English Language Laboratory V

Scienze della Formazione Primaria English Language Laboratory V

4461000038
DIPARTIMENTO DI SCIENZE UMANE, FILOSOFICHE E DELLA FORMAZIONE
EQF7
PRIMARY TEACHER EDUCATION
2021/2022

OBBLIGATORIO
YEAR OF COURSE 5
YEAR OF DIDACTIC SYSTEM 2016
AUTUMN SEMESTER
CFUHOURSACTIVITY
230LAB


Objectives
THE LAB. IS GOING TO FOCUS ON ENGLISH LANGUAGE TEACHING TO YOUNG LEARNERS (5-12) AND VERY YOUNG LEARNERS (3-5). STUDENTS WILL PRACTICE EFFECTIVE LESSON PLANNING USING TASKS AND ACTIVITIES THAT ENHANCE LEARNING BY DOING IN A PLAYFUL AND COMMUNICATIVE CONTEXT FROM AN INTERCULTURAL PERSPECTIVE AND TAKING INTO ACCOUNT PUPIL’S DIFFERENT LEARNING STYLES.

THE LAB AIMS TO:
- DEVELOP SPECIFIC FOREIGN LANGUAGE COMPETENCES THROUGH THE ACQUISITION OF A SPECIALISED LEXICON FOR LANGUAGE TEACHING IN ORDER TO PLAN AND EXPERIMENT NEW METHODOLOGIES AND KEEP UP TO DATE WITH DOCUMENTS FROM THE COUNCIL OF EUROPE RELATED TO INTERNATIONAL LANGUAGE POLICIES FOR YOUNG LEARNERS AND VERY YOUNG LEARNERS;
-FOCUS ON THE MAIN STRATEGIES IN LESSON PLANNING AND TEACHING EVALUATION;
-PROVIDE RESEARCH STRATEGIES FOR TEACHER DEVELOPMENT AND LIFE-LING LEARNING;
-DEVELOP AWARENESS OF INTERCULTURAL COMMUNICATIVE COMPETENCE AND INTERCULTURAL CITIZENSHIP;
- ACQUIRE KNOWLEDGE OF TEACHING TECHNOLOGIES TO ENHANCE LANGUAGE TEACHING.
THE MAIN SKILLS WILL BE:
- TO PLAN EFFECTIVE LANGUAGE TEACHING ACTIVITIES AND USE METHODOLOGIES AIMED AT YOUNG LEARNERS AND VERY YOUNG LEARNERS THROUGH THE DEVELOPMENT OF LESSON PLANNING, EVALUATION AND SELF-EVALUATION STRATEGIES.
- TO USE TEACHING TECHNOLOGIES, EXPERIMENTING INNOVATIVE AND COLLABORATIVE PROJECTS AIMED AT MEETING AND EXCHANGING IDEAS WITH INTERNATIONAL COLLEAGUES (ETWINNING, ERASMUS +, ETC.), AND IMPLEMENTING PROJECT-BASED E TASK-BASED LEARNING IN AN INTERDISCIPLINARY AND MULTICULTURAL DIMENSION.
- TO ANALYSE CRITICALLY TEACHING PRACTICES AND THEIR EFFECTIVENESS WITH SPECIFIC ATTENTION TO SPECIAL NEEDS.
Prerequisites
STUDENTS' LANGUAGE COMPETENCE NEEDS TO CORRESPOND TO THE B2 LEVEL OF THE COMMON EUROPEAN FRAMEWORK OF REFERENCE.
Contents

- GRAMMAR TRANSLATION AND AUDIOLINGUAL METHOD;
- DIRECT METHOD;
- THE COMMUNICATIVE APPROACH;
- COMPREHENSIBLE INPUT AND USE OF REALIA;
- LESSON PLANNING;
- TASK-BASED AND PROJECT-BASED LEARNING, LEARNING BY DOING;
- HUMANISTIC APPROACHES: COMMUNITY LANGUAGE LEARNING, SUGGESTOPEDIA, SILENT WAY, TOTAL PHYSICAL RESPONSE.
- THE LEXICAL APPROACH;
- STORYTELLING AND EXTENSIVE READING;
- VIOLA SPOLIN AND THEATRE GAMES FOR THE LANGUAGE CLASSROOM;
- CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING);
- COOPERATIVE LEARNING THROUGH INTERNATIONAL TWINNING PROJECTS (E.G. ETWINNING).
Teaching Methods
THE LAB. OFFERS A TOTAL OF 30 HOURS OF CLASSROOM ACTIVITIES.
MORE SPECIFICALLY, 20 HOURS WILL INCLUDE TEACHER’S PRESENTATIONS, PRACTICAL TASKS AND GROUP DISCUSSIONS, WHEREAS THE REMAINING 10 HOURS WILL FOCUS ON TEACHING PRACTICE AND LESSON SIMULATIONS. STUDENTS WILL BE WORKING IN GROUPS OF MAXIMUM FOUR MEMBERS.
ATTENDANCE IS COMPULSORY WITH A MINIMUM OF 80% OF THE 30 HOURS OF ATTENDANCE REQUIRED.
Verification of learning
THE EXAM REQUIRES THE DEVELOPMENT OF A WRITTEN LESSON PLAN FOLLOWED A GROUP SIMULATION OF A PART OF THIS LESSON IN CLASS.
THIS PRACTICAL TASK WILL BE EVALUATED ACCORDING TO THE FOLLOWING PARAMETERS:
1.PRESENTATION SKILLS, GIVING CLEAR INSTRUCTIONS, CONCEPT CHECK OF INSTRUCTIONS, PROVIDING EXAMPLES AND SO ON.
2.LESSON PLAN ORGANIZATION AND COHERENCE IN ORGANIZING THE TASKS’ DURATION, CLASSROOM MANAGEMENT, CLEAR AND ACHIEVABLE OBJECTIVES, AND SO ON.
3.MOTIVATION AND ATTITUDE DURING GROUP WORK AND CLASS SIMULATION.
4.LANGUAGE COMPETENCE AND APPROPRIATENESS.
THE RANGE OF EVALUATION INCLUDES FOUR LEVELS: VERY GOOD, GOOD, SATISFACTORY, TRY HARDER. THE MINIMUM PASS MARK IS ‘SATISFACTORY’.
Texts
MAIN TEXTBOOK:
- MARY SLATTERY E JANE WILLIS, ENGLISH FOR PRIMARY TEACHERS, OXFORD: OXFORD UNIVERSITY PRESS, 2001.

REFERENCE MATERIAL:
- JACK C. RICHARDS, KEY ISSUES IN LANGUAGE TEACHING, CAMBRIDGE: CAMBRIDGE UNIVERSITY PRESS, 2015.
- VIOLA SPOLIN, IMPROVISATION FOR THE THEATER, EVANSTON: NORTHWESTERN UNIVERSITY PRESS, 1999.
- VIOLA SPOLIN, THEATER GAMES FOR THE CLASSROOM: A THEACHER’S HANDBOOK, EVANSTON: NORTHWESTERN UNIVERSITY PRESS, 1986.
- ANDREW WRIGHT, STORYTELLING WITH CHILDREN, OXFORD: OXFORD UNIVERSITY PRESS, 1995.
- RICHARD DAY, JENNIFER BASSNETT ET. ALL, BRINGING EXTENSIVE READING INTO THE CLASSROOM: A PRACTICAL GUIDE TO INTRODUCING EXTENSIVE READING AND ITS BENEFITS TO THE LEARNERS, OXFORD: OXFORD UNIVERSITY PRESS, 2012.
- CAROL READ, 500 ACTIVITIES FOR THE PRIMARY CLASSROOM, OXFORD: MACMILLAN PUBLISHERS, 2007.
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