World Wonders: Developing Reading Skills

Università Cà Foscari Venezia
Scuola Interateneo di Specializzazione per la Formazione degli
Insegnanti della Scuola Secondaria
Indirizzo Lingue Straniere
A.A 2008-2009
Tesi di Diploma di Specializzazione
Classe di Abilitazione: 45 I
World Wonders:
Developing Reading Skills
Specializzanda: ANNA BONALDO – matr. R11078
Relatrice: prof.ssa GERALDINE LUDBROOK
Supervisore di tirocinio: prof.ssa PAOLA DE MATTEIS
INDICE
1. Introduzione
p.
2
1.1 Motivazione della scelta
2
1.2 La comprensione scritta
3
1.3 La comprensione scritta nella scuola media: verso una proposta
7
didattica
2. Il progetto didattico
10
3. Allegati
23
4. Bibliografia e sitografia
37
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1. INTRODUZIONE
1.1 Motivazione della scelta
Il presente lavoro si presenta come una proposta pratica per lo sviluppo e il rinforzo
dell’abilità di comprensione scritta in una classe terza media. La scelta di
quest’argomento è stata dettata sia dalle esperienze di tirocinio sia dalla personale
esperienza come insegnante.
Durante il percorso di formazione SSIS ho svolto due tirocini presso la scuola media
‘Pegoraro’ di Solesino (PD): il primo tirocinio (osservativo) mi ha permesso di entrare in
contatto con il settore della continuità e dell’orientamento scolastico in terza media; il
secondo tirocinio, diretto in classe, mi ha permesso di fare esperienza della didattica della
lingua. Nel terzo tirocinio, presso l’Istituto d’Istruzione Secondaria ‘J.F. Kennedy’ di
Monselice (PD) ho avuto modo di sperimentare in una classe prima superiore anche
alcune attività di comprensione scritta.
Durante il ‘Laboratorio di Didattica della Lingua Inglese’ ho inoltre preparato due lezioni
incentrate sullo sviluppo dell’abilità di comprensione scritta. Una di queste attività è stata
riproposta nell’unità didattica che verrà illustrata nel presente lavoro.
L’esperienza come docente mi ha fornito il contesto in cui inserire il percorso presentato.
Avendo insegnato per alcuni anni lingua francese in una scuola media, ho dovuto
preparare alcune classi di terza media alla prova scritta dell’esame di stato, dove
normalmente al candidato viene richiesto di svolgere a scelta o un elaborato o degli
esercizi legati alla comprensione di un testo scritto. Dopo aver frequentato i corsi SSIS ho
imparato che comprendere un testo richiede l’uso di determinate abilità che vanno
adeguatamente esercitate; inoltre le attività di comprensione non possono limitarsi
principalmente a domande aperte (una pratica molto comune). E’ altresì importante
guidare gli studenti ad una sempre più consapevole presa di coscienza dei processi
coinvolti. Il percorso presentato terrà conto delle esperienze personali nonché degli
assunti teorici appresi e sperimentati durante i corsi SSIS.
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1.2. La comprensione scritta
La competenza comunicativa si può schematizzare in cinque sottocompetenze:
competenza linguistica, testuale, pragmatica, extralinguistica e strategica. La competenza
linguistica è data dalle abilità ricettive (comprensione orale e scritta) e produttive
(produzione e interazione orale, produzione scritta). Attorno a queste abilità ruotano gli
altri elementi della competenza comunicativa.
Molti studi sono stati compiuti sui processi di comprensione scritta. Tra i più accreditati,
c’è quello di Goodman (COONAN C.M.., Materiali del corso di Principi di
Glottodidattica A.A. 2007/2008, pp. 3-5), il quale definisce il processo della
comprensione scritta un ‘psycholinguistic guessing game’. Infatti, il lettore, secondo
Goodman, interpreta il messaggio in arrivo attivando le sue preconoscenze di natura
linguistica o enciclopedica, facendo continue previsioni, che testa confermandole o
revisionandole. Il messaggio viene decodificato automaticamente, e solo quando incontra
dei problemi (per esempio una parola sconosciuta) il lettore presta attenzione alla parola
(magari rileggendo la frase).
Il processo descritto da Goodman non riguarda propriamente la situazione dello studente
di lingua straniera, il quale non ha le conoscenze e le competenze per decodificare
velocemente ed efficacemente il messaggio. Eskey e Grabe (COONAN C.M., op. cit.,
pag. 5-6) hanno proposto un modello in cui si evidenziano i due processi che si attivano
con la comprensione e che devono essere entrambi presi in considerazione in un contesto
di apprendimento in lingua straniera. I due processi sono:
a. il processo bottom-up, in cui ci si sofferma su ogni parola credendo in tal modo di
comprendere meglio il messaggio; ma lo sforzo mentale è così forte che non si riesce ad
attivare le preconoscenze e le abilità cognitive che consentono un’interpretazione
complessiva del messaggio;
b. il processo top-down, in cui lo studente fa ricorso alle sue preconoscenze e fa ipotesi.
L’uso efficace del top-down è legato all’esistenza di schemi culturali e linguistici che non
sempre sono presenti nel bagaglio culturale dello studente di lingua straniera, questo è
particolarmente evidente quando si leggono testi legati alla cultura del paese di cui si
studia la lingua straniera.
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I due processi dovrebbero operare in modo interattivo, e il modello di Eskey e Grabe
rileva quanto sia importante che entrambi vengano tenuti in considerazione quando si
tratta di uno studente di lingua straniera.
Nella lettura vengono coinvolte delle micro-abilità. Infatti, quando si legge un testo ci
sono diversi livelli di comprensione: il livello concettuale (della singola parola), il livello
preposizionale (il significato della frase), il livello funzionale (il motivo della frase), il
livello della struttura retorica (l’organizzazione delle idee), il livello della
presupposizione (il non detto).
Le micro-abilità necessarie per intervenire a tutti questi livelli sono: il riconoscere la
scrittura della lingua (l’alfabeto); il comprendere il significato concettuale; il dedurre il
significato e l’uso di parole sconosciute; comprendere le informazioni esplicite; saper
inferire le informazioni non esplicitate;comprendere il valore comunicativo delle frasi;
comprendere le relazioni espresse all’interno delle frasi; comprendere le relazioni fra le
diverse parti di un testo espresse attraverso la coesione; saper distinguere l’idea principale
dai dettagli; saper fare lo skimming (cioè leggere velocemente per cogliere il significato
globale); saper fare lo scanning (leggere un testo velocemente per trovare informazioni
dettagliate senza necessità di capire tutto il testo); saper fare previsioni a anticipazioni sui
contenuti.
