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.

1) Main grammatical structures:

Present Simple vs Continuous;

Action vs Non-Action verbs;

Past Simple;

Present Perfect Simple;

The future forms.

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

All about... Sigmund Freud, p. 15;

All about... Jean Piaget, pp. 27-28;

All about... B. F. Skinner, pp. 53-54;

All about... Noam Chomsky, p. 77;

All about... Howard Gardner, p. 115;

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 A2 English grammar and lexis and will be able to understand lower-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 elementary 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 at an elementary level.

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

An English Language 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 (socio-pedagogical curriculum, 22 hours): Thursdays, 5.00 to 7.00 p.m., Palazzo Albani, room D1. For organizational reasons, students belonging to this group will be asked to join group B-students from November 7th to November 28th.

Group B (childhood curriculum, 22 hours): Mondays, 1.00 to 2.00 p.m., Palazzo Albani, room D1;

                                                                          Tuesdays, 8.00 to 9.00 a.m., Plesso Volponi, room B1.

Dr. Patricia Barzotti will also carry out her support activities by co-teaching during the first lesson of the official course (2 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 A1/A1+ 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.

Roberta Facchinetti and Anna Belladelli, English for Educators, Milano, Wolters Kluwer-CEDAM, 2011.

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 A2; 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 A1/A1+ 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.

Roberta Facchinetti and Anna Belladelli, English for Educators, Milano, Wolters Kluwer-CEDAM, 2011.

In order to give non-attending students the possibility to compensate for the work carried out during the lessons with their own independent study, they are warmly recommended to look up all the materials published on the blended platform (slides, exercises, supplementary materials), which are particularly useful for a full understanding of the syllabus contents. In addition to this, they are also advised to look up monolingual dictionaries in English and thesauruses (Collins, Cambridge or Oxford). 

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 A2; 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.