SRJC Course Outlines

10/22/2020 2:53:39 AMITAL 3 Course Outline as of Spring 1990

New Course (First Version)
CATALOG INFORMATION

Discipline and Nbr:  ITAL 3Title:  INTERM ITAL-PT 1  
Full Title:  Intermediate Italian Part 1
Last Reviewed:4/13/2020

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum4.00Lecture Scheduled4.0017.5 max.Lecture Scheduled70.00
Minimum4.00Lab Scheduled013 min.Lab Scheduled0
 Contact DHR1.00 Contact DHR17.50
 Contact Total5.00 Contact Total87.50
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  140.00Total Student Learning Hours: 227.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly: 

Catalog Description:
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Intermediate proficiency in understanding, speaking, reading, and writing Italian. Review of grammar. Reading, compositions, and class discussions of intermediate prose on contemporary Italian culture.

Prerequisites/Corequisites:
3 years of HS Ital or ITAL 2. Not open to students with 4 years of HS Ital with "A" or "B" within the past 3 years.


Recommended Preparation:
Completion of ENGL 100B or ENGL 100 or ESL 100.

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Proficiency in understanding, speaking, reading & writing intermed Italian. Review of grammar. Reading, compositions & discussion of modern Italian culture. Conducted in Italian.
(Grade or P/NP)

Prerequisites:3 years of HS Ital or ITAL 2. Not open to students with 4 years of HS Ital with "A" or "B" within the past 3 years.
Recommended:Completion of ENGL 100B or ENGL 100 or ESL 100.
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Spring 1990
Inactive: 
 Area:E
Humanities
 
CSU GE:Transfer Area Effective:Inactive:
 C2HumanitiesFall 1990
 
IGETC:Transfer Area Effective:Inactive:
 3BHumanitiesFall 1981
 6ALanguage Other Than English  
 
CSU Transfer:TransferableEffective:Spring 1990Inactive:
 
UC Transfer:TransferableEffective:Spring 1990Inactive:
 
C-ID:

Certificate/Major Applicable: Certificate Applicable Course



COURSE CONTENT

Outcomes and Objectives:
Upon completion of the course, students will be able to:
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  SPEAKING:
 Students should be able to sustain a logical dialogue with one
 another or with a native speaker for 2-5 minutes or more on
 general subjects, and be able to narrate or describe thought in
 present, past, and future time. In addition, they should be
 clearly understood by a native speaker or be able to convey in
 general terms critical thinking skills, such as:  use simple
 argument and persuasion; give instructions and informal reports;
 use language for warning, refusing, complaining, complimenting,
 agreeing, disagreeing, advising, and requesting assistance;
 express feelings such as humor, happiness, sadness, anger,
 gratitude, and affection; use discussion strategies:  getting
 and holding the floor, changing and returning to the topic, and
 reaching consensus; pronunciation:  produce most common reduced
 forms and inflectional endings, correctly use most intonation
 patterns and word stress, self-monitor for pronunciation and oral
 grammar, and demonstrate an understanding of register.
 LISTENING:
 This skill should be further developed at this level so that the
 student can understand topics of general interest. The student
 should have had sufficient experience with interrogative
 expressions to be able to ask for clarifications of statements
 with ease. The student should be able to understand most of the
 materials read aloud at normal speed from such things as newspaper
 articles, magazine articles, and letters. Examples of other
 typical skills are:  understand majority of conversational speech
 including many common idioms and phrasal verbs; distinguish
 between main ideas and supporting details relating to everyday
 topics; understand some abstract topics when presented in a
 familiar context; understand descriptions and narrations of factual
 material and nontechnical prose; discuss cultural and contemporary
 issues; understand the use of register; infer meaning from context;
 pronunciation; understand most common reduced forms, inflectional
 endings, and stress and intonation patterns in statements and
 questions.
 READING:
 Students should be able to interpret, summarize and appraise with
 some ease newspapers, general articles of non-technical nature,
 and short pieces of annotated imaginative prose, verse and
 dialogue with only occasional reference to a dictionary. Students
 should also be able to:  demonstrate prereading skills such as
 prediction, previewing, questioning, and anticipation; use thought
 units rather than individual lexical units; read technical charts
 and graphs; recognize common organizational patterns and signal
 words in exposition; begin to read critically distinguishing fact
 from opinion, and recognizing author's purpose, tone, point of
 view; demonstrate postreading skills of summarizing, paraphrasing
 and evaluating; write outlines that reflect author's main idea
 and supporting arguments; use a Italian learner's dictionary
 efficiently; be able to choose the appropriate definitions; use
 context to guess the meaning of unfamiliar words and reduce
 dependence on dictionary; demonstrate knowledge of word families,
 prefixes, suffixes, stems; begin to recognize rhetorical forms for
 essays and papers.
 WRITING:
 This skill is further encouraged from the one/two level. Students
 should be able to produce short imaginative pieces to controlled
 term paper, and write accurately such things as letters,
 biographical sketches, descriptive paragraphs, and the like. A
 native speaker should have little difficulty in discerning the
 meaning of the written piece. Students should also be able to:
 Produce written communication appropriate to audience and purpose;
 Write a focused thesis with a controlling idea; Support with details
 and specifics; Organize logically into introduction, body, and
 conclusion; Recognize and avoid sentence fragments and run-ons;
 Use basic coordination and subordination in sentences; Build
 cohesion with links between sentences such as synonyms, pronouns,
 and transitions, and paragraph transitions such as repetition of
 ideas, introductory adverbs, and key words; Recognize and eliminate
 irrelevant ideas; paraphrase; Show awareness of the verb aspect
 system; Begin to use sentence and word variety; View writing as a
 process that involves thinking, revising, editing, and evaluation;
 Begin independent and peer revision; Edit spelling and punctuation
 errors; Edit word choice, sentence structure; Write social and
 formal letters; Write accurate, cohesive summaries; Use library
 resources in written assignments; Incorporate dialogue in
 composition; Begin to use stylistic devices such as simile,
 imagery, and metaphor.
 MINIMUM MATERIAL TO BE STUDIED:
 Since the three level is the last third of the presentation of all
 the major components of Italian grammar, particular attention is
 given to assuring that the student is thoroughly grounded in all
 aspects of the grammatical structures and major idiomatic
 expressions. Students are also introduced to all genres in their
 original form:  prose, verse, and dialogue.

