DIPLOMA IN ITALIAN - Online

1.
DIPLOMA IN ITALIAN
Dr Laura Incalcaterra McLoughlin
Dott. Carmen Dell’Aria
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2. Contents
INTRODUCTION.......................................................................................................................................4
TECHNICAL REQUIREMENTS ................................................................................................................... 4
THE COURSE AT A GLANCE .....................................................................................................................4
Learning Objectives.........................................................................................................................4
Structure of the language course....................................................................................................5
THE COURSE IN MORE DETAILS ..............................................................................................................5
The Language ..................................................................................................................................5
Rationale .........................................................................................................................................5
Objectives........................................................................................................................................7
Topics ............................................................................................................................................10
Texts ..............................................................................................................................................12
Vocabulary ....................................................................................................................................12
Grammar .......................................................................................................................................12
Learning and Teaching Methods...................................................................................................12
Assessment Information ...............................................................................................................12
STRUCTURE OF THE COURSE IN YEAR ONE...........................................................................................15
Modules ........................................................................................................................................15
IT128 and IT129.............................................................................................................................16
Grammar Notes.....................................................................................................................................17
NOUNS ..................................................................................................................................................18
ARTICLES ...............................................................................................................................................19
INDEFINITE ARTICLES ....................................................................................................................19
DEFINITE ARTICLES........................................................................................................................19
DEMONSTRATIVES ................................................................................................................................20
ADJECTIVES ...........................................................................................................................................22
POSSESSIVES .........................................................................................................................................24
PRONOUNS ...........................................................................................................................................25
USE OF NE WITH QUANTITIES...............................................................................................................27
COMPARATIVES AND SUPERLATIVES....................................................................................................28
I. IL COMPARATIVO: .....................................................................................................................28
II. IL SUPERLATIVO RELATIVO........................................................................................................28
III. SUPERLATIVO ASSOLUTO.........................................................................................................29
III. COMPARATIVI E SUPERLATIVI IRREGOLARI ............................................................................29
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3. VERBS ....................................................................................................................................................30
ESSERE...........................................................................................................................................30
AVERE............................................................................................................................................30
PRESENT TENSE.............................................................................................................................31
PASSATO PROSSIMO .....................................................................................................................32
IMPERFETTO..................................................................................................................................34
DIRECT PRONOUNS WITH PASSATO PROSSIMO...........................................................................37
THE FUTURE ..................................................................................................................................39
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4.
INTRODUCTION
The Diploma in Italian ‐ Online is a two‐year course delivered mainly online, but with a number of
face‐to‐face sessions held on campus during the year. Dates of these sessions are specified under
Structure of the Course in year One, Modules. Further details will be communicated at the beginning
of the year. Participants who have difficulties attending these sessions should inform the course
coordinator immediately at the beginning of the course and (s)he will try to facilitate them.
However, participants should note that they are expected to present for written exams on campus
twice a year, at the end of each semester and for oral examination once a year at the end of
Semester Two.
The Diploma in Italian ‐ Online is based on a collaborative, communicative approach and students
are encouraged to participate in virtual class activities with their peers and e‐tutors. The course
concentrates on all four main language skills (listening, speaking, reading and writing) and provides a
gradual introduction to the structures and functions of the language. In addition, a module on oral
and intercultural skills will introduce various aspects of Italian life from an intercultural perspective.
This book contains general information on the course, its objectives, and its structure. It also
contains an overview of the main language structures which will be introduced in year one.
TECHNICAL REQUIREMENTS
No specialist technical knowledge is required for this course, however participants are expected to
be familiar with basic computer skills: knowledge of Word, ability to upload and download files
(written documents, audio and video files), ability to download and install some very simple free
software and use Skype or similar applications. Clear instructions will be given each time and help
will be provided.
Participants will be expected to have access to a PC/laptop with a sound card to allow for listening to
and recording of audio material.
The course is made available through a platform called Blackboard. Participants will be automatically
enrolled in Blackboard at the beginning of the academic year. When logging onto Blackboard,
students will see their course(s) and will find all their study material there. This platform is extremely
easy to use; no previous knowledge of the system is required. Blackboard is also accessible with a
smartphone.
An introductory session at the beginning of Semester One will show participants how to use
Blackboard and discuss any technical issues.
THE COURSE AT A GLANCE
Learning Objectives
The Diploma in Italian ‐ Online aims to provide students with basic interaction and communication
skills at the end of year one and achieve an intermediate level of fluency at the end of year two.
More specifically, the Diploma in Italian ‐ Online follows, albeit creatively at times, the guidelines set
by the Council of Europe in the Common European Framebook of Reference for Languages (CEFR).
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5. CEFR is a document which defines levels of fluency in a language according to a “can do” approach.
The Diploma in Italian – Online aims to achieve level A2 (at the end of year one) and B1 (at the end
of year 2). These levels are described as follows:
Independent B1 Can understand the main points of clear standard input on
User familiar matters regularly encountered in work, school,
leisure, etc. Can deal with most situations likely to arise
whilst travelling in an area where the language is spoken.
Can produce simple connected text on topics which are
familiar or of personal interest. Can describe experiences
and events, dreams, hopes & ambitions and briefly give
reasons and explanations for opinions and plans.
Basic A2 Can understand sentences and frequently used expressions
User related to areas of most immediate relevance (e.g. very
basic personal and family information, shopping, local
geography, employment). Can communicate in simple and
routine tasks requiring a simple and direct exchange of
information on familiar and routine matters. Can describe
in simple terms aspects of his/her background, immediate
environment and matters in areas of immediate need.
Source: Council of Europe, Language Policy Division:
http://www.coe.int/t/DG4/Portfolio/?M=/main_pages/levels.html <18.08.2012>
Structure of the language course
The language course (modules IT128 and IT129) is divided into 10 learning units per year, plus an
introductory unit at the beginning of year one which will contain a glossary of the most widely used
instructions (i.e. Read, listen etc), an explanation of symbols etc. A learning unit (Unità) is a
collection of material (written texts, audio/video clips and/or images) and tasks relating to one
particular topic. Each unit consists of two parts and takes two weeks to complete. Learning material
will be made available at the beginning of each week and participants are expected to dedicate
approximately 4 hours per week to the course (studying and interacting with peers and e‐tutors).
Each unit includes a Glossary of relevant vocabulary and a Language Laboratory session for practice
with pronunciation and intonation.
THE COURSE IN MORE DETAILS
The Language
The language to be studied and assessed is the modern standard version of Italian. This is the
language as spoken in Italy. During their course of study, students may also encounter dialects and
provincial variants. Students should be aware of different linguistic registers, for example formal
and informal. When appropriate, colloquialisms and of regional differences will also be highlighted.
Rationale
Language is the basis of all communication and human interaction. By learning a second or
subsequent language, students develop knowledge, understanding and skills for successful
participation in the dynamic world of the 21st century. Communicating in another language expands
students’ horizons as both national and global citizens.
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6. Language and culture are interdependent. The study of another language develops in students the
ability to move successfully across and within cultures, and, in the process, to experience, value and
embrace the diversity of humanity.
Contemporary research has shown that learning a language facilitates cognitive and intellectual
development beyond the language classroom. It enhances creativity and develops more refined and
sophisticated skills in analysis, negotiation and problem‐solving.
Literacy skills are enhanced through the study of another language. As the use of language is a
process of communication, students’ learning experiences offer opportunities to consolidate and
extend their interpersonal skills. By engaging with various modes of communication, students
develop effective skills in interacting, and understanding and producing texts.
Students who learn another language understand how languages work as systems. They become
aware of the structure of that language through the analysis of patterns and can apply this
knowledge to the learning of other languages. By making comparisons between and among
languages, students strengthen their command of their first language.
Extensive migration from Italy during the last 150 years has resulted in Italian being spoken in many
countries in Europe, in North and South America, Africa and Australia.
Italians and the Italian language make a distinctive contribution to politics, art, architecture, cuisine,
music, science, literature, film and theatre. The study of Italian enhances students’ enjoyment and
appreciation of these areas. Students have much to gain by acquiring knowledge of the language
and cultural heritage of Italy.
The study of Italian provides students with opportunities for continued learning and for future
employment and experience, both domestically and internationally, in areas such as public relations,
commerce, hospitality, education, marketing, international relations, media and tourism.
Description
This Diploma in Italian – Online introduces students to Italian and its structures. The topics studied in
the course will be introduced through a variety of texts in the target language, with a view to
increasing learners’ awareness of the sounds, lexicon and structure of their language of study.
Aims
The Diploma in Italian ‐ Online aims to:
 develop learners’ skills in effective communication
 sensitize students to the particular sounds and intonation of Italian
 introduce students to the knowledge of the nature of Italian structures and vocabulary
 introduce students to strategies for writing short and simple texts in the target language
 expose students to a variety of materials from a range of sources
 enable students to develop understanding of the interdependence of language and culture
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7.
Objectives
Communication
Objective 1 – Interacting: Students will develop the linguistic and intercultural knowledge,
understanding and skills to communicate actively in Italian in interpersonal situations.
Objective 2 – Understanding Texts: Students will interpret and respond to texts, applying their
knowledge and understanding of language and culture.
Objective 3 – Producing Texts: Students will create and present texts in Italian for specific
audiences, purposes and contexts, incorporating their linguistic and intercultural knowledge,
understanding and skills.
Objectives Outcomes
Students:
1.1 establish and maintain communication in Italian
1.2 manipulate linguistic structures to express ideas effectively in
Italian
Interacting 1.3 sequences ideas and information
1.4 apply knowledge of the culture of Italian-speaking communities to
interact appropriately
2.1 understand and interpret information in texts using a range of
strategies
2.2 convey the gist of and identify specific information in texts
2.3 summarise the main points of a text
2.4 draw conclusions from or justify an opinion about a text
2.5 identify the purpose, context and audience of a text
Understanding Texts
2.6 identify and explain aspects of the culture of Italian-speaking
communities in texts
3.1 produce texts appropriate to audience, purpose and context also
with the support of speech analysis technology
3.2 structure and sequence ideas and information
3.3 apply knowledge of diverse linguistic structures to convey
Producing Texts information and express original ideas in Italian
3.4 apply knowledge of the culture of Italian-speaking communities to
the production of texts.
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8. Key Competencies
The key competencies of communicating ideas and information and collecting, analysing and
organising information reflect core skills in language learning and are explicit in the objectives and
outcomes of the syllabus.
The other key competencies are developed through the methodologies of the syllabus and through
classroom pedagogy.
Students interact with natives, and through this interaction the key competencies of planning and
organising activities and working with others and in teams are developed.
In interacting with others via social networks and virtual worlds, the student will develop the key
competency of using technology. The skills associated with the interpretation of texts, such as the
ability to comprehend meaning from context and using a dictionary, contribute towards the
student’s development of the key competency of solving problems.
Content
Objective 1 – Interacting
Outcomes:
Students:
1.1 establish and maintain communication in Italian
1.2 manipulate linguistic structures to express ideas effectively in Italian
1.3 sequence ideas and information
1.4 apply knowledge of the culture of Italian-speaking communities to interact appropriately.
Students learn about: Students learn to:
 the importance of listening for key words to  listen for meaning
assist understanding
 the importance of reading for key words to  read for meaning
assist understanding
 links in communication  use strategies to initiate, maintain and
conclude an interaction, eg Buongiorno!
scusi, mi può dire, allora, ci vediamo,
grazie…
 the purpose and context of communication  select and incorporate particular
vocabulary and intonation structures to
achieve specific communication goals
 register in language use  interact with reference to context,
purpose and audience, eg Dimmi. Mi
dica.
 responding to factual and open-ended  maintain an interaction by responding to
questions and asking questions and sharing
information
 ways to support effective interaction  use appropriate language features to
enhance communication, eg tone,
intonation, rhythm
 the logical sequencing of ideas  structure information and ideas
coherently
 formal and informal language, and when and  apply appropriate social conventions in
where it is used formal and informal contexts, eg terms of
address
 sociolinguistic conventions relating to  use language and/or behaviour
everyday activities. appropriate to social context, eg Buon
appetito! Grazie altrettanto.
