|Section/Department:||Communication and Language Sciences|
Elisabete Cristina Simões Lopes
Patrícia Alves de Carvalho Lobo
This programme is in accordance with the instructions for B2 level, independent 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 the main ideas of complex texts that deal with both concrete and abstract topics, including technical texts related to their field of specialization;
- To interact with native speakers of English with a sufficient degree of fluency and spontaneity so that communication occurs without difficulty for any of the interlocutors;
- To produce clear and detailed texts on various topics, including the writing of letters;
- To defend a point of view on a certain subject, indicating advantages and disadvantages related to the various options.
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 containing examples of topics and a list containing examples of tasks to be worked on at B2 level, independent user, of the CEFR.
Topics: media; vacation and travel; leisure; environment; education; sports; art; culture; daily activities; social issues; science; etc.
Tasks: reports; abstracts; letters and emails; job applications; reading sheets; work plans; projects; etc.
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.
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.
The continuous evaluation is based on the following:
- Attendance - with a minimum of 75%, class participation and completion of tasks (10%);
- Research paper (in groups) and oral presentation (40%);
- Individual written test (50%).
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.
Students must attend to at least 75% of classes.
Cambridge Learner's Dictionary. Cambridge: Cambridge University Press.
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: Upper Intermediate Student's Book (Third Edition). Harlow, England: Pearson Education Limited.
Longman Active Study Dictionary. For Intermediate – Upper-Intermediate Learners. London: Pearson Longman.
Longman Dictionary of Contemporary English. For Advanced Learners. London: Pearson Longman.
Murphy, R. (2012). English Grammar in Use (Fourth Edition). Cambridge: Cambridge University Press.
Murphy, R. (2015). Essential 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 independent users, at a level that corresponds to B2 of the CEFR.