This course is designed for students with an advanced level of Italian who are entitled to take “corsi singoli“ in Italian at one of the Roma Universities. The aim of the course is to reinforce both written and oral skills, while introducing students to a different system and teaching style, providing them with information, skills and learning strategies to help them to function better and feel at ease with a total language and culture immersion experience. Students are presented with different aspects and topics of contemporary Italian – and especially Roman – lifestyle and culture, including cinema, literature, history, and politics. Students are trained in delivering oral presentations in Italian and writing essays. The course will focus on intensive oral work, reading, and writing exercises based on authentic materials. It will also include a review and tuning of advanced grammar, as well as vocabulary broadening.
Student Profile
Students who enter this course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, and express their opinions, likes, and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang, and are also able to understand a wider variety of native speakers from different backgrounds.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic advisor on course selection.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Students at this level begin to understand some local cultural attitudes, values, beliefs, and behavior patterns. However, there will be numerous gaps and inconsistencies in their knowledge, and they lack the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Prerequisites:
Proficiency at a level equivalent to IES Abroad’s Independent Abroad, as determined by placement test.
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:
Students who are placed in this level should be capable of achieving the outcomes in the Independent 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 Competent 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 begin to recognize and describe key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to reflect on and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with those of the host cultures.
C. Students will demonstrate openness toward different beliefs and styles even when they do not agree with them.
D. Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
II. Listening
A. Students will be able to identify a range of social and cultural accents and some regional differences of the spoken language.
B. Students will be able to understand a variety of native speakers and non-native experts and comprehend an array of moderately complex interactions.
III. Speaking
A. Students will participate reasonably well in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
B. Students will be able to communicate with certain effectiveness in phone conversations and other non face-to-face interactions.
C. Students will be able to make arguments and form opinions on almost any topic of their interest.
IV. Reading
A. Students will be able to read and understand textbooks, literary works, and academic articles for classes taught in the host language as well as some popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals, etc. on abstract topics with some assistance at times.
V. Writing
A. Students will be able to write for certain native audiences and express themselves somewhat clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
Method of presentation:
Classes are taught with a communicative approach to facilitate students' ability to use their own resources. The instructor will reinforce written and spoken abilities using various techniques. Working in pairs or small groups will be especially emphasized. Instructors will direct tasks, individual and group oral presentations, intensive and extensive readings, listening activities, class discussion, and role plays. The course will include multimedia material activities through which students will develop both cultural knowledge and language use.
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:
Week
Content
Assignments
Corresponding Learning Outcome(s)
Intensive week
Unit 1 “La finestra di fronte e il Ghetto”
1.Functional: Describing and talking about past events; talking about own past experiences, expectations and memories; describing and commenting on a movie.
2.Grammatical: Review of the past tenses (passato prossimo, imperfetto, trapassato prossimo, passato remoto); sequence of tenses in the indicative.
3.Vocabulary: Vocabulary related to a movie (description of characters and plot); vocabulary related to Roman neighborhoods.
4.Culture: Italian contemporary cinema and Roman neighborhoods.
Film screening “La finestra di fronte”
Readings (about the movie and the Jewish Ghetto)
Field assignment “I quartieri di Roma”
Written Essay 1
Quiz 1
I.A, I. B, II.B, III.A, III.B, IV.A, IV.B, V.A
Week 1
Unit 1 “La finestra di fronte e il Ghetto”
1. Functional: Expressing emotions; correlating events in the past to the present; describing things and objects using the five senses.
