TESI SSIS SPEIALIZZAZIONE

Scuola di Specializzazione Interateneo per la Formazione degli
Insegnanti di Scuola Secondaria
Ciclo IX – Sede: Venezia
Anno scolastico 2008/2009
TESI DI SPECIALIZZAZIONE
CLASSE DI ABILITAZIONE A346 INGLESE
TITOLO
“ A CASE OF MISCARRIAGE OF JUSTICE:
THE GUILDFORD 4 ”
SPECIALIZZANDA
TERESA MARIA AUGUSTA ABITI
Matricola R11161
SESSIONE DI LAUREA
ESTIVA MAGGIO/GIUGNO 2009
RELATORE
SUPERVISORE
DI
TIROCINIO
GERALDINE LUDBROOK
SANDRA MEGGIATO
Questo lavoro è dedicato a Pier Luigi e Igino per sempre nel cuore degli amici
2
INDICE
-
prima parte: la teoria:…………………………………………………4
-
seconda parte: Unità didattica:……………………………………….13
-
griglie di valutazione…………………………………27
-
allegati………………………………………………...28
3
PRIMA PARTE
LA TEORIA
L’unità di apprendimento qui presentata ha come titolo “ the Guildford Four, a
case of
miscarriage of justice” (I quattro di Guildfrod, un caso di inguistizia giudiziaria), questo tema
verrà trattata funge da filo conduttore per tutto il lavoro. Si tratta di un episodio di ingiustizia
giudiziaria, una sentenza di colpevolezza che è stata emessa dalla Corte inglese nel 1974 ai danni
di quattro persone di nazionalità irlandese (Paul Michael Hill, anni 21, Gerard Conlon, anni 21,
Patrick Armstrong, Carole Richardson, anni 18) accusate di aver fatto esplodere un pub inglese
nella cittadina di Guildford, a sud di Londra.
L’unità di apprendimento fa parte di un ideale modulo qui non sviluppato e delineato solo in linea
generale intitolato “I diritti umani e casi di ingiustizia giudiziaria nell’Unione Europea dopo la
Seconda Guerra Mondiale”, che sarà affrontato nel mese di Febbraio del prossimo anno
accademico.
La scelta dell’argomento del modulo e quindi dell’unità di apprendimento risiede nel fatto che la
classe si recherà in gita di istruzione alla Corte Europea dei Diritti Umani nel mese di
marzo/aprile del prossimo anno accademico. Si tratta quindi di un lavoro preparatorio alla visita
di Strasburgo. In questo contesto il modulo si concluderà con un feedback conclusivo al rientro, la
strutturazione del feedback verrà decisa in plenaria tra i professori coinvolti nel modulo ed
eventuali professori presenti durante la gita, che però non hanno partecipato al modulo.
4
Il modulo fornisce una presentazione di quale è stata la storia dei diritti umani e la presentazione
di tre casi di violazioni di diritti umani in sede giudiziaria dopo la Seconda Guerra Mondiale, uno
in Italia “il caso di Enzo Tortora”, uno in Francia “il caso Outreau”, e in Inghilterra “il caso dei
quattro di Guildford”.
Le materie coinvolte sono elencate qui in ordine cronologico:
Storia
Presentazione di una panoramica dell’evoluzione sui diritti umani, documenti
ufficiali significativi dalla Seconda Guerra Mondiale ad oggi.
Italiano
L’insegnante crerà un’unità di apprendimento su “il caso di Enzo Tortora”,
http://en.wikipedia.org/wiki/Enzo_Tortora (vedi per dettagli generali)
Lingua
L’insegnante crerà un’unità di apprendimento su “il caso Outreau”,
francese
http://en.wikipedia.org/wiki/Outreau_trial (vedi per dettagli generali)
Storia
L’insegnate tratterà le ragioni storiche e culturali per l’esistenza dell’IRA
Geografia
L’insegnante mostrerà dove è l’Irlanda, dove si trova Guildford, Northen, UK
e dare una breve descrizione geografica dei confine dell’Irlanda e
dell’Iralanda del Nord.
Lingua
L’insegnante sviluppera l’unità di apprendimento su
inglese
I quattro di Guildfrod, un caso di inguistizia giudiziaria
http://en.wikipedia.org/wiki/Guildford_Four_and_Maguire_Seven , (vedi per dettagli generali)
Come accennato, la conclusione del modulo sarà organizzata al rientro da Strasburgo in plenaria
dai docenti coinvolti nel modulo e dai docenti presenti in gita.
5
SVILUPPO DELL’UNITA’ DI APPRENDIMENTO
P
PARLARE
FASE
PRINCIPALI ATTI LINGUISTICI COINVOLTI
S
L
A
SCRIVERE
LEGGERE
ASCOLTARE
TIPO E SCOPO DEL LAVORO
P
S
L
X
X
A
1 – prima lezione - - 60 minuti
motivazione:
Brainstorming
X
presentazione: Actività 1, discutere l’attacco IRA in Inghilterra dagli
anni 70 usando un articolo di giornale
X
2- seconda lezione - - 60 minuti
motivazione:
Brainstorming
X
input globale e Actività 2, ascolta e leggi un articolo intitolato:
“1974: Four dead in Guildford bomb blasts”
analisi:
X
X
3- terza lezione - - 60 minuti
motivazione:
Brainstorming
X
Actività 3, ascolta un trailer e impara alcuni termini
legali
Compiti per casa
Disegna uno spider gram usando i termini legali e studia gli stessi
trasfer:
X
X
X
X
X
4- quarta lezione - - 120 minuti
sintesi:
Actività 4, crea uno spider gram in gruppo e scrivi
una breve storia riguardo “IRA history in UK and the
case of Guildford Four”
Actività 5, dibattito critico usando i termini legali
feedback
riguardo “IRA history in UK and the case of
Guildford Four”
Compiti per casa
Ripassare la storia dell’IRA in Inghilterra, il “il caso dei quattro di
Guildford” e i termini legali presenti nell’allegato 5
X
X
X
X
X
X
6
4
5- quinta lezione - - 60 minuti
verifica 1
scopo: test per verificare la competenza del parlare
verifica 2
scopo: test per verificare la competenza dello scrivere
PRINCIPALI ATTI LINGUISTICI COINVOLTI
X
9
1
6
TEORIA GLOTTODIDATTICA APPLICATA ALLE ATTIVITA’
PARLARE
E SCRIVERE
L’unità di apprendimento è strutturata per rafforzare principalmente soprattutto due macro atti
linguistici, il parlare e lo scrivere, gli obiettivi linguistici sono quindi in linea con questo, essi
sono elencati qui sotto e verranno testati attraverso la verifica 2:
OBIETTIVI LINGUISTICI
Alla fine dell’unità di apprendimento, gli studenti saranno in grado di :
-
parlare degli elementi principali della storia dell’IRA dagli anni 70
-
riconoscere parole di microlingua appartenenti al campo della giustizia all’interno di una
conversazione
-
di parlare circa gli elementi principali di “caso dei Quattro di Guildford” come caso di
violazione dei diritti umani usando termini presi dal campo della giustizia
Le prime tre lezioni iniziano con un attività preparatoria ed introduttiva dell’argomento che sarà
trattato. E’ infatti importante iniziare con una iniziale breve, massimo 10 minuti, in cui gli
studenti iniziano ad entrare nella trattazione. Secondo la mia breve esperienza di insegnamento,
questa attività a lungo andare crea una sorta di momento di certezza negli studenti che ha anche lo
scopo di iniziare a far focalizzare l’attenzione della classe. Funziona molto bene con classi con
difficoltà di attenzione.