Sintetizzando, il processo di comprensione scritta è dato dall’interazione di più fattori che
coinvolgono l’intero cervello. Essi sono:
•
i processi cognitivi, che sottendono alla definizione di nessi causali o temporali,
alla scelta di modalità quali la certezza o la probabilità, ad operazioni quali
l’inclusione, l’esclusione, la selezione, ecc.;
•
la competenza comunicativa (grafica, morfosintattica, semantica, testuale,
pragmatica, socioculturale, paralinguistica, semiotica);
•
la Conoscenza del mondo o Enciclopedia, ossia le conoscenze ed esperienze del
lettore, che sono immagazzinate nella memoria a lungo termine;
•
la consapevolezza situazionale (soprattutto riguardo all’argomento e agli scopi);
•
la ridondanza, cioè i supplementi di informazione che si possono reperire nel
contesto, nel cotesto (cioè quanto è comparso prima nel testo) e nel paratesto
(titoli, fotografie, ecc).
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L’interazione di questi fattori attiva la Expectancy Grammar, quella ‘grammatica
dell’attesa’, cioè la capacità di creare un’ipotesi su quanto si leggerà e che permette cioè
di prevedere (inferire, ipotizzare, supporre, anticipare) che cosa può essere detto in un
dato testo.
Nella pratica didattica, nell’esercitare l’abilità di comprensione scritta, non diventa
essenziale che tutte le parole siano comprese, è importante invece che siano chiari gli
scopi della lettura e che vengano adottate le strategie più funzionali alla sua
comprensione.
Molti lettori si avvicinano ad un testo scritto in lingua ponendosi l’obiettivo di
comprendere ogni singola parola (questo approccio rientra nella teoria del bottom-up alla
quale si è accennato nella pagina precedente). Questo però non implica necessariamente
un miglioramento nella loro capacità di leggere (anche perchè non fanno questo nella loro
vita quotidiana quando leggono nella loro lingua madre). La teoria alternativa è che si
analizzi il testo usando abilità top-down (come ad esempio facendo ricorso alle proprie
conoscenze per aiutarsi a predire la struttura e il contenuto di un testo e farsi un’idea
generale del messaggio).
Strategie per migliorare la velocità nella lettura sono:
a. skimming: leggere velocemente per cogliere il senso generale del testo, le idee
principali, i temi, la struttura di base (per esempio si chiede agli studenti se il testo
racconta un episodio al passato o al presente o al futuro);
b. scanning: leggere velocemente per individuare alcune informazioni specifiche quali
numeri, indirizzi, fatti, nomi ecc. (per esempio leggendo la recensione di un film si chiede
il nome del regista menzionato nel testo).
Sia lo scanning che lo skimming sono abilità top-down (sembrerebbe strano riferito allo
scanning, ma effettivamente quando si legge per trovare un’informazione specifica
innanzitutto si legge velocemente per individuare il punto del testo che contiene
quell’informazione, tralasciando il resto).
Un ultimo accenno per completare il quadro teorico riguarda la lettura intensiva e la
lettura estensiva. La lettura intensiva, che spesso viene esercitata in classe, implica che
un testo sia letto attentamente, ripetutamente in modo da cogliere più informazioni
possibili; molte delle attività fatte in classe rientrano in questo tipo di lettura. La lettura
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estensiva è quella che si adotta nella vita di tutti i giorni: è veloce, spesso fatta per
piacere, riguarda testi anche molto lunghi, con minore attenzione ai dettagli della lettura
intensiva. Molti studi hanno provato che questo tipo di lettura ha un forte impatto
sull’apprendimento della lingua perchè più si legge più si acquisiscono elementi lessicali
e grammaticali, spesso senza rendersene conto. Se supportata con testi adeguati al livello
linguistico del lettore (per esempio le letture facilitate), sembra dunque che la lettura
estensiva sia un valido aiuto all’apprendimento della lingua straniera.
Tecniche
Le principali tecniche usate per sviluppare la comprensione scritta sono:
•
l’accoppiamento lingua-immagine: nella forma più semplice, vengono presentate
agli allievi delle immagini; essi devono collegarle alla relativa descrizione; una
variante è che le immagini possono contenere molti dettagli da sistemare con delle
freccette seguendo le indicazioni del testo;
•
l’incastro: l’idea principale è quella del riordinare e presenta diverse varianti; c’è
l’ incastro di battute di un dialogo (per es. le battute di ogni personaggio sono
raggruppate e in disordine); incastro di fumetti (per esempio le vignette sono
poste nella corretta sequenza e l’alunno deve abbinarle alle battute, che sono
invece in disordine); incastro di paragrafi (l’alunno deve riordinare i paragrafi di
un testo); incastro di parole e di spezzoni di frasi (le parole di una frase sono
mescolate tra loro e l’alunno deve scrivere la frase in modo corretto); incastro di
testi (sono presentati in ordine casuale dei testi correlati tra di loro e l’alunno deve
indicare la corretta successione tra i testi);
•
il cloze: si richiede di inserire della parole mancanti nel testo (di solito omesse a
intervalli regolari, ogni settima parola); a volte più di un’opzione è possibile; il
cloze può essere facilitato se viene fornita la lista delle parole da inserire o nei
vuoti sono posti dei disegni corrispondenti alla parola da inserire;
•
la domanda: tecnica molto nota e molto usata per la comprensione, che pone il
problema di quale lingua usare nel porla (va fatta in lingua straniera, oppure nella
lingua materna?);
6
•
la griglia: è una variante della domanda; a volte può richiedere allo studente
semplicemente di apporre una crocetta nella casella corrispondente; oppure di
inserire dei dati raccolti nel testo; le griglie vengono normalmente usate per
lavorare su una comprensione referenziale;
•
la scelta multipla: ci sono più varianti; la forma più semplice è quella che richiede
la risposta sì/no oppure vero/falso; più complesse sono le frasi o domande che
richiedono una risposta da scegliere tra più alternative;
•
la transcodificazione: ovvero il passaggio da un codice ad un altro, come ad
esempio il passaggio da un codice linguistico al codice grafico (per esempio
eseguire un disegno sulla base delle informazioni presenti nel testo).
