The course aims at consolidating the students’ communicative competence in English at an upper-intermediate level (B2.1) of the CEFR. The abilities are described on https://rm.coe.int/1680459f97 (p.24). Specialized competences concerning the ESP for Social Sciences and job-related fields will also be introduced.
At the end of the course students will have:
- Become familiar with basic liguistic and socio-linguistic dynamics in work places (especially in the Social Sciences)
- Acquired the capacity of managing contents concerning the social dynamics analysed in the texts dealt with, and of expressing contents related to self and other people’s experience.
At the end of the course students will have:
- Become familiar with basic liguistic and socio-linguistic dynamics in work places (especially in the Social Sciences)
- Acquired the capacity of managing contents concerning the social dynamics analysed in the texts dealt with, and of expressing contents related to self and other people’s experience.
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://www.fadedpage.com/showbook.php?pid=20130643 ) introduction; chapters 1,4; conclusions
- Marco Catarci, Massimiliano Fiorucci (eds.), Intercultural Education in the European Context. Theories, Experiences, Challenges, Ashgate, UK/USA, 2015 introduction and chapter 1
Programme
The course is meant to provide a 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://www.fadedpage.com/showbook.php?pid=20130643 ) introduction; chapters 1,4; conclusions
- Marco Catarci, Massimiliano Fiorucci (eds.), Intercultural Education in the European Context. Theories, Experiences, Challenges, Ashgate, UK/USA, 2015 introduction and chapter 1
Reference Bibliography
** 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 ** Further reading (optional) • R. Leproni, Literature fighting prejudice: teaching social behaviours against bullyism in an intercultural perspective, in Di Rienzo Paolo, Azara Liliosa (eds.), Learning City e diversità culturale, Rubbettino editore, Soveria Mannelli, 2018, ISBN 978-88-496-5458-9, pp. 139-152 • R. Leproni, Tra il dire e il fare – l’innovazione educativo-pedagogica dell’opera di Maria Edgeworth, collana "QuaSI - Quaderni di 'Studi irlandesi'", FUP - Firenze University Press, 2015 • Maria Edgeworth, Harrington, introduction and notes by C. De Petris, translation and translation notes by R. Leproni, Belforte editore, Livorno, pagg. LXIX-LXXII, 3-269, aprile 2015 (luglio 2012), ISBN 978-88-7467-068-0. • Società, identità e pregiudizio: i linguaggi di Harrington di Maria Edgeworth. In Femininum Ingenium. Collana di Studi e Ricerche. Pensiero Femminile. Storia e Teorie; Drengo, Roma, vol. 1, nov.2012, pp. 63-92. ** 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
The course materials will be implemented on formonline; synchronous lessons will be delivered via Teams. 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. In particular, the course, available on formonline to support self-learning dynamics, will be integrated by live lessons on Teams.Type of evaluation
The written exam test consists in: (1) Reading Comprehension, (2) Language Skills Test to ascertain grammar, syntax and lexical-idiomatic competencies. Students documenting they have achieved B2 level through a CLA course or English placement test, or official certificates approved by the 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. 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. In particular, the written test will be held online, via Teams/Moodle/Respondus (or any other device provided by and regulated by the Athenaeum).