GCE Italian SoW Units 1, 2, 3 and 4



Edexcel GCE Italian (9IN01)

Units 1, 2, 3 and 4

Scheme of work for Edexcel Italian As and A2 examinations

When planning an Italian Scheme of Work, teachers should bear in mind that those inspecting Modern Foreign Languages at post-16 are

encouraged to concentrate on the extent to which students:

• Demonstrate their understanding of material written in the foreign language, drawn from a wide range of everyday, topical, technical, business, literary, social and historical sources, and can respond appropriately to it.

• Understand language spoken at speed on radio, television, cassette or film, by native speakers or others on a variety of themes and in a range of styles.

• Can translate or interpret from one language to another effectively, accurately and idiomatically.

• Speak the language accurately, confidently and fluently, and react spontaneously to complex questions and unfamiliar language.

• Speak with good pronunciation and intonation and use different registers appropriate to the context of the discussion or dialogue.

• Engage readily in conversation, discussion or debate, and present, develop or sustain a logical argument in the foreign language, while taking account of the views of others.

• Show extensive knowledge of the countries, customs and culture of the people whose language they are learning.

• Have detailed knowledge and understanding of the themes and topics they have studied and the issues facing contemporary society.

• Have developed mature and well-informed views on topical or controversial issues, and can present these in a logical, coherent and accurate way in speech or writing.

• Write accurately in a variety of styles appropriate to context, using an increasingly wide range of complex, sophisticated and topic-specific language.

• Demonstrate a high level of grammatical accuracy.

, p.18.

The following Scheme of Work represents just one possible guide for teachers. As there is no Edexcel-approved materials for Italian (apart from Edexcel Italian Grammar for A Level, Hodder Education, 2008) the resources listed are just suggestions.

Edexcel Italian Grammar for A Level, Hodder Education, 2008 (referred to below as EIG)

Allegro 2, Edilingua (referred to below as A2)

Amici, OUP, 2004 and Amici Workbook, OUP, 2004 (final chapters only)

Authentik in italiano, Authentik Language Learning Resources Ltd., 2000

Bar Italia, Alma Edizioni, 2002 (referred to below as BI)

Civiltà Italia, Guerra edizioni, 2007 (referred to below as CI)

Come ascoltare, Edizioni Guerra, 2000

Come parlare, Edizioni Guerra, 2000

Come scrivere, Edizioni Guerra, 2000

Contatti 2, Hodder Arnold, 2006 (referred to below as C2)

Crescendo, Heinle Cengage Learning, 2008

Espresso 2, Alma Edizioni, 2008 (referred to below as E2)

L’intermedio in tasca, Edilingua, 2000

La prova orale 2, Edilingua, 1999 (referred to below as PO)

Mosaico Italia, Edilingua, 2008 (referred to below as MI)

Pro e contro 1, Bonacci editore, 1997 (referred to below as PC1)

Pro e contro 2, Bonacci Editore, 1999 (referred to below as PC2)

Progetto Italiano 2, Edilingua, 2008

Progetto Italiano 3, Edilingua, 2008

Sapore d’Italia, Edilingua, 1998 (referred to below as SI)

For listening activities also Ascolto medio, Edilingua, 2000

Edexcel Scheme of Work for GCE Italian AS (Year 12) – based on two terms (26 weeks), with the remaining time to be used for examination techniques and tips, revision, practice, and the AS examinations.

Throughout Term 1 of Year 12, teachers should work with students on the following:

• Using a bilingual dictionary

• Learning and recording vocabulary

• Organising work

• Writing a brief description

• Expressing opinions

• Reading for gist

• Pronunciation

• Taking notes in English and in the target language when listening

• Writing summaries in English and in the target language

• Speaking from notes

• Understanding and interpreting statistics

• Pronunciation of more difficult sounds

• Structuring a debate

• Adapting a text

• Translating into English

• Structuring an oral presentation

Throughout Term 2 of Year 12, teachers should work with students on the following:

• Writing a newspaper report or email

• Structuring a written response

• Checking and correcting written work

• Strategies for extending vocabulary

• Revision of vocabulary

• General revision techniques

• Continued pronunciation and spelling practice

Throughout Term 3 of Year 12, teachers should work with students on the following:

• Examination practice

• Past papers

• Revision of tenses

• Recognition of more difficult structures

• Checking students have understood, learned and practised all the grammatical structures laid down in the AS grammar lists.

Exemplar activities given throughout are indicative only and may be used to supplement the tasks suggested within the resources indicated. Teachers should bear in mind the need to ensure that students not only gain knowledge and understanding but also that they develop the ability to evaluate and to express opinions in spoken and written form. Activities might include the following: surveys; debates; reviews; reports; blogs; posters; brochures; grids; letters; emails; essay introductions; essay conclusions; full essays; dialogues.

|Y12 |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

|Week |key questions | | | |

|1 |Youth Culture and Concerns: |To learn and use the vocabulary of |Write a detailed description of |Che tipo è?, Amici, pp.140-141, and activities on Amici Workbook, pp.95-98 |

| |Relationships |relationships |different members of family |Conflitti familiari, Amici, pp.142-143 and activities on Amici Workbook, pp.87-88 |

| | | | |Matrimonio e figli, Amici, pp.144-145 and activities on Amici Workbook, p.89 |

| | |To start bridging the gap between GCSE|Write a letter about a problem with a | |

| | |and AS |friend or relative – and then answer |La famiglia, E2, pp.19 |

| | | |the letter of a classmate | |

| | |To start to use a bilingual dictionary| |Stili di vita, C2, p.31-33 |

| | | |Marriage/Civil Partnerships – write | |

| | |STUDY SKILLS - To be able to organise |one paragraph either for or against. |Che piacere rivederti!, A2, pp.9-12 |

| | |and plan, learn new vocabulary and use|Then debate with a classmate who has | |

| | |a dictionary effectively |taken the opposite view |Genitori e figli, PO2, pp.11-12 for reading and speaking material |

| | | | |Matrimonio sì, matrimonio no, PO2, pp.65-66 |

| | | |Write a blog about the ideal friend | |

| | | | |Cerco amici, Come parlare, pp.159-161 |

| | | |Debate whether single fathers can be | |

| | | |as good as single mothers |Problemi relazionali, Come scrivere, pp.71-80 |