1.3. La comprensione scritta nella scuola media: verso una proposta didattica.
Secondo le Indicazioni per il curricolo per la scuola dell’infanzia e per il primo ciclo
d’istruzione (Ministero della Pubblica Istruzione, 2007 pag. 61-62) gli obiettivi di
apprendimento per la classe terza della scuola secondaria di primo grado relativi alla
ricezione scritta sono:
•
leggere e individuare informazioni concrete e prevedibili in semplici testi di uso
quotidiano e in lettere personali;
•
leggere globalmente testi relativamente lunghi (opuscoli, articoli di giornale...)
per trovare informazioni specifiche relative ai propri interessi;
•
leggere e capire testi riguardanti istruzioni per l’uso.
Le indicazioni si collegano al livello A2 del Quadro di Riferimento Europeo per le
Lingue, che nella griglia di autovalutazione relativamente all’abilità di lettura afferma
‘Riesco a leggere testi molto brevi e semplici e a trovare informazioni specifiche e
prevedibili in materiale di uso quotidiano, quali pubblicità, programmi, menù e orari.
Riesco a capire lettere personali semplici e brevi’ (rilasciato dal Consiglio d’Europa e
consultabile in http://www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pdf, pag.
26).
Per quanto riguarda l’esame di stato, le indicazioni ministeriali sono vaghe; secondo la
circolare n. 32 emanata dal Ministero della Pubblica Istruzione per l’A.S. 2007/2008,
‘sulla base della consolidata e sperimentata prassi è prevista l’effettuazione di prove
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scritte di italiano, lingue comunitarie, matematica...per una durata oraria definita dalla
commissione esaminatrice di ciascuna scuola’ e tale prova ‘potrà attuarsi in forme
differenziate (elaborato, composizione, questionario, simulazione di dialogo)’. Nella
prassi, una delle opzioni che il candidato all’esame può scegliere è sempre consistita in
un’attività di comprensione scritta con almeno un esercizio o qualche domanda che
richieda anche una personale produzione.
Tenuto conto di ciò è stata elaborata un’unità didattica tra i cui obiettivi vi è lo sviluppo e
il rinforzo delle abilità di comprensione scritta. L’unità è articolata in quattro lezioni, in
ciascuna delle quali sono previsti degli esercizi di comprensione (domande vero/falso,
risposta multipla, domande aperte, griglie di completamento, associazione linguaimmagine, cloze), ma non solo: infatti si è adottato un modello che prevede l’uso di
abilità integrate, che rendano più motivante ed efficace l’insegnamento della lingua e che
permettano anche di inserire i contenuti che vengono proposti in un contesto più vicino al
vissuto degli studenti (tramite simulazione di interviste, dialoghi, presentazioni in
PowerPoint): la comprensione di un testo non viene finalizzata a se stessa ma inserita in
un contesto più ampio.
Per quanto riguarda il livello linguistico dei testi scritti da analizzare, si sono scelti sia
testi adeguati (leggasi ‘adattati’) alle conoscenze linguistiche degli studenti sia testi
autentici (tratti da internet), nella convinzione che gli studenti possano avvicinarsi anche
a testi linguisticamente per loro difficili ma nei quali devono ricercare informazioni a loro
accessibili; d’altronde nella realtà possono quotidianamente venire a contatto con testi
non completamente ‘adeguati’ alle loro conoscenze. È importante che capiscano che non
è necessario comprendere tutte le parole di un testo per reperire l’informazione che viene
loro richiesta.
Il tema delle attività proposte riguarda le ‘meraviglie’ del mondo (world wonders) sia
britanniche che non. Si è scelto tale argomento in parte per attrarre l’attenzione degli
studenti (suscitando la loro curiosità), in parte per elicitare preconoscenze che non
necessariamente riguardano il mondo anglosassone, quindi ampliando lo spettro delle
letture a loro accessibili (rispondendo così al problema spesso posto della difficoltà di
suscitare le preconoscenze quando si affrontano letture riguardanti argomenti legati ad
una cultura che non è la propria) e aumentando in loro la consapevolezza che l’inglese è
8
non solo la lingua legata ad una determinata cultura ma anche la lingua internazionale per
eccellenza. Inoltre la scelta di analizzare testi non prettamente ‘anglosassoni’ è inserita
nella classe ideale presentata in questa unità didattica: una classe composta di italiani e
alunni stranieri, dove il problema non è dato tanto dalla lingua (si presuppone che tali
alunni parlino adeguatamente bene l’italiano) quanto dalle diversità culturali. Affrontare
quindi dei testi che offrono un’ampia panoramica di monumenti dalle diverse parti del
mondo rappresenta uno dei tanti modi che la scuola ha per educare all’accettazione e al
rispetto delle diverse culture, tutte adeguatamente poste sullo stesso piano (ho ripreso in
tal senso l’idea principale di un percorso specifico da me predisposto per l’esame di
Laboratorio della cultura inglese).
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2. IL PROGETTO DIDATTICO
Title of the
World Wonders
learning unit
Target
A third-year class (terza media) of 21 pupils (11 girls and 10 boys). Four
audience
students are not Italian, although they speak Italian fluently.
Level of
With reference to the CEFR their level of competence in speaking,
competence
interacting, listening and writing is on average A2, described as
Waystage (Basic User). At this level students ‘can understand sentences
and frequently used expressions related to areas of most immediate
relevance…can communicate in simple and routine tasks , can describe
in simple terms aspects of his/her background, immediate environment
and matters in areas of immediate need.’ More specifically, as for the
reading competence students can understand short simple texts
containing the highest frequency vocabulary and identify specific
information in simple written materials and are learning to ‘recognise
significant points in straightforward newspaper articles on familiar
subjects’ (Framework, ibidem p.24).
4 sixty-minute lessons
Expected
contact time
Pre-
Language pre-requisites
requisites
Students:
•
are acquainted with descriptive texts;
•
are familiar with skimming and scanning strategies;
•
know the simple past;
•
know the passive form.
Educational pre-requisites
Students manage to work in pairs and groups.
Computing pre-requisites:
Students:
•
can use the internet;
•
can make a simple PowerPoint presentation.
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Language
objectives
Through this learning unit students should:
•
reinforce the skill of reading a text for gist;
•
reinforce the skill of scanning for specific information;
•
increase reading speeds;
•
reinforce the skill of understanding the meaning of new words
from the context;
Educational
objectives
Skills
•
improve their ability to tell past events (and use the simple past);
•
practise the passive form
Through this learning unit students should:
•
be trained for the final exam;
•
understand the importance of working in pairs or groups;
•
respect others’ points of view;
•
increase their knowledge of and respect for different cultures
Reading, speaking, listening, skimming, scanning, writing, predicting,
using internet and PowerPoint
Language
The lesson is delivered in English, but Italian is used by the teacher
used
whenever he/she sees that the comprehension is not clear; students are
asked to speak in English, but they can use Italian if they are not able to
express themselves.
