Alice Friscelli - alicefriscelli@libero.it - mobile 3391933936
Description:
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:
Successful progress of the program depends on the full cooperation of both students and faculty members: regular attendance and active participation in class are essential parts of the learning process. Attendance at and participation in all class meetings and field-studies are required. For language classes, more than TWO unjustified absences (that are not medically excused with a written certificate of the doctor or caused by serious sudden family and/or personal occurrences, for example death of a family member) will result in a lowering of your grade.
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 some of 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
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.
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.
Students will demonstrate openness toward different beliefs and styles even when they do not agree with them.
Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
II. Listening
Students will be able to identify a range of social and cultural accents and some regional differences of the spoken language.
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
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.
Students will be able to communicate with certain effectiveness in phone conversations and other non face-to-face interactions.
Students will be able to make arguments and form opinions on almost any topic of their interest.
IV. Reading
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.
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
Students will be able to write for certain native audiences and express themselves somewhat clearly and effectively.
Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
Method of presentation:
Introduction to some contemporary Italian customs and cultural topics.
Reading, analysis and comments about newspaper articles and passages of contemporary fiction.
Outlines of Italian morphology and syntax.
Reading, writing, listening and speaking exercises, with particular focus on the interpersonal mode.
Use of monolingual dictionaries
Students will learn how to write texts and talk about concrete and abstract topics. During the course the instructor will give the students some linguistic means which will allow them to incorporate in their paragraphs more complex and structured clauses.
Required work and form of assessment:
Active participation and class discussion (10%); weekly homework, assignments and moodle (10%); 2 quizzes (20%); mid-term written exam (25%); final written exam and oral presentation (35%)
Grading Policy Assessment Methods
Listening In-class listening activities: students will listen to the instructor and to recorded texts of varying length. Students will have to answer (orally and in writing) an increasing number of questions that test their comprehension of what they have heard
Speaking In-class oral activities and exams: conversations, monologues and role play will be elicited by visual stimuli, texts, or questions from the instructor. The multiplicity of situations and the request to express personal opinions will increase from elementary level to advanced level. Students are expected to do oral presentations
Reading In-class activities and exams: students will have to read an increasing number of texts of increasing length, complexity, and of different genres. They will have to answer in writing several questions that test their comprehension of what they have read
Writing Homework assignments and exams: students will have to answer written questions and produce written texts of increasing length, formality and complexity
Grading Scale
A 100-96; A- 95-91; B+ 90-86; B 85-81; B- 80-76; C+ 75-71; C 70-66; C- 65-61; D60; F 59 and below
content:
Each class session will consist of:
Warm up, short conversation, correction of assignments; introduction of a specific subject
Listening or reading comprehension
General questions by the instructor to the class
Stimulus-response and interactive exercises, oral and written works
Week 1 (intensive)
Logistic tour
Presentation of the course, textbook and expectations
Unit 4 “Il passato prossimo e l'imperfetto”
Grammar review: Use of passato prossimo and imperfetto pp 52-60
Communicative functions: Talking about the past, expressing fear and anger, describing people’s appearance and personality
Week 2 (intensive)
Unit 4 “Il passato prossimo e l'imperfetto”
Grammar review:
Trapassato prossimo tense pp 61-63
Unit 8 “L'aggettivo”
Indefiniti p 121
Unit 9 “I pronomi”
Combined pronouns pp 122-132
Ci and Ne pp 133-136
Communicative functions:
Understanding advertisements, writing a CV and a letter of introduction, talking about advantages and disadvantages
Lexicon: pronominal verbs
Field study: the market
Week 3 (extensive)
Unit 11 “Comparativi e superlativi””
Grammar review:
Comparative and superlative pp 156-168
Cultural topic: Il CARNEVALE
Week 4 (extensive)
Unit 14 “Il modo condizionale”
Past conditional pp 190-199
Unit 12 “I pronomi relativi””
Grammar review:
Relative pronouns pp 170-179
Communicative functions:
Comparing facts, expressing satisfaction
Week 5 (extensive)
General review Quiz 1
Week 6 (extensive)
Unit 15 “Il modo congiuntivo”
Grammar review:
Present and past subjunctive pp 202-223
Tense agreement
Communicative functions:
Expressing opinions and desires, taking notes
Lexicon: School and university, slang
Presentation of the novel Io non ho paura by Niccolò Ammaniti:
Reading of the first pages of the book; presentation of the main characters; analysis of Ammaniti’s style; homework assignments (reading and writing exercises on the first 5 chapters of the book)
Week 7 (extensive)
Unit 15 “Il modo congiuntivo”
Grammar review:
Congiuntivo in relative clauses
Imperfetto and trapassato subjunctive pp 222-223
Tense agreement
Communicative functions: Expressing opinions, uncertainty, advice, conditions
Week 8 (extensive)
Grammar review:
Communicative functions and lexicon:
Using monolingual dictionaries for idiomatic expressions
Midterm exam
Week 9 (extensive)
SPRING BREAK
Week 10 (extensive)
Oral summery of the first 5 chapters of Io non ho paura by Niccolò Ammaniti; comments upon the first part of the book; writing exercises and productions; homework assignments (reading and writing exercises on the second 5 chapters of the book)
Movie, field study or cultural topic
Week 11 (extensive)
Unit 16 “Periodo ipotetico”
Grammar review:
If clause pp 224-233
Communicative functions: Explaining choices and preferences, expressing past facts, expressing others’ thoughts
Lexicon: books
Week 12 (extensive)
Grammar review
Quiz 2
Week 13 (extensive)
Unit 17 “Il passivo”
Grammar review:
Passive form pp 238-248
Communicative functions: Telling and commenting on a book, writing a book review
Lexicon: books
Week 14 (extensive)
Oral summery of the last 5 chapters of Io non ho paura by Niccolò Ammaniti; comments upon the second part of the book; writing exercises and productions; homework assignments (reading and writing exercises on the second 5 chapters of the book)
Movie Io non ho paura by Gabriele Salvatores, based on Ammaniti’s novel
Week 15 (extensive)
Retrospection of the course
Movie, field study or cultural topic
Week 16 (extensive) Final exam
The schedule is flexible and can change during the semester, according to the situation of the class or to particular needs. New field-studies and activities (such as visits to museums, exhibitions, watching a movie or assigned interviews of local people) can be introduced at any time, according to the students’ interests and commitments.
