The objective of this course is  to develop a knowledge of  Scientific English at a B2 level according to the CEFR (Common European Framework of Reference for  Languages); to learn vocabulary and structures typically used in the field of the sciences;  to develop reading comprehension skills in this  field, including the scientific abstract; to be able to break down and comprehend the structure of the scientific abstract; to understand spoken English and be able to discuss topics of a scientific nature with correct pronunciation. The knowledge of English at a B2 level will serve as a base for  further studies of English, a language now essential in the scientific world. Lessons will be entirely in English.

The Scientific Research Article Abstract:
Structure and analysis of the Scientific Research Article abstract - the structure of abstracts will be studied in detail and many examples in the field of the biological sciences will be provided. Fundamental elements of English (vocabulary, use of passive voice, phrasal verbs, reporting verbs, the definite and indefinite article, etc.) will be identified and analyzed.
Reading Comprehension exercises in the field of nutrition, technology, and the biological sciences in general (Science Daily, JAMA, CDC, etc.)
Example topics:
U.S. Guidelines for Nutrition
Celiac disease and metabolic syndrome
HIV (cell-to-cell transmission)
New Tool in Gene Editing- Repair-seq
Record Keeping in the Bacteria’s Immune System
Texts on topics suggested from other courses in this Master’s degree (e.g. recent studies on phenylketonuria, the ketogenic diet, etc.)
Video-based materials and exercises (TED, TED-ed, TED-med, Kahn Academy, Kurzgesagt, industry-produced videos)
Example topics:
The Cell
The Extracellular Matrix – development of a vegetable polymer that mimics the response of the extracellular matrix to wounds
Bioprinting
Homeopathy – The Placebo Effect
Teach Children about Food (Jamie Oliver- movement for better nutrition)
Biofabrication
Vaccines
Organic Chemistry (introduction)
Drug resistance
Introduction to Cancer Biology
How the Body Absorbs Drugs
CRISPR
The Role of Gut Bacteria
Listening-based materials and exercises - Interviews with specialists (CDC podcasts, 60 second science, VOA science, etc.)
Example topics:
Possible link between type 2 Diabetes and Malaria
Cholesterol
Superbugs
Zika virus
Antioxidants
Alzheimer’s disease
Parkinson’s disease
Benefits of Modifying Diet Late in Life
Pronunciation:
All audio, video, and written materials will be supported by a list of words in the field of the biological sciences that are often mispronounced.
These will be read and repeated several times in class.
Scientific English: grammatical structures and their function in the biological sciences
1. Use of verb tenses in the sciences - Choice of verb tense in scientific RA abstracts
2. Passive voice in the sciences. Practical examples, structure, and function of the passive voice in scientific texts.
3. Choice and use of modals in scientific texts
4. Analysis of the use of conditionals in the sciences: zero, 1 st, 2 nd, and 3 rd conditionals.
5. Use and omission of the definite article in the sciences. The indefinite article (the silent vs. the pronounced ‘h’- words from the sciences)
6. Reporting nouns and verbs commonly used in reporting information in scientific texts
7. Common mistakes in the use of uncountables and their quantifiers in the sciences (e.g. information, research, work, etc.)
8. Verbs followed by –ing and/or to (list of most common verbs in scientific contexts)

9. Relative clauses (restrictive and non-restrictive)- focusing on scientific texts
10. Connectives- Analysis and use in scientific texts
11. The position of the adverb in English (most common errors)
12. Prefixes and suffixes in the sciences (focus on pronunciation)
13. Irregular plurals of words of Latin and Greek origin in the biological sciences
14. Verbs most commonly used in scientific contexts
15. Dealing with numbers and mathematics in English / Subject-verb agreement when dealing with parts of a whole.
16. do /carry out /execute vs. make
17. Verb – preposition collocations in the sciences

During the first few lessons, the structure of the scientific abstract will be studied in detail and examples will be provided. Elements of English (use of passive voice, phrasal verbs, reporting verbs, the definite and indefinite article, etc.) will be identified and analyzed in selected scientific texts.

Audio and visual materials (usually with subtitles) will be used and discussed in class throughout the course and will often be accompanied by comprehension exercises.

