English B2.2
Objectives
The student should be able to: a) perform at a higher level B2 of the CEFR
b) have a strong increased intercultural awareness and a well developed knowledge of the culture/language
relationship
c) begin to make a complex written text more accessible by writing it in a different genre and register
d) begin to clearly and fluently summarise a complex line of thought/ ideas in both written texts and listening
texts
e) express him/herself fluently and spontaneously, with a very good degree of accuracy, contributing
without major difficulty to any discussion with few restrictions
f) begin to critically evaluate an online discussion / comments, expressing disagreement diplomatically,
appropriately deal with communication problems and cultural issues, contributing effectively by expressing
own ideas and opinions with precision
g) understand extended spoken discourse with few difficulties
h) know how to analyze and control the grammatical system of English
i) show increased autonomy
General characterization
Code
711121062
Credits
6.0
Responsible teacher
David Swartz, Richard Denman Sidaway, Julie Parker Mason, Raquel Campos Ferreira da Silva, Robert George Butler
Hours
Weekly - 4
Total - 168
Teaching language
Portuguese
Prerequisites
N/A
Bibliography
- Learning Resources Portfolio: A portfolio of learning resources provided by the teacher, entailing a wide
- range of reading texts that reflect current events, themes of common interest to students, and offer a range of text types ̧Carter, R. & McCarthy, M. (2006) Cambridge Grammar of English. Cambridge: Cambridge University Press ̧
- 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 Pres ̧
- Vince, M. & French, A. (2011) IELTS Language Practice: English Grammar and Vocabulary. Oxford: Macmillan
Teaching method
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.
Evaluation method
Continuous assessment - 1 speaking assessment in the form of a group discussion(20%), 2 written assessments of different genres that cannot both be below pass standard (60%), Active participation and attendance of at least 66,6% of lessons (20%)
Subject matter
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 opportunities for written and spoken expression and development of language skills and knowledge,
including:Writing – summaries; narrative/descriptive texts; discursive texts, Speaking – pronunciation; conversational strategies; discussion skills, Intercultural competence - identification, decoding & discussion of cultural references, Lexis – noun formation; multi-word verbs; collocation; word families, Grammar – verb phrase review; punctuation; prepositions; cohesion and discourse markers, Editing/revising - identifying and correcting linguistic errors.