Specialized English Laboratory (2016/2017)

Course code
4S003380
Name of lecturer
Cristina Richieri
Coordinator
Cristina Richieri
Number of ECTS credits allocated
3
Academic sector
L-LIN/12 - LANGUAGE AND TRANSLATION - ENGLISH
Language of instruction
English
Period
Sem. IIA, Sem. IIB

Lesson timetable

Sem. IIA
Day Time Type Place Note
Friday 2:30 PM - 5:30 PM laboratorio Lecture Hall Zorzi A  
Sem. IIB
Day Time Type Place Note
Tuesday 4:00 PM - 7:00 PM lesson Lecture Hall Zorzi A from May 30, 2017  to May 30, 2017
Friday 2:30 PM - 5:30 PM laboratorio Lecture Hall Zorzi A  

Learning outcomes

Description of the course
This is a laboratory-based course, which implies that the lessons will actively involve the students in practical tasks. The course aims at strengthening and developing communicative competences in English starting from the analysis of essays, or parts of essays, written in English by influential authors and concerning pedagogical and psychological themes the students may have already studied in their mother tongue. Also online video clips and European documents will be examined.
Prerequisite: English competence at B1 level according to the Common European Framework of Reference. Here are some free online tests: http://www.cambridgeenglish.org/test-your-english/ (general English), http://www.examenglish.com/leveltest/ (listening + grammar and vocabulary).

Communicative and educational aims
Speak about a scholar’s personal and professional life
Speak about the cultural context in which his/her thought has developed
Understand short texts about pedagogical and psychological themes which are already familiar
Speak about the topics developed in the course
Interview a scholar whose work has been studied in the course
Write a critical review of a journal article the student has read during the course.

Syllabus

CALENDAR
March: 3, 10, 17, 24, 31
April: 7, 21, 28
May: 5, 12, 19, 26
TIME: Friday: 14.30―17.30
ROOM: Zorzi A - Lungadige Porta Vittoria, 17 - 37129 Verona

LESSON 1
3 March: European Commission/EACEA/Eurydice/Eurostat, 2014. Key Data on Early Childhood Education and Care in Europe. 2014 Edition. Eurydice and Eurostat Report. Luxembourg: Publications Office of the European Union, pp. 141-142 http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/166EN.pdf
Language aims: identifying keywords, providing definitions, reporting, using a monolingual dictionary
LESSON 2
10 March: European Commission/EACEA/Eurydice/Eurostat, 2014. Key Data on Early Childhood Education and Care in Europe. 2014 Edition. Eurydice and Eurostat Report. Luxembourg: Publications Office of the European Union, pp. 144-148 http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/166EN.pdf
Language aims: paraphrasing, defining, how to avoid plagiarism
LESSON 3
17 March: L. Mariani (2007). Learning styles across cultures. Perspectives, a Journal of TESOL-Italy, Vol. XXXIV, No. 2, 2007, 343-348.
Language aims: reading strategies, figurative language (metaphors and similes)
LESSON 4
24 March: L. Mariani (2007). Learning styles across cultures. Perspectives, a Journal of TESOL-Italy, Vol. XXXIV, No. 2, 2007, 343-348.
Language aims: reading strategies, idioms
LESSON 5
31 March: Robert Jackson (2009), Studying Religions: The Interpretive Approach in Brief. http://www.theewc.org/download/file/1228
Language aims: strategies for critical reading, how to avoid repetitions
LESSON 6
7 April: Robert Jackson (2009), Studying Religions: The Interpretive Approach in Brief. http://www.theewc.org/download/file/1228
Language aims: strategies for critical reading, collocations
LESSON 7
21 April: Organizing the interview + learning how to use digital tools for collaborative writing
Language aims: focus on pronunciation
LESSON 8
28 April: Zoltan Dörnyei (2007), Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (Vol. 2, pp. 719-731). New York: Springer. http://www.zoltandornyei.co.uk/uploads/2007-dornyei-ihelt.pdf (pp. 646-648)
Language aims: Monitoring and self-evaluation of students’ papers
LESSON 9
5 May: Zoltan Dörnyei (2007), Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (Vol. 2, pp. 719-731). New York: Springer. http://www.zoltandornyei.co.uk/uploads/2007-dornyei-ihelt.pdf (pp. 648-651)
Language aims: Discourse markers
LESSON 10
12 May: Students report the outcome of the interview + transcodification through http://www.makebeliefscomix.com/
Language aims: Use of discourse markers and oral presentation strategies
LESSON 11
19 May: Students check the materials to be sent to the author they interviewed + how to write a critical review of a journal article
Language aims: oral presentations
LESSON 12
26 May: How to write a critical review of a journal article + What should I check in the end? + self-evaluation
Language aims: further tips for an oral presentation

Basic text for language reference:
Latham-Koenig C. & Oxenden C., English File Digital, Pre-intermediate Student’s Book & Workbook (with keys), third edition, OUP, Oxford 2012 (with online expansions: https://elt.oup.com/student/englishfile/?cc=it&selLanguage=it)

Resources:
1.
European Commission/EACEA/Eurydice/Eurostat, 2014. Key Data on Early Childhood Education and Care in Europe. 2014 Edition. Eurydice and Eurostat Report. Luxembourg: Publications Office of the European Union, http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/166EN.pdf
2.
Luciano Mariani (2007). Learning styles across cultures. Perspectives, a Journal of TESOL-Italy, Vol. XXXIV, No. 2, 2007, 343-348.
3.
Robert Jackson (2009). Studying Religions: The Interpretive Approach in Brief. http://www.theewc.org/download/file/1228
4.
Zoltan Dörnyei (2007), Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (Vol. 2, pp. 719-731). New York: Springer. http://www.zoltandornyei.co.uk/uploads/2007-dornyei-ihelt.pdf (pp. 646-648)

Other resources, including online videoclips, will be given during the course. Students will be asked to use a dictionary in class (printed or online). If possible, bring your PC.

Assessment methods and criteria

The examination will be in English. It consists of the presentation of the review of an essay the student has read during the course. The review has to be written in English and handed in far in advance (at least one week before the exam). The examination will also cover the topics introduced during the lessons and/or in the platform. Further information will be given during the course.

Exam sessions
June 2017
Monday 12 June 10.00-19.00 Room Zorzi A
Tuesday 27 June 10.00-19.00 Room Zorzi A

Settembre 2017
Monday 4 September 10.00-19.00 Room Zorzi A
Thursday 21 September 10.00-19.00 Room Lorenzi

January-February 2018: TBA (To Be Announced)

How to get the credits
To get 3 CFU every student has to:
- attend the lessons
- take part in the online activities
- write a review in English
- pass the oral exam (presentation of the review and conversation about the topics introduced during the lessons/on the online platform)

Please note: elements to be assessed:
1. quality of the review written by the student
2. quality and quantity of the online work
3. oral examination

The course is a laboratory, for this reason it is not possible to follow it via distance learning.
Class attendance: at least 10 out of 12 lessons as a rule.

STUDENT MODULE EVALUATION - 2016/2017