Doretta Ardu

Raffaella Beolé

Roy Palmer

L’argomento. Life Reflections è rivolto agli studenti dei Licei delle Scienze Umane (Indirizzo tradizionale e Opzione economico-sociale).
 
 I contenuti sono stati ordinati secondo criteri di graduale complessità concettuale e linguistica e vengono esplorati utilizzando le quattro abilità in modo omogeneo ed integrato.
 
 La struttura. Life Reflections è diviso in sei Moduli, ognuno dei quali è ripartito in tre sezioni:
 
 1. Contents Section – Divisa in Unità, contiene testi e attività che riguardano i contenuti specifici della specializzazione già affrontati in L1. Ogni Unità è suddivisa in brevi Capitoli per favorire non solo uno studio più parcellizzato, ma anche la scelta antologica da parte dell’insegnante. Brevi box di approfondimento, denominati Moving Deeper, permettono di ampliare le conoscenze sull’argomento. Un ricco apparato iconografico correda i brani di lettura, per ognuno dei quali è previsto un esauriente glossario.
 
 2. Revision and Practice – Si occupa di contenuti inerenti alla disciplina ponendo particolare attenzione all’arricchimento lessicale, strutturale e allo sviluppo delle quattro abilità linguistiche. Presenta le seguenti ripartizioni: <ul><li>Vocabulary. Comprende specifiche attività per il conseguimento del lessico più importante del Modulo.
</li><li>Grammar. Propone il rinforzo delle strutture morfo-sintattiche più ricorrenti.
</li><li>Communication. Offre testi e attività di consolidamento dei contenuti appresi per sviluppare le quattro abilità linguistiche: Reading – Listening – Speaking – Writing.
</li></ul>3. Language Immersion – È volta al potenziamento della lingua tramite l’esplorazione di materie non linguistiche in inglese e la pratica di esercitazioni per certificazione linguistica. <ul><li>CLIL (Content and Language Integrated Learning). Alla fine di ogni Modulo è presente un CLIL CORNER che si collega alle tematiche presentate in alcune delle discipline curriculari: Biologia, Scienze Naturali, Filosofia, Storia, Diritto, Arte. Gli argomenti proposti possono favorire una didattica cross-curricolare, coinvolgendo docenti delle materie citate.
</li><li>B2 – Gli studenti hanno l’opportunità di fare pratica di alcuni dei test di una delle più popolari certificazioni linguistiche (Cambridge English Language Assessment) a livello B2 del Quadro Comune Europeo di Riferimento Linguistico.</li></ul>

Module 1 - Anthropology

Unit 1 - The science of man

Unit 2 - Social aspects of Anthropology

Vocabulary

Grammar

Communication

B2 (Family ties)

CLIL (Biology • Darwin’s Theory)

Module 2 - Pedagogy

Unit 1 - Pedagogy, education and school

Unit 2 - Teaching and learning theories

Unit 3 - Teaching and learning in action

B2 (At the youth club)

CLIL (Philosophy • Theories of knowledge)

Module 3 - Psychology

Unit 1 - Psychology and psychologies

Unit 2 - Psychology and learning

Unit 3 - Towards adolescence

Unit 4 - Teen hot issues

B2 (It stings like hell! The bullet ant initiation ceremony)

CLIL (Natural Science • Ethology)

Module 4 - Sociology

Unit 1 - Sociology, society and the media

Unit 2 -  Politics, policies and society

B2 (Television addiction)

CLIL (History • The Cold War and the birth of the Internet)

Module 5 - Law and economics

Unit 1 - Rights and laws

Unit 2 - Economics

B2 (Exploited childhood)

CLIL (International Law • European Institutions)

Module 6 - Literature

Unit 1 - Poetry

Unit 2 - The Novel

Unit 3 - The Short Story

Unit 4 - Drama

B2 (The many facets of reading)

CLIL (History of Art • The Pre-Raphaelites)

U N I T 2 PSYCHOLOGY AND LEARNING The Unit will explore the role of the mind in the learning process and the different psychological theories like Behavourism and Cognitivism, concerning the same process. Some attention will also be given to the role of the mind in the learning process. A. BEHAVIOURIST THEORIES Ivan Pavlov (1849-1936) was a Russian physicist and university teacher involved in medical research on human and animal behaviour and reflexes. He became famous for his great contribution to psychology: the theory of classical conditioning, which explains how behaviour is learnt. Pavlov was considered a behaviourist because he believed that, Ivan Pavlov John B. Warson B.F. Skimer unlike thought, behaviour could 1849-1936 1878-1958 1904-1994 be observed and measured. For Pavlov, the human mind was a mystery, like a black box that cannot be opened   we can only know what goes into and what comes out of it. He studied reflexes, automatic behaviour caused by a stimulus from the environment, like the sucking of a baby when something is put into its mouth, and believed that automatic behaviour could be manipulated. He defined this process as conditioning. In the conditioning process, people are given an unconditional stimulus, which causes a reflex, together with a conditional stimulus. With the presence of the unconditional stimulus there is a process of stimulus-response. The process is repeated a number of times, until only the conditional stimulus is offered. After the repeated association of the two stimuli, the conditional stimulus will now cause a reflex of its own. The analysis of this process has been very influential in the field of child psychology. Pavlov s most famous experiment involved dogs (see picture on p. 104). The dogs showed a salivation response when they were offered food (unconditional stimulus), then the offer of BEHAVIOURISM 1 Read the first part of the passage on Pavlov and choose the best title. a. Pavlov and the dog experiment b. Pavlov and the theory of classical conditioning c. Pavlov and Behaviourism 102 

Match the theories and names. 1. Behaviourism a. Bruner e. Piaget 2. Gestalt psychology b. Lewin f. 3. Cognitivism c. Maslow g. Skinner 4. Humanism d. Pavlov h. Watson PET Rogers Describe the picture on the right. food was repeatedly associated with the sound of a buzzer (conditional stimulus). After a while, when the sound of the buzzer was used alone, it produced a salivation response. John Broadus Watson (1878-1958) was an associate professor of Psychology at Johns Hopkins University in Baltimore. He wrote a famous dissertation on the relationship between behaviour in the white rat and the growth of the nervous system. In 1913, he coined the term Behaviourism and delivered a speech at Columbia University in which he attacked the old methods of analysis, like introspection, in favour of an objective study of behaviour. His views were radical. He was influenced by Pavlov and started doing experiments with animals, but then shifted to the study of GLOSSARY human behaviour and emotions. He wanted to develop techniques buzzer: electrical bell to control the emotions of human subjects. physicist: scientist Watson s view was that behaviour could be observed and correlated who studies physics with other observable events. The work of a behaviourist psychologist reward: (in psychology) positive was to explain the relationship between antecedent conditions (or reinforcement stimuli), behaviour (or response), and the consequences, which shift: to move could be reward, punishment or neutral effect. 2 Find words or phrases in the passage with the following meanings: a. A black box that cannot be opened: ............................................................................................................ b. A conditional and unconditional stimulus together: ................................................................................ c. A conditional stimulus that produces salivation in dogs: d. A psychologist that observes behaviour: ..................................................................................................... e. An automatic behaviour caused by a stimulus: f. ........................................................................ ......................................................................................... An unconditional stimulus that produces salivation in dogs: ................................................................ g. An unconditional stimulus that produces sucking in babies: ................................................................. h. It cannot be observed: ...................................................................................................................................... i. It causes a reflex: j. The theory that explains how behaviour is learnt: ................................................................................................................................................ ................................................................................... 103 

Life Reflections, rivolto agli studenti dei Licei delle Scienze Umane, offre contenuti graduali su varie abilità linguistiche e culturali.

Life Reflections

English for Human Sciences

Flowbooks è una piattaforma di distribuzione dedicata al mondo della scuola e dell'università.  Con questa piattaforma di distribuzione, il team di sviluppo Flowbooks  si impegna a soddisfare le esigenze degli utenti digitali, rendendo l'utilizzo accessibile e piacevole.  Entra nella tua area di interesse!

Edisco è una Casa editrice indipendente che opera prevalentemente nel settore educativo.

Edisco

Flowbooks è innovazione didattica a portata di click