Language: French (to level B1)

Scholar Year: 2016/2017 - 2S

Courses

Head Teacher Responsability Luciano José dos Santos Baptista Pereira Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 4,00 Nadine Silva   0,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Teaching language: French
- To use communicative strategies in the foreign language appropriate to the situations of social
interaction and the exercise of professional activity.
- To understand the main ideas of varying complexity of text in both concrete and current issues or topics
of personal interest or area of expertise.
- To understand the main points of a spoken sequence that focuses on current issues of personal interest
or area of expertise.
- To produce a coherent oral discourse on matters of their personal, academic and professional interest.
- To write different types of properly connected text on topics that are familiar or of personal interest.
- To understand and use appropriate vocabulary for different contexts of use of a foreign language.

Syllabus

0. France and French culture
1. Portraits
1.1. Self and others
1.2. Life projects
1.3. Social relationship
2. Traveling to a French-speaking country
2.1. Tour types
2.2. Hotels and restaurants
2.3. Cultural and heritage visits
3. Current reality of French society
3.1. The media in France
3.2. Today social and political
3.3. Artistic, sporting and cultural activities

Demonstration of the syllabus coherence with the UC intended learning outcomes

The methodology used will privilege a relationship between theory / practice, based on research work,

Teaching methodologies

Program management strategies
The work will be based on sequential, progressive tasks (individually completed or in group).
It will give priority to listening and writing through the analysis of different types of documents.
Oral expression will be stimulated by participating in discussions and debates, of everyday role plays , the presentation of papers, etc.
Written expression will be developed according to the interests and communicative needs of students.
Tutorial monitoring
Tutorial support will be either face-to-face and /or through remote media (Moodle platform).

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The methodology used will privilege a relationship between theory / practice, based on research work,
either individually or in groups. It will have as a starting point the communicative needs detected in
students and will focus on developing problem-solving skills. Analysis and synthesis, critical thinking,
creativity and autonomy, constitute preferred strategies as well as oriented discussion, debate, group work and exposition of the syllabus topics.
The texts will be taken from diverse sources- oral and written, will be the bases for the study of the various communication situations.
The work with the students will be guided against a backdrop of concern for their critical intervention and constructive future in various contexts and situations, as well as the reflection and application of
knowledge through practical exercises.
It is anticipated that there will be further seminars to present and discuss syllabus issues.

Assessment methodologies and evidences

Evaluation
The work of the UC will be assessed through :
Continuous assessment: attendance; orality (participation in class activities, debates, discussions, etc.);
writing (comprehension work and written expression of vocabulary enrichment and / or grammar,
individual or group).
Summative assessment: tests and group work written with oral presentation.

Attendance system

Continuous assessment

Assement and Attendance registers

Bibliography

Bérard, E. e Lavenne, C. (1991), Grammaire utile du français. Paris : Hatier/Didier
Bescherelle, La Conjugaison pour tous. Paris : Hatier
Bescherelle, L’Orthographe pour tous. Paris : Hatier
Brame, G. (1993), Chez nous en France. Paris : Dunod.
Chevalier J.C.et al. (1990), Grammaire du français contemporain. Paris : Larousse
Colignon, J.-P. e Berthier, P-V. (1985), Lexique des « faux-amis ». col. Profil, Paris : Hatier
Dell, B. (1992), Histoire de Paris. Paris : Hatier.
Dournon, J.-Y. (1990), Le Dictionnaire des difficultés du français. Paris : Hachette.
Gohard-Radenkovic, A. (1995), L’écrit, Stratégies et Pratiques. Paris : Clé International
Lagane R. (1995), Difficultés grammaticales. Paris: Larousse
Mauchand, N.(1996). Mentalités et comportements. Paris : CLE International.
Morhange-Bégué, C. (1995), Les fautes de français les plus courantes. Col. Profil. Paris: Hatier.
Petit Robert Dictionnaire
Poisson-Quinton, S. et al. (2002), Grammaire expliquée du français. Paris : CLE International

Magazines:

Cahiers Pédagogiques
Education enfantine
Langue française
Le Courrier de l’Unesco
Le Français dans le Monde
Le Monde de l’Education
Le Monde Diplomatique
Le Nouvel Observateur
Le Point
Les Cahiers de Science & Vie

INTERNet

1. Media
www.tv5.org
www.lemonde.fr
www.lefigaro.fr
www.liberation.fr

2. Culture
www.louvre.fr
www.paris.org
www.culture.fr
www.chateauversailles.fr
www.histoire-image.org

Observations

It will only be able to accomplish UC for continuous evaluation the students that attend a minimum number of 75% of the classes, except the students whose statute exempts them of the regular attendance.