Língua e Cultura Estrangeira II - Inglês
Objetivos de Desenvolvimento Sustentável
Objetivos de Aprendizagem
Ver info em Inglês.
Conteúdos Programáticos
- Oral production: accounts of experiences, dreams and ambitions; description of events; putting a case in a debate.
- Written production: personal or business letters; reports.
- Listening comprehension: TV news, documentaries, live interviews.
- Reading comprehension: general and specialised articles and reports concerned with contemporary problems.
- Spoken interaction: casual conversation; expressing thoughts about abstract or cultural topics; formal discussion (e.g. account for and sustain opinion, evaluate and respond to alternative proposals)
- Written interaction: expressing views in writing and relate to those of others; exchanging correspondence by e-mail (e.g. complaint, expressing thoughts and feelings)
- Grammar: nouns; verbs (tense; aspect, voice, modal use); adverbials; direct speech reporting.
Métodos de Ensino
According to the descriptors established for the levels B1/2 in the Common European Framework of Reference for Languages of the Council of Europe, the methodology adopted will focus on the acquisition and development of the oral and written skills (production, reception and interaction), grammar practice and vocabulary enhancement:
Learners are expected to develop competences in the English language by (1) direct exposure to authentic use of language (e.g. listening to recordings, watching/listening to video, reading authentic texts); (2) direct participation in communicative interaction in English; (3) a combination of presentations, explanations, exercises and exploitation activities in English; among others.
Avaliação
According to the Regulamento Escolar Interno da Universidade de Évora and the Regulamento de Avaliação de Conhecimentos defined by the Departamento de Linguística e Literaturas, students may choose between two modes of assessment: (1) continuous or (2) exam.
(1) Continuous assessment:
Students under continuous assessment will be graded in the following cases:
a. Written test (March, 2015): 45%.
b. Writtten Test (May): 45%
c. Assignments (throughout the semester, in and at home): 10%. Assignments will cover oral production, written production, listening comprehension, spoken interaction and written interaction.
Note:
- Students are required to attend 80% of classes.
- Students under ‘regimes especiais’ (vide REI) are exempted from the above mentioned percentage.
(2) Exam (normal):
Students who choose to take a final exam will be assessed as follows:
* written exam: 60%.
* oral exam: 40%
Date of exam (normal): June/July 2015
Notes:
- Students are required to achieve grade 8,0 in both written and oral exams.
- Students are required to attend 50% of classes.
- Students under ‘regimes especiais’ (vide REI) are exempted from the above mentioned percentage.
- Exam (recurso):
If the student fails/is not assessed under the continuous assessment or/and exam modes of evaluation, he/she may take the ‘recurso’ exam being assessed as follows:
* written exam: 60%.
* oral exam: 40%
Date of exam: June/ July 2015.
Note:
Students are required to achieve grade 8,0 in both written and oral exams
Students under ‘regimes especiais’ (vide REI) are exempted from the above mentioned percentages.
Bibliografia
Dictionaries and Thesauri:
(1995). Collins Cobuild English Dictionary. London: Harper Collins.
(1998). Dicionário de Português-Inglês. Porto: Porto Editora
(1998). Dicionário de Inglês-Português. Porto: Porto Editora.
(2002). Longman Language Activator. Essex: Longman.
(2000). Oxford Advanced Learner’s Dictionary. Oxford: OxfordUniversity Press.
(2003). Oxford Collocations Dictionary for Students of English. Oxford: OxfordUniversity Press.
(2000). The New Penguin English Dictionary. London: Penguin Books.
FERGUSON, R. et al. (eds.) (2001). The New Penguin Thesaurus. London: Penguin Books.
HILL, J. & M. Lewis (eds.) (1997). LTP Dictionary of Selected Collocations. Hove: Language Teaching Publications.
WELLS, J. (1991). Pronunciation Dictionary. Harlow: Longman.
Grammar and usage reference books:
CARNEY, E. (1997). English Spelling. London and New York: Routledge
(1995) Collins Cobuild English Grammar. London: Harper Collins.
EASTWOOD, J. (2008). Oxford Practice Grammar – Intermediate. Oxford: Oxford University Press.
LEECH, G. and J. Svartvik (1994). A Communicative Grammar of English. New York: Longman.
McARTHY, M., O’Dell, F. (1994). English Vocabulary in Use. Cambridge: Cambridge University Press.
MURPHY, Raymond. (1989). Grammar in Use. Cambridge: Cambridge University Press.
QUIRK, R. & S. Greenbaum (1973). A University Grammar of English. London: Longman.
SHANNON, T. (1989). Express Yourself. New York: Random House.
SMALLEY, R. L. & M. K. Ruetten. (1986). Refining Composition Skills. New York: Macmillan Publishing Company.
WOOLARD, G. (2005). Key Words for Fluency. London: Thonson ELT.
Sources:
Collie, Joanne and Alex Martin (2000). What’s it Like? Life and Culture in Britain Today. Cambridge: CambridgeUniversity Press.
FRAENKEL, Anne, et al. (2002). English Language, Life and Culture. London: Hodder Headline.
(2004). Life in the United Kingdom. A Journey to Citizenship. Home Office.
(2005) Oxford Guide to British and American Culture. Oxford: OUP
Taylor, Larry. (1998). American Culture: myth and reality of a culture of diversity. Westport: Bergin & Garvey.
Other sources of materials
Internet; English-language newspapers and magazines, videos, CD-ROMs, audio cassettes.
COUNCIL OF EUROPE (2001) Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge: CUP.
Equipa Docente
- Carla Isabel Ferreira de Castro [responsável]
