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LISTENING:
Understand virtually all face to face conversation in standard
dialect delivered with normal clarity and speed; demonstrate
familiarity with many idiomatic expressions and phrasal verbs;
respond appropriately, verbally and non-verbally, to various levels
of politeness, formality, and register, especially academic;
identify and comprehend main ideas and most supporting details in
lectures and discussions; recognize verbal and nonverbal signals
of organizational and importance in lectures; and understand new
vocabulary in context using guessing strategies.
SPEAKING:
Use Italian for a variety of purposes: describing, narrating,
arguing, and persuading; self monitor and peer evaluate for
effective speech in formal as well as informal interactions; use
nonverbal communication appropriately: posture, gestures, facial
expression, and eye contact; speak fluently on general topics of
current interest in Italian culture; maintain a conversation and
use many idiomatic expressions; demonstrate awareness of levels of
politeness, formality and register, including inappropriate
language such as racist or sexist terms; use discussion and
conversational strategies effectively; and use intonation, pitch,
and pauses to enhance or emphasize the message.
READING:
Skim for main idea; scan for information; differentiate between
main idea and supporting points; take notes, summarize, and
paraphrase for various purposes; read between the lines for
inference, assumption, and presupposition; read critically; identify
author's point of view, tone, and purpose; recognize bias when it
exists; demonstrate significant library research skills; analyze
rhetorical patterns, discourse cues, and structural pointers to
follow the development of the author's ideas; increase reading
speed; vary speed and methods according to type of material and
purpose for reading; use Italian college level dictionary
effectively; gues word meaning by analyzing prefixes, suffixes, and
roots; infer meaning of unknown vocabulary by using contextual
clues; evaluate the relevance of textual material to particular
arguments; and understand the organization of books, journals,
newspapers, and essays.
COMPOSITION:
Revision for organization, style, and content; mastering the
five-paragraph essay to include thesis statement and adequate
paragraph development; develop and logically support a main idea
in an expository essay; consider audience and intention; support
a focus statement with original ideas and information from text,
synthesize; employ essay examination skills by: synthesizing
relevant information from reading and lectures, and writing under
time pressure; write a short research paper summarizing journal
articles and other sources, paraphrasing, synthesizing information
from a minimum of three sources, avoiding plagiarism, documenting
sources, and using a variety of clause patterns and subordination;
and exhibit a sense of literary style.
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CONTENT (Listening):
Technical reports; recorded and live lectures; announcements;
instructions; telephone communications; radio and television
broadcasts; movies and plays; fact to face conversations; practical
social, cultural, abstract, and professional topics; special
fields of competence; particular fields of interest.
CONTENT (Speaking):
Most practical, social, abstract, and academic topics; special
fields of competence; particular fields of interest.
CONTENT (Composition):
Broadens to include: academic content areas as determined by
student, text, and teacher; expanded use of literary schemes such
as poetry, short novel, essays; a wide range of practical, social,
and professional topics.
CONTENT (Reading):
Adapted and unadapted text as appropriate including academic
materials, newspaper articles, editorials and commentaries,
technical reports, novels, short stories, drama, poetry; content
now includes most practical, social, abstract, and professional
topics determined by student needs and interests.
CONTENT (Grammar):
Grammar content is determined by student, text, and teacher.
Grammar content is more individual and specific in nature rather
than group structrued.
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In preparation for the lecture class, students are expected to
have:
1. Studied, prepared, and reviewed 10-20 pages from class text.
2. Completed 10-20 pages from required readings.
3. Listened to and reacted to about 30-50 minutes of language lab
material.
4. Spent 15-20 minutes practicing and memorizing vocabulary,
phrases, and cultural material.
5. Prepared 1-5 pages of assigned essay or term paper.
In preparation for the lecture class, students are recommended to
have:
1. Worked 10-50 minutes cooperatively with a fellow Italian
student or another Italian speaking person.
2. Worked as a Italian tutor for the SRJC Tutorial Service or to
work with a community Italian speaking agency.
3. Listen to or view 10-50 minutes or Italian media other than
that provided by the SRJC language lab.
4. Established a pattern of reading Italian language newspapers,
magazines, and books as available at the SRJC Library, or
within the Santa Rosa Community.
