English B2.1 - 1st semester
The student should be able to:
a) perform at and above level B2 of the Common European Framework of Reference (Independent User)
b) develop intercultural awareness and knowledge of culture/language relationships
c) understand spoken discourse, live and recorded, with little difficulty
d) express themselves, in discussion and other contexts, to say what they think without fear of error
e) understand the essential message in complex written texts on a range of current topics
f) write clear, coherent and well-structured texts with little deviation from conventional contemporary usage
g) have knowledge of the linguistic systems and their uses for conveying meanings and effecting communication
h) continue responsibility for their own development and the competences that lead to learner autonomy
David Swartz, Julie Parker Mason, Raquel Silva, Sheila Brannigan, Zoe Taylor
Weekly - 4
Total - Available soon
Ronald Carter & Michael McCarthy, (2006, with CD). Cambridge Grammar of English. Cambridge: University Press
David Crystal, (2004). Making Sense of Grammar. Pearson Longman.
Ronald Carter & Michael McCarthy, (1997, with CD). Exploring Spoken English. Cambridge: University Press
Geoffrey Leech , Jan Svartvik, (2003). A Communicative Grammar of English, 3rd Edition. Routledge
Um compêndio organizado pelos próprios professores, incluindo um leque de materiais de conteúdo literários, cultural e jornalístico.
The course employs a student-centred approach and task-based methodology, with the aid of authentic texts and digital resources. 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.
Continuous evaluation of student progress includes:
a minimum of three written texts 50%;
two speaking assessments 30%;
active participation in classes (including attendance), speaking skills and evidence of autonomous learning development 20%.
The course addresses expressions of personal opinion and of differing views in the context of current social and cultural topics of interest. It includes tasks aimed at developing written and spoken discursive skills. This is supported by reading and listening practice focusing on analysis of a range of cultural and journalistic texts, increasing abilities to decode local and cultural references. As well as developing written English competencies, discussion skills and conversational strategies, the course refers to the use of digital literacy and corpora skills as an aid to communicative improvement in general. In this, the first of your six semesters, the syllabus is composed of activity designed to encourage the development of confidence, linguistic awareness, experiment and autonomous learning strategies.
Programs where the course is taught: