Bruna Petrarca Boyle

John Giovanelli

Libro del professore

Copyright © 2014 by Wayside Publishing

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

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Softcover ISBN 978-1-938026-74-4

Hardcover ISBN 978-1-938026-73-7

FlexText® ISBN 978-1-93802-67-5

i

Sito Preliminare: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 1–18

Benvenuti in Italia!• Proverb: «Paese che vai usanza che trovi»/“When in Rome do as the Romans do” . . . . . . . . . . . . 1• Some common Italian terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3• Importance of the Italian language, culture, art, history and some famous Italian

and Italian-American historical and contemporary figures . . . . . . . . . . . . . . . . . . . . . . . . . .4–5• Reading: L’Italia e l’italiano . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8• Culture: Some major geographical features of Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10–11• Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Sito 1: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 19–36

Il Veneto • Proverb: “Se non ti piace, mettici il sale!»/”If it bores you, spice it up!” . . . . . . . . . . . . . . . . . . 19• Some common Italian names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20• Italian greetings, questions and answers, everyday classroom

expressions and directions, and titles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21–22• Italian alphabet, pronunciation, and accents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24• State “likes” and “dislikes” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26–28• Le Cinque Abilità: Ascolto, Lettura, Scrittura, Comunicazione orale,

Cultura (il Veneto) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30–34• Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Sito 2: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 37–58

La Lombardia• Proverb: «Dimmi con chi vai, ti dirò chi sei»/“Birds of a feather flock together” . . . . . . . . . . . . 37• Descriptions in Italian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38• Interrogative terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40–41• Numbers 0-30 and math expresssions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42–43• Classroom terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44• C’è (there is) , ci sono (there are) and ecco (Here is/here are) . . . . . . . . . . . . . . . . . . . . . . . . 44• Singular and plural nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46–47• Definite articles (the) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48–50• Le Cinque Abilità: Ascolto, Lettura, Scrittura, Comunicazione orale,

Cultura (la Lombardia) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52–56• Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Table of Contents

BENVENUTI IN ITALIA!

ii Table of Contents

Sito 3: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 59–86

Il Lazio• Proverb: «Tutte le strade portano a Roma»/“All roads lead to Rome” . . . . . . . . . . . . . . . . . . . 59• Subjects and subject pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60–61• Conjugation of regular -are; -ere; and -ire verbs in the Present Indicative Tense . . . . . . . . . 62–66• Conjugation of -iare and -care/-gare verbs in the Present Indicative Tense . . . . . . . . . . . . . 74–75• Negative sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76• Formation of questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 • Le Cinque Abiltà: Ascolto, Lettura, Scrittura, Comunicazione orale,

Cultura (il Lazio) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79–83• Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Sito 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 87–106

La Sicilia• Proverb: «La lingua non ha ossa, ma rompe il dorso!»/“The tongue has no bones,

but it can break a man’s back!” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87• Conjugation of to have (avere) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88• Expressions with the verb to have (avere) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89• Indefinite articles (a, an) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92• Numbers 31-100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94• Telling time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96–97• Le Cinque Abiltà: Ascolto, Lettura, Scrittura, Comunicazione orale,

Cultura (la Sicilia) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100–104• Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Sito 5: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 107–128

Il Piemonte• Proverb: «Fare, stare e migliorare»/“Do and undo to make better” . . . . . . . . . . . . . . . . . . . . 107• Days, seasons, and months . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108–109• Conjugation of to do; to make (fare) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111• Weather expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113• Meals, food, and drinks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115–121• Le Cinque Abiltà: Ascolto, Lettura, Scrittura, Comunicazione orale,

Cultura (il Piemonte) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123–126• Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Sito 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 129–147

La Toscana• Proverb: «Chi va piano, va sano e va lontano!»/“Haste makes waste!” . . . . . . . . . . . . . . . . . . 129• Conjugation of to be (essere) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130• Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131–133• Adjective agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134–137• Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137–138• Conjugation of to go (andare); and to be able; can (potere) . . . . . . . . . . . . . . . . . . . . . . 138–139• Le Cinque Abiltà: Ascolto, Lettura, Scrittura, Comunicazione orale,