7
Il parlare e lo scrivere, anche chiamati productive skills ovvero atti produttivi, come elencati nella
tabella riassuntiva sopra riportata, sono tra gli atti comunicativi più presenti in questo lavoro.
Per quanto riguarda il parlare, il luogo comune è che si impara a parlare una lingua quando ci si
reca in un paese in cui questa lingua viene parlata. Vero! E ruolo della scuola è quello di
anticipare questa competenza il più possibile, quindi imparare a parlare parlando è essenziale e
attività di parlato vanno inserite all’interno del curricolo.
Le attività legate a questa macro atto comunicativo, sono state strutturate in modo da cercare di
far parlare gli studenti avendo come base di partenza un materiale preparato da loro, preparato
dall’insegnante e sul quale lavorano in classe. Si tratta infatti di attività guidate, niente è lasciato
al caso o all’improvvisazione proprio per dare la sensazione agli studenti di essere all’interno di
una struttura e di poter contare sui contenuti di questi materiali per sviluppare un discorso.
L’insegnate cercherà in ogni attività di questo tipo di attendere la risposta degli studenti, capita
che utilizzando proprio questo atto comunicativo, gli studenti si sentano in imbarazzo o insicuri.
L’insegnante si mostrerà quindi paziente e cercherà di non interrompere il flusso del discorso
dello studente.
Le attività di gruppo sono state strutturate questo modo:
-
didattizzazione degli articoli tratti da internet e divisione degli stessi in paragrafi
-
ad ogni gruppo è affidato un paragrafo in modo che le informazioni mancanti agli altri
gruppi fossero esposte dal gruppo stesso. Queste informazioni costituiscono proprio quell’
“information gap” che può rendere lo studente interessato ad ascoltare i compagni.
Il dibattito critico finale è stato volutamente inserito per chiudere l’unità di apprendimento e
applicare in un discorso orale le conoscenze acquisite.
8
Per quanto riguarda lo scrivere , questo atto comunicativo, in realtà implica l’utilizzo di altre
abilità ad esso connesse quali pensare, riflettere, riformulare, trovare soluzioni e alternative, si
tratta quindi di un atto comunicativo complesso.
Ancora una volta le attività in cui viene usato non sono strutturate a caso, ma guidano e
canalizzano l’attenzione dello studente su un’ obiettivo specifico. Se si suppone che un’attività di
scrittura preveda dal massimo della restrizione, il semplice copiare, al minimo, scrittura libera,
presupponendo una scala da 1 a 5 le attività si collocano ai punti 2 e 3. L’attività 1 ad esempio si
colloca al punto 3, si tratta infatti di rielaborare alcune frasi tratte da un paragrafo di un articolo
tratto da internet, l’attività 2 invece si colloca al punto 2, fare esercizio di vocaboli di
microlingua legali. Anche l’attività 4 si colloca a questo livello, si tratta di integrare lo
spidergram personale, fatto per casa, in uno più complesso di gruppo.
Per casa viene poi chiesto agli studenti di ripassare i termini di microlingua legali utilizzati in
classe e i contenuti affrontati in classe, in quanto una delle due verifiche è scritta. Proprio questa
verifica andrà a testare la competenza in quest’ambito comunicativo.
ASCOLTARE E LEGGERE
Pur in maniera minore altri due macro atti comunicativi l’ ascolto e la lettura , anche detti
receptive skills, atti recettivi, sono presenti nell’unità di apprendimento. La teoria glottodidattica
di riferimento è la seguente:
Quando nella vita quotidiana, si ascolta il telegiornale o gli annunci ferroviari nelle stazioni,
selezioniamo che tipo di dettagli si sta cercando, in questo senso lo stesso approccio è stato usato
nella preparazione delle attività.
9
Le domande sono state date prima di leggere un articolo, seguendo una procedura basata sul far
precedere un compito specifico e introduttivo dell’argomento prima della lettura dell’articolo 1
Il circolo compito-feedback consiste in questa sequenza:
Introduzione
brainstorming iniziale con alcune immagini (questo
brainstorming è utilizzato nella prima e terza lezione)
Compito pre-attività
actività 1, leggi le domande
Dare un compito
actività 1, gli studenti provano a rispondere alle
domande
Leggere
ad
aalta
voce actività 1
l’articolo
Se gli studenti rispondono
- l’attività continua
Se gli studenti non rispondono alle domande
-chiedere se ci sono vocaboli non noti che immaginano
possano potrebbero d’aiuto per completare il compito
- leggi ancora l’articolo
Piuttosto che il lavoro sulla fonte, ho valutato il compito: chiedendo agli studenti di cercare
dettagli specifici e confrontare le risposte date in coppia prima di esporle oralmente.
