Economics for Environment, culture and tourism

ERSILIA AMEDEA INCELLI
ERSILIA AMEDEA INCELLI

Programme objectives correspond to those established for the C1 level in the Common European Framework of Reference for Foreign Languages document. Attainment targets comprise the following linguistic competences. On completion of the course, a C1 level student should possess the following competences:
C1 - Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
In line with the curricula of the Faculty courses, teaching at C1 level is based on the analysis (comprehension, interpretation and discussion) of an extensive variety of texts (both spoken and written) used by scholars, professionals and experts in the wide-ranging explorations pertinent to the social sciences as a whole. English use is thus placed in an international context, English being the instrument for the diffusion of knowledge world-wide: in this light, it becomes the platform for the discussion of interdisciplinary and intercultural themes.

B2 lower intermediate

PROF.SSA ERSILIA INCELLI C1 LINGUA INGLESE 9 CREDITI

1 SEMESTRE A.A. 2025/26 - IL CORSO C1 ADVANCED ENGLISH INIZIA IL 22 SETTEMBRE.
IL PROGRAMMA E IL LIBRO DI TESTO SARANNO COMUNICATI FINE AGOSTO.

C1 Advanced English for Economics and Sustainability

70 hours (frontal) recommended (6 hours a week)
6-8 hours/week in class with mother-tongue English language lecturers (Silvia Polsinelli and Darragh Mulcahy)
Self- study is available in the Multimedia Language Laboratory (3rd floor above the Presidenza).

Target students and entry level
University undergraduates or MSc students in Economics, Finance or Tourism who already have a solid B2 / low C1. Aim to reach/confirm CEFR C1 in professional/academic contexts (reading reports, producing policy briefs, presentations, negotiation, academic writing).

Overall aims
1. Develop advanced receptive and productive English skills specific to economics, finance and tourism.
2. Enable students to read, interpret and critically evaluate complex authentic texts (The Economist journal, CSR reports, sustainability disclosures, financial news, OECD/UNWTO reports, academic articles).
3. Build fluency and accuracy for oral communication (presentations, debates, negotiations, interviewing, meetings) and writing skills (essay writing, summaries, policy briefs, report).
4. Teach specialized terminology (economics, finance, tourism, CSR/ESG) and the discourse features of the news reporting current affairs, CSR reports).

Learning outcomes (by course end)
Students will be able to:
• Read and summarise authentic English language journals such as The Economist, the Financial Times, sustainability / CSR reports and policy documents, identifying arguments, claims, evidence and limitations.
• Analyse and discuss sectoral data and trends (e.g., UNWTO tourism statistics) and present position papers.
• Produce coherent, register-appropriate written texts: themed essay writing, summary, short policy brief, company report critique, and relevant documents for tourism economics.
• Use advanced grammar and lexis accurately (see grammar reference book) and perform persuasive oral tasks (debates, meetings).

Course structure
Ist term of the a.year - 6/10 contact hours (interactive lessons) each week + 1–2 hours guided self-study. (See the timetable offered for English language courses)

Grammar and discourse applied to students’ academic studies
Including:
• Nominalisation / complex noun phrases - academic/professional writing (e.g., the implementation of carbon-reduction measures).
• Passive constructions and agentless passives — common in reports (interest rates were reduced, is expected to).
• Advanced conditionals/ future-in-the-past — forecasting scenarios.
• Modals for deduction / probability — must/could/may/might/should + have + past participle.
• Reduced relative clauses, inversion, ellipsis - to produce concise policy writing and headlines.
• Reported speech and reporting verbs – summarising, commenting, argumentation.
• Cohesion and referencing - demonstratives, linking phrases, logical connectors used in reports and arguments.
Specialized vocabulary related to students’ course of studies
For example:
• Economics and finance: e.g. GDP per capita, unemployment rate, fiscal consolidation, monetary tightening, yield curve, ROE, leverage, credit spread.
• CSR / sustainability / ESG: materiality assessment, scope 1/2/3, biodiversity, stakeholder engagement, sustainability disclosure, assurance, net-zero, sustainable transitions.
• Tourism: carrying capacity, seasonality, inbound/outbound flows, visitor management, sustainable tourism, cultural heritage management.

Case Studies
The course will also look at a various case studies – national and international case study examples.
These can be chosen and suggested by the students, e.g. Fast Fashion industry, Urban gardening to combat climate change, energy transitions, etc. etc

Course books: TO BE DEFINED SOON
Recommended - Cambridge Academic English' (Advanced) Cambridge University Press
Academic Writing (5th edition). A Handbook for International students
(S.Bailey), Routledge publishers.
Business Result Advanced Oxford University Press
English File Advanced - Oxford University Press
My Grammar Lab - Pearson/Longman

Suggested authentic materials for self-study
• Podcasts
• Corporate and sustainability / annual reports
• UNWTO Statistics and World Tourism Barometer for tourism trends and data.
• The Economist
• Financial Times
• The Guardian
• BBC NEWS
• TED TALKS
Assessment
Formative: peer review of presentations, short timed readings/summaries, essay writing for homework
Summative: Oral exam consisting of interview, and presentation - 12 minute individual presentation on a CSR/tourism policy topic: Final written test — reading comprehension (authentic extracts), grammar use in context, short essay (220–260 words).Students are tested for fluency, accuracy, complexity, register, use of authentic data.

Sustainable Development Goals
QUALITY EDUCATION

70 hours for the 1 semestre - students should attend at least 70% of the course

Example of Reading Comprehension
Esempio del Reading Comprehension
C1 Advanced
Reading Multiple Choice. Worksheet 1
Read the text below, then answer the questions.
Urban Gardens: Transforming Our Cities
The conversion of unused city spaces into productive growing areas marks one of the most significant shifts in modern urban planning. Whilst growing food in cities is hardly new - with historical examples ranging from the ancient gardens of Babylon to wartime victory gardens - today's urban gardening movement is remarkably different in both its methods and its aims. Rather than simply transferring traditional farming techniques into city settings, contemporary urban growing programmes combine innovative technologies with environmental awareness to create efficient food production systems that challenge our usual views about the divide between city and countryside. These systems range from sophisticated hydroponic installations in converted warehouses to community-managed rooftop gardens that employ smart irrigation systems and vertical growing techniques.
The rise in urban growing schemes has been driven by several factors, both practical and ideological. Whilst concerns about food security and the carbon footprint of transporting food have played a major role, this explanation fails to capture the full picture. Urban growing projects often become focal points for community involvement, learning opportunities, and local economic growth in unexpected ways. What starts as a neighbourhood vegetable plot frequently develops into a sophisticated community enterprise tackling various urban issues at once. These initiatives have proven particularly valuable in areas traditionally classified as 'food deserts', where access to fresh produce has historically been limited, and in communities seeking to rebuild social connections in an increasingly digitalised world.
Despite its potential, urban growing faces considerable challenges that go beyond mere teething problems. The core issue centres on the economics of land use in cities. In most urban areas, land prices make traditional growing methods financially impossible when compared to building homes or offices. This has prompted creative solutions, such as the development of vertical growing systems and the transformation of disused industrial buildings, though these approaches create fresh problems. The power needed for artificial lighting in vertical gardens, for example, might actually work against their environmental benefits. Moreover, the initial investment required for these technological solutions often puts them beyond the reach of the community groups who might benefit most from them.
The practical difficulties extend beyond the cost of land. Urban gardeners must deal with contaminated soil, limited access to water, and the unusual growing conditions created by surrounding buildings. Furthermore, local authority regulations have not kept pace with new developments, creating uncertainty around basic issues from water use to keeping chickens. Some councils have introduced new planning rules, but progress is patchy, leaving many urban growers unclear about what they can and cannot do. The resulting regulatory grey areas have led to situations where successful projects have been forced to close or relocate, despite demonstrating clear community benefits.
Perhaps the most fascinating discussions about urban growing relate to its core purpose and possibilities. Supporters make bold claims about its ability to improve food security, lower carbon emissions, and generate employment. Those who question the movement argue that whilst urban growing schemes offer valuable benefits to communities, they can only ever produce a tiny proportion of a city's food requirements. This debate highlights a deeper question about whether we should judge urban growing mainly on its food output or on its wider social and educational impact. The evidence suggests that successful projects often achieve multiple objectives simultaneously, making it difficult to evaluate them on any single criterion.
The movement's future will likely depend on finding ways to balance these different views and expectations. Its greatest value may lie not in any single aspect, but in its ability to adapt to local needs and conditions. Whether urban growing becomes a key source of food or remains primarily a way to bring communities together and raise environmental awareness, it has already changed how we think about cities and food production. As cities continue to grow and evolve, the lessons learned from urban growing projects - about community engagement, sustainable resource use, and adaptive space utilisation - may prove valuable far beyond the realm of food production itself.

1. What does the writer suggest distinguishes the modern urban growing movement from past approaches?
a) It applies traditional farming methods more efficiently
b) It focuses primarily on environmental concerns
c) It fundamentally reimagines how city spaces can be used for food production
d) It aims to completely replace rural farming

2. How does the writer characterise the evolution of urban growing schemes?
a) They struggle to maintain community interest
b) They require significant official support
c) They rarely achieve their original aims
d) They develop in unexpected directions beyond their initial purpose

3. What conclusion does the text lead us to about technological solutions like vertical growing?
a) They offer the best solution to land costs
b) They consume too much energy to be viable
c) Their environmental credentials are debatable
d) They have solved most traditional growing problems

4. What emerges from the text as the fundamental tension in urban growing?
a) The conflict between economic realities and social benefits
b) Meeting complex technical requirements
c) Dealing with regulatory restrictions
d) Managing environmental impacts

5. According to the text, how do different groups interpret the value of urban growing?
a) They disagree about its technical implementation
b) They focus mainly on economic viability
c) They hold contrasting views about its core purpose and potential
d) They primarily debate environmental impact

6. What argument runs through the text about the nature of urban growing?
a) It will eventually replace traditional farming methods
b) It defies simple categorisation due to its evolving role
c) It needs fundamental regulatory change to succeed
d) It primarily serves as an educational tool


Reading Multiple Choice. Worksheet 1
Answer Key:
1. c) It fundamentally reimagines how city spaces can be used for food production
2. d) They develop in unexpected directions beyond their initial purpose
3. c) Their environmental credentials are debatable
4. a) The conflict between economic realities and social benefits
5. c) They hold contrasting views about its core purpose and potential
6. b) It defies simple categorisation due to its evolving role

• The lessons follow a series of themes which are relevant to the students' curriculum of studies. Themes include: sustainability, AI and technology, cultural practices and behaviour in buinsess and corporations, eductaion, job applications and interviews, inequality and social justice, buisness ethics, financial terms.