LINGUA INGLESE
Academic Year 2025/2026 - Teacher: ANDREA FRASCA CACCIAExpected Learning Outcomes
Knowledge and understanding abilities: The course aims to develop the four fundamental language skills (listening, reading, writing and speaking) required by the Common European Framework of Reference for Foreign Languages equivalent to level B1. Students will acquire an adequate knowledge of the main morphosyntactic and lexical structures of the English language, as well as an adequate micro-linguistic terminology related to the management of Mediterranean agricultural production systems.
Ability to apply knowledge and understanding abilities: The course offers students the ability to ‘know how’, applying and enhancing the morphosyntactic and lexical knowledge acquired in L2 in possible contexts (everyday contexts and working contexts). With reference to the technical language, reports and documents will be proposed, giving the students the possibility to use the micro-language also in the academic sphere, for future research studies and theses, using digital resources and tools to improve language skills.
Making judgements: Students will develop an adequate ability to critically evaluate texts and information in English; a good development of an autonomous approach to the study of the language and an acute analysis and critical thinking capacity on different ways of learning language.
Communication skills: Through this course, students will be able to improve oral and written expression skills; develop good active participation skills in discussions and presentations in English; and develop their interpersonal skills in different contexts (personal, multicultural, work and academic).
Learning skills: The course aims to develop the learning skills necessary for further academic study, such as the ability to manage and organise work and time, good self-assessment and identification of areas for improvement and the use of study techniques to maintain and improve language skills.
Course Structure
The mode of teaching and lessons will be predominantly face-to-face, with particular use of mixed teaching techniques such as: TPS (Think, Pair, Share), ESA (Engage, Study, Activate), Role play, quizzes and also Gym Training Method, an innovative way of delivering lessons in ‘workout’ mode using one's own language skills as a mental sport with a Warm-up phase followed by the actual workout and, to conclude, a Cool down phase (defatigueing). Lessons will also be delivered in BYOD mode, with the possibility of using one's own Smartphone to broaden the learning experience.
Information for students with disabilities and/or learning disorders.
As a guarantee of equal opportunities and in compliance with current regulations, students can ask for a personal interview in order to plan any compensatory and/or dispensatory measures, based on their specific needs and on learning objectives of the discipline. It is also possible to refer to the departmental contacts of CInAP (Center for Active and Participatory Inclusion - Services for Disabilities and/or learning disorders)
If conditions require teaching given in a hybrid mode or remotely, necessary changes may be introduced to what previously stated in order to comply with the program.
Required Prerequisites
Attendance of Lessons
Attending the classes is not mandatory, though strongly advised
Detailed Course Content
The course is divided into two Modules
Fundamentals - Preliminary B1 course (2 CFU):
- Basic Grammar: the main areas of grammar to which B1 refers are Present, past and future tenses; comparatives and superlatives; Modals (general use; of speculation; of permission); Conditionals (zero, first and second); relative clauses; Reported speech; use of passive forms (intermiedate level)
- General Lexicon: Common words and phrases, with speaking exercises: Role play, dialogues, other speaking activities. For vocabulary and the area of oral production (conversation and speaking), in addition to the sectoral language of the second module, the main areas referred to in B1 are: Making suggestions, asking for opinions; agreeing or disagreeing; describing a picture; making ad responding to suggestions; asking about problems, showing sympathy and giving advice; expressing preferences; speculating; finding out information.
- Listening and Oral Comprehension: Listening to conversations, interviews, and presentations.
In-depth study - Preliminary course on the first approach to sectorial and academic documentation in English (4 CFU):
- Training on job hunting, with methods and practices for writing effective cover letters and CVs, as well as developing oral skills to be able to handle a job interview in English;
- Comprehension and production of texts with specific language, both written and oral, in two different modalities: 1. reading articles and documents, gaining new linguistic approaches to research through the analysis of research papers (with abstracts, body text, methodology, research results and conclusions); 2. professional debates in which it will be necessary to express one's critical and professional thinking on scientific topics that will be presented during the lessons by the lecturer himself.
Theoretical paths for effective academic text analysis and oral debate will then be developed, followed by practical workshops.
The course will also make use of digital tools: language learning software, online dictionaries and e-learning platforms, for a more informed use of language in the digital world.
Textbook Information
- For the basic general English course: N. Humphreys, S. Kingsley, Open World – B1 preliminary. Student’s book without answers with online workbook, Cambridge University Press, 2019.
