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  2. NOVA School of Social Sciences and Humanities
  3. Bachelor in Languages, Literatures and Cultures
  4. English and French Studies (Language 1 English; Language 2 French)
  5. English C2.1

English C2.1

Objectives

a) to perform in all the skills at level C2 of the CEFR-CV
b) demonstrate a high level of intercultural awareness and further develop their knowledge of the culture/languagerelationship
c) be able to write clear, coherent, well-structured texts in an appropriate style with a high degree of grammaticalaccuracy, showing an excellent command of a broad range of lexis
d) be able to easily understand and critically analyse extended, complex, contemporary written texts such as opinionarticles on social and cultural matters, and specialised articles
e) be able to express him/herself fluently and spontaneously, with a high degree of accuracy, and contribute withoutmajorI difficulty to any discussion with very few restrictions
f) be able to easily understand extended natural spoken discourse, even on more complex topics, with almost nodifficulty
g) be able to easily analyze and control the grammatical system of English
h) know how to develop competences that lead to autonomy.

General characterization

Code

711121066

Credits

6.0

Responsible teacher

David Swartz, Julie Parker Mason, Eva Louise Kakoma

Hours

Weekly - 4

Total - 168

Teaching language

English

Prerequisites

N/A

Bibliography

Obrigatório:
Learning Resources Portfolio: Portfolio de material reunido pelos docentes e englobando um vasto leque de textos que abordam acontecimentos atuais, temas do interesse comum dos alunos, oferecendo variedade estrutural no tipo de textos e géneros.

Learning Resources Portfolio: A portfolio of learning resources provided by the teacher, entailing a wide range ofreading texts that reflect current events, themes of common interest to students, and offer a range of text types.

Optional:

  • Carter, R. & McCarthy, M. (2006) Cambridge Grammar of English. Cambridge: Cambridge University Press
  • Gillet, A., Hammond, A. & Martala, M. (2009) Successful Academic Writing. Harlow: Pearson Longman
  • Side, R. & Wellman, G. (2002) Grammar & Vocabulary for Cambridge Advanced and Proficiency, Harlow: Longman

Teaching method

Communicative and dialogic method with a task-based, intercultural approach, all of which seek to stimulateinteraction and promote increasingly autonomous learning, revolving around a series of topics. Discussion is a keyelement often preceded by reading or listening input and/or analysis and followed up by written work/further researchby students. Skills-based tasks require both linguistic and extra-linguistic competences. Inductive approach forextending grammatical and lexical knowledge. Frequent use of the internet and audio-visual means.

Evaluation method

Continuous assessment - 1 spoken task (discursive/informative)(20%), 3 written texts of different types(60%), General coursework mark: active participation (including attendance) and evidence of autonomous learning development(20%)

Subject matter

The course revolves around topics of a social, cultural and scientific nature, with flexibility built in to cater to differentstudent needs/interests. Topics may include: influence of the media; science and religion (ethics, biotechnology,creation myths).
These topics lead into development of the following specific skills:



  • Writing notetaking skills; literature reviews; reports; discursive/academic texts; creative writing; personal statements

  • Speaking: spoken discourse analysis/production

  • Lexis: metaphor & idiom;

  • Grammar: Editing/revising, identifying & correcting linguistic error