The Puritan Age and John Milton

Essay Questions Choose one of the following What were the causes that led to the Civil War, explain them. What were the religious and practical differences between Anglicans and Dissenters? … Continue reading The Puritan Age and John Milton

The Handkerchief in Othello

Video Lesson n. 2 – Excerpts Taken from “Othello”, W. Shakespeare

Reading and anlysis of three important moments of the tragedy that will climax in Desdemona’s murder, one of the most famous literary femicides underlining women’s subordinate role in society then as today.

Othello and Desdemona

Video Lesson n. 1 – Excerpts Taken From “Othello”, W. Shakespeare

Reading and anlysis of three important moments of the tragedy that will climax in Desdemona’s murder, one of the most famous literary femicides underlining women’s subordinate role in society then as today.

Othello and Desdemona

Excerpts taken from “Othello”, W. Shakespeare

A Brief Summary of the Plot Othello, also known as the Moor, is a well reputed general. He falls in love and marries Desdemona, a Venetian noblewoman. Her choice to … Continue reading Excerpts taken from “Othello”, W. Shakespeare

Orlando, 1928- V. Woolf

Video Lesson n. 4 – Comparing Virginia Woolf’s and James Joyce’s Stream of Consciousness

Virginia Woolf and James Joyce are the most representantive writers of the Stream of Consciousness technique which has so greatly influenced the prose of the twentienth century and beyond.

The neutral pronoun “IT” and spelling skills

This short video is meant to help those who want to learn English with few essential tips. In this specific case I discuss why the third person singular pronoun “IT”, the neutral pronoun, is so important; why short answers are important too and why (especially for Italians) is it crucial to learn spelling skills.

How to write a professional email

This is an informative video in which I give some tips on writing professional emails, how to distinguish between formal and informal language registers and to introduce yourself in a polite way especially to people you have never met before, or in a professional setting.

Excerpt from “A Passage to India” (1924), E. M. Forster

“Do kindly tell us who these ladies are,” asked Mrs Moore. “You’re superior to them, anyway. Don’t forget that. You’re superior to everyone in India except one of two of … Continue reading Excerpt from “A Passage to India” (1924), E. M. Forster

SUI FATTI DEGLI STUDENTI DI PALERMO E IN SOLIDARIETA’ ALLA COLLEGA, LA PROFESSORESSA ROSA MARIA DELL’ARIA

Si tratta di “mancata vigilanza” o abuso di potere? Riflessioni sulla sanzione comminata ad una professoressa per aver fatto il proprio lavoro.

About School

CLIL: SI’ O NO?

Lo scopo di questo articolo è dimostrare che il metodo Content Based Instruction (CBI) per l’insegnamento delle lingue straniere è in effetti un metodo efficace e, come dimostrerò, ciò che bisogna modificare per renderlo ancora più efficace al fine di affrontare le sfide di oggi è, innanzitutto, sviluppare la consapevolezza che di fatto funziona e, in secondo luogo, aumentare i fondi per fornire agli studenti la necessaria esposizione alla lingua e tempi adeguati per l’acquisizione linguistica. Il CBI è da tempo già ampiamente applicato nelle scuole secondarie italiane conseguendo ottimi risultati, come si vedrà in seguito.
I primi dibattiti sul CLIL, risalenti a più di 15 anni fa, si proponevano di affiancare ai docenti di discipline non linguistiche quelli di lingua straniera creando un contesto di lavoro di gruppo principalmente perché lo si intendeva utilizzare come strumento per incoraggiare la mobilità dei docenti europei. Successivamente invece il metodo CLIL è stato veicolato come una pratica didattica che escludeva totalmente il coinvolgimento dei docenti di lingua straniera,introducendo la presenza esclusiva di quelli di discipline non linguistiche; questa è la ragione principale per la quale non sono pienamente d’accordo con l’applicazione di questo metodo didattico e qui tenterò di spiegare le mie perplessità. Trovo particolarmente incomprensibile il motivo per cui l’esperienza di tanti professionisti dediti al loro lavoro debba essere discriminata e penalizzata a dispetto della loro alta competenza e degli ottimi risultati conseguiti.

About School

TO CLIL OR NOT TO CLIL

The aim of this article is to demonstrate that Content Based Instruction (CBI) of foreign languages is indeed effective and, as I will show, what does need to be modified to make it even more efficient and up to date to meet today’s challenges is, first of all wide-spread awareness that it does actually work and secondly, increased funds to allow students to have the necessary opportunities to have access to the right amount of language exposure and the sufficient time to let it seep in. CBI is already fully implemented in Italian Secondary schools and has been practised traditionally for quite a long time giving excellent results, as I will demonstrate.
The initial discourse about CLIL, more than 15 years ago, still meant to involve foreign language teachers alongside the subject specialist teachers in a team work setting, mainly because it was intended as a means to encourage teachers’ mobility around Europe. Afterwards instead CLIL was conveyed as a teaching practice that totally ruled out any involvement of foreign language teachers and introduced the exclusive presence of subject specialist teachers which is one of the main reasons why I don’t fully agree with this didactic method and I will explain my perplexities. It is especially quite puzzling why the expertise of so many dedicated professionals should be discriminated against and penalised despite their high competence and the excellent results achieved.