The educational path aims at making students already possessing a pre-intermediate language level consolidate their skills, globally responding to Common European Framework of Reference for Languages level B1-B2 (see European Language Portfolio at http://www.coe.int/portfolio). The tasks proposed will particularly refer to the practicing of the main linguistic constructions, the formulation of complex phrases, the enrichment of specialized vocabulary. The skills of adapting and reformulating different kinds of texts into another language will be implemented too.
Curriculum
teacher profile teaching materials
The reading of different types of narrative texts will allow the student to enrich his/her lexical and grammar-syntactical competences through constant exercise (pre-reading and post-reading activities, reading and listening comprehension), stimulating the students’ reflection and discussion on general-interest themes and providing useful topics for class-work both at written and oral level.
In particular, the course will focus on bullying attitudes, through the analysis of some of the first texts dealing with the phenomenon in the UK.
* N.B.: Due to the particular modality of the exam and to the learning needs in terms of time, the student will be allowed to undertake the test only once per exam session.
* N.B.: All changing concerning the program or the lessons, or any other news will be posted on the teacher’s page on the Department website.
For more information or further details, or to ask for an appointment, please contact the teacher via e-mail [raffaella.leproni@uniroma3.it].
- Maria Edgeworth, Harrington, (ed. by Susan Manly) Broadview editions, Canada, 2004 (or online http://www.online-literature.com/maria-edgeworth/harrington/) [traduzione italiana di riferimento a cura di Carla De Petris e Raffaella Leproni, Belforte ediitore, Livorno 2015] chapters 1-7
- Maria Edgeworth, Essay on Irish Bulls (any edition; online https://archive.org/details/essayonirishbul00edgegoog ) introduction; chapters 1,3,4; conclusions
- Marco Catarci, Massimiliano Fiorucci (eds.), Intercultural Education in the European Context. Theories, Experiences, Challenges, Ashgate, UK/USA, 2015 introduction and chapter 1
** Grammar texts (optional):
- Michael VINCE, Lelio PALLINI, English Grammar Practice for Italian Students, Macmillan & Heinemann OR . M. Foley, D. Hall, MyGrammarLab (Intermediate B1/B2), Pearson Education Limited, 2012
** Dictionaries (optional):
- Bilingual dictionaries: Hazon Garzanti, New Edition, OR F.Picchi, Grande dizionario Inglese-Italiano/Italiano-Inglese, Hoepli.
- Monolingual dictionaries: Macmillan English Dictionary for Advanced Learners OR Oxford Advanced Learner’s English Dictionary, OR Collins COBUILD Advanced Learner’s English Dictionary
Programme
The course is meant to provide an introductory pragmatic approach to the language, showing in particular the cultural specific aspects of several different texts. The main aim of the course is to stimulate a reflection on some specific use of the language.The reading of different types of narrative texts will allow the student to enrich his/her lexical and grammar-syntactical competences through constant exercise (pre-reading and post-reading activities, reading and listening comprehension), stimulating the students’ reflection and discussion on general-interest themes and providing useful topics for class-work both at written and oral level.
In particular, the course will focus on bullying attitudes, through the analysis of some of the first texts dealing with the phenomenon in the UK.
* N.B.: Due to the particular modality of the exam and to the learning needs in terms of time, the student will be allowed to undertake the test only once per exam session.
* N.B.: All changing concerning the program or the lessons, or any other news will be posted on the teacher’s page on the Department website.
For more information or further details, or to ask for an appointment, please contact the teacher via e-mail [raffaella.leproni@uniroma3.it].
Core Documentation
** Reading texts (mandatory):- Maria Edgeworth, Harrington, (ed. by Susan Manly) Broadview editions, Canada, 2004 (or online http://www.online-literature.com/maria-edgeworth/harrington/) [traduzione italiana di riferimento a cura di Carla De Petris e Raffaella Leproni, Belforte ediitore, Livorno 2015] chapters 1-7
- Maria Edgeworth, Essay on Irish Bulls (any edition; online https://archive.org/details/essayonirishbul00edgegoog ) introduction; chapters 1,3,4; conclusions
- Marco Catarci, Massimiliano Fiorucci (eds.), Intercultural Education in the European Context. Theories, Experiences, Challenges, Ashgate, UK/USA, 2015 introduction and chapter 1
** Grammar texts (optional):
- Michael VINCE, Lelio PALLINI, English Grammar Practice for Italian Students, Macmillan & Heinemann OR . M. Foley, D. Hall, MyGrammarLab (Intermediate B1/B2), Pearson Education Limited, 2012
** Dictionaries (optional):
- Bilingual dictionaries: Hazon Garzanti, New Edition, OR F.Picchi, Grande dizionario Inglese-Italiano/Italiano-Inglese, Hoepli.
- Monolingual dictionaries: Macmillan English Dictionary for Advanced Learners OR Oxford Advanced Learner’s English Dictionary, OR Collins COBUILD Advanced Learner’s English Dictionary
Type of delivery of the course
The constant use of English in the classroom will be encouraged; students will be fostered to noticing the differences and similarities between L2 and L1 also by providing and analysing different translations of the texts proposed. Pre-reading and post-reading activities, as well as reading and listening comprehension exercises will be proposed.Type of evaluation
The written exam test consists in: (1) Reading Comprehension, (2) Language Skill Test to ascertain grammar, syntax and lexical-idiomatic competencies. Students documenting they have achieved B1 level through a CLA course or English placement test, or official certificates approved by he CLA, will be exonerated from part (2) of the test (they still will have to face the Reading Comprehension). After the written test, an oral question allows to verify speaking e communicative skills. teacher profile teaching materials
The reading of different types of narrative texts will allow the student to enrich his/her lexical and grammar-syntactical competences through constant exercise (pre-reading and post-reading activities, reading and listening comprehension), stimulating the students’ reflection and discussion on general-interest themes and providing useful topics for class-work both at written and oral level.
