12/26/2024 7:47:22 AM	ITAL 3 Course Outline as of Spring 1990	New Course (First Version)
CATALOG INFORMATION
Discipline and Nbr:  ITAL 3	Title:  INTERM ITAL-PT 1
Full Title:  Intermediate Italian Part 1
Last Reviewed:4/13/2020

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	4.00	Lecture Scheduled	4.00		17.5 max.	Lecture Scheduled	70.00
Minimum	4.00	Lab Scheduled	0		13 min.	Lab Scheduled	0
		Contact DHR	1.00			Contact DHR	17.50
		Contact Total	5.00			Contact Total	87.50
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  140.00

Total 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:

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:

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:
	C2	Humanities		Fall 1990
IGETC:	Transfer Area			Effective:	Inactive:
	3B	Humanities		Fall 1981
	6A	Language Other Than English
CSU Transfer:	Transferable	Effective:	Spring 1990	Inactive:
UC Transfer:	Transferable	Effective:	Spring 1990	Inactive:
C-ID:

Certificate/Major Applicable: Certificate Applicable Course

COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:

  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

  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:

  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:

  GRADED ITALIAN READER by Vincenzo Cioggari and Angelina Grimaldi

 Cioffari. 2nd Ed.

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