AP ITALIAN LANGUAGE AND CULTURE
COURSE SYLLABUS
COURSE OVERVIEW
The curriculum presented in this syllabus covers two years worth of material. I
divided the material in a course A and B. This gives me flexibility in case my 4
Honors and AP course were to be combined due to low enrollment. The units I
developed are designed so that they may be presented in either sequence.
In the fourth and fifth year of study, content and vocabulary are drawn from
authentic native sources. Each unit of study provides practice in listening, speaking
reading and writing skills. While grammar points may be explained in English, the
course is primarily conducted in Italian and students are expected to use the target
language exclusively in the classroom.
Writing and speaking practice is thematic. In addition to review and practice of
major grammar points, as much as possible, grammar concepts are reinforced in
the context of reading selections.
Culture: Lessons may be taken from various reading sources as well as specific
culture units from Primo Libro. La nota culturale and Invito alla lettura in Prego are
used to introduce new cultural topics and as a starting point to contrast and
compare life in Italy and in the United States on aspects like family, music, culinary
art, school system, politics, immigration. In this respect the civilization section in
Primo Libro by Angelo Gimondi (distribuited in packets) proved to be very helpful to
present and review material about cultural topics as well as initiate discussions in
Italian.
Detailed descriptions of learning activities are given below.
Field Trips
Each year, classes attend at least one Italian theater and/or opera production. Also
annually, I take my students to a local authentic Italian restaurant, with Italian
service to experience a typical multi-course meal. Students are able to order in
Italian. When possible, I take my students to visit a permanent and/or current art
exhibit in local, metropolitan museums.
Materials: As I didn’t have a textbook for my level 4 and 5/ AP I had to make a
decision on what material to use in my two level courses. Some units in the
textbook Prego are used to present and review grammar. I use Progetto Italiano, in
particular the components Video Italiano and Ascolto Avanzato, to develop listening
comprehension. This series makes use of all authentic materials, taken from Italian
radio and TV programs. Student workbooks for both Video Italiano and Ascolto
Avanzato offer a variety of exercises for audio and visual learning activities.
Readings, fables, short stories, newspaper articles were selected from many
excellent intermediate- level textbooks and organized in packets to be distributed
to the class. I always make sure to include a grammar section with grammar points
taken from the reading being studied. Some packets may include current and
authentic newspaper, magazine, and Internet-based articles, depending on the
current event taken into consideration. Needless to say, I constantly update my
material based on my observations of its effectiveness and feedback from the
students as well as a constant need for enrichment.
TEACHING STRATEGIES
In planning my lessons I use the Understanding by Design method. I always ask
myself where am I taking my students, what the objectives are and what will they
be able to do and remember.
Learning Activities
The following are some examples of activities designed to achieve the goals set
forth in this syllabus.
Vocabulary and idiomatic expressions
Continued review and expansion of vocabulary as it pertains to everyday situations,
literature, magazine and news articles, films, field trips, Italian culture and class
discussions.
Reading
Students learn specific strategies to increase reading comprehension.
Reading materials include:
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Short stories
plays,
literature excerpts
poetry
magazine, newspaper and Internet articles
advertisements
song lyrics
travel brochures
video transcripts.
AP reading selections
Writing
Summaries of reading selections and films
Answer content questions to reading selections
Guided compositions
Journal writing
Essays
Editing
Creative writing
Simple poetry
Dialogues
Letters - personal and business
Listening
Activities designed to improve students’ listening skills are included in each unit of
study. Students regularly work with authentic audio and video materials taken
mainly from recordings from Italian radio and TV programs, and film. Recordings
are selected to address as many topics of cultural interest as possible, such as
cinema, fashion, music, cuisine, technology, environment, current events, theater,
television and common customs. Video recordings cover all of the various TV genre
such as TV News, talk shows, advertisements, fiction, variety shows, etc.
Appropriate level of language difficulty as well as variety of accents, intonation and
different voices are also factors in selecting these materials.
