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  • Chapter 1: Ciao a tutti! - Textbook > Parte 2
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      LAYING THE GROUNDWORK
      PROFICIENCY BENCHMARKS
      12. PLANNING
      13. PLANNING
      14. PLANNING
      15. PLANNING
      16. PLANNING
      17. PLANNING
      18. PLANNING
      19. PLANNING
      19. EXTENDING
      20. PLANNING
      LAYING THE GROUNDWORK
      Parte 2
      Chapter 1: Ciao a tutti! - Textbook
      Without background sound
      Logo

       

      P

      Parte 2  •  Documenti e moduli

       

      PAGE 32 

      LAYING THE GROUNDWORK

      Parte 2 presents the numbers from 20
      to 100 and explains how to read and fill up regular Italian documents and forms where personal information is presented and/or required. The grammar introduces the usage of the preposition in and a and focuses on the indefinite articles.

      PROFICIENCY BENCHMARKS

      Students will learn how to manage the counting from 20 to 100, how to give and understand personal information, how to read and write it on forms and documents.

      Documenti d'identità

      12. PLANNING

      Have the students read aloud in turns (in sequence) the numbers provided, correct the pronunciation when necessary. Have the class listen to the audio part in order to memorize the pronunciation.

      Point out at the way the numbers are written. Indicate patterns the students can follow to remember the spelling and the pronunciation of the numbers.

      1.  Read the numbers and then listen to the recording.

       

      20

      venti

      21

      ventuno

      22

      ventidue

      23

      ventitré

      24

      ventiquattro

      25

      venticinque

      26

      ventisei

      27

      ventisette

      28

      ventotto

      29

      ventinove

      30

      trenta

      31

      trentuno

      32

      trentadue

      33

      trentatré

      34

      trentaquattro

      35

      trentacinque

      36

      trentasei

      37

      trentasette

      38

      trentotto

      39

      trentanove

      40

      quaranta

      50

      cinquanta

      60

      sessanta

      70

      settanta

      80

      ottanta

      90

      novanta

      100

      cento

      		      

       

      13. PLANNING

      Tell the students this activity is like the Bingo. Have them follow the instruction while you play the recording.
      Correct with the entire class.

      1.  Listen to the recording and check off the numbers you hear.

       

      14. PLANNING

      This activity is preparatory for #15.
      Pair the students up and follow the instructions provided. Give the students a reasonable amount of time to complete the activity then correct with the entire class.

      1. Look at these three identity cards: what are they used for? What are their equivalents in your country? Work with a classmate.

       

      guidare la macchina andare dal medico, comprare medicine dire chi siamo

       

      One. Italian identity card with picture <it>Repubblica italiana ministero dell'interno</it>, <it>Carta di identità</it>/ Identity card, <it>Comune di</it>/ Municipality: <it>Brescia</it>, <it>Cognome</it> /Surname: <it>Venturini</it>, <it>Nome</it>/Name: <it>Elisa</it>, <it>Luogo e data di nascita</it>/Place and date of birth <it>Brescia</it> 23/11/1985, <it>Indirizzo di residenza</it>/Residence: <it>Piazza San Giovanni</it> 60, <it>Mantova</it>

      Two. <it>Patente di guida Repubblica italiana</it>, <it>1. Cognome: Romero</it>, <it>2. Nome: Alberto</it>, <it>3. Data di nascita:</it> 12/04/2001, <it>8. Indirizzo di Residenza: via degli Olivi 50, Perugia</it>

      Three. <it>Tessera sanitaria Repubblica Italiana</it>. <it>Cognome: Spanu</it>, <it>Nome: Alessio</it>, <it>Luogo di nascita: Cagliari</it>, <it>Provincia: CA</it>, <it>Data di nascita</it>: 30.03.1962

       

       

      PAGE 33 

      15. PLANNING

      This activity is connected to the previous one. Have the students work independently. once they are done pair them up for a peer review. After that correct with the entire class.

      1. Read the information contained in each of the three IDs and answer the questions.

       

        1 2 3
      Quando è nato/a? il 23/11/1985
      Quanti anni ha? Ha  anni
      In quale città vive? Vive a Mantova. /
      Dove abita? Abita in via degli 0livi. /
      In quale Paese vive? Vive in Italia.

       

      16. PLANNING

      This activity is connected to #14
      Have the students work in pair or alone to reconstruct the “regola d’uso”. Correct with the entire class and consult the grammar section in this chapter if further explanation is needed.

