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

EMAIL: [email protected]
HOURS: TTH 3:00-4:50 PM
PREREQUISITES: This course carries 4 semester hours of credit, except for Summer sessions, when it carries 3 semester hours of credit.
OFFICE HOURS: Thursday 1200-1300 by appointment

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 presents the first principles of Italian language, geography and culture in a student-centered learning environment.

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

  • Satisfy a 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

Students will study in depth the following grammar points:

        Definite and indefinite articles; Present tense of regular and irregular verbs; Past tense (Passato Prossimo); Agreement nouns / adjectives;

        Possessive adjectives; Present and Past tense of riflexive verbs.



-          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

TESTSThe three tests are designed to evaluate the student's knowledge of the grammar, vocabulary coverd, their reading and listening comprehension and written ability.25%
Midterm examThe 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.25%
Final ExamThe final exam is designed to evaluate the student's knowledge of the grammar and vocabulary covered,their reading and listening comprehension, and the written ability.25%
Oral ProficiencyIn-class oral activities and presentation. Students are examined singularly and in pairs or small groups. The types of tests are: conversation between the two students or the small groups, monologues, role playing. Conversations, monologues and role playing are elicited by visual stimuli or questions from the instructor.15%
Class participation and HomeworkStudents are expected to come prepared to class and participate in all activities. Active participation is crucial, since the learning process requires considerable practice.10%

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 th
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


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 by 2 points for each additional absence.

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

If you should miss a class, please contact another student 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 (e.g. Facebook)

-is not allowed to use your cell phone during Test and exames



The Midterm and Final Exam can only be made up with approval from the Dean of Academic Affairs (Please see the John Cabot University Catalog and Student Handbook).


The JCU Foreign Language Resource Center offers tutoring sessions free of charge. The FLRC is located at the Tiber Campus on the first floor. To schedule an appointment with a tutor (or a writing coach for upper-level courses), please use the online booking system.

How to get the most out of your tutoring session:

  • Come early in the semester. You will benefit more from tutoring if you come when you first begin having problems. 
  • Come prepared. Bring your textbook, notes, and review sheets with you. 
  • Attend classes regularly. Tutoring is designed to supplement class instruction, not to replace it. refer to the university catalog for the attendance and absence policy.

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 

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

Week 2
Episode 1

Asking nationality. Nouns genders and numbers.  Indefinite articles. “Dov’è?” “Chi è?” .

Week 3 

Episode 1cont.

Asking and telling the time. Prepositions  a\all’\alle


Week 4
Episode 2

Idiomatic expressions with Avere or Essere.. Present of the verb To Have. Use of TU and LEI   informal\formal. Present
tense of STARE

   Week 5 

  Episode 3
 Adjectives nouns agreement. Present of TO GO

Descriptions of people. Transport-tickets-visiting a city.

Week 6 

  Episode 3 cont.
Use of There is\ There are. Seasons and months.  Days of the week.

Week 7 

Episode 4.

 Present tense of regular verbs. The 3 conjugations. Daily and free time actions.

Week 8

  Midterm review


  Week 9

 Episode 4 cont.

Talking about how often you do something. Present tense of irregular verbs. Adverbs of frequency.

Work and professions.

  Week 10

 Episode 5

Definite articles. article+noun+adjective agreement
Present tense of modal verbs. Present tense of SAPERE.

  Week 11 
Episode 5 cont\ Episode 6
Present tense of regular verbs and verbs ending in _ISC. Possessive Adjectives.
  Test 3

Week 12 
Episode 7\Episode 8

 Talking about a typical day. Present tense of reflexive verbs Past tense of regular verbs. Transitive\intransitive verbs.


Week 13
 Episode 8 cont.

Past participle irregular verbs. Time expressions. Use of To Be or To Have in the Past tense.
Descriptions in the past. Telling past events.

Week 14

Oral presentation

 Final Review

Final Examination