L’attività si concluderà con la lettura ad alta voce degli studenti dell’articolo, la scelta di dare agli
studenti. La scelta di dare agli studenti lo stesso articolo da leggere ad alta voce risiede nel fatto
che un’attività di introduzione è già stata fatta ed inoltre l’insegnante ha già letto alla classe il
testo almeno due volte.
1
task-based listening procedure
10
In questo modo la procedura per cui si parte da una descrizione generale del testo fino ad arrivare
ai dettagli viene adattata all’attività lasciando il focus sul miglioramento dell’ascolto, che serve da
introduzione, alla ricerca di dettagli nel testo.
Gli studenti conoscono già i contenuti, hanno una visione d’insieme del contenuto dalle risposte
alle domande specifiche, quindi sono pronti per concentrarsi su un aspetto di miglioramento di
ascolto, la pronuncia, ad esempio.
LE ABILITA’ CORRELATE
Oltre a ciò che è stato menzionato riguardo ai quattro atti comunicativi principali, esistono altre
competenze ad essi collegati, ad esempio prendere appunti, pensare in lingua, concentrarsi…,
competenze che sono trasversali e contenute secondo Cummins nel sistema operativo centrale.
Per chiarire questa teoria riporto qui lo schema dell’iceberg, che viene usato da Cummings per
spiegare l’educazione bilingue. In particolare egli sostiene che le abilità comunicative quali
prendere appunti, fare riassunti, rielaborare…non fanno parte della lingua studiata, che sia la
prima o la seconda. Al contrario risiedono al di sotto (vedi Common Underlying Proficiency) e
che quindi non appartengono all’acquisizione della lingua.
11
Per portare la teoria nell’unità di apprendimento, si può dire che l’abilità correlata prendere
appunti è in questo senso un prerequisito che è stato portato avanti dagli studenti dal primo anno,
in più la classe è al suo quarto anno di lingua inglese.
Non è stato fatto quindi un lavoro specifico nello sviluppo di questa abilità correlate, ma ci si è
concentrati sui macro atti linguistici, così come è visibile negli obiettivi linguistici.
MICROLINGUA
Vi è anche un accenno alla microlingua, vengono studiati ed utilizzati termini di microlingua presi
dall’ambito legale.
La microlingua è molto presente in questo tipo di scuola con lo studio della letteratura. E’ proprio
per diversificare il curricolo che l’insegnante ha deciso nekll’ambito di questo progetto,
l’introduzione della stessa. Non essendoci materiali pronti sull’argomento, le fonti internet sono
state molto didattizzate e tarate sui destinatarie sull’obiettivo da realizzare.
In particolare si è cercato di presentare questi vocaboli attraverso il lavoro individuale e a gruppi
di spidergram e una griglia di vocaboli nella quale è contenuta una semplice autovalutazione.
12
GLOSSARIO - GLOSSARY
T
Teacher
Ts
teachers
S
student
SS
students
SP
Special Purposes
GW
group work
LU
learning unit
T- S
Teacher to students
SS – T
Students to teacher
13
FRAMEWORK DETAILS OF THE LEARNING UNIT ENTITLED
“ A CASE OF MISCARRIAGE OF JUSTICE: THE GUILDFORD 4 ”
TOPIC
of the LU: “Guildford Four, a case of miscarriage of justice”
of the MODULE: “Human rights and cases of miscarriage of justice in the
European Union after the Second World War”
The LU is part of a interdisciplinary module entitled:
INTERDISCIPLINARY “Human rights and cases of miscarriage of justice in the European Union
MODULE
after the Second World War”.
The module will give SS a presentation and a historical/cultural background
of three cases of miscarriage of justice:
-
the “Tortora case” in Italy
http://en.wikipedia.org/wiki/Enzo_Tortora
(see here for reference)
-
the “Outreau case” in France
http://en.wikipedia.org/wiki/Outreau_trial
(see here for reference)
-
the “Guildford Four” in UK
http://en.wikipedia.org/wiki/Guildford_Four_and_Maguire_Seven
(see here for reference)
Subjects involved are here listed in chronological order of appearance in the
ideal module:
- History
T will present an overview of the evolution on human rights relevant
facts and documentation from the Second World War till today
- Italian
T will create a LU on the Tortora case
- French language
T will create a LU on the Outreau case
- History
T will deal with the historical and cultural reasons for the existence of IRA
14
- Geography
T is going to show them where is Ireland, where Guildford, UK is, and
gives a brief geography description of the boundaries of Ireland and
Northen Ireland
- English language
T will develop the LU on the Guildford Four case of miscarriage of
justice
TYPE OF SCHOOL,
ITS LOCATION
Liceo Scientico (the class which go through the module is a INDIRIZZO
LINGUISTICO), the school is located in the city centre
TARGET AUDIENCE
TOTAL SS AND
THEIR SEX
18-year-old students
4th class (26 students)
10 male and 16 female
TIME OF THE YEAR
second term (March)
LEVEL OF
COMPETENCY
ACCORDING
TO CEFR
B2 according to the CEFR
WEEKLY HOUR
EXPOSURE TO
LANGUAGE
English - 3 hours a week
French - 4 hours a week
SS are able to
STUDY
PREREQUISITE
- of taking notes in English
- deeply concentrate for at least 20 minutes in a language activity
- thinking in English
15
LANGUAGE
PREREQUISITES
- having gained a B2 level in reading and listening macro language skills
- having gained a B1 level in speaking and listening macro language skilsl
AIMS
- give input to make SS more sensitive towards justice and human rights
At the end of the LU SS will
CULTURAL
OBJECTIVES
To be tested through
TEST 2
- know the main elements of the history of the IRA since the 1970s
- know the main elements of the Guildford Four case as a case of
miscarriage of justice
- be aware of an example of the state dealing with a violence episode
At the end of the LU SS will
LANGUAGE
OBJECTIVES
To be tested through
TEST 1
EXPECT CONTACT
TIME, ACTIVITIES
AND ITS TIMING
- be able to speak about the main elements of the history of IRA since
the 1970s
- know SP words taken from the justice field in a conversation
- be able to speak about the main elements of the Guildford case as a
