LLEM/ LINGUA INGLESE I
THE LLEM-ING PROJECT
A Self-Access Project
in using the Internet to develop language skills
2012-2013
Developed by Christine Eade
with the support of the cattedra di Lingua Inglese,
Task:
As part of your credits for Lingua I, you will complete a Self-Access project involving a series of assignments that you will do using the Internet. This will include a wide range of activities including doing activities for language learners, watching video reports, joining blogs and filling in applications.
The purpose of this project is to:
help you develop your language skills by using resources on the Internet
encourage you to manage your own language learning in tandem with the in-class courses you are taking
help you become a more independent learner.
Procedure:
You will find the Lemming Project on Prof Bowles’web page on Didattica Web. You should complete this project by doing the activities as instructed in this booklet and collecting your work in a Course Portfolio. The project will take from 10-20 hours of study time to complete, so you should work on it progressively.
Final Outcome: You will discuss your Course Portfolio with the commission in the Speaking Exam in June.
Per la prova di “Speaking 1” è disponibile un massimo di 20 punti (8 per il self-access project e 12 per la prova orale); per chi non esegue il self-access project è disponibile un massimo di solo 12 punti per la prova orale (che si svolge in forma “tradizionale”).
Office Hours: During the second semester, Prof Eade will be available once a week in the language lab for students who need assistance. Her times will be posted on Didattica Web.
In order to complete this assignment you will need:
- access to a computer, either at home or in the Language Lab in P9
- an Internet connection
- a data key to copy your work as you progress.
- a portfolio where you will put the printed version of your work and which you will bring to your Speaking Exam
The LLEM-ING has three components:
/ 1) your e-log:The on-line document which gives you instructions and where you record your work on your electronic booklet. What you are reading at the moment is your e-log. When you have finished the entire project, you will print out your e-log and put it in a Course Portfolio.
/ 2) Working on-line:
You complete the exercises and activities on the internet
/ 3. speaking exam:
You discuss your Course Portfolio to the exam commission
This is an independent project, and so it is up to you to organize your time.
DON’T WAIT UNTIL THE LAST MINUTE!
1) How to Use Your e-log
What is it?
The document you are reading at the moment is your E-LOG.
The electronic version is available at on Prof Bowles’ website
how do i use it?
The E-LOG tells you what you have to do. It gives you instructions about how to complete each task.
Every time you see this icon: … you are asked to write and answer. You answer must be IN ENGLISH!.
For example:
What was the news program about?(2-3 sentences)
Type in your answer here. (Be sure to type your answer directly after the last point so that your answers come out in red. This makes is easier to see at the Speaking Exam.
…The news program was about the recent conflicts in Syria.. It describes the main events and explains the major causes. According to the writer, the international community should take measures to stop the killings of civilians..
At times, you will be asked to till in tables in note form. This means you must not write full sentences but key information.
For Example.
Listen to the news story and fill in the table in note form.
What / Where / When / Who / WhyEuropean Day of Action and solidarity, first European demonstration / Major European cities, Rome, Madrid, etc / Nov 14 2012 / Workers, students, protesters, demonstrators / To express anger at austerity programs, taxes, sign to leaders to stop spending cuts
When you see this icon , you should save what you have done on your diskette or data key.
2)the speaking exam
a) How to prepare
At the end of the second semester, when you have finished the LLEM-ING Project, you should:
1)Delete the parts of the E-bog which do not contain your answers. For example, you don’t need to print this introduction.
2)Put the printed version of your work in your portfolio
3)Review the contents of your portfolio, and be ready to explain the tasks you did, the information your found, what you found interesting, what you learned, etc.
4) Bring the portfolio to your Speaking Exam
B) How you will be assessed: you will be evaluated on
- How well you have completed your portfolio,
- How well you discuss your portfolio in terms of language accuracy, vocabulary range, and fluency.
[C1]
Here are some problems you may encounter and what to do.
Problem: You don’t understand what you’re supposed to do.
1. Read the instructions again.
2. Ask a friend who has already done the task.
3. Contact Prof Eade:
4. See Prof Eade during office hours.
Problem: You can’t connect to the site.
On the Internet, there are a lot of “dead” sites, sites that haven’t been updated and links that don’t work. If you cannot connect to a site the first time, try again. If that doesn’t work, look for a similar site you can use to complete the assignment.
Problem: You can’t hear the audio or see the video.
You may have to download special software to listen or watch some files (eg Realplayer). These can generally be downloaded for free and the instructions are fairly easy to follow.
