LINGUA INGLESE III - MOD. II
Linguistics: Depending on the specific curriculum, the course may have 6 or 12 credits. The 6-credit course is limited to the language module, while the 12-credit course is divided into two parts:
1. a linguistics module (30 hours of face-to-face lectures in the second term), in which students will be introduced to the study of newspaper language in the English speaking world;
2. a language module (75 hours of face-to-face language lessons in the first and second term), in which students will develop their oral and written language skills in general English at the B2+ level of the CEFR.
Language lessons: Depending on the specific curriculum, the course may have 6 or 12 credits. The 6-credit course is limited to the language module, while the 12-credit course is divided into two parts:
1. a linguistics module (30 hours of face-to-face lectures in the second term), in which students will be introduced to the study of newspaper language in the English speaking world;
2. a language module (75 hours of face-to-face language lessons in the first and second term), in which students will develop their oral and written language skills in general English at the B2+ level of the CEFR.
Linguistics: the course will cover the following concepts:
News values
Design features
Categories of newspaper
Characteristics of newspaper language (esp. the tabloids)
Wordplay in headlines
Authorship and attribution
Corpus linguistics techniques
Story design
Metaphor
Language lessons: Language lessons will develop students' oral and written communicative skills and grammatical and lexical knowledge at the B2+ level of the CEFR. Topics, grammar and vocabulary dealt with in class are those specified in the textbook.
Linguistics:
Busà, Maria Grazia (2014) “Introducing the Language of the News. A Student’s Guide”. Abingdon, Routledge. (pp. 1-154).
Language lessons:
Textbook used in class: Clare, A. “Speak Out. Advanced” 2nd edition. Students' book and Workbook. Harlow: Pearson. (pp. 1-160)
The following is a grammar book students may want to use to develop specific grammatical points:
Foley, M. and D. Hall (2003) “Longman Advanced Learners’ Grammar”. Harlow: Pearson.
The continuous usage of a monolingual dictionary is recommended to improve students’ lexical knowledge.