Studying at the University of Verona
Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.
Study Plan
The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.
1° Year
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2° Year activated in the A.Y. 2019/2020
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3° Year activated in the A.Y. 2020/2021
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4° Year activated in the A.Y. 2021/2022
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English laboratory 4th year
5° Year activated in the A.Y. 2022/2023
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English laboratory 4th year
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Legend | Type of training activity (TTA)
TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.
English laboratory 5th year (2022/2023)
Teaching code
4S001199
Credits
2
Language
Italian
Scientific Disciplinary Sector (SSD)
L-LIN/12 - LANGUAGE AND TRANSLATION - ENGLISH
The teaching is organized as follows:
Lab. E-Twinning [Gruppo A]
Lab. E-Twinning [Gruppo B]
Lab. E-Twinning [Gruppo C]
Lab. E-Twinning [Gruppo D]
Laboratorio [Gruppo 1]
Laboratorio [Gruppo 2]
Learning objectives
1. Conoscenza e capacità di comprensione
- approfondire i principali approcci, tecniche e strumenti glottodidattici per l’insegnamento della lingua inglese, con riferimento alla fascia d’età relativa alla scuola dell’infanzia e alla scuola primaria
2. Conoscenza e capacità di comprensione applicata
- saper progettare attività didattiche/curricolari e materiali per l’insegnamento della lingua inglese con riferimento alla fascia d’età relativa alla scuola dell’infanzia e alla scuola primaria
- saper valutare e scegliere tecniche, strumenti e materiali adeguati per l’insegnamento della lingua inglese con riferimento alla fascia d’età relativa alla scuola dell’infanzia e alla scuola primaria
3. Autonomia di giudizio
- saper analizzare criticamente gli interventi formativi progettati, individuandone punti di miglioramento e potenzialità;
- saper auto-valutare le proprie competenze linguistiche e glottodidattiche, definendo i punti di miglioramento
4. Abilità comunicative
- saper utilizzare la lingua in situazioni comunicative di insegnamento relativamente alla fascia d’età scuola dell’infanzia e alla scuola primaria;
- saper utilizzare la lingua in situazioni comunicative di crescita professionale
5. Capacità di apprendere
- saper analizzare le caratteristiche di approcci e tecniche glottodidattiche per l’insegnamento della lingua inglese, e saperli adattare al contesto di apprendimento e alla fascia d’età relativa alla scuola dell’infanzia e alla scuola primaria;
- essere in grado di reperire, scegliere e adattare fonti e materiali necessari a sviluppare interventi didattici e modalità progettuali efficaci per l’insegnamento della lingua inglese per questa fascia d’età
Prerequisites and basic notions
B2 CEFR Level - English
Program
Topics and issues related to the main approaches, techniques and strategies to teach English to young learners will be explored during the course, including: assessment in primary scool; lesson planning; Content and Language Integrated Learning; Intercultural awareness and plurilingual awareness through English as a Foreign Language.
Materials (power point slides, articles and essays distributed during the lessons) can be integrated with the books in the reading lists (basic and additional).
Reading list
Cameron L. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Moon J. 2005. Children Learning English. Oxford: MacMillan.
Pinter A. 2006. Teaching Young Language Learners. Oxford: Oxford University Press.
Slattery M., Willis J. 2003. English for Primary Teachers. Oxford: Oxford University Press.
Mourão S., with G. Ellis. 2020. Teaching English to Pre-Primary Children. Delta Publishing.
Additional resources
Balbi R. 2010. L’apprendimento dell’inglese. Proposte per la scuola primaria. Roma: Carocci Faber.
Bianchi C., Corasaniti P., Panzarasa N. 2004. L’inglese nella scuola primaria. Roma: Carocci Faber.
Cameron L., McKay P. 2010. Bringing Creative Teaching into the Young Learner Classroom. Oxford: Oxford University Press.
Read C. 2020. 101 Tips for Teaching Primary Children. Cambridge: Cambridge University Press.
Santipolo M. (ed.). 2012. Educare i bambini alla lingua inglese. Lecce: PensaMultimedia
Bibliography
Didactic methods
After an introductory session with issues and materials related to the lesson topics, students will work cooperatively in pairs/small groups, with individual contributions in the development of activities related to the different topics. Lessons will be integrated by online materials and activities within the dedicated e-learning Moodle class. The course will be held in English.
The teaching material will be uploaded in the Moodle e-learning space; should students have Covid-related difficulties in attending the lessons, they are invited to contact the teacher via email.
Learning assessment procedures
During the oral exam, to be held in English, students will discuss topics related to the course, starting from materials and activities part of the Individual Learning Portfolio that was developed during the course, supporting their choices as to activities and materials.
Evaluation criteria
The final score, out of 30, will take into account the ability to:
● adequately illustrate and discuss the contents of the Individual Learning Portfolio
● connect the activities included in the Individual Learning Portfolio with the methodological framework, adequately supporting and motivating the rationale within which they were planned
Criteria for the composition of the final grade
The final mark is /30.
Exam language
Inglese