PRIMO ANNO LINGUA INGLESE I LLEM
PRIMO ANNO LINGUA INGLESE I LLEM
A Self-Access Project
in using the Internet to develop language skills
a.a. 20012-13
MY E-LOG
COGNOME:………………………………………………………………………
NOME: ……………………………………………………………………………
N. MATRICOLA: ………………………………
ANNO DI IMMATRICOLAZIONE: OCT 20….
English Learning Sites
In this section you will visit some sites designed specifically for English-language learners, and you will do some of the exercises and activities.
These are only a few of the many sites online for developing your language skills. Visit these sites often, look for others and tell your friends about them. This can be a stimulating way to improve your language skills.
I. World English
Go to World English at
As you can see, this site is full of ACTIVITIES, EXERCISES AND TESTS
A. Getting to know the Site
Let’s look around the site to get familiar with it. Look at the list of links on the home page.
1) a) In the section Online AssessmentTests click on TEST YOUR ENGLISH LEVEL Take the test. According to this test, what is your level? …
Do you agree with this? Explain …
b)Just out of curiosity, let’s compare this assessment test with one from the Cambridge website. Go to
Look at Test your English This test will tell you which Cambridge ESOL exam might be the most appropriate for you. Click on Begin test. Complete the exercises and consult your results.
Which Cambridge ESOL test is recommended for you? …
Which assessment test did you find the most difficult? …
Which test is the most reliable? Explain …
2) Go back to World English (
In the section Vocabulary Activities and Tests click on VOCABULARY (Intermediate)
Scroll down and do the 6 groups of exercises.
Did you find this difficult? Explain. …
Write 10 new words that you learned from this. …
3) Under Reading, click on IMPROVE YOUR READING SKILLS
Choose one of the stories from the Intermediate or Advanced Levels, read it, do the exercises and then write a summary of the story here. (you should write 6-10 sentences)
…
4) Free Choice: Now, you choose three links from the World-English home page. Visit each page and then fill in the table below. …
Site name / Type of activity / Why you liked it or didn’t like itHit the save button before you go any further!
2. The British Council
Go to British Council
A. Listen and Watch.
I. UK Culture:Click on Listen and Watch. From Featured Content, choose astory from the category called UK Culture. Follow the instructions below.
1) Which story did you choose?
…
2) Before you listen, do the vocabulary Exercise. What new words did you learn?
…
3) Watch the video and take notes on the main ideas. You may listen as many times as you like but you do not need to understand everything, just the main ideas.
Write a brief summary of the story (5-8 sentences)
…
4) Now do a task. Describe what you had to do. …
II. Magazine Go to
Choose a story from the category called Magazine Follow the instructions below.
1) Which story did you choose?
…
2) Before you listen, do the vocabulary Exercise. What new words did you learn?
…
3) Watch the video and take notes on the main ideas. You may listen as many times as you like but you do not need to understand everything, just the main ideas.
Write a brief summary of the story (5-8 sentences)
…
4) Now do a task. Describe what you had to do…
B. Listening to StoriesGo to
Choose a story. First, listen to the story without looking at the text to get the general idea.
1) Very briefly, what is the story about? (2-3 sentences)
…
2) Now download this story. Remember to right click to download your audio file. Listen to the story again and read along with the text, concentrating on the pronunciation and imitating it. You may need to do this several times.
3) Then turn down the sound and go through the story again, reading it aloud.
Do you enjoy learning this way? Why? Why not?
…
4) Now do the comprehension and vocabulary activities.
How many did you get right?
…
5) Did you enjoy this story? Explain.
…
6) Was it helpful to read and listen at the same time? Explain.
…
7) Do you think you’ll go back and listen to other stories on this site?
Why/why not?
…
C. Vocabulary Through Listening: Words in the News
Go to
Choose one of the news stories.
1) Which story did you choose?
…
2) Listen to the report WITHOUT reading the text. What you have understood? You only need to explain the main ideas.
…
3) Now listen again and follow along with the text. Were you right? What information had you not understood.
…
4) Now listen to the vocabulary audio file and check the meanings of the words.
5) Choose 5 of the vocabulary words to learn. List them here:
…
6) Summing it up: Write a few sentences answering the following questions:
Why did you choose this story? Did you find it interesting? Did you find it difficult? Do you think this site could help you learn words in the news?
…
Time out!
YOU HAVE NOW FINISHED PART ONE
Hit the save button before you go any further!
Learning by doing
The aim of this second module is to help you improve your language skills by completing real-life tasks in order to gather information. This part will be more difficult since you will be using the same sites native English speakers use. You may of course use a dictionary or other tools if necessary.
You will then use this information to write your own summaries and reports.
