Module one: Unit 1
Introductions and Greetings
TOP TEN PHRASES
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Buongiorno
Ciao!
Buonasera
Buonanotte
Arrivederci
Piacere
Come ti chiami?
Mi chiamo ______
Come stai?
Sto bene, grazie
Greetings
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Good morning / day
Hi!
Good evening
Good night
Goodbye
Pleased to meet you
What is your name?
My name is __________
How are you?
Fine, thanks
The above phases are important; students will hear them during the Listening
Comprehension and use them as they get started in the Oral Examination worth 5
marks.
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QUESTION OF THE WEEK / DAY
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AIM: Understand the greeting questions. Use the appropriate response in the
Leaving Certificate Applied Italian Oral examination. Using the list, students will
be able to ask and respond to the question given.
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Materials: Class list
Top ten phases - greetings
1. Using the top ten phases – greetings- make sure the students know the
pronunciation and are comfortable with their meanings.
2. Tip: Having the top 10 phrases - greetings on an overhead projector/ data
projector while students become familiar with them is a good idea.
3. Using the class list, the teacher calls out: “Buongiorno Sam” (a name from the
list) at random.
4. When the student hears his/her name he/she responds: Buongiorno signore /
signora* (as appropriate)
5. The above steps are repeated for the rest of the phases/words on the list.
6. Tip: Using this simple “Question of the Week” is great to start each lesson.
7. By the end of the week students will be able to ask and respond to the question
of the week with confidence. See the Oral Examination in Italian for the list
of questions.
8. Tip: Work your way down the list one question or two per week from the
very start of the year.
9. Tip: You may take the question of the week to suit your theme (for example
food and drink) i.e. Cosa ti piace mangiare ……..?
Conversations using greetings and introductions
Aim: Students will be able to read and understand a basic conversation using
greetings and introductions.
Materials: White/ black Board with the conversation below written clearly.
Pens/Papers
1. Write the following conversation up on the board for the students.
Gianni: Buongiorno. Sono Gianni.
Anna:
Buongiorno. Sono Anna.
Gianni: Come stai?
Anna:
Sto bene, grazie e tu?
Gianni: Sto molto bene. Di dove sei?
Anna:
Sono di Napoli. Tu, di dove sei?
Gianni Sono di Milano. Piacere.
2. Ask students to write down the conversation into their copy books for
Italian.
3. Ask students to underline 3 words that they understand.
4. Ask students to circle the phases / words that they do not understand.
5. Ask them to think about the words circled, can they guess the meaning?
6. Try and get the correct meaning from the class, if not explain the correct
meaning.
7. The new piece of information, for example; Di dove sei? Sono
di_________ is then used as their new question of the week.
8. Tip: Conversations like the one above are very useful. Collect a bank of
them from textbooks or books for holiday markers. The above method can
be used for every topic in every unit.
Getting to know names
Aim: Practising “Tu sei………….? Sono……………/ Non
sono……………
To become familiar with Italian names. Learn the words “nome and
cognome.”
Materials: Cards with Italian names and surnames.
Giovanni Corva
Ugo Verdi
Sergio Chiesa
Nicola Fagiani
Luciano Barrucci
Claudio Trapattoni
Giulia Liguori
Laura Lancia
Chiara Sarpi
Monica Giorgetta
Francesca Puccino
Alessia DeFerrari
1. Hand out paper on card with an Italian name and surname on it.
2. Students pretend to be that Italian person.
3. In pairs (Allow one pair speak while the others wait their turn) student
A asks - “Tu sei Anna?”
4. Student B responds - “si, sono Anna” or “No, non sono Anna, sono
Monica”.
5. This continues around the class.
6. Tip: Write a few of the names that are on the cards on the board so
students do not worry about trying to invent Italian names.
Tip: www.italianames.com is good for getting a list of Italian names.
7. Repeat the exercise using;
Student A: “Il tuo nome?”
Student B: “Il mio nome è ______”
Student A: “Il tuo cognome?”
Student B: “Il mio cognome è _______”
8. Tip: Set the scene by telling them that the individual name on the card
is their own name and that they are in a hotel / reception in Italy. You
may modify this by writing details such as age etc.
9. Tip: The above exercise helps the students for getting started in their
oral exam and one question in the Listening Comprehension requires
students to write down a surname. See question 7 “Booking a room”
2008.
10. Tip: Call out names in Italian, letter by letter and get students to write
them down.
Identity Cards
Aim: Practising question 5 (the identity card) of the reading
comprehension and written exercise of the Leaving Certificate Applied
Italian examination. This is a good opportunity for practising months of
the year if you ask them to fill in the month in Italian.
Materials: - Coloured Cards, Pens/Pencils, Photocopies examples from
past papers of question 5 of the written exercise.
1. Write up the following on the board:
Nome:_________________________
Cognome:______________________
Indirizzo: Via__________ Numero________
Cittá _________________
Data di Nascita` __________________
Cittá di Nascita` __________________
Numero di telefono_______________
E-mail _________________________
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5.
6.
Ask students to take down the words into their notebooks.
Ask students to underline words they do understand.
Ask students to guess the meaning of the new words.
Then explain the correct meanings.
Ask students to write down the correct English meanings next to the
Italian words.
7. Ask students to draw/write out their own identity card using coloured
sheets and coloured pens. They may use their own names/surnames if
they wish. They may also make up their telephone numbers.
8. Tip: This can be used as a Key Assignment so I ask my students to
keep them in a folder.
9. The above exercise may be repeated using fictional or true life people.
10. Check that the students understand the new words using Teacher: “Cosa vuol dire “nome?”
Student: “Vuol dire “name”. Ask students to ask each other.
11. Tip: Have the months of the year written up on the board while
students are doing this exercise.
12. Tip: Using the identity card words I invite students to come to the
board to fill out an identity card using information I give them. I
simply rub out the old information (keeping the identity card words)
before the next student comes up to write in the next task. I use two
different coloured white board markers. One for the identity card
words and the other for the information to be filled in. I found students
liked using the white board. I used the same method to teach question
6 (“fill in the blanks”) of the reading comprehension and written
exercise.
13. Tip: Question 6 of the written exercise is a passage where students
must fill in 5 words given. I found students liked to come to the white
board to fill in the words. You may start off with lets say 3 words in a
box for students to fill in. This is a nice end of class ‘filler’ again
linking it to the theme or topic you are covering. Here is an example:
chiamo
dove
nome
Mi __________ Anna. Di __________ sei Paola? Sono di Napoli ma
il mio ________ non è Paola. Il mio nome e` Francesca.
Map of Italy
It is a good idea that students become familiar with the basic geography of Italy. You
may use the Rough Guide to Italy to help explain each region and what each is famous
for. Perhaps take “a region of the week” to concentrate on one region per week.
Pictures of famous places and people from the internet / books are also helpful.
A map of Italy placed up on the wall of your room if this is possible is a good idea.
You may have a basic map however if you don’t with the help of students, create one.
See Activity 4.
Activity 1
This helps them become aware of places in Italy. Hand out the map of Italy. A
photocopy of one will be found in most textbooks of Italian.
Activity 2
Write each Italian region on card (you may ask the students to write the regions with
markets etc. as a separate activity before doing the following) turn upside down, each
student takes one or two of each. Using their maps from activity no.1 to help them,
ask students to tell you a city in that region. Cards may be collected and used again.
Activity 3
Write DOVE? = WHERE? On the board
Write Dov’è Napoli? Ask students to use the words Dov’è …….?
Ask each other where the cities are on the map. Students use their maps to help them.
For example students……
Dov’è Palermo?
In Sicilia
Sì.
Activity 4
You may use the cards from activity 2. Hand out a region each. Ask students to draw
that region and as carefully as they can on a size A3 sheet.
Repeat until all regions are done. Glue them as best you can together. The results will
not be accurate but it will be fun!