Topics will be of a scientific nature and possibly of shared interest among students.

B1 level English

Knowledge and understanding

Students must  demonstrate a B2 (CEFR)  command of grammar structures and Use of English in the sciences.

Students must be able to comprehend written texts and spoken English on topics regarding the biomedical sciences and be able to answer questions based on these at a B2 (CEFR) level.

Students must understand and be able to break down the structure of a scientific abstract and be able to answer questions based on its content  at a B2 (CEFR) level.

Students must show to have studied and understood the materials presented in class (written , audio and video materials) a B2 (CEFR) level.

Applying knowledge and understanding

 Students must apply their knowledge and  comprehension skills  so as to  develop  a professional  approach to the workplace, to sustain their opinions, and solve problems in new and interdisciplinary fields in the biomedical sciences.

Making judgments

Students will often be asked to reflect on topics of current interest in the biomedical sciences.

The topics dealt with in class are often chosen to encourage students to voice opinions on controversial topics.

Communication skills

Students will be encouraged to express themselves clearly and correctly in English both with experts in their field as well as the general public.

Learning skills

Students will learn to study and learn independently through the use of interactive websites and quality materials available online. These have been carefully selected for students attending this course.

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

 All materials and exercises used during the course will be uploaded onto the Moodle platform › blended.uniurb.it

Teaching

Lectures accompanied by exercises in class. Lessons will be entirely conducted in English.

Innovative teaching methods

Attendance

Non mandatory

Course books

Materials Booklet (Dispensa)

This booklet contains  reading materials, grammar notes, notes on abstracts with examples, exercises, etc. All materials, including links to audio and video materials,  will be uploaded onto the Blended Learning platform.. A list of useful websites for grammar and Use of English practice will be provided.

Further materials may be introduced during the course. These will all be uploaded onto the Blended Learning platform as the course progresses.

Assessment

The final evaluation consists of  a written, multiple choice exam with some open questions (brief responses).

From 5 to 10 of these questions will be based on the comprehension of an audio file, usually a podcast produced by a governmental agency or reliable source for scientific content.

The objective of the exam is to verify the students’ competences:

- in understanding spoken language, interpreting content, and in answering  questions about what they have heard.

- as regards grammar,  vocabulary  (in the biomedical field as well), and Use of English at a B2 level.

- in understanding  and interpreting a written text in the field of the sciences

- in understanding  and interpreting a scientific research  abstract and their ability to break it down into its components according to content

- in recognizing the correct pronunciation of words.

To pass the exam, students must answer a t least  40 out of the 60 questions correctly, the equivalent of 20/30.

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

The program and teaching materials are the same for both attending and non attending students.Both attending and non attending students are responsible for materials posted on the Blended Learning platform.

 

Attendance

non mandatory

Course books

Materials Booklet (Dispensa)

This booklet contains  reading materials, grammar notes, notes on abstracts with examples,exercises, etc. All materials, including links to audio and video materials,  will be uploaded onto the Blended Learning platform. A list of useful websites for grammar and Use of English practice will be provided.

Further materials may be introduced during the course. These will all be uploaded onto the Blended Learning platform as the course progresses.

Assessment

The final evaluation consists of  a written, multiple choice exam with some open questions (brief answers).

From 5 to 10 of these questions will be based on the comprehension of an audio file, usually a podcast produced by a governmental agency or reliable source for scientific content.

The objective of the exam is to verify the students’ competences:

- in understanding spoken language, interpreting content, and in answering  questions about what they have heard.

- as regards grammar,  vocabulary  (in the biomedical field as well), and Use of English at a B2 level.

- in understanding  and interpreting a written text in the field of the sciences

- in understanding  and interpreting a scientific research  abstract and their ability to break it down into its components according to content

- in recognizing the correct pronunciation of words.

To pass the exam, students must answer a t least  40 out of the 60 questions correctly, the equivalent of 20/30.

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.

Attending classes is strongly advised.
Students must write to the professor using the email address provided by the University of Urbino The 'subject' of the email must be SCIENTIFIC ENGLISH COURSE (LM)