Other materials which are used throughout the year to improve listening skills
include:
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Teacher spoken oral questions
Audio (lyrical and modern music) CD’s
Audio CD and video that accompany textbook Prego
video that accompanies textbook Insieme
Listening sections of the National Italian Examination
AP listening sections
Student learning activities include:
Pre-viewing, viewing and postviewing exercises for video materials
Multiple choice
Fill-in missing words
True/false
Content questions
Open-ended questions
Written essays
Personal reactions
Class discussion
Spoken pair activities
Speaking
Oral interviews
Guided dialogues
Teacher-students interview
Spontaneous dialogues and discussions
Oral reporting
Class discussions
Re-narrating
AP picture sequences
AP direct response
State Standards
The AP Italian Language and Culture Curriculum Framework premise of
Connections, Comparisons and Communities is embedded in the New
Jersey State Standards:
New Jersey State Standard 7.1.AL.A - Interpretive
The mode of communication in which students demonstrate understanding of spoken and written
communication within the appropriate cultural context. Examples of one-way reading or
listening include cultural interpretations of print, video, and online texts, movies, radio and
television broadcasts, and speeches. Interpretation beyond the Novice level differs from
comprehension because it implies the ability to read or listen( between the lines And beyond the
lines. )
New Jersey State Standard 7.1.AL.B – Interpersonal
The mode of communication in which students engage in direct oral and/or written
communication with others (e.g., conversing face-to-face, participating in online discussions or
videoconferences, instant messaging and text messaging, exchanging personal letters or e-mail
messages).
New Jersey State Standard 7.1.AL.C – Presentational
The mode of communication in which students present, through oral and/or written
communications, information, concepts and ideas to an audience of listeners or readers with
whom there is no immediate interaction. Examples of this one-to-many mode of communication
are making a presentation to a group, posting an online video or webpage, creating and posting a
podcast or videocast, and writing an article for a newspaper.
The course outline that follows includes examples of learning activities and assessments
which represent each of these modes of communication.
THEMATIC UNITS
The following is an overview of the major units I usually cover over years 4 Honors
and AP. The list is not exhaustive. Depending on the particular needs of a given
class, other units (not included here) may be added.
Units on everyday situations.
Short units designed to help students review and practice everyday situations
include:
 at the train station (buying tickets)
 at the airport (booking a flight/getting around/on the plane
 at the restaurant, (ordering food)
 at the clothing store, (buying clothes)
 at the marketplace (buying food)
 at the hotel (booking a room)
 at the gasoline station (car troubles)
 in Italy asking for directions
Students first read a series of dialogues that become progressively more
challenging. Students focus on expressions useful to be able to carry out a
particular communicative function. (For example: ask and answer questions to
order food in a restaurant). Vocabulary is learned in context. Students write
original dialogues, with guidelines for using required communicative functions,
using expressions and vocabulary from the given unit. They present their dialogues
to the class and may be videotaped. I use rubrics to assure a more accurate
evaluation.
Understanding is checked through listening comprehension activities such as audio
CD, audiocassette dialogues and videos. Written assessments of the different units
are also used. Questions can be asked in Italian to have students respond in Italian
or in English to check for understanding. Students fill in dialogues playing the role
of the tourist where possible.
Unit on Gastronomy
Students begin by discussing Italian customs about meals and courses. Students
expand their vocabulary on this topic and a lesson is integrated about the origin of
the coffee culture in Italy and its diffusion around the world. Students learn about
the differences in regional specialties. As a project, students research a region and
create a booklet about the region and its culinary specialties.
The unit includes a class debate about the increased presence of fast food in Italy
and compare and contrast Italian versus Italian American cuisine. Students listen
to recorded radio interview of Italian patrons at a fast food restaurant. Students
also view a video about the Slow Food Movement in Italy. Students complete a
variety of vocabulary practice and listening comprehension activities such as openended questions, interview a partner about their food preferences, true-false, fill-in,
etc.
Students also view a segment from an Italian Chef TV gram and listen to a radio
program presenting different regional recipes. As a class activity, our class visits
the food lab. Students are asked individually to prepare coffee and pasta, and
narrate their actions in Italian using new vocabulary and targeted grammar
functions (si impersonale). As an at-home project, students research easy Italian
recipes using the internet and prepare recipes at home. Students bring prepared
food to share in class and make brief presentations, using targeted grammar
functions (such as ci vuole vs. ci vogliono when listing ingredients, the imperative
form and si impersonale). The class reads current magazine articles about food and
nutrition and answer content questions and summarize. As a culminating activity,
students are taken to an authentic Italian restaurant where they enjoy a multicourse meal with Italian service.
Unit on Fables
In this unit I present students with two different fables: a traditional one Giricoccola
and a modern one: La Chitarra magica by Stefano Benni. Students look for
elements common to fables of all cultures. (For example: entertainment, moral,
conflict between good and evil, suffering and good winning over evil). Students
compare and contrast the traditional and modern fable we read to identify
traditional and non-traditional elements.
