English C1.3

Objectives

a) be able to perform at a very high level of C1 in preparation for C2.1 (C2 level on 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 a good command of a broad range of lexis
d) be able to understand and critically analyse extended, complex, contemporary written texts such as opinion articleson 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 withoutmajor difficulty to any discussion with very few restrictions
f) be able to understand extended natural spoken discourse, even on more complex topics, with few difficulties
g) be able to analyze and control the grammatical system of English
h) know how to develop competences that lead to autonomy.

General characterization

Code

711121065

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 University Press
Gillet, A., Hammond, A. & Martala, M. (2009) Successful Academic Writing. Pearson Longman
Cottrell S, (2005), Critical Thinking Skills: Developing Effective Analysis and Argument. Palgrave
Foley, M. & Hill, D (2003) Advanced Learner's Grammar. Harlow: Longman
Gairns, R. & Redman, S. (2009) Oxford Word Skills Advanced. Oxford University Press
Hewings, M. (2015), Advanced Grammar, CambridgeGillet

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 key element 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(20%), 3 Written texts of different types(60%), General coursework: active participation (including attendance), spoken interaction and evidence of autonomous learning development(20%)

Subject matter

The course revolves around topics of a social, cultural and topical nature, but with flexibility built in to cater to differentstudent needs/interests. The main topics covered are: Outsiders (post colonialism, immigration, cultural identity,appropriation; indigenous populations) Conflict; freedom and contemporary issues (slavery old and new, politicalcorrectness); The Senses (metaphor and simile, descriptive literature.)
The topics/materials lead into analysis and development of the following specific skills:

Writing – summaries; discursive/expository texts; narrative/descriptive texts;
Speaking – pronunciation (intonation); conversational strategies; discussion skills
Intercultural competence - identification, decoding & discussion of cultural references
Lexis – idiomatic expressions; colloquialisms; noun formation; collocation
Grammar – inversion; verb phrase review; articles; punctuation; cohesive devices & discourse markers
Editing/revising/self-correction

Programs

Programs where the course is taught: