JCU Logo

JOHN CABOT UNIVERSITY

COURSE CODE: "IT 101-14"
COURSE NAME: "Introductory Italian I"
SEMESTER & YEAR: Spring 2019
SYLLABUS

INSTRUCTOR: Valentina Dorato
EMAIL: [email protected]
HOURS: MW 9:20-11:10 AM
TOTAL NO. OF CONTACT HOURS: 60
CREDITS: 4
PREREQUISITES: This course carries 4 semester hours of credit, except for Summer sessions, when it carries 3 semester hours of credit.
OFFICE HOURS:

COURSE DESCRIPTION:
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.
SUMMARY OF COURSE CONTENT:
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.


The material used in this class is part of a new project in digital humanities that tries to put together the digital world and the real one using the city of Rome as a mean to teach Italian language and the Italian and Roman culture together. 



Keeping in mind that:



1.     Students learn better with a real engagement and understanding on what happens in their class and when they understand their learning process.

2.     Students learn more when they are highly motivated and when they see practical results of their learnings in the real world.

3.     Learning by doing, by seeing, by creating something helps students acquisition of a second language. 

4.     Learning Italian language in Rome HAS to be different from learning it somewhere else and has to leave a trace in student’s memories.

5.     While learning the Italian language students need to understand that learning a language is learning a very important part of the Italian culture and that what they learn in their Italian class is linked and connected to what they learn or learnt in a lot of other classes. Being able to make connections and bridges between different subjects is crucial for any learning process. And it is at the base of critical thinking.

6.     Using the digital world and the real, tangible one together can help bulding very useful activities. The old and the new together create what we are as human beings and as learners as well.



All that considered, our “book” will use the city of Roma, and, specifically for our 101 level the areas of Trastevere and a part of the Centro Storico both from real and, virtually, on google map.

The interactive “pages” of our “book” are maps of the city of Rome. On the map you will find different icons and links with in class activities, on site activities, games, homework. The different clickable icons are in different streets, piazzas, monuments, gardens of Rome that you will also visit from real. You will learn the basic of the Italian language while learning and seeing at the same times some things about the Italian culture and, specifically, the roman one. You will learn some basic history, some songs, some poems and “meet” some more or less famous people. You will watch some clips from movies and find out about movies and books set in Rome.

The interactive “book” will become bigger and bigger with your help because you will be asked to create activities as well and to upload them on the map, after my approval. On your syllabus you can find a list of links with apps/web sites that will help you to do your homework and to be part of this project. You can also share other web sites or apps if you think they will be useful for our project and class.

I really hope this project will make a different on the way you will be able to learn and use the Italian language, enter its culture while getting familiar with the city of Rome and its people, habits, good and bed characteristics. In few world, its life. 

LEARNING OUTCOMES:

LEARNING OUTCOMES: 

Upon completing this course, students will possess the ability to:

satisfy a very limited number of immediate needs

understand and convey some spoken Italian through the knowledge and usage of familiar and memorized structures, on the most common features of daily life that require the interchange of simple and direct information

understand the general meaning of oral announcements and brief texts on familiar subjects with simple morphology and lexicon.

produce one-paragraph texts with limited formulaic information by using elementary functions.

TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
3 testVocabulary and Structures learned together in class or by self-study20%
midtermThe midterm exam is designed to evaluate the student's knowledge of the grammar and vocabulary covered up to this point, their reading and listening comprehension and written ability.15%
final The final exam is designed to evaluate the student's knowledge of the grammar and vocabulary covered, their reading and listening comprehension, and the written ability20%
oral proficiency There will be a lot of oral activities on this class and some of them will be graded under your homework and on site activities section. Here it will be specifically grade: one oral presentation and one oral exam.20%
homework and onsite activities For this class homework and on site activities are particularly important. The program and the material are built on students collaboration and on their active exploration and discover of the part of Rome that are in the PERCORSI (learning paths) that will be followed for the 101. The all idea of the course is based on collaborative learning and on the flipped classroom. This is why homework and on site activities are so important and their weight for the student final grade height. 25%
class participationStudents are expected to come prepared to class and participate in all activities (individual, small groups, whole class works) . Active participation is crucial, since the learning process requires considerable practice. Participation could be also sharing doubts or ideas about homework, class assignments or new topics that were studied.0%

-ASSESSMENT CRITERIA:
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.

-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
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 period runs until ____________
ACADEMIC HONESTY
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.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
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.

SCHEDULE

WEEK 1 

Percorso 1: Trastevere 

 

Overview and grammar:

 

Intro to the class/project.

