The aim of the course is to provide students with the necessary linguistic instruments to enable them to comprehend and re-elaborate texts connected to their studies. Particular reference is given to written abilities (comprehension and production).
The course provides for the acquisition of knowledgeability and competencies as established by the B2 Level of International Linguistic Certification
 

The course aims to give priority to developing written language comprehension skills (reading) by providing authentic, sometimes reduced and adapted materials and tools to move from understanding to production through the recovery and enhancement of the main structures of the English language. The lecturer module (21 hours) deals with the analysis of the main phonological, morphological and syntactic structures of the English language in a comparative / contrastive key.

CONTENTS:

1 Adjectives and Adverbs: comparison of adjectives

2 Present tenses: Present Simple or Continuous?

3 Past tenses: Past Simple, Past Continuous, used to and would, Past Perfect Simple, Past Perfect Continuous

4 Present Perfect: Present Perfect Simple, Present Perfect Continuous

5 Future Forms: going to, present continuous and will, Present Simple with future meaning, other way to talk about the future (may/might)- future continuous-future perfect-future in the past

6 Modal Verbs: Ability and possibility, Making a guess 1-2, Rules, Necessary and unnecessary actions, Advice and criticism, Permission, Requests and suggestions; offers, promises, and warnings

7 Conditionals: Present and future conditions, unlikely and unreal conditions, past conditions, mixed conditionals, I wish, if only

8 Reported Speech: reported statements, reported questions, reported orders, requests and advice, reporting verb patterns

9 Passive Forms: The Passive, passive with modal and other verbs, passive reporting verbs

Have attained B1 level English language skills in the years preceding the course.

1a. theoretical knowledge: Analysis of the main structures of the English sentence in comparative perspective with Italian and other languages ??studied in the degree course.
1b. practical knowledge:
- Ability to identify the main differences between structures in their own language and in English;
- Ability to make adequate translation choices on simple sentences
- Ability to make appropriate lexical, syntactical, morphological, inflected choices in the construction of the sentence in English.

2nd practical skills:
- follow the lectures in English, adequately inferring the theoretical knowledge and interacting in the situation with peers and superiors
- take notes in English
- write a short text on a cultural topic (private interests, sports, hobbies, etc.) correctly, using non-trivial terms and linguistic constructions.
- recognize the main parametric differences between English and Italian
- analyze one's own competence in order to avoid errors of linguistic interference

3) Assessable competences based on the written verification
- B2 communication skills;
- Competences in comparative analysis of basic linguistic structures
- Basic argumentative skills in English.

4) Learning outcomes (verifiable in ongoing tests, in forums and in virtual classroom activities, in small group interaction with CELs)
Based on the skills and competences described above, the student is expected to
- is able to consolidate the acquisition of the English language at level B2
- is able to recognize also structures of the language not addressed in the classroom and to make assumptions of analysis expressed correctly.

Dublin descriptors (general descriptions of the desired results)
i) Knowledge and understanding in a field of post-secondary-level studies, which includes basic topics in the field of linguistic analysis of the English language, as attested by the bibliography adopted;
ii) Knowledge and applied understanding: for example, trying to solve motivate incorrect productions in the foreign language through the parametric distinction between the two languages;
iii) Autonomy of judgment: the ability to draw on lexical and syntactical information from dictionaries and reference texts;
iv) Communication skills: knowing how to communicate information in English, using the appropriate vocabulary and syntactic structures for everyday situations of any degree of complexity;
v) Ability to learn: through explicit instruction and exposure to the language both in the classroom and in contexts prepared independently (interaction with visiting students in English; listening to complex texts on media, etc.).

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Suggested to attend also Lab at the CLA 

Teaching

Frontal teaching with texts for the exploitation and enhancement of the use of English

Attendance

recommended

Course books

My Grammar Lab, Intermediate B1/B2, Mark Foley Diane Hall, Pearson

also, for reference: Activating Grammar Digital Edition, Angela Gallagher e Fausto Galluzzi, Pearson Longman, A1-B2

Biblio/Webgrafia

 - Collin Peter H., 2001: Dictionary of Medicine (+ CD-rom), Peter Collin Publishing, London.**

 - www.acronymfinder.com  (database internazionale di acronimi e abbreviazioni)

- www.ozdic.com  (Oxford Dictionary of Collocations)

- www.oxfordlearnersdictionaries.com  

- www.thesaurus.com  (Dictionary of Synonyms and Antonyms)

- www.thefreedictionary.com (multilanguage dictionary)

- www.wordreference.com  (dizionario multilingue online, con trascrizione fonematica e pronuncia "sonora" dei lemmi).

Assessment

Written test. Multiple choice for the Use of English and two texts about Reading and Comprehension

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Moodle documentation

Attendance

same as attendees

Course books

My Grammar Lab, Intermediate B1/B2, Mark Foley Diane Hall, Pearson

also, for reference: Activating Grammar Digital Edition, Angela Gallagher e Fausto Galluzzi, Pearson Longman, A1-B2

Biblio/Webgrafia

 - Collin Peter H., 2001: Dictionary of Medicine (+ CD-rom), Peter Collin Publishing, London.**

 - www.acronymfinder.com  (database internazionale di acronimi e abbreviazioni)

- www.ozdic.com  (Oxford Dictionary of Collocations)

- www.oxfordlearnersdictionaries.com  

- www.thesaurus.com  (Dictionary of Synonyms and Antonyms)

- www.thefreedictionary.com

Assessment

Written test. Multiple choice for the Use of English and two texts about Reading and Comprehension

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.