Draft Pitcher - Italian Biennium
Specific aims of the biennium are:
a) in the field of language skills:
acquire the ability to use language in the reception and production in oral and written, in sufficiently articulated in the report communicative purposes and situations, and according to a proper size 'text';
the acquisition, in particular, of reading habits, as indispensable means to access the wider fields of knowledge, to meet personal needs of new culture for the maturation of the capacity for reflection and for greater participation in social reality;
b) in the field of reflection on language:
the acquisition of knowledge reflected safer and the overall communication process and the nature and operation system of language, the purpose is to make more conscious use of language is its understanding of the relationship between language, thought and human behavior is to recognize, in the language, the testimony of the historical and cultural
the acquisition of a more rigorous analysis of the language also, by analogy with experiences that are engaged in other disciplines ;
c) in the field of education literature:
maturation through the approach to texts of various kinds and meaning and experience of direct analysis conducted on them, a more specific interest to the literary, leading to the 'discovery' of literature as a universal representation of feelings and situations in which everyone can recognize and place in which social groups also subscribe and acknowledge their experiences, aspirations and ideas.
General Reference
The teaching of lies in the broader context of language education, which involves all the languages, verbal and nonverbal, and committed all disciplines. The connection between the different languages \u200b\u200band the variety of content and learning situations are reference points required at each stage of training. In particular, the primary language, as a fundamental tool for the development and expression of thought and the expansion of the entire personal wealth of experience and culture, is offered as grounds for direct intervention for all subject areas.
In this context, teaching Italian takes as its specific subject as a field of educational and cultural achievements of the processes of production and comprehension in that language, becoming a special burden of bring out the variety of characters and functions.
be noted in particular that contemporary civilization has increased its interest in language, which is made ever more clearly the connections with cognitive development and the formation of an ethnic consciousness and cultural and inseparable link with content knowledge. The language itself, and especially the primary language, they become so central object of observation reflected in preparatory function with respect to other directions of study, as those of logic, mathematics, philosophy.
observation language is recognized today set course for the approach to literary texts, in which the language expresses more than half its potential.
Draft Pitcher -
Learning Objectives The objectives, listed according to the sector's institutional framework, refer to skills that students must demonstrate that they have acquired at the end of the biennium.
Englishes
Oral communication
a) Receive (listen).
The student must be able to:
· identify the nuclei in the speech of others conceptual and textual organization, especially in the exhibitions argued;
· concluding beyond doubt the views and purposes of the issuer.
b) Production (spoken).
The student, surpassing the level of exposure and undifferentiated random sequence, must be able to:
· plan and organize their speech, taking into account the characteristics of the recipient, the different communication situations, the different purpose of the message and the time available;
° adjustable by awareness of the linguistic register (uses formal and informal), the prosodic features (intonation, voice volume, rhythm) and the elements which give effect to the speech.
The objectives also focus on distance communication by sound engineers and engineer-visual media, in which the oral use has taken on particular aspects of cultural and social functions and carries out new ones.
Reading
In the practice of reading, taking into account the different modes and functions that characterize the silent reading and that a voice can be reported separately two sets of objectives.
In silent reading, students must be able to:
make readings different in method and timing, in relation to different purposes such as research data and information, a brief exploration, global insight, deep understanding, the ' Use the text to the activities study;
conduct the analysis and interpretation of texts, knowing:
· identify the structures and conventions of the various types of text,
· use their knowledge to make inferences,
· Integrating text information with those from other sources.
In a speech, the student must be able to:
· making the performance functional to the situation by adjusting aspects of sound engineers, prosodic and communicative steering.
Scripture
In the practice of writing a student must achieve:
· an adequate knowledge and skills Control of the differences between oral formulation and formulation of written thought with particular reference to the relationship between prosodic facts and punctuation, including elliptical syntax and explicit syntax, and lexicon of precise or technical vocabulary;
The ability to create different forms of writing in their use, functions and communication situations, distinguishing between writing more instrumental and personal use and writes more widely and with different functions that require more careful planning;
· the awareness of the flexibility of writing project and the consequent ability to modify it when necessary;
· the ability to use information intelligently and properly, stimuli and writing models, derived from other texts.
Reflection on language
The objectives of reflection on language relate to both application purposes, it is cognitive. The student must be able to:
· Analyse methods with appropriate scientific rigor of the language, knowing connect the phenomena of the various levels of the system and establishing comparisons between some fundamental elements of Italian and those of other known or studied languages, including dialects
· recognize the different use that have the same linguistic structures in different types of text;
· Grasp the interrelationship between the content of thought and linguistic forms;
· Establish relationships between the extent of verbal languages, formal languages, such as mathematics, logic and information technology, and achievements in languages visual;
· grasp the relationship between linguistic traditions, cultural traditions and the history of the company, noting aspects of the historicity of language and linguistic diversity in geographic space.