Students practice speaking by discussing and analyzing the meaning of the modern
fable and relate it to their own experiences. Some of the activities for this unit
include oral reading, role-play, create and present an original/new ending,
unscrambling the story and rearranging it in the correct grammatical and
chronological order, writing a journal entry as one of the main characters,
answering content questions. Grammar passato remoto is reintroduced and
students are asked to renarrate the story using the passato prossimo.
Unit on Favole al Telefono
In this unit students are taken into the magic world of Gianni Rodari. Although the
linguistic level is not particularly challenging, it gives students an opportunity to
review and expand on basic vocabulary, retell stories using present and past tenses
and leads to very interesting discussions on values like respect for others, respect
for differences or people who appear or sound different (L’acca in fuga, il topo dei
fumetti, La spiaggia di Ostia). Students express their opinions, both orally and in
writing. Grammar points may be taken from the reading and reinforced by practice
in various exercises (present, past tenses). This unit is generally used as an
introduction at the beginning of the fourth year.
Unit on Marcovaldo
Students read selected readings of this work by Italo Calvino. Use of teacher
generated introduction on the author. These readings are linguistically more
challenging than those by Gianni Rodari. The passato remoto is reintroduced and
students are asked to retell the stories (orally and in writing) in the present and in
the passato prossimo describing a series of pictures depicting the most important
moments in the stories. Themes from the stories like Il Coniglio Velenoso or La
Citta’ tutta per lui or Funghi in citta’ lead to discussions on their personal
relationship with nature and to explore the differences between life in the city and
life in the countryside, as well as the summer vacations in Italy versus summer
vacations in the USA. Students write about their own experiences, explore and
discuss differences between life in Italy and in the USA. (We discuss different
structures of the cities, different concepts of vacation or leisure time).
Unit on Famous Italian Personalities
This unit provides an overview of famous Italian artists, writers, painters,
musicians, scientists, and composers from different times. Students research and
write reports on individual artists and present what they have learned about the
artist’s life or work to the class. Students create posters illustrating the most
important accomplishments. All students are accountable for each other’s work .
They are required to take notes and ask questions of the presenters. Students are
given a rubric at the outset of the project, with clear objectives for expectations
projects are graded using the rubric.
As a follow-up to student presentations, students work in pairs and role play an
interview with the famous person.
A guest speaker (AP Art history teacher) is invited to give a Power Point and slide
presentation of works of art from the Renaissance, in particular by Michelangelo,
Raffaello, Leonardo da Vinci and Donatello.
For listening activities, students view recordings of two TV shows of the program
Art’e in which they talk about different types of works of art. Students may
complete a variety of activities, for example, after viewing the videos, students
write a message to a friend, inviting him/her to the exhibit mentioned in the videos.
Students also view a recorded TV documentary on Leonardo Da Vinci and complete
a variety of comprehension activities.
Students read teacher-generated introduction and excerpts of works by Dante,
Petrarca and Boccaccio and la questione della Lingua in Italy. Students are asked
to compare the ancient Florentine dialect with modern Italian. In connection with
this unit, when possible, students attend a class trip to local Museums of Art.
Unit on Marco Polo
Students read excerpts from the travels of Marco Polo; role-play an interview
between a journalist and the famous explorer when he arrives in Venice from China
after 25 years. Students write a journal entry after a mission in a region of Catai,
create posters illustrating Marco Polo discoveries such as new spices, animals,
plants, cities, regions, countries and practical information such as the Chinesecreated postal service and use paper money. A rubric is distributed at the outset to
state the objectives and requirements of these assignments and to assess student
work.
Unit on Venice
I like to alternate literary reading with newspaper articles because they allow me to
present my students with different writing styles. Journalistic language is
particularly challenging. Students read a newspaper article assessing some of
problems facing modern-day Venice. It includes an interview with the then mayor of
Venice, Massimo Cacciari, who is sharing his considerations on whether there is still
hope for Venice and what measures must be taken to save the city.
Some of the activities for this unit are:
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write a dialogue between the Mayor of Venice and the promoter of a rock
band, who wants to organize a Concert in St. Mark’s Square. Students are to
present two different points of view: advantages and disadvantages (outlined
in the interview) of a mass influx of tourists on the city. Students role-play
the dialogue.
Research and present a project on Venice: its attractions, works of art,
monuments, special events or celebrations (i.e. Festival del Cinema, La
Biennale, Festa del Redentore, Il Carnevale) and famous Venetians. This
project includes a visual, such as creating a poster with sites of major
interest.
