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.

3° Year  activated in the A.Y. 2022/2023

ModulesCreditsTAFSSD
Training 3rd year
4
F
-

5° Year  activated in the A.Y. 2024/2025

ModulesCreditsTAFSSD
9
B
L-ART/02 ,L-ART/03 ,L-ART/06
Training 5th year
9
F
-
Final exam
9
F
-
activated in the A.Y. 2024/2025
ModulesCreditsTAFSSD
9
B
L-ART/02 ,L-ART/03 ,L-ART/06
Training 5th year
9
F
-
Final exam
9
F
-
Modules Credits TAF SSD
Between the years: 4°- 5°

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.




S Placements in companies, public or private institutions and professional associations

Teaching code

4S006156

Coordinator

Paola Vettorel

Credits

2

Language

Italian

Scientific Disciplinary Sector (SSD)

L-LIN/12 - LANGUAGE AND TRANSLATION - ENGLISH

Period

Sem. 1A dal Sep 25, 2023 al Oct 28, 2023.

Courses Single

Not Authorized

Learning objectives

Conoscenza e comprensione:
SCUOLA DELL’INFANZIA
- develop knowledge of the main approaches, techniques and didactic tools to teach English to
young learners (pre-primary school)
- be familiar with topics related to the pedagogic implications of the current sociolinguistic
complexity of English (World Englishes, English as a Lingua Franca)
SCUOLA PRIMARIA
- develop knowledge of the main approaches, techniques and didactic tools to teach English to
young learners (pre-primary and primary school)
- be familiar with topics related to the pedagogic implications of the current sociolinguistic
complexity of English (World Englishes, English as a Lingua Franca)

Conoscenza e capacità di comprensione applicate
SCUOLA DELL’INFANZIA
- be able to evaluate and choose appropriate techniques, tools and materials to teach English to
young learners (pre-primary school)
SCUOLA PRIMARIA
- be able to evaluate and choose appropriate techniques, tools and materials to teach English to
young learners (primary school)

Prerequisites and basic notions

B1 CEFR Level - English

Program

Topics and issues related to the main approaches, techniques and strategies to teach English to young learners children will be explored during the course, including the development of the four skills (listening and speaking in particular), as well as on how to evaluate and design ELT materials for young learners.
The course will include work on the following areas: young learners’ characteristics; English, Englishes and ELF: implications for the language classroom; Skills: Listening and speaking - drama and storytelling; songs/chants and game activities; reading and writing; vocabulary and grammar; creating, adapting and evaluating activities for young language learners.
The course will be held in English.
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.
Additional readings
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.
Lopriore L. 2012. Buzzwords in ELT. Roma: Anicia.
Santipolo M. (ed.). 2012. Educare i bambini alla lingua inglese. Lecce: PensaMultimedia
Thornbury S. 2006. An A-Z of ELT. Oxford: MacMillan.

Bibliography

Visualizza la bibliografia con Leganto, strumento che il Sistema Bibliotecario mette a disposizione per recuperare i testi in programma d'esame in modo semplice e innovativo.

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 in English.
Materials (power point slides, articles and essays examined 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.
Additional readings
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.
Lopriore L. 2012. Buzzwords in ELT. Roma: Anicia.
Santipolo M. (ed.). 2012. Educare i bambini alla lingua inglese. Lecce: PensaMultimedia
Thornbury S. 2006. An A-Z of ELT. Oxford: MacMillan.
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.
Pre-requisite for the exam: B2 CEFR language level (English)

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE

Evaluation criteria

The final score, out of 30 (/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

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
Pre-requisite for the exam: B2 CEFR language level (English)

Exam language

inglese