luoghi comuni”
1.Functional: Expressing an opinion.
2.Grammatical: Present and past subjunctive, indefinite adjectives and pronouns.
3.Vocabulary: Stereotypes and prejudices.
4.Culture: Stereotypes and prejudices about different cultures.
Worksheet: “Moglie e buoi dei paesi tuoi “
Field study: Stereotypes
I B,
IV A, IV B,
VA
Week 2
T.B. and W.B.
Unità 8
“parole parole parole”
1.Functional: Expressing an opinion in the past.
2.Grammatical: Indefinite adjectives and pronouns.
3.Vocabulary: Vocabulary related to the media and its use.
4.Culture: Different uses of the media in different cultures.
Quiz 2
Outdoor activity: Castel Sant’Angelo
IB,
IIB,
IIIB,
IVB,
VB
Week 3
T.B. and W.B.
Unità 8
“parole parole parole”
Unità 9
“Invito alla lettura“
1.Functional: Discussing, debating.
2.Grammatical: Imperfect subjunctive and past perfect; conjunctions.
3.Vocabulary: Vocabulary related to books and to reading.
4.Culture: Italian books.
Composition: The best book I have ever read
Field study: Villa Borghese
IB,
IIB,
IIIB,
IVB,
VB
Week 4
T.B. and W.B.
Unità 9
“Invito alla lettura“
1.Functional: Judging, expressing purposes, describing a book.
2.Grammatical: Subjuncttive using conjunctions (prima che… a patto che…), passive form, Perché followed by indicative or subjunctive.
3.Vocabulary: Vocabulary related to books and to reading.
4.Culture: Italian bookshops.
You tube video: “Quando sarai lontana” by Jovanotti
Composition: a love letter
IB,
IIB,
IIIA, IIIB,
IVA, IV B,
VB
Week 5
Intensive review
Oral presentation 1
Mid-term exam
Week 6
T.B. and W.B.
Unità 10
“la famiglia cambia faccia“
1.Functional: Making predictions, discussing and debating, to give uncertain news.
2.Grammatical: Adverbs, subjunctive using conjunctions (Sebbene/nonostante)
Use of conditional to give uncertain news.
3.Vocabulary: Vocabulary related to the family.
4.Culture: the Italian family, independence of youth in a typical Italian family.
Composition: comparing life in southern and northern Italy
IB,
IIB,
IIIA, IIIB,
IVA, IV B,
VB
Week 7
T.B. and W.B.
Unità 11
“tradizioni italiane “
1.Functional: Discussing facts in the past, expressing desires, discussing and debating.
2.Grammatical: Relative pronouns, conjunctions, past conditional and future in the past, adverbs.
3.Vocabulary: Vocabulary related to festivities and traditions.
4.Culture: Festivities and traditions.
Field study: differences between Americans and Italians
IB, IIB, IIIA, IIIB, IVA, IV B, VB
Week 8
T.B. and W.B.
Unità 12
“salviamo il nostro paese“
1.Functional: Guessing, complaining, debating.
2.Grammatical: Conditional clauses.
3.Vocabulary: Vocabulary related to environmental issues.
4.Culture: Environment in Italy.
You tube video: “Si fossi foco” by F. De Andrè
You tube video : “Se fossi un angelo” by L. Dalla
Worksheet:
Twenty questions
IB,
IIB,
IIIA, IIIB,
IVA, IV B,
VB
Week 9
T.B. and W.B.
Unità 13
“noi e gli altri“
1.Functional: Protesting, justifying oneself, expressing preferences, making polite requests.
2.Grammatical: Sequence of tenses in the subjunctive. Subjunctive depending on the conditional.
3.Vocabulary: Vocabulary related to communication.
4.Culture: Communication in Italy.
Worksheet: research about the past
IB, IIB, IIIA, IIIC, IVA, IV B, VB
Week 10
T.B. and W.B.
Unità 14
“Italia da scoprirei“
1.Functional: Describing a trip, describing a place.
2.Grammatical: Si impersonale, relative pronoun chi, Passive form with andare, gerund.
3.Vocabulary: vocabulary related to Italian geography.
4.Culture: Italian geography.
Composition : Ciao Roma…
IB,
IIB,
IIIA, IIIC,
IVA, IV B,
VB
Week 11
Intensive review
Field study: Piazza Navona
Week 12
Oral presentation 1
Final exam
Italian Espresso 2, Textbook by Gruppo Italiaidea, Alma Edizioni, Firenze 2006.
Italian Espresso 2, Workbook by Gruppo Italiaidea, Alma Edizioni, Firenze 2006.
Maria Maddalena Cardarelli holds a degree in “ Lettere” with a concentration in archeological philology from University “La Sapienza” in Rome. She has been working in the field for American University programs. She was president and vicepresident of “Lateres” , a renowned Roman archaeological cooperative, from 1989 through 1992. From 1992 to 2000, she collaborated with the Italian Culture Institute in Seoul and Athens to promote Italian language and culture through courses, lectures and events. Currently she is a member of the Cultural Association “ Italiano per te”, which aims to spread Italian Language and Culture in the world by offering courses, workshops, trainings for language instructors as well as creating innovative teaching material. She has been a language instructor at IES since 2006.