Tools
Video projector, blackboard, chalk, computers
Materials
Handouts, exercise books, a map of the world.
Rationale
The learning unit is part of a module which will take place towards the
end of the second term and it is thought to be done in order to prepare the
students for the final exam. In the first unit of the module students have
focused on speaking skills, they have studied the passive form and the
topic of the activities was ‘travelling’. In the second and in the third units
they will be prepared for the written exam, which usually consists in
reading and understanding a text or writing a dialogue or a letter. This
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learning unit (the second one in the module) aims to reinforce and
develop reading skills, although all the skills will be involved in the
various exercises. The last learning unit will focus on writing skills.
The class on the whole likes reading activities, but the students usually
tend to read a text and do exercises quickly without reflecting carefully
on the contents (they do not pay attention to negative forms or to the
tenses of a verb, which may change the meaning of a clause, etc.)
Thus the exercises will help the students practise their written receptive
skills, by stimulating their predicting, skimming and scanning skills.
The texts that will be analysed concern ‘world wonders’. This topic has
been chosen firstly because it is thought to draw students’ interest;
secondly because of the composition of the class. This class is composed
of Italian and foreign students, so the intercultural aspects must always be
taken into account by the teacher when planning activities. Thus, it has
been thought that reading texts about wonderful monuments (and maybe
being fascinated by them) that belong to different cultures (not only
British or Italian) and to different ages may contribute to reinforce
students’ awareness that any culture and any age deserve respect.
Methodologi
Methodological approach: The teacher’s approach is usually Weak
cal approach Communicative Language Teaching, which implies that students learn if
they participate in meaningful communication through a wide variety of
teaching, exercises and activities (with particular interest in speaking and
listening.) For the reading activities (mainly in the first and fourth
lessons) the teacher uses the task-feedback circle (SCRIVENER J., 2005,
Learning Teaching, p. 174) which consists of assigning a graded
sequence of tasks, from easy to difficult ones, asking for feedback at the
end of each exercise and only after that, moving to the following step.
This is carried out through a top-down strategy, with a sequence of steps:
the comprehension of the text starts with making students gather their
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pre-knowledge and attempt some predictions about the content of the
text; then there is the reading of the text followed by exercises in which
students are asked to get the main ideas (skimming) and then find
specific pieces of information. This strategy should increase reading
speeds and also raise the awareness that it is not essential to know the
meaning of every word to understand a text or find some information.
The final exercises give the activities some real life relevance and make
the reading comprehension more involving and significant for students
(in the first lesson students need to complete a grid in order to be able to
do a speaking exercise with a classmate; in the fourth lesson the final
interview that they must write implies the comprehension of the written
text). This task-based learning approach is even clearer in the activity
devised for the second and third lesson (a webquest) where the final task
(a presentation in PowerPoint) can be carried out only after reading some
texts.
The role of the teacher. The teacher coordinates the development of the
activity; s/he gives and explains instructions, stimulates students to
participate in the correction of the exercises, helps the weakest students.
When the class is discussing or correcting something, the teacher does
not give the right answer but makes students intervene and reflect upon
the issue. In fact, the results of the exercises must be achieved by the
students. While students are working, the teacher walks around listening
to and watching what is going on, but s/he does not intervene, unless a
student has great difficulty in doing an exercise.
How students work. The exercises of reading comprehension will be
often done individually to enable students to test their own abilities, but
there will be always feedback in plenary or in pairs. Furthermore, there
are also activities requiring pair- and group-work. As a result, students
should understand that working with others gives them further
opportunity to reflect and solve problems; moreover it lowers anxiety and
forces lazy students to apply themselves more seriously (in fact, they may
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neglect their duty or not be directly involved in individual or plenary
work).
Feedback. There is always feedback after each exercise: firstly, the
feedback enables students to check that everything has been understood
and to clarify possible doubts; secondly, the teacher can see whether the
activity is too easy, too difficult or at the right level for the students (it is
a useful tool for teachers to evaluate if their choices were correct or
should be improved.)
The texts and the use of dictionary: The activities are not primarily aimed
at extending the students’ vocabulary; a bilingual dictionary is always
available for students on the teacher’s desk and should be rarely used.
The texts in the first, third and fourth lessons are adapted to the students’
linguistic level (two of them are taken from a course book). The meaning
of unfamiliar words in these texts can be easily recognized in the context
or are not necessary to complete the exercises. However, if the teacher
sees that there are problems with some words, and nobody can
understand them, he/she will write the meaning on the blackboard.
As for the texts from the internet (used for the webquest), although they
may be difficult if compared to the class linguistic level, students are not
asked to fully understand them but only to get some pieces of information
that can be easily found.
Assessment
The teacher will use an observation grid to assess the group-work. The
indicators will concern students’ ability to cooperate with and respect
their classmates, the participation in carrying out the task assigned, and
the outcome of the task (presentation and language). The teacher will
observe the students while they are working in group.
The constant feedback during the lessons will also enable the teacher to
evaluate if the class is improving, what the main problems are, whether
the activities are appropriate.
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THE LEARNING UNIT: ACTIVITIES
LESSON 1
Warming up (10 minutes)
The teacher introduces the title of the unit (World Wonders: Developing Reading Skills)
and projects a sequence of pictures reproducing ‘world wonders’ (attachment 1). S/he
then asks students how they would translate ‘wonder’ and what, in their opinion, the
features of a wonder are (for example: the size, the beauty…). S/he writes the students
ideas in English on the blackboard.
In this phase the teacher explains the objectives of the learning unit. It is essential for
students to know what they are to do and why, so that they can choose the best strategy to
perform the tasks and become aware of their learning process. This also develops
motivation and a constructive attitude towards the activities: the learning process
becomes more meaningful.
Pre-reading (3 minutes)
Before reading the text, the teacher projects a picture with the seven wonders of the
ancient world and the list of the names of the wonders (attachment 2): students are asked
to guess and match each wonder with its name. There will be no immediate feedback
about this matching. The exercise should elicit students’ pre-knowledge and predictions
and draw their attention to the text to check their choices.
Moreover, the pictures give students a concrete image of what they are going to read.
Reading (5 minutes)
Students are given a handout (attachment 3) containing both the text and some exercises.
The teacher reads the text aloud. Apart form providing the right pronunciation, reading
aloud helps students read larger semantic units rather than focusing on graphic cues (in
fact readers at the first levels tend to read word by word), which improves learners’
reading comprehension. At the end of the reading, the name of the wonders will be
15
translated into Italian by the students with the help of the teacher (since some words are
difficult, i.e. lighthouse) and students are asked to check if their previous matching
(image/wonder) was correct.
Reading comprehension. (20 minutes)
Exercise 1. Students do an exercise in which they have to decide if some statements are
true or false. Since the sentences are general, the skill involved is skimming. There will
be immediate feedback: the student who read the sentence must also explain the reason
for his/her choice using the text.
Exercise 2. Students have to guess the meaning of some new words in a multiple-choice
exercise by making reference to the context.
Exercise 3. The following exercise involves scanning strategies: students have to fill a
grid with specific data. The grid is presented as a game, since there is one detail for each
wonder and the students, comparing the data, must also insert the name of the wonder. In
pairs, then, they check the grid. In plenary, if there are some doubts they can ask the
teacher.
Speaking (10 minutes ). Exercise 4. Pair-work. In turns, one student chooses a wonder,
the other one (using the grid) asks questions and must guess the wonder. In this exercise,
apart from practising speaking, students also revise the formation of questions: they are
given the words of the question, but they have to put them in the correct order (i.e.:
when/it/was built → when was it built?).
Grammar (10 minutes). Exercise 5. The last exercise more specifically deals with
language. Students have to underline the passive verbs in the text, choose some of them
and transform them into active form. They are given an example to guide them.
The text, thus, provides the input to work on a language item that the class has recently
studied.
16
Feedback (3 minutes). At the end of the lesson the students with the teacher summarise
what has been done, what has been learnt, if they enjoyed the lesson and what they found
more difficult. This helps students reflect upon their work and their learning process.
Homework (exercise 6). The teacher assigns homework. Students have to do a cloze
exercise: they have to complete a text concerning a wonder (the Egyptian pyramids)
using the words in a box. The missing words have been chosen mainly according to their
lexical importance in the comprehension of the text. The aim of the exercise is to propose
students another technique to develop reading skills.
LESSON 2
In the computer laboratory.
Lead-in activity (5 minutes). The teacher explains that they are going to do a webquest
about the new seven world wonders. The teacher asks: Why is there a new list? s/he
expects the answer ‘because the old list was limited to the Greek world.’ (students may
express themselves in Italian). Then s/he asks which wonders they would include in a
contemporary seven-wonder list. The possible wonders are written on the blackboard.
Webquest (50 minutes)
Students are given a handout with the text of the webquest (attachment 4). The text of
the webquest is read in plenary in order to avoid misunderstandings. In the webquest
students are requested to visit some websites where they can find information about some
monuments. Students are divided into groups of three (the groups are arranged by the
teacher, and should be heterogeneous, including weaker and stronger students.) Each
group appoints a student responsible for the task (who has to coordinate the work of the
group), one for the technical aspects and a spokesperson. They have to read some
passages concerning a particular monument (which is assigned by the teacher) and search
for some pieces of information. This activity will make students use skimming and
scanning strategies. Finally students have to produce a PowerPoint presentation in which
they illustrate their findings to the class (the slides must include a picture of the
monument and some data as requested in the webquest). Although the texts may be
17
difficult, the details which are requested are easily found: the task is graded according to
the students’ linguistic level; what is more, working in group should lower students’
anxiety about the task and develop cooperative attitudes. The teacher will walk around
the class to support students whenever they need help.
Each group will also prepare a card with the name of the monument assigned. If they
have not finished the presentation, they will complete it as homework.
The webquest clearly states the objectives of the activity and explains how students have
to prepare the presentation: they must be guided, otherwise they might be confused and
not carry out the task appropriately.
In this activity students practise reading skills to achieve a particular purpose, that is, to
prepare a presentation where they can illustrate their findings: the final task should
motivate students and make them more responsible. Through the web, moreover, the task
should appear more concrete and closer to students’ life, since today the internet is a
powerful tool/attraction for them (teachers cannot avoid it). The risk with the internet is
that students may surf the web without following the teacher’s instructions (they can read
emails or visit other websites). It is important to make students responsible and make
some rules since the beginning, such as: they cannot visit websites unless they are
allowed to by the teacher; they cannot read their emails; they will not use the internet any
longer if some of them break the rules; those who do not respect the ‘code’ will be given
extra homework. They are also warned that it is possible to check which websites have
been viewed in a computer during the lesson; of course the teacher must make sure that
rules are observed and control the students’ work. However, this lesson takes place at the
end of the year and it is not the first time students use the web: the teacher will recall the
rules only briefly.
LESSON 3
Oral presentation (25 minutes)
A spokesperson from each group will illustrate the PowerPoint presentation. The card
with the name of the wonder will be attached to the world map on the wall.
18
(5 minutes) At the end the teacher will ask the students to vote for their favourite
wonder. On the blackboard the teacher will write the result.
Listening (22 minutes)
The last activity is a listening exercise. The teacher explains that they are to listen to a
dialogue concerning a British monument, Stonehenge, which is considered one of the
world wonders. Before listening the teacher asks the students if and what they know
about Stonehenge. Brainstorming encourages students to recollect their pre-knowledge
and introduces the topic. The teacher will project two pictures (attachment 5) which can
help students understand some parts of the dialogue. Students will listen to the dialogue
three times, without reading the text. Each time they will have to answer some questions.
Before listening students will be given the questions. The questions are graded: they will
move from general information to more specific details.
1st listening. Questions:
How many people are talking?
What are they talking about?
The teacher will ask a student to answer the questions.
2nd and 3rd listening. Then students will be given a worksheet (attachment 6) with the text
and a multiple-choice exercise (ex. 1), which should lead them to a more complete and
detailed understanding of the text. Before listening, students will read the exercise with
the teacher, in order to clarify any doubts about the meaning of the words. Then they will
listen to the dialogue twice.
In the end the text of the dialogue will be delivered, students will read it by themselves to
check their answers, they will underline on the text the phrases containing the details
required (so that their choice in the exercise is supported by evidence); then the teacher
will ask someone to correct the exercise. Then they will read it again aloud and the
teacher will provide the translation of difficult words.
Homework (3 minutes)
Students have to answer some questions about the dialogue they listened to in class
(ex.2). This activity aims at a complete understanding of the text and at practising reading
skills again.
19
LESSON 4
Correction of the homework (3 minutes)
Lead-in activity (7 minutes)
To draw students’ attention, the teacher writes the word wall on the blackboard and asks
students ‘How do you translate this word into Italian?’ Someone may remember that the
word is also used to define a precise structure like the Chinese Great Wall (which follows
the previous lesson.) Then the teacher projects a picture (attachment 7.1) of the Great
Wall and asks: Do you know any other wall? (in Berlin…) Why do people build Walls?
