ADRESSEES

ADRESSEES	GRADES 4 – 5 OF A HIGH SCHOOL LEVEL B 1 (B1+)
TITLE OF MODULE	AMERICA AND THE PSYCHEDELIC ‘60s
TITLES OF TEACHING UNITS	AMERICAN SOCIETY IN THE ‘60s LITERATURE IN THE ‘50s - ‘60s: THE BEATS WHO WERE THE HIPPIES? POP MUSIC IN THE ‘60s: BOB DYLAN COMBINING MUSIC AND THEATRE: “HAIR” AN EVENT TO REMEMBER: WOODSTOCK
PRE-REQUISITES	- KNOWLEDGE OF BASIC GRAMMAR NECESSARY TO…. - KNOWLEDGE OF BASIC LANGUAGE FUNCTIONS USEFUL TO… - ABILITY TO USE MONOLINGUAL AND BILINGUAL DICTIONARY - KNOWLEDGE OF A WIDE RANGE OF VOCABULARY RELATED TO… - KNOWLEDGE OF MAIN READING TECHNIQUES - FULL ACQUISITION OFA2 CEF STANDARDS
OBJECTIVES	GENERAL AIMS - ACQUISITION OF CONTENTS - RE – INFORCING SPEAKING SKILLS AND PRONUNCIATION - CONSOLIDATING AND RE-INFORCING LISTENING SKILLS - RE-INFORCING READING SKILLS (CATCHING INNER MEANINGS, RELATIONS, CONNOTATIONS, REASONS IN A TEXT) - RE- INFORCING PREDICTIVE SKILLS PEDAGOGIC AIMS - ABILITY TO WORK IN TEAM - ABILITY TO FIND LOGICAL LINKS - ABILITY TO EXPLOIT THE LANGUAGE TO CREATE INTERRELATIONS LINGUISTIC AIMS: - ENRICHMENT OF VOCABULARY, ESPECIALLY OF SLANG TERMS USED BY BEATNIKS AND HIPPIES, AND WHICH ARE ALSO USED TODAY IN THE USA - RE-INFORCEMENT OF BASIC GRAMMAR, ESPECIALLY PAST TENSES CAN – DO STATEMENTS - CAN FOLLOW A FILM IN WHICH VISUALS AND ACTION CARRY MUCH OF THE STORYLINE, AND WHICH ARE DELIVERED CLEARLY IN STRAIGHTFORWARD LANGUAGE - CAN READ STRAIGHTFORWARD FACTUAL TEXTS ON SUBJECTS RELATED TO HIS/HER FIELD AND INTEREST WITH A SATISFACTORY LEVEL OF COMPREHENSION - CAN IDENTIFY THE MAIN CONCLUSIONS IN CLEARLY SIGNALLED ARGUMENTATIVE TEXTS - CAN UNDERSTAND THE MAIN POINTS OF SIMPLE RECORDED MATERIAL ABOUT FAMILIAR SUBJECTS DELIVERED RELATIVELY SLOWLY AND CLEARLY - CAN USE A PREPARED QUESTIONNAIRE TO CARRY OUT A STRUCTURED INTERVIEW ,WITH SOME SPONTANEOUS FOLLOW UP QUESTIONS. - CAN TAKE NOTES DURING A LECTURE WHICH ARE PRECISE ENOUGH FOR HIS/HER OWN USE AT A LATER DATE, PROVIDEDTHE TOPIC IS WITHIN HIS/HER FIELD OF INTEREST AND THE TALK IS CLEAR AND WELL-STRUCTURED. - CAN TAKE NOTES AS A LIST OF KEY POINTS DURING A STRAIGHTFORWARD LECTURE, PROVIDED THE TOPIC IS FAMILIAR, AND THE TALK IS BOTH FORMULATED IN SIMPLE LANGUAGE AND DELIVERED IN CLEARLY ARTICULATED STANDARD SPEECH. FUNCTIONS: (RE –INFORCEMENT) - ASKING FOR INFORMATION - TALKING ABOUT PAST EVENTS - COMPARING CULTURAL CONTEXTS - EXPRESSING LIKES AND DISLIKES - EXPRESSING AGREEMENT OR DISAGREEMENT - EXPRESSING GRATITUDE - EXPRESSING OPINIONS AND FEELINGS - DESCRIBING PEOPLE - DESCRIBING PLACES
