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COURSE NAME: "Introductory Italian I (Summer: This course carries three semester hours of credit.)"
SEMESTER & YEAR: Summer Session I 2017

INSTRUCTOR: Angela Eliseo
EMAIL: [email protected]
HOURS: MTWTH 11:00 AM 12:45 PM
OFFICE HOURS: by appointment, before class

This course is designed to give students basic communicative ability in Italian. By presenting the language in a variety of authentic contexts, the course also seeks to provide an introduction to Italian culture and society. Students work on all four language skills: speaking, listening comprehension, reading, and writing. Note: This course carries 4 semester hours of credit during the Fall and Spring terms, 3 hours in Summer.
This course is designed to give students basic communicative ability in Italian. By presenting the language in a variety of authentic contexts, the course also seeks to provide an introduction to Italian culture and society. Students work on all four language skills: speaking, listening comprehension, reading, and writing. 


-          Listening:  students will be able to understand familiar words and basic sentences concerning themselves and familiar topics when people speak slowly and clearly.

-          Reading: students will be able to read short, simple texts, such as advertisements, menus, brief articles from magazines. They will be able to develop reading strategies to find specific, predictable information in texts and brief personal communications.


-          Speaking: students will be able to use the target language with a basic level of conversational fluency on familiar topics. They will be able to ask and answer simple questions in areas of immediate need or on familiar topics.

-          Writing: students will be able to write short, simple messages dealing with everyday issues and to describe, in basic sentences, themselves, their friends and families, their immediate surroundings and their daily routines.

Cultural awareness

Students will be able to identify some characteristics of the target language culture(s) and distinguish between patterns and stereotypes. They will be able to note similarities and differences between target cultures and their own. They will be able to give examples of the relationship between language and culture.


Students will be able to reflect, in English, on personal experiences while learning a new language and living in a different culture. They will work towards identifying their personal learning style. Particular emphasis will be placed on awareness and use of language learners’ strategies.

Book TitleAuthorPublisherISBN numberLibrary Call NumberComments

3 testsThe three tests are designed to evaluate the student's knowledge of the grammar, vocabulary covered, their reading and listening comprehension, and written ability.30%
Oral presentation/oral proficiencyIn-class oral activities and one oral presentation. Students are examined singularly, in pairs and in a small groups.The types of tests are: conversations between the two students or the small groups, monologues, role-playing. Conversations, monologues and role-playing are elicited by visual stimuli or questions from instructor.20%
Final ExamThe final exam is designed to evaluate the student's knowledge of the grammar and the vocabolary covered, their reading and listening comprehension and written ability.30%
Class Partecipation / HomeworkStudents are expected to come prepared to class and participate in all activities. Active participation is crucial, since the learning process requires considerable practice.20%

AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam is on June Friday 23.

Students are expected to come prepared to class and participate in all activities. Active participation is crucial, since the learning process requires considerable practice. Regular attendance is an essential component of class participation. Students are allowed three  absences. The final grade will be lowered for additional absences. Arriving in class with more than 10 minutes late will be considered half absence.

Make sure your travel plans do not interfere with the class schedule. 

If you should miss a class, please contact another student or acccess My Jcu to find out what was covered that day so that you will be prepared for the next class. 


- leave the room as it is distracting to the professor and to your classmates;
- answer your cell phone, read or send text messages; 
- use your computer for anything not related to the class 
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.


Week 1  
May 22,23,24,25
Prima di tutto
Introducing yourself. Present tense of the verbs Essere (to be), Chiamarsi (my name is....). The Italian Alphabet. 
Pronunciation of soft and hard sounds. Numbers from 0 to 20. Nationality adjectives
Episode 1
Asking nationality. Nouns: genders and numbers.  Indefinite articles. “Dov’è?” “Chi è?” .
Asking and telling the time. 

Week 2
May 29,30,31, June 1
Episode 2
Idiomatic expressions with Avere or Essere.. Present of the verb AVERE (TO HAVE). Use of TU and LEI   informal\formal. Present 
tense of STARE
Episode 3
Adjectives nouns agreement. Present of ANDARE (TO GO)
Descriptions of people. 
May 30 Test 1

Week 3
June 5, 6, 7, 8 
Episode 4.
Present tense of regular verbs. The 3 conjugations. Daily and free time actions.
Talking about how often you do something. Present tense of irregular verbs. Adverbs of frequency.
June 5 Oral proof 1
June 8 Test 2

 Week 4
June 12, 13, 14, 15
Episode 5
Definite articles. article+noun+adjective agreement
Present tense of modal verbs. Present tense of SAPERE.
Episode 6
Present tense of regular verbs and verbs ending in _ISC. 
June 15 Test 3

Week  5
June 19, 20, 21, 22, 23
Episode 8
Talking about a typical day. Present tense of reflexive verbs Past tense of regular verbs. Transitive\intransitive verbs.
Past participle irregular verbs. Time expressions. Use of To Be or To Have in the Past tense.
Descriptions in the past. Telling past events.
June 21 Oral presentation 2
June 22 Final Review 

June 23 Final Examination