This course is designed to meet the needs of beginner students participating in a study abroad program. The course will introduce the students to the most frequent everyday situations to facilitate their ability to communicate and function in a new environment. Grammar and vocabulary will always be presented, analyzed, 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
This course is designed for students with little or no prior knowledge of Italian. By the end of the course, the successful student will develop a basic foundation in the five skills: intercultural communication, reading, writing, listening, and speaking to accomplish a variety of basic everyday needs in the host culture as described in the learning outcomes below.
Attendance policy:
Attendance is mandatory. After the first three absences, each unexcused absence will lower the final grade 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:
By the end of the course, students will be able to achieve some of the outcomes for the Novice Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
Intercultural Communication
A. Students will be able to meet basic everyday needs using verbal communication, use compensatory strategies when they do not know the word or expression (repetition, body language, etc.), and identify some basic nonverbal communication strategies.
B. Students will be able to recognize basic appropriate and inappropriate expressions and behaviors in the host language.
C. Students will be able to distinguish between basic representations of formality and informality in the language.
D. Students will understand that there may be differences between cultural stereotypes and generalizations between the home culture and host culture.
Listening
A. Students will be able to understand basic statements, requests, descriptions, and questions in specific cultural context relevant to them (hosts’ interactions, Center interactions, studying, shopping, transportation, meals).
B. Students will be able to use context to understand the gist of some basic spoken language they overhear, including the media, conversations between others, and announcements.
Speaking
A. Students will be able to use some basic phrases appropriately in some everyday situations (home, the IES Abroad Center, the community).
B. Students will be able to express some basic needs by asking questions, and get what they need in uncomplicated, everyday situations.
Reading
A. Students will be able to identify and understand basic sentences.
B. Students will be able to interpret main ideas in short passages and news headlines, but their understanding is often limited to the words or groups of words that they have seen in class.
Writing
A. With limited accuracy, students will be able to write short sentences and short paragraphs about basic and concrete topics they have studied, such as themselves, their families, their friends, their likes and dislikes, and their daily routines.
B. Students will be able to send basic emails, text messages, postcards, and online posts, and fill out some basic forms.
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.
Starting from the first week and throughout the rest of the course, students will be assigned various "on site" interactive activities to encourage them to use the language in practical situations, such as interacting with locals and their Italian student companions in order to find out about Italian lifestyle and culture. 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:
*D:“Dimmi…”, manuale per la comunicazione Primo Livello **PD.“Praticamente dimmi…”. Esercizi ed attività Primo Livello.
2. Grammatical: Alphabet, phonetic, question words, present tense of to be, to have and chiamarsi, idiomatic expression with avere, personal pronouns, gender and number of nouns and adjectives, definite and indefinite articles.
3. Vocabulary: Useful class language, greetings, numbers and money, nationalities, food and beverage at an Italian bar, flavors of ice-cream.
4. Culture: Greetings in Italy, the Italian culture of coffee.
Outdoor activity:
Ordering in an ice cream shop
Field Assignment:
A bar (cafè) in Rome
QUIZ 1
I.A. I.C, II.A, III. A, III. B, IV.A, V.A, V.B
Week 1
(D: Unit 1, 2
PD: Unit 1)
1. Functional: Talking about yourself and about how often you do something, describing people.
2. Grammatical: Adjectives, use of buono/bello/bravo/bene, adverbs of frequency, present tense of all regular verbs.
3. Vocabulary: Colors, items for physical and personality description, days of the week.
4. Culture: Stereotypes regarding physical appearances in Italy and in the USA, differences between Italian and American lifestyles.
Composition:
Describing a good friend
Worksheet:
Describing a typical week
I.A, I.D, II.A, III.A, IV. B, V.A
Week 2
(D: Unit 2
PD: Unit 2)
1. Functional: Discussing leisure time, expressing likes and dislikes, describing places.
2. Grammatical: Present tense of some irregular verbs, the verb piacere, c’è/ci sono.
3. Vocabulary: Free time activities, the house.
4. Culture: Living in Italy, the neighborhoods of Rome.
Field assignment:
Interviewing an Italian person about leisure time
Field Study:
Treasure hunt in the park of Villa Borghese
Composition: Describing an apartment in Rome
QUIZ 2
I.A, II.B, III.A, III.B, IV.B, V.A
Week 3
(D: Unit 3
PD: Unit 2)
1. Functional: Ordering in a restaurant, asking information about food, complaining, discussing eating habits.
2. Grammatical: Present tense of modal verbs, formal register.
3. Vocabulary: Food, menu, meals and ingredients.
4. Culture: Italian eating habits, culinary misunderstandings, Italian food in Italy and in the USA.
Worksheet:
The biggest mistakes about Italian food
Field Assignment:
A restaurant in Rome
I.A, I.C, I.D, II.A, II.B, III.B, IV.A
Week 4
(D: Unit 3
PD: Unit 3)
1. Functional: Making a telephone call, inviting someone to an event, accepting and refusing an invitation, asking for and telling time.
2. Grammatical: Different uses of modal verbs, prepositions.
3. Vocabulary: Time, vocabulary related to going out activities.
4. Culture: Italian contemporary music bands, nightlife in Rome.
Field assignment:
The weekly program of cultural events in Rome
Composition:
E-mailing a friend to invite her/him to do something together
I.A, I.B, I.C, II.A, II.B, III.A, III.B, IV.B, V.B.
Week 5
Intensive review
Oral presentation 1
Mid-term exam
Week 6
(D: Unit 3
PD: Unit 3)
1. Functional: Asking and giving directions, talking about your favorite sites in Rome.
2. Grammatical: Prepositions
3. Vocabulary: The city, the street, transportation, the piazza.
4. Culture: Everyday life around the Italian piazza, Roman arts and monuments.
Field Assignment:
A piazza in Rome
I.A, I.C, II.A, III. A. III.B, IV.B, V. A
Week 7
(D: Unit 4
PD: Unit 4)
1. Functional: Talking about holidays, travelling and past events.
2. Grammatical: Present perfect, past participle of regular verbs.
3. Vocabulary: Traveling, weather, past time expressions.
4. Culture: Italian regions and their peculiarities.
Field Assignment:
Interviewing an Italian about her/his region
I.A, II.A, II.B, III.A, IV.A, IV.B, V.A
Week 8
(D: Unit 4
PD: Unit 4)
1. Functional: Talking about a past experience, telling stories.
2. Grammatical: Past participle of irregular verbs.
3. Vocabulary: Childhood, vocabulary related to one’s own memories.
4. Culture: Generations in Italy and in the USA.
Short Composition:
The story of an object
Short Composition:
Rome’s diary
QUIZ 3
I.A, I.B, II.A, III.A, III.B, IV.B, V.A, V.B
Week 9
(D: Unit 5
PD: Unit 5)
1. Functional: Talking about the family.
2. Grammatical: Possessive adjectives.
3. Vocabulary: Family and relationships.
4. Culture: The Italian family.
Composition:
The family tree
I.C, II.A, II.B, III.A, III.B, IV.B, V.A
Week 10
(D: Unit 5
PD: Unit 5)
1. Functional: Talking about the daily routine.
2. Grammatical: Reflexive verbs.
3. Vocabulary: Daily activities.
4. Culture: Student life in Italy.
Field Study:
A visit to the University of Rome. Interviewing Italian students
Worksheet:
Changing my habits
I.A, I.B, II.A, III.A, III.B, V.A
Week 11
General Review
Short composition:
My life before, in and after Rome
I.D, III.A, V.B
Week 12
General Review
Oral presentation 2
Final exam
Required readings:
A. Battaglia, L. Tarini, Dimmi… Manuale per la comunicazione. Primo livello, Perugia, Guerra edizioni, 2008
A. Battaglia, L. Tarini, Praticamente dimmi… Esercizi e attività. Primo livello, Perugia, Guerra edizioni, 2008
Supplementary materials (handouts, pictures, readings, videos and films scenes, song lyrics, games, etc.) will be provided by the teacher or available on the Moodle course page.
Brief Biography of Instructor:
Giulia Bottero graduated summa cum laude in Foreign Languages and Literature at the University “La Sapienza” in Rome and obtained her Ph.D. in “Languages and Civilizations of Eastern Europe” from the University “Ca' Foscari”, in Venice. She also earned her Master’s degree at the Ca' Foscari University, in “Advanced Planning of Teaching Programs for Italian Language and Culture” (with a dissertation on the development of intercultural competence through field studies). She has been a language instructor at IES since 2007. Since 2009 she has also held the position of Language Program Coordinator and CELI exams manager.
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.