2. Grammatical: Reinforce sequence of tenses in the indicative.
3. Vocabulary: Vocabulary related to the history of the city and the Jewish Ghetto; idiomatic expressions with colors.
4. Culture: The Jewish Ghetto in Rome.
Readings (La storia by E. Morante)
Youtube clip “La cucina giudaico-romanesca”
Field study at the Jewish Ghetto
I.A, I.B, II.A, II.B, III.A, III.C, IV.A, IV.B,
Week 2
Unit 2 “San Lorenzo e Il grande sogno”
1. Functional: Describing photos and videos related to the neighborhood San Lorenzo in Rome; expressing opinions.
2. Grammatical: Review of the subjunctive.
3. Vocabulary: Vocabulary related to the history of the city and the neighborhood San Lorenzo. The expression “magari”. Words alteration.
4. Culture: The neighborhood San Lorenzo in the past and present day. Youth trends and Roman slang.
Youtube clip “San Lorenzo” by F. De Gregori
Readings (La storia by E. Morante)
Readings about San Lorenzo in the past and present day
Quiz 2
I.A, I. B, II.B, III.A, III.B, III.C, IV.A, IV.B,
Week 3
Unit 2 “San Lorenzo e Il grande sogno”
1. Functional: Describing the academic life in the USA and in Italy; talking about own academic experiences; expressing opinions on academic life; describing and commenting on a movie.
2. Grammatical: Review of the sequence of tenses in the subjunctive.
3. Vocabulary: Vocabulary related to the academic life. Vocabulary related to a movie (description of characters and plot).
4. Culture: University “La Sapienza”. Comparing two academic systems.
Youtube clip “La Sapienza città aperta”
Readings about the Italian academic life
I.A, I. B, I.C, I.D., II.A, II.B, II.A, III.C, IV.A
Week 4
Unit 2 “San Lorenzo e Il grande sogno”
Intensive review
Film screening “Il grande sogno”
Field study at San Lorenzo and field assignment “La Sapienza”
Written essay 2
I.A, I.B, I.C, I.D, III.A, V.A, V.B
Week 5
Intensive review
Oral presentation 1
Mid-term exam
Week 6
Unit 3
“Mignon è partita e il Flaminio”
1. Functional: Describing the Italian family in the past and present day. Discussing, debating.
2. Grammatical: If clause with future tense. Review of some pronouns.
3. Vocabulary: Vocabulary related to the family.
4. Culture: Italian family in the past and present day; “Italiani mammoni?”: Italy vs USA.
S. Nocchi, Grammatica Pratica, Firenze, Alma edizioni, 2002
IES course pack designed for the course and supplementary materials (readings, videos and films scenes, song lyrics, games, etc.) provided by the teacher or available on the Moodle course page.
Filmography:
“La finestra di fronte” by F. Ozpetek
“Il grande sogno” by M. Placido
“Mignon è partita” bu F. Archibugi
“Vicino al Colosseo c'è Monti” by M. Monicelli
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.
This course is designed for students with an advanced level of Italian who are entitled to take “corsi singoli“ in Italian at one of the Roma Universities. The aim of the course is to reinforce both written and oral skills, while introducing students to a different system and teaching style, providing them with information, skills and learning strategies to help them to function better and feel at ease with a total language and culture immersion experience. Students are presented with different aspects and topics of contemporary Italian – and especially Roman – lifestyle and culture, including cinema, literature, history, and politics. Students are trained in delivering oral presentations in Italian and writing essays. The course will focus on intensive oral work, reading, and writing exercises based on authentic materials. It will also include a review and tuning of advanced grammar, as well as vocabulary broadening.
Student Profile
Students who enter this course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, and express their opinions, likes, and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang, and are also able to understand a wider variety of native speakers from different backgrounds.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic advisor on course selection.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Students at this level begin to understand some local cultural attitudes, values, beliefs, and behavior patterns. However, there will be numerous gaps and inconsistencies in their knowledge, and they lack the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Proficiency at a level equivalent to IES Abroad’s Independent Abroad, as determined by placement test.
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.
Students who are placed in this level should be capable of achieving the outcomes in the Independent 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 Competent 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 begin to recognize and describe key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to reflect on and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with those of the host cultures.
