Hazlet Township Public Schools
COURSE OF STUDY
ITALIAN III
Written by:
Roberto Ferrazzi
January 2007
Hazlet Township Public Schools
INTRODUCTION
This course is designed for those students that successfully completed Italian II. It is designed to improve their listening, speaking, reading and writing
skills. Importance will be given to culture, with emphasis on every day life. Audio-visual aids will complement the class work.
Hazlet Township Public Schools
DISTRICT GOALS
ITALIAN III
1.
To acquire the ability to use the language and appropriate behavior in real life situations.
2.
To acquire the skills for employment and the necessary knowledge for further education.
3.
To acquire the knowledge, skills and understanding that permit him/her to play a responsible role as a member of the community.
4.
To acquire the understanding and the ability to form responsible relations with people, including those with different social and cultural
characteristics.
5.
To acquire the capacity for playing responsible roles in family life.
6.
To acquire the ability and the desire to express himself/herself creatively in one or more of the arts, and to appreciate the aesthetic expression
of other people.
7.
To acquire the knowledge to use a variety of resources and technologies as tools to develop cultural awareness.
8.
To acquire the comprehension of more advanced Italian through especially selected short stories.
9.
To acquire the knowledge of understanding Italian personalities and their contribution to the American culture.
Hazlet Township Public Schools
COURSE GOALS
By the end of the third year of Italian, the students will have acquired the following skills:
1.
The ability to comprehend typical and topical conversations between native speakers.
2.
The ability to comprehend idiomatic expressions in both familiar and unfamiliar settings.
3.
The ability to initiate and continue complex dialogues.
4.
The ability to make statements , ask questions, and give answers in different time frames such as : present, past and future; as well as in
different mood frames such as Indicative, Conditional, and Subjunctive.
5.
The ability to understand a variety of texts carefully selected for their level of comprehension.
6.
The ability to understand written passages produced by the print media for the general public.
7.
The ability to write notes, letters, short narratives and topical compositions in the major time frames and moods.
8.
The ability to understand past and present cultural trends, as well as the rich Italian tradition in music, art, and literature.
Hazlet Township Public Schools
COURSE OUTLINE AND PROFICIENCES
I.
Given a unit of study, students will become familiar with the following verb structures:
A.
B.
C.
II.
Given a unit of study, students will show correct usage of the following subjunctive structures:
A.
B.
C.
D.
E.
F.
III.
The use of the preposition “da” with expressions of time and place
Reflexive verbs with reciprocal meaning
Given a unit of study, students will be able to demonstrate proficiency in:
A.
B.
V.
With verbs of Wish, Will, Hope
With impersonal expressions
With irregular verbs
With verbs of emotion, Belief, and Doubt
With Imperfect, Past and Pluperfect Subjunctive
With contrary-to-fact “if” clauses
Given a unit of study, students will be able to understand the concepts of:
A.
B.
IV.
Regular and irregular future tenses
Regular and irregular Conditional
Pluperfect and Past Conditional
Double-object pronouns
Prefixes
Given a unit of study, students shall be able to show knowledge of basic working vocabulary consisting of most of the words occurring in
chapters 12 through 16:
A.
B.
Sports and recreation
Foods and meals
C.
D.
E.
VI.
Given a unit of study, students shall be aware of the cultural aspects of Italy through readings about:
A.
B.
C.
D.
E.
VII.
European countries and capitals
Music and musical instruments
Professions, occupations and the working world
Sports
Italian cuisine
Radio and television
Young people and music
School and work
If time permits, two scenarios per year will be given on appropriate topics.