Cultura (la Toscana) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140–146• Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

iiiTable of Contents

Sito 7: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 149–167

La Liguria• Proverb: «Tale padre tale figlio»/“Like father like son” . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149• Family members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150–151• Possessive adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152–153• Possessive adjectives with family members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154–155• Conjugation of verbs to go out (uscire) and to give (dare) . . . . . . . . . . . . . . . . . . . . . . . 157–158• Irregular nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158–159• Parts of the body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159–161• Le Cinque Abiltà: Ascolto, Lettura, Scrittura, Comunicazione orale,

Cultura (la Liguria) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162–166• Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Sito 8: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 169–187

La Calabria• Proverb: «Volere è potere»/“Where there’s a will, there’s a way” . . . . . . . . . . . . . . . . . . . . . 169• Conjugation of verbs to want (volere), to have to; must (dovere), and to come (venire) . . . 170–171• Places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172–173• Prepositions and prepositional contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174–178• Demonstrative adjectives this (questo) and that (quello) . . . . . . . . . . . . . . . . . . . . . . . 178–181• Le Cinque Abiltà: Ascolto, Lettura, Scrittura, Comunicazione orale,

Cultura (la Calabria) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182–186• Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

Sito 9: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 189–205

L’Umbria• Proverb: «L’abito non fa il monaco»/“Clothes do not make the man” . . . . . . . . . . . . . . . . . . . 189• Expressions with to do; to make (fare) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190• Clothing items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191–192• Direct object pronouns and position of direct object pronouns . . . . . . . . . . . . . . . . . . . 193–196• Numbers to one billion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197–198• Exclamations with “what/how” (che) and “how much/how many” (quanto) . . . . . . . . . . . . 198–199• Le Cinque Abiltà: Ascolto, Lettura, Scrittura, Comunicazione orale,

Cultura (l’Umbria) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200–204• Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Sito 10: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 207–225

La Campania• Proverb: «Detto fatto»/“No sooner said than done” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207• Sports’ terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208–209• Past tense (passato prossimo) with to have (avere) . . . . . . . . . . . . . . . . . . . . . . . . . . 210–212• Irregular past participles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213–215• Direct object pronouns with the past tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215–216• Ordinal numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217–218• Le Cinque Abiltà: Ascolto, Lettura, Scrittura, Comunicazione orale,

Cultura (la Campania) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219–224• Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

iv Table of Contents

Sito 11: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 226–246

L’Emilia-Romagna• Proverb: «A ogni uccello il suo nido è bello»/“There’s no place like home”/“Al bisogno si

conosce l’amico”/“A friend in need is a friend indeed” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227• Conjugation and uses of to know (conoscere/sapere) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228• Animal and insect terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229–231• Past tense (passato prossimo) with to be (essere) . . . . . . . . . . . . . . . . . . . . . . . . . . . 232–235• Past tense (passato prossimo) with to have (avere) or to be (essere) . . . . . . . . . . . . . . 236–239• Le Cinque Abiltà: Ascolto, Lettura, Scrittura, Comunicazione orale,

Cultura (l’Emilia-Romagna) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240–245• Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246

Sito 12: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 247–278

Ripasso finale:• Sito preliminare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248-249• Sito 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249–251 • Sito 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252-253• Sito 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254–256• Sito 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257–259• Sito 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260–262• Sito 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262–264• Sito 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265–267• Sito 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267–269• Sito 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269–271• Sito 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272-273• Sito 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274-275

Assessment guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276–278

Dictionary (English-Italian) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279–288

Dictionary (Italian - English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289–298

Vocabulary Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299–309

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310

vPreface & Acknowledgments

Welcome to the first edition of Chiarissimo Uno, a clear, simple, and proficient textbook designed for novice learners of the Italian language and culture . Chiarissimo Uno introduces students to the Presentational, Interpretive, and Interpersonal Modes of communication . It presents authentic and current context in an engaging fashion . It gives students the initial foundation and preparation for the AATI National Italian Contest Examination, the AP Italian Language and Culture Course/Exam, and the SAT II in Italian .

Features of Chiarissimo UnoChiarissimo Uno is divided into 12 Siti . It begins with a Sito Preliminare (Preliminary Lesson) based on general cultural information about Italy and the Italian language . Siti 1 through 11 expose the novice learner to differentiated instruction that enhances performance in the three modes: Presentational, Interpretive, and Interpersonal . In addition, the novice learner has an opportunity to explore and learn about the geography, history, food, cities, celebrations, monuments, industries, and famous people of (11) Italian regions . Chiarissimo Uno is student-centered with written and spoken communicative activities that are culturally and linguistically authentic . Sito 12 is structured to review and assess the students’ overall performance of all the previous siti .

