Primary teacher education

- Writing: The course provides key techniques and tips to improve students' written production (planning, organization, morphosyntactic and orthoepic precision, clarity, coherence and cohesion, and textual typology) in order to learn: a) the common errors that Italian speakers make when studying English as a foreign language, and b) writing correction and evaluation techniques. - Speaking, Listening, and Reading: In developing the proposed lesson topics, we will teach techniques for good intonation and pronunciation in English, thus also facilitating the process of listening comprehension, which will be achieved through authentic texts (excerpts from documentaries, TV series and programs, interviews) and reading comprehension, which will always begin with authentic texts (newspapers, educational texts for teacher training, English language textbooks for school). All the topics covered in the various text types will serve as a stimulus to strengthen and consolidate communication in the foreign language. The course is conducted by adopting the most widespread and effective methods and techniques of English as a foreign language (Communicative Language Teaching, Direct Method, Total Physical Response, Presentation-Practice-Production, Task, Gaming) and through the use of various materials such as flashcards and realia so that students immediately become familiar with the teaching practices to be adopted in their classes. Part of the course will focus on developing the four skills through reading, listening, and cooperative activities to strengthen communicative language skills. Another part of the course will focus on understanding and applying language teaching techniques, with a particular focus on phonetics. Students will be involved in practical activities for learning and teaching pronunciation, also addressing learners with learning disabilities.

The prerequisites necessary at the beginning of the course concern knowledge of English equivalent to level A2/B1 of the CEFR (Common European Framework of Reference for Languages).

Textbooks Used The material for developing the four skills will be provided by the instructor during the course, always on the Moodle platform.

Attendance is recommended, as the workshop has a practical value. To be considered as attending, a maximum of 25% of the total hours of absences is permitted.

Assessment Method The exam will be oral and will last between 10 and 20 minutes, depending on the individual student's linguistic competence, fluency, and preparation. To pass the exam, students: For those attending the course - will be required to prepare for a selection of topics (provided by the instructor on Moodle) to be discussed in order to assess their linguistic and communicative competence and the ability to understand and communicate spontaneously through topics appropriate to the CEFR B1 level. The topics are those covered during the course, and each topic also includes vocabulary units for further study. - Submit to the teacher's institutional email address at least two days before the exam: a report in English on the experience of the work done in class on teaching techniques, with particular emphasis on phonetics, and an observation of the teaching techniques used by the primary school teachers where the students are completing their internship. (The materials and worksheet for the report will be provided during class and uploaded to the Moodle platform.) The purpose of this report is to verify whether learning has taken place through the reflective and teaching practices of future English language teachers. For non-attending students - They will be asked to prepare a list of topics (provided by the instructor on Moodle) to discuss in order to assess their linguistic and communicative competence and their ability to understand and communicate spontaneously through topics appropriate to the B1 level of the CEFR. The topics are those covered during the course, and each topic also includes vocabulary units for further study. Three additional topics will be added to those covered during the course (added to the platform with additional materials). - Submit to the instructor's institutional email address at least two days before the exam: a report in English on teaching techniques, with particular emphasis on phonetics, specifically with respect to the observation of teaching techniques used by teachers at the primary school where the students are completing their internship (the materials and worksheet for the report will be provided during class and uploaded to the Moodle platform). The purpose of this work is to verify whether learning has taken place through the reflective and teaching practice of future English language teachers.

Redman, S. (2012). English Vocabulary in Use Pre-Intermediate & Intermediate. Third Edition. Cambridge: CUP.

Lessons will be held weekly and will actively engage students in developing the four skills: listening, reading, speaking, and writing. Lessons will include paired, group, and plenary activities to ensure effective experiential learning. Another part of the course will focus on understanding and applying language teaching techniques, with a particular focus on phonetics. Students will be involved in practical activities for learning and teaching pronunciation, also catering to learners with learning disabilities.