Hazlet Township Public Schools
SCOPE AND SEQUENCE
Italian 3
WEEK
1
WEEK
2
WEEK
3
WEEK
4
SEPT
OCT
NOV
DEC
JAN
FEB
MAR
APR
MAY
JUN
Review
1-4
Unità 9
Unità 9
Unità 10
Unità 10
Unità 11
Unità 11
Unità 11
Unità 12
Unità 12
Review
5-8
Unità 9
Unità 9
Unità 10
Unità 10
Unità 11
Unità 11
Unità 12
Unità 12
Unità 12
Unità 9
Unità 9
Unità 10
Unità 10
Midterm
Review
Unità 11
Unità 11
Unità 12
Unità 12
Final
Review
Unità 10
Midterm
Exam
Unità 12
Final
Exam
Unità 9
Unità 9
Unità 10
Unità 11
Unità 11
Unità 12
Hazlet Township Public Schools
STUDENT ASSESSMENT
CLASSROOM PROCEDURE AND GRADE DETERMINATION
A.
Parliamo Italiano! 3rd edition (lessons 9-12)
B.
Periodic assessment:
1.
2.
3.
4.
5.
C.
Classroom participation
Cultural/research projects
Listening, speaking, and reading comprehension
Writing examples and a variety of testing material
Homework will be assigned daily, collected periodically and graded cumulatively.
Every-day material needed in the classroom:
1. Textbook always covered
2. Notebook, periodically checked and graded
3. Writing utensils and other material specifically requested by the teacher
D.
Classroom procedure:
1.
2.
3.
4.
E.
Be on time. If late, you must have a pass
Be at your desk when lesson is about to begin
No chewing gum, liquids or food
Passes will be given only in emergencies
Determination of grade:
1.
2.
3.
4.
Written tests, quizzes, and homework 50%
Oral tests, quizzes, and class participation 50%
Midterm and final exams will account for 20% of the final average for the course
Special assignments:
a. Projects/Reports
b. Scenarios based on NJCCCS
TIMELINES
CONTENT/OBJECTIVE
Suggested Activity/
Appropriate Materials-Equipment
EVALUATION
Review lessons 5-8
2 weeks
Unità 9
Viaggiare:
Andiamo in vacanza!
8 weeks
Communicative goals:
-describing past actions
-making travel plans
-taking a train or plane
-expressing doubts, opinions, and
emotions about past events
-making negative statements
A. Le ferie
A1. Si dice così Teacher models
pronunciation of vocabulary. Students
copy vocab into notebooks. Q/a using the
vocab in context. Read through the lo
sapevi che… to get cultural information
about holidays in Italy.
A2. Incontro Listen to dialogue on CD for
native accent/pronunciation. Students take
turns reading the dialogue aloud, and, in
pairs, work together to determine the
meaning of the dialogue. Large group
discussion of the significance of the
passage.
A3. Punti Grammaticali Past Perfect
Tense
Read the model sentences to show the
use of the trapassato in context. Teacher
models how to conjugate a verb in this
tense and students do two samples in
notebook, corrected on board.
Read
through rules together. Students take
notes on material presented on board.
NJCCCS 7.1
B. Alla stazione ferroviaria
B1. Si dice così Students copy vocab into
notebook
and
repeat
the
proper
proununciation of the words.
Q/a
pertaining to the train vocabulary. Teacher
shows slides/pictures of various trains/train
stations form past trips.
B2. Incontro Students take turns reading
the parts of the characters in the dialogue.
Review pronunciation of mispronounced or
difficult
NJCCCS 7.1
A1. Text and workbook exercises
accompanying the new vocabulary,
vocab quiz
A2. Working in pairs, students
complete the post dialogue
exercises. Corrected together in
class.
A3. Text and workbook exercises,
teacher generated worksheets with
fill ins and questions in Italian to be
answered in Italian. Oral/written
quizzes and oral/written exam.
B1. Oral drills, textbook exercises,
some completed in class and some
for homework and corrected in
class., oral drills and vocab quiz.
B2. Textbook exercises completed
orally in class. In pairs, students
write a dialogue of
TIMELINES
NJCCCS 7.1
C. All’agenzia ei viaggio
NJCCCS 7.1
Suggested Activity/
Appropriate Materials-Equipment
CONTENT/OBJECTIVE
EVALUATION
words. Discussion of the significance of
the dialogue.
a conversation they would have in
the train on the way to their vacation.
