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 3 TEACHING AND LEARNING IN ACTION Teaching is not a set of abstract rules. This Unit will deal with teaching in action, i.e. how teachers adapt their teaching to different groups of learners, use new technologies and take learning disabilities into account. A. CLASS MANAGEMENT 1 Read the text and put the paragraphs in the correct order. Par. A ........ The psychological dimension concerns concepts like leadership, how to deal with students as people and with different learning styles; whereas the interactional aspect refers to the relationship between teacher and students and between students. Par. B ........ First of all, core teaching implies the organisation of time and space and the type of activity (explanations, instructions, error correction, feedback, etc.), but other dimensions, psychological, interactional and cultural, are also included. Par. C ........ Class management is a crucial issue in teacher training. To manage a class, a teacher should possess various competences because various aspects are involved. Par. D ........ Last but not least, the cultural dimension refers to the content of the different school subjects. 2 Read the following descriptions of different types of lessons and match them with the appropriate term. a. The teacher explains a topic by writing on the board or simply by speaking. b. Students work in teams to talk about topic. c. Students work in teams and help each other. d. Students have to find a solution to a problem. e. Students are involved in a simulation, for example, buying clothes. f. The teacher gives a word/topic and students say all the related words that come to mind. g. Students analyse a real-life situation or event a. 68 b. c. d. e. f. g. 1. brainstorming 2. case study 3. cooperative learning 4. discussion 5. lesson 6. problem solving 7. roleplaying 

Discuss with the class. a. What is the ideal teacher like? Find at least 3 adjectives. b. What should the ideal student be like? Find at least 3 adjectives. c. What is your favourite type of lesson? Individual activities, pair work, team work? Listening and taking notes, reading in class, etc.? d. Do you use new technologies in class? Which ones? e. Do you use new technologies for homework? Which ones? PET 3 Describe the picture on the right. Read the second part of the text and answer the questions below it. Class management can be very complicated with mixed ability classes. Differences among students may depend on their level of competence or knowledge in a subject area or in all the subjects, their language proficiency, their learning strategies, cognitive abilities, skills and cultural differences. The best way to face the problem is that of ideally dividing the class in groups, weaker and stronger students, according to the activities. In this way, the teacher can adapt the task by making it easier for weaker students. For example, stronger students could answer open questions, while weaker students would do a multiple choice activity. The real challenge for the teacher is to reduce the differences in class. How is it possible to revise or recycle with weaker students without getting stronger students bored? For example, while weaker students revise topics or work on vocabulary in a specific area, stronger students can work autonomously, individually or in groups on a project on the same topic. However, another solution is possible: make stronger students help weaker students. Students are divided in groups and stronger students are group leaders with the responsibility of helping and preparing the others. With cultural differences it is important to avoid discussions on sensitive topics in class, but at the same time promote the knowledge and acceptance of other cultures. a. b. c. d. e. When can class management be very complicated? How can you divide the class? How can you adapt the task? How can stronger and weaker students work together? What is important when dealing with cultural differences? ONLINE RESOURCES   Lifelong learning GLOSSARY avoid: to stay away from something or prevent something from happening challenge: a new or difficult task that tests somebody s ability and skill proficiency: ability to do something well because of training and practice 69 

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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