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 SOCIAL ASPECTS OF ANTHROPOLOGY Some of the best known anthropologists studied the relationships existing between language and culture, analysed the difference between religion and myth and the concept of family. In this Unit we will explore their findings and their original theories which are still valid today. A. LANGUAGE AND CULTURE Language and culture are intimately related in many ways. Language is determined by culture, although this assumption is under debate, and culture is determined by language. According to the Standard Social Science Model, which considers the human mind a structure capable of absorbing any type of culture without genetic or neurological limits, 1 Read the text and find examples to support the three statements below. CULTURE DETERMINES LANGUAGE 20 the early anthropologists believed that language was completely dependent on the cultural context in which it developed. This extreme position is no longer accepted nowadays, even though there are ways in which culture determines language. For example, ancient civilisations did not have words for computers or technology, and barbaric tribes had no words LANGUAGE IS PART OF CULTURE LANGUAGE DETERMINES CULTURE 

Which statement do you agree with? Why? a. Culture influences language. b. Language influences culture. c. Culture and language influence each other. PET Describe the picture on the right. relating to law because these objects or concepts simply did not exist GLOSSARY according to: in their culture. To take a more modern example, Canadian English with reference to has a considerable number of words that are specific to Canadian someone s opinion or theory culture as they refer to plants or animals that are part of the landscape assumption: belief there. or feeling that We can say that culture operates a sort of selection following a something is true principle of efficiency. For example, compared with Scandinavians, customs: accepted way of doing things people in Africa have a more limited vocabulary to describe snow. in a community However, language is not only the medium through which culture debate: formal is transmitted, but is also an important part of culture. As part of discussion their culture, immigrants tend to preserve not only their customs furthermore: moreover and traditions, but their language, too. Differences in language landscape: natural determine cultural differences. Again, a good example is Canada, view with trees, where the French-speaking natives of Québec have different rivers, mountains, etc. (language) structure: cultural traditions from the English-speaking majority. grammar and syntax Furthermore, the structure of the language we speak can determine ultimately: in the end our way of thinking and, ultimately, our culture. In fact, it determines the words we use and the meaning of the same words. This is why some cultures have ideas that do not exist in other languages where the culture has no words to express those ideas. People speaking different languages structure their thoughts in different ways because their languages have different structures. Furthermore, if language determines the way people speak, it can also determine culture and identity. The relationship between language and culture can be visually represented by an iceberg. Together with behaviour and customs, language is located in the upper part, while deep culture, i.e. values and ideologies, is in the hidden part. With this image, we can imagine influences as being top-down or bottom-up. To sum up, culture and language determine each other, and language is both a part and a medium of cultural transmission. 2 Answer the following questions. a. What does the Standard Social Science Model state? b. How does culture operate language selection? c. What is the relationship between language and thought? d. What type of influence does top-down movement represent? e. What type of influence does bottom-up movement represent? 21 

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

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