In particular, the course will focus on bullying attitudes, through the analysis of some of the first texts dealing with the phenomenon in the UK.
* N.B.: Due to the particular modality of the exam and to the learning needs in terms of time, the student will be allowed to undertake the test only once per exam session.
* N.B.: All changing concerning the program or the lessons, or any other news will be posted on the teacher’s page on the Department website.
For more information or further details, or to ask for an appointment, please contact the teacher via e-mail [raffaella.leproni@uniroma3.it].
- Maria Edgeworth, Harrington, (ed. by Susan Manly) Broadview editions, Canada, 2004 (or online http://www.online-literature.com/maria-edgeworth/harrington/) [traduzione italiana di riferimento a cura di Carla De Petris e Raffaella Leproni, Belforte ediitore, Livorno 2015] chapters 1-7
- Maria Edgeworth, Essay on Irish Bulls (any edition; online https://archive.org/details/essayonirishbul00edgegoog ) introduction; chapters 1,3,4; conclusions
- Marco Catarci, Massimiliano Fiorucci (eds.), Intercultural Education in the European Context. Theories, Experiences, Challenges, Ashgate, UK/USA, 2015 introduction and chapter 1
** Grammar texts (optional):
- Michael VINCE, Lelio PALLINI, English Grammar Practice for Italian Students, Macmillan & Heinemann OR . M. Foley, D. Hall, MyGrammarLab (Intermediate B1/B2), Pearson Education Limited, 2012
** Dictionaries (optional):
- Bilingual dictionaries: Hazon Garzanti, New Edition, OR F.Picchi, Grande dizionario Inglese-Italiano/Italiano-Inglese, Hoepli.
- Monolingual dictionaries: Macmillan English Dictionary for Advanced Learners OR Oxford Advanced Learner’s English Dictionary, OR Collins COBUILD Advanced Learner’s English Dictionary
Programme
The course is meant to provide an introductory pragmatic approach to the language, showing in particular the cultural specific aspects of several different texts. The main aim of the course is to stimulate a reflection on some specific use of the language.The reading of different types of narrative texts will allow the student to enrich his/her lexical and grammar-syntactical competences through constant exercise (pre-reading and post-reading activities, reading and listening comprehension), stimulating the students’ reflection and discussion on general-interest themes and providing useful topics for class-work both at written and oral level.
In particular, the course will focus on bullying attitudes, through the analysis of some of the first texts dealing with the phenomenon in the UK.
* N.B.: Due to the particular modality of the exam and to the learning needs in terms of time, the student will be allowed to undertake the test only once per exam session.
* N.B.: All changing concerning the program or the lessons, or any other news will be posted on the teacher’s page on the Department website.
For more information or further details, or to ask for an appointment, please contact the teacher via e-mail [raffaella.leproni@uniroma3.it].
Core Documentation
** Reading texts (mandatory):- Maria Edgeworth, Harrington, (ed. by Susan Manly) Broadview editions, Canada, 2004 (or online http://www.online-literature.com/maria-edgeworth/harrington/) [traduzione italiana di riferimento a cura di Carla De Petris e Raffaella Leproni, Belforte ediitore, Livorno 2015] chapters 1-7
- Maria Edgeworth, Essay on Irish Bulls (any edition; online https://archive.org/details/essayonirishbul00edgegoog ) introduction; chapters 1,3,4; conclusions
- Marco Catarci, Massimiliano Fiorucci (eds.), Intercultural Education in the European Context. Theories, Experiences, Challenges, Ashgate, UK/USA, 2015 introduction and chapter 1
** Grammar texts (optional):
- Michael VINCE, Lelio PALLINI, English Grammar Practice for Italian Students, Macmillan & Heinemann OR . M. Foley, D. Hall, MyGrammarLab (Intermediate B1/B2), Pearson Education Limited, 2012
** Dictionaries (optional):
- Bilingual dictionaries: Hazon Garzanti, New Edition, OR F.Picchi, Grande dizionario Inglese-Italiano/Italiano-Inglese, Hoepli.
- Monolingual dictionaries: Macmillan English Dictionary for Advanced Learners OR Oxford Advanced Learner’s English Dictionary, OR Collins COBUILD Advanced Learner’s English Dictionary
Type of delivery of the course
The constant use of English in the classroom will be encouraged; students will be fostered to noticing the differences and similarities between L2 and L1 also by providing and analysing different translations of the texts proposed. Pre-reading and post-reading activities, as well as reading and listening comprehension exercises will be proposed.Type of evaluation
The written exam test consists in: (1) Reading Comprehension, (2) Language Skill Test to ascertain grammar, syntax and lexical-idiomatic competencies. Students documenting they have achieved B1 level through a CLA course or English placement test, or official certificates approved by he CLA, will be exonerated from part (2) of the test (they still will have to face the Reading Comprehension). After the written test, an oral question allows to verify speaking e communicative skills.