C. Students will demonstrate openness toward different beliefs and styles even when they do not agree with them.
D. Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
II. Listening
A. Students will be able to identify a range of social and cultural accents and some regional differences of the spoken language.
B. Students will be able to understand a variety of native speakers and non-native experts and comprehend an array of moderately complex interactions.
III. Speaking
A. Students will participate reasonably well in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
B. Students will be able to communicate with certain effectiveness in phone conversations and other non face-to-face interactions.
C. Students will be able to make arguments and form opinions on almost any topic of their interest.
IV. Reading
A. Students will be able to read and understand textbooks, literary works, and academic articles for classes taught in the host language as well as some popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals, etc. on abstract topics with some assistance at times.
V. Writing
A. Students will be able to write for certain native audiences and express themselves somewhat clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
Classes are taught with a communicative approach to facilitate students' ability to use their own resources. The instructor will reinforce written and spoken abilities using various techniques. Working in pairs or small groups will be especially emphasized. Instructors will direct tasks, individual and group oral presentations, intensive and extensive readings, listening activities, class discussion, and role plays. The course will include multimedia material activities through which students will develop both cultural knowledge and language use.
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%).
Week
Content
Assignments
Corresponding Learning Outcome(s)
Intensive week
Unit 1 “La finestra di fronte e il Ghetto”
1.Functional: Describing and talking about past events; talking about own past experiences, expectations and memories; describing and commenting on a movie.
2.Grammatical: Review of the past tenses (passato prossimo, imperfetto, trapassato prossimo, passato remoto); sequence of tenses in the indicative.
3.Vocabulary: Vocabulary related to a movie (description of characters and plot); vocabulary related to Roman neighborhoods.
4.Culture: Italian contemporary cinema and Roman neighborhoods.
Film screening “La finestra di fronte”
Readings (about the movie and the Jewish Ghetto)
Field assignment “I quartieri di Roma”
Written Essay 1
Quiz 1
I.A, I. B, II.B, III.A, III.B, IV.A, IV.B, V.A
Week 1
Unit 1 “La finestra di fronte e il Ghetto”
1. Functional: Expressing emotions; correlating events in the past to the present; describing things and objects using the five senses.
2. Grammatical: Reinforce sequence of tenses in the indicative.
3. Vocabulary: Vocabulary related to the history of the city and the Jewish Ghetto; idiomatic expressions with colors.
4. Culture: The Jewish Ghetto in Rome.
Readings (La storia by E. Morante)
Youtube clip “La cucina giudaico-romanesca”
Field study at the Jewish Ghetto
I.A, I.B, II.A, II.B, III.A, III.C, IV.A, IV.B,
Week 2
Unit 2 “San Lorenzo e Il grande sogno”
1. Functional: Describing photos and videos related to the neighborhood San Lorenzo in Rome; expressing opinions.
2. Grammatical: Review of the subjunctive.
3. Vocabulary: Vocabulary related to the history of the city and the neighborhood San Lorenzo. The expression “magari”. Words alteration.
4. Culture: The neighborhood San Lorenzo in the past and present day. Youth trends and Roman slang.
Youtube clip “San Lorenzo” by F. De Gregori
Readings (La storia by E. Morante)
Readings about San Lorenzo in the past and present day
Quiz 2
I.A, I. B, II.B, III.A, III.B, III.C, IV.A, IV.B,
Week 3
Unit 2 “San Lorenzo e Il grande sogno”
1. Functional: Describing the academic life in the USA and in Italy; talking about own academic experiences; expressing opinions on academic life; describing and commenting on a movie.
2. Grammatical: Review of the sequence of tenses in the subjunctive.
3. Vocabulary: Vocabulary related to the academic life. Vocabulary related to a movie (description of characters and plot).