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9.
Objective 2 – Understanding Texts
Outcomes:
Students:
2.1 understand and interpret information in texts using a range of strategies
2.2 convey the gist of and identifies specific information in texts
2.3 summarise the main points of a text
2.4 draw conclusions from or justify an opinion about a text
2.5 identify the purpose, context and audience of a text
2.6 identify and explain aspects of the culture of Italian-speaking communities in texts.
Students learn about: Students learn to:
 ways in which texts are constructed for specific  identify why, how or to whom a text is
purposes delivered or presented
 ways in which texts are formatted for particular  explore the way text content is presented
purposes and effects and how ideas and information are
sequenced, eg headings, paragraphing,
introductory sentences, topic shifts
 ways of identifying relevant details in texts when  make judgements about the relevance of
listening or reading for specific information detail in understanding text, eg extracting
ideas and issues referred to in text
 ways of inferring meaning from text  use contextual and other clues to infer
meaning from text
 resources available to access, enhance or  access available resources to assist
promote independent learning comprehension of a text, eg dictionaries,
word lists, glossaries, charts
 the effect of syntax on meaning  analyse ways in which words, phrases and
sentences are constructed, eg how words
are modified for grammatical effect
 cultural attitudes that add meaning to texts  identify and discuss cultural influences in
specific texts, eg newspapers, magazines,
advertisements and films
 language used to express cultural values, and to  explain cultural references in texts, eg Ogni
represent people and cultures in texts pomeriggio faccio un pisolino dopo pranzo.
 register and common expressions in language  explain the use of words and expressions
use. with particular cultural significance in texts,
eg idiomatic expressions, colloquialisms. Eg
In bocca al lupo, quattro chiacchiere.
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10.
Objective 3 – Producing Texts
Outcomes:
Students:
3.1 produce texts appropriate to audience, purpose and context
3.2 structure and sequence ideas and information
3.3 apply knowledge of diverse linguistic structures to convey information and express original
ideas in Italian
3.4 apply knowledge of the culture of Italian-speaking communities to the production of texts.
Students learn about: Students learn to:
 the structure and format of particular texts  present and organise information in ways
appropriate to audience, purpose and
context
 the purpose and context of a text and their  plan, draft and edit text
influence on the choice of structure,
format and vocabulary
 the logical sequencing of ideas in extended  sequence ideas and information in texts
text
 the application of known linguistic  apply a range of vocabulary and linguistic
structures in new contexts structures across a range of contexts
 language choices and their effect on  evaluate the accuracy and appropriateness
intended meaning of structures when constructing and editing
text
 resources available to enhance and expand  extend and refine their use of language, eg
independent learning by using dictionaries, word lists and
grammar references, accessing authentic
texts in print and online
 register in language use.  use culturally appropriate language when
creating and presenting texts.
Topics
The prescribed topics should be studied from two interdependent perspectives:
 personal world
 Italian‐speaking communities.
The two perspectives will enable students to develop knowledge and understanding of and skills in
the Italian language, linked to cultural values, attitudes and practices.
The perspective, the personal world, will enable students to use Italian to express and share ideas
about experiences and activities relating to daily life and transactions in their own world.
The perspective, the Italian‐speaking communities, will enable students to inquire about and to
express ideas in order to undertake activities and transactions appropriately in one or more
communities where Italian is spoken.
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11.
The prescribed topics provide an organisational focus so that tasks can be presented as a series of
related learning experiences in cohesive contexts.
Personal Italian‐speaking
World Communities
Topics will include:
 Family life, home and neighbourhood
 People, places and communities
 Education and work
 Friends, recreation and pastimes
 Holidays, travel and tourism
 Future plans and aspirations
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12. Texts
Students are encouraged to read, view and listen to a wide range of texts, including authentic texts.
They may be expected to produce the following written texts in the final examination. The language
to be used is the modern standard version of Italian.
article (ie. for a school magazine) message
diary/journal entry note
Email postcard
informal letter script of a talk (to an audience)
Vocabulary
While there is no prescribed vocabulary list, it is expected that students will be familiar with a range
of vocabulary relevant to the topics prescribed in the syllabus.
Grammar
Throughout the two year Diploma in Italian ‐ Online, students will learn about grammatical
structures in context.
The grammatical structures that will be defined are those that students will be expected to
recognise and use by the end of the course. They should be read in conjunction with the content of
the syllabus. Grammar should be used to support the process of language acquisition and to
facilitate communication, rather than being taught in isolation.
Further information on grammatical structures students will be expected to recognise
and/or use is available online.
Learning and Teaching Methods
 Use of multimedia, Interactive classes, Self-directed learning, variety of authentic texts,
language games.
• Exploration and awareness of the basic structures of the target language
• Production of simple texts in the target language
• Working with simple authentic written and aural material in the target language
• Communication in various basic situations of everyday life
• Pronunciation practice
Assessment Information
A range of continuous assessment and summative assessment modes will apply, as follows:
IT128 (Year 1, Semester 1); IT129 (Year 1, Semester 2)
Assessment criteria: Grammatical & linguistic accuracy, learner awareness/autonomy,
participation.
 Continuous Assessment: 75%
 End of semester exam: 25%

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13.
BREAKDOWN
PROJECT
TOTAL
LANGUAGE
FORUM
GRAMM EX
WORK
LAB
END OF SEM
EXAM
20 10 25 20 25 100
Project work will be assessed at the end of each semester. For each unit, the following marks will be
allocated: Forum: 4, Grammar: 2; Language Laboratory: 4.