Education literary
The student must be able to:
· recognize the formal aspects of literary texts in its many achievements, noting the role that it take the internal order of construction, the linguistic choices, particularly in poetry, the rhythmic and prosodic features and the same graphical configuration;
· take in the essential elements of language through references and content, the relationship between the literary work and the general historical and cultural context in which it is located;
· provide, on the basis of the text and context detected, a comprehensive and methodologically sound interpretation of the text;
· To provide reasoned opinions to spell out the relationship between the message of the work and cultural experience and the aesthetic sensibility of the reader.
Draft Pitcher - The contents
Englishes
The development of language skills is its content in the specific activities that the student has to perform on the basis of motivation and practical ideas.
for receiving and speaking these activities are:
the practice of different kinds of communicative exchange, such as conversation, discussion, debate, interview, exhibition or free on the basis of notes and ladders ;
tracking and recording the production of other students and themselves in situations outside school, including through the media of radio and television;
you aware of the structural characteristics of speech and text, making it functional to the particular mode of communication and use different writing.
To read the contents must refer both to the further development of skill-specific, both to meet the needs of culture and social participation in the student present. The analysis and understanding of the texts must:
cover a wide variety of texts, in relation to different types and themes: from expository texts and informational texts on topics, from scientific and technical texts to literary texts;
lead to identify specific characters of 'textuality' and their occurrence in various different forms of text;
happen even in instrumental readings, performed in situations of actual use (for purposes of study, to prepare for debates, reports, etc...)
In selecting and activities relating to the literary text itself, see what is said in paragraph literary education.
For writing activities consist in manufacturing various types of text in order to approach the uses and purposes that writing is in real life and that can be linked like this:
make, record and request information in ways such as textual notes to lectures and conferences, minutes of discussion, announcements and notices of a private or public, etc.
give instructions to perform operations or regular activities;
describe in terms of objective or subjective, places, objects, people, events,
develop arguments on the subject since according to instructions given composition;
transfer content in any other form of texts, through paraphrases, rewritings, summaries of various sizes and from different perspectives;
interpret and discuss texts, preparing book reviews, movies, shows, notes and observations evaluation 'in the margins' of texts;
rework in a creative personal experiences, objective information and fantastic elements in the form of diaries, dialogues, short stories, screenplays, etc. ..
are also specific content of the teaching of writing, for all forms of practice, all aspects, stages and techniques of the process of composition on the invention, the order of construction and the gradual development of formal text (joint, accuracy and register of language, size, graphic design) in relation to its function and purpose, and the processing time.
The various forms of production are written as much as possible related to school activities, so that this practice did not end in pure character himself.
Reflection on language
The contents of the discussion are given in the matter relating to the processes of communication and operating system language. This framework, in part already known to the student, must now purchase decisive clarity and completeness and therefore must cover all major topics. Become topics of special or new consideration:
the fundamental characteristics of a 'text' (unity, completeness, consistency, cohesion realize that the informativeness) and its possible joints, both in the forms of orality, and in those of writing;
variety of text types ('type texts'), which leads to consider the relationship between form and content of the text;
rhetorical aspects, particularly related to semantic values \u200b\u200bin different uses of language;
the main implications of the relationship between semantics and syntax in sentence structure: links between constituents , regencies, concordances, modal, temporal and aspectual verbs;
key points in the historical events of the Italian language from its Latin origins to the present, and its relations with other languages \u200b\u200band dialects;
and variety of social and functional language (written standard, medium duty, use regional jargons) in relation to the experiences present in students.
Education
literary literary education is contained in its direct reading and analysis of literary texts, coupled with essential knowledge of the institutions (formal and thematic patterns, rhetorical methods, circuits, social and cultural) that regulate the production and initial experiences contextualization of the texts. The analysis of these texts makes it possible to detect even the endless resources of the language and offers a special opportunity to develop general language skills.
The choice of texts must take into account both the interests and cultural motivations of students, both the broader objectives of education and organizational literature, which interprets the teacher according to the programming. By this choice should provide for a fairly broad horizon of culture, without preconditions, restrictions of time, space and gender, and then taking into account the following criteria:
alongside styles of relatively recent and related to the culture of students not a substitute for appropriate contacts with evidence of other times, too old to tap into deep cultural reasons (memory of myths and figures, symbolic places and events);
the likely greater presence of Italian literary works should not unduly reduce the presence of other European cultures and beyond. For the Italian market must not be lacking interest in what has been produced by our culture too in other languages \u200b\u200b(Latin, dialects and other languages) and to this end you can use good translations side by side with the originals;
should draw from the variety of forms and genres of literary production, as this is configured as a system with carriers of their own institutions meaning, must be given due space to poetry, in which even the creative function of language finds its highest expression.
a reading range of literary texts and articulate first requires the use of appropriate choices anthologies, as a field of intensive training of literary skills and opportunity and stimulus to the discovery of entire works. The choice of texts should be organized in a meaningful way through clusters and pathways, in order to detect the persistence and evolution of themes, motifs and forms in time, in different cultures and in different types of representation.
Reading entire works of literature are key goals of education. As to their size, the choice must be such that for each year of obligation, both collective and guided reading at least one work of fiction a whole, both the fastest and individual reading of other works.
about their quality, must be taken responsibly on the following criteria, which are interconnected:
recognized the dignity of literary works;
thematic significance, in relation to the interests involved and to educate the students;
the formal characteristics and aspects of linguistic expression in relation to the possibility of initial access and to those of growth and refinement of understanding.
It also raises the need to approach the student with literary expressions of even greater importance for artistic value and for its contribution to the heritage of memories and symbolic figures of the community. In this context, the reading of "The Betrothed" is traditionally present in this group education for his role in the events of the novel in Italian literature and modern first for reasons of accessibility and variety of form and richness of subjects. Reading this, like other works of particular magnitude and complexity should not be conducted nor so extensive and comprehensive (let alone to summaries) to reach a generic framework of content, or pursuing the design of a full historical and cultural contextualization , its goal of a more mature phase.
Draft Pitcher - Directions Educational
educational activity to be carried out within two years of each of the three sectors that comprise the discipline, is a coherent continuation of that in the above school levels: it proposes a new cycle in the same main routes of the guidelines, with the aim not only to consolidate the results already achieved by students, but to reach their levels clearly more advanced in relation to the increased capacity and greater needs of their age.
To achieve the objectives is required in all cases that the verification be done in advance of the starting levels in the various fields of activity, noting in particular: language habits which the individual student to have derived from its socio-cultural context, which can competence has been reached in understanding and producing texts and meta-linguistic knowledge.
Given the location of the teaching in the broader context of language education and cross-fertilization that it assumes the whole process of training and education, when planning college should be established concrete links with all disciplines, in terms of common objectives and operational procedures for the development of skills and knowledge of the language. Especially intended to be established between the teaching of language and that of other disciplines to the learning objectives, content and teaching methods that are common.
Regarding the distribution of matter in two years, it should be noted that binding pathways have been proposed: it is planning to indicate which strategies to adopt and which route to follow to ensure the gradual, organic and productivity action learning. It is also the teacher unions and establish connections between individual activities, to avoid the strict segregation and to avoid fragmentation of learning.
Englishes
All activities for the development of language skills, both oral and written, must be specifically planned and programmed. To do this, all communications should be fully used in the classroom and study activities as occasions for a specific purpose of operating skill.
regard to oral communication, it is necessary that the teachers bring out the importance in this are the various situational factors, making it the subject of observation and driving behavior students in the various forms of communicative exchange. All the class members should be involved in such exchanges. It 'very important to use the so-called' query 'first year as an opportunity for oral presentation, distinguishing this aspect by the end of the assessment.
It draws attention to the fact that, in oral language and communicative behavior held by teachers in teaching activities is the most direct source and model for students.
In the practice of reading is essential to enable the different strategies and methods, alternating them and emphasizing the different characters, and make sure that the student acquires the ability independent of those rules apply to different types of texts and purposes of reading.
Please note that it is useful to introduce students to attend facilities and places (libraries, libraries, archives, etc.) that promote reading as self-employment and also allow you to satisfy personal interests.
As for the writing is stressed that the production techniques are the subject of explicit teaching and should therefore be put at the center of the educational complex of phases and operations through which the text takes the final form and suitable for the purposes of communication. The correction of texts produced should be considered as part of the training process to write To this end, the student must also be educated all'autocorrezione.
For the purposes of evaluation should be considered all aspects of the process of writing the above, and therefore should be verified and processed in the presence of information, knowledge and personal elaborations, both the formal correctness, and compliance with the instructions given composition.
Reflection on language
reflection on language in its many directions, not to be conceived for purely regulatory or ancillary to the use, instead it has re-evaluated as a fundamental form of inquiry on the relationship between content of thought and linguistic forms and the reality of communication. This activity must now put exploit the greater capacity for abstract thought and hypothetical-deductive power of the student, because the analysis of language is also home to the occasion and to approach more general problems concerning the processes of knowledge and symbolization addressed in other disciplines, including , in perspective, that of philosophy.
In terms of the method is necessary to establish as a concrete object of observing the linguistic system, ordered through routes and connections to use, avoiding exposure to the prevailing theories and the assumption of a single rigid model.
It 'also important to compare methods and terminology and connect with what is learned in school and teaching other languages.
Education
literary reading and interpretation of literary texts are based primarily on analysis of direct forms of text. It is therefore necessary to educate the student to capture an essential part of the meaning of the text actually observing the language at different levels and other formal aspects. In conducting this analysis are to be avoided is exposure of theories end in itself, and the excesses of techniques that would lead to mechanical operation.
E 'also need to put the work in its context, ie' historicize ', without resorting to bulky historiographical frameworks. Starting from the internal signals to the work itself, should be introduced References to other works and personality of the author and developed key comparisons with other contemporary evidence and other times, as well as their culture and experiences of the player and his time.
For works in translation is very useful to compare different translations of the original one, especially if it is in a language known to the student.
experience on literary texts and takes advantage of considerably enhanced through appropriate links and comparisons with other artistic events, such as pictorial, musical and film: making out the similarities and differences and mutual contributions of forms, themes and representations symbolic.
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