case of miscarriage of justice using terms taken from the SP justice field
Five lessons:
1 – first lesson - - 60 minutes
warming up/starter:
Brainstorming - - 10 minutes
presentation:
Activity 1 - - 30 + 20 minutes
discussing the IRA attack to UK from
the 1970s on using a newspaper article
2- second lesson - - 60 minutes
warming up/starter:
Brainstorming - - 5 minutes
global input and analysis: Activity 2 - - 5 + 15 + 5 + 10 + 20 minutes
listening and reading an article
entitled:
1974: Four dead in Guildford bomb
blasts
3- third lesson - - 60 minutes
warming up/starter:
Brainstorming - - 10 minutes
follow up:
Activity 3 - - 10 + 40 minutes
listening a trailer and understand some legal terms
summing up/feedback:
Debate in class - - 10 minutes
16
4- fourth lesson - - 120 minutes
follow up:
Activity 4 - - 30 minutes
create a spider gram in group and write an brief
story on “IRA history in UK and the case of
Guildford Four”
feedback:
Activity 5 - - 30 minutes
critical debates using legal terms
about “IRA history in UK and the case of
Guildford Four”
5- fifth lesson - - 120 minutes
Test 1
90 minutes - - speaking test
Test 2
30 minutes - - written test
assessment
Written test
Oral test
materials and
equipment
OHP, A3 paper, photocopy of articles taken from internet, computers,
scissors, glue, colour pens
skills involved
Four macro language skills:
- (mainly) speaking and writing
- reading and listening
classroom management
In plenary, in group, in pairs
Language in class
T tries to always speak in English
17
FIRST LESSON
Time : 60 minutes
PHASE
PLANNED ACTIVITY
TIME
TOOLS
SS meet in the computer room, T let SS look at the PowerPoint
presentation and tell what comes to your mind. T will then write
the words on the blackboard guiding the brainstorm towards words
Warming up /
Starter
or statements such as:
- the protagonists
- the protagonists are imprisoned
OHP
10
or
minutes ppt
document
- anger
- a film dealing with the story
- a man managed to gain a victory in a situation
- ….
Now T says that the LU, SS are going through, is concerning a trial started at the end of 1974
which was later on called “Guildford Four”. The name Guildford, as SS studied in Geography
lesson, is a small town located in the south of London, while the word Four is due to the fact that
four were the private citizens imprisoned. T recalls that this LU is part of the module entitled
“Human rights and cases of miscarriage of justice in the European Union after the Second World
War” which the class is participating.
To introduce what has happened in the sequences of the IRA attacks to UK from the 1970s on, T
explains that now SS are going to work on this.
18
PHASE
PLANNED ACTIVITY
TIME
TOOLS
Activity 1 - Discussing the IRA attack to UK from the 1970s on
using a newspaper article
T divides the class into eight groups, six groups of three SS, two
groups of 4 SS. T hands out eight copies of the article (see
attachment 1), SS are requested to read and understand the assigned
30
minutes
Photocopy
article
Attachement 1
paragraph, in case of unknown relevant words, T will help or SS
can look up the dictionary. T only hands a big sheet, some colour
pens to each group, asking each group to write in each sheet the
main points of their passage.
Presentation While SS are writing, T also hand out one sentence (see attachment
2) from newspaper articles, which SS will stick on the wall in the
20 Attachement 2
minutes
relevant paragraph.
Once finished SS will stick their sheets in a sequence on the wall,
while one or more SS belonging to each group will explain orally to
the class their passage. Now the group will also stick the given title
on the relevant passage on the wall.
T conclude the lesson saying that the sentences stuck on the
relevant paragraphs will be important for the LU.
19
SECOND LESSON
Time : 60 minutes
PHASE
PLANNED ACTIVITY
TIME
TOOLS
5
minutes
OHP
or
ppt
document
TIME
TOOLS
T recalls the eight sentences listed in attachment 2.
T tells SS that the case which the class will go through is the
Warming up/
Starter
“Guildford Four”. T also recalls the eight sentences stuck on the
two wall paragraph the previous lesson.
PHASE
PLANNED ACTIVITY
Activity 2 – listening and reading an article entitled
1974: Four dead in Guildford bomb blasts
T hands out a list of questions asking to read them (see below).
5
Words forming the questions should be clear, in any case T asks minutes
the class whether there are doubts about the sentence meaning. T
See
doesn’t hand out any glossary.
questions
T reads an article taken from the BBC website (see attachment 3)
Global input
and
Analysis
once, without giving it to SS. SS are invited to listen.
15
below
minutes
T asks then if SS all understood, if there are words they wish to
know the meaning and if finally SS could reply to the question. In
any case T reads for the second time.
SS are now invited to compare the questions given individually in
pairs.
T invites one pair to give the first answer, and so on with all
answers. T gives corrections
5
minutes
10
minutes
Now T hand out one copy of the read article to each S and invite
randomly SS to read loudly one paragraph each.
20
20
Since each will read at a different speed and way, T will give the minutes
time/space for each S.
List of questions: follow teacher’s instructions
1.
how many people have been killed?
2.
………. went off in two pubs
3.
where had the first explosion taken place?
4.
who is David Hawell?
5.
how many military personnel are in the area?
6.
was there an official confirmation about the Irish terrorists?
7.
in which year did the bomb at the Old Bailey explode?
21
THIRD LESSON
Time : 60 minutes
PHASE
PLANNED ACTIVITY
TIME
TOOLS
T briefly asks SS randomly which was the event of 1974 in
Guildford about and also recalls the sentences which SS stuck on
the wall under the eight paragraph.
Now T shows the below pictures, which are the same of the initial
brainstorming and invite SS recalling the same sentences of the
Warming up/ initial brainstorming.
