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JOHN CABOT UNIVERSITY
COURSE CODE: "IT 101-2"
COURSE NAME: "Introductory Italian I (Summer: This course carries three semester hours of credit.)"
SEMESTER & YEAR:
Summer Session I 2012
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SYLLABUS
INSTRUCTOR:
Bertini Bezzi Ada
EMAIL: [email protected]
HOURS:
MTWTH 9:00-11:00
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
OFFICE HOURS:
TH - WED from 10,40 to 11,40 or by appointment
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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.
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SUMMARY OF COURSE CONTENT:
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.
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LEARNING OUTCOMES:
Listening
- In-class listening activities:
Students will listen to the instructor and to recorded texts the
duration of which will be at least 250 words. Students will have to
answer (orally and in writing) an increasing number of questions that
test their comprehension of what they have heard.
Speaking
- In-class oral activities and exams: Students
will be examined singularly and in pairs. The type of tests will be:
conversation between two students, monologues, role playing. The
multiplicity of situations and the request to express personal opinions
will increase from elementary level to advanced level. Conversations,
monologues and role playing will be elicited by visual stimuli, texts,
or questions from the instructor.
Reading
- In-class activities and exams:
Students will have to read an increasing number of texts of increasing
length, complexity and of different genres. They will have to answer in
writing several questions that test their comprehension of what they
have read.
Writing
- Homework assignments and exams:
Students will have to answer written questions and produce written
texts of increasing length, formality and complexity on topics of every
day life.
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| Gramm.it for English speakers | Gruppo Csc Gabriella Iacovoni - Nadia Persiani - Barbara Fiorentino | Bonacci Editore | 978-88-7573-430-5 | | | | | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| 3 tests Oral Proficiency & Presentations Final Exam Attendence & Participation | <table cellspacing="0" border="1" rules="all" id="gridAssMethod" style="border-collapse: collapse;">
<tbody>
<tr>
<th scope="col" abbr="Assignment">Assignment</th>
<th scope="col" abbr="Guidelines">Guidelines</th>
<th scope="col" abbr="Weight">Weight</th>
</tr>
<tr>
<td>3 tests</td>
<td> </td>
<td>25%</td>
</tr>
<tr>
<td>Oral Proficiency & Presentations</td>
<td> </td>
<td>25%</td>
</tr>
<tr>
<td>Final Exam</td>
<td> </td>
<td>25%</td>
</tr>
<tr>
<td>Attendence & Participation</td>
<td> </td>
<td>25%</td>
</tr>
</tbody>
</table> | 25% 25% 25% 25% |
-ASSESSMENT CRITERIA:
Assessment Guidelines for assigning main letter grades: A, B, C,D, and F.A:
Work of this quality directly addresses the question or problem raised
and provides a coherent argument displaying an extensiveknowledge 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.B: This 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.C:
This is an acceptable level of performance and provides answers that
are clear but limited, reflecting the information offered in the
lectures and reference readings.D: This 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.F:
This 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, since the learning process
requires considerable practice. Regular attendance is an essential component of class participation. Students are allowed three (3) 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.
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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.
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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.
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SCHEDULE
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WEEK 1
Chapter 1: Come ti chiami? – Role play: a. Come ti chiami? b.
Chi è? c. Chi sei? d. Di dove sei? e. Come stai? – Oral presentation:
Introduce yourself f. Some useful expressions. - Alfabeto – Role play:
a. Come si scrive? b. Come si pronuncia? - Fonetica (hard sounds and
soft sounds). Listening Comprehension Activities – Numbers from 0 to 20.
Chapter 2: Che cos’è? a. Feminine nouns ending in –a; Masculine nouns ending in –o. b. Feminine articles la and una;
Masculine articles il and un. – Classroom Vocabulary – Com’è? a.
Feminine and masculine adjectives ending in –a and in –o. Writing
Activity: describe your classroom. – Restaurant Vocabulary. Role play:
At the restaurant. – Numbers - Personal Pronouns – The verb Avere. Role
play: Quanti anni hai? – Some expressions using Avere – Nouns and
adjectives ending in –e – Che giorno è ogg? Days of the week, months,
dates. Role play: Quando è il tuo compleanno? – Masculine and Feminine
Nouns beginning with a vowel – Role play: Qual è il tuo indirizzo? Masculine Nouns beginning with S + Consonant and Z - Role play: Domanda e risposta. Articles Review – Role play: Al Bar –
Chapter 3: Che cosa sono? a. Plural Nouns and
Adjectives. B. The plural of the definite articles. C. The verb Essere –
Dov’è? Role play: Asking for directions on the street. Adjectives
to describe a person – Oral presentation: Describe yourself – Writing
Activity: Describe your roommate. Listening Activities: 1. Un bel
ragazzo romano ; 2. Chi è? – Role play: Che cosa ti piace fare? – Role
play: Un pezzo di pizza da portare via. - Writing: Parla un po’ di te.
WEEK 2
Video 1: Chi sono?
Chapter 4: Lauren e Marco sono amici.
a. Listening activity on a given story. B. Questions on the listening
activity. C. Reading comprehension of the listening activity. – The
present tense of the verbs ending in –ARE . Learning how to conjugate a
verb. Listening activity: Chi lo fa?Vocabulary: Andiamo a fare la spesa! Role play: Fare la spesa – On-site activity: Al Supermercato.The
verb Andare. Role play: Andiamo a visitare Roma! – Vocabulary:
Colazione, Pranzo e Cena. Role play: Che cosa mangi? – Reading activity:
Gli italiani a tavola – Interview your classmate – Listening
comprehension: Le abitudini degli italiani. Review - Writing: Describe a
given person
Test 1
Chapter 5: Il mio appartamento.
Apartment vocab. Oral presentation : Describe your apartment using c’è
and ci sono – Vocab. to describe a town. Writing activity: Describe your
hometown – The 3 conjugation –are –ere –ire. – Time words (adverbs of
frequency) – Role play: 1. Ogni quanto? 2. Da quanto tempo?Video 2: Case e apprtamenti
Chapter 6: All’Università – Role-play –
Vocab. Le atiività a scuola – Listening: Davanti alla biblioteca –
Video 3: A scuola – I verbi in –isc. Role play: Che cosa preferisci? –
Role play: 1. Che ore sono? 2. A che ora? – The verb Fare. Idiomatic
expressions made with Fare – Listening: 1. Che cosa fai nel tempo
libero? 2. Che cosa fai il fine settimana? – Writing: La mia vita a
Roma.
WEEK 3
Test 2
Chapter 7: Marco e la sua famiglia.
Family Vocab. – Listening: Una famiglia italiana – Video 4: Felicita e
la sua nuova famiglia. – Gli aggettivi possessivi – Listening: Chiara
descrive i suoi parenti – Reading: La famiglia italiana. Vocabulary
and Role-play: In un negozio di vestiti – Listening: Che bel vestito! –
Direct pronouns: lo la li and le – On-site activity: Andiamo a fare
shopping in Via dei Giubbonari! Mi
piace e mi piacciono. Role-play: Ti piace o ti piacciono? – Writing:
Come ti piace vestirti? -Le stagioni e il tempo. Vocabulary: Che
stagione preferisci? - Listening: Che programmi hai? – Video 4: Come
sono? Che cosa portano?
Chapter 8: Al telefono.
Role play: Making plans on the phone. – Vocabulary: Le faccende di
casa. – I verbi Dovere, Potere e Volere. – Listening: 1. Prima di
uscire. 2. In famiglia chi lo fa? – Writing: Che disordine!Le
preposizioni articolate – Gli avverbi di luogo – Writing: Descrizione
di una stanza con gli avverbi di luogo – I verbi Conoscere e Sapere - I
verbi Venire e Uscire – Role play: Intervista.
WEEK 4
Writing: La mia famiglia
Test 3
Chapter 9: Il fine settimana di Lauren – Il passato prossimo – Listening: 1. Quando? 2. Che giornata ieri! 3. Un lungo messaggio. Reading:
La musica in Italia – Discussion – Listening: Un giorno come gli altri –
Role-play: Quando è stata l’ultima volta che ...? – Video 5: Che cosa
hanno fatto? - Reading: Una lettera di una donna a una rivista –
Writing: Rispondi alla lettera.
WEEK 5
Chapter 10: Una mattina tipica. I verbi riflessivi. – Le
attività di tutti I giorni – Vocabulary: Cosa facciamo ogni giorno? -
Listening: 1. Giorno dopo giorno! 2. Cosa fanno? Writing:
La mia mattina tipica – Vocabulary: 1. Le parti del corpo – 2. Ho mal
di testa – 3. La farmacia – Role-play: In farmacia – Video 6: Attività
giornaliere. Writing: Lo scorso fine settimana – Video: Trailer of an Italian Movie. Reconstruction of the plot in the Past tense. Past
tense of reflexive verbs – Listening: Corrado è andato a una festa–
Reading and writing activities on an article in the past tense. Avverbi
di modo ending in –mente – Reading: articles from an Italian newspapers
– Oral presentation on the articles – How to write a text-message in
Italian.
Oral Exam (La tua esperienza a Roma - Power Point presentation)
FINAL EXAM
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Session Focus |
Reading Assignment |
Other Assignment |
Meeting Place/Exam Dates |
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