Integrated course: Scientific method and linguisticsModule English Language
Academic Year 2023/2024 - Teacher: PAOLO GIUSEPPE CARUSOExpected Learning Outcomes
LINGUA INGLESE INTEGRATED COURSE : SCIENTIFIC METHOD AND LINGUISTICS / ENGLISH LANGUAGE FOR DENTISTRY EXPECTED LEARNING OUTCOMES : The Dublin Descriptors are general statements about the ordinary outcomes that are achieved by students after completing a curriculum of studies and obtaining a qualification. They are neither meant to be prescriptive rules, nor they represent benchmarks or minimal requirements, since they are not comprehensive. The descriptors are conceived to describe the overall nature of the qualification. Furthermore, they are not to be considered disciplines and they are not limited to specific academic or professional areas. The Dublin Descriptors consist of the following elements: Knowledge and understanding; Applying knowledge and understanding; Making judgements; Communication skills; Learning skills.
The learning outcomes of the Italian first and second cycle degree courses are structured according to the Dublin Descriptors . Qualifications that signify completion of the first cycle are awarded to students who: have demonstrated knowledge and understanding in a field of study that builds upon their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study; can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study; have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical issues; can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.
Methodology essentially based on the 4 skills of language learning which are a set of four capabilities that allow an individual to comprehend and produce spoken language for proper and effective interpersonal communication. These skills are Listening, Speaking, Reading, and Writing. When we learn our native language, first we listen, then we speak, then we read and finally we write. Listening, speaking, reading and writing are the four language skills we need to develop for complete communication. Listening and reading are receptive: input, i.e. the exposure you have to authentic language in use. But the hardest skill is speaking. Speaking combines the hard parts of writing and listening: it requires much more in-depth knowledge of the grammar, and it requires you to use this knowledge in real time. The learning outcomes common to all qualifications of the same cycle are described by a set of general descriptors, which must reflect the wide range of disciplines and profiles and must be able to summarize the variety of features of each National Higher Education System. After the Ministerial Conference in Prague (2001), a group of experts from different countries drafted a series of descriptors for the three Bologna Process cycles, which will later become known as the Dublin Descriptors. Knowledge and understanding; Applying knowledge and understanding; Making judgements; Communication skills; Learning skills. have demonstrated knowledge and understanding in a field of study that builds upon their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study; can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study; have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical issues; can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.
The Dublin Descriptors are general statements about the ordinary outcomes that are achieved by students after completing a curriculum of studies and obtaining a qualification. They are neither meant to be prescriptive rules, nor they represent benchmarks or minimal requirements, since they are not comprehensive. The descriptors are conceived to describe the overall nature of the qualification. Furthermore, they are not to be considered disciplines and they are not limited to specific academic or professional areas. The Dublin Descriptors consist of the following elements: The learning outcomes of the Italian first and second cycle degree courses are structured according to the Dublin Descriptors . Qualifications that signify completion of the first cycle are awarded to students who: Methodology essentially based on the 4 skills of language learning which are a set of four capabilities that allow an individual to comprehend and produce spoken language for proper and effective interpersonal communication. These skills are Listening, Speaking, Reading, and Writing. When we learn our native language, first we listen, then we speak, then we read and finally we write. Listening, speaking, reading and writing are the four language skills we need to develop for complete communication. Listening and reading are receptive: input, i.e. the exposure you have to authentic language in use. But the hardest skill is speaking. Speaking combines the hard parts of writing and listening: it requires much more in-depth knowledge of the grammar, and it requires you to use this knowledge in real time.
Course Structure
Required Prerequisites
Attendance of Lessons
Attendance is mandatory, attendance will be recorded, and is strongly recommended in order to become more easily familiar with the course contents.
Detailed Course Content
The course will be based on an active and analytical revision of the main linguistic structures, essentially based on a level equal to B2; Therefore, in addition to a careful morpho-syntactic investigation of the English language, we will be oriented towards the microlanguage that will highlight the sectoriality in the dental field.
Textbook Information
TEXTBOOKS INFORMATION Teaching material, concept maps, photocopies (to be sent by email), links and articles from scientific publications.
Course Planning
| Subjects | Text References | |
|---|---|---|
| 1 | MODULE 1 - DENTISTRY : DISCIPLINES AND PEOPLE CONCERNED.PREVENTIVE DENTISTRY & PERIODONTICS .THE ROLE OF THE DENTAL HYGIENIST.MODULE 2 - THE HUMAN TOOTH.PERMANENT DENTITION.MODULE 3 - DENTAL PROSTHESES & ORTHODONTIC APPLIANCES.MAINTAINING SPACE.MODULE 4 - COMMON ORAL DISEASES.INTRODUCTION TO THE PROBLEM OF RESIDUAL RIDGES ETC.MODULE 5 - HOW TO MAKE SCIENTIFIC TRANSLATION ( DENTISTRY)GLOSSARY. DIALOGUES. BUSINESS CORRISPONDENCE IN DENTISTRY.Unit 1 – Formal and informal writingUnit 2 – Present simple and present continuous. Grammar reference : Adjectives and adverbsVocabulary. Present simple and present continuousUnit 3 – Adverbs of Frequency. Grammar. Commuting and adverbs of frequencyUnit 4 – 'Have to' and 'must'. Grammar. 'Have to' and 'must' / Modals.Future and past usage of Modal verbs. Language practiceUnit 5 – Use of the Past Simple and comparisons with other past tenses.Unit 6 – Past simple and continuous.Unit 7– 'Going to' and present continuous. The use of Future. Different ways to talk about the futureUnit 8 – Future perfect & continuousUnit 9 – Use of the Present Perfect with 'for' and 'since' and comparisons with the other past tenses.Past participles .Present perfect with 'never' and 'ever'Unit 10 – Comparatives and superlatives. GrammarUnit 11 – Defining relative clauses. GrammarGetting a handle on relative clausesUnit 12 – May, might and could.Unit 13 – Used to / WouldUnit 14 – First conditional. Second conditional Would it be better if… Third conditional.State verbs and action verbs. |
Learning Assessment
Learning Assessment Procedures
LINGUA INGLESE
LEARNING ASSESSMENT PROCEDURESThe oral part of the subject will assess the communicative competence and the ability to interact with students during the teaching activity (interactions, spontaneous or solicited interventions). The written test will cover the topics and contents covered and will refer to the objectives set in the programming. The "formative" assessment will give students information on their learning process and the teacher will give elements of reflection on the effectiveness of their teaching action. The "summative" assessment, which consists of the final written-oral exam, functional to the assessment of the pupils, will be aimed at classifying the progress of the acquired skills on the basis of the level indicators of the "European Framework of Reference for Foreign Languages" and will ascertain the achievement of the cognitive and didactic objectives set. The end-of-quarter evaluation will take into account the results of the ongoing assessments (commitment, participation, operational skills, interventions, progress compared to starting levels, etc.). However, without ever disregarding the achievement of the minimum objectives set.EXAMS : WRITTEN PART > LANGUAGE STRUCTURES+DENTISTRY . ORAL PART (passing the written part. Minimum grade 18/30 based on the number of questions) LANGUAGE STRUCTURES+DENTISTRY.
Examples of frequently asked questions and / or exercises
LINGUA INGLESE
EXAMPLES OF FREQUENTLY ASKED QUESTIONS and/or EXERCISES
While learning we will highlight examples and exercises simulating the written-oral tests in a practical way.