| | | | |Rapporti familiari, Come scrivere, pp.106-116 |

| | | | | |

| | | | |Tutto il mondo in una stanza, PI, pp.7-9 |

| | | | | |

| | | | |Coppie in crisi, MI, pp.141-142 |

| | | | | |

| | | | |Conosciamoci meglio, Ch.1, Crescendo, pp.2-38 |

| | | | |Tanti racconti del passato, Ch.2, Crescendo, pp.39-73 |

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| | | | |Articles from |

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| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|2 |Youth Culture and Concerns: |To learn and use the vocabulary of |Discuss and give opinions about music |Il giovane consumatore, CI, pp.12-13 |

| |Music and Fashion |music and fashion |and fashion |I ragazzi e la musica, CI,pp.18-19 |

| | | |What do we mean by ‘beauty’? |La moda di tutti i giorni, CI, pp.58-59 |

| | |To practise present tense of regular |In what ways does music affect us? |Il mondo dell’alta moda, CI, pp.60-61 |

| | |verbs and modal verbs |Carry out a survey on the influences | |

| | | |of musicians/rock stars on young |Soldi, soldi!, Come parlare, pp.73-74 |

| | | |people | |

| | | |Discuss the social advantages and |Giovani e tendenze, C2, pp.35-41 |

| | | |pressures of the fashion industry | |

| | | | |Consumismo, PO2, pp.31-32 |

| | | |Dimmi come ti vesti e ti dirò chi sei!|Bellezza, PO2, pp.39-40 |

| | | |Do you agree? | |

| | | | |Moda e mode, !, Authentik, pp.26-28 |

| | | | | |

| | | | |Quando l’apparenza inganna, SI, pp.119-121 (quite advanced) |

| | | | | |

| | | | |Articles from |

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| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|3 |Youth Culture and Concerns: |To learn and use the vocabulary of |Discuss and write about the possible |Come vedi il futuro?-Chat, Amici, p.169, 202 and activities on Amici Workbook, p.106,|

| |Technology |technology |future of technology | |

| | | | |Shopping online, Amici, pp.131, 136 |

| | |To practise present tense of regular, |Create a grid to show the advantages | |

| | |irregular and reflexive verbs |and dangers of a virtual world |Tempo libero e tecnologia, PI2, pp.117-129 |

| | | | | |

| | |STUDY SKILLS - To learn how to revise |Design a website for your class group |Nuove tecnologie, Come parlare, pp.82-85 |

| | |grammar and to understand verb tables | |Il mio telefonino, Come parlare, pp.154-158 |

| | | |Debate life without mobile phones, TV,|Acquisti in rete, Come parlare, pp.206-210 |

| | | |computers etc. |Videogiochi, Come parlare, pp.216-220 |

| | | | | |

| | | |Is television dangerous? Discuss. |Nuove tecnologie, Come scrivere, pp.64-70 |

| | | | |Rapporti familiari: TV e bambini, Come scrivere, pp.117-121 |

| | | |What ethical concerns does technology | |

| | | |present us with? |Shopping online, C2, pp.119-120 |

| | | | | |

| | | | |Si può vivere al giorno d’oggi senza Internet?, PC1, pp.93-96 |

| | | | | |

| | | | |Computer e Internet, PO2, pp.41-42 |

| | | | |TV e videogiochi sono nocivi?, PC2, PP.31-34 |

| | | | |Televisione e pubblicità, PO2, pp21-22 |

| | | | | |

| | | | |Telefonini, che passione, BI, pp.86-93 |

| | | | | |

| | | | |Telefonini, PI3, pp.58-63 |

| | | | |Computer, PI3, pp.102-107 |

| | | | | |

| | | | |TV, MI, pp.72-77 |

| | | | | |

| | | | |La radio batte la TV, CI, pp.48-49 |

| | | | | |

| | | | |La televisione, Come ascoltare, pp.96-98 |

| | | | | |

| | | | |Tecnologia, Authentik, pp.18-21 |

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| | | | |Articles from |

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| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|4 |Youth Culture and Concerns: |To learn and use the vocabulary of |Do you agree that all drugs should be |Problemi sociali, Amici, pp.162-165 and Amici Workbook, pp.100-102 |

| |Drink, Drugs Smoking and Sex |drink, drugs, smoking and sex |made legal? | |

| | | | |In una pillola… (droga), PI2, pp.155-156 |

| | |To practise subordinate clauses |Write an email warning about the | |

| | | |dangers of drugs/alcohol/smoking |Sballo, MI, pp.143-145 |

| | | | | |

| | | |Is it acceptable to get drunk once a |Abusi: fumo e alcool, PO2, pp.23-24 |

| | | |week? |Droga, PO2, pp.59-60 |

| | | | | |

| | | |Should alcohol be banned? |Nei luoghi pubblici va proibito il fumo?, PC1, pp.29-32 |

| | | | | |

| | | |Should sex education start earlier? |Le droghe leggere vanno legalizzate?, PC2, pp.47-50 |

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| | | | |Articles from |

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| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|5 |Youth Culture and Concerns | |Revision and Assessment Tasks |A selection form above |

|6 |Lifestyle: Health and Fitness - |To learn and use the vocabulary of |Write an article about a famous |For very basic sport vocabulary revision see Tempo libero, Amici, p.20 |

| |Sport and Exercise |sport and exercise |Italian-speaking sports star. Say what|Esercizi per tenersi in forma, Amici, pp.108-109 |

| | | |you like/do not like about them. | |

| | |To practise perfect tense of regular | |Sport, Come scrivere, pp.175-185 |

| | |and irregular verbs with essere and |Investigate different sports and | |

| | |avere |leisure activities, creating a grid to|Lo sport in Italia, PI2, pp.82-83 |

| | | |show the advantages and disadvantages | |

| | | |of each. |L’importante è mangiare bene! (sport), E2, pp.82-83, 87 |

| | | | | |

| | | |What is your favourite sport and why? |Come sto bene!, A2, pp.37-39 |

| | | | | |

| | | |Discuss the view that sport is a |La vita in movimento, MI, pp.108-132 |

| | | |substitute for warfare | |

| | | | |Sport, !, Authentik, pp.42-45 |

| | | |Sport stirs up too much nationalistic | |

| | | |fervour. Discuss. |I ragazzi e lo sport, CI, pp.21-22 |

| | | | |Lo sport nazionale: il calcio, CI, pp.22-23 |

| | | |Do you agree that sports stars need to|Lo sport in rosso: Ferrari e Ducati, CI, pp.24-25 |