10
Starter
minutes
T also invites SS to predicting the specific content of the
“Guildford Four case” connecting the IRA attacks in UK (first
lesson), the episodes happened in Guildlford (second lesson) and
the pictures/PowerPoint presentation, which T will say it is called
miscarriage of justice.
Activity 3 – listening a trailer and understand some legal
terms
T says that the class is going to look at a short trailer, but first T
hands out the following task to be printed out) T asks randomly a
Follow up
Task
10
below to
minutes
be
printed
work in pairs re-reading the sentences, to try to understand the
S to read loud, asking if there are unknown words. T asks SS to
meaning and fill the gap with the correct word written below. T
says that the below words rightly connected the its definition will
be mentioned in the same order in the trailer.
TASK
1- READ AND UNDERSTAND THE FOLLOWING DEFINITIONS IN PAIRS
22
2- FILL THE LEFT COLUMN THE CORRECT MATCHING WORD
Formal account of facts, views, problems, reports….
Not guilty, harmless, innocuous
Person who is blamed or punished for the wrongdoing of somebody else
A place where trials or other law cases are held
Betraying a person or cause
Matter that is being officially investigated also by the Police
Two words Circuit based on the law
Information that gives a reason for believing something or proves something
Give something to someone so that it may be considered, decided on…
Examination of evidence in a law court, by a judge and often a jury, to decide if somebod
accused of a crime is innocent or guilty
Under…….
Take a question to a higher court where it can be heard again and a new decision given
Period of time when work or business is stopped, especially in Parliament, the law court
Move back
Formal statement or evidence that a person was in another place at the time of a crime
Seize with the authority of the law
Lawyers acting for an accused person
Unlawful killing of a human being intentionally
Judge’s seat in court
Right answers: recess, trial, statement, murder, Court, appeal, treachery, case, legal system, evidence,
submitted, stand back, alibi, scapegoats, was arrested, defence, , bench, innocent/innocent people
T shows the trailer once, without handing the script out (Attachment 4)
http://pl.youtube.com/watch?v=CBaE5msKjsA&feature=related
T asks SS if they heard some of the words which they first tried to match
Follow up
with the definitions. Then T lets the class re-listening the trailer.
40
minutes
T asks randomly SS to write the answers on the blackboard, then T reads
the script once without handing it out.
HOMEWORK
Since one of the objective of the LU is know SP words taken from the justice field
in a conversation, T hands out the words sheet taken from (see attachment 5)
http://www.poole.it/cassino/ARCHIVE/TEXTS_legal/glossario_legale_inglese.htm
SS are asked to
-
draw a spider gram using so many words as they can, the more words they use the better the
exercise will be
-
study the words contained in the photocopy
23
FOURTH LESSON
Time : 120 minutes
debates using
legal terms about “IRA
PHASE Activity 5 – criticalPLANNED
ACTIVITY
history in UK and the case of Guildford Four”
TIME
TOOLS
Now
T says4 that
she/he
is about
to open
a critical
with
the
Activity
– create
a spider
gram
in group
anddebate
write an
brief
same
title.
that, to in
open
debate
and of
in order
to give
SS a
story
on Before
“IRA history
UKthe
and
the case
Guildford
Four”
break between the group work and the following activity, T let SS
see
video
the song,
without
doing
anyofactivity
onand
it. one of
T the
invites
SSand
to work
in group,
four
groups
four SS
http://pl.youtube.com/watch?v=0TRMGAS0uYI&feature=related
five, the task is to compare each spider gram , to produce one
Now
T group
opensspider
the debate
which will
following
single
gram including,
as guided
said for by
the the
homework,
as
questions:
many legal terms as possible. At the same time SS will write a
- Do
you
thinkoryou
may up
likethe
themain
film?elements of the previous LU
brief
story
to sum
- What
do having
you think
injustice
Justice
lessons
asabout
title: the
“IRA
storyinintheUK
andsystem?
the case of
Feedback
Summing up
- What
do you
know now that you didn’t know before?
Guildford
Four”
- Talking
trailer,
what terms
impressed
you about
it?
SS haveabout
now the
work
on legal
contained
in Attachment
5,
- What
is you
personal
impression and
aboutitsthe
IRA history
UK? ty
through
Activity
3, Homework
correction
withinActivi
- "That
is whyTI am
making
thistoapology
today
- they deserve
to be
4, therefore
is now
willing
do some
consolidation
exercises
60
minutes
Blackboard
60
minutes
completely
Said
Tony Blair
in February
asking SSand
notpublicly
to use exonerated."
the photocopy
handed
out the
previous
2005
whenOn
he apologized
to theif 11they
people
wrongfully
lesson.
the contrary,
need
help, Timprisoned
asks the
forcomponents
the IRA bomb
attacks
in 1974, what do you think
of the
groupintoGuildford
support each.
about
it? Would
youhere
behave
in then
the same
waySSif to
you
were
in his
The two
questions
below
can help
trace
a road
in
position?
the writing of the short text.
…..
- What have you understood so far, from the first lesson till now,
T quote
can decide
write
on theelements?
blackboard some key words or
the maintoand
important
sentence,
in what
order is to
words, written
- Explain only
the class
yourstress
generallegal
understanding
of the
words/sentences
will not be about SS’ content.
topic?
The groups report to the class.
HOMEWORK
T inform SS that next lesson they will attend two class tests concerning:
1- Speaking skill
2- Writing skill
The tests will deal the LU themes and T asks SS to brush up:
- IRA history in the UK
24
-
the Guildford Four case
the legal words contained in Attachment 5. To help SS brushing these words up, T hands out
Attachment 6, asking them to complete it at home without looking at the Attachment 5.
FIFTH LESSON
Time : 120 minutes
PHASE
PLANNED ACTIVITY
TIME
TOOLS
Speaking test
T will ask all SS one/some of the following questions, SS are 26
90
so T will keep an average of 3 minutes each.
Photocpy
minutes
T will evaluate SS according to the below evaluation grid
TASK: Answer to one/some following questions
Test 1
QUESTIONS:
-
what do you know about IRA history in the UK?
what do you know about the Guildford Four case?
how did UK deal with the Guildford Four case, please give some details
in your opinion why is this case a miscarriage of justice?
what happened in the 1970s in UK provoked by IRA?
what is your personal opinion about violence case in the contemporary world?