Students answer content questions orally and in writing after viewing a video
segment of an Italian TV news program on the Venetian Carnival.
Students listen to a recorded radio interview of writer Goffredo Parise on
Venice and complete a variety of exercises such as vocabulary practice,
multiple choice, true-false, fill-in the blank.
Students listen to an audio recording of a radio program on the history of
Carnevale di Venezia throughout the centuries, and complete exercises as
above.
This unit lends itself to the review of impersonal constructions with dovere,
bisogna and impersonal expressions used in conjunction with the present
subjunctive to express what measures are to be taken to preserve the city
from destruction.
Unit on housing in Italy
Students read dialogues about renting an apartment, reading ads from an Italian
newspaper. Some of the activities are: create an ad to sell or rent your own house
or apartment, discussing in Italian differences between housing in Italy and the
United States, describing in writing a floor-plan, create a floor plan of your house
or/apartment and present it orally to the class, answer questions posed by other
students, write and role-play a dialogue in which you are meeting with the landlord,
responding to an ad in the paper to rent an apartment.
Listening comprehension activities: listen to other students talking about their floor
plan and asking questions, listening to tapes and view videos about house renting.
(The first part of the movie Caro diaro by Nanni Moretti is showed to present
students with the structure of an Italian city, different boroughs and buildings
(Rome). Students contrast and compare structures of Italian cities with the
structure of their own town.
Unit on Children and Family Dynamics.
Students read an article: Cosi’ piccoli cosi’ stressati. This interesting article
published in the Italian magazine Io Donna deals with children’s stress and its
causes. The language used in this article is a particularly challenging and presents
student with various idiomatic expressions and terms from scientific field
(psychology).
Activities for this unit: class discusses their own childhood and parents’
expectations. Students compare and contrast family dynamics in Italy with those
found in the United States. Students write reflections on their own experiences
growing up and the relationships with their parents. As this unit deals with
childhood, it lends itself to the review of the imperfect tense as well as the
construction of the verb volere with the subjunctive (present and imperfect). Class
discusses about what parents wanted them to do and what they actually wanted to
do.
Students role-play the situation depicted in the reading, in which they take their
own child to the therapist presenting all the symptoms and asking for a diagnosis.
One student plays the parent one the therapist. Students view a scene from the
movie Ladro di bambini and answer questions.
Unit on Holidays and Festivities in Italy
Students read, research and present information on major Italian Holidays and
celebrations: Christmas (Natale), La Befana , Easter (Pasqua), La Festa della
Donna, 25 Aprile, Festa del lavoro, Primo maggio, Festa della Repubblica. etc.
Students integrate teacher-generated packet on Italian festivities with Internet
sources and articles from Eli magazines and view authentic Italian TV programs
about regional festivities from Video Italiano.
Unit on the peaceful approach to life of Europe vs. Africa
Students read an article from a newspaper column by well-known sociologist
Alberoni about societal differences in Europe and Africa. Vocabulary practice,
content questions and themes for discussion are generated from the reading.
Unit on Job-hunting
Finding a job, reading ads in the newspaper, read and write dialogues (job
interview), role-play a job interview, write a resume, pretending you are applying
for a job in Italy. Students view a TV news special about the entrance exam taken
by pilots in Italy to enter the Military Academy. They also view a video on a TV
show about the use of the Internet as a tool to find a job. A series of
comprehension exercises accompany the TV video recordings.
Unit on Immigration/Emigration
Students read Luigi Malerba’s La Famiglia Millepiedi, which depicts a situation too
familiar to southern Italian families during the past century, when they were forced
to leave in search of a job in Northern Italy or abroad. This leads to a discussion
and further reading in the text on emigration in Italy at the beginning of the
century to the United States and from South to Northern Italy.
As with other short stories, students are required to answer questions orally and in
writing about the reading, put sentences in grammatical and chronological order,
complete grammar exercises (this story lends itself to the review of reflexive verbs
and practice of many idiomatic expressions). Students write a different ending to
the story. In pairs, students write and present a dialogue in which a parent tries to
convince his/her own child to look at positive aspect of living in a different city or
country. Students research and present about successful Italian Americans.
In class, students view a video from a segment from an Italian TV news magazine
on racial integration, and complete exercises such as vocabulary practice, truefalse, multiple choice, fill-in and answer content questions.
