SPECIALIST ENGLISH LABORATORY
Course objectives
The main aim of the course is to help students to acquire a sufficiently broad knowledge of the lexis of business and marketing. Such knowledge is acquired by consolidating the students’ abilities in all four language skills in English (Speaking, Listening, Reading and Writing). This allows students to cope with specialized texts in various contexts, to become autonomous learners and to improve their communication skills. These tools will be particularly useful to students in their future work environment. 1. Knowledge and Learning: The course will start at a general English B2 upper-intermediate level and should reach a C1 level, especially as regards the analysis of specialised texts and materials. Students are therefore expected to have an intermediate level of English at the beginning of the course. 2. Ability to apply knowledge acquired: Students are encouraged to study the theoretical aspects of the language and do various types of exercises. This allows them to apply their theoretical knowledge through the use of specific study techniques and exercises. 3. Students’ ability to evaluate texts: Students are particularly encouraged to become autonomous learners and to develop their critical abilities in the analysis of various types of texts and their content. They should be able to assess their own performance and that of their colleagues. 4. Communicative ability: Through an interactive didactic approach, students are encouraged to actively participate in class activities through the use of presentations and discussions. This will help to improve their communication skills in English and to develop and apply what they have learnt during the course. 5. Student learning autonomy: By the end of the course, students will be expected to have acquired a good level of specialized language. This knowledge will allow them to understand specialized texts, to produce texts and to communicate efficiently by using appropriate English forms. These tools are also intended to encourage students to become autonomous learners so that they can progress in the acquisition of specialized English lexis on their own. Moreover, these tools will be particularly useful to students in their future work environment.
Channel 1
LAURA FERRAROTTI
Lecturers' profile
Program - Frequency - Exams
Course program
One section of the course deals with reading exercises of specialized materials and class
discussions on topics related to the language of the media and to the language of
newspapers in particular. Another part of the course deals with the presentation of
important features of English, such as grammar, syntax, lexis and phonetics at B2/C1
levels of language knowledge.
Students are going to learn how to write the description of a chart and how to prepare a
presentation, which is going to be important in their future professions.
Prerequisites
An intermediate knowledge of the language, both written and spoken, is required. The
intermediate level corresponds to the B1/B2 levels (levels of the Common European
Framework of the Reference of Languages CEFR).
Books
Course texts:
1) Handouts prepared by the course lecturer.
2) Sara Thorne, The Language of Newspapers, in S. Thorne, Mastering Advanced
English Language, Palgrave Macmillan, New York, 2008 (any edition is fine), pp. 256-
292.
3) An Intermediate Level grammar such as Raymond Murphy, Essential Grammar in
Use, Cambridge, Cambridge University press, Intermediate level. Students can use an
alternative intermediate level grammar, if they already have one;
4) Further texts and materials will be suggested during the course (Check the detailed
course program).
An updated bibliography dealing with the course topics is going to be provided during the
course (check the detailed course program).
Frequency
Class attendance is not mandatory, but are highly recommended.
Exam mode
Oral exam based on the presentation of a project.
For the oral exam, students should demonstrate the following:
1) ability to do an oral presentation on specialized materials and texts;
2) competence to recognize and use English lexis;
3) ability to pronounce words in an acceptable way;
4) demonstrate to understand questions and observations.
A detailed exam program (a description of the project that students should do) with possible changes from the general program described
above, will be provided at the start of the course.
Lesson mode
Through the adoption of a communicative didactic approach, participation in class discussions will be encouraged in order to favour students’ autonomy in learning English
as well as their communicative abilities.
Students will carry out a variety of activities and exercises, such as:
1) specialized readings with comprehension exercises;
2) watching videos, doing exercises and carrying out discussions about the materials’
contents;
3) recognizing and using grammatical, syntax, lexical and phonetics aspects of
English.
LAURA FERRAROTTI
Lecturers' profile
Program - Frequency - Exams
Course program
One section of the course deals with reading exercises of specialized materials and class
discussions on topics related to the language of the media and to the language of
newspapers in particular. Another part of the course deals with the presentation of
important features of English, such as grammar, syntax, lexis and phonetics at B2/C1
levels of language knowledge.
Students are going to learn how to write the description of a chart and how to prepare a
presentation, which is going to be important in their future professions.
Prerequisites
An intermediate knowledge of the language, both written and spoken, is required. The
intermediate level corresponds to the B1/B2 levels (levels of the Common European
Framework of the Reference of Languages CEFR).
Books
Course texts:
1) Handouts prepared by the course lecturer.
2) Sara Thorne, The Language of Newspapers, in S. Thorne, Mastering Advanced
English Language, Palgrave Macmillan, New York, 2008 (any edition is fine), pp. 256-
292.
3) An Intermediate Level grammar such as Raymond Murphy, Essential Grammar in
Use, Cambridge, Cambridge University press, Intermediate level. Students can use an
alternative intermediate level grammar, if they already have one;
4) Further texts and materials will be suggested during the course (Check the detailed
course program).
An updated bibliography dealing with the course topics is going to be provided during the
course (check the detailed course program).
