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COURSE NAME: "Introductory Italian I"
SEMESTER & YEAR: Summer Session II 2019

INSTRUCTOR: Elisa Marani
EMAIL: [email protected]
HOURS: MTWTH 9:00-10:50 AM
PREREQUISITES: This course carries 4 semester hours of credit, except for Summer sessions, when it carries 3 semester hours of credit.
OFFICE HOURS: 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.

Upon completion of this course, students can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of concrete type. They can introduce themselves and others and can ask and answer questions about personal details such as where they live, people they know and things they have. They can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Listening Proficiency Scales: Students can understand everyday expressions dealing with simple and concrete everyday needs, in clear, slow and repeated speech. They can follow speech which is very slow and carefully articulated, with long pauses for them to get the meaning and can understand questions and instructions and follow short, simple directions. They can understand numbers, prices and times.

Reading Proficiency Scales: At this level, students can understand the general idea of simple informational texts and short simple descriptions, especially if they contain pictures which help to explain the text. They can understand very short, simple texts, putting together familiar names, words and basic phrases, by, for example, rereading parts of the text. They can follow short, simple written instructions, especially if they contain pictures. They are able to recognize familiar names, words and very simple phrases on simple notices in the most common everyday situations. They can understand short, simple messages, e.g. on cell phones.

Speaking Proficiency Scales: Students at this level can ménage very short, isolated, mainly pre-packaged utterances, with much pausing to search for the expressions, to articulate less familiar words, and to repair communication. They have a very basic range of simple expressions about personal details and needs of a concrete type. They have a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. They show only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire. Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of their language group. They can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry, etc. They can link words or groups of words with very basic linear connectors like 'and' or 'then'.

Writing Proficiency Scales: They can write simple notes to friends, can describe where they live and can fill in forms with personal details. They are able to write simple isolated phrases and sentences and can write a short simple composition. They can write short letters and messages with the help of a dictionary.

Students will be able to use the following:

Functions: Directions; describing habits and routines; giving personal information; greetings; telling the time; understanding and using numbers; understanding and using prices.

Grammar: Adjectives: common and demonstrative; agreement nouns - adjectives; definite and indefinite articles; adverbs of frequency; present tense of regular and irregular verbs; how much/how many and very common uncountable nouns; intensifiers (basic); modals; (passato prossimo); possessive adjectives; prepositions (simple and combined); prepositions of time and space; direct pronouns (basic); I like it - I don't like it; I would like; there is / are; reflexive verbs and pronouns.

Discourse Markers: Connecting words, and, but, because.

Lexis: Food and drink; Nationalities and countries; personal information; things in town, shops and shopping; description of people, places and objects.

Topics: Family life; college life; hobbies and pastimes; holidays; leisure activities; shopping; work and jobs.

3 Tests  30 %
1 Oral Presentation 20 %
Final Exam 35 %
Attendance, Participation, and Homework 15 %

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.


Students are supposed to come prepared to class and participate in all activities. Active participation is crucial, as the learning process requires considerable practice. Regular attendance is an essential component of class participation. Students are allowed two (2) unjustified 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.

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.  Students who are 10 or more minutes late to class will be counted tardy. Students will receive two "free tardies". These provide for valid reasons. A third tardy in a class will constitute an absence.

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.


Lunedi 8 Luglio Classes begin- Lezione 1 

Martedì 9   Lezione 1-2

Mercoledì 10  Lezione 2 

Giovedì 11 Lezione 3

Lunedi 15 Luglio      Test 1 

Martedì 16 Lezione  3-4

Mercoledì 17   Lezione 4

Giovedì 18 Lezione 5 

Lunedi 22 Lezione 5-6 

Martedì 23   Test 2 

Mercoledì 24   Lezione 6-7

Giovedì 25   Lezione 7

Lunedi 29   Lezione 8

Martedì 30   Oral Presentation 1

Mecoledi 31 Lezione 8-9 

Giovedì 1 Agosto Lezione 9
Lunedi 5   Test 3 

Martedì 6 Lezione 10 

Mercoledì 7   Lezione 10 

Giovedì 8    Final Review 

Venerdì 9 Last day of classes- Final Exams 


Homework will be assigned on a daily basis on myjcu.edu
Please keep track of it and keep up with it.

Please note that the schedule is subject to change at the professor’s discretion