Required readings:
Textbook: Mazzetti, Manili, Bagianti Nuovo qui Italia più. Milano: Le Monnier, 2007
Reading book: Niccolò Ammaniti, Io non ho paura. Torino: Einaudi, 2001
Supplementary material will be provided by the teacher during the course: games, readings, songs, exercises, etc.
A good pocket dictionary Italian/Italian is strongly recommended
Alice Friscelli studied at the Università per Stranieri di Siena and earned her degree in Italian Language and Culture – Teaching Italian to Foreign Students – in 2003. She studied at the Università degli Studi di Siena as well, and earned her Master’s Degree in The Art of Writing – Models of Creative Writing – in 2004.
She was on the administrative committee of the first International Meeting on Italian Studies in Latin America (Siena, 25-27 November 2004), organized by the Università per Stranieri di Siena. She earned her PhD in Italian Philology, Literature and History at the Università per Stranieri di Siena in 2008. Her research focus is on contemporary Italian poetry, especially on Vittorio Sereni’s work. She published an article on Alda Merini’s poetry (e.g. Allegoria, 47, 2004).
Alice Friscelli has been teaching Italian Language in IES Abroad Siena since 2006.
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.
Successful progress of the program depends on the full cooperation of both students and faculty members: regular attendance and active participation in class are essential parts of the learning process. Attendance at and participation in all class meetings and field-studies are required. For language classes, more than TWO unjustified absences (that are not medically excused with a written certificate of the doctor or caused by serious sudden family and/or personal occurrences, for example death of a family member) will result in a lowering of your grade.
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 some of 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
II. Listening
Students will be able to identify a range of social and cultural accents and some regional differences of the spoken language.
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
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.
Students will be able to communicate with certain effectiveness in phone conversations and other non face-to-face interactions.
Students will be able to make arguments and form opinions on almost any topic of their interest.
IV. Reading
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.
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
Students will be able to write for certain native audiences and express themselves somewhat clearly and effectively.
Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
Students will learn how to write texts and talk about concrete and abstract topics. During the course the instructor will give the students some linguistic means which will allow them to incorporate in their paragraphs more complex and structured clauses.