COMPETENCES INVOLVED 1 COMMUNICATIVE LANGUAGE COMPETENCES	PRAGMATIC: - CAN EXPRESS HIM/HERSELF WITH RELATIVE EASE. DESPITE SOME PROBLEMS (GRAMMATICAL AND LEXICAL), HE/SHE IS ABLE TO KEEP GOING ON EFFECTIVELY WITHOUT HELP - CAN EXPLOIT A WIDE RANGE OF SIMPLE LANGUAGE FLEXIBILITY TO EXPRESS MUCH OF WHAT HE/SHE WANTS. - CAN LINK A SERIES OF SHORTER, DISCRETE, SIMPLE ELEMENTS INTO A CONNECTED, LINEAR SEQUENCE OF POINTS - CAN EXPLAIN THE MAIN POINTS IN AN IDEA OR PROBLEM WITH REASONABLE PRECISION LINGUISTIC: - HAS ENOUGH LANGUAGE TO GET BY, WITH SUFFICIENT VOCABULARY TO EXPRESS HIM/HERSELF WITH SOME HESITATION, BUT LEXICAL LIMITATIONS CAUSE REPETITION AND EVEN DIFFICULTY WITH FORMULATION AT TIMES - COMMUNICATES WITH REASONABLE ACCURACY; GENERALLY GOOD CONTROL THOUGH WITH NOTICEABLE MOTHER TONGUE INFLUENCE. ERRORS OCCUR, BUT IT IS CLEAR WHAT HE/SHE IS TRYING TO EXPRESS. - SHOWS GOOD CONTROL OF ELEMENTARY VOCABULARY BUT MAJOR ERRORS STILL OCCUR WHEN EXPRESSING MORE COMPLEX THOUGHTS OR HANDLING UNFAMILIAR TOPICS AND SITUATIONS - PRONUNCIATION IS CLEARLY INTELLEGIBLE EVEN IF A FOREIGN ACCENT IS SOMETIMES EVIDENT AND OCCASIONAL MISPRONUNCIATIONS OCCUR. - CAN PRODUCE CONTINUOUS WRITING WHICH IS GENERALLY INTELLEGIBLE THROUGHOUT. SPELLING, PUNCTUATION AND LAYOUT ARE ACCURATE ENOUGH TO BE FOLLOWED MOST OF THE TIME. SOCIO – LINGUISTIC: - CAN PERFORM AND RESPOND TO A WIDE RANGE OF LANGUAGE FUNCTIONS,USING THEIR MOST COMMON EXPONENTS IN A NEUTRAL REGISTER. - IS AWARE OF THE SALIENT POLITENESS CONVENTIONS AND ACTS APPROPRIATELY.
COMPETENCES INVOLVED 2 GENERAL COMPETENCES	DECLARATIVE KNOWLEDGE (SAVOIR): - KNOWLEDGE OF THE WORLD (FACTUAL KNOWLEDGE CONCERNING THE COUNTRY OR COUNTRIES IN WHICH THE LANGUAGE IS SPOKEN NEW INVENTIONS AND TRENDS WHICH DEVELOPED THERE AND SPREAD THROUGHOUT EUROPE) - SOCIOCULTURAL KNOWLEDGE (KNOWLEDGE OF THE SOCIETY AND CULTURE OF THE COMMUNITY OR COMMUNITIES IN WHICH ENGLISH LANGUAGE IS SPOKEN, MAINLY RELATED TO EVERYDAY LIVING, LIVING CONDITIONS, INTERPERSONAL RELATIONS, MAJOR VALUES, BELIEFS AND ATTITUDES, SOCIAL CONVENTIONS ) - INTERCULTURAL AWARENESS (KNOWLEDGE, AWARENESS AND UNDERSTANDING OF THE RELATION BETWEEN THE “WORLD OF ORIGIN” AND THE “WORLD OF TARGET COMMUNITY”) SKILLS AND KNOW – HOW (SAVOIR – FAIRE): - INTERCULTURAL SKILLS AND KNOW – HOW (THE ABILITY TO BRING THE CULTURE OF ORIGIN AND THE FOREIGN CULTURE INTO RELATION WITH EACH OTHER; CULTURAL SENSITIVITYAND THE ABILITYTO IDENTIFY AND USE A VARIETY OF STRATEGIES FOR CONTACT WITH THOSE FROM OTHER CULTURES; THE ABILITY TO OVERCOME STEREOTYPED RELATIONSHIPS). EXISTENTIAL COMPETENCE (SAVOIR – ETRE) - ATTITUDES (OPENNESS TOWARDS NEW EXPERIENCES, OTHER PEOPKLES, SOCIETIES AND CULTURES) - MOTIVATIONS (COMMUNICATIVE DRIVE; THE HUMAN NEED TO COMMUNICATE) - VALUES (ETHNICAL, MORAL) - BELIEFS (RELIGIOUS, IDEOLOGICAL, PHILOSOPHICAL) ABILITY TO LEARN (SAVOIR – APPRENDRE: ABILITY TO INCORPORATE NEW KNOWLEDGE INTO EXISTING KNOWLEDGE): - LANGUAGE AND COMMUNICATION AWARENESS - GENERAL PHONETIC AWARENESS AND SKILLS - STUDY SKILLS - HEURISTIC SKILLS (ABILITY TO USE NEW TECHNOLOGIES)
TEXTS TO BE USED	- EXTRACTS FROM TEXTBOOKS - POEMS: SIGNIFICANT POEMS OF THE BEATS TO DEFINE THEIR CULTURAL BELIEFS - MATERIAL BROUGHT IN BY STUDENTS - FILM – MUSICAL “HAIR” - TICKETS (OF WOODSTOCK CONCERT) - COMMENTARIES FROM MAGAZINE AND NEWSPAPER ARTICLES - SONGS - VARIOUS TEXTS FOUND ON INTERNET SITES
