Advanced Placement Italian Language and Culture is a rigorous examination of Italian language and culture.
Grammar study is more individualized than in previous courses with the availability of extra help. New structures are introduced to perfect self-expression and there is a continued emphasis on the improvement of Italian pronunciation.
The students are able to understand Italian when conversing at a normal speed by native speakers on topics within their experience. The reading of all genres of literature and civilization materials is intensified, expanding vocabulary.
Emphasis is placed on a variety of cultural topics. Free composition is frequently assigned.
Students concentrate on preparing for the Italian Language and Culture AP exam by essentially focusing on two distinct areas of study:
1.
During the first semester all previously learned grammar points and vocabulary are reviewed in written and oral formats. New grammar and vocabulary are introduced and practiced, while students enjoy samples of Italian literature.
2.
During the second semester students concentrate on preparing for the Italian Language and Culture AP exam.
In keeping with the state’s standards and indicators for the World Language Class, objectives are practiced using interpretive, interpersonal, and presentational modes whenever possible. The five Cs (communication, cultures, connections, comparisons, and communities) are also integrated into the course.
The rationale for the AP Italian Language and Culture is to:
▪ Challenge students to develop receptive skills of listening, reading, and viewing.
▪ Challenge students to develop productive skills of speaking, writing, and showing.
▪ Integrate culture in the study of the language.
▪ Afford students the opportunity to complete college level work as high school students.
NJ Core Curriculum Standard 7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A
BASIC LITERACY LEVEL IN AT LEAST ONE LANGUAGE OTHER THAN ENGLISH. THEY
WILL USE LANGUAGE TO: ENGAGE IN CONVERSATION; PRESENT INFORMATION,
CONCEPTS, AND IDEAS WHILE MAKING CONNECTIONS WITH OTHER DISCIPLINES;
COMPARE THE LANGUAGE/CULTURE STUDIED WITH THEIR OWN; AND PARTICIPATE IN
MULTILINGUAL COMMUNITIES.
Interpretive Mode
1.
Demonstrate an understanding of written and spoken language, as expressed by speakers of the target language in formal and informal settings through appropriate responses.
2.
Compare and contrast how people use verbal and non-verbal etiquette to perform certain functions.
3.
Analyze the historical and political contexts that connect/have connected famous people, places and events from the target culture with the U.S.
4.
Synthesize information from oral and written discourse dealing with a variety of topics.
5.
Apply knowledge and skills gained in other core content areas to interpret information on topics related to the study of the target language and culture.
6.
Analyze and critique readings from authentic texts and/or from a variety of art genres.

7.
Analyze elements of the target language and comparable linguistic elements in English, in order to speculate about the evolution of languages and changes that might occur in the future.
Interpersonal Mode
1.
Give, respond, and ask for clarification to detailed oral and written directions, commands, and requests.
2.
Interact in a variety of situations using appropriate verbal and non-verbal communications strategies.
3.
Ask and respond to questions as part of group discussion on topics of personal, academic, or social nature.
4.
Engage in oral and/or written discourse in a variety of time frames on topics of personal or social interest, or on topics studied in other core content areas.
5.
Analyze and critique a variety of culturally authentic selections.
6.
Participate in career exploration, competitive events in the target language, community service, or school-to-work projects that use the target language and knowledge of its culture.
Presentational Mode
1.
Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or exposure to perspectives from the target culture.
2.
Use the language creatively in writing for a variety of purposes.
3.
Explain the structural elements and/or cultural perspectives of authentic selections.
4.
Explain the perspectives of the target cultures as evidenced by their products and practices and compare those with one’s culture.
NJ Core Curriculum Standard 7.2 (CULTURE) ALL STUDENTS WILL BE ABLE TO
DEMONSTRATE AN UNDERSTANDFING OF THE PERSPECTIVE OF A CULTURE (S)
THROUGH EXPERIENCES WITH ITS PRODUCTS AND PRACTICES.
Interpretive Mode
1.
Analyze how the changing economic and political environment influences the development of new products and contemporary practice in the target culture.
2.
Compare and contrast how the target country and the U.S. deal with current environmental issues.
3.
Compare and contrast varying perspectives that exist in different target cultures as seen in television, film, and other forms of the media.
4.
Compare and contrast tangible products of the target culture to their own culture and formulate a rationale about why people produce and use them.
Interpersonal Mode
1.
Interact in a wide range of social and professional contexts that reflect both peer-group and adult activities within the culture studied, using appropriate verbal and non-verbal cues.

2.
Discuss culturally authentic selections listened to, read, or viewed to demonstrate insights gained into the perspectives, products, and practices of the culture.
3.
Compare and contrast for discussion common social practices in the U.S. and target cultures related to universal life events.
4.
Analyze for discussion observable patterns of behavior and social conventions of various age groups in the target culture and compare them with the U.S.
5.
Analyze for discussion relationships among past and current economic and political structures and their impact on the perspectives of the culture studied.
Presentational Mode
1.
Develop a persuasive rationale showing how the study of the target language and its culture influences attitudes and views on diversity.
2.
Simulate activities characteristic of the transition between high school and the workplace/university in the target culture.
A. GRAMMAR FOR ORAL AND WRITTEN COMMUNICATION
Past Absolute
Four tenses of the subjunctive
All pronouns: subject, object, direct, indirect, demonstrative, possessive, interrogative, reflexive, and relative
Adjectives and Adverbs: comparisons and formations
Hypothetical if clauses
Irregular verbs: to die, to like, to paint, to hire, to sit, to spend, to kill
B. READING
Selections of excerpts in the AP style
Short stories, novels, poems, songs
C. CULTURE
Italian geography
Contemporary life in Italy
The arts and sciences
Social customs and traditions
Contributions of Italians and Italian-Americans to the world
D. VOCABULARY
Words taken from reading selections
Thematic word lists: body, house, food/restaurant, family/physical characteristics, travel, diversions, weather, clothing, school, professions, and animals.
Transitional words necessary for successful reading and writing.
E. LISTENING COMPREHENSION
Dialogues, narratives, videos, television, radio, teacher-made tapes, and lectures.
F. SPEAKING
Monologues, dialogues, responses, descriptions, storytelling, and explanations in class and taped.
G. WRITING
Fill-ins as needed for AP test sections
Sentences and short essays
Formal 250 word AP compositions
Formal 150 word AP cultural compositions

A.
Reading of primary and secondary sources
B.
Discussion: partner, small, and large group
C.
Lecture/Demonstrations
D.
Class debates
E.
Guest speakers
F.
Independent work
G.
Media presentations
A.
GRAMMAR FOR ORAL AND WRITTEN COMMUNICATION
1. Students should be able to in written and oral form: a.
Recognize the past absolute b.
Demonstrate the proper use of all four tenses of the subjunctive c.
Demonstrate correct use of subject, object, direct, indirect, possessive, demonstrative, interrogative, and relative pronouns. d.
Demonstrate the correct use of definite and indefinite articles with titles, dates, countries, modified names, concepts, nationalities, religions and politics. e.
Demonstrate correct use of “pi ù di” e “pi ù che”, formation of adverbs and comparisons. f.
Demonstrate the correct use of present and past participles in a variety of uses. g.
Conjugate various irregular verbs, such as to die, to like, to paint, to hire, to sit, to spend, to kill
2. Students will:
a. Complete teacher-made transparencies and worksheets.
b. Complete applicable grammar workbook exercises.
c. Write original sentences using the grammar points.
d. Complete NIE exams level 4
e. Complete AP practice material
f. Orally answer questions using grammar points.
g. Recite proverbs and songs that contain the grammar points.
B. READING
1. Students should be able to:
a. Read and understand selected excerpts.
b. Complete comprehension exercises.
c. Read and understand poetry by famous Italian speaking poets.
2. Students will:
a. Read short stories, plays, novels, newspapers and literature excerpts both at home and in class under test conditions.
b. Answer oral and written questions about the readings.
c. Retell a story in written or oral form.
C. CULTURE
1. Students should be able to:
a. Identify the art of Italy.
b. Describe the customs of Italy.
c. Appreciate the work of acclaimed modern Italian writers.
d. Discuss major current events in Italy.
2. Students will:
a. Complete teacher-made transparencies and worksheets.
b. Research art, artists and architecture.
c. Read newspaper articles and related reading selections.
d. Listen to news reports in Italian.

