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Precisazioni Programma LTI I 2016-2017

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Precisazioni Programma LTI I 2016-2017 Lingua e Testualità Inglese I (9 CFU) Corso di Laurea in Comunicazione e Dams (Classi L-3 e L-20) Prof. Mirko Casagranda a.a. 2016-2017 Precisazioni al programma d’esame L’esame consta in una prova scritta di 2 ore che comprende una parte di verifica delle competenze linguistiche acquisite durante le esercitazioni (60 punti) e una parte teorica e analitica relativa ai contenuti del corso sui Media Studies e l’analisi del video musicale (40 punti). Il livello linguistico corrisponde a un A2.2/B1.1 del Quadro di Riferimento Europeo. Il giudizio è espresso in trentesimi. Competenze linguistiche Oltre al materiale utilizzato durante le esercitazioni, gli studenti e le studentesse devono prepararsi su New Inside Grammar di Michael Vince e Grazia Cerulli (Macmillan, ultima edizione) concentrandosi in particolare sulle seguenti unità: Fondamenti (Unità 1-18) Pronomi personali soggetto; Present Simple di be; There is/There are; Pronomi e avverbi interrogativi; Articoli indeterminativi a/an e the; Preposizioni di luogo in, on, at; Aggettivi possessivi; Genitivo sassone; Pronomi possessivi; Dimostrativi: this, that, these, those; Sostantivi plurali; Aggettivi e ordine delle parole nella frase; Can per abilità e richieste; Have got; Pronomi complemento; Numeri e date; Chiedere e dire l’ora; Preposizioni di tempo (1). Presente (Unità 19-28) Imperativo; Present Simple; Avverbi di frequenza; Have e have got; Infinito e infinito di luogo; La forma in –ing; Present Continuous; Verbi di stato; Present Simple e Present Continuous; Like e would like; Make e do. Passato (Unità 29-33) Past Simple di be; Past Simple dei verbi regolari; Past Simple dei verbi irregolari; Espressioni temporali al passato; Past Continuous; Past Simple v. Past Continuous. Futuro (Unità 48-52) Futuro con be going to; Presente con valore di futuro; Be going to v. Present Continuous; Futuro con will; Le forme del futuro: contrasto). Sostantivi e pronomi (Unità 80-89) Sostantivi numerabili e non numerabili (1) e (2); Possessivi composti e il doppio possessivo; It e there; Complemento diretto e indiretto; Pronomi relativi; Pronomi indefiniti (1) e (2); One e ones; Pronomi riflessivi; Pronomi reciproci. Articoli determinativi (Unità 92- 99) L’articolo zero; Articoli; Some e any; Much, many e very; A lot oF, a little, few, some; Each, every e both; Some, all, most, many, none; Too e enough. Aggettivi e avverbi (Unità 101-110) I composti; L’ordine degli aggettivi e la punteggiatura; Aggettivi terminanti in –ing e –ed; Avverbi di modo; Posizione degli avverbi; Aggettivi comparativi; Aggettivi superlativi; Comparativo di uguaglianza e di minoranza; Aggettivi estremi e avverbi di grado; So e such. Media Studies & music video analysis Gli studenti e le studentesse che hanno frequentato regolarmente il corso devono prepararsi sulla seguente bibliografia: Le seguenti parti da Rayner, Philip, Peter Wall and Stephen Kruger, Media Studies: The Essential Introduction, London, Routledge, 2001: Introduction (pp. 1-16), Reading the Media (pp. 29-94), Case study 3: Pop music (pp. 258-269). Mercer, Kobena, “Monster Metaphors: Notes on Michael Jackson’s Thriller” in Simon Frith, Andrew Goodwin and Lawrence Grossberg, eds., Sound and Vision: The Music Video Reader, London, Routledge, 1993, pp. 93-108 (disponibile online al seguente indirizzo: http://isites.harvard.edu/fs/docs/icb.topic989302.files/WEEK%205%20- %20OCTOBER%2017/Kobena%20Mercer.pdf). Music video e concert film da analizzare (disponibili su YouTube): Michael Jackson, Thriller (1983) Madonna, Like a Prayer (1989) Madonna, Express YourselF (1989) Madonna, Vogue (1990) Madonna, American LiFe (2003) – Uncut Version Beyoncé, Lemonade Film (2016) Madonna, Drowned World Tour (2001): Secondo quadro (da “Paradise Not For Me Video Interlude” a “What It Feels Like For A Girl Remix Video Interlude”) Madonna, MDNA (2012) – full concert Gli studenti e le studentesse non frequentanti o che non hanno frequentato regolarmente il corso devono portare la seguente bibliografia: Le seguenti parti da Rayner, Philip, Peter Wall and Stephen Kruger, Media Studies: The Essential Introduction, London, Routledge, 2001: Introduction (pp. 1-27), Reading the Media (pp. 29-107), Case study 3: Pop music (pp. 258- 269). Mercer, Kobena, “Monster Metaphors: Notes on Michael Jackson’s Thriller” in Simon Frith, Andrew Goodwin and Lawrence Grossberg, eds., Sound and Vision: The Music Video Reader, London, Routledge, 1993, pp. 93-108 (disponibile online al seguente indirizzo: http://isites.harvard.edu/fs/docs/icb.topic989302.files/WEEK%205%20- %20OCTOBER%2017/Kobena%20Mercer.pdf). Straw, Will, “Popular music and postmodernism in the 1980s” in Simon