Modules IT128 and IT129 include a “technical forum” for discussing technical issues. This forum is
not evaluated and is not included in the marking scheme.
IT130 (Year 1, Semester 1 and 2)
Assessment criteria: Grammatical & linguistic accuracy, learner awareness/autonomy,
participation, awareness of cultural/intercultural issues covered during the course.
 Continuous Assessment: 10%
 Project work: 60%
 End of semester oral exam: 30%
Performance band descriptors
Band 5 (marks: 70‐100)
 Communicates effectively across a range of topics in spoken Italian
 Writes cohesive, well‐structured texts appropriate to a range of audiences, purposes and contexts
 Demonstrates an excellent control of vocabulary and language structures
 Demonstrates an excellent understanding of a range of texts by identifying their audience, purpose
and context; by interpreting and summarising information; and by drawing conclusions and justifying
opinions about them.
Band 4 (marks: 60‐70)
 Communicates across a range of topics in spoken Italian
 Writes cohesive texts appropriate to audience, purpose and context
 Demonstrates a good control of vocabulary and language structures
 Demonstrates a good understanding of a range of texts by identifying their audience, purpose and
context; by interpreting and summarising information; and by drawing some conclusions and justifying
opinions about them.
Band 3 (marks: 50‐60)
 Communicates ideas and information in spoken Italian
 Writes texts with some regard to audience, purpose and context, linking ideas and information
 Demonstrates some control of vocabulary and language structures
 Demonstrates a general understanding of and identifies some specific information in a range of texts.
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14.
Band 2 (marks: 45‐50)
 Communicates some ideas and information in familiar contexts in spoken Italian
 Writes texts with some regard to purpose
 Demonstrates a basic knowledge of Italian vocabulary and applies Italian grammar and syntax
inconsistently
 Demonstrates a general understanding of straightforward texts and identifies some specific
information in more complex ones.
Band 1 (marks: 40‐45)
 Understands some simple questions and responds in comprehensible spoken Italian
 Writes some words, phrases and sentences in comprehensible Italian
 Identifies some information in texts
Band 0 (marks: > 40)
 Does not understand even simple questions and does not respond in comprehensible spoken Italian
 Does not write phrases and sentences in comprehensible Italian
 Does not Identify information in texts
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15. STRUCTURE OF THE COURSE IN YEAR ONE
Modules (all compulsory)
IT128 Italian language Skills – level 1, part 1
This module caters for absolute beginners and focuses on the four main language skills (listening,
speaking, reading and writing) using regular practice based, as much as possible, on authentic
material carefully selected to provide a gradual introduction to the structures and functions of the
language.
Course coordinator: Dr Laura McLoughlin
Course commences: Monday, 17th September
Delivery: Online with 3 on‐campus sessions
Assessment: Written examination and continuous assessment
Weighting: 5 ECTS
Recommended texts
Collins Italian‐English dictionary, 2005
Susanna Nocchi, Italian grammar in practice, Firenze: Alma Edizioni, 2003
Dates of on‐campus sessions: 8th September, 13th October, 1st December 2012
IT129 Italian language Skills ‐ level 1, part 2
This module continues to develop the four main language skills (listening, speaking, reading and
writing) using regular practice based, as much as possible, on authentic material. At the end of the
year students will have achieved level A2 of the Common European Framebook of Reference.
Couse coordinator: Dr Laura McLoughlin
Course commences: Monday, 7th January 2013
Delivery: Online with three on‐campus sessions
Assessment: Written and listening examinations and continuous assessment
Weighting: 5 ECTS
Recommended texts (see IT128)
Dates of on‐campus sessions: 26th January, 23rd February, 30th March 2013
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16. IT130 Oral and Intercultural Skills
This module will introduce a number of everyday situations as well as aspects of Italian culture and
society from both a linguistic and intercultural perspective and will promote intercultural awareness
among students. Students will learn to interact orally in the everyday situations presented during
the course.
Course coordinator: Dr Laura McLoughlin
Course commences: Semester 1 & 2
Delivery: Online with three on‐campus sessions per semester
Assessment: One essay/project on Italian culture to be submitted at the end of semester
2 and one oral examination at the end of semester 2.
Weighting: 5 ECTS
Reading List
Silvestrini, Viaggio nella storia, geografia, vita e cultura italiana, volume 1, Perugia: Guerra Edizioni,
2011
Dates of on‐campus sessions:
8th September, 13th October, 1st December 2012 ‐ 26th January, 23rd February, 30th March 2013.
On‐campus sessions for all modules will offer an opportunity to discuss any issues or doubts relating
to the topics covered. In addition, cultural elements will be introduced, including geography, history,
traditions, cuisine and cinema.
IT128 and IT129: Italian Language Skills, Level 1, Part 1 & 2
The 10 Learning Units of year one cover situations of everyday life and will help participants to
develop the necessary competence for basic interaction in Italian, from ordering in a restaurant, to
booking a hotel, asking for information, discussing likes and dislikes, describing events in the past,
etc. A breakdown of topics covered in year one follows:
SEMESTER ONE (IT128) SEMESTER TWO (IT129)
Unità 1: Saluti e presentazioni. Unità 6: Che tempo fa?
Unità 2: Lavori o studi? Unità 7: Cosa hai fatto lo scorso fine settimana?
Unità 3: Vorrei un caffè, per favore. Unità 8: Parenti Serpenti
Unità 4: In viaggio Unità 9: Segni particolari: bellissimo
Unità 5: La routine quotidiana Unità 10: La settimana della moda
Further information on individual learning units and their content is available online.
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17. Grammar Notes
This section contains an outline of the main topics covered in year one.
Further information is available online.
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18. NOUNS
Italian nouns can be either masculine or feminine (and of course singular or plural).