To be presented to the class.
B3. Punti Grammaticali Imperfect
Subjunctive Teacher explains what the
imperfect subjunctive is in English and
then elicits from the class what the uses
are. Teacher models how to conjugate an
Italian verb in the imperfect subjunctive,
making a chart on the board. Students
copy the notes from the board – regular
and irregular verbs. Together the class
goes over the rules of usage of the
imperfect subjunctive in Italian. Compare
present
subjunctive
with
imperfect
subjunctive.
B3. Teacher generated worksheets,
oral drills, text and workbook
exercises, written/oral quiz/exam.
C1. Si dice così
Teacher models
pronunciation of vocabulary words.
Students repeat the words in Italian.
Students copy vocab into notebooks. Ask
questions about the travel vocabulary (e.g.
which months are
considered hig/low
season, etc?)
C1. Text and workbook exercises
corrected
together in class, oral drills, vocab
quiz.
C2. Incontro Listen to the dialogue on the
CD for native pronunciation. Review of
new vocabulary and the significance of the
dialogue.
C2. Textbook exercises based on
the dialogue. Corrected in class. In
triads, students write a dialogue in
which they and a friend/significant
other make plans/reservations with a
travel agent. To be corrected and
presented in class.
C3.
Punti
Grammaticali
Past
Subjunctive, Past Perfect Subjunctive
Review
of
subjunctive
forms
of
avere/essere with student input. Teacher
models the forms of the past subjunctive
using sentences which the students will
translate. Chart the verb forms. Review of
which verbs use essere and avere as a
helping verb in the past. Uses of each
tense. Students copy notes from board.
C3. Textbook exercises, teacher generated worksheets, oral drills,
oral drills, written/oral quiz/exam
.
TIMELINES
CONTENT/OBJECTIVE
D. All’aeroporto
Suggested Activity/
Appropriate Materials-Equipment
D1. Si dice così
Teacher models
pronunciation of vocabulary words.
Students repeat. Students copy vocab into
notebooks.
Ask questions about the
airport/airplane vocabulary and have
students answer in Italian (e.g. To whom
do you give your ticket at the airport? What
does a flight attendant do, etc.)
D2. Incontro Listen to the dialogue on the
CD for native pronunciation. Teacher
Review of new vocabulary and the
significance of the dialogue.
NJCCCS 7.1
D3. Punti Grammaticali
Negatives
Briefly review with the class how to change
an affirmative sentence to a simple
negative sentence. Then on board teacher
charts the words needed to compose a
double negative sentence. Students copy
chart.
Teacher models sentences
containing double negatives, which
students will indicate what they mean.
Oral exercises in which students change
an affirmative sentence to a negative one.
EVALUATION
D1. Text and workbook exercises
corrected
together in class, oral drills, vocab
quiz.
D2. In pairs, students complete the
textbook exercises based on the
dialogue. Corrected in class.
D3. Textbook exercises, teacher generated worksheets, oral drills,
oral drills, written/oral quiz/exam
Exercise D provides a situation in
which students write a dialogue
using the negatives. Students write
a dialogue in pairs, and present it to
the class for an oral grade.
Immagini e Parole
NJCCCS 7.2
Dove andiamo in vacanza?
Culture readings and exercises
Students complete pre-reading exercises
and read the passage, underlining
words/sentences
that
they
don’t
understand. Exercises corrected in class
and passage is read in large group, going
over significance of words and meaning of
the reading.
Post reading exercises done orally in
class with discussion of questions
posed in the exercises.
Writing exercise in which students
compose an email in Italian. To be
collected and graded.
CHAPTER EVALUATION
Self tests and practice of unit 9
topics at website www.hmco.com
Chapter test.
TIMELINES
Unità 10
Divertirsi: Usciamo stasera!