PHASE
PLANNED ACTIVITY
Written test (to be printed out)
TASK: answer to the following questions
T advice SS to use as many legal terms as possible
Test 1
TIME
TOOLS
30 minutes Photocpy
QUESTIONS:
-
what are the main facts about the IRA history in the UK since 1970s?
what happened under the name of the “Guildford Four case” ?
give a detailed description on what happened during the trial of “Guildford Four case”
25
EVALUATION GRID
TEST 1 – SPEAKING TEST
MARK
MEANING
1
inconsistent
2
very poor
3
poor
4
quite adeguate
5
adequate
6
appropriate
7
very appropriate
8
good
9
very good
10
excellent
T will print out 26 copies of the following table, one for each S
DESCRIPTORS
1
2
3
4
5
6
7
8
9
10
Fluency of speech
Frequency use of legal term
Quotation of elements concerning IRA
history and Guildford case
TEST 2 – WRITTEN TEST
MARK
MEANING
1
inconsistent
2
very poor
DESCRIPTORS
The average of the mark descriptors will give the
final mark
3
poor
Quotation of elements concerning IRA history
4
quite adeguate
Quotation of elements concerning Guildford case
5
adequate
6
appropriate
Explanation on how UK dealt about the
Guildford Four case
7
very appropriate
8
good
9
very good
10
excellent
26
Attachment 1
The IRA campaigns in England
Source: http://news.bbc.co.uk/1/hi/uk/1201738.stm
Balcombe Street siege: Ended 1970s IRA campaign
FIRST GROUP
The bombing of the BBC, blamed on dissident Irish republicans is the latest in a long line of
attacks in England.
The IRA has long regarded bombing English targets (there have never been any attacks in
Scotland or Wales) as militarily and symbolically important, delivering a stark message to
government and a propaganda boost to supporters.
Following the IRA ceasefire, it seems dissident republicans opposed to the peace process are
adopting similar tactics.
SECOND GROUP
1970s violence
The first IRA attacks on England came in 1939. But it was more than 30 years later in the
aftermath of Bloody Sunday in 1972 that a new campaign began.
The first bomb of the Troubles in England detonated at the Aldershot
headquarters of the Parachute Regiment, whose soldiers had opened
fired and killed 13 nationalist protesters in Londonderry.
The Official IRA bomb killed seven - a gardener and the regiment's
Roman Catholic padre - and five women in the kitchens.
A year later, the Provisional IRA, now eclipsing the Officials, sent its
first unit to London.
The first and still one of the most infamous operations involved
Judith Ward: Released
sisters Dolores and Marion Price and nine others who placed four car on appeal
bombs in London on 8 March 1973.
Ten of the team were apprehended as they attempted to leave Heathrow and two bombs were
defused.But the remaining two, one of which was outside the Old Bailey, exploded, killing one
27
man and injuring some 180 other people.
THIRD GROUP
M62 bombing
Undeterred by the jailing of the Price sisters and others, the IRA regrouped its efforts.
One of the most horrific bombings came in February 1974 when an IRA unit planted a bomb on
a coach carrying servicemen and their families, killing 11 people.
The bombing led to a controversial miscarriage of justice when Judith Ward, a woman with a
history of mental illness, was jailed for that attack and others.
Later that same year, an IRA unit planted bombs in two pubs in Guildford, Surrey. The
explosions killed two soldiers, three ordinary people and injured 50 others.
FOURTH GROUP
Birmingham pub bombing
In November 1974, the IRA carried out one of its most devastating attacks when 21
people were killed in another pub bombing in Birmingham.
As the public demand for justice put the police under pressure to
get results, 10 people were arrested and jailed for both this latest
incident and Guildford.
But after long campaigns, the Guildford Four and the
Birmingham Six were released in 1989 and 1991 respectively
after the Court of Appeal found that they had been wrongly
convicted.
While these bombings led to this significant miscarriage of
justice, it also prompted Parliament to introduce new antiterrorism laws.
Birmingham
bombings: 21 killed
The government won approval for powers to expel people from mainland Britain to
Northern Ireland or the Republic while the police were given seven days to hold terrorism
suspects without charge.
28
FIFTH GROUP
Balcombe Street Gang
Following the collapse of the IRA's 1974-1975 ceasefire, a fresh campaign began, led by a
four-man who became known as the "Balcombe Street Gang".
Martin O'Connell, Edward Butler, Harry Duggan and Hugh Doherty
carried out a wave of bombings detonating their first ten devices in
just five days.
The gang also killed Ross McWhirter, the co-editor of the Guinness
Book of Records, after he had offered £50,000 for information
leading to the arrest of the team.
However, after a botched attack on a Mayfair restaurant, the four men
took local residents hostage (in an apartment on Balcombe Street) and
began a tense stand-off with the police.
Canary Wharf:
Massive damage
After six days, the four surrendered, providing a major victory to the (1996)
security forces.
The men were charged with 10 murders and 20 bombings and jailed for life.
During the trial they claimed responsibility for the Guildford pub bombings and another
incident in Woolwich, acts which were not added to the list of charges.
SIXTH GROUP
Changing tactics
In the late 1970s, the IRA reorganised into "cells" and placed small teams into England who,
theoretically, could not compromise the whole movement if caught.
While there appeared to be no end in sight to the violence in Northern Ireland, security forces
in England recognised that the IRA had become increasingly sophisticated.
Evidence revealed at the trials of bombers suggested that the IRA had built a sophisticated and
extremely secure network of operatives and logistical teams.
The most visible sign of this came with the 1984 Brighton bombing of the Conservative Party
conference - the bomb had been planted in the hotel weeks in advance.
Five people including the Conservative MP Sir Anthony Berry were killed. The wife of
Norman Tebbit was left crippled, though Prime Minister Margaret Thatcher walked out of the
wreckage without a scratch.Shortly afterwards, a statement from the Provisional IRA reminded
the government that the republicans only had to be "lucky once".