TASKS TO BE PERFORMED	- JOINING A CHAT ROOM ON INTERNET AND SEARCHING SOMEONE ALL OVER THE WORLD WHO HAS LIVED OUT ACTIVELY THE ‘60s IN THE USA - INTERVIEWING SOMEONE THROUGH AN INTERNET CHAT - LOOKING UP UNKNOWN WORDS IN MONOLINGUAL DICTIONARY - ANSWERING YES/NO QUESTIONS, WH –QUESTIONS AND IMPLICATION QUESTIONS - DOING RESEARCH ON ENCYCLOPEDIAS AND INTERNET IN L2 - NOTE – TAKING - WRITING A COMPOSITION - LITERARY APPRECIATION ACTIVITIES ON POEMS - LITERARY APPRECIATION ACTIVITIES ON SONGS - LISTENING FOR GIST AND FOR DETAIL - SKIMMING AND SCANNING FOR INFORMATIION IN A TEXT - MULTIPLE CHOICE, TRUE AND FALSE, FILL IN THE BLANKS ACTIVITIES - DESCRIBING SCENES (IN MUSICALS) AND NARRATING WHAT ACTIONS TOOK PLACE - SINGING - TEXTUAL ANALYSIS ACTIVITIES - PREPARING AND PRODUCING A DEBATE ON THE ‘60s COUNTER – CULTURE - CREATIVE WRITING - PLAYING A PART IN A PLAY
STRATEGIES INVOLVED	RECEPTION STRATEGIES: - CAN IDENTIFY UNKNOWN WORDS FROM THE CONTEXT ON TOPICS RELATED TO HIS/HER FIELD AND INTEREST - CAN EXTRAPOLATE THE MEANING OF OCCASIONAL UNKNOWN WORDS FROM THE CONTEXT AND DEDUCES SENTENCE MEANING PROVIDED THE TOPIC DISCUSSED IS FAMILIAR. INTERACTION STRATEGIES: - CAN INTERVENE IN A DISCUSSION ON A FAMILIAR TOPIC, USING A SUITABLE PHRASE TO GET THE FLOOR. - CAN INITIATE, MAINTAIN AND CLOSE SIMPLE FACE-TO-FACE CONVERSATION ON TOPICS THAT ARE FAMILIAR OR OF PERSONAL INTEREST. PRODUCTION STRATEGIES: - CAN WORK OUT HOW TO COMMUNICATE THE MAIN POINT(S) HE/SHE WANTS TO GET ACROSS, EXPLOITING ANY RESOURCES AVAILABLE AND LIMITING THE MESSAGE TO WHAT HE/SHE CAN RECALL OR FIND THE MEANS TO EXPRESS.
AIDS	- PHOTOCOPIES - BLACKBOARD - MONOLINGUAL AND BILINGUAL DICTIONARIES - TEXTBOOKS - VIDEO-CASSETTE - VIDEO-CASSETTE PLAYER - AUDIO-CASSETTE - AUDIO-CASSETTE PLAYER - INTERNET SITES - OHP
TIME	APPROXIMATELY 25 HRS
ASSESSMENT TOOLS AND CRITERIA	TOOLS: - STRUCTURED –TESTS (TRUE/FALSE, MULTIPLE CHOICE) - HALF – STRUCTURED TESTS (SHORT ESSAYS, OFFICIAL TALKS) - NOT STRUCTURED TESTS (FREE WRITING, DEBATES AND DISCUSSIONS, INTERROGAZIONE) CRITERIA: - FOR STRUCTURED TESTS: RIGHT OR WRONG ANSWERS - FOR HALF – STRUCTERED AND NOT SRUCTURED TESTS: - WRITTEN: 1) CONTENT 2) COMMUNICATIVE EFFECTIVENESS 3) USE OF RIGHT REGISTER 4) GRAMMATICAL CORRECTNESS 5) SPELLING AND PUNCTUATION - ORAL: 1) CONTENT 2) COMMUNICATION 3) CORRECTNESS 4) USE OF LEXIS 5) PRONUNCIATION AND INTONATION
EVALUATION	- THROUGH VARIOUS GRIDS ACCORDING TO KIND OF TEST - FOR HALF AND NOT STRUCTURED TESTS (A MAXIMUM OF 20 POINTS FOR EACH OF THE 5 DESCRIPTORS ABOVE)
CRITERIA FOR CREDIT GRANTING	55/60 = MARGINAL (NARROW) PASS 60/80 = PASS 100/100 = OUTSTANDING (WITH MERIT) PASS (U SHOULD ALSO THINK ABOUT HOW THIS WOULD BE RELATED TO INSTITUTIONAL EVALUATION TERMINOLOGY – MARKS – ADJECTIVES)
REMEDIAL WORK	ACCORDING TO SS NEEDS AFTER ASSESSMENT (FORMATIVE AND SUMMATIVE)
LINKS TO OTHER SUBJECTS	- HISTORY - PHILOSOPHY - RELIGION - MUSIC - CINEMA - LITERATURE