To separate or unite? To defend?
The aim of the questions is just to introduce the topic of the lesson, raise the students’
interest in what the lesson is to be about and motivate them through references to the real
world.
The use of visual aids (pictures, writing words on the blackboard) should make the
explanations more concrete, involving and effective.
The teacher tells the students that they are going to read and analyse a text concerning a
famous Roman monument set in Britain in order to extend their knowledge of British
monuments and to improve their reading skills. She reminds them that the Romans
colonised Britain and asks ‘Do you know when the Romans colonised Britain?’
The teacher projects two pictures (attachment 7.2): the first one reproduces Hadrian’s
Wall, the second one reproduces the Roman Empire and where the Wall was built. The
teacher asks questions such as ‘Where is the Wall? In the North/South of Great
Britain…?’
Pre-reading (3 minutes)
The teacher hands out a worksheet (attachment 8). Students do an exercise (ex. 1) in
which they have to decide whether some statements (concerning Hadrian’s Wall) are true
or false. Some of the students will read their answers and the teacher asks the class if they
agree or not, but s/he does not correct anything.
20
This exercise exploits images and the title to activate the students’ pre-knowledge and to
make them predict the contents of the article: it should stimulate their curiosity and make
them concentrate on the first reading of the text to check if their answers are correct.
Reading (10 minutes)
The teacher reads the text and asks the class to check if their answers in the previous
exercise were right. A student reads his/her own choices, the others may intervene when
there are doubts.
Reading comprehension (12 minutes)
The following exercise (ex. 2) requires that students get the gist of the text: they have to
match a list of headings to the paragraphs: doing that, they use skimming strategies.
There will be immediate feedback in plenary.
In the third exercise students have to read the text quickly and find some specific data (i.e
when the Romans invaded Britain…) using scanning strategies. The exercise will be
corrected in plenary.
Speaking (17 minutes).
The last task (ex. 4) involves speaking skills. Students work in pairs and have to imagine
an interview. In turns they play the role of a reporter (who must write an article) and of
an archaeologist, who is an expert on Hadrian’s Wall. Students are given a list of
questions, so that they are clearly guided through the performing of the interview. Some
couples will be asked to re-act their dialogue before the class (depending on the time).
Their classmates must check the correctness of the answers. At the end, the class will
choose the best performance (they will take into account both acting and language.)
This last exercise is between a while-reading and a post-reading activity, since the aims
are both to deepen the comprehension of the text and to give the exercise some real life
relevance for learners.
As usual, at the end of the lesson the teacher and the students reflect upon what has been
done.
21
Homework
Students have to write a letter to a friend (ex. 5) in which they talk about a holiday abroad
(they may choose the country of the holiday): they must report when they left, how long
their holiday lasted, the means of transport they used; they must also describe the places
and monuments they visited and some interesting facts connected to them. They are given
a form with suggestions.
The aim is to develop writing skills in real context, to make students improve their ability
to tell past events and use what they have recently learned about world wonders.
Some letters will be read in class in the following lesson.
22
3. ALLEGATI
Attachment 1
Niagara Falls (USA)
The Mole Antonelliana (Italy)
The Verona Arena
The Lascaux Caves (France)
The Eiffel Tower (France)
23
Attachment 2
1
5
2
6
3
4
7
A. The Pharos (Lighthouse) of Alexandria ; B. The Pyramids of Egypt;
C. The Colossus at Rhodes; D. The Statue of Zeus (Jupiter); E. The Temple of Artemis;
F. The Mausoleum at Halicarnassus; G. The Hanging Gardens of Babylon
24
Attachment 3
Reading
The Seven Wonders of the Ancient World
Since ancient times, there have been several “world wonders” lists. The content of these
lists tends to vary, and none is definitive. The most known list is the list of the Seven
Wonders of the Ancient World and it was compiled by ancient Greek historians (it
contains the most magnificent structures in the ancient Greek world). Today only the
pyramids survive.
The Pyramids of Egypt are three pyramids at Giza, outside modern Cairo. The largest
pyramid was built by Khufu (Cheops), a king of the fourth dynasty. It was originally
146,6 meters tall (now approximately 138,8). It contains 2,300,000 blocks. The date of
completion is about 2680 B.C.
The Hanging Gardens of Babylon were supposedly built by Nebuchadnezzar around
600 B.C. for his wife, queen Amuhia. The gardens were above a vaulted building: they
were just like an enormous terrace (some archaeologists think that they were hundreds
metres long and wide). They were destroyed by several earthquakes.
The Statue of Zeus (Jupiter) at Olympia was made of gold and ivory by the Greek
sculptor Phidias (5th century B.C.). It was 13 m high, the statue was destroyed by a fire
and only some old coins witness its existence.
The Temple of Artemis (Diana) at Ephesus was begun about 350 B.C., in honor of the
Greek goddess Artemis. The temple, with Ionic columns 20 m high, was destroyed by
invading Goths in A.D. 262.
The Mausoleum at Halicarnassus was erected by Queen Artemisia in memory of her
husband, King Mausolus of Caria in Asia Minor, who died in 353 B.C. Some remains of
the structure are in the British Museum. This monument is the source of the modern word
mausoleum.
The Colossus at Rhodes was a bronze statue of Helios (Apollo), about 33m high. Its
sculptor worked for 12 years before completing it in 280 B.C., the monument was
destroyed during an earthquake in 224 B.C.
The Pharos (Lighthouse) of Alexandria was built by Sostratus of Cnidus during the 3rd
century B.C. on the island of Pharos off the coast of Egypt. Its height was around 135m. It
was destroyed by an earthquake in the 13th century.
(adapted from http://www.infoplease.com/ipa/A0001327.html)
Exercise 1. Reading comprehension
Decide whether the following statements are true (T) or false (F)
T
There is only one list of the Seven World Wonders of the Ancient World.
Many of these wonders still exist.
The list includes wonders from all over the world.
All the wonders were erected before Jesus Christ’s birth.
Some wonders were dedicated to a god.
25
F
Exercise 2. Choose the correct word (make reference to the text).
1. An earthquake is:
 un animale
 un terremoto
 un esercito
2. A goddess is:
 una divinità femminile
 una cosa buona
 un oggetto
3. A fire is:
 una statua
 una fiera
 un incendio
4. Witness means
 bruciare
 testimoniare
 aspettare
Exercise 3. Reading comprehension
Fill the grid using the information taken from the text (
Wonder
Where and
Who
Size
Date of
construction
Someone
related to
the wonder
Still
standing
(yes/no)
The statue
of Zeus
Giza;
Egyptians
3rd century
BC
no
Hundreds
meters
long and
wide
Artemisia
26
Cause of
destruction
(none/
specify)
earthquake
Exercise 4. Speaking
Pair-work. In turns ask and answer some questions.
Student A: choose a wonder and answer the questions your classmate asks you.
Student B: ask questions to guess the wonder your classmate has chosen:
Where/ the wonder /is?
How large/high… /it /was?
When/ it /was /built?
What/ the name of a famous person/ was?
it /still /exist or not?
what/ the cause for destruction/ was?
Exercise 5. Grammar
Underline all the verbs in the passive form. Choose five verbs and transform the
passive sentence into an active one.
Ex.: it was compiled by Greek historians → Greek historians compiled it
Homework
Exercise 6
Complete the text. Use the words into the box.
The first pyramid was …….in about 2650 BC. There are 35 pyramids near the River
Nyle in Egypt. The most famous are the three …………pyramids that stand (1) at Giza,
near the capital……….of Cairo. The largest of these is the great pyramid of Giza, the
………..of King Khufu.. It was built with over two million stones. These pyramids were
built about 4500 years…….
The pyramids were built as tombs for the kings of Egypt. The Egyptians believed that (2)
their kings continued to live after …….. The dead king was placed in a burial chamber
(3) with the goods (4) and treasures he might need in the next ……. The chamber was
sealed off (5)after the king was buried so that robbers could not get in; but tomb-robbers
(6) have stolen most of the …………in the tombs.
The average weight (7) of the stones in the Great Pyramid is 2 tonnes but the
………….stone is 290 tonnes. Most of the stones ……….from places near the pyramids
but others were brought by …………..along the River Nile. It took 100,000
…………about 30 years to build the great Pyramid.
workers death treasures world enormous
biggest came boat ago tomb city built
Glossary
1. stand: si trovano; 2. believed that: credevano che; 3. burial chamber : camera funeraria; 4. goods: beni;
5. was sealed off: veniva sigillata; 6. tomb-robbers: ladri di tombe; 7. average weight: peso medio.
27
SECOND LESSON
Attachment 4
WEBQUEST
Introduction
In 2007 the New7Wonders organization has announced a new list of the seven world
wonders. This list includes monuments from all over the world. You will now have the
opportunity to know them.
Task
You will be divided into groups of three; each group will be assigned one of the
following wonders:
•
Chichen Itza
•
Christ the Redeemer
•
Colosseum
•
Great Wall of China
•
Machu Picchu
•
Petra
•
Taj Mahal
You will have to prepare a presentation in which you illustrate the main features of the
wonders. Then you will present it to the class.
Process
1. Appoint a student responsible for the task (who has to coordinate the work of the
group), one for the technical aspects and a spokesperson.
2. The presentation will be in Power Point, about 2-3 slides
3. Include a picture of the wonder.
4. To prepare the presentation answer the following questions concerning the
wonder:
•
Where is it located?
•
Who built it?
28
•
When was it built?
•
Write two interesting facts concerning the wonder.
5. You can use a bilingual dictionary
6. You have the whole lesson to prepare it.
7. Your presentation will take no more than five minutes.
Resources
Visit these websites to answer the questions and prepare the presentation:
•
http://www.new7wonders.com/classic/en/n7w/results/
•
http://en.wikipedia.org/wiki/New_Seven_Wonders_of_the_World
Assessment
Your participation and collaboration in the group and the final presentation will be
assessed.
Conclusion
Through this webquest you will:
•
learn what the new seven world wonders are;
•
improve your reading, writing and oral skills in English
•
cooperate with your own classmates to carry out a common task.
29
THIRD LESSON
Attachment 5
Stonehenge
30
Attachment 6
31
Exercise 1. Choose the correct answer
1. The dialogue takes place in
 winter
 summer
 autumn
2. The solstice in the dialogue is
 the shortest day and longest night of the year
 the longest day and shortest night of the year
 the longest day and coldest night of the year
3. The Druids lived in
 France, Britain and Ireland
 Ireland, Britain and Germany
 Britain, Ireland and Spain
4. The Druids were
 priests
 soldiers
 women
5. Stonehenge was built
 between 1500 and 1000 BC
 in the first century
 between 2500 and 2000 BC
6. Dr Smith says that
 the Druids built Stonehenge
 it is not sure who built Stonehenge
 King Arthur built Stonehenge
Homework
Exercise 2. Reread the text and answer the questions.
1. Where is Stonehenge?
2. When is Midsummer Day?
3. What is celebrated at Stonehenge?
4. What do modern Druids do?
5. Why do they meet?
6. Who built Stonehenge?
7. How did they build it?
8. Who was Merlin?
32
FOURTH LESSON
Attachment 7
1.
The Great Wall
2
Hadrian’s Wall
Map of the Roman Empire
33
Attachment 8
1. Read the title and look at the picture. Then decide if the following statements are
true or false.
true
false
The wall has been recently built.
Hadrian is the name of a place.
An army is a large group of people who fight to defend or to conquer
The wall is made up of stone.
The wall separates the sea from the land.
The wall was built to defend one part of the country.
Nobody lived near the wall.
The text describes the life of people living near the wall today.
LIFE ON HADRIAN’S WALL
__________________________________
The Romans invaded Britain in AD 43. By AD 100 the Romans controlled most of
England and Wales and gave the region the Latin name Britannia from which (1) we get
the name ‘Britain’. However, they never colonised Scotland.
____________________________________
In AD 122, the Emperor Hadrian told his army (2) to build a wall between
Scotland and England. The aim was to stop the Scottish tribes from coming (3) into
England. The wall was 80 Roman miles (118 km) long from one side of England to the
other. The soldiers took 15 years to build the wall and used over two million tonnes of
stone. They did the job so well that much of it still stands today.
_____________________________________
The Romans needed (4) an army to guard the wall. Around 9,500 soldiers were
sent there, and they lived in forts and castles. There were 22 nationalities and they came
from every corner of the Roman Empire including Spain, Switzerland, Hungary and
North Africa.
______________________________________
The soldiers wrote letters on wood. They talk about life on Hadrian’s Wall and tell us
that it was cold and lonely. However, we know there were a lot of women and children
living in the forts. Some of the soldiers brought their wives, mothers and sisters. Others
married (5) local women. Villages with shops were built outside the gates. The soldiers
ate local food including ham, goat’s milk, salt, flour and beer. However, their wine,
olives and spices were brought from different parts of the Empire. Many of the letters are
like a shopping list. They tell us that they were sent (6) boots and underpants.
