Primary teacher education

- Writing: The course provides key techniques and tips to improve students' written production (planning, organization, morphosyntactic and orthoepic precision, clarity, coherence and cohesion, and textual typology) in order to learn: a) the common errors that Italian speakers make when studying English as a foreign language, and b) writing correction and evaluation techniques. - Speaking, Listening, and Reading: In developing the proposed lesson topics, we will teach techniques for good intonation and pronunciation in English, thus also facilitating the process of listening comprehension, which will be achieved through authentic texts (excerpts from documentaries, TV series and programs, interviews) and reading comprehension, which will always begin with authentic texts (newspapers, educational texts for teacher training, English language textbooks for school). All the topics covered in the various text types will serve as a stimulus to strengthen and consolidate communication in the foreign language. The course is conducted by adopting the most widespread and effective methods and techniques of English as a foreign language (Communicative Language Teaching, Direct Method, Total Physical Response, Presentation-Practice-Production, Task, Gaming) and through the use of various materials such as flashcards and realia so that students immediately become familiar with the teaching practices to be adopted in their classes. Part of the course focuses on developing a learning unit for primary school students, followed by a simulation of the English lesson by the students. The unit will be created specifically based on the critical issues identified in the primary school textbook analyzed in the fourth-year workshop, according to the list provided by the teacher. Creating and simulating the lesson are an integral part of the learning process, so by the end of the course, students will be able to evaluate the appropriate approach to language lessons, applying methods and techniques appropriate to the activities and content being covered. They will also be able to implement the reflective teaching practice necessary for quality teaching.

The prerequisites necessary at the beginning of the course concern knowledge of English equivalent to level B1+ of the CEFR (Common European Framework of Reference for Languages).

Adopted texts An English language textbook for primary school students, to be agreed upon with the teacher based on the list provided during the course and on the Moodle platform, and according to the indicated working methods.

Attendance is recommended as the workshop has practical value. Absences permitted to be considered attending are 25% of the total hours.

The exam will be oral. To pass the exam students: For attending students - must prepare a list of topics (provided by the instructor) to be discussed in order to evaluate linguistic-communicative competence and the ability to understand and communicate spontaneously through topics appropriate to the B1+ level of the CEFR; - must present two written reports in English, to be submitted before the exam, on the work completed during the course: a) the first report must contain a reflection on the design and creation of the learning unit (difficulties, critical issues, work methods and times, pair/group work, problem-solving); b) the second report concerns the simulation of the lesson and must contain, again in English, the following content: difficulties encountered during the simulation, personal and technical skills, and content learned during the simulation itself, as well as what was learned by observing colleagues simulating the lesson. The purpose of this study is to assess whether future English language teachers have learned from reflective and teaching practice. The exam may last from 10 to 15 minutes, depending on the candidate's knowledge, skills, and speaking fluency. For non-attending students: - the list of topics will be broader than for attending students to be discussed to evaluate linguistic-communicative competence and the ability to understand and communicate spontaneously through topics appropriate to the B1+ level of the CEFR. It will be uploaded along with the materials on the Moodle platform. - The design and creation of the learning unit must follow the same criteria as those of the attending students, therefore, it must be carried out in pairs or groups of three. Both the lesson plan (not just the design, but the creation of all the activities as if it were a unit of a textbook) and the report on the design and creation experience (see point a) must be submitted for assessment. - The simulation will be replaced by a critical discussion in English based on the text by Thornbury & Watkins listed in the bibliography. The purpose of the second and the third part of the evaluation is to assess whether future English language teachers have learned from reflective and teaching practice. The exam may last from 10 to 15 minutes, depending on the candidate's knowledge, skills, and speaking fluency.

- Scrivener, J. (2011). Learning Teaching. The Essential Guide to English Language Teaching. Third edition. London: MacMillan. - Thornbury, S. & Watkins, P. A. (2018). The CELTA course: Certificate in English language teaching to adults: Trainee book. Cambridge: Cambridge University Press. - Redman, S. (2012). English Vocabulary in Use pre-intermediate & intermediate. Third Edition. Cambridge: CUP.

The course is conducted by adopting the most widespread and effective methods and techniques of English as a foreign language (Communicative Language Teaching, Direct Method, Total Physical Response, Presentation-Practice-Production, Task, Gaming) and through the use of various materials such as flashcards and realia so that students immediately become familiar with the teaching practices to be adopted in their classes. Part of the course focuses on developing a learning unit for primary school students, followed by a simulation of the English lesson by the students. The unit will be created specifically based on the critical issues identified in the primary school textbook analyzed in the fourth-year workshop, according to the list provided by the teacher. Creating and simulating the lesson are an integral part of the learning process, so by the end of the course, students will be able to evaluate the appropriate approach to language lessons, applying methods and techniques appropriate to the activities and content being covered. They will also be able to implement the reflective teaching practice necessary for quality teaching.