The structure of each Sito in Chiarissimo Uno includes:• an Italian region• an Italian proverb • introductory discussion• student-friendly grammar explanations • integrated grammar and vocabulary • an abundance of listening, reading, writing, speaking, and cultural exercises/activities • formative/summative assessments• online Explorer with an audio component

Preface

The authors and publisher would like to express their sincere appreciation to everyone who participated in the development of the first edition of Chiarissimo Uno . A special thanks to Rosario Tramontana and Greg Gonsalves, Italian teachers at West Warwick High School in Rhode Island for their input, suggestions, editing and for piloting Chiarissimo Uno for many years . The authors also extend a special thank you to Daniela Johnson and Rosalie Giovanelli for their careful and thoughtful editing and to our present and former Italian students who have made us the teachers we are today .

We would like to express our sincere gratitude to Gregory Greuel for publishing Chiarissimo Uno, a unique novice Italian textbook . Its distinctiveness is due to the devotion, dedication, and artistic team at Wayside Publishing which includes Denise Gallagher, Derrick Alderman, Rachel Ross, and Eliz Tchakarian .

Greg, thank you for believing in us and for making Chiarissimo Uno the first Italian textbook at Wayside Publishing .A special thanks to Dr . Pascal Viglionese and the late Dr . Remo Trivelli for their inspiration, love, encouragement and instilling their love of the Italian language and culture in us .

In addition, the authors would like to acknowledge the following people for their input, support, and suggestions:

Acknowledgments

• our families and friends here and in Italy• Rhode Island Teachers of Italian• Lucy Borges, West Warwick High School, RI• Louis D’Aleno and Palma Trombino, RI• Patrizia Dewey, University of Rhode Island• John Felice, University of Rhode Island• Dianne Fonseca, Rhode Island Teachers of Italian• Michelangelo LaLuna, University of Rhode Island• Lucrezia Lindia, Eastchester High School, NY

• Joan Machado, West Warwick High School, RI• Maria Mansella, Community College of Rhode

Island• Alyssa Nota, University Studies of Torino, Italy• Matthew Papino, Nelson W . Aldrich Junior High

School, RI• Dora Waters, University of Rhode Island• Ida Wilder, Greece Athena High School, NY• Sabrina Zirilli, Deering Middle School, RI

vi Objectives for Chiarissimo Uno

At the completion of Chiarissimo Uno students will . . .• speak with the correct pronunciation and intonation .• greet people informally and formally .• ask and answer questions using short phrases or sentences .• understand basic information such as time, dates, days, months, seasons, numbers, and weather

expressions .• understand simple words, phrases, sentences, and paragraphs .• describe people, places, and things .• describe likes and dislikes .• communicate with Italian speakers in a simplistic manner .• share limited information .• make short spontaneous presentations on familiar topics .• present information about cultural topics in Italian and/or in English .• read and summarize passages briefly .• engage in conversations in the present and past tenses .• discuss some Italian proverbs . • be prepared to compete on the Level I, AATI National Italian Contest Examination .• have an initial foundation and familiarization with the AP Italian Exam and SAT II in Italian .

Chiarissimo Uno has everything for the learner! It assists the student in meeting all of the objectives listed above and by doing so, it strengthens the student’s confidence, enthusiasm and interest in the Italian language and culture . It encourages the student to continue to pursue the study of this valuable language and culture .

Chiarissimo Uno has everything for the instructor! The authors took into account the difficulties that students and instructors encounter in learning and teaching a second language . Teachers will no longer need to utilize multiple texts and develop material for their students . They can now focus on pedagogy and methodology because Chiarissimo Uno has everything prepared and organized for instructors .

Chiarissimo Uno meets all of the specifications of the Level I, AATI National Italian Contest Examination listed below .

1. Nouns Gender and number, some irregular nouns (la città, lo sport, il bar, la mano, il cinema, la foto, l’uomo, il poeta, etc .)