In some instances, neighbours of bombers brought to trial told how they had simply no
suspicions of terrorist activity because they had led such an ordinary life.
29
SEVENTH GROUP
Bombing the city
The IRA also chose to stretch its campaign in England and its definition of legitimate targets.
In 1993, the IRA detonated the Warrington bomb which killed threeyear-old Jonathan Ball and 12-year-old Tim Parry as they shopped
with family and friends.
A different attack on Warrington targeted gasometers.
The IRA also shifted its focus more and more onto "economic
targets", the most important being the City of London.
Little over a month after Warrington, a bomb at Bishopsgate in the
City killed one, injured 44 and caused at least £350m of damage. In
propaganda terms, it was a massive boost to republican morale.
Ring of Steel:
Prompted by City
attacks
The first consequence of the bomb was that the government threw
what became known as a "ring of steel" around the City - roadblocks throughout the Square
Mile.
The second consequence of Bishopsgate and Warrington was to heighten a sense of fear in
English cities over the capabilities of the IRA, just as had been the case in Northern Ireland's
cities and towns for years.
EIGHTH GROUP
Ceasefire breakdown
That fear subsided following the August 1994 cease-fire. Yet the IRA's return to bombing
operations reminded the public how well organised it remained.
At 7.01pm on 9 February 1996, the IRA ended its ceasefire with a massive bomb at London's
Canary Wharf offices development, killing two men and causing at least £85m of damage.
The IRA apparently chose to break its ceasefire in England rather than Northern Ireland,
knowing that it would have far more impact on the government.
As the prospects for some kind of political talks appeared fragile, the IRA bombed
Manchester's Arndale Shopping Centre - injuring 200 people and creating so much damage that
it took years to rebuild the area.
While the Provisional IRA has been on ceasefire since 1997, the lessons of its England
campaigns does not appear to have been lost on dissident republicans.
The question now, however, is whether or not dissidents have the manpower, the expertise and
the experience for a sustained campaign.
30
Attachment 2
1974: Four dead in Guildford bomb blasts
1974: Bomb blast in London club
1974: Birmingham pub blasts kill 19
1975: Bombers sentenced for life term
1980: Gerald Conlon died in prison
1989: Guildford Four are cleared
1989: Guildford Four released after 15 years
2005: Blair apologises to Guildford Four family
Attachment 3
1974: Four dead in Guildford bomb blasts
Source:
http://news.bbc.co.uk/onthisday/hi/dates/stories/october/5/newsid_2492000/2492543.stm
At least four people have been killed and more than 50 injured in two explosions in southern
England this evening.
Bombs went off in two pubs packed with Saturday night revellers in the town of Guildford.
Many of the victims were soldiers back from duty in Northern Ireland.
The first bomb exploded in the Horse and Groom pub just before 2030 BST, destroying the
front of the building and shattering the windows of neighbouring shops.
A second bomb exploded half an hour later in the nearby Seven Stars. Most of the casualties
were the result of the initial bomb, which went off without warning.
All pubs and two cinemas in the Surrey town have been shut down for fear of further attacks
and police have sealed off the area.
David Howell, former Minister for Northern Ireland described his horror at the injuries caused
by the bombs.
"I'm afraid I thought I'd seen the last of this in Belfast. It's quite clear that we must hunt down
the maniacs and the animals who would do this kind of thing," he said.
The most seriously injured have been transferred to St. Luke's Hospital in Guildford which is
receiving blood plasma from London hospitals to treat casualties.
Surrey Ambulance Service is said to be stretched as crews struggle to cope with the large
numbers of wounded.
Guildford is situated close to a number of garrison towns. Its night life is popular with soldiers
31
who are part of the 6000 military personnel in the area.
Senior police officers say given the severity of the explosions and choice of targets, the attacks
are likely to be the work of Irish terrorists, but no official confirmation has yet been given.
Special Branch are currently interviewing witnesses.
The republican bombing campaign has intensified on mainland Britain in the last two years. In
March 1973 a bomb exploded at the Old Bailey killing one man and injuring 230.
This year 12 people died in February when a bomb exploded on a bus carrying servicemen and
their families on the M62. In July, a woman was killed and 41 people hurt by a bomb at the
Tower of London.
Attachment 4
J1: come to the point Ms Pierce
Ms P.: do you know who this is? Mr Dixon
Mr D.: no, I don’t
Ms P.: well, then will you be so kind to read the statement that you took from him
on the 3th November 1974, a statement, my Lord, which indicates, all these people, all these
innocent people, but someone either that man or his superior, or his superior superior
ordered that these people been used as scapegoats by a nation that was then forgotten in
return of the innocent blood filled in the streets of Guildford and by
God ….(screaming)…he was bloody well Irish and he was foolish and he was in the wrong
place at the wrong time
J2: Ms Pierce, I will have you removed from the Court
Ms P.: And one of your colleagues, my Lord, who sat where you sit, said and I quote
now “it is a pity you were not charged with treachery to the crown” a charge that carries a
penalty of death by hanging, a sentence I will not have difficulty in passing in this case.
J1: Ms Pierce, I am trying to read this documents, I will not tell you again to be silent
or you will be removed from the Court.
Ms P.: My Lord, this document brings the entire British legal system into disrepute
J2: My Lord, this is new evidence
J1.: It is shocking new evidence
Ms P.: My Lord this document was not submitted to the trial that is under appeal
J1: That, I believe, is a point which Ms Pierce is trying to make, proceed Ms Pierce
J2: My Lord, I demand a recess
J1: There will be no demand made in my Cour, stand back
Ms P.: My Lord, this alibis by Mr Colon who was taken by Mr Dixon after one
month Gerry Colon was arrested, this note was attacked with when I found it in police
files, it reads “not to be shown to the defence” . I have one question to ask you, Mr Dixon,
why was the alibis of Gerry Colon who was charge with the murder of five innocent people
kept from the defence?
…give us an answer, answer the question…
…order in the Court….