 Nouns ending in –o are generally masculine and in the plural they change the –o into –i: libro
→ libri
 Nouns ending in –a are generally feminine and in the plural they change the –a into
–e: casa → case
 Nouns ending in –e can be either masculine or feminine and in the plural they change the –e
into –i (Nouns ending in –sione, ‐zione, ‐gione are always feminine): ristorante → ristoranti
(M); stazione → stazioni (F)
Some exceptions:
IL PROBLEMA → I PROBLEMI
IL SISTEMA → I SISTEMI
IL PROGRAMMA → I PROGRAMMI
IL CINEMA → I CINEMA
LA MANO → LE MANI
LA MOTO → LE MOTO (LA MOTOCICLETTA – LE MOTOCICLETTE)
LA BICI → LE BICI ( LA BICICLETTA – LE BICICLETTE)
L’AUTO → LE AUTO (L’AUTOMOBILE – LE AUTOMOBILI)
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19. ARTICLES
Like English, Italian has indefinite articles (= a book, an apple) and definite articles (= the book).
Articles agree in gender (masculine/feminine) and number (singular/plural) with the noun they refer
to.
The form of the article depends on the first letter / letters (vowel/consonant) of the word which
immediately follows it.
ITALIAN VOWELS are A, E, I, O, U
ITALIAN CONSONANTS are B, C, D, F, G, L, M, N, P, Q, R, S, T, V,
J, W, X, Y appear only in words of foreign origin.
INDEFINITE ARTICLES
MASCULINE UN – when the word which follows begins with a vowel or
with a consonant.
UNO – when the word which follows begins with
S + consonant, Z, GN, PS.
FEMININE UN’- when the word which follows begins with a vowel.
UNA – in all other cases.
Esempi: un albero, un uomo
un cellulare, un telefono, un bar
un’amica, un’isola
una casa, una penna
DEFINITE ARTICLES
singular plural
MASCULINE IL when the word which follows begins →I
with a consonant.
L’ when the word which follows begins → GLI
with a vowel.
LO when the word which follows → GLI
begins with
S + consonant, Z, GN, PS.
FEMININE LA when the word which follows
begins with a consonant. → LE
L’ when the word which follows begins
with a vowel.
Esempi: l’ albero – gli alberi
il cellulare – i cellulari
l’isola – le isole
la casa – le case
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20.
DEMONSTRATIVES
Demonstratives correspond to this/that
Italian Demonstrative Pronouns
This These That Those
Masculine before a consonant questo questi quel quei
before a vowel quest' questi quell' quegli
Feminine before a consonant questa queste quella quelle
before a vowel quest' queste quell' quelle
Masculine: before z, gn, or s + consonant (quello: that, quegli: those) : Quegli studenti (those
students)
Questo bambino è molto intelligente. (this child is very intelligent)
Questa studentessa è molto intelligente. (this female student is very intelligent)
Questa penna è mia (this pen is mine)
Quella casa è molto grande. (that house is very big)
Quelle case sono molti grandi (those house are very big)
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21. EXPRESSING INDEFINITE QUANTITIES (=some)
SINGOLARE PLURALE
MASCHILE IL = L’ = LO = I= GLI =
DI + DEL DELL’ DELLO DEI DEGLI
FEMMINILE LA = DELLA L’ = DELL’ LE = DELLE
ESEMPIO:
MASCHILE SINGOLARE:
del pane (some bread); dell’aglio (some garlic); dello spumante (some champagne)
MASCHILE PLURALE:
dei panini (some bread rolls); degli spaghetti (some spaghetti)
FEMMINILE SINGOLARE:
della pasta (some pasta); dell’acqua (some water)
FEMMINILE PLURALE:
delle bibite (some drinks)
*********************************************************************
NB: You can also use the following easier expressions:
Un po’ di (with things which cannot be counted: un po’ d’acqua, un po’ di pane ecc)
OR
qualche (always followed by the singular, with things which can be counted: qualche panino,
qualche bottiglia di acqua ecc.)
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22. ADJECTIVES
Like nouns, adjectives can end in –o (i.e., if you look up the adjective SLOW in the dictionary, you will
find the Italian LENTO . This adjective ends in –o) or in –e (i.e., if you look up the adjective FAST in
the dictionary, you will find the Italian VELOCE. This adjective ends in –e).
Italian adjectives agree in gender (masculine/feminine) and number (singular/plural) with the noun
they refer to.
 Adjectives ending in –o have four possible forms:
Masculine singular: ‐o
Masculine plural: ‐i
Feminine singular: ‐a
Feminine plural: ‐e
Esempio: NUOVO (new) M: libro nuovo – libri nuovi
cellulare nuovo – cellulari nuovi
F: casa nuova – case nuove
canzone nuova – canzonii nuove
 Adjectives ending in –e have only two forms:
Singular (masculine/feminine): ‐e
Plural (masculine/feminine): ‐i
Esempio: INTERESSANTE M: libro interessante – libri interessanti
F: rivista interessante – riviste interessanti
Unlike English, in Italian adjectives usually come after the noun they refer to.
Colours and nationalities ALWAYS come after the noun they refer to.
Esempio: vino rosso, mela verde, ragazzo irlandese, donna italiana.
 The following nationalities end in –o and therefore (like all other adjectives in –o) have four
possible forms:
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23. americano polacco
arabo spagnolo
australiano tedesco (masc. plur: tedeschi – fem plur:
austriaco tedesche)
europeo ecc .
italiano
 The following nationalities end in –e and therefore (like all other adjectives in –e)
have only two possible forms:
canadese irlandese
danese portoghese
francese svedese
inglese, ecc.
COLOURS
 The following colours end in –o and therefore, (like all other adjectives in –o) have
four possible forms:
bianco grigio
nero giallo
rosso azzurro
 The following colours end in –e and therefore (like all other adjectives in –e) have
only two possible forms:
arancione
celeste
marrone
verde
 The following colours NEVER change:
beige / avana
blu
rosa
viola
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24.
