Teaching Guide

A full-year CyberItalian online course is structured as follows:

• 8 Units per semester

• Each Unit is designed to be completed in 2 weeks, unless the school requested a self-paced course - in that case students can progress at their own speed.

What’s in each Unit?

Each Unit includes:

• An introduction

• A dialogue

• A cultural tidbit

• An audio quiz

• Grammatical explanations (grammar tidbit)

• Self-assessment exercises

• A quiz

• Learning activities with a twist (e.g. craft and draw, cook, listen to songs and sing, exercise etc.)

• Plus: another quiz and either a written assignment or an audio recording assignment - both need to be corrected by the teacher.

Special Units

• Unit 1: Includes an introduction to the semester and helpful tips on how to study and use a dictionary effectively.

• Unit 5: Focuses on review and evaluation. It includes a written assignment (to be corrected and graded by the teacher) and the Mid-term Test.

• Unit 8: Also focuses on review and evaluation. It includes an audio recording assignment (to be corrected and graded by the teacher) and the Final Exam.

CyberItalian courses are designed for independent learning. Students work at their own pace while the teacher actively monitors their progress, corrects and grades assignments and audio recordings, offers guidance, and provides encouragement.

Students are encouraged to carefully follow the instructions in each Unit to successfully complete the course on their own. Throughout the course, they also receive learning tips on how to study effectively, use a dictionary, track their progress, meet deadlines, and stay proactive.

If students have any questions or doubts about the course or their studies, they are encouraged to contact their teacher.

 

The teacher’s role during the course:

• Monitors students' progress

• Corrects and grades written assignments

• Corrects and grades audio recordings

• Gives constructive feedback

• Supports students who may be struggling

• Encourages and motivates students

Some students may not yet feel confident working independently, following instructions, evaluating their own progress, or asking for help when needed.

In these cases, the teacher plays an especially important role in:

• Closely monitoring the student’s progress

• Offering extra support where needed

• Helping students learn how to study (using tools like mind maps, lists, review sessions—see tips in Units 1 and 5)

• Helping students manage their time and meet deadlines (see time management tips in Unit 5)

Online courses can be a valuable tool for educators, allowing them to focus more of their time and energy on supporting students who need it most.

The syllabus includes 8 Units of instruction for each semester. Use your school-year calendar to keep track of the course pace and identify which Unit you should be working on.

Since every teacher has their own approach to teaching, correcting, grading, and giving feedback, these guidelines are here as a support tool for those who wish to use them.

Assignment Correction Guidelines

• Corrections must be made by removing the mistake and replacing it with the correct version in CAPITAL LETTERS.
  Do not include the original error — no strikethroughs, no brackets, no quotation marks.
  Students will always see their original text on the course page, so they can compare it with the corrected version whenever they wish.
  This method ensures they read a fully corrected text, with only the teacher's comments or suggestions added for clarity.

Example of a Corrected Assignment with Feedback

GOOD MORNING [STUDENT NAME], HERE IS YOUR CORRECTION IN CAPITAL LETTERS:

STUDENT’S ORIGINAL ANSWER:
[Student's text with corrections applied — wrong parts replaced with correct versions in CAPITAL LETTERS]
(Insert grammar tips, comments, or helpful links when necessary. For example:
PLEASE NOTE: The verb "DOVERE" is irregular — see: Irregular Verbs - Present Tense)

TEACHER’S FEEDBACK:
[Personalized feedback for the student. Encourage progress, point out recurring mistakes, and suggest areas for improvement.]
For example:
Very good [Student Name], you're making great progress! Watch out for interference from [Student's native language], especially with verbs like “dovere”. Keep reviewing the irregular verbs and practicing, these little mistakes will fade with time.

OTHER POSSIBLE FEEDBACK TO GIVE: (encouragement and practical advice). Feedback need not be long but meaningful. Some ideas:

• Well done K… for completing this on schedule and for providing a good answer to the question. Please review…
• Your assignment is an improvement on ... – it has a much better structure, although there is still some work to do on paragraphing (make sure you…)
• Its clear that you have understood the key terms and concepts in the lesson. You can  improve your work by writing correct accents. See instructions here…
• You use appropriate words from the course. However, you need to do more work with verbs (study the present of the irregular verbs and review the simple prepositions).
• Your writing is becoming better, but you need to do some further work on  the  grammar (agreements, feminine, masculine, singular ad plural).
• A good response to the question, although you should have described also your family.
• Do this...
• Try this…

Teachers, after you have read your own feedback – consider:

• Does the feedback seem clear and straightforward to you?
• What does the student receiving this feedback need to change for next time?

