Italian Syllabus

PREAMBLE

This is a communicative syllabus organised around the needs, expectations and interests which pupils bring to the foreign language classroom.

The adolescent learner in the Irish context seldom needs to use the target language in an authentic exchange with a native speaker. His or her real needs centre around using and understanding the target language as a means of communication and instruction in the classroom. However, a pupil brings to the classroom a reasonable expectation that his or her language learning will equip him or her to cope in a country where the language is native. The learner can also reasonably expect that the language-learning process will draw upon themes and activities that are of interest to him or her.

The syllabus is to be seen as a teaching syllabus, a statement o f the minimum content of themes and communicative tasks which should have been covered by pupils at Junior Certificate level.

The items listed under the heading 'SOME EXPONENTS' exemplify some of the language items which might be used in carrying out a given communicative task. This small selection of exponents is intended as a guide. The teacher may use them or offer the pupils other words and phrases. It is not necessary for a pupil to have mastered all the listed exponents: he or she should, however, be able to carry out all the communicative tasks, at least at a simple level.

The list of exponents is not a prescriptive list for setters of the Junior Certificate Examination. The aim o f the examinations will be to test communicative competence in respect of the themes and tasks: these are not restricted to the list of exponents that appears in the syllabus.

Ordinary and Higher Level Assessment

The syllabus aims to cater for the entire ability range of pupils. Assessment will be at two levels, Ordinary and Higher. While the syllabus is the same for both levels, the communicative tasks will be carried out through language use of varying degrees of complexity. All pupils will be expected to execute the same tasks, although Ordinary Level examination candidates may do so in a simpler way.

GENERAL AIMS

1. General educational aims

The general educational aims of the Junior Certificate programme in French, German, Italian and Spanish are:

(a) to contribute to pupils' awareness of language as a system of communication; (b) to give pupils an awareness of another culture, and thus a more objective perspective on aspects of their own culture; (c) to contribute to the development in pupils of the capacity to engage in fruitful transactlons and interactions with others; (d) through (a), (b) and (c), to contribute to pupils' overall personal and social development; (e) to give pupils the possibility of access to sources of information, cultural enrichment and entertainment in the target language; (f) to encourage and equip pupils to consider participating in social and cultural activities which may involve some use of the target language; (g) to make it possible for pupils to consider taking up job and further education/training opportunities which may involve some use of the target language; (h) to give pupils the kind of language learning experience that will encourage and facilitate their learning further languages in later life; (i) through (e), (f), (g) and (h), to enlarge pupils' work, further education and leisure options.

2. General communicative aims

The general communicative aims of the Junior Certificate programme in French, German, Italian and Spanish are:

(a) to enable pupils to cope with the normal classroom use of the target language;

(b) to equip pupils with a competence in the target language which would enable them to provide themselves with basic necessities, to avoid misdemeanours and/or serious embarrassment, and to engage in some degree of social interaction in a country/situation where only the target language was in use; (c) to furnish pupils with linguistic skills which will make it possible for them to pursue at least some aspects of their general interests through the medium of the target language; (d) through (a), (b) and (c) and otherwise, to ensure that pupils' competence in the target language such as to be conducive to the fulfilment of the general educational aims specified above°

BEHAVIOURAL OBJECTIVES

Introduction

The behavioural objectives of the syllabus are basically those communicative tasks which the learner should be able to perform in order for the general aims set out above to be met. It should be noted that any given communicative task can be effectlvely carried out in a variety of ways, using language of varying complexity. Accordingly, pupils from a wide spectrum of the ability range should be able to complete these tasks successfully and thus steadily gain rather than lose confidence in using the target language.

As far as possible the tasks specified are neutral as between what is appropriate behaviour for an adolescent and what is appropriate for an adult. The reason for this is that the alms of the syllabus are not narrowly focussed on pupils' current situation, 5ut attempt to address continuing and future demands pupils may make on their competence in target language.

Care has also been taken to ensure that there is a balance between objectives which relate to such activlties as information-getting and shopping (transactional, i.e. message-oriented) and those which have to do with the initiation and maintenance of social contact (interactional, i.e. listener-oriented). This balance of transactional and interactional relates to the faci that the syllabus aims to facilitate the development of skills which will permit the pupil to some extent to socialize through the medium of the target language as well as to use the language for strictly utilitarian purposes.

If not all of the tasks specified here are equally plauslble as instances of natural forelgn language use, it is because the constraints imposed by the limited channels available for teachlng and testing purposes necessitate the inclusion of tasks which are "related to" or "prerequlsite for" authentic language use. For example, a listening comprehension task in which the learner answers questions in his/her mother tongue about information gleaned from a piece of discourse in the target language is some what improbable as a "real life" application of competence in the target language as a foreign language. However, it is related to more authentic tasks for instance, telling someone who does not understand the target language what is being said by a native-speaker of that language or what is going on in a film or television programme in the language. More-over, the performance of such a task depends on a process (decoding spoken language) which cannot be tested directly and which has to be mastered in order for any kind of natural communication to take place.

Tasks, activities and exponents

The communicative tasks which follow are divided into two broad categories, those which involve only receptive use of the target ianguage (RI-R2) and those which involve some productive use of the target language (Pi-P20). The language needed for the performance of tasks specified under the latter heading will also be expected to be accessible to pupils' receptive skills. The converse does not hold, however. That is to say, pupils will not be required to deploy productively language exclusively associated with tasks designated as receptive.

Within the two above-mentioned categories tasks are grouped under headings which point to general activities and themes to which such tasks might relate. This arrangement is for ease of reference and is not intended to suggest that there is necessarily anything hard and fast about the relationship between a specific task and a given general activity or theme.

For each group of communciative tasks involving productive use of the target language a small selection of linguistic exponents is indicated. Once again it should be noted that these items are included merely to provide a few immediate reference points for the syllabus user, and are not intended as any kind of definitive statement about the linguistic knowledge a learner would need in order to perform particular productive tasks.

TASKS INVOLVING ONLY RECEPTIVE USE OF ITALIAN

(Cf. first paragraph of section headed Tasks, activities and exponents)

Listening for information

Understanding the main elements of the kinds of announcements you are likely to hear at bus stations, railway stations, ferry terminals, airports, hotels and larger shops Understanding the main elements of (simplified) news bulletins
Understanding the main elements of conversations and telephone messages which involve the performance of tasks detailed in Pi - PI6 and PI9
Giving spoken or written answers in English or Irish, or non-verbal answers, to questions in English or Irish about the main elements of announcements, news bulletins, conversations and telephone messages such as those described above

Reading for information

Understanding the main elements of the kinds of warning and information signs and notices you are likely to encounter on the road, in the streets of a town or village, and in bus stations, railway stations, ferry terminals, airports, hotels, hostels and shops Understanding the main elements of a menu Understanding the main elements of (authentic) pictorial advertisements
Understanding the main elements of short (authentic) newspaper/magazine reports Understanding the main elements of letters , forms , curriculavitae and transcriptions of conversations which involve the performance of tasks detailed in P1-P20

Giving a spoken or written summary in English or Irish of the maln elements of signs, notices, advertisements, reports, letters and transcriptions such as those described above Giving spoken or written answers in English or Irish, or non-verbal answers, to questions in English or Irlsh about the main elements of signs, notices, advertlsements, reports, letters and transcriptions such as those described above

TASKS INVOLVING PRODUCTIVE USE OF ITALIAN

(N.B. Unless otherwise stated these are to be taken as oral tasks)

Meeting and getting to know people

Saying hello
Asking someone his/her name
Giving your own name
Asking someone his/her age
Giving your own age
Asking someone where he/she comes from
Saying where you come from Introducing someone else
Finding out who someone is
Saying who someone is
Finding out who something belongs to
Saying who something belongs to
Saying goodbye

• buongiorno
• come + stare - come + chiamarsi - che + età + avere
• avere + NUMERO + anni
• essere + di
• presentarsi
• questo + essere ( + che) - d i + chi + essere - arrivederci/ciao