This course is designed to meet the needs of beginner students participating in a study abroad program. The course will introduce the students to the most frequent everyday situations to facilitate their ability to communicate and function in a new environment. Grammar and vocabulary will always be presented, analyzed, 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
This course is designed for students with little or no prior knowledge of Italian. By the end of the course, the successful student will develop a basic foundation in the five skills: intercultural communication, reading, writing, listening, and speaking to accomplish a variety of basic everyday needs in the host culture as described in the learning outcomes below.
Attendance is mandatory. After the first three absences, each unexcused absence will lower the final grade 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.
By the end of the course, students will be able to achieve some of the outcomes for the Novice Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
A. Students will be able to meet basic everyday needs using verbal communication, use compensatory strategies when they do not know the word or expression (repetition, body language, etc.), and identify some basic nonverbal communication strategies.
B. Students will be able to recognize basic appropriate and inappropriate expressions and behaviors in the host language.
C. Students will be able to distinguish between basic representations of formality and informality in the language.
D. Students will understand that there may be differences between cultural stereotypes and generalizations between the home culture and host culture.
A. Students will be able to understand basic statements, requests, descriptions, and questions in specific cultural context relevant to them (hosts’ interactions, Center interactions, studying, shopping, transportation, meals).
B. Students will be able to use context to understand the gist of some basic spoken language they overhear, including the media, conversations between others, and announcements.
A. Students will be able to use some basic phrases appropriately in some everyday situations (home, the IES Abroad Center, the community).
B. Students will be able to express some basic needs by asking questions, and get what they need in uncomplicated, everyday situations.
A. Students will be able to identify and understand basic sentences.
B. Students will be able to interpret main ideas in short passages and news headlines, but their understanding is often limited to the words or groups of words that they have seen in class.
A. With limited accuracy, students will be able to write short sentences and short paragraphs about basic and concrete topics they have studied, such as themselves, their families, their friends, their likes and dislikes, and their daily routines.
B. Students will be able to send basic emails, text messages, postcards, and online posts, and fill out some basic forms.
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.
Starting from the first week and throughout the rest of the course, students will be assigned various "on site" interactive activities to encourage them to use the language in practical situations, such as interacting with locals and their Italian student companions in order to find out about Italian lifestyle and culture. 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%).
*D:“Dimmi…”, manuale per la comunicazione Primo Livello
**PD.“Praticamente dimmi…”. Esercizi ed attività Primo Livello.
Week
Content
Assignment
Corresponding Learning Outcome(s)
Intensive week
(D*: Unit 1
PD**: Unit 1)
1. Functional: Introducing yourself, asking questions, drawing attention, asking for prices, ordering food.
2. Grammatical: Alphabet, phonetic, question words, present tense of to be, to have and chiamarsi, idiomatic expression with avere, personal pronouns, gender and number of nouns and adjectives, definite and indefinite articles.
3. Vocabulary: Useful class language, greetings, numbers and money, nationalities, food and beverage at an Italian bar, flavors of ice-cream.
4. Culture: Greetings in Italy, the Italian culture of coffee.
Outdoor activity:
Ordering in an ice cream shop
Field Assignment:
A bar (cafè) in Rome
QUIZ 1
I.A. I.C, II.A, III. A, III. B, IV.A, V.A, V.B
Week 1
(D: Unit 1, 2
PD: Unit 1)
1. Functional: Talking about yourself and about how often you do something, describing people.
2. Grammatical: Adjectives, use of buono/bello/bravo/bene, adverbs of frequency, present tense of all regular verbs.
3. Vocabulary: Colors, items for physical and personality description, days of the week.
4. Culture: Stereotypes regarding physical appearances in Italy and in the USA, differences between Italian and American lifestyles.
Composition:
Describing a good friend
Worksheet:
Describing a typical week
I.A, I.D, II.A, III.A, IV. B, V.A
Week 2
(D: Unit 2
PD: Unit 2)
1. Functional: Discussing leisure time, expressing likes and dislikes, describing places.
2. Grammatical: Present tense of some irregular verbs, the verb piacere, c’è/ci sono.
3. Vocabulary: Free time activities, the house.
4. Culture: Living in Italy, the neighborhoods of Rome.
Field assignment:
Interviewing an Italian person about leisure time
Field Study:
Treasure hunt in the park of Villa Borghese
Composition: Describing an apartment in Rome
QUIZ 2
I.A, II.B, III.A, III.B, IV.B, V.A
Week 3
(D: Unit 3
PD: Unit 2)