Topics and Scope
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  CONTENT (Listening):
 Conversations:  taped, telephone, and face to face; One way
 communications:  directions, narratives, academic lectures,
 descriptions, radio and television broadcasts, announcements,
 instructions; Content widens to include additional social and
 academic topics:  current events, media, politics, cultural and
 moral issues, history, health, medicine, general science, economics,
 education, leisure; Domestic and world issues; Life, death, and
 afterlife; Love and hate; Male and female roles; Geography,
 demography, and technology:  Humor; Literature and the arts; The
 world market; Drugs and dependency; Belief and ideologies; Jobs
 and professions; Law and free will.
 CONTENT (Speaking):
 Content widens to include:  additional social and academic topics
 such as current events, health and medical issues, politics,
 economics, education, leisure, cultural and moral issues, history,
 general science, and print and electronic media; Domestic and world
 issues; Life, death, and afterlife; Love and hate; Male and female
 roles; Geography, demography, and technology; Humor; Literature and
 the arts; The world market; Drugs and dependency; Belief and
 ideologies; Jobs and professions; Law and free will.
 CONTENT (Reading):
 Adapted and unadapted text including newspaper accounts, academic
 texts, instructions, directions, routine reports, nontechnical
 prose; Content widens to include numerous topics such as current
 events, press, politics, economics, education, leisure, travel,
 vacations, cultural and moral issues, history, customs, mores;
 Literature:  short stories, poetry, and drama; Domestic and world
 issues; Life, death, and afterlife; Love and hate; Male and female
 roles; Geography, demography and technology; Humor; Literature and
 the arts; The world market; Drugs and dependency; Belief and
 ideologies; Jobs and professions; Law and free will.
 CONTENT (Composition/Writing):
 Broadens to include:  Current events; Factual and concrete topics
 relating to personal interests; Expanded use of literary schemes;
 Domestic and world issues; Life, death, and afterlife; Love and
 hate; Male and female roles; Geography; demography and technology;
 Humor; Literature and the arts; The world market; Drugs and
 dependency; Belief and ideologies; Jobs and professions; Law and
 free will.
 CONTENT (Grammar):
 Although possibly introduced earlier, the following grammar points
 will need review, reinforcement, and expansion:  The tense system;
 Advanced modal auxiliaries; The passive (advanced forms) and
 passive constructions; Gerunds and infinitives; Dependent versus
 independent clauses:  noun, adverb, adjective, wish, if; Adjective
 clauses; Noun clauses; Conditionals using if; Using wish. The
 following points should be introduced:  Transitive versus
 intransitive verbs; Future perfect and future continuous; Past
 modals.
 CONTENT (Scope):
 Scope of what is covered in Italian 3 is at a significantly
 accelerated pace to a course teaching the same materials in a high
 school (This third semester course covers in a semester what is
 covered in the third year at the high school level). The range
 of this class can benefit and challenge students who have
 completed as much as 3 years of high school Italian.

Assignments:
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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 15-50 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.

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
40 - 60%
Written homework, Reading reports, Lab reports, Essay exams, Term papers
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
20 - 30%
Performance exams
Exams: All forms of formal testing, other than skill performance exams.Exams
5 - 10%
Multiple choice, True/false, Matching items, Completion
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
0 - 0%
1. DAILY ORAL RESPONSES TO QUESTIONS. 2. CLASS DISCUSSION OF CULTURAL READINGS. 3. WRITTEN COMPOSITIONS ON READINGS.


Representative Textbooks and Materials:
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  GRADED ITALIAN READER by Vincenzo Cioggari and Angelina Grimaldi
 Cioffari. 2nd Ed.

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