Engaging in and talking about leisure pursuits

Asking someone what he/she would like to do
Saying what you would like to do
Suggesting doing something
Agreeing to/rejecting a suggestion Inviting someone to something
Responding to a n invitation
Asking how long something lasts
Saying how long something lasts
Asking people about their free time activities
Asking why/why not
Describing your own free time activities
Giving your opinion about books and articles you have read, music you have listened to and TV programmes and films you have seen
Agreeing/disagreeing with other people's opinion

SOME EXPONENTS:

• cosa + volere + fare - volere + INFINITO (...) H [- si + VERBO PRESENTE (...)] [ (ES. Si gioca a tennis? ]
• VERBO la PERSONA PLURALE PRESENTE (...) (ES. Giochiamo a tennis) - d'accordo
• (no grazie + ) non + volere - FAMILIAR IMPERATIVO DI VENIRE
• mangiare
• passare l a giornata/la serata/la mattina/il pomeriggio
• a casa nostra/a casa mia
• aduna festa
• essere + gentile
• non + potere - quanto tempo
• durare - NUMERO + minuti/ore
• cosa + desiderare + fare - perché (no)
• piacere + INFINITO (...) - fare qualcosa (ES. Faredello sport) - giocare
• leggere
• ascoltare la radio/la musica (pop/classica)
• guardare la televisione
• andare al cinema
• trovare + bello/non male/ interessante/appassionante/ noioso/orribile/schifoso
• secondo me/perme - libro - articolo - disco
• programma - film - anch'io - essere + d'accordo ( + con...)

Making plans

Arranging a meeting with someone H [Discussing alternatives]
Asking someone about his/her weekend or holiday plans or plans for a summer job Saying what you intend to do at the weekend or during the holidays
Saying what kind of part-time job you would like

SOME EXPONENTS:

• GIORNI DELLA SETTIMANA
• il + NUMERO + MESE - alle + NUMERO ( + NUMERO/e u n quarto/e mezzo/meno + NUMERO/meno u n quarto) [ - o + potere + INFIN. (...) ] oppure + potere + INFIN. ] (ES. Si potrebbe andare a l mare] oppure si potrebbe passeggiare] per l a campagna) ]
• preferire + INFIN. (...) - VERBOl a PERSONA PLURALE PRESENTE + (...) (ES. Perché non guardiamo la televisione)
• cosa + volere + fare - FUTURO
• questo weekend
• durante le vacanze - quando c i vediamo (alle otto) - dove - acheora
• prender un appuntamento per ... Lavorare come cameriere etc. Summer jobs.

Visiting/staying in an Italian (-speaking) home

Expressing appreciation
Saying please
Saying thank you
Offering to help
Asking for help
Asking for things
Asking what/which to take/use etc.
Requesting permission
Expressing contentment/ discontentment

• essere ( + molto) + gentile - ospitalità - per piacere
• grazie - potere + aiutare + La/ti (ES. Posso alutarla? Mi puo/ MI potete aiutare?)
• potere passare (ES. Puo passarmi il sale, per favore?)
• quale?
• essere ( + molto) + contento
• non + essere ( + molto) + contento (felice)

Talking about your own family and home

Saylng how many brothers and sisters you have
Saying what your parents do
Saying what members of your family look like
Saying whereabouts you live
Describing your locality
Describing the house or flat you live in
Saying where things are at home
Saying what you usually do at hOme

• avere + NUMERO + fratello/i, sorella/e
• mi a madre/mio padre lavora in/come .../fa ...
• mi a mamma/mio papàè .../fa - è disoccupato
• èuna casalinga
• essere + piccolo/grande/ biondo/bruno/rosso/bello - avere + capelli neri/occhi celesti etc. - non + essere + MOLTO + AGGETTIVO - abitare in + NOME DEL PAESE
• abitare nel sud/nord/est/ovest - abitare a + NOME DELLA CITTA/VlLLAGGIO/SOBBORGO
• èuna grande città/una cittadina/una città media/un (piccolo) villaggio, un paese in periferia/in campagna - casa/appartamento - piccolo/grande
• avere + NUMERO + stanze
• essere + in/sotto/sopra/ devanti/di dietro/in faccia a/vicino a - di solito
• a casa (nostra)
• alzarsi
• mangiare
• guardare l a televisione
• andare a letto - a + CLOCK TIME . - j - plu/meno/cosl + AGGETTIVO ( + d i .../che ...) - il più/meno + AGGETTIVO ( + di)
• no, non ho, non sono, nonè nonc'è, ETC.