D. VOCABULARY FOR ORAL AND WRITTEN COMMUNICATION
1.
Students should be able to speak and write using:
a. Words taken from reading selection
b. Lists of thematic vocabulary
1. Body
2. House
3. Food/Restaurants
4. Family/physical characteristics
5. Travel
6.
Diversions
7.
Weather
8.
Clothing
9.
School
10.
Professions
11.
Animals
2. Students will:
a. Complete teacher-made dittos, transparencies, flash cards.
b. Make flash cards illustrating the words.
c. Answer AP directed response questions individually and in pairs.
d. Describe AP situation illustrations individually and in pairs.
e. Role-play and present skits.
f. Create their own tapes answering AP questions.
E. LISTENING COMPREHENSION
1. Students should be able to:
a. Listen and understand NIE tapes, accompanying tapes to Prova Orale, teacher made
tapes. b. Comprehend native speakers live and on tape.
2. Students will: a. Practice daily listening to target language. b. Listen to and dissect NIE tapes level 4, tapes to Prova Orale, teacher made tapes. c. View video tapes and respond to questions.
F. SPEAKING
1. Students should be able to: a. Respond to a series of questions on a given topic. b. Sustain conversation on a given topic. c. Describe AP situation illustrations.
2. Students will: a. Practice daily use of target language. b. Respond to directed response questions. c. Relate AP illustration situations. d. Converse with native speakers.
G. WRITING
1. Students should be able to: a. Complete paragraphs correctly, logically, and grammatically. b. Complete sentences using the correct form and tense of a given verb. c. Write a well-organized essay on a given topic of at least 250 words in length. d. Write a well-organized essay on a cultural topic of at least 150 words in length.
2. Students will: a. Practice paragraph completion. b. Complete sentences as needed with given verbs. c. Write and correct word 250 and 150 word essays. d. Complete a variety of additional writing activities.

Students are assessed in four areas: aural, oral, reading and writing. Aural/oral abilities are tested by daily conversation, presentations, quizzes, tapes, and standardized exams. Reading and writing skills are tested by quizzes and tests, class discussion, composition, homework, reports, standardized exams, and in-class reading.
Evaluation of student performance a.
Regular homework assignments. b.
Tests c.
Participation in class discussions and activities. d.
Writing assignments e.
Oral presentations f.
Quizzes
Makeup work is the student’s responsibility and must be completed within the school’s guidelines (two days for each day’s absence) unless specific arrangements are made with the teacher.
Proposed texts:
Magnelli and Marin. Progetto Italiano 2 , Edilingua, Atene, 2003
Magnelli and Marin. Progetto Italiano 2 Workbook, Edilingua, Atene, 2003
Magnelli and Marin. Progetto Italiano 3 Reader, Edilingua, Atene, 2003
Supplemental Texts:
Tognozzi and Cavatorta. Ponti, Houghton Mifflin Company, Boston, 2004
Morgana, Boselli and Manzoni, Super Ci@o.it
, Editrice La Scuola, Brescia, 2005
Manzoni, I promessi sposi , CIDEB, Genova, 2004
Perna, Non soltanto un baule , Edizione Farinelli, N.Y., 2005
Videotapes and Special Programs
Marin, Ascolto Avanzato, Edilingua, Atene, 2003
Cepollaro, Video italiano, Edilingua, Atene, 2003
Correlated Materials:
1.
Italian periodicals
2.
Films
3.
NIE tapes
4.
RAI
5.
Flash cards
6.
Transparencies
7.
Dittos
8.
Posters
9.
Italian Newspapers
10.
Maps
11.
Props
12.
Web site: Sapere.it, Google Italia, Yahooh Italia etc.

Weeks Elementi Grammaticali
1.
1 Il Passato Remoto
2.
2
Elementi Culturali
Breve storia d’Italia
Congiuntivo presente e passato Lo sport in Italia
3.
2 Congiuntivo imperfetto e trapassato Italia e ambiente naturale
4.
2 Periodo ipotetico Inventori italiani/Internet
5.
2 Forma passiva L’arte in Italia
Discorso diretto e indiretto
Letture
Rodari-
Eco-
A sbagliare le storie
Come non parlare di calcio
Celentano-
Eco-
Moravia-
Il ragazzo della
Ladri in chiesa
Via Gluck
Come non usare il telefonino cellulare
Problemi dell’Italia moderna FallaciLettera ad un bambino mai nato 6.
2
7.
2
8.
2
9.
2
10.
Midterms
11.
2
12.
2
Modi indefiniti
Pronomi combinati e interrogativi
Pronomi relativi
Comparazione
Storia della letteratura
La scuola italiana
L’economia italiana
Città italiane
Tamaro-
Manzonil – deAmicisdella Rocca-
Carboni-
Va’ dove ti port ail cuore
I promessi sposi
Cuore
Lettere
Inno nazionale
13.
2 Imperativo L’opera italiana DallaCaruso
14.
7 During the second semester students will concentrate on preparing for the Italian Language and Culture AP exam by further developing the units suggested by the College Board:
Italian geography
15. AP Examination
16. Final Project
Contemporary life in Italy
The arts and sciences
Social customs and traditions
Contributions of Italians and Italian-Americans to the world.