| | | |take drugs to stay at the top? |Lo sport per divertirsi, CI, pp.26-27 |

| | | | | |

| | | | |Sport, affari e adrenalina, PO2, pp.95-96 |

| | | | | |

| | | | |Gli sport pericolosi dovrebbero essere aboliti?, PC1, pp.73-76 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|7 |Lifestyle: Health and Fitness - |To learn and use the vocabulary of |Vegetarianism – for or against? |Dieta e salute, Amici, pp.106-107 and Amici Workbook, pp.68-69 |

| |Food and Diet |food and diet | | |

| | | |Write an email to a friend suggesting |Stili di vita, C2, pp.26-29, 42-45 |

| | |To practise perfect tense of |that their diet is unhealthy and | |

| | |reflexive verbs and demonstrative |giving reasons |L’importante è mangiare bene!, E2, pp.66-75 |

| | |adjectives and pronouns | | |

| | |STUDY SKILLS - To learn tips for |We are what we eat! Do you agree? |Mangiare e bere, Come parlare, pp.91-93 |

| | |listening tasks | |Terapie alternative, Come parlare, pp.165-167 |

| | | | |In palestra, Come parlare, pp.168-170 |

| | | | | |

| | | | |Aggiungi un posto a tavola, MI, pp.32-59 |

| | | | | |

| | | | |Alimentazione e biotecnologia, PO2, pp.97-98 |

| | | | | |

| | | | |Dobbiamo mangiare solo cibi biologici?, PC2pp.11-14, |

| | | | | |

| | | | |Pasta o pizza?, CI, pp.28-29 |

| | | | |Agnello, pesce o maiale?, CI, pp.30-31 |

| | | | |La vittoria dello slow food, CI, pp.32-33 |

| | | | |La civiltà del vino, CI, pp.34-35 |

| | | | | |

| | | | |Mangiare all’italiana, Ch.8, Crescendo, pp.248-285 |

| | | | | |

| | | | |Cibo e cucina, Come ascoltare, pp.23-29 |

| | | | | |

| | | | |Buon appetito!, Authentik, pp.10-13 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|8 |Lifestyle: Health and Fitness - |To learn and use the vocabulary of |Should smoking be banned entirely? |L’importante è mangiare bene! (health), E2, pp.76-81, 84 |

| |Health Issues |health issues | | |

| | | |Give a short talk on a health issue of|Stare bene, PI2, pp.69-81 |

| | |To practise definite and indefinite |your choice | |

| | |articles, negatives and possessive | |Salute, !, Authentik, pp.46-47 |

| | |adjectives |Do you agree that plastic surgery is | |

| | | |justifiable? |Basta con il fumo, C2, pp.145-148 |

| | |STUDY SKILLS - To learn tips for | | |

| | |listening tasks (2) | |Salute, PO2, pp.53-54 |

| | | | |Vita stressante, PO2, pp.77-78 |

| | | | | |

| | | | |Salute e benessere, Come ascoltare, pp.99-106 (including Il fumo and Lo |

| | | | |stress) |

| | | | | |

| | | | |Salute e forma, Come parlare, pp.124-125 |

| | | | | |

| | | | |Salute, Come scrivere, pp.186-196 |

| | | | |Questioni sociali: la droga, Come scrivere, pp.57-63 |

| | | | | |

| | | | |Un popolo di vanitosi, BI, pp.94-101 |

| | | | | |

| | | | |La ricerca scientifica, CI, pp.124-125 |

| | | | | |

| | | | |Le medicine alternative sono migliori di quelle tradizionali?, PC1, pp.53-56 |

| | | | | |

| | | | |È giusto sottoporsi alla chirurgia plastica?, PC2, pp.39-42 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|9 |Lifestyle: Health and Fitness | |Revision and Assessment Tasks |A selection from above |

|10 |The World Around Us: Travel and Tourism |To learn and use the vocabulary of |Discuss your ideal holiday/tourist |Buon viaggio!, E2, 54-56 |

| |– Travel and holidays |travel and holidays |destination. Listen to a classmate and| |

| | | |then write a blog sharing the |Vacanze, Come ascoltare, pp.35-41 |

| | |To be able to express ideas in the |classmate’s ideas. | |

| | |future | |Vacanze, Come parlare, pp.126-129 |

| | | |Select a holiday destination and |Una vacanza ideale, Come parlare, pp.221-224 |

| | | |advertise for the ideal partner to go | |

| | | |with you |Tempo libero: vacanze, Come scrivere, pp.134-141 |

| | | | | |

| | | |Write a creative essay about an |L’altra vacanza, C2, pp.64-66 |

| | | |exciting trip to another country | |

| | | | | |

| | | |What impact does travel/tourism have | |

| | | |on the environment? | |

|11 |The World Around Us: Travel and Tourism |To learn and use the vocabulary of |Write a letter to a travel agent’s to |Il sistema del turismo, CI, pp.122-123 |

| |- Tourist Information |tourist information and accommodation |complain that in your view they gave | |

| | | |you wrong information and misled you |Buon viaggio!, E2, p.57 |

| | |To practise using prepositions | | |

| | | |Select an Italian region or city and |Tempo libero: viaggi andati all’aria, Come scrivere, pp.142-148 |

| | |To practise using adjectives with the |prepare a short presentation about it | |

| | |appropriate endings | |In viaggio per l’Italia, PI2, pp.39-54 |

| | | | | |

| | |STUDY SKILLS - To develop good reading| | |

| | |skills (1 | | |

|12 |The World Around Us: Travel and Tourism |To learn and use the vocabulary of |Describe what you think the transport |Buon viaggio!, E2, pp.58-62 |

| |- Transport |transport |of the future will look like | |

| | | |Do you agree that travelling by train |Il grande rientro, C2, pp.4859 |

| | |STUDY SKILLS - To develop good reading|is preferable to travelling by car? |Fulmine sull’aereo, C2, p.134 |

| | |skills (2) | | |

| | | |Do you agree that air travel is |Moto e motorini, CI, pp.50-51 |

| | | |unsustainable? |L’auto di tutti I giorni, CI, pp.52-53 |

| | | | |Per le distanze più lunghe, CI, pp.54-55 |

|13 |The World Around Us: Travel and Tourism | |Revision and Assessment Tasks |A selection from above |