Frequency
Class attendance is not mandatory, but are highly recommended.
Exam mode
Oral exam based on the presentation of a project.
For the oral exam, students should demonstrate the following:
1) ability to do an oral presentation on specialized materials and texts;
2) competence to recognize and use English lexis;
3) ability to pronounce words in an acceptable way;
4) demonstrate to understand questions and observations.
A detailed exam program (a description of the project that students should do) with possible changes from the general program described
above, will be provided at the start of the course.
Lesson mode
Through the adoption of a communicative didactic approach, participation in class discussions will be encouraged in order to favour students’ autonomy in learning English
as well as their communicative abilities.
Students will carry out a variety of activities and exercises, such as:
1) specialized readings with comprehension exercises;
2) watching videos, doing exercises and carrying out discussions about the materials’
contents;
3) recognizing and using grammatical, syntax, lexical and phonetics aspects of
English.
Channel 2
NICOLETTA DI CIOLLA
Lecturers' profile
Program - Frequency - Exams
Course program
Our learning objectives are:
To enhance your competence in English – receptive and productive
(that is to say: grammar/syntax/lexicon)
To expand your competence in English to include professional/academic language
a. to reflect on and discuss topics linked to your area of study
b. to read and produce reports/technical presentations/ abstracts in your area of study
To analyse texts in English, responding to tone/language/style/register.
Prerequisites
B2- C1 of the CEFR
Books
Bailey, S. (2017), Academic writing: a handbook for international students, 5th Edition, Abingdon: Routledge.
Murphy, R. (2012), English Grammar in Use, 4th Edition, Cambridge: CUP.
A selection of authentic materials recommended by the tutor and by the class.
Frequency
attendance recommended
Exam mode
A comparative analysis of a small selection of articles (newspaper, academic, multimedia) covering style of language, tone, rhetorical strategies, visual features).
You will present your analysis through:
a. An oral presentation of your work;
b. A written plan of how your presentation has developed (detailing your methodology: how you selected your sources, what was your initial hypothesis, how the process of preparing the presentation evolved, how you analysed the data etc)
YOU WILL BE GIVEN SUPPORT AND GUIDANCE THROUGHOUT, AS WELL AS EXAMPLES ON HOW TO DESIGN A PROJECT AND PRESENT IT IN PUBLIC.
STUDENTS WHO ATTEND >= 70% OF THE LESSONS CAN DO THEIR PRESENTATION IN COURSE TOWARDS THE END OF THE SEMESTER.
Lesson mode
We will follow an active learning method and follow the principles the flipped classroom, which requires you to do specific set work in advance of the class. Class time will be used to expand on concepts, address questions, practise, practise and then practise.
We will use authentic materials as much as possible – newspaper articles, reports, academic articles, videoclips, films etc.
You are warmly invited to make suggestions for materials – co-constructing the course invites participation and engagement.
NICOLETTA DI CIOLLA
Lecturers' profile
Program - Frequency - Exams
Course program
Our learning objectives are:
To enhance your competence in English – receptive and productive
(that is to say: grammar/syntax/lexicon)
To expand your competence in English to include professional/academic language
a. to reflect on and discuss topics linked to your area of study
b. to read and produce reports/technical presentations/ abstracts in your area of study
To analyse texts in English, responding to tone/language/style/register.
Prerequisites
B2- C1 of the CEFR
Books
Bailey, S. (2017), Academic writing: a handbook for international students, 5th Edition, Abingdon: Routledge.
Murphy, R. (2012), English Grammar in Use, 4th Edition, Cambridge: CUP.
A selection of authentic materials recommended by the tutor and by the class.
Frequency
attendance recommended
Exam mode
A comparative analysis of a small selection of articles (newspaper, academic, multimedia) covering style of language, tone, rhetorical strategies, visual features).
You will present your analysis through:
a. An oral presentation of your work;
b. A written plan of how your presentation has developed (detailing your methodology: how you selected your sources, what was your initial hypothesis, how the process of preparing the presentation evolved, how you analysed the data etc)
YOU WILL BE GIVEN SUPPORT AND GUIDANCE THROUGHOUT, AS WELL AS EXAMPLES ON HOW TO DESIGN A PROJECT AND PRESENT IT IN PUBLIC.
STUDENTS WHO ATTEND >= 70% OF THE LESSONS CAN DO THEIR PRESENTATION IN COURSE TOWARDS THE END OF THE SEMESTER.
Lesson mode
We will follow an active learning method and follow the principles the flipped classroom, which requires you to do specific set work in advance of the class. Class time will be used to expand on concepts, address questions, practise, practise and then practise.
We will use authentic materials as much as possible – newspaper articles, reports, academic articles, videoclips, films etc.
You are warmly invited to make suggestions for materials – co-constructing the course invites participation and engagement.
- Lesson codeAAF1538
- Academic year2024/2025
- CourseMedia studies, digital communication and journalism
- CurriculumComunicazione politica
- Year1st year
- Semester2nd semester
- CFU3
- Subject areaUlteriori conoscenze linguistiche