Università Roma Tre

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 teaching modalities.
The reading of different types of narrative texts – a novel and two short stories – 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 films, videos and other multimedia materials; 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.
Students will also be required to autonomously develop a Didactic Unit, individually or in groups; these units (inspired by the reading texts proposed in the programme) will be put into practice during the course, under the supervision of the teacher and involving the whole classroom. Such practical approach allows students to engage in methodological discussions, contributing to the application of CLIL as well.

* N.B.: The exam test is A) written (consists in: (1) Reading Comprehension, (2) Language Skill Test to ascertain grammar, syntax and lexical-idiomatic competencies); B) oral (consists in the discussion of a Didactic Unit built up by the student basing on the reading and methodology texts suggested). Students documenting they have achieved B2 level through a CLA course or English placement test will be exonerated from part (2) of the test (they still will have to face the Reading Comprehension, as well as the oral part of the exam).
* 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.

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].

** Reading texts:
– T. PRATCHETT, The Amazing Maurice and His Educated Rodents (any complete original language edition; the reading of the Italian edition as a parallel to the original text is advised) chap. 1-6
– Maria EDGEWORTH, The Purple Jar e The Little Merchants (any complete original language edition) [Italian edition: R. Leproni (ed.) Due racconti di Maria Edgeworth, Kappa ed., Roma, 2009] The Purple Jar: all; The Little Merchants: chap. 1-2
–
** Methodology texts:
- M. SLATTERY, J. WILLIS, English for Primary Teachers, Oxford University Press, 2005 (Italian edition available too: L’Inglese per i Docenti della Scuola Primaria)
- P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press
- SERRA BORNETO C. (ed.), C’era una volta il metodo, Carocci editore, 1999
** 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