POSSESSIVES
il mio la mia i miei le mie
il tuo la tua i tuoi le tue
il suo la sua i suoi le sue
il nostro la nostra i nostri le nostre
il vostro la vostra i vostri le vostre
il loro la loro i loro le loro
Italian possessive adjectives agree in gender and number with the person or object “owned”,
rather than with the “owner”:
Tu e i tuoi amici
Stefano e la sua ragazza.
In Italian, the article is always used before the possessive adjective.
ONLY EXCEPTION: nouns referring to family members in the singular and NOT modified in
any way:
Mio fratello BUT I miei fratelli AND il mio fratellino (noun has
been modified)
Tua zia le tue zie
Sua madre I suoi genitori
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25. PRONOUNS
Italian has a number of different pronouns: reflexive, direct, indirect pronouns. Whatever
the pronoun, it always comes immediately before the verb.
 REFLEXIVE PRONOUNS correspond to myself, yourself, onself etc. They are used with
verbs like chiamarsi, alzarsi, vestirsi ecc.
mi chiamo ci chiamiamo
ti chiami vi chiamate
si chiama si chiamano
 DIRECT PRONOUNS correspond to me, you, him, her etc.
Incontri Mario stasera? Sì, lo incontro alle 8. (I meet him at
8) mi incontra ci incontrano
ti incontro vi incontro
lo incontro li incontro
la incontro le incontro
 INDIRECT PRONOUNS correspond to to (for) me / to (for) yo, etc.
mi presta ci prestano
Presto €100 a Mario → gli ti presto vi presto
presto €100 (I am lending €100
to him) gli presto gli presto
le presto
Verbs like PIACERE / SERVIRE / MANCARE are preceded by an indirect pronoun:
A Roberto piace la pizza rossa → gli piace la pizza rossa (he likes pizza)
A Roberto piacciono i gelati → gli piacciono i gelati (he likes ice‐creams)
A noi serve un chilo di pane → ci serve un chilo di pane (we need 1 kg of bread)
A noi servono due chili di pane → ci servono 2 chili di pane (we need 2 kg of bread)
A Maria manca la famiglia → le manca la famiglia (she misses her family)
A Maria mancano gli amici → le mancano gli amici (she misses her friends)
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26. Which pronoun should I use: direct or indirect? (Direct pronouns answer to the question
WHOM? WHAT?. Indirect pronouns answer to the question TO/FOR WHOM? TO/FOR
WHAT?)
● Stasera vedo Roberto al bar.
○ Chi vedi?
● Roberto. LO vedo alle 7. direct
● Telefono a Stefano verso le 5.
○ A chi telefoni?
● A Stefano. GLI telefono alle 5. indirect
● Voglio regalare qualcosa a Daniela?
○ A chi ?
● A Daniela. LE voglio regalare un cellulare. indirect
● Devo incontrare Marina più tardi.
○ Chi ?
● Marina. LA incontro oggi pomeriggio. direct
● Preferisco la sciarpa gialla.
○ Che cosa?
● La sciarpa. LA preferisco gialla. direct
● Prenoto i biglietti per l’aereo.
○ Che cosa?
● I biglietti. LI prenoto oggi. direct
●Offro il caffè agli amici.
○ A chi?
● Agli amici. GLI offro il caffè. indirect
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27.
USE OF NE WITH QUANTITIES
We use ne to replace nouns that come after a number or an expression of quantity like
molto, quanto, troppo, un po’ di, un chilo di and so on.
Examples:
Quanti panini vuoi? ‐ Ne voglio due. (= Voglio due panini.)
How many bread rolls do you want? ‐ "I want two of them."
Quanto pane vuole? ‐ Ne voglio 3 chili. (= Voglio tre chili di pane.)
How much bread do you want? ‐ "I want three Kg of it."
In the examples above, you would probably omit the “of it” and “of them” in English, but ne
in Italian is mandatory in this context.
Like any pronoun, ne goes before the conjugated verb. It never changes, so we use ne
for masculine, feminine, singular and plural.
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28. COMPARATIVES AND SUPERLATIVES (I COMPARATIVI E I
SUPERLATIVI)
I. IL COMPARATIVO:
There are three comparatives:
1) More …. than
più...di
più...che
2) Less… than
meno...di
meno...che
We use "DI":
 when two people/objects are compared with respect to one quality/action
Mario è più alto di Stefano (= I am comparing Mario and Stefano in relation to height)
 before numbers or pronouns
Mario è più alto di me.
We use "CHE":
 when comparing two qualities/actions referring to just one person/object
Mario è più bello che simpatico (= I am comparing two qualities referring to Mario, his
beauty and his niceness)
4.in front of a preposition
5.in front of an infinitive
3) As much as
a. (così)...come or (tanto)...quanto
(for adjective and adverbs: "così...come" and "tanto...quanto" are adverbs and there is no
agreement)
b. (tanto)...quanto
(for nouns: here "tanto...quanto" are adjectives and there is agreement)
c. (tanto) quanto...
(for verbs: "(tanto)...quanto" are adverbs and there is no agreement)
così and tanto are optional and usually avoided
II. IL SUPERLATIVO RELATIVO
This is one of the easiest grammatical points in Italian. The relative superlative is formed by:
the definite article (il, la, i , le) + (noun) + più/meno + adjective + di + the term in relation
to which we are comparing:
È la prsona più simpatica di quella comitiva
(it is like English, really, except that in Italian you use "di" instead of "in")
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29.
III. SUPERLATIVO ASSOLUTO
It is the equivalent of the English "very+adjective" and "adjective+est" or "most+adjective."
In Italian this can be expressed in several ways:
1. by adding ‐issimo/a/i/e at the end of an adjective
2. by placing molto, tanto, parecchio, assai in front of the adjective
3. by using the prefix arci‐, stra‐, super‐, ultra‐
4. by using stock phrases such as ricco sfondato (filthy rich); ubriaco fradicio (very drunk);
stanco morto (dead tired); bagnato fradicio (soaking wet); innamorato cotto (madly in
love)...