      1. Look at the sentences in the left column and discover the rule regarding their use. Circle the correct option for each rule in the right column.

       

      The prepositions a and in p. 41
      Elisa abita/vive a Mantova. Verb abitare or vivere + a / in city.
      Alberto abita in via degli Olivi 50. 
      Alessio vive in Italia.      		 Verb abitare or vivere + a / in + address or country.
      The verbs abitare and vivere ▶ p. 40

       

      17. PLANNING

      Have the students work in pair to interview each other and complete the ID document as in the example provided (activity #14, ID#2).

       

      1. Work with a classmate and write down his/her/their driver's license data.
        Use the driver's license n. 2 in exercise 14 as an example to gather the information.

      · Il cognome è...?

      · Vivi a/in...?

      · Quanti anni hai?
       

      The verb avere ▶ p. 41

       

       

      Parte 2
      Chapter 1: Ciao a tutti! - Textbook
      Without background sound
      Logo

       

      P

      PAGE 34 

      Moduli d'iscrizione

      18. PLANNING

      Have the students familiarize with
      the modules provided. Following the instruction ask them what they think they are for. Then listen to the audio track and have the students fill the forms with the missing information. Play the audio track twice if necessary. Have three volunteers read one module each for the correction.

      1.  Look at these three registration forms: to which school does each one refer? Then listen to the recording and complete the forms with the missing information.

       

      uno studio di fotografia

      un laboratorio di informatica

      una palestra

       

      un istituto d'arte

      una scuola di cucina

      un'accademia di danza

       

       

      1.  
      		    

       

      <it> Foto Mania</it>, cameras and lenses

      MODULO D’ISCRIZIONE

      		  

      NOME            Giovanna

      COGNOME   Barbieri

      INDIRIZZO     Italia 33, 47921 Rimini

      EMAIL          gbarbi@yap.it

      TEL./CELLULARE  334 
      TIPOLOGIA DI CORSO:      		  

      fotografia digitale 
      ritratto (bianco/nero e colori)
      reportage

       

      1.  

      <it>Pasta</it> & Co, table with eggs, a rolling pin and flour
      Nome:
      Cognome:  Testa
      Indirizzo:  corso Mazzini 12,
      70123 Bari
      Email:  testar@yahool.it
      Tel./Cellulare: 080
      Iscrizione al corso  
      pasta fresca
      cucina vegetariana
      dolci da forno (con e senza glutine)
      1.  

      <it>Pittura</it> Lab, <it>iscrizione al corso di</it>
      disegno glass with brushes
      pittura a olio
      scultura
      ceramica
      Nome: Irene
      Cognome:  Rizzi
      Indirizzo:  Dante 37 65100 Pescara
      Email:  ire@yaot.it

      Telefono:

      		 841

       

       

       

       

       

       

      PAGE 35 

      19. PLANNING

      Have the students work individually on the” regola d’uso” and then correct the answers with the entire class. Use the grammar section of this chapter if necessary.

      19. EXTENDING

      Give the students 5 simple words among the ones mentioned so far, write them on the board and have the students find the correct indefinite article for each of them. Correct with the entire class.

       

      1. Look at the indefinite articles highlighted in activity 18 and complete the table.

       

      the indefinite articles ► p. 41
        MASCULINE FEMININE
      words beginning with a consonant: laboratorio, palestra... un
      words beginning with s+consonant, z: studio, scuola, zaino...
      words beginning with a vowel:

       

       

       

      20. PLANNING

      Have the students follow the indication and work in pair. Correct with the entire class and give further explanation if required.
      1. Do the following words have an equivalent in your language? Write the translations.
         

      via = 
      viale = 
      corso = 

       

       

      LAYING THE GROUNDWORK

      Have your students work in pairs and follow the indications provided in point a. and b.
      Supervise their activity while they draw up the list required in point c. and correct possible spelling mistakes.

       

      Adesso tocca a te!

      Informazioni personali

      1. In pairs, review the identity documents (p. 31) and registration forms (p. 32), and write down the tye of personal information you find (for exemple: name, address, etc.).
      2. Review p. 30 and grammar on p. 40-41.
      3. Make a list of questions useful when asking for personal information.

       

      WORKING STRATEGIES

      The templates and the examples you find in your textbook are very useful: they help you to observe the language in context.

       

       

      ,
      You have completed the lesson!

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

      Time spent

      Score

      1. 1
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