Active participation and class discussion (10%); weekly homework, assignments and moodle (10%); 2 quizzes (20%); mid-term written exam (25%); final written exam and oral presentation (35%)
Grading Policy Assessment Methods
Listening In-class listening activities: students will listen to the instructor and to recorded texts of varying length. Students will have to answer (orally and in writing) an increasing number of questions that test their comprehension of what they have heard
Speaking In-class oral activities and exams: conversations, monologues and role play will be elicited by visual stimuli, texts, or questions from the instructor. The multiplicity of situations and the request to express personal opinions will increase from elementary level to advanced level. Students are expected to do oral presentations
Reading In-class activities and exams: students will have to read an increasing number of texts of increasing length, complexity, and of different genres. They will have to answer in writing several questions that test their comprehension of what they have read
Writing Homework assignments and exams: students will have to answer written questions and produce written texts of increasing length, formality and complexity
Grading Scale
A 100-96; A- 95-91; B+ 90-86; B 85-81; B- 80-76; C+ 75-71; C 70-66; C- 65-61; D60; F 59 and below
Each class session will consist of:
Week 1 (intensive)
Logistic tour
Presentation of the course, textbook and expectations
Unit 4 “Il passato prossimo e l'imperfetto”
Grammar review: Use of passato prossimo and imperfetto pp 52-60
Communicative functions: Talking about the past, expressing fear and anger, describing people’s appearance and personality
Week 2 (intensive)
Unit 4 “Il passato prossimo e l'imperfetto”
Grammar review:
Trapassato prossimo tense pp 61-63
Unit 8 “L'aggettivo”
Indefiniti p 121
Unit 9 “I pronomi”
Combined pronouns pp 122-132
Ci and Ne pp 133-136
Communicative functions:
Understanding advertisements, writing a CV and a letter of introduction, talking about advantages and disadvantages
Lexicon: pronominal verbs
Field study: the market
Week 3 (extensive)
Unit 11 “Comparativi e superlativi””
Grammar review:
Comparative and superlative pp 156-168
Cultural topic: Il CARNEVALE
Week 4 (extensive)
Unit 14 “Il modo condizionale”
Past conditional pp 190-199
Unit 12 “I pronomi relativi””
Grammar review:
Relative pronouns pp 170-179
Communicative functions:
Comparing facts, expressing satisfaction
Week 5 (extensive)
General review
Quiz 1
Week 6 (extensive)
Unit 15 “Il modo congiuntivo”
Grammar review:
Present and past subjunctive pp 202-223
Tense agreement
Communicative functions:
Expressing opinions and desires, taking notes
Lexicon: School and university, slang
Presentation of the novel Io non ho paura by Niccolò Ammaniti:
Reading of the first pages of the book; presentation of the main characters; analysis of Ammaniti’s style; homework assignments (reading and writing exercises on the first 5 chapters of the book)
Week 7 (extensive)
Unit 15 “Il modo congiuntivo”
Grammar review:
Congiuntivo in relative clauses
Imperfetto and trapassato subjunctive pp 222-223
Tense agreement
Communicative functions: Expressing opinions, uncertainty, advice, conditions
Week 8 (extensive)
Grammar review:
Communicative functions and lexicon:
Using monolingual dictionaries for idiomatic expressions
Midterm exam
Week 9 (extensive)
SPRING BREAK
Week 10 (extensive)
Oral summery of the first 5 chapters of Io non ho paura by Niccolò Ammaniti; comments upon the first part of the book; writing exercises and productions; homework assignments (reading and writing exercises on the second 5 chapters of the book)
Movie, field study or cultural topic
Week 11 (extensive)
Unit 16 “Periodo ipotetico”
Grammar review:
If clause pp 224-233
Communicative functions: Explaining choices and preferences, expressing past facts, expressing others’ thoughts
Lexicon: books
Week 12 (extensive)
Grammar review
Quiz 2
Week 13 (extensive)
Unit 17 “Il passivo”
Grammar review:
Passive form pp 238-248
Communicative functions: Telling and commenting on a book, writing a book review
Lexicon: books
Week 14 (extensive)
Oral summery of the last 5 chapters of Io non ho paura by Niccolò Ammaniti; comments upon the second part of the book; writing exercises and productions; homework assignments (reading and writing exercises on the second 5 chapters of the book)
Movie Io non ho paura by Gabriele Salvatores, based on Ammaniti’s novel
Week 15 (extensive)
Retrospection of the course
Movie, field study or cultural topic
Week 16 (extensive)
Final exam
The schedule is flexible and can change during the semester, according to the situation of the class or to particular needs. New field-studies and activities (such as visits to museums, exhibitions, watching a movie or assigned interviews of local people) can be introduced at any time, according to the students’ interests and commitments.
- Baricco Alessandro, Novecento, Milano: Feltrinelli, 1994
- Baricco Alessandro, Seta, Milano: Feltrinelli, 2008
- Benni Stefano, Bar sport duemila, Milano: Feltrinelli, 1997
- Benni Stefano, La grammatica di Dio, Milano: Feltrinelli, 2007
- Calvino Italo, I nostri antenati, Milano: Mondadori, 1991
- Ginzburg Natalia, Le piccole virtù, Torino: Einaudi, 1963
- Ginzburg Natalia, Lessico famigliare, Torino: Einaudi, 1963
- Levi Primo, Se questo è un uomo, Torino: Einaudi, 1958
- Saviano Roberto, Gomorra, Milano: Mondadori, 2006
Alice Friscelli studied at the Università per Stranieri di Siena and earned her degree in Italian Language and Culture – Teaching Italian to Foreign Students – in 2003. She studied at the Università degli Studi di Siena as well, and earned her Master’s Degree in The Art of Writing – Models of Creative Writing – in 2004.
She was on the administrative committee of the first International Meeting on Italian Studies in Latin America (Siena, 25-27 November 2004), organized by the Università per Stranieri di Siena. She earned her PhD in Italian Philology, Literature and History at the Università per Stranieri di Siena in 2008. Her research focus is on contemporary Italian poetry, especially on Vittorio Sereni’s work. She published an article on Alda Merini’s poetry (e.g. Allegoria, 47, 2004).
Alice Friscelli has been teaching Italian Language in IES Abroad Siena since 2006.