5. by repeating the adjective or the adverb
6. some adjectives have irregular superlatives: acre/acerrimo; celebre/celeberrimo;
integro/integerrimo; celebre/celeberrimo; misero/miserrimo; salubre/saluberrimo; in
spoken language, however, people just avoid "‐issimo" with these and use "molto, tanto,
parecchio, assai."
BUT BASICALLY, IF YOU KNOW (1) and (2) YOU ARE SET
III. COMPARATIVI E SUPERLATIVI IRREGOLARI
The ones you absolutely must know are the following:
the comparative of "bene" is always "meglio" (and never "più bene”)
the comparative of "buono" is "migliore" ("più buono" can also be used)
the comparative of "male" is always "peggio" (and never "più male")
the comparative of "cattivo" is "peggiore" ("più cattivo" can also be used)
"maggiore" is an alternative to "più grande" (più grande=bigger; maggiore=greater)
"minore" is an alternative to "più piccolo" (più piccolo=smaller; minore=lesser)
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30. VERBS
ESSERE
Essere (= to be) is an irregular verb:
(io) sono
(tu) sei
(lui/lei/Lei) è
(noi) siamo
(voi) siete
(loro) sono
C’è = there is
Ci sono = there are
SOME EXPRESSIONS WITH ESSERE:
essere di + name of a city ‐ to be from (sono di Roma)
essere di + name of person ‐to belong to (questa chitarra è di Marco)
di chi è? ‐ whose is it?
di chi sono? ‐ whose are they?
essere in anticipo ‐ to be early
essere in ritardo ‐ to be late
AVERE
Avere (= to have) is also an irregular verb:
(io) ho
(tu) hai
(lui/lei/Lei) ha
(noi) abbiamo
(voi) avete
(loro) hanno
SOME EXPRESSIONS WITH AVERE:
quanti anni hai? ‐ how old are you? avere caldo ‐ to feel warm
ho ….. anni ‐ I am ….. years old avere freddo ‐ to feel cold
avere fame ‐ to be hungry avere ragione ‐ to be right
avere sete ‐ to be thirsty avere torto ‐ to be wrong
avere paura ‐ to be afraid avere bisogno di ‐ to need
avere sonno ‐ to be sleepy avere voglia di ‐ to feel like (Ho
avere fretta ‐ to be in a hurry fame, ho voglia di un panino)
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31. PRESENT TENSE
The infinitive of all Italian regular verbs end in –are, ‐ere or –ire.
When you look up a verb in the dictionary you will find the infinitive (corresponding to to work, to
study, etc.). The present tense of regular verbs is formed by dropping the infinitive ending (‐are, ‐ere
or –ire) and adding the appropriate endings to the remaining stem. The ending is different for each
person.
A group of verbs in –ire behave slightly differently, as shown in the following table:
LAVORARE VEDERE DORMIRE CAPIRE 
io lavor- o ved- o dorm- o cap- isco !
tu lavor- i ved- i dorm- i cap- isci !
lui/lei/Lei lavor- a ved- e dorm- e cap- isce !
noi lavor- iamo ved- iamo dorm- iamo cap- iamo
voi lavor- ate ved- ete dorm- ite cap- ite
loro lavor- ano ved- ono dorm- ono cap- iscono !
 Other frequerntly used verbs like capire: preferire, pulire, finire, costruire (ecc.)
A number of verbs are irregular in the present. Please see Contatto 1, p.53 for a list of these verbs.
 The present tense is used to talk about events which are taking place now or will take place
in the future. It often replaces the English to be doing…
Guardo la televisione ‐ I watch TV / I am watching TV
Domani parto per gli Stati Uniti ‐ I am leaving / will be leaving for the States tomorrow
 The present tense + da is also used in expressions of time corresponding to I have been
doing something since…
Studio italiano da settembre ‐ I have been studying Italian since settembre
Abito a Galway da tre mesi ‐ I have been living in Galway for three months.
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32. EXPRESSING THE PAST (1):
PASSATO PROSSIMO
Italian uses several different verb tenses to talk about the past. When talking about actions or
events, the passato prossimo (present perfect) is the most often used. Depending on the context, it
can translate the English “I have done” and “I did”.
When to use:
It can refer to recent events:
Sabato sono andata in centro e ho comprato un paio di scarpe.
On Saturday I went to the town centre and I bought a pair of shoes.
Or it can refer to events which happened a long time ago:
Cinque anni fa ho lavorato a Firenze per due mesi.
Five years ago I worked in Florence for two months.
How to form:
The passato prossimo is formed by combining the present tense of avere (to have) or essere (to be)
and the past participle (parlato, venduto, dormito, ecc = spoken, sold, slept, etc.).
The past participle of regular verbs is formed as follows:
ARE ►ATO parlare ► parlato
ERE ►UTO vendere ► venduto
IRE ►ITO dormire ► dormito
The form of avere depends on who carried out the action, but the past participle does not change.
(io) ho parlato (noi) abbiamo parlato
(tu) hai parlato (voi) avete parlato
(lui/lei/Lei) ha parlato (loro) hanno parlato
The form of essere also depends on who carried out the action, but in this case the past participle
changes depending on whether the subject is masculine or feminine, singular or plural:
(io) sono andato/a (noi) siamo andati/e
(tu) sei andato/a (voi) siete andati/e
(lui/lei/Lei) è andato/a (loro) sono andati/e
Which verbs take essere?
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33.
A. ESSERE, STARE Il mese scorso sono stato/a a Londra
B. MOST VERBS OF MOVEMENT OR NON‐MOVEMENT:
andare arrivare cadere entrare
partire restare (restate) rimanere (rimasto) salire
scendere (sceso) tornare uscire venire (venuto)
ecc.
C. VERBS EXPRESSING PHYSICAL OR EMOTIONAL CHANGE:
apparire crescere dimagrire diventare
ingrassare invecchiare morire (morto) nascere (nato)
ecc.