In addition, students interview a family member or other Italian American and
report to the class about that person’s experience as an immigrant.
Unit on Music
I start this unit with a teacher generated packet, (of various materials taken from
different intermediate level textbooks and media articles) on Italian music.
Students read about famous classical composers, popular cantautori and current
singers and the history of the Festival di San Remo. .For popular and folk songs,
students listen to songs, practice new vocabulary and idiomatic expressions, answer
content questions, and complete fill-in activities while listening. Targeted grammar
functions are also taken from lyrics and reinforced.
Students learn about and then listen to most famous Neapolitan songs. Students
are asked to contrast the Neapolitan dialect with standard Italian.
Students listen to a variety of recorded TV and radio interviews of popular Italian
singers on different topics, such as upcoming concerts, the Festival di San Remo
and its contestants. Students may complete a variety of exercises such as
vocabulary practice, multiple choice, true-false, fill-in and content questions.
In a focus on opera, students first read about opera and its composers. Students
listen to famous arias from various Italian operas. They also view a recorded TV
program from the TV Show Ci vediamo in TV dedicated to the memory of Maria
Callas. Opera activities include: reading along from the libretto, and filling-in
missing words from the text while listening. Students also complete a research
project, and present summaries of famous Italian operas to the class. As a
listening assessment, students are expected to be able to identify the opera and its
composer by listening to selected famous arias.
In preparation for a visit to the opera, students research the synopsis and
characters and listen to famous arias for the specific performance.
A visit to a local Italian music festival may be planned.
Unit on Italian Radio and TV
Students read about TV and radio in Italy and its origins. Students view video clips
from popular Italian TV programs such as: Uno Mattina, Maurizio Costanzo Show,
Telegiornale and interviews with popular Italian TV show hosts and Italian TV
commercials. We also listen to and view TV and radio weather forecasts. Students
complete a variety of comprehension exercises and vocabulary expansion.
As a project, students view TV news on RAI International and compare, discuss and
write about differences between Italian and American TV news, including
differences in point of view. Students role play interviews and present their own TV
telegiornale on current or local topics to the class.
Unit on Italian Cinema
In this unit, students read about Italian cinema from World War II until the present,
through teacher-generated material. Students research and make booklets about
important Italian directors of the present and past, and include information about
the cinematic period, list important movies, awards they have won, and describe
main characteristics of the director’s style. For this project, students create posters
with visuals. Students write a journal entry as the director, role-play interviews
and discuss major differences between Italian and American movies.
For this unit, we only view selected segments of films in class. Students are
encouraged to borrow from the school library and view the films in their entirety.
Students may write essays on the movies with their personal reactions.
Listening activities may include TV and radio interviews with famous Italian actors
and directors talking about their movies and complete a variety of listening
comprehension activities.
Use of Italian Movies
Students view Cinema Paradiso, Il Postino, La Vita é Bella, Pane e Tulipani (among
possible others). Students view a film in its entirety, then, selected segments are
reviewed and analyzed. Students complete learning activities such as:
 Answering content questions in Italian
 Putting events in chronological order
 Description of main characters, setting, plot, etc. using a web chart
 Compare characters and events
 Renarrate/summarize
 Oral assessment (teacher-student interview)
 Essay
In addition to the above film units, I also use clips and segments from various films
as they relate to other units of study. For example: in a unit on children and family
dynamics, we view a scene from the movie Ladro di bambini and answer questions.
Supplementary Activities:
As time allows, the following activities may be inserted between some of the units
above:
 Students listen to an Italian song, review grammar points taken from the song,
and learn new vocabulary, and idiomatic expressions, complete worksheets that
require them to fill in the missing words. Students may also research and expand
on a cultural topic taken from the lyrics, if applicable. For example: For L’ Anno che
Verra’ by Lucio Dalla, students first research on Bologna and its major attractions
(Lucio Dalla’s home city). They then write a letter to an imaginary friend in Bologna
asking for help in organizing a summer vacation there. Some songs reinforce
grammatical points ex. Se bastasse una canzone by Eros Ramazzotti (the
relationship of the imperfect subjunctive to the conditional in expressing contraryto-fact statements).
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Students prepare vocabulary practice, view TV video and/or listen to radio
recordings on a variety of topics not already included in units listed above from
Video Italiano and Ascolto Avanzato.
 Students read an article from an Italian newspaper and prepare vocabulary lists
and a summary in Italian.
 Students complete the exercises in the ACE the AP Italian Exam workbook
(Some units are given for homework during the Summer, the Christmas, Winter
and Spring Breaks).
 Students take the National Italian Examinations sponsored by the American
Association of Teachers of Italian (levels 3 and 4). Students practice listening,
writing and reading and test their cultural knowledge. (Can be assigned for
homework or during a vacation. Students are given an answer key to check their
work.)
 Students complete self-correcting exercises in Progetto Italica at home and in the
Language Lab in school.
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Students work in pairs, narrating picture sequences.
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Students work in pairs, given challenging vocabulary words, which they must
describe in Italian to a partner, who must guess the words. This activity
encourages the use of circumlocution.
Evaluation Procedures
Evaluation will include: Quizzes and tests (include listening, speaking, reading and
writing components)
written assignments (journal entries, paragraphs, essays,
dialogues, skits, short-answer questions
Projects (as described above, including internet research,
preparation of visuals, written and speaking components)
Homework (vocabulary and grammar practice, reading in
preparation for class discussions).
oral Presentations (student created dialogues and culture
projects)
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Class participation – students are evaluated on their time
on task, overall attentiveness, active participation, and in
particular, use of Italian in the classroom by use a rubric.
Expectations for use of Italian for everyday classroom
procedures as well as for class discussions and questionanswering are outlined in the rubric. Students are also
assessed for their creative use of language, and use of
circumlocution.
Teacher Resources
Texts/readers
ACE the AP Italian Exam Bruna Petrarca Boyle. New York: Edizioni Farinelli, 2006
Buongiorno Italia!, Giustina, Sylvia and Emmanuel Hatzantonis, selected dialogues
Crescendo! Italiano, Francesca, and Irene Marchegiani Jones, Boston: Heinle &
Heinle, 1999.
Da Capo, A Review of Grammar, Lazzarino, Graziana and Annamaria Moneti, Heinle
& Heinle
Ecco! Grammatica Italiana. Claudio Manella. Firenze: Progetto Lingua, 2000.
Favole al Telefono, Gianni Rodari, Einaudi Ragazzi, 1993
FilmArobics, Inc. Exercises for the Study of Film. Loredana Manfredini and Judy
Sugarman, Vernon Hills, Illinois. (Cinema Paradiso, Il Postino, La vita e’ bella, Pane
e Tulipani)
Graded Italian Reader, Prima Tappa, D.C. Heath and Company, Cioffari Cioffari
Il reale e il possibile, Jacobsen, Mara Mauri and Anna Maria Bellezza. Boston: Heinle
& Heinle, 1999. Selected readings
In Giro Per La Letteratura, Berri, Kenneth, and Elisabeth Giansiracusa. Boston:
Heile & Heinle, 1996.
Insieme: An Intermediate Italian Course, Habekovic, Romana and Claudio Mazzola,
New York: McGraw Hill, 1998.
Italian Verb Drills, Nanni- Tate. Passport Books, 1997
Marcovaldo ovvero Le stagioni in città, Calvino Italo, Oscar Mondadori editore, 1993
Nuove letture di cultura italiana. A three part introduction to Italian Culture,
Carolina Donadio Lawson. National Textbook Company,1987.
Ponti, Tognozzi, Elissa and Giuseppe Cavatorta, Houghton Mifflin Co.,2004. Selected
readings
Prego! An invitation to Italian, 6th ed., Lazzarino, Aski, Dini,Peccianti. McGrow –Hill,
2004
Primo Libro/ First Italian Book, Angelo Gimondi. New York: Amsco publications,
2002.
Progetto Italiano 3, Corso di lingua e civiltà Livello medio-avanzato, (Video Italiano
and Ascolto Avanzato), T. Marin, S. Magnelli. Edilingua, 4th edition, 2004.
Italian Magazines
Eli: Ciao, Azzurro, Insieme, Ragazzi
Websites:
www.Corriere.it -Web site for Corriere della Sera
www. Repubblica.it- Web site for La Repubblica
www.nd.edu/~italica
www.raiclicktv.it
Films:
Cinema Paradiso
La stanza del figlio
Il Postino,
Caro Diario,
La Vita é Bella,
Il ladro di bambini
Pane e Tulipani
Songs:
Attenti al Lupo by Lucio Dalla
L’anno che verra’ by Lucio Dalla
Volare by Domenico Modugno
Samarcanda by Roberto Vecchioni
Si puo’ fare by Angelo Branduardi
Se bastasse una canzone by Eros Ramazzotti