English Language

In reference to the "Dublin Descriptors", relating to the EHEA (European Higher Education Area), the requirements relating to the first cycle of university studies are:

• Applied knowledge and understanding (application of knowledge and understanding), that is, that students are able to apply their knowledge in a way that demonstrates a professional approach in their field; furthermore, they must possess the appropriate skills both to develop and to understand arguments relating to their field;

• Autonomy of judgement (judgement making), that is, the ability to collect and interpret information (usually in their field of study) deemed useful to determine autonomous judgements, including reflection on social, scientific or ethical issues related to them;

The learning outcomes relating to the course are:

Knowledge

• Intermediate knowledge in the linguistic field, which presupposes a basic understanding of grammar and vocabulary in L2.

Skills

• Intermediate skills, students demonstrate adequate linguistic mastery and the skills necessary to communicate in a specialized field of work or study.

Skills

• achieving an adequate level in both passive language skills (reading and listening) and active skills (speaking and writing).

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Specifically, the skills and abilities to be achieved in L2 are:

- The study and knowledge of the L2 phones and phonemes to be learned, the analysis of the quality and quantity of consonant and vowel sounds.

- The lexical and expressive development of the English language according to the communicative needs in social and scientific contexts.

- The practical and natural use of the language both from an intercultural perspective and for the purposes of study and work mobility.

- Learning the sectoral language of the English language to interact in the scientific field and in the laboratory, both with regard to chemical sciences and for safety in the workplace and laboratory.

- Identify and use current forms of multimedia communication, also with reference to expressive strategies and technical tools of online communication.

- Develop the ability to distinguish between formal and informal language.

- Develop the ability to communicate using specific vocabulary in the field of chemical sciences.

- Know the demonstrative aspects of the language and the "Use of English".

The teaching activity is organized 2 hours at a time. The lessons are frontal and interactive, the exercises will be mainly in the classroom as regards "General English". A part of the lessons will be held in the laboratory by having students carry out simple scientific and research activities for technical and scientific English.

If the teaching should necessarily be taught in mixed mode and/or in DAD, the necessary changes may be introduced with respect to what was previously declared, in order to respect the expected program and report it in the syllabus.

Inventory of grammatical elements expected for the B1 level of linguistic competence:

-Verbs in regular and irregular forms

-Modal verbs

-Verbs of the Anglo-Saxon family

-Verb tenses such as: Simple, Continuous, Perfect

-Imperatives and Causatives

Inventory of lexical elements expected for the B1 level of linguistic competence:

-Nouns

-Pronouns

-Interrogatives

-Determined

-Adjectives and Adverbs

-Prepositions

-Conjunctions

The general lexical areas expected for the B1 level of linguistic competence:

-Clothes

-Daily life

-Education and Academia

-Entertainment and Media

-Food and Drink

-Free time

-Health, Medicine and Well-being

-Language

-Feelings and Emotions

-Relationships interpersonal

-Identity

-Sport

-Nature and Environment

-Travel and Leisure

-The Weather

Specific lexical areas expected for the B1 level of linguistic competence:

-Chemical sciences

-Industrial chemistry

-Basic mathematics

-Laboratory safety

Specific lexical areas expected for the B1 level of linguistic competence:

•The morpho-syntactic bases typical of academic prose in English (formal)

•Generic vocabulary characteristic of academic prose in English of science (formal)

•The typical language of classroom teaching in English (semi formal)

Applied knowledge and understanding:

(practical skills specific to the disciplinary area)

• ability to watch/listen to a lesson on a familiar scientific topic in English and summarize the content in an organized way both orally and in the form of written notes

• ability to discuss a topic of scientific interest after reading/viewing materials educational and/or popular on the subject

• ability to read and decode an academic article on a chemistry topic ability to prepare and orally present a familiar chemistry topic in English with the aid of slides

• ability to act in a laboratory setting, interact with other researchers and follow the specific safety rules of the laboratory.

Cambridge English B1 Preliminary Compact (seconda edizione) 

-student's book 

-workbook

Cambridge University Press

The Chemistry Book (e-book)

Big Ideas Simply Explained

Dorling Kindersley Limited

A Simple Introduction to Chemistry (e-book)

by Max Parsonage

Other supplementary materials on maths, safety at work and in the laboratory will be provided by the teacher.

The oral part of the subject will assess the communication skills and interaction ability of the students during the teaching activity (interactions, spontaneous or prompted interventions). A practical oral test will also be carried out in a laboratory setting where the student will have to interact in English demonstrating mastery of the specific vocabulary both in the scientific field and with regard to safety in the laboratory.

The overall communication ability will be assessed, including: fluency, syntactic/morphological correctness, breadth of vocabulary, pronunciation, organization of appropriate content, appearance and content of the slides, ability to interact with one's own slides and to guide the listener.

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 elements to reflect on the effectiveness of their teaching action. The “summative” assessment, which consists of the final written-oral exam, functional to the evaluation of the students, will be aimed at classifying the profit of the skills acquired based on the B1 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 assessment will take into account the results of the tests carried out in itinere (commitment, participation, operational skills, interventions, progress compared to the starting levels, etc.) without however ever ignoring the achievement of the minimum objectives set.

All the main distinctive elements provided by the CEFR B1 of the English language will be examined,

in addition to the specific vocabulary of the scientific field.

The following skills and abilities will be assessed:

-Oral expression (speaking)

-Writing skills in L2 (writing)

-Listening

-Reading skills in L2 (reading)

-Use of English

-The ability to communicate using the specific vocabulary in the laboratory and research field.

-The ability to follow and give instructions relating to safety in the laboratory and/or industrial field.