Portuguese Language IV
Objectives
The main objective of the course is to develop
communicative competence and language skills at the C2 level of the Common
European Framework of Reference for Languages.
By the end of the course, students should be able to:
a) understand in detail a wide range of
demanding, long (oral and written) texts and recognise implicit meaning;
b) produce clear, well-structured, detailed
text on a wide range of complex subjects, in writing and speech, showing
controlled use of organisational patterns, connectors and cohesive devices;
c) use language fluently, flexibly and
effectively for social, academic and professional purposes;
d) master and correctly use a broad lexical
repertoire;
e) have a good command of the majority of the
grammatical structures of Portuguese and consistently maintain a high degree of
accuracy;
f) recognize the main features of different
varieties of Portuguese;
g) develop intercultural awareness and knowledge of the cultures of the lusophone world.
General characterization
Code
1421
Credits
12
Responsible teacher
Maria Alexandra Moreira de Jesus Fiéis e Melo
Hours
Weekly - Available soon
Total - Available soon
Teaching language
Portuguese
Prerequisites
C1 level of the Common
European Framework of Reference for Languages or equivalent
Bibliography
Almeida, A.; Duarte,
G. & Meirim, J. (2021). Quisque Literário - Aprender Português com a
Literatura. Lisboa: Lidel.
Coelho, L. & C. Oliveira (2023). Compreensão Oral em Ação - C1/C2. Lisboa: Lidel.
Coelho, L. & C. Oliveira (2021). Preposições em Ação. Lisboa: Lidel.
Coelho, L. & C. Oliveira (2019). Português em Foco 4. Lisboa: Lidel.
Coelho, L. & C. Oliveira (2014). Gramática Aplicada - PLE B1/C2. Lisboa: Lidel.
Coimbra, I. & O. Mata (2012). Gramática Ativa 2. Lisboa: Lidel (3ª edição).
Malcata, H. (2019). Guia Prático de Fonética. Acentuação e Pontuação. Lisboa: Lidel.
Malcata, H. & R. Borges de Sousa (2016). Hoje em dia. Lisboa: Lidel.
Teaching method
This course follows the communicative approach to language teaching and, therefore, has a strong practical component. Teaching is based on tasks which require learners to comprehend and / or produce spoken and written Portuguese to attain a (communicative) objective. Although the main focus of instruction is on the comprehension, expression and negotiation of meaning, classes also include multiple form-focused activites. Grammar and vocabulary are taught in context, using an inductive method. To teach cultural contents, we adopt the intercultural approach (e.g., Byram, Gribkova & Starkey, 2002).
Evaluation method
Assessment is continuous and based on: attendance and oral participation - 10%; written and oral assignments - 40%; oral final examination (with activities of comprehension, production and interaction) and a written final examination (with reading activities, writing comprehension, written production, and a grammar group), 25% each.
Subject matter
1. Oral and written texts of different genres (e.g., journalistic,
academic and literary texts, correspondence, speeches): comprehension and
production
2. Diverse communicative situations (e.g., debates, interviews, exchange
of opinions or experiences)
3. Cultural topics (society and arts in Portuguese-speaking
countries, comparisons between learners'
cultures and the Portuguese culture)
4. General vocabulary (frequent idioms; vocabulary related to culture,
everyday life, academic and professional topics, and current issues, such as
human rights, refugees, economic crisis, among others)
5. Grammatical forms and structures (revision of verbal, nominal and
adjectival inflection; strategies of subject indetermination; distribution of
null and overt subjects; subject-verb inversion; null object; clitic placement
- proclisis, mesoclisis and clitic climbing; nouns and verbs selecting
prepositional phrases; discourse markers)
6. Varieties of
Portuguese (African, Brazilian and European)