|Mapa da ESE Setúbal|
Foreign Language - English B1
Scholar Year: 2017/2018 - 2S
||Línguas e Literaturas
||N. of students
|Luciano José dos Santos Baptista Pereira||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 B1 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 points of standard information on family matters related to work, school, leisure, etc.;
- To manage most situations that arise when travelling, in regions where English is spoken;
- To produce simple texts on familiar or personal matters, including letters;
- To describe experiences and events, dreams, hopes and ambitions, as well as presenting brief reasons and explanations about opinions and plans.
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 developed up to B1 level, independent user, of the CEFR.
Topics: media; vacation and travel; leisure; environment; education; sports; art; culture; daily activities; social issues; etc.
Tasks: reports; abstracts; letters and emails; job applications; reading sheets; work plans; projects; etc.
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.
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:
- 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 Essential English Dictionary. Cambridge: Cambridge University Press.
Cambridge Learner's Dictionary. Cambridge: Cambridge University Press.
Cunningham, S., Moor, P. & Crace, A. (2013), Cutting Edge: Pre-Intermediate Students’ Book (Third Edition). Harlow, England: Pearson Education Limited.
Cunningham, S., Moor, P. & Bygrave, J. (2013), Cutting Edge: Intermediate Student's Book (Third Edition). Harlow, England: Pearson Education Limited.
Longman Basic English Dictionary. For Pre-Intermediate Learners. London: Pearson Longman.
Longman Active Study Dictionary. For Intermediate – Upper-Intermediate 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.
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 B1 of the CEFR.