Italian Language Tutor Marco from Senigallia, Italy

Università Commerciale L:Bocconi - Milano N. Certificato 4581 - N. Matricola 16206 - Verb, N. 5627 Si attesta risultare dagli atti di questa Università che il Signor Altimani Marco nato a Milano il 4 Dicembre 1948 ha superato in data 25 Gennaio 1972 l'Esame di Laurea in Lingue e Letterature Straniere con voti 94/110 (Novantaquattro/Centodieci) conseguendo la qualifica di Dottore in Lingue e Letterature Straniere ./.LLI

Teaching from 1973 to 2005 to 11 to 19-year-old students. Radio activity from 1993 to nowadays (announcing, news reading, Theatre playing activity from 2002 to 2014. Writing

When planning my lessons by pointing out the different final goals, if didactic, professional or personal will to improve the student’s knowledge, and by organizing a standard number of lesson times, suitable to achieve the aims, by stating either a number of hours exceeding the whole course packet of lessons, and by creating for each lesson an immediate synthetical resume if some students might be absent, in order to make them aware of what happened in the classroom the day of their absence. The exceeding hours before named have the same aim, not to leave them alone but to have the chance to return to something not perfectly assimilated, which sometimes happens. I would stage reading skill lessons by progressive skills and exercises, starting with an introductory generic exercise, to manage the effective different levels. During my teaching service in Italian Schools I always adopted original mother tongue tests, in order to have the absolute awareness to manage a language in use. This was not always easy because the peculiar sectors were plenty, so I always used books with typical speeches suitable for the students’ aims or general if it had concerned a simple improvement of the language already faced in the past school life of my students. I’m a very hard enemy of ‘Translation’ because I think it could be an excuse to make the taught language easier, but a good method to betray the student, by dressing the foreign language with the original national shape, and by creating a further weight to their brain and a dangerous delay to the fluent dialogue and to a good real test. 3 examples of techniques I used to check the meaning/use of the target language. Shortly speaking we could point out the synthesis of a language, for example in the commercial tests, and we’ll be able to understand why The English Language has won the battle vs The French and the Italian one in the commercial communication: The goods you have sent us…. La merchandise que vous nous avez expédiée… La merce che ci avete spedito … 3 examples of techniques I used to check the form of the target language. The use of the tenses is quite interesting to understand the difference among the three languages corresponding to my personal experience and it’s shown above all in the use of the English simple past. Very often, by using an unfaithful translation we make a great confusion . The simple past is synonymous of an action in the past the effects of which are completely over, so it doesn’t regard the length of the past itself. I went to London this morning (and now it’s afternoon or evening) and I went to London in 1945 (and we’re in 2019) Sono andato a Roma questa mattina, ma andai a Roma nel 1945 Je suis allé à Paris ce matin et j’allai à Paris en 1945 3 examples of techniques I used to check the pronunciation of the target language. This is a complex situation because any geographical position in any country in the world offers different accents, vowel pronunciations, different consonant sounds. Anyway: any national Radio or Tv station must respect the official national pronunciation without local interferences, so BBC, RTF or RAI must respect the National Language Pronunciation. In case of any doubt we should have at hand a recent dictionary and, better, a dictionary of diction and pronunciation (DOP for example for what concerns the Italian ones). Theatre is another good instrument to fix a correct pronunciation of the language words, and in any Theatre tradition we can choose among actors and actresses who can help us . 3 examples of activities/techniques I used to ‘engage’ your students at the start of the lesson. By starting the lesson, every morning in a different way, if possible, by using creativity. If there is a classwork already forecast, we can try to create a good atmosphere by using a musical carpet during the execution to verify positively or negatively, this new situation, of course in accord with the students. By using different speeds in the normal speech as it happens in the outside world. Correction of Mistakes – Possible Technique A good idea could be the mistakes chase on the blackboard where we can collect all the most important mistakes made by ALL the students, anonymously. It creates a relaxed atmosphere and anyone will be able to recognise his/her personal mistakes without judging the other mates’. To achieve a fluency of the target language, I invented a real situation in the classroom where a fast dialogue is required. The nervous information to a passenger about his/her train just leaving, trying to find an efficient interchange of sentences good to him not to miss the train.. Another one could be the material correction of something wrong, pronounced by a foreign visitor, with the compulsory task to use kindness and patience while giving this sort of information. It’s the task of a good teacher to know different registers of language in order to be successful, normally sober and understandable by anybody, and when necessary more refined or more popular, it depends. When important situations happen, good, bad, warning or of approval. We can aim to a real adult presence in the classroom, the benefit of an unexpected public gratification and the capacity of saying NOs by risking to be unpopular, and finally to be able to make a step backwards if necessary. Music in that language first without a written text and if necessary with a native text aside, reading during the holiday a classical book and a modern one with the perspective of a personal intervention for a synthesis to the school mates, newspapers articles to reduce in a news radio form of a max 3 lines length. I don’t like to give homework and I also think that they are not necessary if the work in the classroom is well organized with the chance of a possible return to difficult moments of learning. I am against to give homework during the normal long holidays and during the weekend. If giving homework becomes necessary, well I always gave any kind of homework but for the same day of the following week, in order to assure an exercise made day by day and the impossibility for the students to forget their task…

from Tuesday to Saturday from 9 a.m. to 12 a.m and from 3 p.m to 7 p.m Saturday only 9 a.m to 12. a.m

Avilable to move to England if requested, in the meantime on line may be a solution, seen Covid restrictions.