When reviewing audio recordings, we evaluate fluency and pronunciation, as well as sentence accuracy. Our goal is to encourage students to speak, so we don't penalize them for minor grammar mistakes that don't affect understanding. Instead, we focus on supporting their efforts to speak and express themselves in Italian.

POSSIBLE FEEDBACK TO GIVE: (encouragement and practical advice).

• Well done K… pay attention to the pronunciation of CHI and CI (listen to the sample in the audio lesson)
• Your pronunciation has improved, try to speak louder next time (make sure you…)
• Make sure you pronounce each single letter of a word...
• Please record again, you audio file is not clear...
• Please record again, you audio file is not complete...

For assignments and audio recordings, the teacher will provide a short feedback comment along with a grade.

Grades are based on two main factors:

• percentage of correct answers

• student’s participation, homework quality, and overall effort

WEIGHT for FULL YEAR COURSES

• Quiz - 20% weight - based on the percentage of correct answers
• Recording Assignments - 30% weight - for participation, effort to speak and quality of communication (organized, clear, fluent)
• Written Assignments - 20% weight based on effort and quality of homework, thesis, examples, original ideas, organization, style, expression, language construction
• Mid-term Test - 15% weight - based on the percentage of correct answers
• Final Exam - 15% weight - based on the percentage of correct answers.

QUIZZES, MID-TERM TESTS AND FINAL EXAMS - resubmitting NOT permitted

In the quizzes, mid-term tests and final exams included in the course, students receive an automatic score based on the percentage of correct answers. Only the score from the first attempt will be recorded.

WRITTEN ASSIGNMENTS and AUDIO RECORDINGS - resubmitting permitted UP TO 3 TIMES

Depending on the teacher, students may resubmit assignments and audio recordings up to three times, as outlined below:

1. First submission with errors (teacher gives feedback to improve)
2. 2nd submission (if no changes are made, re-submission is rejected otherwise it is accepted and - if needed - teacher gives feedback to improve)
3. 3rd submission (final correction and grading)

No submission will be considered after the 3rd attempt.

GRADES ARE GIVEN IN NUMBERS WITH THE FOLLOWING VALUES:

97 to 100	Excellent, achievement surpasses the basic requirements of the course. Superior.
93 to 96	Excellent.
90 to 92	Very good. Almost Excellent.
87 to 89	Good, student fulfills all requirements. Better than Above Average, but not quite A- work.
83 to 86	Above Average.
80 to 82	Average Almost Above Average.
77 to 79	Slightly Better than Average.
73 to 76	Average.
70 to 72	Slightly Lower than Average.
67 to 69	Below Average, but making progress.
63 to 66	Below Average student approaches the standard requirements for the course.
60 to 62	Almost failing.
below 60	Failing.

 

Message 1 – Missing Assignment Reminder

 

Dear [INSERT STUDENT'S NAME],

Thank you again for letting me know about your Model UN in Washington. We postponed your audio recording, and you had confirmed you'd still submit the assignment. However, I haven’t received it- it was due on February 13.

You're a strong student, and staying on schedule is part of that. For now, the assignment is marked as a 0, but if you submit it by Friday, February 20, and keep up with the rest of the course, I’ll remove the 0 and it won’t affect your grade.

If there was a serious reason you couldn’t post it, let me know and we can discuss it.

Let me know if you have any questions.

Arrivederci,
Prof Giulia

 

Message 2 – Encouragement

 

Dear [INSERT STUDENT'S NAME],

Thank you for your honest message. I know online learning can feel a bit distant, but I’m here - your real teacher - cheering you on!

You’re a smart student, and I know you can do even better.
Make this virtual experience real through your effort and organization.

I look forward to receiving your assignment by Friday, February 20.

Grazie e arrivederci,
Prof  Giulia

 

Message 3 – Gentle reminder not to use automatic translators

 

Dear [INSERT STUDENT'S NAME],

A quick reminder: please avoid using automatic translators for your assignments. They might seem helpful, but they often create awkward or incorrect sentences - and yes, your teacher can always tell when they’ve been used.

Remember, it’s okay to make mistakes - that’s how you learn. It’s much better to try using what you know. We’re here to help you grow, not to expect perfection.