8 weeks
CONTENT/OBJECTIVE
Suggested Activity/
Appropriate Materials-Equipment
EVALUATION
Communicative goals:
-talking about hypothetical situations
-talking about what we wish would
happen
-modifying words
-talking about theater, cinema and
music
-specifying how long something has
been going on
A. Gli spettacoli, il teatro e il cinema
NJCCCS 7.1
A1. Si dice così Teacher models
pronunciation of vocabulary words.
Students repeat. Students copy vocab into
notebooks.
Ask questions about the
airport/airplane vocabulary and have
students answer in Italian (e.g. What plays
have you seen? What type of plays/movies
do you like?, etc.)
A1. Multimedia CD Rom on
computers
in
class
providing
practice of vocabulary.
oral drills, textbook exercises, oral
vocab quiz.
A2. Incontro Students read the dialogue
aloud in class, going over pronunciation of
words and discussion of meaning. Listen
to dialogue on CD for native pronunciation
of words.
A2. Textbook exercises, corrected in
class. In pairs, students write a
dialogue in which they make plans
for the weekend, to be presented in
class.
A3. Punti Grammaticali Hypothetical
sentences Teacher writes hypothetical
sentences on the board, which the
students decipher. Using these sentences
as models, the students deduce how these
sentences are created and as a class we
go over the rules of the construction/usage
of hypothetical sentences. Students copy
notes into notebooks.
A3. Textbook exercises in which
students construct and complete
sentences using this format. teachergenerated worksheets, CD Rom
exercises on the computers, oral
drills, oral/written quiz/exam.
TIMELINES
CONTENT/OBJECTIVE
B. La musica classica e l’opera lirica
NJCCCS 7.1
C. La musica leggera
Suggested Activity/
Appropriate Materials-Equipment
B1. Si dice così Teacher models
pronunciation of vocabulary words.
Students repeat. Students copy vocab into
notebooks. Ask questions about the music
vocabulary and have students answer in
Italian Use of multimedia CD Rom on
computers in class providing practice of
vocabulary.
B1. Multimedia CD Rom on
computers
in
class
providing
practice of vocabulary.
oral drills, textbook exercises, oral
vocab quiz.
B2. Incontro Listen to dialogue on CD for
native pronunciation of words. Students
read the dialogue aloud in class, going
over pronunciation of words and
discussion of meaning.
B2. Textbook exercises corrected in
class.
B3. Punti Grammaticali The Conditional
with the Subjunctive Teacher puts
sentences on the board that model the
conditional/subjunctive
construction.
Review the individual tenses and then go
over the rules of this construction.
Students copy notes into notebook.
C1. Si dice così Discussion of what kind
of music the students listen to. Read
through vocab list with students repeating
the words for pronunciation purposes.
Students copy vocab in to notebooks.
NJCCCS 7.1
NJCCCS 7.2
EVALUATION
C2. Incontro Listen to dialogue on CD for
native pronunciation of words. Students
read the dialogue aloud in class, going
over pronunciation of words and
discussion of meaning. Discussion of
superstitions (included in dialogue).
Examples of contemporary Italian music,
and learning some modern Italian songs.
Using the computers, students will go to
the websites of Italian radio stations, or to
RealPlayer, where we can listen to live
broadcasts of Italian radio stations.
B3. Text and workbook exercises,
CD Rom exercises, teachergenerated worksheet, oral drills,
written/oral quiz/exam
C1. Textbook exercises, oral drills,
oral quiz.
C2. Textbook exercises, corrected in
class. Project: Students will work in
pairs or triads presenting a
contemporary song to the class,
providing necessary vocab as well
as a translation of the song. To be
presented in class.
TIMELINES
CONTENT/OBJECTIVE
Suggested Activity/
Appropriate Materials-Equipment
C3. Punti Grammaticali Suffixes With the
class, teacher generates a list of suffixes
the students have seen in Italian words.
go through the list and explain what each
means. Read through the rules of usage of
suffixes explained in textbook. Students
copy the notes into notebooks.
