The course is aimed at consolidating students' knowledge of English grammar, their reading comprehension techniques (with particular attention to educational texts) and their communication skills concerning topics related to everyday life, education and caretaking. 

1) Revision of the main grammatical structures:

Present Simple vs Continuous;

Action vs Non-Action verbs;

Past Simple;

Used to / would;

Present Perfect Simple.

2) Practice for Reading Comprehension, with particular attention to educational texts:

"What Is Education ?", pp.  11-17;

"The Idea of an Educational Science", pp. 17-24;

"Upbringing, Education and Schooling", pp. 26-32;

"BA in Education Studies", pp. 72-78;

"Discover Your Child's Learning Style", pp. 104-111;

"Teaching Children Honesty and Fairness", pp. 167-168.

3) Practice in small groups or pairs: dialogues concerning topics related to everyday life, education and caretaking. 

None.

Knowledge and understanding: by the end of the course, students will have acquired sufficient knowledge of B1 English grammar and lexis and will be able to understand intermediate, contemporary texts, both on abstract and concrete topics, also in the domain of social-educational sciences.

Applying knowledge and understanding: by the end of the course, students will have acquired the ability to communicate in English at an intermediate level.

Making judgements: by the end of the course, students will have acquired the ability to express their opinion with satisfying clarity on both current affairs and social-educational topics, 

Communication skills: by the end of the course, students will have acquired the ability to communicate with a sufficient degree of clarity to interact both with native and non-native speakers.

Learning skills: by the end of the course, students will have acquired satisfactory awareness of their language competence, in addition to a sufficient ability to deepen it independently.

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

Starting from Monday, February 27th,  a workshop will be available to all the students of this course. It will be led by Dr. Patricia Barzotti. Students are warmly invited to attend. Students will be divided up into 2 groups, according to their curriculum:

Group A (childhood curriculum, 20 hours): Monday, 14.00 to 16.00;

Group B (socio-pedagogical curriculum, 20 hours): Tuesday, 8.00 to 10.00.

Dr. Patricia Barzotti will also carry out her support activities by co-teaching during the first lessons of the official course (5 hours).

In addition to this, students are advised to get in touch with CLA (Centro Linguistico di Ateneo) to join their free, General English courses at all levels.

Teaching

Lessons will be partly traditional (lectures) and partly interactive. Multimedia tools will be used.

Attendance

Students' English will need to be around level A2+ CEFR or higher. Students are warmly invited to attend CLA free English courses, which are offered at all levels.

Students will need to study all the materials discussed in class, in addition to the listed grammatical topics, by making reference to the suggested texts and to the materials on blended.

Attendance to lectures and workshops is warmly encouraged.

Course books

Angela Gallagher and Fausto Galuzzi, Get into Grammar and Vocabulary, Milano, Pearson, 2019.

John Wade, English for Education, Venezia, Cafoscarina, 2006.

Assessment

The assessment consists in an oral test, which is a discussion (presentation plus comprehension, grammar and vocabulary questions) of one of the texts analyzed during the lessons. Assessment criteria for the oral test will be based on: a) ability to articulate and express a thought by making use of adequate language structures; b) adequacy of lexis and grammatical constructions to level B1; c) knowledge of socio-educational lexis.

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

Individual study.

Attendance

Students' English will need to be around level A2+ CEFR or higher. Students are warmly invited to attend CLA free English courses, which are offered at all levels.

Students will need to study all the materials discussed in class, in addition to the listed grammatical topics, by making reference to the suggested texts and to the materials on blended.

Attendance to lectures and workshops, whenever possible, is warmly encouraged.

Course books

Angela Gallagher and Fausto Galuzzi, Get into Grammar and Vocabulary, Milano, Pearson, 2019.

John Wade, English for Education, Venezia, Cafoscarina, 2006.

Assessment

The assessment consists in an oral test, which is a discussion (presentation plus comprehension, grammar and vocabulary questions) of one of the texts analyzed during the lessons. Assessment criteria for the oral test will be based on: a) ability to articulate and express a thought by making use of adequate language structures; b) adequacy of lexis and grammatical constructions to level B1; c) knowledge of socio-educational lexis.

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.