|14 |The World Around Us: Environmental |To learn and use the vocabulary of |Global warming – what can we do about |La difesa dell’ambiente, CI, pp.80-81 |

| |Issues - Weather |weather |it? | |

| | | | |Il tempo, Come ascoltare, pp.42-52 |

| | |To practise using comparative and |Write an email to an environmental | |

| | |superlative forms |action group suggesting ways in which |Ambiente: inondazioni, Come scrivere, pp.87-93 |

| | | |you could contribute to their cause | |

| | |To practise using imperative forms | |In guerra con la natura, PO2, pp.85-86 |

|15 |The World Around Us: Environmental |To learn and use the vocabulary of |Discuss ways in which the earth could |Tipo di inquinamento, Amici, pp.146-147 and Amici Workbook, pp.90-91 |

| |Issues - Pollution |pollution |become less polluted | |

| | | | |La difesa dell’ambiente, CI, pp.80-81 |

| | |To be able to use conditional se |Clean fuels for the future – what form| |

| | |clauses |might they take? |Gli amici della natura, Come ascoltare, pp.53-53 |

| | | | | |

| | | |Write a letter to a newspaper about |Domeniche a piedi, Come parlare, pp.171-174 |

| | | |pollution and offering suggestions | |

| | | | |Ambiente: la macchina, Come scrivere, pp.81-86 |

| | | | | |

|16 |The World Around Us: Environmental |To learn and use the vocabulary of |Design a poster advertising the need |Il riciclaggio, Amici, pp.148-149 and Amici Workbook, p.92 |

| |Issues - Recycling |recycling |for recycling |Problemi ambientali della zona, Amici, pp.150-151, p.155 and Amici Workbook, pp.93-94|

| | | | | |

| | |To practise the use of question words |Write a blog describing ways in which |Andiamo a vivere in campagna, PI2, pp.101115 |

| | | |you participate in recycling | |

| | |STUDY SKILLS - To learn tips for the |processes, giving reasons why |Un paese protesta, C2, pp.159-163 |

| | |speaking task – factual questions, | | |

| | |personal opinions and further |Is recycling worthwhile? Debate with a|Uomo e ambiente, PO2, pp.63-64 |

| | |discussion on the chosen topic area |classmate who holds an opposing view | |

| | | | |Stop alle auto, PI3, pp.113-118 |

| | | |International agreements on | |

| | | |environmental issues are useless |Articles from |

| | | |unless every individual participates –| |

| | | |do you agree? |Grammar: see Edexcel Italian Grammar for A Level |

|17 |The World Around Us: Environmental | |Revision and Assessment Tasks |A selection from above |

| |Issues | | | |

|18 |Education and Employment: |To learn and use the vocabulary of |Compare the education systems in Italy|Ricordi di scuola, Come parlare, pp.80-81 |

| |Schools in Italy |school life |and the UK. Draw up a grid showing |Studenti modello, Come parlare, pp.183-185 |

| | | |what in your view are the advantages |Soggiorno di studio, Come parlare, pp.186-194 |

| | | |and disadvantages of each |Riforma scolastica, Come parlare, pp.195199 |

| | | | | |

| | | | |Scuola, PO2, pp.17-18 |

| | | |How do you react to the continuous | |

| | | |school reforms in Italy? |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|19 |Education and Employment: |To learn and use the vocabulary of |What are your plans for when you leave|Come vedi il futuro?, Amici, PP.170-171 |

| |After School |options after school |school, and why? | |

| | | | |Scuole e università, Come parlare, pp.120-121 |

| | |STUDY SKILLS - To learn tips for the | | |

| | |writing task (1) |Should education be compulsory until |Esami, PI3, pp.9-13 |

| | | |eighteen? | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|20 |Education and Employment: |To learn and use the vocabulary of |Is it worth going to university? Give |La scuola e l’università italiana, PI2, pp.20-21 (more generally Ch.1, Esami…niente |

| |University Study |university life |reasons for or against and then take |stress, pp. 9-22) |

| | | |issue with a classmate with an | |

| | | |opposing view |Scuola e università, Come ascoltare, pp.78-86 |

| | | | | |

| | | |Do you believe that all university |Studenti: vita in comune, Come parlare, pp.225-228 |

| | | |education should be free? | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|21 |Education and Employment: |To learn and use the vocabulary of |What current issues face students in |Il nuovo sistema d’istruzione, Amici, pp.156-157 and Amici Workbook, p.96 |

| |Current Topics in Education |educational topics |Italy and in the UK? How would you |L’importanza degli esami, Amici, pp.158-159 and Amici Workbook, p.97 |

| | | |deal with them? |Gli adulti e la formazione permanente, Amici, pp. 160-161 amd Amici Workbook, |

| | |To practise using relative pronouns | |pp.98-99 |

| | | |School uniform – write a blog for or | |

| | |To be able to use the imperfect and |against and then debate with a |Studenti e soldi, Come parlare, pp.177180 |

| | |pluperfect tenses |classmate who has taken the opposite | |

| | | |view |Articles from |

| | |STUDY SKILLS - To learn tips for the | | |

| | |writing task (2) |Describe what you see as the ideal |Grammar: see Edexcel Italian Grammar for A Level |

| | | |school curriculum, giving reasons | |

|22 |Education and Employment | |Revision and Assessment Tasks on |A selection from above |

| | | |Education | |

|23 |Education and Employment: |To learn and use the vocabulary of the|In what ways do you earn extra money? |Il lavoro, Amici, pp.110-115 and Amici Workbook, pp.70-74(for some revision of basic|

| |Earning Extra Money |world of work |What do you do with the money? |vocabulary) |

| | | | | |

| | |To be able to use the subjunctive |Write about a period of summer work |Soldi e lavoro, PI2, pp.23-35 |

| | |(present/past perfect) |experience. Describe what was good and| |

| | | |what was bad about it and how it |Lavoro, Authentik, pp.30-33 |

| | |STUDY SKILLS - To learn revision tips |benefited you. | |

| | |(1) – making a timetable, revising | |Articles from |

| | |topic content, revising grammar, | | |

| | |structures and vocabulary | |Grammar: see Edexcel Italian Grammar for A Level |

| | | | | |

| | | | | |

|24 |Education and Employment: |To learn and use the vocabulary of the| |Il mondo del lavoro, E2, pp.88-99 |

