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JOHN CABOT UNIVERSITY

COURSE CODE: "IT 101-13"
COURSE NAME: "Introductory Italian I"
SEMESTER & YEAR: Fall 2023
SYLLABUS

INSTRUCTOR: Gina Siddu Pilia
EMAIL: [email protected]
HOURS: TTH 4:30 PM 5:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: This course carries 3 semester hours of credit.
OFFICE HOURS: M/W 7:15 pm - 8:15 pm or by appointment

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.
SUMMARY OF COURSE CONTENT:

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.

 

 

LEARNING OUTCOMES:

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.

 

TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Spazio Italia 1Tommasini & DiacoLoesher9788820133504     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
2 Tests 30%
Midterm Exam 20%
Presentation 10%
Final Exam 30%
Attendance, Participation, and Homework 10%
 All tests and exams are divided in 4 parts: Listening, Grammar and vocabulary in context, Reading comprehension, and Composition. The oral presentations are 3- 5 minute power point presentations on a given subject. 

-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 cou
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:

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 participationYou are allowed to 3 unexcused absences. After that your grade will be lowered by 3 points for any additional absence.

A

100 – 94

A-

93 - 90

B+

89 - 87

B

86 - 84

B-

83 - 80

C+

79 - 77

C

76 - 74

C-

73 - 70

D+

69 - 67

D

66 - 64

D-

63 - 60

F

59 - 0

 

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 
Chapter 1 -
 Introducing yourself - Present tense of  the verbs Essere (to be), Chiamarsi (my name is....), Stare ( to be - to stay), Abitare ( to live), and Studiare (to study) - The Italian Alphabet - Pronunciation of soft and hard sounds - Numbers from 0 to 20.               

WEEK 2

Chapter 2 - Singular feminine and masculine nouns ending in -a -o -e - Singular definite articles - Indefinite articles - Adjectives ending in  a - o - e  and agreement with nouns -  Restaurant Vocabulary - Numbers from 20 to 1000 - Singular and plural personal pronouns - Present tense of Avere ( to have) - Idiomatic expressions with Avere - Dates, days of the week, and months - Vocabulary for a coffee shop.

WEEK 3
Chapter 3 - 
Plural definite articles, nouns, and adjectives - Present tense of Essere (to be) - Directions vocabulary - Test 1 review.          

WEEK 4 - TEST 1 ON TH, SEPTEMBER 28
Chapter 3 (cont') - 
Description of people - Present tense of Piacere (to like) in  I and You forms - Infinitive of the most important verbs.
Chapter 4 - Present tense of regular verbs ending in -ARE - Introduction to the 3 conjugations - Food shopping vocabulary - How much is it? - The present tense of the verb Andare ( to go) - Vocabulary for the 3 meals.      

WEEK  5
Chapter 5 -
 Vocabulary to describe an apartment - Vocabulary to describe a town - There is and there are (C'è - ci sono) - The Present Tense of the 3 regular conjugations -  Time adverbs.     

WEEK 6
Review and practice  of chapters 1 - 5.      

WEEK 7 - MIDTERM EXAM ON TH, OCTOBER 19

WEEK 8   

Chapter 6 - Present tense of verbs in -ISC (pulire / to clean; finire / to finish; preferire / to prefer; capire / to understand) - Vocabulary to interact at the university - What time is it? - Present tense of Fare (to do, to make) - Idiomatic expressions with Fare - Review of regular and irregular verbs.     

WEEK  9
Chapter 7 - 
Vocabulary to talk about family members- Possessive adjectives - Vocabulary for shopping - Colors - Clothes - Vocabulary for a clothing store - Intro to direct pronouns - Difference between Conoscere and Sapere ( to know).  

WEEK 10 - TEST 2 ON TH, NOVEMBER 9
Test 2 Review (chapters 6 - 7)

WEEK 11   

Chapter 8 - Vocabulary for making plans on the phone - Present tense of DoverePotere, and Volere (must, can, and to want) - Vocabulary for house works - The seasons - Present tense of the irregular verbs Uscire (to go out) and Venire (to come) - Simple and combined prepositions.

WEEK 12
Chapter 8 (cont')

Chapter 9 - Vocabulary for talking about the week-end - Past tense (Passato prossimo) - Past tense time adverbs.     

WEEK 13
Chapter 9 (cont') 
Chapter 10 - 
Vocabulary for talking about daily activities - Present tense of reflexive verbs. 

WEEK 14 - PRESENTATION ON TH, DECEMBER 7

Final review           

FINAL EXAM (TBA)