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  • Parte 3
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      Parte 3
      Chapter 1: Ciao a tutti! - Textbook
      Without background sound
      Logo

       

      Parte 3  •  Studio italiano per...

       

      PAGE 36 

      LAYING THE GROUNDWORK

      PARTE 3 introduces new vocabulary
      to describe people and add personal information. The grammar focuses on the adjectives of nationality and the general pattern for the Italian adjective agreement.

      PROFICIENCY BENCHMARKS

      Students will learn how to give and understand given personal information about nationality and Country of origin. They will expand their vocabulary knowing how to express the reasons why they study Italian.

      Studenti d'italiano

      21. PLANNING

      This activity is preparatory for the following one and the #24.
      Ask the students to read by themselves the info in the profiles provided. Then translate for them the new words (motivo/contatto). Pair the students up and, following the instruction, have them complete the activity. Correct with the entire class.

      1. Look at the information cards of some students who are learning Italian. Then, together with a classmate, find the following information.

       

      ► La nazionalità di Juan:

      ► Il motivo di studio di Janet: 

      ► Il nome del ragazzo polacco: 

      ► Il contatto Skype di Ingrid: 

       

       

       

       Janet Davis

       statunitense (americana)

       janet_janet04

       studia italiano perché ama il cinema

      Juan López

       messicano

       juan.lo

       studia italiano perché ama lo sport

       

       

       

       Ingrid Schuster

       tedesca

       ingrid.shuster

       studia italiano perché ama l’arte

       Patryk Kowalski

       polacco

       patryko

       studia italiano perché ama la musica

       

       

       

      22. PLANNING

      This activity is connected to the previous one.
      Have the students follow the instructions and complete the activity independently. Pair them up for a peer review.

      1. Read the information cards in activity 21 again: write the name of each student next to their countries.

       

      Germania: Ingrid
      Brasile: 

      Polonia: 
      Stati Uniti: 

       

       

      23. PLANNING

      Have the students complete the table. Have the students brainstorm for a few minutes, ask them to detect a pattern and identify possible rules. Give them further information if necessary by using the grammar section of this chapter (p. 41).
      1. Complete the table of nationality adjectives.

      ​

      gender of adjectives ► p. 41
        MASCHILE FEMMINILE
      Italia italiano italiana
      Germania
      Messico messicano
      Polonia
      Stati Uniti
      Canada canadese canadese
      Senegal senegalese

      24. PLANNING

      This activity is connected to #21.
      Have the students work in couples and complete the activity. Correct with the entire class.

      1. Work with a classmate: look at the information cards in activity 21 and ask each other questions.

       

      · Come si chiama lo studente messicano?

      · Di dov'è Janet?

      25. PLANNING

      Have the students work individually. Encourage them to add as many Countries and nationalities they want. Have them share their findings with the class.
      1. Make a list of the countries and nationalities you are interested in. You can use a dictionary.

       

      Country Nationality

      26. PLANNING

      In order to get ready for this activity have the students write a short list (3 to 5) of famous people names they want to use in the conversation. Have them use the examples in blue to improvise a small conversation around the nationality of the famous people chosen.

       

      1. Think about famous people. What nationality are they? Ask your classmates.

      · Di quale nazionalità è Timothée Chalamet?

      · Americano?

      · Americano e francese!

      Parte 3
      Chapter 1: Ciao a tutti! - Textbook
      Without background sound
      Logo

       

      PAGE 37

      27. PLANNING

      Have the students read the info cards below (the same they encountered in activity #21. Point out at the highlighted elements and explain what is their English equivalent. Then have the students complete the table. Give them further explanations using the grammar section of this chapter if necessary (p. 41).

       

      1. Read the information cards in activity 21 again, and look at the highlighted definite articles. Then complete the table.

       

      the definite articles ► p. 41
        MASCULINE FEMININE
      Words beginning with a consonant: cinema, musica... il
      Words beginning with s+consonant, z: sport, Storia, zucchero... la
      Words beginning with a vowel: aperitivo, arte... l'

       

       

       

      28. PLANNING

      Have the students follow the instructions and work individually on this activity. Inform them they are about to listen
      to the interviews twice. Explain them what they must looking for, set your expectations and clarifying they are not supposed to understand every
      single word of the dialogues, but just
      the information required in the activity (languages and reasons). Before playing the audio track, read for them the languages and the reasons listed, so the students can familiarize with the sound of the words. Play the audio the first time for making your students familiar with the dialogues, play it again to have them complete the activity. Correct with the entire class.

       

      1. /useruploads/ctx/a/354593806/r/s/131272733/Traccia12.mp3?idcurso=3744738A campus radio station is interviewing some students. Listen to what they say, and write down the language each student is learning and why they are learning it.

       

      • cinese
      • arabo
      • tedesco
      • portoghese
      • per amore
      • per lavoro
      • per studiare all'estero
      • per la letteratura

       

       

       

        studied language reason for learning it
      1
      2
      3
      4

       

       

       

       

      29. PLANNING

      Have the student work on this activity in pair or by themselves. Encourage them to add their own reasons.
      1. And why are you learning Italian? Read the suggested reasons. You can add more.

       

      il design

      studiare in Italia

      la gastronomia

      vivere in Italia

       

      leggere in italiano

      piacere

      amore

      origini italiane

       

      l'opera

      lavoro

      la moda

      lo sport

       

      la musica

      il cinema

      l'arte

       

       

      30. PLANNING

      Have the students prepare a short conversation as per the instructions. Allow them to write down the sentences they would like to use, including the questions they’d like to ask to their classmates. To make it more interesting allow the students to go around the class asking to at least 5 classmates why they are studying Italian.
      1. Then discuss this with your classmates.
      · Beh, io studio italiano per studiare in Italia
      il design
      lavoro
      perché ho famiglia in Italia
      il mio ragazzo è italiano
      ho origini italiane

      ADESSO TOCCA A TE

      Have the students follow the indications and the working strategies. Monitor the activity closely especially the a. point and get ready to give your feedback.

      Adesso tocca a te!

      Perch​é studio italiano

      1. In small groups, make a list of the reasons why you are learning Italian.
      2. Share your goup's list with the other classmates and rank the class's reasons
      3. Which is the most popular reason?

      WORKING STRATEGIES

      Review pages 36-37. You can use the dictionary to find additional reasons.

      You can create an infographic.
      You'll find applications on the internet.

       

      ,
      You have completed the lesson!

      Below is the time you have spent on the activity and the score you obtained.

      Time spent

      Score

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