4. Culture: University “La Sapienza”. Comparing two academic systems.
Youtube clip “La Sapienza città aperta”
Readings about the Italian academic life
I.A, I. B, I.C, I.D., II.A, II.B, II.A, III.C, IV.A
Week 4
Unit 2 “San Lorenzo e Il grande sogno”
Intensive review
Film screening “Il grande sogno”
Field study at San Lorenzo and field assignment “La Sapienza”
Written essay 2
I.A, I.B, I.C, I.D, III.A, V.A, V.B
Week 5
Intensive review
Oral presentation 1
Mid-term exam
Week 6
Unit 3
“Mignon è partita e il Flaminio”
1. Functional: Describing the Italian family in the past and present day. Discussing, debating.
2. Grammatical: If clause with future tense. Review of some pronouns.
3. Vocabulary: Vocabulary related to the family.
4. Culture: Italian family in the past and present day; “Italiani mammoni?”: Italy vs USA.
Youtube clip about Italian family
Readings from newspapers
Interview with an italian
Written essay 3
I.A, I. B, I.C, I.D, II.A, II.B, III.A, III.C, IV.B, V.A, V.B
Week 7
Unit 3
“Mignon è partita e il Flaminio”
1. Functional: Discussing, debating; using hand gestures to communicate; describing and commenting on a movie.
2. Grammatical: Forms and use of pronominal verbs.
3. Vocabulary: Vocabulary related to a movie (description of characters and plot); exclamations.
4. Culture: Italian hand gestures.
Film screening “Mignon è partita”
Field assignment on Italian hand gestures
I.A, I. B, I.C, I.D, II.A, II.B, III.A, III.B, III.C, IV.B
Week 8
Unit 3
“Mignon è partita e il Flaminio”
1. Functional: Describing and commenting on places of a neighborhood; expressing opinions; making hypotheses.
2. Grammatical: Conditional sentences with subjunctive/conditional or imperfetto.
3. Vocabulary: Vocabulary related to the history of the city and the neighborhood Flaminio. Idiomatic expressions with parts of the body.
4. Culture: Il quartiere Flaminio
The neighborhood Flaminio
Readings (Isole by M. Lodoli)
Field study at Flaminio
Quiz 3
Written essay 4
I.A, I. B, I.C, I.D, II.A, II.B, III.A, III.B, III.C, IV.A, V.A, V.B
Week 9
Unit 4
“Vicino al Colosseo c’è Monti”
1. Functional: Describing and commenting on a short film; expressing opinions, assessing events.
2. Grammatical: Non conjugated verb forms (present and past gerund).
3. Vocabulary: Vocabulary related to the history of the city and the neighborhood Monti and his handicraft. Words derivation.
4. Culture: The “rione” Monti between tradition and innovation.
Short film screening“Mignon è partita” “Vicino al Colosseo c’è Monti”
Readings from newspapers
Writing a poem about Rome
I.A, I. B, I.C, I.D, II.A, II.B, III.A, III.C, IV.B, V.A
Week 10
Unit 4
“Vicino al Colosseo c’è Monti”
1. Functional: Describing and commenting on places of a neighborhood; talking about food, expressing likes and dislikes about culinary traditions.
2. Grammatical: Non conjugated verb forms (present and past infinitive; present and past participle).
3. Vocabulary: Vocabulary related to the culinary tradition of Rome; idiomatic expressions with food.
4.Culture: Monti and Roman food.
Youtube clip
“Cook and roll Circus” by Don Pasta
Written essay 5
I.A, I. B, I.C, I.D, II.A, II.B, III.A, III.C, V.A, V.B
Week 11
Unit 4
“Vicino al Colosseo c’è Monti”
General review
Scavenger hunt at Monti
I.A, I. B, I.C, I.D, III.A, III.C
Week 12
General review
Oral presentation 2
Final exam
S. Nocchi, Grammatica Pratica, Firenze, Alma edizioni, 2002
IES course pack designed for the course and supplementary materials (readings, videos and films scenes, song lyrics, games, etc.) provided by the teacher or available on the Moodle course page.
Filmography:
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.