Portuguese Language IV
The main objective of the CU is to develop communicative skills in Portuguese, and to approach level C2 of the Common European Framework of Reference (Proficient user).
By the end of the UC, students are expected to:
a) Have developed intercultural awareness and understanding of different varieties of Portuguese;
b) Understand different registers, accents and pronunciations;
c) Be able to express themselves fluently and spontaneously, using idiomatic and colloquial expressions naturally, with few errors;
d) Use the language in a creative and flexible way socially and in debates;
e) Understand a wide variety of written texts, both literary and non-literary;
f) Write coherent, fluent texts, including academic texts, opinion articles, essays and reviews, in an appropriate style and with few errors;
g) Be able to carry out bibliographic research;
h) Know how to analyze and control the grammatical system of Portuguese, using it with few lapses;
i) ? Be responsible for their own learning
Maria Alexandra Moreira de Jesus Fiéis e Melo
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Arruda, L. (2012) Gramática de português língua não materna. Porto: Porto Editora.
Avelar, A. & H. Marques Dias (1995) Lusofonia curso avançado de português língua estrangeira – Livro do aluno. Lisboa: Lidel.
Avelar, A. & H. Marques Dias (1997) Lusofonia curso avançado de português língua estrangeira – Caderno de exercícios. Lisboa: Lidel.
Coelho, L. & C. Oliveira (2019) Português em foco 4. Lisboa: Lidel.
Coimbra, I. & O. Mata (2012) Gramática Ativa 2. Lisboa: Lidel (3ª edição).
Freitas, F. & T.S. Henriques (2011) Qual é a dúvida? (Níveis B1, B2 e C1). Lisboa: Lidel.
Malcata, H. & R. Borges de Sousa (2014) Português atual 3. Lisboa: Lidel.
Malcata, H. & R. Borges de Sousa (2016) Hoje em dia. Lisboa: Lidel.
Rosa, L. Melo (2011) Vamos lá continuar! Lisboa: Lidel.
Verbo (2006) Dicionário Verbo da Língua Portuguesa. Lisboa: Verbo.
The CU will have a strong practical component. It seeks at promoting communicative methods in portuguese language learning/teaching, with the purpose of stimulating interaction and promote increasingly autonomous learning. By doing so, we should be able to assess the students’ communicative competence, their strategies, sociocultural aspects, formal and discourse adequacy. Tasks set require both linguistic and extra-linguistic competences. Use of audio-visual means and information technologies.
Continuous assessment: participation in classes (spoken interaction, attendance) - 10%; two written assignments (one of which done in class) - 60% (30% each); two spoken and listening assignments - 30%.
1. Oral and written texts covering a wide range of themes to train different skills (taking notes, read and write article reviews, articles of opinion, creative writing, personal statements, academic texts, completion of forms);
2. Identification, decoding and explanation of aspects of Portuguese culture (geography, society, music, cinema);
3. Simulation of real communication settings related with everyday life (oral comprehension/interaction);
4. Production of written texts with different communicative purposes (reading and writing comprehension/production);
5. Vocabulary (compound nouns, metaphors, idioms);
6. Revision of linguistic forms and structures;
7. Areas of instability in the Portuguese linguistic system.
Programs where the course is taught: