cornell university italian 111-‐ spring 2014

CORNELL UNIVERSITY ITALIAN 111-­‐ SPRING 2014 COURSE DESCRIPTION The course is designed for complete beginners and provides the basic structures of the Italian language. Vocabulary and grammar are presented through teaching materials (dialogues, articles, etc) which refer to situations relevant to the students’ experience in Italy as practiced through role-­‐playing, street assignments, researching, reports and discussions. Students are also introduced to the reading of short texts and to the writing of brief compositions. In the first intensive part of the course, situations that often represent obstacles to newcomers to Italy, are presented to assist students in learning to immerse themselves into a new country and a new culture. The first part of the course also includes cultural activities such as orientation, concerts, theatre, exhibitions and cooking classes. The second part of the course will consist of three meetings per week. Students will further the study of structures and vocabulary, developing all linguistic skills: speaking, understanding, reading and writing. Various class activities will be organized to encourage the students to practice oral Italian through conversations and discussions about different topics. Students are expected to participate as actively as possible in the activities and to give their contribution with suggestions, ideas and presentations. SCHEDULE: Part one: Part two: Two weeks of intensive Italian instruction that begin two weeks ahead of the rest of the classes. Classes run from 10.00 am to 1.00 pm and from 2 pm to 3.30 pm. Three classes per week: -­‐Tue,Wed, Fri, from 2.00 pm to 3.15 pm-­‐ that continue for the remainder of the semester. TEXTBOOK: INSTRUCTORS : Costanza Marino Italian Espresso (textbook + workbook) written by Raffaella Ferragni Italiaidea GRADING: 4 quizzes 20% Midterm exam (written) 15% Final exam (written) 15% Oral competence (including oral exams) 20% Homework 15% Class participation and commitment 15% For a total of 100% Attendance is mandatory. Each unmotivated absence will determine 1% less on the total score (absences during intensive part will determine 4 % less) Paolo Bultrini, the academic head can be contacted for office hours
GRADING DESCRIPTION All classes are taught exclusively in Italian, at all levels, including complete beginner. 4 Quizzes: 20% They consist of a series of written exercises based on grammar and most relevant vocabulary covered in class Midterm exam: 15% It consists of a series of written exercises based on grammar and most relevant vocabulary covered in class, listening and reading comprehension, according to the course level. Final exam: 15% See above Oral competence and oral exams: 20% Oral production and comprehension is crucial to a language course which has the goal to enable students to communicate in a new language. Oral competence is assessed constantly throughout the course by the course instructor. Students’ oral competence is a result of different components: correctness, fluency, vocabulary and listening comprehension. Oral exam is a “language skit” performed by the students based on the program covered in class. Homework: 15% Homework is given to reinforce topics studied in class. Although vocabulary lists are not used in the Italiaidea teaching system, students are expected to memorize, use and build her/his own vocabulary, according to their level. Written homework can be corrected in class with different methods: on the board or orally altogether with the instructor, working in pairs, working in smaller groups. The correct answers are not necessarily written on the board or checked one by one; it is the students’ responsibility to ask questions in case of doubts or confusion. Class participation and engagement: 15% Class participation is crucial for our courses, which are based on experiential learning and direct teaching methods. We understand that students might be used to different language teaching approaches, therefore we would like to clarify what we mean by participation and engagement: Speaking only and always in ITALIAN in class Trying to use structures and vocabulary studied in class as much as possible Working in pairs or groups according to instructions given in class Helping other students while working together Participating to homework correction Asking questions every time something is not clear Memorizing and widening vocabulary, even if not listed Participating to all class activities Speaking Italian with your classmates, even if you finish your assignment/task before the others. Not falling asleep in class Please, read our “letter to the student” in order to become more familiar with the Italiaidea teaching methodology and philosophy. Dear Student, we’d like you to reflect upon these points during your course of study with us. Language is not only a set of rules to learn, but it is also an instrument for doing, communicating, understanding, and expressing oneself. Language rules are acquired while one uses a language; it is not sufficient to study and know rules abstractly. It is necessary to practice continuously always aware of the whole process of acquiring another language. Don’t be afraid to make mistakes and don’t expect perfection. Rather, try to participate as actively as possible in class: the more you speak and the more you listen, the more quickly you will absorb real, living language in depth (and, in that way, will absorb all that a language consists of: vocabulary, grammatical structures, syntax, etc.) Grammar In the process of acquiring a foreign language, grammar should not be a goal, but rather a means by which you will learn to express yourself correctly and appropriately. You may find yourself re-­‐
studying grammar you have already studied before but have not yet absorbed, because it is not enough to simply study a structure, but to learn how to use it appropriately. The Role of the Teacher The teacher stimulates the active participation of the student continuously. The classtime we share together becomes the space in which it is possible for you to use linguistic structures and related vocabulary. The teacher will help you maximize your use of materials which, at first, may seem very difficult and may seem over your head (for instance, “real world” materials) as opposed to materials designed specifically for students of a foreign language. This is just the material you need, it is what is most precious and richest for a person studying a foreign language. Work in Small Groups or in Pairs Exchanges and interactions with other people form a vital foundation for learning a foreign language because doing so gives you the appropriate and gradual increments of a linguistic system and helps remove any continuing obstacles plaguing you. For the following reasons in particular, group work represents the ideal situation to help a rich variety of problems emerge which might otherwise escape individual study: •
working in pairs or in groups has the advantage of equal and fair confrontation, removing the fear of making errors. It also gives you the chance to make conversation more freely than working always with an instructor •
the difficulties others have will help clarify your own points •
all students are able to participate actively and simultaneously during the lesson •
everyone works at the same time which makes optimal use of the class time together Paolo Bultrini, the academic head can be contacted by mail at
PROGRAMMA DEL CORSO – PARTE INTENSIVA
Lezione 1 “Primi Contatti” Textbook Funzioni comunicative Salutare; Presentarsi; Chiedere pronuncia e ortografia di una parola; Informarsi sulla nazionalità; Chiedere significato e traduzione di una parola; Chiedere il numero di telefono; Salutare ; Grammatica Essere e chiamarsi: I e II persona singolari; Alfabeto; Aggettivi di nazionalità; Verbi regolari: I e II persona singolare ; Numeri da 0 a 20 Workbook: pag 4-­‐9, esercizi n° 1-­‐16 Lezione 2 “Buon appettito” Textbook: Funzioni comunicative Ordinare al bar; Ordinare al ristorante; Chiedere il conto e il prezzo; Grammatica Sostantivi del primo gruppo (-­‐o \ -­‐a); Questo e Quello; Sostantivi del secondo gruppo (-­‐e) Articoli determinativi; Articoli indeterminativi; Numeri da 20 a 100 Workbook: pg 10-­‐15, esercizi n° 1-­‐18 Dal vero Ordinare al bar Lezione 3 “Io e gli altri” Textbook: Funzioni comunicative Presentare una persona; Chiedere e dare informazioni personali; Parlare del proprio lavoro; Parlare formalmente; Grammatica Verbi in –ARE+essere: III persona singolare ; Sostantivi invariabili; Verbi regolari+fare, essere e avere: III persona singolare ; Nomi di professioni privi di femminile. ; Particolarità dei sostantivi; Preposizioni semplici; Numeri da 100 in poi; Formale e informale Workbook: pg 16-­‐21, esercizi n° 1-­‐17 QUIZ 1 Lezione 4 “Il tempo libero” Textbook: Funzioni comunicative Parlare del tempo libero; Parlare della frequenza con cui si fa qualcosa; Esprimere gusti e preferenze Grammatica Fare, andare e stare: III persona singolare; Verbi regolari: Presente indicativo ; Verbi sapere e conoscere; Avverbi di frequenza; Il verbo piacere Workbook: pg 22-­‐27, esercizi n° 1-­‐19 Lezione 5 “In giro per l’Italia” Textbook: Funzioni comunicative Descrivere un luogo; Chiedere e dare indicazioni; Chiedere e dire l’ora; Grammatica Aggettivi del I gruppo ; Preposizioni semplici; Verbi irregolari: Presente indicativo; C’è / Ci sono; Aggettivi del II gruppo; chiedere l’ora Workbook: pg 30-­‐35, esercizi n° 1-­‐18 Dal vero Chiedere informazioni stradali Lezione 6 “In albergo” Textbook: Funzioni comunicative Prenotare una camera in albergo; Reclamare. Descrivere una casa; Chiedere e dare informazioni su una casa; Chiedere e dare orari; Grammatica Verbi servili; Bene/Buono;Male/Cattivo, Brutto; I mesi; I numerali ordinali; Preposizioni articolate ; A che ora? Dal vero Descrivere un posto che ti piace vicino all’università Workbook: pg 36-­‐41, esercizi n° 1-­‐20 QUIZ 2 PROGRAMMA DEL CORSO – PARTE ESTENSIVA Lezione 7 “Un fine settimana” Textbook: Funzioni comunicative Progettare un viaggio; Raccontare un viaggio; Parlare del tempo; Chiedere informazioni in un agenzia di viaggio Grammatica Passato prossimo; Participi passati irregolari ; Locuzioni temporali nel passato; avverbi di tempo (già, non ancora, mai); Ci vuole/Ci vogliono Workbook : pg 44-­‐46, esercizi n° 1-­‐7 Lezione 7 “Un fine settimana” Textbook: Funzioni comunicative Progettare un viaggio; Raccontare un viaggio; Parlare del tempo; Chiedere informazioni in un agenzia di viaggio Grammatica Passato prossimo; Participi passati irregolari ; Locuzioni temporali nel passato; avverbi di tempo (già, non ancora, mai); Ci vuole/Ci vogliono Workbook: pg 47-­‐49, esercizi n° 8-­‐16 Lezione di revisione ESAME DI META’ CORSO – MID TERM Martedì scritto Mercoledì orale Lezione 8 “Vita quotidiana” Textbook: Funzioni comunicative Riferire orari di lavoro; Descrivere una giornata tipica; Descrivere le proprie abitudini; Fare auguri e congratulazioni; Descrivere feste e tradizioni Grammatica Verbi riflessivi: Presente indicativo; Posizione del pronome riflessivo; Aggettivi possessivi Workbook: pg 50-­‐53, esercizi n° 1-­‐11 Lezione 9 “La famiglia” Textbook: Funzioni comunicative Identificare relazioni familiari; Descrivere la propria famiglia Grammatica Aggettivi possessivi; Aggettivi possessivi con nomi di parentela; Passato prossimo dei verbi riflessivi Workbook: pg 54-­‐59, esercizi n° 1-­‐15 Lezione 10 “Sapori d’Italia” Textbook: Funzioni comunicative Descrivere cibi e abitudini alimentari; Fare la spesa Grammatica Pronome oggetto diretto ; Particella ne con valore partitivo; Uso partitivo della preposizione di +articolo Workbook: pg 62-­‐67, esercizi n° 1-­‐18 QUIZ 3 Lezione 11 “Fare acquisti” Textbook: Funzioni comunicative Fare spese in un negozio di abbigliamento; Fare richieste in modo cortese; Esprimere gusti e preferenze Grammatica Pronomi oggetto indiretto; Uso dei pronomi indiretti in contrasto con i pronomi diretti; Condizionale presente per fare richieste cortesi; Più, meno, troppo; L’aggettivo quello Workbook: pg 68-­‐70, esercizi n° 1-­‐9 Lezione 12 “Da piccola” Textbook: Funzioni comunicative Descrivere animali; Parlare della propria infanzia; Descrivere situazioni passate; Raccontare fatti abituali del passato Grammatica Indicativo imperfetto; Uso dell’imperfetto in contrasto con il passato prossimo Workbook: pg 74-­‐76, esercizi n° 1-­‐6 QUIZ 4 Lezione 13 “Non è bello ciò che è bello Textbook: Funzioni comunicative Descrivere fisicamente una persona; Descrivere il carattere di una persona; Fare paragoni; Descrivere una casa; Esprimere desideri Grammatica Passato prossimo di cominciare e finire; Comparativi; Superlativo assoluto; Condizionale presente Workbook: pg 80-­‐82, esercizi n° 1-­‐7 Lezione 14“ Appuntamenti” Textbook: Funzioni comunicative Organizzare il tempo libero; Fare una proposta Accettare e rifiutare una proposta; Accordarsi per un appuntamento; Esprimere fastidio e insofferenza; Raccontare un episodio spiacevole Grammatica Il gerundio usato con il presente di stare Workbook: pg 86-­‐91, esercizi n°1-­‐15 ESAME FINALE Martedì scritto Mercoledì orale Paolo Bultrini, the academic head can be contacted by mail at