Talking about animals

Asking about pets
Saying if you have a pet and if so what it is
Naming some farm animals
Saying you like/dislike certain animals
Naming some foods that animals eat

• avere/amare/placere - animale, cane, gatto, coniglio, mucca, cavallo, agnello ETC. - adorare - non + piacere - odiare - preferire
• mangiare carne, pesce, insalata, verdure

Talking about the weather

Asking about the weather
Describing the weather
Saying what you do when the weather is good and bad

• Che tempo fa/faceva?
• IMPERSONAL fare + bel tempo/brutto tempo/caldo/freddo/tirare vento/nevicare ETC.
• IMPERSONAL piovere (...) - quando f a .../piove, i o ...

Talking about things you have done, things that have happened, and the way things were

Saying what you did or did not do (or used to do) yesterday, fast week, fast month, fast year, at the weekend, during the holidays, etc.
Asking what happened
Saying what happened

• PASSATO PROSSIMO DEIVERBI - ieri, l a settimana scorsa, i l mese passato, l'anno passato, questo weekend, durante l e vacanze, ETC.
• (cosa + ) succedere/accadere - IMPERFETTO DE 1 VERBI - quando/durante + CLAUSE (ES. Quandoero piccolo ..... )

Talking about school and communicating in the classroom

Saying what happens and when during a normal school day
Giving your opinion about various school subjects
Saying how good or bad you are at particular subjects
Asking for help/explanations/ information
Asking how to say something in Italian
Asking what something means in English/Irish
Asking someone to repeat or rephrase something
Asking someone to say something more slowly
Saying that you do not understand something
Asking for a dictionary
Suggesting things to do
Discussing the suggestion
Saying who is absent and why
Apologizing for lateness or unacceptable behaviour
Explaining why you were late or why you did something
Explaining why you did not do your homework
In group or pair work sorting out with classmate(s) who is to what (with whom) when Beginning an activity Commenting on activity in progress
Changing/ending an activity

• alle + CLOCK TIME - alzarsi - andare a piedi/in bicicletta/ in autobus/con il treno - prendere l'autobus/il treno - lezioni, corsi, intervalli, ETC. - cominciare - finire
• piacere/andare/non + - piacere/non piacere + NAME OF SUBJECT
• essere (abbastanza/molto) facile/difficile
• essere + interessante/noioso - essere (piu/meno) bravo in + NAME OF SUBJECT - non + essere + bravo in + NAME O F SUBJECT
• andare proprio male + NAME OF SUBJECT - puo aiutarmi/spiegarmi ..... / dirmi .... ?
• come si dice .... in italiano? - che vuole dire .... in inglese?
• puo ripetere (...) per favore? - pub dirlo un po'pi ~ semplicemente, per favore? - pub parlare un po'pih lentamente, per favore?
• ionon capisco
• posso avere un vocabolario, per favore?
• si potrebbe + INFINITO
• trovo questa cosa una buona/cattiva idea, perché .....
• e assente perché ....
• malato/dal dentista ETC. - scusarsi di....
• ritardo, maleducazione
• sono stato in ritardo/ho fatto questo/ho detto questo, perché.../a causa di... - nonho fatto il compito perché... - chi, che cosa, con chi - cominciare
• essere il primo, il secondo, ETC.
• tocca a ... cominclare/parlare/ continuare
• (era) fatto bene/benissimo non (cosi) male/malissimo - no, questo non si dice/si dice... - cambiare - finire - che voto hai preso?

Travelling

Buying a ticket
Inquiring about departure and arrival times
Checking the destination of a particular bus/train/boat/plane
Asking how long a particular journey takes

• vorrei un biglietto/andata/ andata e ritorno per.../fermata, stazione, binario. L'autobus/ il treno/il battello/l'aereoplano (per...) parte/arriva a che ora?
• questo è l'autobus/il treno/il battello/l'aeroplano per ...? porta a .... - tragitto, viaggio
• prendere, domandare
• quanto tempo ci vuole/ci mette?

Coping with not feeling well or a minor accident

Saying you feel ill
Saying something hurts
Parts of the body
Asking if there is a doctor/hospital/pharmacy nearby
Asking when you can see the doctor
Talking about your general condition and symptoms
Buying medicine and medical supplies

• sentirsi male - non sentirsi bene - mifa male + PART OF BODY
• c'è un medico/un ospedale/ una farmacia qui vicino? - ore di visita - sentire ( + male) + caldo/freddo/ voglia di vomitare/sonno/male (al/allo/all'/ai/agli/alla/ alle .... ) - avere la febbre
• essere raffreddato - maldi gola - maldi testa
• influenza - dolore - tossire - (non + potere +) dormire - ricetta - medicine, pillole, iniezioni ETC.
• sentirsi meglio

Finding out and telling people the time, the day, the date

Asking what time it is
Saying what time it is
Asking what day it is
Saying what day it is
Asking what the date is
Saying what the date is

• cheore sono? - sono + le + NUMBER (+ le + NUMBER/e mezzo/e u n quarto/meno + NUMBER/meno u n quarto) - che giorno è? - è + DAY - che dataè (oggi)? - quanti ne abbiamo? - èil + NUMBER ( + MONTH)/ne abbiamo + NUMBER

Finding your way and helping other people to find their way

Attracting attention
Asking for directions
Giving directions
Asking how far away something is
Saying how far away something is

• signore/signore/signorina - scusi, dove s i trova...per favore? - c'è ... qui vicino? - per andare al/alla ... per favore?
• prendere, voltare/girare, continuare, andare, attraversare, ETC. - a destra, a sinistra, diritto - la prima, la seconda, ETC.
• cucina, bagno, camera, ETC.
• cinema, piscina, chiesa, comune, commissariato, stadio questura ETC.
• è lontano?
• (non) molto - E qui adue passi E qui vicino - (all'incirca) + NUMBER + metri chilometri
• a + NUMBER + metri/chilometri - dopo il semaforo/incrocio/bivio - town vocabulary - piazza, via, strada ETC.

Eating and drinking and talking about food and drink

Beginning a meal
Offering (more) food or drink to someone
Accepting (more) food or drink from someone
Declining (more) food or drink
Asking for something to be passed to you
Asking what something is
Asking how you eat something In a cafe or restaurant attracting the attention of the waiter/waitress
Asking for the menu
Ordering something to eat and/or drink
Asking for the bill/how much it costs Paying
Asking for information about cafes and restaurants
Giving information about cafes and restaurants

• C'è una trattoria/tavola calda/pizzeria qui vicino? - C'èun ottimo ristorante
• La specialità della casa è + DISHES - MEALS Commenting on food and drink Saying what you like to cat and drink Saying you are hungry or thirsty
• ho fame, ho sete
• buon appetito - vuole/vuoi del/della/dei/ degli/delle ....
• ancora ...?
• molto volentieri
• è buono/buonissimo
• per favore
• ne prendo ancora un po'
• no, grazie
• no grazie, ho mangiato molto bene/abbastanza - potere + passare (ES. Puoi passarmi il vino, per favore) - cos'è (per favore)?
• come si mangia?
• cameriere!/signore!/signorina!
• la lista, per favore - vorrei ... - caffè, cappuccino, tè (al limone/ a l latte), coca, succo d i frutta, ETC. - panino, pizza, patate fritte, ETC.
• potrei avere - il conto, p e r favore
• quant'è? - ecco
• il resto - l a ricevuta

Shopping (list of shops)

Asking if a shop has the commodity or item o f clothing y o u require
Asking for the foodstuff, snack, gift, card, stamp, garment, etc. y o u want
Identifying the particular item you want
Saying what size you need
Asking about prices

SOME EXPONENTS:

• ha/avete il/la/le/gli/i - vorrei ... per favore - mi dà un chilo/etto di .... - prices, quantities ETC. - negozio - supermercato
• mercato - drogheria ETC.
• quello/quella/quelle/quelli... per favore
• taglia + NUMBER - Che numero?
• quanto costa .... ? - troppo grande/piccolo/stretto caro - pus farmi uno sconto

Using the telephone

Finding a phone
Saying hello on the phone
Saying who is phoning
Asking to speak to someone
Asking for information
Asking to be rung back
Giving your number

• C'è un telefono?
• posso avere 4 gettoni
• non prendo la linea/è occupato/è caduta la linea
• Con chi parlo? - pronto - qui...
• sono...
• posso parlare a ... per favore - telefono per chieder-ti/ le informazione su ... - puo/puol richiamarmi - arrivederci
• arrivederla
• NUMBERS

Writing a short note/postcard

Writing that someone telephoned/ called at a particular time
Writing that someone will ring again/call back on a particular day at a particular time Writing that someone wants to see a particular person on a particular day at a particular time in a particular place
Writing that you have had to go out and that you will be back at a particular time
Writing conventional holiday postcard greetings - having a good time - holiday activities etc.
Writing things that you intend to do during the rest of your holidays

SOME EXPONENTS:

• PASSATO PROSSIMO DEI VERBI - telefonare - venire
• passare
• FUTURO DEI VERBI - chiamare - ritornare - DAYS OF THE WEEK - alle + CLOCK TIME - volere + vedere -a , in, nel -appuntamento con - dovere + uscire - ritornare, rientrare, essere di ritorno - saluti da + piace - qui si sta molto bene - domani andremo al mare - salutami tutti, ETC. -- Con - non + divertirsi - favoloso - noioso - perché .../a causa di ...

Writing a short personal letter

Opening a personal letter
Writing that you received someone's letter and thanking hime/her for it
Writing in general terms about yourself, your family, your home and your friends
Writing in general terms about your likes and dislikes
Including in a letter an invitation to someone to come and stay with you
Writing that you would like to accept someone's invitation to go and stay with him/her Writing that you are not able to go and stay with someone giving your reasons
Closing a personal letter

SOME EXPONENTS:

• caro ... - ricevere (ES. Ho ricevuto la tua lettera)
• grazie di
• ringraziare di - chiamarsi
• avere + NUMBER + anni
• avere + NUMBER + fratello/i, sorella/e - mio padre è/fa
• mia madre è/fa
• abitare - amico
• essere simpatico/antipatico - preferire
• amare - odiare - vorrei invitartl a passare
• ... a casa mia - ti piacerebbe venire da noi? - accettare (volentieri, con gran piacere) - invito - mi piacerebbe accettare ..... ma purtroppo
• non + potere
• non + essere + possibile - perché
• saluti, affettuosamente, tante belle cose, ETC.

Writing for holiday information or to make a booking

Opening a formal letter
Enquiring by letter about hotel/ youth hostel/camping site accommodation
Enquiring by letter about facilities and activities in a particular area
Making a hotel/youth hostel/ camping site reservatlon by letter
Closing a formal letter

• Gentile Signore/GentileSignora - Vorrei ..... prenotare - Vorrei un informazione/i - albergo/pensione
• ostello della gioventu, camping - camera (a un/due/tre ETC. letto/letti) - W.C., doccia, bagno - telefone, televisione
• colazione - mezza pensione/pensione completa - tariffa, prezzo (per notte, a settimana), riduzione (per gruppi) - impiego, lavoro, lavorare
• cinema, teatro, spettacolo~ discoteca, ristorante, piscina, spiaggia, stadio, ETC. - distinti/saluti

Filling in a simple form based on information supplied

COMMUNICATIVE TASK: Giving such personal information as your name, sex, marital status, place and date of birth, age and occupation

SOME EXPONENTS:

• maschile/femminile
• celibe/nubile - NAMES OF COUNTRIES and CITIES ES. PARIGI/DUBLINO/IRLANDA ETC. - DATES - NUMBER + anni ( + e + NUMBER + mesi)
• studente
• Higher Level - studi compiuti/materie studiate
• passatempi - ambizioni