English for Professionals

Scholar Year: 2012/2013 - 1S

Instance: 2012/2013 - 1S

Courses

Docência - Horas Laboratories: 3 Type Teacher Classes Hours Laboratories Totals 1 3,00 David Snow   3,00

Docência - Responsabilidades Teacher Responsability Sandra Cristina Dias Nunes Head

Teaching weeks:

15

Teaching language

English

Objetivos de aprendizagem

Aims:
• to create an original article in English, publication-ready on a topic within a set theme for a seminar programme
• to participate in peer assessment and discuss individual contributions to a seminar
• to make a four minute, PowerPoint supported presentation to an audience of mainly English second-language speakers and to take questions

Contents

Your language development
a) Learning Styles
b) Seminar theme discussion,
c) Google Advanced Search
d) Assessment of and experimentation with Internet language tools
e) Appraisal and reporting on d) to peers
Research, Sources, Citing and Referencing
a) Reading techniques,
b) Research questions,
c) Critical review of sources,
d) Harvard Style.
e) First tutorial.
Summarisation and profiles
a) Document summaries,
b) Reporting sentence structures,
c) Professional profile writing
Your article
a) Target readership,
b) Language levels,
c) Cultural differences,
d) Readability statistics,
e) Concordance software and genre,
f) Vocabulary development techniques,
g) Assessment criteria and rubrics.
h) Second tutorial.
Presenting to Camera
a) Confidence building,
b) Supporting individual performance,
c) Auto-review and individual improvement programme.
d) Third Tutorial.
Preparing the Seminar Presentation
a) Pros and Cons of PowerPoint,
b) Getting a message across,
c) Asking and answering questions,
d) Assessing peers’ performances,
e) Seminar ‘just doing it’

Teaching Procedures

A mixture of apprenticeship tutoring with peer-supported learning in face-to-face and online environments;
strongly rooted in learning outcomes of a ‘can do’ nature related to individual authoring of a professional
article and accompanying oral presentation.

Class attendance and participation:
The learning outcomes of the course require students to drive their own learning. ESCE-IPS’s policy is based
on the rationale that class attendance permits participation and encourages the level of contribution that is
crucial for effective, quality learning at university level.

Evaluation Type

Final Classification

•Continuous Assessment – submission of a publication-ready short article (40%) accompanied by an oral presentation (50%) with active participation and peer assessment (10%) at a seminar held at the end of the class period. Final submission of the article is permitted up to the end of the Examination period.