| |Different Styles of Working and Issues |world of work | | |

| |relating to the World of Work | | |Professioni, Come parlare, pp.86-88 |

| | |To practise personal and possessive | | |

| | |pronouns | |Carriera, Come scrivere, pp.122-128 |

| | | | | |

| | |STUDY SKILLS - To learn revision tips | |Nel mondo del lavoro, C2, pp.70-73, 76-87 |

| | |(2) – making a timetable, revising | | |

| | |topic content, revising grammar, | |Il volontariato, Amici, p.167 and Amici Workbook, pp.104-105 |

| | |structures and vocabulary | | |

| | | | |Lavoro, PO2, pp.13-14 |

| | | | |Donna moderna, PO2, pp.33-34 |

| | | | | |

| | | | |Posto fisso addio, MI, pp.139-140 |

| | | | | |

| | | | |Volontariato e solidarietà, PO2, pp.29-30 |

| | | | | |

| | | | |Il lavoro del domani, Bar Italia, pp.82-85 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

| | | | | |

|25 |Education and Employment: |To learn and use the vocabulary of the|List various kinds of work/career and |Lavoro e professioni, Come ascoltare, pp.55-70 |

| |All Types of Work |world of work |jot down the advantages and | |

| | | |disadvantages of each. Share them with|Tanti sogni nel cassetto!, Crescendo, pp.74-109 |

| | |To practise the use the future tense |a classmate. | |

| | |and direct pronouns | |Mestieri d’Italia, Bar Italia, pp.78-81 |

| | | | | |

| | | | |Lavoro, PI3, pp.53-57 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|26 |Education and Employment | |Revision and Assessment Tasks about |A selection from above |

| | | |employment | |

|Remaining time to be used for additional examination techniques and tips, revision, practice, working through past papers, and the AS examinations. |

Edexcel Scheme of Work for GCE Italian A2 (Year 13) – based on two terms (26 weeks), with the remaining time to be used for examination techniques and tips, revision, practice, and the A2 examinations.

Throughout Term 1 of Year 13, teachers should work with students on the following:

• Revision of structures and vocabulary learned at AS

• Further development of grammar, syntax and lexis at an advanced level

• Selection of topics for presentation in Unit 3 and for research in Unit 4

• Ongoing development of the skills of analysis and argument

• Practice in writing discursive and creative essays

• Practice in translating from and to the target language, with special emphasis on the latter

• Continuing to build up a bank of useful phrases and idioms

• Development of topics for presentation in Unit 3 and for research in Unit 4

• Ongoing development of the skills of analysis and argument

• Further practice in writing discursive and creative essays

• Further practice in translating from and to the target language, with special emphasis on the latter

Throughout Term 2 of Year 13, teachers should work with students on the following:

• Examination practice

• Past papers

• Further developing and enhancing of all skills, ensuring that the grammatical structures laid down in the A2 grammar lists have been understood, learned and practised

Throughout Term 3 of Year 13, teachers should work with students to ensure that they are prepared in all aspects of the specification.

Exemplar activities given throughout are indicative only and may be used to supplement the tasks suggested within the textbook. Teachers should bear in mind the need to ensure that students not only gain knowledge and understanding but also that they develop the ability to evaluate and to express opinions in spoken and written form. Activities might include the following: surveys; debates; reviews; reports; blogs; posters; brochures; grids; letters; emails; essay introductions; essay conclusions; full essays; and dialogues. Students should be given constant practice in the art of translation, with particular reference to translating from English into Italian.

|Y13 |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

|Week |key questions | | | |

| |Customs, Traditions, Beliefs and |To learn some vocabulary and |Describe an Italian region/city, with |Benvenuti in Italia; geografia, MI, pp.4-6, p.9 |

|1 |Religions: Italian regions |background information about the |special reference to tourism, economy,| |

| | |Italian regions |landscape, famous people, towns and |Città italiane, PI2, pp.51-53 |

| | | |buildings. Share your ideas with a | |

| | |To use and practise the passive voice |classmate who has chosen a different |Venezia, SI, pp.10-11 |

| | | |state. Draw up a grid in which you |Roma città eterna, SI, pp.24-26 |

| | |STUDY SKILLS - To develop research |compare the two states. | |

| | |skills (1) - the gathering of material| |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

| | | | | |

|2 |Customs, Traditions, Beliefs and |To learn some vocabulary and |Discuss in which part of Italy you |A proposito di Nord e Sud, SI, pp.83-85 |

| |Religions: North/South divide |background information about Italian |would prefer to live | |

| | |geography and history | |Viaggio alla rovescia, C2, pp.124-127 |

| | | | |Nord e Sud, C2, pp.128-130 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|3 |Customs, Traditions, Beliefs and |To learn and use the vocabulary of |Research an Italian tradition and |Le tradizioni e la cultura popolare, Crescendo, Ch.7, pp.214-247 |

| |Religions: Italian traditions and |traditions |present it to the class | |

| |festivals | | |Feste folkloristiche e sagre estive, SI, pp.170-171 |

| | |To revise piacere | | |

| | |To introduce the passato remoto (R) | |Sagre e feste, PI3, pp.174-178 |

| | |and to use participles | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|4 |Customs, Traditions, Beliefs and |To learn and use the vocabulary of |Animals need to suffer so that we |Animali, questi nemici, PO2, pp.51-52 |

| |Religions: Animal issues (animal |animal issues |might live – do you agree? | |

| |testing/hunting/furs/vivisection/zoos | | |Animali domestici, PI3, pp.14-19 |

| |etc.) | | | |

| | | | |È crudele indossare le pellicce?, PC1, pp.57-60 |

| | | | |Bisogna chiudere tutti gli zoo del mondo?, PC1, pp.89-92 |

| | | | | |

| | | | |Viva le vacanze, SI, pp.140-142 |

| | | | | |

| | | | |Uomini e animali, Authentik, pp.14-17 |

| | | | | |

| | | | |Ma questa pazza, pazza voglia di bene, SI, pp.163-165 |

| | | | | |

| | | | |Articles from |

|5 |Customs, Traditions, Beliefs and |To learn and use the vocabulary of |Are you an organ donor? If so, why? If|Genitori a tutti Iicosti, PO2, pp.81-82 |

| |Religions: Stem cell research, cloning,|stem cell research, cloning, in vitro |not, why not? |Trapianto e clonazione, PO2, pp.91-92 |

