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Didattica della lingua inglese II (s)
- Prerequisiti
Conoscenza e competenza della lingua inglese livello B1.
- Obiettivi formativi
Saper compiere scelte metodologiche adeguate alla classe e all'età dei bambini della scuola primaria. Saper analizzare e valutare le attività della classe. Riflettere sull'uso della lingua inglese e lo sviluppo della stessa per l'acquisizione della competenza linguistica. Migliorare le proprie conoscenze e competenze linguistiche attraverso l'utilizzo di testi in lingua e l'interazione durante le lezioni.
- Programma del corso
1. A child as a language learner: implication of Piagetian and Vygotskyan theory.
2. A child as a language learner: Bruner: scaffoldings and routines. From learning to language learning.
3. Learning language through tasks and activities: task demand; task support.
4. Learning language through tasks and activities: stages in a classroom task.
5. The development of children’s skills: learning the spoken language.
6. Short activities for learning the spoken language.
7. Learning words: vocabulary development in children’s language learning; organisation of words in a language; children’s vocabulary learning strategies.
8. Organisation of words in a language.
9. Children’s vocabulary learning strategies.
10. Learning grammar: different meaning of grammar; a learning-centred approach to teaching grammar; teaching techniques for supporting grammar learning.
11. Learning literacy skills: factors affecting learning to read in English as a foreign language.
12. Learning literacy skills: starting to read and write in English as a foreign language.
13. Developing reading and writing as discourse skills.
14. Learning through stories: stories and themes as holistic approaches to language teaching and learning.
15. Learning through stories: organisation of stories; choosing stories to promote language learning.
16. Learning through stories: ways of using a story; developing tasks around a story.
17. Theme/based teaching and learning.
18. Planning theme-based teaching.
19. Patterns of first language use in foreign language classrooms.
20. Dynamics of language choice and use.
21. Assessment and language learning.
22. Principles for assessing children’s language learning.
23. Key concepts in assessment.
24. Teacher assessment of language learning.
25. Self-assessment and learner autonomy.
26. Issues around teaching children a foreign language.
27. The need for research.
28. The need to develop pedagogy.
29. Teaching pronunciation.
30. Problems and approaches in pronunciation teaching.
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Testi (A)dottati, (C)onsigliati
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1.
(A)
LYNNE CAMERON
Teaching Languages to Young Learners
Cup
2001
» Pagine/Capitoli: 246 pp
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2.
(C)
GERALD KELLY
How to Teach Pronunciation
Longman
2000
» Pagine/Capitoli: cap. 2-6, 70 pp
- Metodi didattici
- lezione frontale interazione tra studenti e docente durante le attività che richiederanno l'applicazione pratica dei contenuti.
- Modalità di valutazione
- Lingue, oltre all'italiano, che possono essere utilizzate per l'attività didattica
inglese
- Lingue, oltre all'italiano, che si intende utilizzare per la valutazione
inglese
MATERIALI DIDATTICI
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Lesson 10
Assessment and language learning. How to teach pronunciation.
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Lesson 9
How to learn through stories
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Lesson 8
How to learn literacy skills
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Lesson 7
how to learn words (part 2)
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Lesson 6
how to learn grammar (part 2)
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Lesson 5
how to learn grammar
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Lesson 4
how to learn words
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Lesson 3
from learning to language learning; learning the spoken language
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lesson2
a learning-centred-persepective, Bruner; teaching English to children; classroom assessment and research.
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Lesson1
course programme; introduction; a learning-centred-perspective
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News
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Programma di esame
13/01/2010
I contenuti 26, 27 e 28 del programma generale del corso di Didattica II sono stati eliminati. Non saranno quindi oggetto di esame.
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