The course aims to familiarise students with the basic syntactic and grammatical functions of the Italian language. These aims are pursued through lectures, exercises and the translation of relatively simple texts, particularly at the initial stages, which also provide opportunities to explore Italian culture and civilisation.

Upon successful completion of the course, students will have developed a solid understanding of the Italian language (Level A) and will be able to:
•    identify grammatical, syntactic and lexical features and use them with relative ease;
•    complete exercises of a corresponding level of difficulty;
•    gain a better understanding of the structures of the Italian language;
•    apply their knowledge by translating more complex texts than those covered in the course at the preceding level (A1);
•    work both independently and collaboratively in groups.

Week 1: Revision of the grammar covered at the previous level (A1), in accordance with the Common European Framework of Reference for Languages (CEFR).

Week 2: Study of more complex grammatical forms: formation and use of the imperfetto, passato prossimo and trapassato prossimo.

Week 3: Study of more complex grammatical forms: formation and use of the futuro semplice and futuro composto, the relationship between these two tenses, and the formation and use of the condizionale presente and condizionale passato, including their similarities to and differences from the futuro semplice and futuro composto.

Week 4: Study of more complex grammatical forms: reflexive verbs and the particular features of their formation across all tenses of the indicative mood and the conditional mood (condizionale).

Week 5: Study of more complex grammatical forms: modal verbs, their formation and use, and the irregular conjugation of verbs.

Week 6: Introduction to and use of vocabulary related to everyday activities, such as finding one's way around a city and dining out. Students design a menu in Italian or translate an existing one. They also take virtual tours of Italian cities using Google Maps and describe the routes they follow.

Week 7: Introduction to specific linguistic forms and idiomatic expressions. The aim is to develop effective strategies for understanding idioms and expressions that cannot be translated literally and whose meanings differ from their literal interpretations, so that these do not hinder communication.

Week 8: Further study of specific linguistic forms and idiomatic expressions, focusing on strategies for interpreting non-literal meanings and facilitating effective communication.

Week 9: Practical application: grammatical and syntactic analysis of texts. Students examine short, general-interest texts at A2 level, according to the CEFR, such as informational leaflets, tourist guides, instructions for use and press releases. They identify both explicit and less apparent linguistic difficulties and explore appropriate approaches to analysing, organising and handling texts effectively.

Week 10: Further practical application: grammatical and syntactic analysis of texts. Students continue to work with short, general-interest texts at A2 level, according to the CEFR, including informational leaflets, tourist guides, instructions for use and press releases. They identify explicit and less apparent linguistic difficulties and examine strategies for analysing and managing texts effectively.

Week 11: Cultural Aspects and Communication
Through cultural videos, online articles and literary excerpts, students become acquainted with Italian customs and traditions. Working in groups, they present an Italian custom or festival, followed by a discussion. They also identify similarities and differences between Italian and corresponding Greek customs and celebrations.

Week 12: Activities: Kahoot quiz covering material from the entire semester. Taboo game: students describe words without using specific keywords, identify the appropriate words in gap-fill exercises and translate texts.
Materials: Kahoot digital platform, Taboo cards and authentic materials, including articles and texts.

Week 13: Further activities: Kahoot quiz covering material from the entire semester. Taboo game: students describe words without using specific keywords, identify the appropriate words in gap-fill exercises and translate texts. Materials: Kahoot digital platform, Taboo cards and authentic materials, including articles and texts.

•    Cotugno A. & Malagnini F. (2013) Manuale di scrittura e comunicazione. Per l'Università per l'azienda. Ed. Zanichelli 
•    La Grassa, M. (2013), L’ Italiano all’ universitá 1, Roma: Edilingua
•    Βλαχόπουλος, Σ. (2015), Διαπολιτισμική Επικοινωνία Στην Οικονομία Η μετάφραση οικονομικών κειμένων από τα Γερμανικά στα Ελληνικά, Ελληνικά Ακαδημαϊκά Ηλεκτρονικά  Συγγράμματα και Βοηθήματα,  ISBN: 978-960-603-029-1
•    Γκόγκας, Θ. (2011) Διαπολιτισμική Επικοινωνία. Ταυτότητες και Ετερότητες, Αθήνα: Ανατολικός.
•    Κασάπη, Ελένη., Rodella‐Αντωνίου, Α. ‐Μ. (1998), Επιμέλεια του 2ου Ιταλοελληνικού & Ελληνοϊταλικού Γλωσσάριου, Θεσσαλονίκη: University Studio Press.
•    Κασάπη, Ελένη, Καββαδία, Ανεζίνα, Σταμουλά, Ειρήνη. (1999), «Πολυγλωσσία, πολυπολιτισμικότητα και διδασκαλία της ξένης γλώσσας για ειδικούς σκοπούς», Πρακτικά του Διεθνούς συνεδρίου της Εταιρίας εφαρμοσμένης γλωσσολογίας: Η συμβολή της διδασκαλίας και εκμάθησης γλωσσών στην προώθηση ενός πολιτισμού ειρήνης, 9‐12 Δεκεμβρίου, Θεσσαλονίκη, 239‐250, (τ.8, 2001).
•    Μπατσαλιά Φ./ Σελλά-Μάζη Ε. (1994). Γλωσσολογική Προσέγγιση στη Θεωρία και τη Διδακτική της Μετάφρασης, Ιόνιο Πανεπιστήμιο

•    Face-to-face teaching or distance learning, if circumstances require it.
•    Lectures using the whiteboard and presentations prepared on a computer using PowerPoint. Use of software and applications such as Duolingo, Quizlet and Kahoot.
•    Use of audiovisual materials and multimedia (videos, documentaries, music, podcasts, etc.) relevant to the needs and challenges encountered in text translation.
•    Discussion, review and completion of exercises.
•    Support for the learning process through supplementary materials, exercises and notes.
The Communicative Approach underpins the teaching methodology, with an emphasis on the everyday use of language through interactive tools and activities, including role-playing, games and group exercises.

Use of Information and Communication Technologies (ICT) in Teaching

I. Continuous Assessment: Class participation, presentations and short assignments.
II. Final Written Examination: At the end of the semester, students will sit a written examination based on exercises covering the grammatical structures taught during the course. The examination will include true-or-false questions, gap-fill exercises, multiple-choice questions and matching exercises.
III. Practical Exercises: Activities focusing on the application of methodologies and the analysis of case studies in small groups of students.