| |in-vitro fertilisation, abortion, AIDS |fertilisation, abortion | |Alimentazione e biotecnologia, PO2, pp.97-98 |

| | | |Consider the advantages and | |

| | | |disadvantages of cloning. |L’Aids: se lo conosci non ti uccide, SI, pp.137-139 |

| | | | | |

| | | | |Bisogna far di tutto per cercare di vivere il più a lungo possibile?, PC1, pp.61-64 |

| | | | |L’eutanasia è un reato?, PC1, pp.97-100 |

| | | | | |

| | | | |Ci deve essere libertà nella scelta della fecondazione artificiale?, PC2, pp.83-86 |

| | | | | |

| | | | |Medicina alternativa, PI3, pp.146-151 |

| | | | | |

| | | | |Articles from |

|6 |Customs, Traditions, Beliefs and |To learn and use the vocabulary of |Does society favour men or women? |La donna di oggi si realizza solo nella carriera?, PC1, pp.25-28 |

| |Religions: Equal Rights |equal rights |Bullet-point your arguments and share |Il femminismo è un movimento che non ha più ragione di esistere?, PC1, pp.49-52 |

| | | |them with a classmate | |

| | |Revision of the passive constructions | |Le donne sono più intelligenti degli uomini?, PC2, pp.51-54 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

| | | | | |

|7 |Lifestyle, Health and Fitness, |To learn and use the vocabulary of |Make a list of substances and things |Droga, PO2, pp.59-60 |

| |Education and the World of Work: |addictions and homelessness |to which we might become addicted. How| |

| |Social issues (addictions; AIDS; | |would you warn against the dangers of |Nei luoghi pubblici va proibito il fumo?, PC1, pp.29-32 |

| |homelessness; poverty etc.) |To use and practise direct and |each? | |

| | |indirect speech | |Le droghe leggere vanno legalizzate?, PC2, pp.47-50 |

| | | |Write a creative account of life as a | |

| | | |homelessness |O I soldi o l’AIDS, SI, pp.65-67 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|8 |Lifestyle, Health and Fitness, |To learn and use the vocabulary of |Argue a case for or against ‘size |Bellezza, PO2, pp.39-40 |

| |Education and the World of Work: |eating disorders |zero’ models | |

| |Eating Disorders | | |Anoressia e bulimia, PO2, pp.49-50 |

| | |To practise verb forms in indirect |Does it really matter what we eat? | |

| | |speech | |Meglio essere grassi che infelici?, PC1, pp.21-24 |

| | |STUDY SKILLS - To develop the skills | | |

| | |of debate (1) | |È giusto sottoporsi alla chirurgia plastica?, PC2, pp.39-42 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|9 |Lifestyle, Health and Fitness, |To learn and use the vocabulary of |Is it true that our quality of life is|Esiste ancora il piacere di lavorare?, SI, pp.62-64 |

| |Education and the World of Work: |work-life balance |better than ever? | |

| |Work-Life Balance | | |Che stress lo stress, SI, pp.86-88 |

| | | |Do you accept the view that too much | |

| | | |free time is not a good thing? |La qualità della vita, C2, p.118 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

| | | | | |

| |Lifestyle, Health and Fitness, |To learn and use the vocabulary of the|Women should stay at home to care for |Donna moderna, PO2, pp.33-34 |

|10 |Education and the World of Work: |role of women, careers and family |their children – do you agree? | |

| |Women – Career/Family | | |Paese che vai, problemi che trovi, PI2, Ch.10, p.160 |

| | |STUDY SKILLS - To develop the skills | | |

| | |of debate (2) | |Come è ingiusta la parità, PI3, pp.86-90 |

| | | | | |

| | | | |La donna di oggi si realizza solo nella carriera?, PC1, pp.25-28 |

| | | | |Il femminismo è un movimento che non ha più ragione di esistere?, PC1, pp.49-52 |

| | | | | |

| | | | |Le donne sono più intelligenti degli uomini?, PC2, pp.51-54 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|11 |Lifestyle, Health and Fitness, |To learn and use the vocabulary of |Why young Italian people do not want to|La famiglia italiana, Authentik, pp.34-37 |

| |Education and the World of Work: |family |leave home? Write a list of pros and | |

| |Family in Italy | |cons of living at home |Meglio single che mal accompagnati?, PC1, pp.41-44 |

| | | | | |

| | | |Is marriage an out of date institution?|L’istituto del matrimonio è destinato a scomparire?, PC2, pp.67-70 |

| | | |Discuss | |

| | | | |Tengo famiglie, SI, pp.186-188 |

| | | | | |

| | | | |Matrimonio all’italiana, Bar Italia, pp.102-107 |

| | | | |Mammoni d’Italia, Bar Italia, pp.123-130 |

| | | | | |

| | | | |Dove va la famiglia italiana, C2, pp.151-158 |

| | | | | |

| | | | |Costume e società, MI, pp.134-135 |

| | | | |Coppie in crisi, MI, pp.141-142 |

| | | | | |

| | | | |Figli a vita, PI3, pp.47-52 |

| | | | | |

| | | | |Also Ch.1, E2 (mammoni) |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|12 |National and International Events in |To learn and use the vocabulary of |Write a timeline for the events of |Brevissima storia d’Italia, PI2, pp.66-67 |

| |the Past: A brief history of Italy |Italian history |Risorgimento | |

| | | | |L’italia del passato: Il ventennio fascista e il neorealismo, Crescendo, Ch.9, |

| | |To use and practise relative pronouns |Do a research on an Italian historical|pp.286-326 |

| | | |character | |

| | | | |Nascita dello stato italiano, MI, pp.15-19 |

| | | | | |

| | |STUDY SKILLS - To develop the skills | |Articles from |

| | |needed to write a creative essay | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|13 |National and International Events in |To learn and use the vocabulary of |Research an Italian company of your |L’economia: il “sistema” Italia e le nuove sfide, Crescendo, Ch.10, pp.327-359 |

| |the Past: Italian Economy |economics |choice and present it to the class | |

| | | | |L’azienda Italia, MI, pp.20-21 |

| | | | |Made in Italy, MI, pp.148-150 |

| | |To revise impersonal verbs | | |

| | | | |L’economia italiana, PI2, pp.36-37 |

| | | | | |

| | | | |Economia e denaro, PO2, pp.87-88 |

|14 |National and International Events in |To learn and use the vocabulary |Increased migration – are you for or |Migrazioni: chi va e chi viene, Crescendo, Ch.5, pp.145-179 |

