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Week |
Subject |
Related Preparation |
| 1) |
Orientation/ Introducing Italian II program to students/ Having a general idea about Italy with the slide prepared (PowerPoint 1).
General Revision of all the topics (grammar and vocabulary) of Italian I.
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PowerPoint slide
Extra material
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| 2) |
General Revision of all the topics (grammar and vocabulary) of Italian I. Asking for directions. Learning the agreement between adjectives and nouns, the partitive article, and the use of ‘molto’. |
Extra material
Italian Espresso 1 (unità 6/unit 6)
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| 3) |
Touring in Italy, giving direction, visiting famous places, writing postcards or letters on the topic. Reading timetables. |
Italian Espresso 1 (unità 6, unit 6) |
| 4) |
Learning the past tense. Talking and writing about the holidays both in present and in past. |
Italian Espresso 1 (unità 7, unit 7) |
| 5) |
Practicing the past tense, leaning some irregular verbs. Talking and writing about routines and usual tasks in the past and talking about the weather. Learning the absolute superlative.
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Italian Espresso 1 (unità 7, unit 7) |
| 6) |
Asking and answering questions related to likes and dislikes based on new vocabulary related to food. Talking about shopping at the supermarket (food, quantity, quality). |
Italian Espresso 1 (unità 8, unit 8) |
| 7) |
Learning the partitive article and the use of direct pronouns (singular) through dialogues and texts related to shopping. |
Italian Espresso 1 (unità 8, unit 8) |
| 8) |
General revision
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Extra material
Italian Espresso 1 (Esercizi / exercises)
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| 9) |
Practicing the direct pronouns in new contexts and learning the plural forms as well; leaning the impersonal construction of a sentence. Reading and Comprehension. |
Italian Espresso 1 (unità 8, unit 8) |
| 10) |
Describing habits and everyday routine. Leaning the reflexive verbs, the different use of adjective and adverbs.
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Italian Espresso 1 (unità 9, unit 9) |
| 11) |
Writing greetings cards for various occasions. Talking about national celebrations. Leaning the colors. |
Italian Espresso 1 (unità 4, unit4)
Extra material
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| 12) |
Lean and practice the future tense, talking about future plans. Leaning the imperative tense. |
Italian Espresso 2 (unità 8, unit 8) |
| 13) |
Practice writing in present, past and future. Formal and informal dialogues. General grammar exercises. |
Italian Espresso 2 (unità 8, unit 8) |
| 14) |
Presentations |
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| 15) |
Final Exam |
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| 16) |
Final Exam |
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Program Outcomes |
Level of Contribution |
| 1) |
To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. |
4 |
| 2) |
To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. |
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| 3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
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| 3) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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| 4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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| 5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
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| 6) |
To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. |
4 |
| 7) |
To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. |
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| 8) |
To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. |
4 |
| 9) |
To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. |
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| 10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
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| 11) |
To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. |
4 |
| 12) |
To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. |
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| 13) |
To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. |
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| 14) |
To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. |
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| 15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
4 |