D. REFLEXIVE VERBS:
svegliarsi [= svegliar(e) + si] ► mi sono svegliato/a ci siamo svegliati/e
ti sei svegliato/a vi siete svegliati/e
si è svegliato/a si sono svegliati/e
ecc.
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34. EXPRESSING THE PAST (2):
IMPERFETTO
The Imperfetto is a past tense used to indicate habitual or ongoing action in the past. It corresponds
to the English used to, would, was + ‐ing.
When to use:
To describe habitual actions in the past. In this case it is often accompanied by expressions like ogni
(every), sempre (always), di solito / generalmente (usually), il sabato/ di sabato , la domenica / di
domenica, ecc. (every Saturday, every Sunday, etc)
Da piccolo, andavo sempre in vacanza al mare.
As a child, I always used to go on holidays to the beach. (I would always go…)
To describe ongoing parallel actions (actions that were occurring simultaneously). In this case it may
be accompanied by mentre (while):
Mentre lui leggeva, io guardavo la TV.
While he was reading, I was watching TV.
To describe an action that was going on when suddenly something else interrupted it. In this case
ONLY the ongoing action is expressed in the imperfetto, the interrupting action is expressed in the
passato prossimo.
Leggevo quando è squillato il telefono.
I was reading when the phone rang.
Descriptions of people (physical characteristics, age, mood, character), description of places,
whether and time of day in the past go in the imperfect:
Avevo sei anni quando ho iniziato la scuola.
I was six when I started school.
Da piccolo avevo le lentiggini
When I was little, I used to have freckles.
La casa dei miei nonni era grande e aveva un bel giardino.
My grandparents’ house was big and had a large garden.
Erano le 6.30 quando siamo arrivati a Roma.
It was 6.30 when we arrived in Rome.
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35. How to form:
The imperfetto is mostly a regular tense. With all verbs, it is formed by dropping the –re of the
infinitive and adding the following endings:
giocare vedere partire
io gioca-vo vede-vo parti-vo
yu gioca-vi vede-vi parti-vi
lui/lei/Lei gioca-va vede-va parti-va
noi gioca-vamo vede-vamo parti-vamo
voi gioca-vate vede-vate parti-vate
loro gioca-vano vede-vano parti-vano
Essere in the only truly irregular verb in the imperfetto:
essere
io ero
tu eri
lui/lei/Lei era
noi eravamo
voi eravate
loro erano
The following three verbs have an irregular stem:
dire bere fare
io dicevo bevevo facevo
tu dicevi bevevi facevi
lui/lei/Lei diceva beveva faceva
noi dicevamo bevevamo facevamo
voi dicevate bevevate facevate
loro dicevano bevevano facevano
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36.
36

37. DIRECT PRONOUNS WITH PASSATO PROSSIMO
When DIRECT pronouns LO – LA – LI – LE are used with the PASSATO PROSSIMO with avere, the past
participle must agree with these pronouns (and it ends in the same vowel as the pronoun):
Hai visto Marco → Sì, lo ho visto (more often: l’ho visto)*
Hai visto Elena → Sì, la ho vista (more often: l’ho vista)*
Hai visto i bambini → Sì, li ho visti
Hai visto le tue amiche → Sì, le ho viste
The agreement with direct pronouns mi – ti – ci – vi is optional. To avoid mistakes, it is advisable to
restrict agreement only to the four pronouns listed above in the examples.
* REMEMBER: The form l’ is used only in the singular.
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38.
38

39. THE FUTURE
The future tense is used
 to express actions which are going to take place in the future (and of which we are
quite certain);
 to express the intention of doing something (plans, promises, etc.);
 to make a guess (corresponding to English expressions like: It must be nearly 8
o’clock, He must be at work etc);
 to forecast.
The Italian future tense is formed by dropping the final –e of the infinitive and adding the following
endings: ‐ò, ‐ai, ‐à, ‐emo, ‐ete, anno.
Verbs which end in –are change the a into e:
LAVORARE SCRIVERE DORMIRE
io lavorer- ò scriver- ò dormir- ò
tu lavorer- ai scriver- ai dormir- ai
lui/lei/Lei lavorer- à scriver- à dormir- à
noi lavorer- emo scriver- emo dormir- emo
voi lavorer- ete scriver- ete dormir- ete
loro lavorer- anno scriver- anno dormir- anno
As in the present, verbs like giocare, pagare add an H in order to keep the /k/ sound.
Verbs like cominciare, mangiare, drop the i:
GIOCARE PAGARE COMINCIARE MANGIARE
io giocherò pagherò comincerò mangerò
tu giocherai pagherai comincerai mangerai
lui/lei/Lei giocherà pagherà comincerà mangerà
noi giocheremo pagheremo cominceremo mangeremo
voi giocherete pagherete comincerete mangerete
loro giocheranno pagheranno cominceranno mangeranno
Short (two‐syllable) verbs in ‐are do not change the a into e. And they are very similar to ESSERE:
DARE FARE STARE ESSERE
io darò farò starò sarò
tu darai farai starai sarai
lui/lei/Lei darà farà starà sarà
noi daremo faremo staremo saremo
voi darete farete starete sarete
loro daranno faranno staranno saranno
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40. IRREGULAR VERBS: Some verbs – mostly in –ere, stressed on the infinitive ending, such as avEre,
potEre, ecc – are irregular in the future: they drop the E:
AVERE DOVERE POTERE VEDERE VOLERE
avrò dovrò potrò vedrò vorrò
avrai dovrai potrai vedrai vorrai
avrà dovrà potrà vedrà vorrà
avremo dovremo potremo vedremo vorremo
avrete dovrete potrete vedrete vorrete
avranno dovranno potranno vedranno vorranno
ANDARE VENIRE
andrò verrò
andrai verrai
andrà verrà
andremo verremo
andrete verrete
andranno verranno
Note that in Italian we use the future in expressions like:
When he arrives, he’ll be tired: quando arriverà, sarà stanco.
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