| |the Past: Foreigners in Italy |regarding immigration |against? | |

| | | | |Razzismo e immigrazione, PO2, pp.25-26 |

| | | |Discuss the issue of immigration | |

| | |To revise the use of the perfect tense|What are the benefits of a |Paese che vai, problemi che trovi, PI2, Ch.10, particularly pp.158-159 |

| | | |multicultural society? | |

| | | |Do you agree that non-Italians will |I nuovi italiani, Authentik, pp.52-53 |

| | | |always be at a disadvantage in Italy? | |

| | | | |Articles from |

| | | |Research episodes of racism in Italy. | |

| | | |To what extent is this a Italian |Grammar: see Edexcel Italian Grammar for A Level |

| | | |phenomenon? How can it be eradicated? | |

|15 |Current National and International |To learn and use the vocabulary of |Design an anti-racism poster |Migrazioni: chi va e chi viene, Crescendo, Ch.5, pp.145-179 |

| |Events: Racism |racism | | |

| | | |Why does racism exist? How can we |Razzismo e immigrazione, PO2, pp.25-26 |

| | |To know and use the subjunctive |eradicate it? | |

| | |(imperfect) | |Bisogna chiudere l’ingresso agli extracomunitari?, PC1, pp.77-80 |

| | | |How can we become more aware of other | |

| | |STUDY SKILLS - To develop the skills |races and ethnic groups, and promote |È possibile giustificare il crescente atteggiamento razzista?, PC2, pp.63-65 |

| | |needed to write a research-based essay|greater understanding and | |

| | |(1) |collaboration? |Il tarlo del razzismo, SI, pp.192-194 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|17 |Youth Culture and Concerns: |To learn and use the vocabulary of |Invent some advertisements for new |Televisione e pubblicità, PO2, pp.21-22 |

| |Advertising |advertising |products | |

| | | | |Consumismo, PO2, pp.31-32 |

| | |To use and practise the infinitive |Discuss a possible ban on all | |

| | | |advertising |È lecito usare immagini provocatorie nelle pubblicità?, PC1, pp.81-84 |

| | | | | |

| | | |Advertising is insidious. Do you |La pubblicità di benetton, C2, pp.98-99, 102-105 |

| | | |agree? | |

| | | | |Articles from |

| | | |To what extent are we constantly | |

| | | |manipulated by advertising? |Grammar: see Edexcel Italian Grammar for A Level |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|18 |Youth Culture and Concerns: |To learn and use the vocabulary of |Does it matter if various species die |Animali, questi nemici, PO2, pp.51-52 |

| |Endangered Species/Rainforest |endangered species etc. |out? |Uome e ambiente, PO2, pp.63-64 |

| | | | | |

| | |STUDY SKILLS - To develop skills in | |Bisogna abolire la caccia?, PC2, pp.19-22 |

| | |the art of translation (1) | | |

| | | | |Ma questa pazza, pazza voglia di bene, SI, pp.163-165 |

| | | | | |

| | | | |Articles from |

|19 |Literature, Art and Music: Famous |To learn and use the vocabulary of |Write about a famous author, poet, |La cultura italiana: arte e letteratura, Crescendo, Ch.11, pp.360-401 |

| |People |literature, art and music |playwright, composer, singer, painter.| |

| | | |Why do you like/not like their work? |Scienziati e inventori italiani, PI2, pp.130-131 |

| | |To revise the use of the imperfect | | |

| | |tense | |Articles from |

|20 |Literature, Art and Music: Works of |To learn and use the vocabulary of |Write about a work of Italian |La cultura italiana: arte e letteratura, Crescendo, Ch.11, pp.360-401 |

| |Italian Literature |literature, art and music |literature which you have read – why | |

| | | |did you enjoy/dislike it? |Arte e patrimonio artistico, PO2, pp.27-28 |

| | |To use and practise the historic | | |

| | |present |Compare and contrast the characters |Andiamo all’opera, PI2, pp.98-99 |

| | | |within the work | |

| | | | |L’arte in Italia, PI2, pp.146-147 (also Ch.9 in general, pp.133-148) |

| | |STUDY SKILLS - To develop strategies |Discuss the author’s style. What did | |

| | |for reading literary texts |you like/dislike about it? |Umberto Boccioni, MI, p.133 |

| | | | |Renato Guttuso, MI, p.153 |

| | | |What does the work teach us? | |

| | | | |Intervista a Dario Fo, SI, pp.74-76 |

| | | | |Giuseppe verdi, SI, pp.180-182 |

| | | | |Michelangelo e la Cappella Sistina, SI, pp.208-210 |

| | | | | |

| | | | |Alessandro Baricco, MI, pp.106-107 |

| | | | |Stefano Benni, MI, pp.130-132 |

| | | | |Andrea De Carlo, MI, p.152 |

| | | | | |

| | | | |C’era una volta un pezzo di legno (Pinocchio), C2, pp.116-117 |

| | | | | |

| | | | |Montalbano, PI3, pp.179-183 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|21 |Literature, Art and Music: Works of |To learn and use the vocabulary of | |Il cinema: fabbrica di sogni, MI, pp.86-107; also pp.30-31, p.59, p.82, p.151 |

| |Italian Cinema |cinema | | |

| | | | |Una scena dal film Il postino, SI, pp.56-58 |

| | | | |Una scena dal film La vita è bella, SI, pp.204-206 |

| | | | | |

| | | | |I due postini, C2, pp.122-123 |

| | | | | |

| | | | |Cinema italiano, PI3, pp.157-162 |

| | | | | |

| | | | |Il cinema italiano, Authentik, pp.38-41 |

| | | | | |

| | | | |Articles from |

|22 |Current National and International |To learn and use the vocabulary of the|Are we being manipulated by the media?|Media e informazione, MI, pp.60-85 |

| |Events: Italian Mass Media |media |Discuss | |

| | | | |No alla TV!, PI3, pp.25-30 |

| | | |How do you like to keep informed? | |

| | | | |Articles from |

|23 |Current National and International |To learn and use the vocabulary of the|How can the wealth of this world be |Terzo Mondo, PO2, pp79-80 |

