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Week |
Subject |
Related Preparation |
| 1) |
Orientation/ Introducing Italian I program to students/ Having a general idea about Italy with the slide prepared (PowerPoint 1). |
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| 2) |
Introducing oneself (asking and saying name), and Greetings. |
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| 3) |
Asking and saying the nationality, asking and answering basic questions. Definite article (singular). |
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| 4) |
Demonstrative pronouns. Formal / informal situations. Presenting one’s self in accordance with the samples provided. Talking about the languages spoken. |
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| 5) |
Learning about the professions, asking and telling the professions and workplaces. Conjugating the regular verbs which end in –are in present tense. |
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| 6) |
Presenting the person in the picture according to the given information. Seeing which food/beverages are present in a restaurant, giving food/drink orders. Some irregular verbs is –are. Singular and plural names which end in –o, a, e, indefinite articles. Regular verbs in -ere |
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| 7) |
Presentation about menus, giving an order at a restaurant, names according to their kind and number, definite articles (plural).Asking for the bill, review of the indefinite articles, studying restaurant advertisements and a writing exercise on this subject. |
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| 8) |
General review. Oral exam |
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| 9) |
Learning the days of the week and the months of the year. Asking the price and writing and acting dialogues set in a restaurant. Conjugating the regular and some irregular verbs which end in –ire in present tense. |
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| 10) |
Asking how someone is, introducing someone else. Indirect pronouns. Learn to read the clock. |
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| 11) |
Talking and writing about the free time. Learn some more irregular verbs of the three conjugations and the modal verbs. Practice the use of simple prepositions and learn the prepositions combined with the definite article.
QUIZ
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| 12) |
Describe holiday activities and booking an hotel room. Practice the prepositions. |
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| 13) |
Prepositions, Numbers after 100, speaking in a formal/informal way and creating dialogues.
QUIZ
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| 14) |
Formal and informal dialogues, studying the emphasis within the sentence, general grammar exercises. |
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Program Outcomes |
Level of Contribution |
| 1) |
1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. |
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| 2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
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| 3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
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| 4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
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| 5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
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| 6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
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| 7) |
7. Design English language teaching curriculum and lesson plans. |
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| 8) |
8. Organize effective classrooms that promote English language learning. |
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| 9) |
9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. |
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| 10) |
10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. |
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| 11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
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| 12) |
12. Take into consideration professional and ethical rules and principles. |
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| 13) |
13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. |
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| 14) |
14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. |
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| 15) |
15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. |
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| 16) |
16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |
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