Chabot College
Fall 2010
Course Outline for Italian 1B
ELEMENTARY ITALIAN
Catalog Description:
ITAL 1B - Elementary Italian
5.00 units
Further study of Italian-speaking cultures of the world featuring the acquisition of the four language skills
(listening, speaking, reading, and writing) of Italian begun in Italian 1A. Following an immersion instruction
format, the class is entirely taught in the target world language of the selected course.
Prerequisite: ITAL 1A (completed with a grade of "C" or higher)
Units
Contact Hours
Week
Term
5.00
Lecture
Laboratory
Clinical
Total
5.00
5.00
1.00
0.00
6.00
87.50
17.50
0.00
105.00
Prerequisite Skills:
Before entry into this course, the student should be able to:
1. compare and contrast American and Italian-speaking cultural practices in relation to speech, social
attitudes, and values;
2. demonstrate an understanding and appreciation of the cultures of Italian-speaking people,
including formative historical events and relevant geographical information;
3. demonstrate proficiency in understanding and using, orally and in writing, the grammatical
structures presented and vocabulary assigned;
4. correctly spell "active" vocabulary items, write basic autobiographical information, and take
dictation based on assigned vocabulary;
5. demonstrate the ability to comprehend a short conversation composed chiefly of the vocabulary
and grammar studied;
6. apply the sentence patterns and grammar structures presented in the course to create new
sentences in culturally appropriate ways both orally and in writing;
7. conduct a simple, culturally sensitive conversation in Italian on topics studied, using words and
expressions in structurally correct sentences;
8. write a coherent and culturally appropriate paragraph of sixty words or more on a topic studied
and/or discussed in class;
9. make simple descriptions in Italian related to size, shape, and color orally and in writing;
10. demonstrate functional competence in pronunciation of Italian.
Measurable Objectives:
Upon completion of this course, the student should be able to:
1. demonstrate well-informed awareness of the similarities and differences in American and
Italian-speaking cultural practices in relation to speech, social attitudes, and values;
2. demonstrate a detailed understanding and appreciation of the culture of Italian-speaking people,
including the most formative historical events and the most important geographical features;
3. demonstrate the ability to comprehend an authentic conversation of native speakers composed
chiefly of the vocabulary and grammar studied;
4. show proficiency in applying the sentence patterns and grammar structures presented in the
course to create new sentences in culturally appropriate ways both orally and in writing
5. converse on topics studied with some degree of fluency and with accurate pronunciation and
intonation;
6. apply the principles of syntax and grammar introduced at this level in both speech and writing;
7. write a well-constructed and culturally appropriate paragraph of one hundred words or more on a
topic studied and/or discussed in class.
8. demonstrate proficiency in pronunciation of Italian
Course Content:
Course Content (Lecture):
1. Review, “recycling,” and extension of content of Italian 1A
2. Introduction of elements of Italian phonetics for good pronunciation
3. Comparative analysis of Italian and American cultures
4. Introduction to Italian customs, values, attitudes, relationships, civil institutions, families,
geography, and history.
5. Functional vocabulary and grammar to allow students to:
A. extend, accept, or refuse invitations in culturally appropriate ways orally and in writing
B. gather and/or request information with a variety of interrogative strategies orally and in
writing
C. gather information by reading schedules, advertisements, announcements of cultural
events, etc., and transmit that information orally
D. use culturally authentic maps and timetables
E. make purchases in stores and perform transactions in culturally appropriate ways
F. function successfully in basic cultural interactions that involve buying tickets
G. discuss in simple terms their likes and dislikes and inquire in culturally sensitive terms into
the likes and dislikes of others orally and in writing
H. describe, orally and in writing, simple physical ailments to pharmacists and doctors
I. narrate simple events in past, present, and future orally and in writing
J. make physical descriptions of people and things orally and in writing
6. The following aspects of Italian grammar:
A. the future tense of verbs, the future perfect, and the preterit (passato remoto)
B. indefinite adjectives and pronouns
C. negative constructions
D. ordinal numbers
E. present conditional and conditional perfect moods of verbs (including dovere, potere, and
volere)
F. demonstrative pronouns
G. relative pronouns and relative clauses
H. superlative forms of adjectives and adverbs
I. the present and past subjunctive moods of verbs
J. the Lei and Loro forms of the imperative mood of verbs
K. If-clauses in the indicative and subjunctive moods
L. the passive voice
M. the gerund
Course Content (Laboratory):
1. Activate lecture content using interactive audio and audiovisual programs on CDs, DVDs, CD
ROMS, target language websites, etc., featuring culturally authentic and contextual guided
speaking, reading, and writing activities such as cued repetition of native speech, dictations, cued
oral responses, listening comprehension, and interactive realia (culturally authentic texts).
2. Organized laboratory activities including conversation groups.
3. Fundamentals of Italian pronunciation:
A. Review and “recycling” of the Fundamentals of Italian pronunciation from Italian 1A
B. The sounds of the letter l (single and double) and the combination gl
C. The sounds of the letters m and n, single and double
D. The sound gn
E. The sounds of the letter r (not in final position), the combination tr, and final r
F. The sounds of the letters b and p, single and double
G. The sounds of the letters f and v, single and double
H. The sounds of the letter t, single and double
I. The sounds of the letter d, single and double
J. Intonation and inflection
Methods of Presentation
1.
2.
3.
4.
Choral/individual repetition of model speech
Re-creation of dialogues and improvisation
Lecture/Discussion
Group Activities
Assignments and Methods of Evaluating Student Progress
1. Typical Assignments
A. Prepare a skit in which one person accepts an invitation and verifies the time and
circumstances of the invitation, and the other declines an invitation for specific reasons;
both use culturally appropriate expressions
B. Laboratory assignment: Demonstrate proficient pronunciation of Italian by recording
Eugenio Montale’s poem Meriggiare
C. Prepare a travel itinerary to five different Italian-speaking cities in five different regions of
Italy to demonstrate proper use of prepositions with numerous geographical names
D. Write a composition comparing and contrasting two actors, musicians, athletes or celebrities.
2. Methods of Evaluating Student Progress
A. Exams/Tests
B. Quizzes
C. Interviews to evaluate the four language skills in relation to material presented
D. Class Participation
E. Oral Presentation
F. Homework
G. Final Examination
H. Recordings from the language laboratory to evaluate pronunciation skills
Textbooks (Typical):
1. Graziana Lazzarino (2008). Prego! An Invitation to Italian (7th/e). McGraw Hill.
2. Andrea Dini and Graziana Lazzarino (2008). Workbook to accompany Prego! An Invitation to Italian
(7th/e). McGraw Hill.
Special Student Materials