1. Functional: Ordering in a restaurant, asking information about food, complaining, discussing eating habits.
2. Grammatical: Present tense of modal verbs, formal register.
3. Vocabulary: Food, menu, meals and ingredients.
4. Culture: Italian eating habits, culinary misunderstandings, Italian food in Italy and in the USA.
Worksheet:
The biggest mistakes about Italian food
Field Assignment:
A restaurant in Rome
I.A, I.C, I.D, II.A, II.B, III.B, IV.A
Week 4
(D: Unit 3
PD: Unit 3)
1. Functional: Making a telephone call, inviting someone to an event, accepting and refusing an invitation, asking for and telling time.
2. Grammatical: Different uses of modal verbs, prepositions.
3. Vocabulary: Time, vocabulary related to going out activities.
4. Culture: Italian contemporary music bands, nightlife in Rome.
Field assignment:
The weekly program of cultural events in Rome
Composition:
E-mailing a friend to invite her/him to do something together
I.A, I.B, I.C, II.A, II.B, III.A, III.B, IV.B, V.B.
Week 5
Intensive review
Oral presentation 1
Mid-term exam
Week 6
(D: Unit 3
PD: Unit 3)
1. Functional: Asking and giving directions, talking about your favorite sites in Rome.
2. Grammatical: Prepositions
3. Vocabulary: The city, the street, transportation, the piazza.
4. Culture: Everyday life around the Italian piazza, Roman arts and monuments.
Field Assignment:
A piazza in Rome
I.A, I.C, II.A, III. A. III.B, IV.B, V. A
Week 7
(D: Unit 4
PD: Unit 4)
1. Functional: Talking about holidays, travelling and past events.
2. Grammatical: Present perfect, past participle of regular verbs.
3. Vocabulary: Traveling, weather, past time expressions.
4. Culture: Italian regions and their peculiarities.
Field Assignment:
Interviewing an Italian about her/his region
I.A, II.A, II.B, III.A, IV.A, IV.B, V.A
Week 8
(D: Unit 4
PD: Unit 4)
1. Functional: Talking about a past experience, telling stories.
2. Grammatical: Past participle of irregular verbs.
3. Vocabulary: Childhood, vocabulary related to one’s own memories.
4. Culture: Generations in Italy and in the USA.
Short Composition:
The story of an object
Short Composition:
Rome’s diary
QUIZ 3
I.A, I.B, II.A, III.A, III.B, IV.B, V.A, V.B
Week 9
(D: Unit 5
PD: Unit 5)
1. Functional: Talking about the family.
2. Grammatical: Possessive adjectives.
3. Vocabulary: Family and relationships.
4. Culture: The Italian family.
Composition:
The family tree
I.C, II.A, II.B, III.A, III.B, IV.B, V.A
Week 10
(D: Unit 5
PD: Unit 5)
1. Functional: Talking about the daily routine.
2. Grammatical: Reflexive verbs.
3. Vocabulary: Daily activities.
4. Culture: Student life in Italy.
Field Study:
A visit to the University of Rome. Interviewing Italian students
Worksheet:
Changing my habits
I.A, I.B, II.A, III.A, III.B, V.A
Week 11
General Review
Short composition:
My life before, in and after Rome
I.D, III.A, V.B
Week 12
General Review
Oral presentation 2
Final exam
A. Battaglia, L. Tarini, Dimmi… Manuale per la comunicazione. Primo livello, Perugia, Guerra edizioni, 2008
A. Battaglia, L. Tarini, Praticamente dimmi… Esercizi e attività. Primo livello, Perugia, Guerra edizioni, 2008
Supplementary materials (handouts, pictures, readings, videos and films scenes, song lyrics, games, etc.) will be provided by the teacher or available on the Moodle course page.
Giulia Bottero graduated summa cum laude in Foreign Languages and Literature at the University “La Sapienza” in Rome and obtained her Ph.D. in “Languages and Civilizations of Eastern Europe” from the University “Ca' Foscari”, in Venice. She also earned her Master’s degree at the Ca' Foscari University, in “Advanced Planning of Teaching Programs for Italian Language and Culture” (with a dissertation on the development of intercultural competence through field studies). She has been a language instructor at IES since 2007. Since 2009 she has also held the position of Language Program Coordinator and CELI exams manager.
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.