The aim is to provide a mainly pragmatic introductory approach to English language learning, paying particular attention to the cultural specificity of certain types of text. The main objective is to stimulate reflection on some specialist languages of English, including communication.
With the study of English the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- to know the grammatical, phonetic and syntactic structures of the English language;
- to know the main educational contexts of the English language area.
In terms of ability to apply knowledge and understanding:
- use the English language for comprehension and production of texts;
- use the English language for the main communication exchanges.
In terms of autonomy of judgement:
- be able to evaluate and use independently text materials in English;
- be able to select and manage interpersonal relationships in the field of education.
In terms of communication skills:
- understanding and production of written and oral texts in English;
- English language management of group and collaborative activities.
In terms of learning ability:
- Gain autonomy in self-directed vocabulary and English language content on educational issues;
- Improve the ability to select English language content on the basis of specific educational objectives.
With the study of English the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- to know the grammatical, phonetic and syntactic structures of the English language;
- to know the main educational contexts of the English language area.
In terms of ability to apply knowledge and understanding:
- use the English language for comprehension and production of texts;
- use the English language for the main communication exchanges.
In terms of autonomy of judgement:
- be able to evaluate and use independently text materials in English;
- be able to select and manage interpersonal relationships in the field of education.
In terms of communication skills:
- understanding and production of written and oral texts in English;
- English language management of group and collaborative activities.
In terms of learning ability:
- Gain autonomy in self-directed vocabulary and English language content on educational issues;
- Improve the ability to select English language content on the basis of specific educational objectives.
teacher profile teaching materials
* Course description:
The course is structured as to allow the implementation of the students’ linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and practicing modalities, as well as some cultural analysis skills.
The reading of different types of texts – intended to show students both the pedagogic models of the English culture and the specific jargon of their field of interest (HR and Social Sciences) – 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. The constant use of English in the classroom will be encouraged, also by the use of multimedia materials; students will be fostered to noticing the differences and similarities between L2 and L1 also by providing and analyzing different translations of the texts proposed.
- Linguistic aspects will be focused on as well; grammar texts with answer-keys and monolingual and bilingual dictionaries are suggested in bibliography. Online language exercises links will be suggested too.
*N.B.: Students belonging to DISSAIFE and SERSS previous courses MUST stick to this program; they will also follow the exam modalities prescribed for this year. Those who need to obtain 4, 5 or 10 CFU must contact the teacher to agree on their specific exam modalities.
* 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.
The Teacher meets the students at the end of classroom. For more information or further details, or to ask for an appointment, please contact the teacher via e-mail [ raffaella.leproni@uniroma3.it ].
- G. Sandford, Cambridge English for Human Resources, Cambridge University Press, 2011
- C. Downes, Cambridge English for Job-hunting, Cambridge University Press, 2008 (2013)
- Maria Edgeworth, The Little Merchants (any complete original language edition) [Italian edition: I Piccoli Mercanti, in R. Leproni (ed.) Due racconti di Maria Edgeworth, Kappa, Roma, 2009]
Students are requested to focus in particular on the following texts/parts of the texts:
- THE LITTLE MERCHANTS introduction to The Parent’s Assistant (whole) + chap. 1-2
- CAMBRIDGE ENGLISH FOR HUMAN RESOURCES Units 1-3-6 + glossary
- CAMBRIDGE ENGLISH FOR JOB HUNTING Units 1-2-3-4 (5 optional) + appendix 1-2-3
NB. As for the two Cambridge English books, the program includes the texts reported in the AUDIOSCRIPT section concerning the Units specified above.
** Methodology texts:
- C. Taylor, Language to Language, Cambridge University Press (latest edition)
Programme
The educational path aims at making students already possessing a pre-intermediate/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 refer to the practicing of the main linguistic constructions, the formulation of complex phrases, the enrichment of specialized vocabulary. In particular, activities will focus on ESP for HR and Socio-pedagogical Sciences.* Course description:
The course is structured as to allow the implementation of the students’ linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and practicing modalities, as well as some cultural analysis skills.
The reading of different types of texts – intended to show students both the pedagogic models of the English culture and the specific jargon of their field of interest (HR and Social Sciences) – 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. The constant use of English in the classroom will be encouraged, also by the use of multimedia materials; students will be fostered to noticing the differences and similarities between L2 and L1 also by providing and analyzing different translations of the texts proposed.
- Linguistic aspects will be focused on as well; grammar texts with answer-keys and monolingual and bilingual dictionaries are suggested in bibliography. Online language exercises links will be suggested too.
*N.B.: Students belonging to DISSAIFE and SERSS previous courses MUST stick to this program; they will also follow the exam modalities prescribed for this year. Those who need to obtain 4, 5 or 10 CFU must contact the teacher to agree on their specific exam modalities.
* 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.
The Teacher meets the students at the end of classroom. 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):- G. Sandford, Cambridge English for Human Resources, Cambridge University Press, 2011
- C. Downes, Cambridge English for Job-hunting, Cambridge University Press, 2008 (2013)
- Maria Edgeworth, The Little Merchants (any complete original language edition) [Italian edition: I Piccoli Mercanti, in R. Leproni (ed.) Due racconti di Maria Edgeworth, Kappa, Roma, 2009]
Students are requested to focus in particular on the following texts/parts of the texts:
- THE LITTLE MERCHANTS introduction to The Parent’s Assistant (whole) + chap. 1-2
- CAMBRIDGE ENGLISH FOR HUMAN RESOURCES Units 1-3-6 + glossary
- CAMBRIDGE ENGLISH FOR JOB HUNTING Units 1-2-3-4 (5 optional) + appendix 1-2-3
NB. As for the two Cambridge English books, the program includes the texts reported in the AUDIOSCRIPT section concerning the Units specified above.
** Methodology texts:
- C. Taylor, Language to Language, Cambridge University Press (latest edition)
Reference Bibliography
• Transferable And Negotiation Communicative Skills In English For Human Resources – CLIL Activities In A Life-Long Learning Perspective, in Marius-Mircea Crişan, Roxana-Andreea Toma (eds.), Beliefs and Behaviours in Education and Culture : Cultural determinants and education, Pro Universitaria, Bucureşti, 2016, ISBN 978-606-26-0625-1, pp. 245-254 ** Grammar texts (optional): - M. Vince, L. Pallini, English Grammar Practice for Italian Students, Macmillan & Heinemann OR M. Foley, D. Hall, MyGrammarLab (Intermediate B1/B2), Pearson Education Limited, 2012 ** B1 level specific course (optional): - S. Ireland, J. Kosta, PET Direct, Cambridge University Press - S. Ashton, L. Hashemi, B. Thomas, PET Practice Tests plus ½ (with key), Pearson Longman, 2010 ** 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 DictionaryType of delivery of the course
The constant use of English 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.Attendance
In the case of an extension of the COVID-19 emergency measures, all dispositions on the modalities of carrying out of the didactic activities / assessment of the students will be adopted.Type of evaluation
The exam test is written and consists in: (1) Fill-in-the-Gaps and Reading Comprehension, (2) Language Skill Test to ascertain grammar, syntax and lexical-idiomatic competencies). Students documenting they have achieved B1 level (or upper) through a CLA course or English placement test will be exonerated from part (2) of the test (they still will have to face the Fill-in-the-Gaps and the Reading Comprehension). * 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. Leaving this exam at the end of one’s curriculum studiorum, is NOT RECOMMENDED.