Download FIRST YEAR ENGLISH* FONDAMENTALE

FIRST YEAR ENGLISH* FONDAMENTALE
FIRST YEAR ENGLISH*
INTRODUCTION TO MODERN BRITAIN
COURSE OUTLINE
I-INTRODUCING BRITAIN
1-Geography
2-Population
II-FROM ABSOLUTE MONARCHY TO PARLIAMENTARY DEMOCRACY
1-The British Monarchy
2-Decline of Monarchy and Rise of Parliament
3-The Future of the Monarchy
III-THE BRITISH PARLIAMENT
1-Britain’s ‘Unwritten Constitution’
2-Parliament
3-Her Majesty’s Govenment/Cabinet
IV-POLITICAL PARTIES AND ELECTIONS
1-The British Party System
2-Britain’s Main Political Parties
3-Elections in Britain
SELECT BIBLIOGRAPHY
Adams, Ian Ideology and Politics in Britain Today. XB 11672
Brenman, P. Political Issues. XB 9166
Coxall, B. Contemporary British Politics. An Introduction. XB 9034
Denver, David Elections and voters in Britain. XB 11958
Forman, F.N. and Baldwin, N.D.J. Mastering British Politics. XB 12331
Jones J. Politics UK. XB
Kingdom, J. Government and Politics in Britain. An Introduction. XB
Leach, Robert Political Ideology in Britain. XB 12335
FIRST-YEAR LITERATURE
INTRODUCTION TO DRAMA
I/ Defining Drama
II/ History
III/ Greek tragedy: theoretical principles
IV/ Aristotle’s definition of tragedy
V/ Aristotle’s definition of plot (simple and complex plot)
VI/ Reversal of Situation (GK: Peripetia)
Excerpt from Sophocles’’ Oedipus the King
VII/Recognition (GK: Anagnorisis)
Excerpt from Sophocles’ Oedipus the King
VIII/ Defining Character
IX/ Nemesis: retributive justice
Suffering or pathos and catharsis according to Aristotle.
Text: excerpt from Sophocles’ Oedipus the King.
X/ Round up session
INTRODUCTION TO FICTION
SEMESTER ONE
1. How the Novel began
2. Defining the major components of the Novel
3. How to analyze a literary text
3.1 Narrative techniques through a selection of extracts
INTRODUCTION TO POETRY
Semester One
1. How poetry began
2. Defining the major components of a poem
3. How to analyze a poem: study of the poem's characteristics
FIRST YEAR ENGLISH
HUMAN RIGHTS
COURSE OUTLINE
Introduction
- I General Theory of Human Rights
1. The concept of human rights
A. Right and Human Rights
(B) human rights and public freedoms
2. Human rights sources
(A) material resources and intellectual and philosophical
(B) legal sources
3. Classification of human rights
(A) the basis of their nature
- Negative rights
- Positive rights
(B) the basis of the right holder
- Individual
- Collective
(C) the basis of their interdependence
- Fundamental rights
- Branched rights
4. The principles of human rights
A. universal human rights
(B) equality in the application of human rights
(C) human rights overlap
(D) the inability of the human rights of the assignment and waiver and trading
- II application of human rights mechanisms
1. The legal system of human rights in normal circumstances
(A) formation of international human rights provisions
- Stages are international text
- International legal value of the text into national law
(B) human rights legislation
- On an international scale
- On a national scale
(C) the application of human rights legislation Devices
- International
- National
2. The legal system of human rights in exceptional circumstances: transitional justice
(A) definition
B. Application
FIRST YEAR ENGLISH
ORAL EXPRESSION/COMMUNICATION STRATEGIES
This is a three-hour weekly course delivered over two semesters. It is divided into two oral
components: Oral Expression and Communication Strategies.
This course is meant to enhance students’ communication skills and help them become more
fluent and feel more confident when using English.
Objectives:
The course is meant to develop students’ fluency and confidence when using English to tackle a
variety of topics.
Methodology:
At the beginning of each semester, topics are announced and students choose the ones they
would like to work on for a 15-minute oral presentation (on an individual basis or in pairs, if
necessary). While preparing their presentations, students are encouraged to use a variety of
resources (the internet, books, newspapers, and magazines).
Classroom discussions are held after the presentations, and individual students are invited to
discuss the topics on the basis of the work they have to prepare weekly on the topic under
discussion. Visual and audio-visual materials are highly recommended for a more effective
student contribution in class.
Reading Writing and Grammar
Course Description
The present course is to take place throughout semesters one and two and is meant not as
much to provide students with information and ready-made definitions as to make them
develop their skills in reading and academic writing. It integrates reading and writing since the
reading texts will be used as writing samples and models. In fact, sustained exposure to and
analysis of authentic reading materials of different genres benefits students at different levels
as it raises their awareness of the various elements that work together in any piece of writing:
content, structure, style, and writing mechanics. Examples of academic writings and the
language used in them will be examined and discussed, and students will have a chance to
practise a series of writing tasks, both individually and, where possible, co-operatively in groups
to ultimately develop writing proficiency.
As far as reading is concerned, the course aims to develop/ build students’ college- level proficiency, i.e.
the ability to comprehend what the author actually says (literal comprehension), what the author means
by what is said (inferential comprehension) and why the author says what he says (critical
comprehension). In addition to the advanced comprehension skills, emphasis is also placed on
vocabulary enrichment and metacognitive awareness: knowing when, where and how to use the
acquired strategies. Upon completion, students should be able to demonstrate comprehension and
analysis and respond effectively to the provided materials.
As far as Grammar is concerned, this two-semester course is designed to sharpen students’
skills in recognizing and using grammatical structures. It includes a review of the basic and
common elements of the English grammar. However, the focus of the instruction is on
advanced grammatical concepts students need to master in order to achieve language
proficiency. The end-goal of the course is to develop in students a native-like feel for the
grammar of the target language from the very essential elements( orparts of speech)to larger
chunks of authentic language, namely phrases, clauses, sentences , and texts.
Drawing on language in context( both formal and informal), the course is to be taught
communicatively so as to involve students in the process of recognizing, analyzing, and
ultimately using the grammar concepts/ structures accurately as well meaningfully. That’s why,
effective classroom learning tasks and exercises have been selected/ devised to provide them
with opportunities to negotiate meaning, notice how language is used, respond to language
deficiencies and take part in meaningful interaction.