Italian Course - B1 - 1st semester [Gruppo 1] (2020/2021)

Course code
Name of lecturer
Carmen Zannol
Carmen Zannol
Academic sector
CLA/ITA - Lingua Italiana
Language of instruction
1° semestre italiano L2 dal Oct 5, 2020 al Dec 11, 2020.

Lesson timetable

Go to lesson schedule

Learning outcomes

Lo studente al termine del corso è in grado di comprendere i punti essenziali di messaggi chiari in lingua standard su argomenti familiari che affronta normalmente al lavoro, a scuola, nel tempo libero, ecc. Se la cava in molte situazioni che si possono presentare viaggiando in una regione dove si parla la lingua in questione. Sa produrre testi semplici e coerenti su argomenti che gli siano familiari o siano di suo interesse. È in grado di descrivere esperienze e avvenimenti, sogni, speranze, ambizioni, di esporre brevemente ragioni e dare spiegazioni su opinioni e progetti.


Phonology and spelling
· Conversation analysis: intonation and pauses
· Use of upper and lower case letters in formal / informal documents, in the use of acronyms and in speech
· Use of the apostrophe (deepening)
· Syllabic division
· Use of quotation marks, dashes and parentheses
· Use of punctuation in the construction of a text
Altered names with suffix -ino / a, -etto / a, -one, -ona (receiving)
· Plural in -a of some high frequency nouns
· Names from masculine and feminine unchanged to suffix -ista
· Abstract nouns that are used only in the singular
· Overabundant names with high frequency of use
Use / omission of articles with dates and geographic names (in depth)
· Use / omission of the article (eg: I bought peaches and lemons)
Indefinite adjectives (none, every)
· The degrees of the adjective: regular and irregular comparatives
· Relative and absolute superlative
Use of possessive pronouns
· Indefinite pronouns
· Combined unstressed pronouns
Use and position of pronouns combined with simple and compound tenses (in reception)
Use and position of combined pronouns in the presence of modal verbs (in reception)
Relative pronouns (who, which, who, etc.)
· The passivating yes
· Simple future with time and modal value
Use of auxiliaries to have and to be with very high frequency phraseological verbs (finish, begin)
· Indicative imperfect
· Use of the perfect past tense and the indicative imperfect in the perfect / imperfect opposition
Near past perfect (in reception)
· Present conditional: regular forms and irregular forms of modal verbs and high frequency of use
Use of the present conditional (optative valence, as a consequence of a condition, etc.)
Present subjunctive of the verb in high-frequency constructions (I hope / think that, etc.)
· Past subjunctive of the verb in high constructions
Informal and formal imperative (more info)
Imperative with simple and combined pronouns (in reception)
· The impersonal form of the verb: impersonal si
Gerund: use of the simple gerund in temporal and modal propositions (in reception)
· Adverbs of manner
Use of adverbs as intensifiers: really, really, really, etc.
· Adverbs of time such as suddenly, suddenly, again, forever, in the future
· The preposition of with comparative function
· Conjunctions / connectives relating to the functions developed in the indicated level
Coordinates introduced by however, instead, or, therefore, therefore, therefore, in fact, that is
· Completive introduced by di
· Thunderstorms introduced since
· Without + infinity
· Indirect questions introduced by if and how
· Relative introduced by relative pronouns and where
Objective explicit (with the subjunctive of high-frequency verbs) and implicit with di + infinitive lines
from verbs that express opinions, hopes, feelings, etc.)
Hypothetical period of the first type
Hypothetical period of second type (in reception)
Causal and temporal with the simple gerund (in reception)
· Comparative
· Direct speech
· Indirect speech with main sentence in the present

Reference books
Author Title Publisher Year ISBN Note
R. Bozzone Costa, M. Piantoni, C. Ghezzi, Nuovo Contatto B1 Loescher ed. 2017

Assessment methods and criteria

1st PART: computerized test
composed of:
• Listening test (dialogues mainly
not authentic on issues of the level of
duration of 2 or 3 minutes; 10 questions
V / F of 2 points each; questions in
order) (20 points)
• Reading comprehension (text of 20-
30 lines; 10 V / F questions of 2 points
each; questions in order) (20 points)
• Grammar test, multiple choice (10 sentences already put
in a block that covers the topics
grammar of the level, choice
multiple with 3 outputs; 2 points for each
completion (20 points)
• cloze test (each text has 10 holes
each of which is worth 2 points; up
words are given to complete more
3 distractors) (20 points).

2nd TEST: written composition with
following features:
• textual typology: epistolary text,
narrative text, descriptive text
• track to be played on the computer
• length of the performance between 15 and
the 20 lines
• time available 55 minutes
• evaluation criteria: the
relevance with the trace, correctness
morphosyntactic, spelling, lexicon.

3 ° PART: oral interview with the
following features:
• to be made in pairs
• MONOLOGUE: starting from a question
mailed by the teacher, the students
they will be invited to speak for two
• DIALOGUE: students will be invited
to confront arguing on a
topic proposed by the teacher
• the overall duration is approximately 20
• evaluation criteria: they will be evaluated
communicative effectiveness, pronunciation,
fluency, correctness
morphosyntactic, the lexicon (amplitude and