|Mapa da ESE Setúbal|
Foreign Language - English C1
Scholar Year: 2021/2022 - 2S
||Línguas e Literaturas
||N. of students
|Elisabete Cristina Simões Lopes||Head|
|Type of classes
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
This programme is in accordance with the instructions for C1 level, proficient user, of the Common European Framework of Reference for Languages (CEFR). The items of listening, reading, spoken interaction, spoken production and writing are taken into account.
The intended learning outcomes are the following:
- To understand a wide range of long and complex texts, and recognize the respective implicit meaning.
- To express ideas spontaneously and fluently, without apparent difficulty in finding appropriate words or expressions.
- To use the language flexibly and effectively for social, academic and professional purposes.
- To produce clear, well-structured and detailed texts (including letters) on complex subjects, showing mastery of mechanisms of organization, articulation and cohesion of discourse.
Topics and communicative tasks are selected according to the students' interests and needs, and determine the type of vocabulary and grammar to be practiced. The following is a list of examples of topics and a list of examples of tasks to be worked on at C1 level, proficient user, of the CEFR.
Topics: new forms of communication; politics and world events; jobs; leisure; environment; education; sports; art; culture; science; legal systems; etc.
Tasks: reports; abstracts; letters and emails; job applications; reading sheets; work plans; projects; etc.
The subject’s syllabus (topics and tasks) will be enriched, updated and adapted to the online teaching format in order to provide an effective response to the ongoing distant-learning model.
Demonstration of the syllabus coherence with the UC intended learning outcomes
The syllabus contents are articulated with the intended learning outcomes of the curricular unit (CU) since they are defined according to a set of communicative tasks around a topic, and not with lists of grammatical structures or of vocabulary. Therefore, the language is practiced in significant contexts, developing the goals of the unit, which are defined in terms of the use of the language, that is, according to the skills that the student must achieve in the language.
The teaching methodology adopted, of theoretical and practical nature, takes into account that the learning of a language is global, student-centered and supported on topics and tasks.
The starting point for learning is the topic or communicative task, which can be more or less complex depending on the set of sequential activities in which it is integrated. The use of activities of varying degrees of difficulty, both linguistically and cognitively, is envisaged to adequately correspond to the needs and interests of the students.
Tutorial guidance is intended to help students overcome their difficulties in the tasks and in the linguistic progress.
In conformity with the distance-learning model, we will adopt methodologies and strategies based on Moodle platform in close articulation with Microsoft Teams and Zoom, which include both synchronous and asynchronous activities:
- Activities available on Moodle platform (Forums, worksheets, articles and texts);
- Student tutorials support by means of “Conversations” available on Microsoft Teams;
- Video classes via Zoom (to assess the current situation, to introduce a new topic, to carry out tutorials regarding doubts).
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The teaching methodologies are outlined in a way that is articulated with the intended learning outcomes so that they can be achieved. The teaching-learning process is based on the accomplishment of communicative tasks associated with a topic. Students learn to use the English language by practicing it effectively in class and doing activities.
Theoretical and practical teaching, tutorial guidance, study and evaluation contribute to the achievement of the four intended learning outcomes that have been established.
Assessment methodologies and evidences
The continuous evaluation is based on the following:
- Engagement in tasks made available on Moodle/Moodle interaction (20%);
- English Project (Group work) (40%);
- Written test, adapted to online format (40%).
As an alternative to continuous evaluation, students can take a final exam (100%). During the first week of classes, students should contact the teacher in order to choose the evaluation modality.
Students with special status should contact the teacher of the curricular unit until the end of the first fortnight of the semester, in order to define ways of evaluation.
Cambridge Advanced Learner's Dictionary. Cambridge: Cambridge University Press.
Collins COBUILD Advanced Learner’s Dictionary. London: HarperCollins.
Cunningham, S., Moor, P. & Bygrave, J. (2013), Cutting Edge: Advanced Student's Book (Third Edition). Harlow, England: Pearson Education Limited.
Hewings, M. (2013). Advanced Grammar in Use (Third Edition). Cambridge: Cambridge University Press.
Longman Dictionary of Contemporary English. For Advanced Learners. London: Pearson Longman.
Murphy, R. (2012). English Grammar in Use (Fourth Edition). Cambridge: Cambridge University Press.
Oxford Advanced Learner's Dictionary. Oxford: Oxford University Press.
Webliography – Online English dictionaries
Students are expected to be able to use the language for personal, social, and academic purposes, as proficient users, at a level that corresponds to C1 of the CEFR.