English C1.1

Code:

LLC059

Acronym:

IC1.1

Instance: 2014/2015 - 1S

Active?	Yes
Responsible unit:	Department of Anglo-American Studies
Course/CS Responsible:	Bachelor in Languages, Literatures and Cultures

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LA	38	LA - Study Plan	3	-	6	52	162
LLC	92	Plano Oficial do ano letivo 2013_2014	3	-	6	52	162
LRI	24	Plano Oficial do ano letivo 2013_2014	3	-	6	52	162

Teaching language

English

Objectives

By the end of C1.1 (5th semester English Language) the students should be able to do the following:

1. Understand and use  complex grammar in context (with particular reference to the grammar elements listed in the programme below).

2. Develop students' language sklills (reading, writing, listening and speaking) within the themes listed in the programme below.

3. Follow abstract argumentation in spoken and written English in, for example the balancing of alternatives and the drawing of a conclusion.  

4. Participate actively and effectively in classes and Tutorial Discussion groups.

 

Learning outcomes and competences

1. Development of students' written skills in relation to producing argumentative texts and non-scientific articles.

2. Improvement of students' accuracy and fluency in spoken English, particularly when discussing the course themes and the plot, characters and ideas in a work of fiction or non-fiction.

3. Increasing students' knowledge, understanding and application of the rules of grammar, with specific reference to those pertaining to the grammar areas detailed in the course programme below.

4. Developing the active and passive range of students' lexical resource, with particular reference the themes outlined in the course programme.

The learning outcomes for this level of foreign language learning correspond largely to those defined by the CEFR. Students can understand a wide range of demanding, longer texts (from varies sources) and recognize implicit meaning in these texts. Students can draw comparisons and express reasoned choices. Students can express themselves fluently and spontaneously without much obvious searching for lexical expressions or grammatical structures. Students can use language flexibly and effectively for a variety of discursive purposes. Students can produce clear, well-structured, detailed written text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.       The curricular unit’s learning outcomes are delivered by means of information-rich content, mainly in the form of reading and listening texts but also interactive digital components such as video and online practice materials. Students are encouraged to participate and produce with as much frequency as class size and timetable fit allow. Students should initiate communication and respond appropriately, linking their contributions interactively. Students have to interpret, criticize and give their opinions on a wide range of adult topics in the context of English as an additional language, as it is used on a global scale. Their language production is constantly encouraged whether at the level of brief interventions (spoken or written) or at the level of more extended texts (mainly written) which are non-repetitive and make good use of cohesive devices.

Working method

Presencial

Program

The syllabus is largely defined by the use of a coursebook, Global Advanced (see bibliography below). This course is the first half of the C1 English course and thus uses the three units of the coursebook that have been allotted for this semester. The main thematic areas covered in this semester are ‘Trade and Commerce’ dealing with issues related to slavery and modern global economics; ‘Hearts and Minds’ dealing with concepts of nature and nurture and attachment theory and ‘Chance and Design’ dealing with notions of perfection and architecture. In terms of grammar focus, particular emphasis is placed on the comprehension and use of The Passive, Cleft sentences, Articles, Real and unreal conditionals and Gerung/Infinitive constructions. As well as book based exercises, specific classes are timetabled for intensive work on these items.

C1.1 - THEMES:

1. Trade and Commerce.

2. Hearts and Minds.

3. Chance and Design. 

C1.1 - GRAMMAR: see Yule, G. (2006) in bibliography.

1. The passive (including use in reporting.

2. Cleft sentences 

3. Articles

4. Real and unreal conditionals.

5. Infinitive and Gerund.

 C1.1 - SKILLS WORK: All four language skills are developed through materials related to the course themes above. Writing skills work will focus on the development of argumentative texts and articles in non-scientific publications.

Syllabus:

The syllabus is largely defined by the use of a coursebook, Global Advanced (see bibliography below). This course is the first half of the C1 English course and thus uses the three units of the coursebook that have been allotted for this semester. The main thematic areas covered in this semester are ‘Trade and Commerce’ dealing with issues related to slavery and modern global economics; ‘Hearts and Minds’ dealing with concepts of nature and nurture and attachment theory and ‘Chance and Design’ dealing with notions of perfection and architecture. In terms of grammar focus, particular emphasis is placed on the comprehension and use of The Passive, Cleft sentences, Articles, Real and unreal conditionals and Gerung/Infinitive constructions. As well as book based exercises, specific classes are timetabled for intensive work on these items

 

Mandatory literature

Macmillan; Macmillan English Dictionary for Advanced Learners, Macmillan, 2002. ISBN: 0 -333 - 99253 - 9
Clandfield,Lindsay and Jeffries, Amanda; Global Advanced, Macmillan, 2012

Complementary Bibliography

George Yule; Oxford Practice Grammar, Oxford english, 2006. ISBN: 0-19-4309 16-9

Teaching methods and learning activities

A communicative approach with the emphasis on developing students' accuracy and fluency in written and spoken English. Whole class, individual, pair and group work

 

The course employs an essentially ‘communicative approach’ to English language teaching. The principle focus is on improving students’ productive skills: speaking and writing. The stimulus for this work is provided by reading and listening texts from a variety of authentic sources, which also help develop the students’ receptive skills. The work undertaken in class involves frequent changes of interaction patterns to ensure a dynamic and participative learning environment. There is also a focus on developing students’ awareness of important grammatical patterns and features of the language as a system. Each grammar focus is revised in special teacher-led ‘grammar only’ class at the end of the unit.
 

In order to move beyond the so-called ‘intermediate plateau’ and become ‘advanced’, students must be encouraged to improve on their oral fluency through a more automatized use of their existing language resources while maintaining a high degree of grammatical accuracy. A participative and dynamic approach to learning activities is essential on the part of both students and their teacher. To achieve this objective the students must be given sufficient time and number of opportunities to produce the target language but must also be given time and space to notice language features and build their awareness of how language functions as a system. The coursebook assists in this latter function the inclusion of varied exercises, some, for example, dealing with the notion of ‘formality’ and how that is expressed in language. Content-rich instruction is provided by the partnership of the teaching materials adopted for the C1.1 and input from the teacher. This content is drawn from a variety of text genres and sources and includes aspects of the use of the target language to describe various socio-cultural contexts from around the globe. The C1.1 course to relate the both the ‘target culture’ and ‘international culture’ with the local culture of the students in a comparative but non-judgmental manner. Cooperative learning behaviours are fostered by the use of varied interaction patterns (such as pair and group work) and an acceptance of student initiated contributions and suggestions for additional activities or topics for discussion. A good example of this approach is the inclusion as part of the C1.1 course of ‘tutorial discussion groups’ where classes are sub-divided into smaller groups of students are required to develop their ideas and responses under a general them related to their current unit of study; further sub-groups work autonomously before being brought together in a teacher-moderated general discussion. These moments are important in terms of evaluation but also in terms of allowing student-centred production activities to become a regular element of the course programme.

Software

Not applicable

keywords

Humanities > language sciences

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Exame	65,00
Prova oral	35,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	56,00
Frequência das aulas	56,00
Trabalho de investigação	50,00
Total:	162,00

Eligibility for exams

According to FLUP guidelines: 75% attendance.

Calculation formula of final grade

40 Use of English; 40 in-class compositions; 10 Tutorial Discussion; 30 Final Oral. Total: 120 marks divided by 6 for a final mark out of 20. Pass mark: 10/20.

Examinations or Special Assignments

Tutorial Group Discussions.

Internship work/project

Not applicable.

Special assessment (TE, DA, ...)

Worker Student Tests in January.

Classification improvement

According to FLUP regulations

Observations

Class work and evaluation will be conducted exclusively in English. Worker students should maintain contact with their class teacher and colleagues and stay informed as to progress and dates for tests etc.