Archaeologists have also found lots of games. We know that their wives had parties and
many of the letters are invitations. The letters do not tell us about battles and it seems the
soldiers did not have to fight (7) very often.
Glossary
1. from which: da cui ; 2. army: esercito; 3. to stop Scottish tribes form coming: impedire che le tribù
scozzesi venissero; 4. needed: avevano bisogno; 5. married: sposarono; 6. they were sent: venivano loro
spediti; 7. fight: combattere.
34
2. Read the text again and complete it with the headings from the box.
Life on Hadrian’s Wall
The building of the Wall
An army to protect England
The Roman colonization
3 Read the text quickly and find:
1. When the Romans invaded Britain: …..
2. What was Britain’s Latin name: …..
3. Who ordered the construction of the Wall: …..
4. Where the Wall was built : …..
5. How long the wall was: …..
6. Where the letters were written on: …..
4. Work in pairs. Write the answers to the following questions. Imagine that these
are the questions of an interview. In turns play the reporter who must write an
article and the archaeologist who knows everything about Hadrian’s Wall. When
speaking, try not to read the complete sentence and act as if you were a real
reporter and a real archaeologist
1.
2.
3.
4.
5.
6.
7.
Where did the name Britain come from?
Why was the Wall built? By who?
Was Scotland colonised by the Romans?
How many soldiers did they need on the Wall? Where did they come?
Where did the soldiers live?
Why were there many women and children in the forts?
What were some of the everyday things that were sent from home?
Homework
5. Write an email to a friend. You talk about your holiday abroad (choose the
country). Report when you left, how long your holiday lasted, the means of
transport you used. Describe the places and monuments you visited and some
interesting facts connected to them.
Use the form below
Dear…….,
Thanks for your email. Last week/month-three weeks ago....….I went to ……… on holiday
with………. We travelled by car/plane.......... We stayed there one week/five days/
…………We visited………(explain what you saw and some interesting facts about the
monuments).
And you, what did you do?
Write soon
(name)
35
ASSESSMENT
Attachment 9
Observation grid for the group-work
Pa r t i c i p at i o n
( i n t e r es t
an d
c on t r i b ut i on
to
t h e wo r k)
Co l l a b or a t i o n
w i t h a nd r e s pe c t
f o r t h e ot h e rs
e nt hu s i a s ti c a n d
c r e at i ve
p ar t i c i pa t i on
F ul l r e s pe c t f o r
the
ot h e r s ’
o p i ni on s
an d
wo r k a nd f u l l
c o l l a bo r a t i o n
wi t hi n t he gr o up
Al m os t
a l wa ys
r e s pe c t f o r t h e
o t h er s’ o p i ni on s
a n d wo r k
an d
c o l l a bo r a ti o n
wi t hi n t he gr o up
A cc e p t a bl e
r e s pe c t f o r t h e
o t h er s
an d
c o l l a bo r a ti o n
Th e r e i s a l wa ys
p ar t i c i pa t i on
t h r o ugh ou t
the
wo r k s e ss i o n
T he r e i s o f t e n
p ar t i ci pat i o n an d
i n t e r es t
Li t t l e
p ar t i c i pa t i on
Li t t l e
r es p e c t
a n d co l l a b or at i on
No p a r t i c i p at i on
No r e s pe c t an d
c o l l a bo r a t i o n
L a n gu a g e
( gr a m m a r ,
s pe l l i n g )
Pr e s e n t a t i on
( co n t e nt s
and
or g a ni z a t i o n o f
t he c o nt e n t s )
Sc o r e
T he t e xt i s
c o m p l e t el y
c o m p r eh e n si bl e
a n d c or r e c t .
Co m pl e t e
de t a i l e d ,
pe r s o na l
r ew or ki n g
r em a r ks
and
wi t h
5
T he t e xt i s f u l l y
c o m p r eh e n si bl e ,
d e s pi t e a f e w
m i s t ake s
Co m pl e t e
de t a i l e d
and
4
D es p i t e s o m e
m i s t ake s , t h e
t ext i s
c o m p r eh e n si bl e
o n t h e wh ol e
S e ve r a l m i s t ake s ;
t he t e xt i s
partially
c o m p r eh e n si bl e
M a n y se r i o u s
m i s t ake s ; t h e
t ext i s
i nc o m pr e h e ns i b l e
Ne ar l y c o mp l e t e ,
bu t
s o me t i me s
i mp r ec i s e
3
Fa i r l y i n c or r e c t
an d i n c om p l e t e
2
Ve r y
i n c or r e c t
an d i n c om p l e t e
1
and
Total points: 20
Score
20
18-19
17-16
14-15
12-13
10-11
< 10
Mark
Outstandin g: 10
Very good: 9
Good: 8
Fairl y good: 7
Acceptable: 6
Unsatisfactory: 5
Seriousl y inadequate: 3-4
36
4. BIBLIOGRAFIA E SITOGRAFIA
COONAN C.M., Materiali del corso di Principi di Glottodidattica A.A. 2007/2008,
Venezia
BALBONI, P.E., 1998, Tecniche Didattiche per l’Educazione Linguistica, Torino, UTET
BANZATO M., Materiali del corso di Tecnologie Didattiche ed Educative A.A.
2008/2009, Venezia
LUDBROOK G., Materiali dei corsi di Didattica della Lingua Inglese e Laboratorio di
Didattica della Lingua Inglese A.A. 2008/2009, Venezia
LUISE M.C., Materiali del corso di Teoria dell’Educazione Linguistica A.A. 2007/2008,
Venezia
MINISTERO DELLA PUBBLICA ISTRUZIONE, 2007, Indicazioni per il curricolo per
la scuola dell’infanzia e per il primo ciclo d’istruzione, Roma
NOLASCO, R., Smart English 3 Student’s Book, Oxford University Press 2007
SCRIVENER J., 2005, Learning Teaching, Londra, Macmillan
THOMSON-MARTINET, 1994, A Practical English Grammar 4th edition, Oxford,
Oxford University Press
COUNCIL OF EUROPE, The Common European Framework of Reference for
Languages. Versione elettronica in Pdf in
http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
http://www.onestopenglish.com
http://www.wikipedia.org/
http://www.infoplease.com/ipa/A0001327.html
http://en.wikipedia.org/wiki/New_Seven_Wonders_of_the_World
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