English C1.1 - 1st semester
The student should be able to :
a) perform at level C1 of the Common European Framework of Reference (Proficient user)
b) increase intercultural awareness and further develop knowledge of the culture/language relationship
c) express him/herself fluently and spontaneously for social, academic and professional purposes
d) understand a wide range of complex texts including factual, literary and specialist texts appreciating distinctions of style
e) produce clear, well structured detailed texts on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices
f) research the content of texts to be produced using the Internet and bibliographic resources.
g) consistently maintain a high degree of grammatical accuracy and select a range of language to express him/herself on a wide range of topics
h) be responsible for their own learning, knowing how to develop the competencies that lead to autonomy.
Bernard Adrian L´Estrange, Raquel Silva, Richard Sidaway, Rima Prakash, Zoe Taylor
Weekly - 4
Total - Available soon
Pass at Inglês B2.2
Crowther, J. (2005). The Oxford Guide to British and American Culture. Oxford: Oxford University Press.
Foley, M. & Hill, D. (2003). Advanced Learner´s Grammar. Harlow: Longman.
McCarthy, M., & O´Dell, F. (2002) English Vocabulary in Use. Advanced. Cambridge: Cambridge University Press
Learning Resources Portfolio. A portfolio of learning resources provided by the teacher.
Rundell, M. (2006). Macmillan English Dictionary for Advanced Learners. London: Macmillan.
Communicative and dialogic method with a task-based, intercultural approach, all of which seek to stimulate interaction and promote increasingly autonomous learning, revolving around a series of topics. Discussion is a key element often preceded by reading or listening input and/or analysis and followed up by written work/further research by students. Skills-based tasks require both linguistic and extra-linguistic competences. Inductive approach for extending grammatical and lexical knowledge.
Frequent use of the internet and audio-visual means.
Assessment is continuous and formative consisting of:
3 written texts of different types 60%
1 spoken task 20%
General coursework mark: active participation (including attendance), speaking skills and evidence of autonomous learning development 20%
The course addresses current social and cultural topics of interest. A portfolio of learning resources, dictionaries, a grammar reference and online sources provide the course basis. This allows for the analysis of a range of literary, cultural and journalistic texts. TV and online programmes and films are used to focus on style, content, use of language and intercultural competence. Learning and assessment tasks provide regular oportunities for written and spoken expression and development of language skills and knowledge, including:
Writing - formal letters, essays and narratives
Speaking - presentation skills, pronunciation
Intercultural competence - discussion of cultural references
Lexis - collocations, cohesive devices, idiomatic expressions, noun phrases, rhetorical devices
Grammar - articles, verb patterns, dependent prepositions
Editing/reviewing - identifying and correcting errors.
Programs where the course is taught: