13271 - English Language (1)

Learning outcomes

This is a practical English language course for students who are already at B1 level or higher. It assumes that two priorities for such students are (i) extending their powers of expression in English, and (ii) increasing their proficiency in reading English texts of a more formal and linguistically complex nature. It offers systematic work in these two areas, based on learning materials specially developed for this course and based on recent linguistic research. These materials are so designed - and the course so structured - that it can equally well be done by students at B1 level or by students at more advanced levels (the general reference level for the course is B2). Despite the limited duration (30 hours of class time - a drop in the ocean!), the objective is to provide students with a ‘learning path’ that they can continue to follow in their ongoing learning of the language long after the course itself has come to an end.

The course is held in English, with Italian also used from time to time. 

Course contents

The course is divided into two Modules:
- Text Comprehension
- Areas of Expression
Each module is presented at two levels: Intermediate & Advanced
The Text Comprehension Module consists of 10 Units, 5 at Intermediate Level and 5 at Advanced Level. Students choose one of the two levels, and work through the 5 units.
The Areas of Expression Module consists of 10 units (listed below): students are required to do 6, and normally they will choose 1-6 (Intermediate) or 5-10 (Advanced).
For students who wish to dedicate all their time to extending their powers of expression, it is possible to do all10 Areas of Expression study units (and thus omit the Text Comprehension Module). This option is recommended (though not obligatory) for students who intend to enrol in the English Writing Workshop (27347 Laboratorio di scrittura in inglese) held in the 4th teaching period (March-May 2020).
In each Area of Expression students will encounter a variety of items, ranging from individual lexical elements and fixed adverbial locutions to whole grammatical structures. The point of this is that these elements commonly occur together (and consequently need to be studied together). To take an example from the Area of Expression 3 Prediction, in the sentence Unless more rapid progress is made, it is unlikely that the negotiations will be completed by the end of the month we see not only the auxiliary verb will (considered the basic expression of ‘future tense’), but also the adjective unlikely (used in an impersonal construction) and the conjunction unless (introducing a conditional clause); in addition there is a ‘future time adverbial’ by the end of the month. All these elements go together harmoniously to make a sentence that expresses a (qualified) prediction.

Areas of Expression
1. Comparison & contrast: correct use of like, as, unlike, in contrast to, compared to, in comparison with, as opposed to; comparative structures such as Jim is older than Tom, Tom is as old as Jim; use of verbs such as differ, surpass, exceed, equal.

2. Expressing negation, denying & contradicting: how to use the negative elements not, no, never, no longer, nobody, hardly, barely etc; use of any, anyone etc; ‘negative continuity (nor etc) across clauses/sentences; informal ways of expressing disagreement.

3. Prediction & talking about future events/situations: how to use auxiliaries such as will, would, may, might, should in predictions; the uses of likely, unlikely; subjective vs objective expression of predictions.

4. Sentence formulation for focus & contrast: marked clause structures (Ten years later he met Tom’s sister, Tom’s sister he met ten years later, It was ten years later that he met Tom’s sister, etc)
5. Talking about past events/situations: present perfect vs past pense; past perfect, progressive perfect, past progressive, would, was to, used to, temporal adverbials with since, for, by.
6. Putting forward ideas (assertion): formal/objective (it seems clear that../it can be argued that../it seems reasonable to think that..etc) vs informal/subjective realisations (I believe/I think/I guess/I would say.. etc), supporting with arguments (given that.., assuming that..), concession (though/although/even though/even if etc), indicating exceptions (with the exception of..), hedging (arguably, to some extent) etc
7. Accessing an Unreal World: ‘unreal’ conditionals, would, should, would have, should have, ought to have, could have, were/was to, should etc, related adverbials (in theory, in retrospect etc), I wish.., as if, if only.. .

8. Inserting information parenthetically: relative clauses, as clauses, gerund & participle clauses, apposition.

9. Representing complex events/situations using nominals: deverbal event nouns (the government's privatisation of the railways, the privatisation of the railways by the government, the railways' privatisation by the government), nouns as modifiers of nouns (UK government railway modernisation policy), the genitive construct.
10. Referring to abstract concepts and making generic statements: abstract uncountable nouns (Monitoring inflation is the task of the ECB), generic reference ( In many western cities the quality of life is undermined by private cars/the private car), nationality terms (the English, an Italian etc), gerund-derived nouns in -ing.

Readings/Bibliography

Specially developed study materials, including exemplificatory material from authentic texts and original exercises. All materials will be accessible on AlmaDL as well as being made available during classes.

Teaching methods

Students are encouraged to attend classes & laboratories (although it remains possible to complete the course without doing so).
The Areas of Expression Module:
4 hours a week: 2 hours of class & 2 hours of laboratory exercises (6 weeks)
The Text Comprehension Module:
2 hours a week in the computer laboratory (5 weeks)

Assessment methods

For students who opt to attend classes and laboratories we operate a system of continuous assessment that reduces uncertainties and virtually guarantees that they will complete the course on time.
The Areas of Expression Module:
Students who opt to attend the classes/laboratories will do a short written test (2 Areas of Expression) every two weeks.
For students who do not attend classes/laboratories: written exam at the end of the course.
The Text Comprehension Module:
Students who opt to attend the Text Comprehension laboratories complete a short questionnaire at the end of each session. When they have completed 5 units in this way, they have completed the module.
For students who do not attend the laboratories: written exam at the end of the course.
The Areas of Expression Module: 20 points
The Text Comprehension Module: 10 points

Teaching tools

Works for consultation:

Dictionaries (monolingual learner's dictionaries - every student should possess and make regular use of one of these, in preference to a bilingual dictionary):

Crowther, J. (a cura di) Oxford Advanced Learner's Dictionary, Oxford U.P.

Sinclair, J. (a cura di) The Collins Cobuild English Language Dictionary, Collins.

McArthur, T. (a cura di) Longman Lexicon of Contemporary English, Longman.

Grammars and grammar-centred learning materials (during the course students should use the specific course materials; many would also like to have a reference grammar and so we recommend the following):

Alexander, L. The Longman English Grammar, Longman.

Sinclair, J. The Collins Cobuild English Grammar, Collins.

Swan, M. Practical English Usage, Oxford U.P.

(a sort of 'dictionary of grammar and usage'. There also exists a version with explanations in Italian : Swan, M. English Usage. A Guide for Italian Students Oxford)

The following, while not grammars in the strict sense, have been found useful by some (Italian) students:

Packham, R. & Fiori, F Grammar in Communication. Self-study English Course - Secondary and University Level, Mermaid

Little, B. Foundation Course. The Basics of English for Italian University Students Mondadori

Office hours

See the website of Peter Grenville Taylor