D. Il sabato sera
D1. Si dice così In Italian, discuss what
the students like to do on Saturday night.
Read through vocab list together, with
teacher modeling pronunciation. Students
repeat
and
copy vocabulary into
notebooks.
D2. Incontro Listen to dialogue on CD for
native pronunciation of words. Students
read the dialogue aloud in class, going
over pronunciation of words and
discussion of meaning.
NJCCCS 7.1
D3. Punti Grammaticali The Preposition
da Teacher writes sentences/questions
which contain the preposition da (from), go
over the rules for its usage. Students copy
notes into their notebooks.
NJCCCS 7.2
EVALUATION
C3. Textbook exercises corrected in
class, CD Rom practice exercises
with suffixes, oral drills, written
quiz/exam
D1. Textbook exercises, completed
and corrected in class.
D2. Textbook exercises, completed
in pairs and corrected in class.
Students write a dialogue about
making plans to go out dancing. To
be collected/presented in class.
D3. Textbook exercises, completed
and corrected in class.
Immagini e Parole
Un popoli di artisti
Culture readings and exercises
Students complete pre-reading exercises
and read the passage, underlining
words/sentences
that
they
don’t
understand. Exercises corrected in class
and passage is read in large group, going
over significance of words and meaning of
the reading.
Post reading exercises done orally in
class with discussion of questions
posed in the exercises.
Writing exercise in which students
write a composition in Italian about a
movie recently seen or write a review
about a concert attended. To be
collected and graded.
CHAPTER EVALUATION
Self tests and practice of unit 10
topics at website www.hmco.com
Chapter test.
Midterm Review
1 week
Midterm Exam
1 week
TIMELINES
Unità 11
Leggere: Recitiamo una poesia!
9 weeks
CONTENT/OBJECTIVE
Suggested Activity/
Appropriate Materials-Equipment
Communicative goals:
-talking about the distant past
-expressing opinions about literature
and writing
-indicating sequence of events
-reporting what others have said
-talking about mass media
A. La letteratura
NJCCCS 7.1
A1. Si dice così In Italian, discuss the
various types of literature and the students’
personal preferences.
Read through
vocab list together, with teacher modeling
pronunciation. Students repeat and copy
vocabulary into notebooks.
A2. Incontro Listen to dialogue on CD for
native pronunciation of words. Students
read the dialogue aloud in class, going
over pronunciation of words and
discussion of meaning.
B. La libreria
NJCCCS 7.1
EVALUATION
A1. Use of multimedia CD Rom on
computers
in
class
providing
practice of vocabulary, oral drills,
textbook exercises, oral vocab quiz.
A2. Textbook exercises corrected in
class.
A3. Punti Grammaticali The Preterit
Teacher puts sentences on the board that
model the preterit tense. Present the
conjugations of regular and irregular verbs
in the preterit in chart form on board. Read
through the use of the preterit tense as
presented in the textbook. Students copy
notes into notebook.
A3. . Text and workbook exercises,
CD Rom exercises, teachergenerated worksheet, oral drills,
written/oral quiz/exam
B1. Si dice così In Italian, discuss what
the students like to do on Saturday night.
Read through vocab list together, with
teacher modeling pronunciation. Students
repeat
and
copy vocabulary into
notebooks.
B1. Use of multimedia CD Rom on
computers
in
class
providing
practice of vocabulary, oral drills,
textbook exercises, oral vocab quiz.
.
TIMELINES
Suggested Activity/
Appropriate Materials-Equipment
CONTENT/OBJECTIVE
EVALUATION
B3.
Punti
Grammaticali
Ordinal
Numbers Review cardinal numbers with
the class. Then introduce the ordinal
numbers using the the first of the month (il
primo
) to show how numbers change.
List the ordinal numbers on the board.