I. Gathering information
A.GOING BEYOND THE POSTCARD
Go to
On this link you have texts, audio files and video files about a specific location in the UK.Choose the Location you would like to visit by clicking on the map(eg Edinburgh, Cardiff, Greenwich, etc). Read the text about your town and then do the exercises.Listen to the audio extracts and do the exercises. Finally, watch the video extracts and do the exercises.
Now, based on what you have read, heard and watched, write 3-4 sentences to answer the following questions.
1) Which location did you choose and why?
…
2)Describe this location.
…
3) Would you be interested in visiting this place? Explain
…
4) Imagine you had only one day to visit this location. What sights would you visit and why?
…
5)What interesting things did you learn about this location?
…
B.UNIVERSITY OF CALIFORNIA AT BERKELEY
I. ON-LINE TOUR: Go to on Visiting and getting around on the left-hand site, then click on UC Berkeley online tour. Watch the Slide Show then answer the questions. DO NOT cut and paste. Use your own words. Each answer should be at least 3 sentences.
- Describe the campus you see in the film.
…
2. Would you like to spend a year studying at the University of California? Write a paragraph (3-5 sentences) explaining your views.
…
3. Compare the University of California with your university. How are they similar? How are they different? .(3-5 sentences)
…
II. WATCH US GO GREEN: Go to
1. Click onWatch us go green. This page is about some of the things Berkeley students do to help the environment.
2. Watch the video. What is it about?…
3. In what way is Berkeley going green?…
4. How have students been involved?…
5. What is a green apartment?…
III. MEET THE STUDENTS. Go back to
Click on Meet the Students, then on Seniors' advice for incoming students. In these pages, seniors (students in their last year of college) give advice to freshmen (new-coming first year students). Read the advice.
1) Whose advice do you find most useful?
…
2) Why?
…
3) You have now been at Tor Vergata for a semester, and have no doubt learned a lot, not just about the subjects you’re studying, but also about university life, its trials and triumphs.
Write a paragraph or two giving advice to student who are just beginning their university career to help them survive. Write your paragraph below.
…
IV.THE YES WE CAN GENERATION Go to
Watch the video entitled Dispatches from the Yes we can Generation. You will hear excerpts from interviews with students talking about their interests in world problems. Do not worry if you don’t understand everything but try to understand why these students are called the “Yes, we can” Generation.
- Describe the “Yes, we can” Generation.
…
- Are you part of this generation? Explain
…
V. VISITING ANOTHER UNIVERSITY SITE.
Now you choose another university site to visit. It may be anywhere in the world but the site but be in English.
1) Which university did you choose? Why?
…
2) Describe the home page.
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3) What are some of the things you can do on this site?
…
4) Does this university offer a degree course in your field? Explain.
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5) What is your impression of this university? Would you like to study here? Explain.
…
TIME OUT
YOU HAVE NOW FINISHED PART TWO
Hit the save button before you go any further!
Worldwide English
The aim of this module is to help you step out into the world and become familiar with current events and issues.
This will help you learn new vocabulary and give you a chance to express your own ideas.
I. Working Abroad
Many sites help people find jobs, whether for just the holiday or for a lifetime.
Go to
1)List some of the things you can do on this site:
…
2) Go to Finding Work Abroad. Read about the four different types of work in column one, then click on the sub-section indicated. Take notes as you read and fill in the table below with your own words. NO CUTTING AND PASTING please!
Type of programme / What is it? / What’s it for? / What do you need? / Is it paid?TOURISM, CATERING & HOSPITALITY (click on: Jobs in Tourism)
AGRICULTURE AND ANIMALS: (click on Fruit picking)VOLUNTEER WORK: (click on our Taking a Gap Year, then Volunteer work at a glance)
3) Which of these would you be interested in doing? Explain why
…
4) GO back to the home page at
.
Click on Gap Year. You will read an article about people who took a break from their studies and did something different (i.e. they took a “gap year”)
Choose one of the stories below. Click and read more, then answer the questions below.
Jungle Medicine
Raleigh International require Doctors, Nurses and Paramedics to accompany young people on their gap year to the jungle, or to any of the challenging environments in which Raleigh operate.
My Best Unexpected Experience
Intern Melanie Takefman landed in Bolivia with five equally perplexed Canadian interns to teach layout and web design skills in Tarija, a city near the Argentine border.
GAPping and Gaping in Inner Mongolia
Despite taking their gap year at a later age than most, Paul and Jill Quin, a journalist and former IBM PR man and a primary teacher / teacher-of-the-deaf, left their native Portsmouth to teach English in a remote region of China.