J2: My Lord, I would like to approach the bench
J1: This is most irregular
J2: Yes, I am aware of that My Lord
J1: Farewell
32
Attachment 5
GLOSSARIO LEGALE INGLESE (UK) – ITALIANO
(parzialmente basato per la parte inglese sul glossario in H. Bowels, P. Douglas. English for Legal
Studies. Bologna: Zanichelli, 1993)
Advocate: s. Avvocato. In inglese anche legale si usa raramente in questo senso (eccetto per "The
Devil's advocate" = "l'avvocato del diavolo"), preferendo di solito "lawyer", "barrister",
"solicitor". In inglese comune "advocate" vuol dire "fautore".
Appeal: appello, appellarsi
Argue: argomentare, sostenere
Arraignment: citazione e comparsa in giudizio; nel sistema anglo-americano è la prima
comparizione di fronte alla corte in cui l'accusato si dichiara colpevole o innocente. Nel
sistema di diritto romano non esiste un vero proprio equivalente.
Bench: scranno, posto in cui è seduto il giudice
case law: diritto giurisprudenziale (diritto o legge basata su precedenti e non su legislazione)
charge: accusa, accusare
claim: chiedere [formalmente il riconoscimento di un diritto], richiesta
committal to trial: citazione in giudizio
compensation: risarcimento danni
corroboration: prove aggiuntive
court: tribunale
Court of Appeal: corte di appello
criminal law: diritto penale
Crown: corona, accusa, rappresentante dell’esecutivo
Crown Court: tribunale penale
damages: danni
defamation: diffamazione
default: omissione di atti di ufficio
defence: difesa
defendant: imputato
detention: detenzione
enquiry: inchiesta
European Court of Justice: Corte di Giustizia Europea
Evidence: prove
hearing: udienza
interrogation: interrogatorio
judge: giudice, giudicare
jury: giuria
justice: giustizia
legislation: legge parlamentare
liability: responsabilità
miscarriage of justice: errore giudiziario
offence: reato
penal: penale
proof: prova
prosecution: incriminazione, accusa [avvocato dell’accusa]
sentence: sentenza, condanna
suspect: sospettato
swear: giurare
33
testify: testimoniare
testimony: testimonianza
theft: furto
trial: processo
try: processare
verdict: verdetto
Attachment 6
CLASS TEST PREPARATION:
COMPLETE THE BELOW TABLE WITH THE MATCHING ENGLISH TERMS WITHOUT
LOOKING AT THE PREVIOUS PHOTOCOPY
Avvocato
appello
argomentare,
sostenere
citazione e comparsa
in giudizio
scranno
accusa, accusare
Chiedere
[formalmente il
riconoscimento
di un diritto],
richiesta
diritto
giurisprudenziale
(diritto o legge
basata su
precedenti e non
su legislazione)
citazione in
giudizio
risarcimento danni
prove aggiuntive
tribunale
corte di appello
diritto penale
tribunale penale
danni
corona, accusa,
rappresentante
dell’esecutivo
diffamazione
omissione di atti di
ufficio
difesa
imputato
Detenzione
inchiesta
Corte di
Giustizia
Europea
prove
udienza
interrogatorio
giudice,giudicare
giuria
giustizia
legge parlamentare
responsabilità
Reato
penale
errore
giudiziario
prova
34
incriminazione,
accusa
[avvocato
dell’accusa]
sentenza,
condanna
sospettato
Giurare
testimoniare
testimonianza
furto
Processo
processare
THE GAPS TO BE FILLED IN ARE 64, HOW MANY DID YOU GET IN TOTAL?
NOW TRY TO SELF ASSESS:
VERY GOOD (from 64 to 60 correct words)__________
GOOD (from 50 to 60 correct words)_________
APPROPRIATE (from 40 to 50 correct words)______
ADEGUATE (from 30 to 40 correct words)______
POOR (from 20 to 30 correct words)______
VERY POOR (from 0 to 20 correct words)_________
35
SITOGRAFIA
- Guildford four and Maguire Seven in Wikipedia http://en.wikipedia.org/wiki/Guildford_Four
- Date degli attacchi IRA in
Inghilterra http://news.bbc.co.uk/onthisday/hi/dates/stories/october/5/newsid_2492000/2492543.st
m
- The IRA campaign in England (BBC site) http://news.bbc.co.uk/2/hi/uk_news/1201738.stm
- Articolo di Giuseppe Colon http://www.injusticebusters.com/05/Conlon_Gerry.shtml
- Casi di “miscarriage of justice” nel
mondo http://en.wikipedia.org/wiki/Miscarriage_of_justice#Italy
- Definizione di miscarriage http://news.humanrightstv.com/miscarriage-of-justice
- Articolo/ricerca sulle ingiustizie della giustizia in Inghilterra
http://news.bbc.co.uk/hi/english/static/in_depth/uk/2001/life_of_crime/miscarriages.stm
- Articolo su “miscarriage of justice” http://www.leeds.ac.uk/law/hamlyn/justice.htm
Per prenotare visite alla Corte Europea dei Diritti Umani, Strasburgo
http://www.echr.coe.int/ECHR/EN/Header/Visitors/Information+for+visiting+groups/How+to+re
quest+a+visit/#visit
Glossario legale
inglese http://www.poole.it/cassino/ARCHIVE/TEXTS_legal/glossario_legale_inglese.htm
BIBLIOGRAFIA
Appunti e materiali dei corsi di:
-
Didattica della lingua inglese, prof.ssa Ludbrook
Didattica dei linguaggio Speciali, prof. Serragiotto
Laboratorio della valutazione linguistica, prof. Serragiotto
Tecnologie glottodidattiche, prof. Dolci
Teoria dell’educazione letteraria, prof.sse Bertin, Fiorini, Gambacciani
Inoltre per la parte teorica:
- Baker, Colin, Foundations of Bilingual Education and Biligualism, Multilingual Matters, 2006
- Coonan C. (a cura di), Il tirocinio di lingue straniere l’esperienza della SSIS Veneto, Pensa
Multimedia, Lecce, 2007
36
- Scrivener, J. Learning Teaching, Macmillan, Oxford, 2009
37