Keep up the good work, and keep learning!

Grazie,
Your Teacher

 

Message 4 – More serious reminder not to use automatic translators

 

Dear [INSERT STUDENT'S NAME],

Please remember that using automatic translators for your assignments is not allowed. While these tools may seem helpful, they often produce inaccurate or unnatural sentences - and teachers can usually tell when they’ve been used.

The goal of this course is to help you develop real language skills. Making mistakes is part of the learning process, and we’d much rather see your own work than something created by a machine.

Rely on your knowledge, apply what you've learned, and reach out if you need help. That’s how real progress is made.

Grazie,
Your Teacher

 

Message 5 – Reminder copying is not allowed

 

Dear [INSERT STUDENT'S NAME],

Please be aware that copying is not allowed in this course. All assignments, quizzes, and recordings must reflect your own work and understanding.

Copying from others, online sources, or using unauthorized help goes against the rules and the spirit of learning. It prevents you from truly developing your language skills and will result in a score of zero for the task.

We encourage you to do your best, even if it means making mistakes -that’s how real learning happens.

Grazie,
Your Teacher

 

Message 6 – Gentle reminder to meet due dates

 

Dear [INSERT STUDENT'S NAME],

Just a quick reminder to stay on track with your tasks and meet all due dates. Keeping up with the course schedule is essential for steady progress and success.

If you're feeling behind or need help organizing your time, don’t hesitate to reach out - I'm here to support you!

Grazie e buon lavoro,
Your Teacher

 

Message 7 – Serious reminder to meet due dates

 

Dear [INSERT STUDENT'S NAME],

Please make sure you are keeping up with your tasks and respecting all due dates. Staying on schedule is a key part of your learning and is required to complete the course successfully.

Falling behind can impact your progress and your final grade. If you're experiencing any difficulties, contact your teacher as soon as possible.

Timely work is your responsibility.

Grazie,
Your Teacher

 

Message 8 – Serious reminder to meet due dates

 

Dear [INSERT STUDENT'S NAME],

This is an important reminder to work regularly and stay on pace with the course. Trying to rush through Units at the last minute will not lead to real learning - and it puts your final grade at risk.

Progress step by step, follow the schedule, and don’t fall behind. If you're struggling to keep up, contact your teacher immediately.

Your success depends on steady, consistent effort.

Grazie,
Your Teacher

Helping students build critical thinking skills means encouraging them to go beyond memorizing information and start asking questions, making connections, and evaluating ideas. You can support this growth by creating a learning environment that values curiosity and open dialogue.

Ask open-ended questions that invite students to explain their reasoning. Encourage them to explore different perspectives, back up their opinions with evidence, and reflect on the strengths and weaknesses of an argument. Use real-world problems or case studies to help them apply what they're learning in a practical context.

Most importantly, model critical thinking yourself - show how you analyze, question, and consider different viewpoints. With patience and consistent encouragement, students can become more thoughtful, independent learners.

Critical thinking plays a key role in learning Italian because it helps students become more active, thoughtful, and independent learners. Instead of just memorizing vocabulary or grammar rules, students learn to analyze how the language works, make connections, and use Italian in real-life situations.

For example, when students encounter a new sentence, critical thinking helps them figure out the meaning from context, recognize patterns, and choose the most appropriate words or expressions. It also allows them to reflect on their mistakes, understand why something is incorrect, and improve more effectively.

In addition, learning a language involves understanding culture, idioms, and perspectives that may be very different from their own. Critical thinking helps students approach those differences with curiosity, question assumptions, and develop a deeper, more flexible understanding of both the language and the people who speak it.

In short, critical thinking transforms language learning from passive memorization into a more meaningful, engaging, and successful experience.

Dear Teacher,

Just a quick reminder to share your feedback with us as you work with your students. We really appreciate hearing from you - it helps us make the course even better!

If you have any questions, doubts, or run into any problems with the materials or teaching, please feel free to contact us anytime at CyberItalian. We’re here to help!

IMPORTANT: For any concerns regarding an individual student, the class as a whole, or issues related to performance or behavior, please follow your school's protocols and contact the appropriate school authorities or the students' parents.
CyberItalian is not authorized to intervene in any student-related matters.
Please do not share any student data through the above CyberItalian "contact us" form or any other CyberItalian communication channels, in compliance with privacy and data protection regulations.

Thank you,
The CyberItalian Team