2. Adjectives Agreement/position, possessive, demonstrative, descriptive, quantity 3. Articles Definite and indefinite 4. Prepositions Simple and contracted 5. Verb tenses Infinitive, present and present perfect of regular and irregular verbs (mi chiamo,

ti chiami, si chiamano, mi piace/piacciono, ti piace/piacciono) 6. Irregular verbs/

present tenseto have; to do/to make; to be; to go; to be able; to go out; to give; to want; to have to; to know

7. Numbers Cardinal, ordinal, time of day, dates 8. Weather Expressions 9. Interrogatives How, when, why, who, what, where, how long, how many, how much, which, etc . 10. Adverbs Of time, place, quantity 11. Pronouns Subject, direct object (recognition) 12. Negation Word order 13. Idioms With avere and fare 14. Culture General questions on geography, history, art, music, food, and literature

Objectives for Chiarissimo Uno:

Chiarissimo Uno is designed to introduce novice students to the Presentational, Interpretive, and Interpersonal modes of communication along with cultural aspects of Italy in an enjoyable, clear, and simple manner. The authors, veteran middle school, high school, and college instructors, took into account all the difficulties that students and instructors encounter and simplified the methodology and pedagogy for them.

The topics presented in each sito of Chiarissimo Uno were carefully selected by the authors so that students would have a personal connection to the concepts needed for second language acquisition. The goal of Chiarissimo Uno is to develop and strengthen students’ confidence, and build enthusiasm and interest in learning the Italian language and culture. An extensive selection of images of Italy was incorporated into the text in order to motivate students and enrich their classroom discussions.

Chiarissimo Uno is divided into:

Sito PreliminareExposes students to Italian culture and geography. The information is broad and general for a purpose. It gives students the opportunity to work together and share personal knowledge about Italy as well as what they have learned from other disciplines and continue to build upon that knowledge.

Its purpose is to allow students to do research and presentations on different cultural topics and aspects of interest and share them with the class throughout the academic year.

In order to fulfill curricula requirements and meet the deadlines for assessments and preparation for the next level, instructors may choose to: 1. quickly introduce Sito Preliminare before starting Sito Uno. 2. begin with Sito Uno, continue teaching other siti, and refer to sections

of Sito Preliminare when necessary. The material in the sito can be used as warm-up activities and also as a transition between siti.

3. allow students to return to Sito Preliminare to review specific cultural and geographical information.

Siti Uno to Sito UndiciFocus on an Italian region with objectives, per chiacchierare, an Italian proverb, grammar and vocabulary concepts. Each sito incorporates spoken and written communicative practice through a variety of exercises. At the conclusion of each sito, students enhance their proficiency in listening, reading, writing, speaking, and cultural awareness through the «Cinque Abilità»: Ascolto, Lettura, Scrittura, Comunicazione Orale and Cultura.

The vocabulary list at the conclusion of each sito is reasonable and practical. The list contains the location of specific terms (in green) within the sito and also within the Indice. This format is designed to assist instructors whose goal is to focus on specific vocabulary topics (adjectives, animals, body parts, classroom, clothing, colors, days, family, food, months, nationalities, numbers, places, prepositions, seasons, sports, verbs, weather) and reference them in formative and summative assessments. This format easily assists students in locating thematic vocabulary.

Sito DodiciEnhances students’ proficiency in the Interpretive, Interpersonal and Presentational modes and in the Italian culture by recycling all the material presented in Sito Preliminare through Sito Undici.

It offers students: 1. additional practice material for each sito. 2. an extensive review for final assessments. 3. a preparation for the next level of Italian studies.

Chiarissimo Uno - Instructor’s Notes

Teacher Edition — Acknowledgments & Instructor Notes vii

Teacher Edition — Instructor Notes

Checklist Offers students the opportunity to reflect on both the concepts taught and what they have learned and assess themselves on each concept on pages 276-278.

GlossaryContains an English-Italian glossary on pages 279-288 and an Italian-English glossary on pages 289-298.

IndiceContains specific vocabulary topics (adjectives, animals, body parts, classroom, clothing, colors, days, family, food, months, nationalities, numbers, places, prepositions, seasons, sports, verbs, weather) on pages 299-307 and a list of cohesive/transitional elements.

VerbsContains conjugation of irregular verbs on page 307 and a comprehensive list of all verbs used in Chiarissimo Uno on pages 308-309.

IndexContains a list of grammar and vocabulary topics on page 310.

Learning SiteIncludes additional activities for extra practice on grammar, vocabulary, and culture found on:

learningsite.waysidepublishing.com

Some activities are corrected by the learning site, others are open ended and can be assessed by the instructor.

Students are able to access the audio for pronunciation, comprehension, and formative and summative assessments.

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