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.
Zoe Jayne Taylor, Richard Denman Sidaway, Rima Jay Prakash, Raquel Campos Ferreira da Silva, Bernard Adrian L'Estrange
Weekly - 4
Total - 168
Second year students must have passed B2.2
First year students will have achieved 18 in their national exam (prova de ingresso) and/or hold a Cambridge CAE or CPE or IELTS point 7 certificate and/or will have sat the placement test in September; first year student enrolment in C1.1 must be approved by the language coordinator or teachers
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. Portfolio de material reunido pelos docentes e englobando um vasto leque de textos que abordam acontecimentos actuais, temas do interesse comum dos alunos, oferecendo variedade estrutural no tipo de textos e gêneros
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.
1 spoken task(20%), 3 written texts of different types (60%), 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.