Frith, Andrew Goodwin and Lawrence Grossberg, eds., Sound and Vision: The Music Video Reader, London, Routledge, 1993, pp. 3-24 (disponibile su Google Books). Music video e concert film da analizzare (disponibili su YouTube): Michael Jackson, Thriller (1983) Madonna, Like a Prayer (1989) Madonna, Express YourselF (1989) Madonna, Vogue (1990) Madonna, American LiFe (2003) – Uncut Version Beyoncé, Lemonade Film (2016) Madonna, Drowned World Tour (2001): Secondo quadro (da Paradise Not For Me Video Interlude a What It Feels Like For A Girl Remix Video Interlude) Madonna, ConFessions Tour (2006): “Live To Tell”, “Forbidden Love”, “Sorry Remix Video Interlude” Madonna, Sticky & Sweet Tour (2008): “Get Stupid Video Interlude” Madonna, MDNA (2012) – full concert Di seguito una simulazione d’esame della parte di verifica delle competenze linguistiche. A. Reading Comprehension Read the article about The Urban fox. Decide if the sentences are True/ False or Doesn’t say. The Urban Fox You can spend many days in the countryside looking for a fox in the wild and see nothing at all. The fox is a shy creature, and this is all the more true because of the long history of competition between farmers and foxes. Children’s traditional stories are full of bad, dangerous foxes who want to eat sweet little lambs or small children. It is not surprising that there are only a few remaining in the country. But the fox has not disappeared. Instead it has changed with the modern world. Now it is much easier to find a fox in your back garden at home, or even in the streets of a typical English town, than it is to see one in a forest. The fox goes around houses searching for things to eat. It looks into human rubbish and eats what we leave behind us. Every night, when we go to bed, foxes come out to play under the streetlamps and find food. And they live well. Foxes in towns are increasing in numbers, while their cousins in the country become fewer and fewer. It is possible that the “urban fox”, as the fox in the town is called, is the future for most animals. We never stop building, and so the animals which find a way to live with people will probably be OK for many years to come. Write on the right hand column the correct letter. 1. It is difficult to see a fox in the wild in Britain. a. True b. false c. doesn’t say 1._____ 2. Farmers and foxes have been friends for a long time. a. True b. false c. doesn’t say 2._____ 3. There will be no foxes in the country in the near future. a. True b. false c. doesn’t say 3.______ 4. Now foxes are often seen in cities and towns. a. True b. false c. doesn’t say 4.______ 5. Foxes in towns eat things we don’t want. a. True b. false c. doesn’t say 5._____ 6. The fox never comes out in daytime. a. True b. false c. doesn’t say 6._____ 7. There are more foxes in towns than in the past. a. True b. false c. doesn’t say 7._____ 8. Other animals have started to live with people, like foxes. True b. false c. doesn’t say 8.______ 9. The fox in the town is also known as “urban fox”. True b. false c. doesn’t say 9.______ 10. Foxes in fairy tales are always good characters. True b. false c. doesn’t say 10.______ ____/10 B. Complete Sandy’s email. Use the verb in brackets in the present simple or present continuous. Hi Yukimi My name’s Sandy and I ______________(live) in Toronto. I play the piano and I ___________(love) jazz. What about you? ___________you __________(like) music? I’m a student but it’s the summer holidays, so now I ___________ (not study). I ________________(work) in a restaurant. I _____________(need) the money because I’m going to visit Japan next year! I ___________(not speak) Japanese very well, so I ____________(have) some lessons. __________you__________(learn) any languages at the moment? ____/10 C. Complete the questions using the question words in the box. Where Which Why How Who What When 1. A. ____________often do you go to the cinema? B. About once a month. 2. A. _____________time does the film start? B. At nine o’clock. 3. A. ______________did you close the window? B. Because I’m cold. 4. A. ____________colour is Julie’s new car? B. Red. 5. A. _____________did you go to town with? B. Jim and Lucy. 6. A. ___________newspaper do you want – the Italian one or the English one? B. The English one. 7. A. __________is Vancouver? B. It’s in Canada. 8. A. ______________did you start your new job? B. About six weeks ago. 9. A. _______________is your favourite actor? B. I like Richard Gere. 10. A. ________________is your favourite season? B. I like best autumn. ____/10 D. Write the adverb of frequency in the correct place in the sentence. 1. Tom rides his motorbike to work. (sometimes) _______________________________________. 2. My boyfriend is late. (never). ________________________________. 3. The children walk to school.
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