Subject:

English Strong Vantage (B2.2)

Teacher:

Teresa Casal (mcasal@campus.ul.pt)

Year / Semester:

2016-17/ 1

Class:

Timetable:

Office hours:

TP1

Mon. 14h00-16h00, Room 6.1; Wed. 14h00-16h00, Room 6.1

Wed. 16h00-17h00 @ Dept. of English Studies

Aims:

The course will follow the objectives outlined in the Council of Europe document Common European Framework of Reference for Languages. Students should be able to understand language in most of the subjects related to common every day topics, and describe events and opinions with some fluency. They should also be able to follow and take part in more abstract/technical discussions. There could still be some errors, but not in basic structures and there should be a variety of vocabulary and grammar that shows enough flexibility to communicate fluently in more or less familiar topics. The objective is also to understand some aspects of English-speaking cultures and how they relate to language, and to be able to describe their own culture and view of the world.

Topics:

The overarching topic in the course is “Whose Home? Natives and Migrants.” It looks into the interracial history of various parts of the English-speaking world by using audiovisual and written materials ranging from films and documentaries, to a novel (Julie Otsuka, The Buddha in the Attic, 2012), short stories, essays, and websites.

Students will develop language competencies with regard to listening, reading, speaking, and writing, according to the aims stipulated for Level B2 in the Common European Framework of Reference for Languages, namely:

Listening: Students can understand extended speech and lectures on topics and follow complex lines of argument that are less familiar to them. They can understand TV news and current affairs programmes without difficulty, and can understand most films.

Reading: Students can read, understand and interpret easy literary texts and appreciate their literary value. They can understand simple technical texts.

Speaking: Students can present clear, detailed descriptions on a wide range of subjects in most fields of interest. They can explain a viewpoint on a non-topical issue giving the advantages and disadvantages of various options.

Writing: Students can write clear, detailed text on a wide range of subjects. They can write detailed essays or reports, passing on information or giving reasons in support of or against a particular point of view. They can write detailed letters.

Special emphasis will be given to accurate comprehension and effective oral and written communication. This will require students’ assiduous engagement both in writing (creative writing, academic essay) and in speaking (role plays, debates, and an oral presentation) so as to develop their language skills, while sharpening their knowledge of the culturally diverse English-speaking world.

Teaching methodologies and assessment:

A communicative approach focusing on lexical, grammatical, semantic and phonological competences will be used. Fluency and argument construction will be developed through classroom debates, freeform discussions, and discursive writing, in which students will practice different strategies for presenting ideas and opinions clearly on a wide range of topics. The methodology, which aims to be creative and constructive, will target fluency, grammatical and lexical accuracy. Systematic errors will be analyzed and explained so that students may become aware of correct usage. Assessment will be continuous, and will consist of the following:

• First written test: 25%
• Second written test: 35%;
• Oral presentation: 20%;
• Attendance and participation: 20%.

Selected Bibliography:

Monolingual dictionary (e.g. Oxford, Longman, CoBuild).

Vince, Michael. Advanced Language Practice. 3^rd ed. Oxford: Macmillan, 2009.

Otsuka, Julie. The Buddha in the Attic. London: Penguin, 2012.

http://www.myenglishpages.com/

Prerequisites:

Approval in B2.1 or Placement Test.

Lesson No.

Date

Contents

1

19 Sept.

1. Introduction. Aims and themes. Assessment: First written test: 25%; Second written test: 35%; Oral presentation: 20%; Attendance and participation: 20%.

Test 1: 26 October; Test 2: 14 December.

Office hours: Wed., 16h00-17h00, Dept. English.

2. Listening comprehension: “On Being an Unemployed Arts Graduate” & “How to Find Fulfilling Work”. Discussion.

3. Short written assignment.

2

21 Sept.

1. Feedback on written assignment. Identification of areas in need of revision and consolidation.

2. Text 1 - “What is Human Migration?”

3. A Brief History of Migration – Charting Culture: Listening comprehension: What is migration?

3

26 Sept.

1. Text 2: Life & change: The Book of Life: “The Acceptance of Change,” The School of Life. Reading comprehension; summary writing; discussion.

2. Grammar revision and consolidation.

4

28 Sept.

1. “Refugenes” in the UK – listening comprehension.

2. Text 3: Stories of moving to a new city: presentations; role play.

5

3 Oct.

1.       Moving back: Text 4: Lucy Caldwell, “Chasing”, 2016. Synopsis; analysis; discussion.

2.       Written assignment.

6

10 Oct.

1.       Australia’s geography: oral presentation by students.

2.       Text 5: History of Australia – oral presentation by students.

3.       Text 6: Australia’s migration history - oral presentation by students.

7

12 Oct.

Australia’s Stolen Generations:

1. Screening of documentary on the Stolen Generations: listening comprehension; discussion.

2. Grammar revision and consolidation.

8

17 Oct.

Australia’s Stolen Generations:

1. Texts 7 & 8: oral presentations and discussion.

2. Role play.

9

19 Oct.

1. Text 8: Sally Morgan, My Place, 1987 (excerpts). Reading comprehension.

2. Grammar revision and consolidation.

10

24 Oct.

1. Text 8: Sally Morgan, My Place, 1987 (excerpts). Discussion. In-class assignment.

2. Grammar revision and consolidation.

11

26 Oct.

Written test 1.

12

31 Oct.

On Canada:

1. Canada’s geography: oral presentations by students.

2. Text 10: “A Short History of Canada” - oral presentation by students.

Lesson No.

Date

Contents

13

2 Nov.

Talk by Sara Paiva Henriques: On Canada’s First Nations, Métis & Residential schools.

14

 7 Nov.

1.       Text 11: Canadian Multiculturalism: An Inclusive Citizenship – oral presentation by students.

2.       Canada: A History of Refuge - http://www.cic.gc.ca/english/games/teachers-corner/refugee/refuge.asp

3.       Grammar revision and consolidation.

15

9 Nov.

1. Text 12: Lisa Bird-Wilson, “Blood Memory,” Just Pretending, 2013 – reading comprehension; discussion.

16

14 Nov.

1. Text 13: Leanne Simpson, “lost in a world where he was always the only one,” Islands of Decolonial Love, 2013 – reading comprehension; creative written assignment.

17

16 Nov.

1.       Residential School Survivors - http://wherearethechildren.ca/en/exhibition/

2.       Discussion: Is assimilation a good thing? Exposing pros and cons.

18

21 Nov.

Talk by Andreia Alves de Oliveira: On Portuguese immigrants in the UK.

19

23 Nov.

1.       Interracial relations in the U.S.: Texts 14 & 15: students’ oral presentations.

2.       Grammar revision and consolidation.

20

 28 Nov.

Julie Otsuka, The Buddha in the Attic, 2011 & its historical background: Japanese immigration in California: Texts 16, 17 & 18 – students’ oral presentations.

21

30 Nov.

1. Julie Otsuka, The Buddha in the Attic, 2011 – narrative structure and story.

2. Grammar revision and consolidation.

22

5 Dec.

Julie Otsuka, The Buddha in the Attic, 2011 – the story’s approach to history.

23

7 Dec.

1. Julie Otsuka, The Buddha in the Attic, 2011 – creative engagement with the novel.

2. Grammar revision and consolidation.

24

12 Dec.

Julie Otsuka, The Buddha in the Attic, 2011 – critical engagement with the novel.

25

14 Dec.

Written test 2.

26

9 Jan.

Meeting for final assessment.