- Any other printed materials related to the four language skills and grammar rules will be provided during the lessons by the lecturer
- For the in-depth course: C. Downes, Cambridge English for Job-Hunting, Cambridge Series Editor: Jeremy Day, 2008. Also, handouts provided by the lecturer will be used for in-depth topics on the sectoral language.
Course Planning
| Subjects | Text References | |
|---|---|---|
| 1 | Course presentation - Placement test - Elements of English, level A2 (3 hours) | Course presentation slides (shared on Studium) - A2-level handouts in class are provided by the lecturer |
| 2 | Language tetrathlon: challenge on the four A2 level skills (3 hours) | Materials provided by the lecturer |
| 3 | From level A2 to B1: speaking class on communication skills (3 hours) | Open World B1 + interactive activities suggested by the lecturer |
| 4 | From level A2 to B1: speaking class on communication skills (3 hours) | Open World B1 + interactive activities suggested by the lecturer |
| 5 | From level A2 to B1: speaking class on communication skills (3 hours) | Open World B1 + interactive activities suggested by the lecturer |
| 6 | Job Hunting - Unit 1 (theory and workshop activities, 3 hours) | Job Hunting + interactive activities suggested by the lecturer |
| 7 | Job Hunting - Unit 2 (theory and workshop activities, 3 hours) | Job Hunting + interactive activities suggested by the lecturer |
| 8 | Job Hunting - Unit 3 (theory and workshop activities, 3 hours) | Job Hunting + interactive activities suggested by the lecturer |
| 9 | Job Hunting - Unit 4 (theory and workshop activities, 3 hours) | Job Hunting + interactive activities suggested by the lecturer |
| 10 | Revision + Mock test oral practice (3 hours) | Open World B1 + Job Hunting |
| 11 | Revision + Mock test oral practice (3 hours) | Open World B1 + Job Hunting |
| 12 | Grammatical and linguistic aspects of academic language (theory and workshop activities, 3 hours) | Handouts given by the lecturer |
| 13 | Grammatical and linguistic aspects of academic language (theory and workshop activities, 3 hours) | Handouts given by the lecturer |
| 14 | Grammatical and linguistic aspects of academic language (theory and workshop activities, 3 hours) | Handouts given by the lecturer |
| 15 | Grammatical and linguistic aspects of academic language (theory and workshop activities, 3 hours) | Handouts given by the lecturer |
| 16 | Grammatical and linguistic aspects of academic language (theory and workshop activities, 3 hours) | Handouts given by the lecturer |
| 17 | In-depth module on academic languages (3 hours) | Handouts given by the lecturer on reading and analysing academic documents related to the target languages of the agricultural sector. |
| 18 | In-depth module on academic languages (3 hours) | Handouts given by the lecturer on reading and analysing academic documents related to the target languages of the agricultural sector. |
| 19 | In-depth module on academic languages (3 hours) | Handouts given by the lecturer on reading and analysing academic documents related to the target languages of the agricultural sector. |
| 20 | In-depth module on academic languages (3 hours) | Handouts given by the lecturer on reading and analysing academic documents related to the target languages of the agricultural sector. |
| 21 | In-depth module on academic languages. Final lesson of the course. (3 hours) | Handouts given by the lecturer on reading and analysing academic documents related to the target languages of the agricultural sector. End-of-course self-assessment material. |
Learning Assessment
Learning Assessment Procedures
The assessment of knowledge will be internal to the examination, using a grid prepared and provided by the CEFR for the regulation of oral assessments for level B1.
The examination will be ‘APPROVED’ if the candidate passes the oral test.
The examination will be marked ‘NOT APPROVED’ if the candidate does not pass the oral examination.
An in-itinere test on writing (curriculum vitae/resume and cover letter entirely written in English), and oral skills (basic general English level B1) will be scheduled after the first module. The test is not mandatory. By passing successfully this test, you will be admitted to the oral test, taking only the in-depth module.
The in-itinere test will follow the evaluation grid prepared and provided by the CEFR for the regulation of written and oral assessments for level B1.
Examples of frequently asked questions and / or exercises
Let us analyse part of document X/Y/Z together: what is the purpose of the text?
Which language structures is possible to understand the document?
(In pairs) Talk together about academic topics (material used earlier in the course) and explain your ideas based on the situation in front of you