Students copy notes into notebooks. Go
through the list of rules and examples
found in text. (agreement of ordinal
number with the noun it modifies, symbol
used, etc.)
B3. Text and workbook exercises,
CD Rom exercises, teachergenerated worksheet, oral drills,
written/oral quiz/exam
C1. Si dice così In Italian, discuss what
magazines and newspapers the students
read. Read through vocab list together,
with teacher modeling pronunciation.
Students repeat and copy vocabulary into
notebooks.
C1. Textbook exercises, oral drills,
oral quiz.
C2. Incontro Listen to dialogue on CD for
native pronunciation of words. Students
read the dialogue aloud in class, going
over pronunciation of words and
discussion of meaning. Bring in samples
of Italian newspapers.
C2. Textbook exercises, corrected in
class. Using computers, students log
onto websites of Italian
newspapers/magazines and briefly
present an article to the class.
C. La stampa: giornali e riviste
NJCCCS 7.1
NJCCCS 7.2
D. La televisione
C3. Punti Grammaticali Che and Quale
Teacher puts sentences on the board,
some with che and some with quale. Elicit
from students what the differences are
between the two. Go over the rules of use
of each presented in the textbook.Students
copy notes into notebook.
D1. Si dice così In Italian, discuss what
shows the students like to watch. Read
through vocab list together, with teacher
modeling pronunciation. Students repeat
and copy vocabulary into notebooks.
.
C3. Text and workbook exercises,
corrected in class, practice exercises
on multimedia CD Rom, quiz
D1. Use of multimedia CD Rom on
computers
in
class
providing
practice of vocabulary, oral drills,
textbook exercises, oral vocab quiz.
TIMELINES
NJCCCS 7.1
CONTENT/OBJECTIVE
Suggested Activity/
Appropriate Materials-Equipment
D2. Incontro Listen to dialogue on CD for
native pronunciation of words. Students
read the dialogue aloud in class, going
over pronunciation of words and
discussion of meaning
EVALUATION
D2. Textbook exercises, completed
in pairs and corrected in class. In
pairs or triads, students write an
Italian version of their favorite
commercial. To collected/presented
in class.
TIMELINES
Unità 12
Sognare: Immaginiamo il futuro!
9 weeks
CONTENT/OBJECTIVE
Suggested Activity/
Appropriate Materials-Equipment
EVALUATION
Communicative goals:
-discussing politics
-comparing cultures
-talking impersonally
-talking about Italy’s future
A. La politica
B. L’Italiano medio
A1. Si dice così
A1. Use of multimedia CD Rom on
computers
in
class
providing
practice of vocabulary, oral drills,
textbook exercises, oral vocab quiz.
A2. Incontro
A2. Textbook exercises corrected in
class.
C. L’italo-americano
D. L’Italia in Europa
A3. Punti Grammaticali
A3. . Text and workbook exercises,
CD Rom exercises, teachergenerated worksheet, oral drills,
written/oral quiz/exam
B1. Si dice così
B2. Incontro
B3. Punti Grammaticali
B1. Use of multimedia CD Rom on
computers
in
class
providing
practice of vocabulary, oral drills,
textbook exercises, oral vocab quiz.
1.
C1. Si dice così
C1. Textbook exercises, oral drills,
oral quiz.
C2. Incontro
C2. Textbook exercises, corrected in
class. Using computers, students log
onto websites of Italian
newspapers/magazines and briefly
present an article to the class.
C3. Punti Grammaticali
C3. Text and workbook exercises,
corrected in class, practice exercises
D1. Si dice così
D1. Use of multimedia CD Rom on
computers
in
class
providing
practice of vocabulary, oral drills,
textbook exercises, oral vocab quiz.
D2. Incontro
D2. Textbook exercises, completed
in pairs and corrected in class. In
pairs or triads, students write an
Italian version of their favorite
commercial. To collected/presented
in class.
D3. Punti Grammaticali
Final Review
1 week
Final Exam
1 week