 

Introducing yourself: “Come ti chiami?” and “Come stai?” (“What is your name? How are you?”). The Italian Alphabet. The name of the stores and places in a city.  Pronunciation of soft and hard sounds. Numbers from 0 to 20. Greetings and the part of the day. Formal and informal greetings (introduction): “Come stai?/Come sta?/Come va?” (how are you). The days of the week, months of the years, the names of the seasons. 

 

The city:

 

Intro to the city of Rome and its history: the history time line.

Il giardino botanico. 

Castel Sant’Angelo di sera

 

I am part of the project! This is my job!

 

SOS Italian! (Write at least 6 words/expressions/questions you think are very important to know in Italian (ex. How do you say….? Or: I don’t understand!). Write them in English or in Italian, if you already know how to say them)

The pronunciation of the names of “my streets” in Rome. (Take some picture of at least 4 names of streets in Rome and then, using your thinglink account tag them with an audio with your voice. This is a good practice for pronunciation!)

My visit at Castel Sant’Angelo at night!

 

 

WEEK 2 

Percorso 1: Trastevere 

 

Overview and grammar:


Rome and its people. “Io sono Trilussa”: a conversation with a statue. Asking nationality, age, what do you do: Di dove sei? Quanti anni hai? Cosa fai? The Italian sentences structure: statement, questions, negative sentences. Some interrogatives. Some verbs. 

 

 

 

 

The city:

 

Intro to Trastevere area

Piazza Trilussa. 

 

I am part of the project! This is my job!

 

Piazza Trilussa with my eyes (Go to the piazza and take a picture of it and one of the statues. Then uploaded them to your thinklink account and tag it with at least 6 words in total)

“Io sono Trilussa” dialogue with my voice (Type this link into your edpuzzle account: https://www.youtube.com/watch?v=frs_06VQdwY&t=4sand then use the voiceover with a classmate and record the dialogue with your voices)

A dialogue with a famous Italian person (first part) (Create a dialoge similar to “Io sono Trilussa” but you pick another famous Italian/Roman person. Use your powtoon account to make it. You just need to write the dialogs, not to record them).

 


WEEK 3 
TEST 1: 


Percorso 1: Trastevere.  

 

Overview and grammar:

In una pizzeria. “Dar Poeta” (Vicolo del Bologna). Nouns and indefinite articles. “C’è, ci sono” (there is, there are). Colors. 

 

 

The city:

 

Via della Scala, Vicolo del Bologna

Piazza Santa Maria in Trastevere. La Basilica di Santa Maria in Trastevere.

 

I am part of the project! This is my job!

 

“In pizzeria io prendo…” (“In a pizzeria I get…”)

Pizzeria versus Pizza a taglio

“Cosa c’è a Santa Maria in Trastevere?” (what is in Santa Maria in Trastevere?)

“In giro per Roma usando i cinque sensi”

“Le nostre foto in giro per Trastevere”

 


WEEK 4 

Percorso 1: Trastevere


Overview and grammar:

In a caffé. “Stefano va al bar” (Via San Francesco a Ripa): how to order in a caffé. Formal and informal speech (intro) Definite articles. Adjectives.  The idiomatic expression with “essere”, “avere” and “fare” (To be, to have, to do). Verbs. Articles, Nous, Adjectives: the agreement. Listening: “Stefano va al mercato”: buying food at the market and talking to the vendor.  Formal and informal speech (cont.)

 

The city:

 

Via San Francesco a Ripa

Piazza San Cosimato

 

 

I am part of the project! This is my job!

 

“La mia colazione” (“My breakfast”.) What are the differences with the Italian one? 

“Signore, cosa fa quando…ha fame?”: preparare domande formali. 

 


WEEK 5 

Percorso 1: Trastevere

 

Overview and grammar:


Reading: “Roma, intro”. Verbs (cont.)
The adverbs of frequency. Cont. Listening: “Stefano va al mercato”. 

 

The city:

 

Piazza Santa Maria in Trastevere

Piazza San Callisto.

Piazza San Cosimato

 

I am part of the project! This is my job!

 

“A colazione prendo…”

“Prepariamo una cena! La mia lista della spesa”

“Com’è Piazza San Cosimato? Che cosa c’è?” (How is Piazza San Cosimato?)

“Il cinema in piazza”. Movies shot in Roma. 



WEEK 6 

TEST 2: 

Percorso 1: Trastevere

 

Overview and grammar:

 

Listening.: “Gioacchino e Rita”. The verb “piacere” (to like), The interrogatives (second part). Verbs (cont.). Verbs (cont.)

Listening: “Un aperitivo al baretto”. The Italian aperitivo. The time. Introducing someone else. 

 

The city:

 

Piazza Gioacchino Belli.

Piazza di Santa Cecilia and the Basilica di Santa Cecilia.

Via Garibaldi.

 

I am part of the project! This is my job!

 

“Gioacchino e Rita”: Un dettato. 

A dialogue with a famous Italian person (second part)

“Vi presento..”

 


WEEK 7 

 

Percorso 1: Trastevere

 

Overview and grammar:

Cont.: “Un aperitivo al baretto”. The Italian aperitivo. Inviting someone to do something together. “Ti va di”, “Che ne dici di” (Do you feel like… What do you think about…). Modal verbs: “Potere, Dovere, Volere”. (To be able to, to have to, to want to).

 

 

The city:

 

Via Garibaldi.

Er Fontanone. La fontana dell’acqua Paola.

 

I am part of the project! This is my job!

 

“Ti va di…”. (“Do you feel like…”). Inviting someone to do something together.

“Il mio posto preferito per l’aperitivo” (My favorite place for an aperitivo in Rome).

 

 

Review for the midterm exam.                       

 

 


WEEK 8 
Midterm exam: 
2 days 

 

 

Percorso 2: Centro

 

Overview and grammar:

Listening: “Una chiacchierata con Giordano Bruno”. Information on the street. A typical day. The verbs and the expressions to talk about a typical day. Reflexives verbs (cont.). Intro preposizioni “Sapere/conoscere” (the verb “to know”).  (in realtà da fare con APERITIVO AL BAR) “Ci vuole, ci vogliono”/“ci metto”  (it takes/it takes me). 

 

The city:

 

Ponte Sisto

Campo de’Fiori, Giordano Bruno

 

I am part of the project! This is my job!

 

Gioco: “Come si arriva da casa mia a Campo de’ Fiori? Quanto ci vuole a piedi/in tram/in motorino?” (how can you get from my place to Campo de Fiori? How long does it take?)

My questions for Giordano Bruno to find out something interesting about the Romans/the Italians.

 

 

                                              

WEEK 9 

ORAL PRESENTATION (2 days) 

 

Review.

 

         

WEEK 10 

Percorso 2: Centro storico

Overview and grammar:

Reading: “Roma. La storia continua”. More adjectives to describe monuments, places, people. Talking about free time. People in piazza Navona. The -ing form. Reflexing verbs (cont.)

 

The city:

 

Piazza Navona

 

I am part of the project! This is my job!

 

Gioco: “Indovina chi: passato, presente o futuro?”. (“Guess who? past, present or future?”)

“Che lavoro fa? Che sta facendo ora?” (“What is his job? What is he doing now?)

        

 

 





                                                                       

WEEK 11 
TEST 3 

 

Percorso 2: Centro storico

 

Overview and grammar:

Reading a comic: “Una chiacchierata tra amici davanti ad una granita di caffè con doppia panna al Pantheon” (“Chatting with friends eating a granita with double whipped cream at the Pantheon”).  Different lives in different cities. Comparatives. Prepositions.

 

The city:

 

Pantheon

 

I am part of the project! This is my job!

 

Una pagina di diario con foto/disegni: “Le differenze tra la mia città e Roma e la mia vita nella mia città e la mia vita a Roma” (A page of a diary with pictures/drowings: “The differences between my city and Roma and my life in my city and my life in Rome”.

 

 

 WEEK 12 


Percorso 2: Centro storico


Overview and grammar:


What is “the wedding cake”? Mussolini and the Italian fascist period”. Some clips from the Istituto Luce. Talking about the past. 
The past tense.  (intro). 

 

The city:

 

Piazza Venezia. L’altare della Patria; Palazzo Venezia e la finestra del Duce.

Campidoglio.

I am part of the project! This is my job!

 

A difficult period in the history of my country/city.

“Hai mai…/Sei mai…” (“Have you ever…?”)

             
 WEEK 13

 

Percorso 2: Centro storico

 

Overview and grammar:

Clips from the movie: “La finestra di fronte”.  Past tense (cont.).  Expression of time in the past. “E non cominciarono neppure a vivere…”: Roundup of Jews in the Jewish Ghetto. (16 Ottobre 1943).

 

The city:

 

La passeggiata dal Campidoglio.

The Ghetto: il Portico d’Ottavia; Piazza 16 Ottobre 1943.

 

I am part of the project! This is my job!

 

“La mia Roma attraverso i 5 sensi” (“My Rome through the 5 senses”)

 

 

SETTIMANA 14    ORAL EXAM 

Final Review