| |Events: Developing Countries |developing world |more evenly distributed? | |

| | | | |Ma questa pazza, pazza voglia di bene, SI, pp.163-165 |

| | | |What are the causes of poverty in the | |

| | | |developing world? What can be done |Articles from |

| | | |about them? | |

|24 |Current National and International |To learn and use the vocabulary of |How can we reduce or combat |Paese che vai, problemi che trovi, PI2, Ch.10, particulalry pp.149-153, p.162 |

| |Events: Violence, Crime and Terrorism |violence, crime and terrorism |crime/terrorism? | |

| | | | |Sport e teppismo, PO2, pp.19-20 |

| | | |Do you accept that the death penalty |Piccoli delinquenti, PO2, pp.83-84 |

| | | |is itself a crime? |Criminalità e violenza, PO2, pp.89-90 |

| | | | | |

| | | |Pacifism is not a realistic option. Do|Una domenica violenta, SI, pp.12-14 |

| | | |you agree? |Attenti, arriva l’estate, SI, pp.106-108 |

| | | | |Interrogati a scuola su Matisse, SI, pp.152-154 |

| | | | |La piovra mafiosa, SI, pp.213-215 |

| | | | | |

| | | | |Falcone: un eroe dei nostri tempi, C2, pp.111-112 |

| | | | | |

| | | | |Articles from |

|25 |Current National and International |To learn and use the vocabulary of the|The EU – for or against? Debate in |E il mondo si fa sempre più piccolo: l’Italia nell’Unione Europea, Crescendo, Ch.6, |

| |Events: The European Union |EU |class. |pp.180-215 |

| | | | | |

| | |To use and practise the subjunctive |The new Eastern European member states|L’Italia e l’Unione Europea, MI, pp.22-7 |

| | |(all tenses) and periodo ipotetico |– do they have a positive or a | |

| | | |negative impact on the EU? |Articles from |

| | |STUDY SKILLS - To develop the skills | | |

| | |needed to write a research-based essay|How do you react to migration within |Grammar: see Edexcel Italian Grammar for A Level |

| | |(2) |the expanded EU, and why? | |

| |Current National and International |To learn and use the vocabulary of |Discuss current world events and the |E il mondo si fa sempre più piccolo: l’Italia nell’Unione Europea, Crescendo, Ch.6, |

| |Events: International Agreements and |international agreements and events |problems associated with them. How |pp.180-215 |

| |Events | |would you resolve the issues at stake?| |

| | | | |Terzo Mondo, PO2, pp79-80 |

| | | | | |

| | | | |Articles from |

| | | | | |

| | | | |Grammar: see Edexcel Italian Grammar for A Level |

|26 |Current National and International |To learn and use the vocabulary of |Discuss current world events and the |E il mondo si fa sempre più piccolo: l’Italia nell’Unione Europea, Crescendo, Ch.6, |

| |Events: International Agreements and |international agreements and events |problems associated with them. How |pp.180-215 |

| |Events | |would you resolve the issues at stake?| |

| | | | |Terzo Mondo, PO2, pp79-80 |

| | | | | |

| | | | |Articles from and for more up to date articles from corriere.it, |

| | | | |rai.it, mediaset.it |

|Remaining time to be used for additional examination techniques and tips, revision, practice, working through past papers, any AS retakes, and the A2 examinations. |

Resources for Edexcel GCE Italian

Edexcel GCE Italian Specification September 2007 for first examination 2009 (AS) and 2010 (A2) -

Edexcel GCE Italian Sample Materials -

RESULTS PLUS -

Oral Training Guide -

Research- based Essay Guide -

Getting Started - (see especially Bridging the Gap)

Past papers

Edexcel Italian Grammar for A Level, Hodder Education, 2008

Other useful textbooks:

Authentik in italiano, Authentik Language Learning Resources Ltd., 2000

Bar Italia, Alma Edizioni, 2002 (referred to below as BI)

Civiltà Italia, Guerra edizioni, 2007 (referred to below as CI)

Come ascoltare, Edizioni Guerra, 2000

Come leggere, Edizioni Guerra, 2000

Come parlare, Edizioni Guerra, 2000

Come scrivere, Edizioni Guerra, 2000

Contatti 2, Hodder Arnold, 2006 (referred to below as C2)

Crescendo, Heinle Cengage Learning, 2008

Espresso 2, Alma Edizioni, 2008 (referred to below as E2)

L’intermedio in tasca, Edilingua, 2000

La prova orale 2, Edilingua, 1999 (referred to below as PO)

Mosaico Italia, Edilingua, 2008 (referred to below as MI)

Parola per parola,

Pro e contro 1, Bonacci editore, 1997 (referred to below as PC1)

Pro e contro 2, Bonacci Editore, 1999 (referred to below as PC2)

Progetto Italiano 2, Edilingua, 2008

Progetto Italiano 3, Edilingua, 2008

Sapore d’Italia, Edilingua, 1998 (referred to below as SI)

For listening activities also Ascolto medio, Edilingua, 2000

Most of these textbooks can be purchased from the Italian Bookshop, italianbookshop.co.uk/, 5 Cecil Court, London WC2N 4EZ, telephone +44 (0)20-7240-1634, email italian@esb.co.uk)

Partners in Excellence (.uk)

BBC - especially

Students should be given the opportunity to use resources such as:

• interactive whiteboards

• PowerPoint

• email

• podcasts

• online dictionaries

• grammar references

• image searches via search engines such as google.de

• satellite television

• radio broadcasts

• instant messaging

• MP3

• video

• CD Roms

• animations

• DVDs.

Students will find the following websites useful:

General:

(Scuola di Italiano website, with a variety of materials for free download, including reading passages and grammar exercises)

bbc.co.uk/languages/italian/

biografieonline.it/

edilingua.it/



Search engines:

yahoo.it

google.it

altavista.it

lycos.it

Portals:

italiadonna.it

virgilio.it

Newspapers:

corriere.it

repubblica.it

lastampa.it

ilgiornale.it

ilsecoloxix.it

Television:

tgcom.it

rai.it

mediaset.it

Politics:

erno.it

esteri.it

parlamento.it

unicazioni.it

Education:

inclasse.it

atuttascuola.it

classicitaliani.it

cronologia.it

liberliber.it

mdindice.htm

Geography:

atlanteitaliano.it

globalgeografia.it

regioni.it

(in English mainly)

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Learning outcome

Exemplar activities

Week by week content coverage

Detailed help on resources

Editable scheme of work

We are happy to provide this scheme of work for you to amend and adapt to suit your teaching purposes.

We hope you find this useful.

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