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Curso
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7 - Português Língua Estrangeira – Nível A1.1 (2026 CL)
Forma de organização predominante
Resumo do Conteúdo Programático
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- Sociolinguistic, Cultural and Communicational Competences:
- Advise and give instructions
- Agree / disagree
- Apologize
- Asking and telling the time (hours, minutes, etc.)
- Asking prices
- Book a hotel room
- Compare countries and habits
- Describe locations and people
- Expressing preferences
- Give information of personal description
- Go shopping
- Going to the doctor
- Greeting
- Invite/accept / deny
- Localize
- Making plans
- Present himself/herself
- Request in the cafe/restaurant and in other shops
- Request information about places
- Request items in shops
- Saying goodbye
- Speak of current events
- Speak of free time activities
- Speak of hobbies and vacations
- Suggest
- Talking about actions of everyday life
- Talking about the weather
- Write a letter
- Lexical Areas / Vocabulary:
- Actions of day-to-day
- Address
- Adjectives
- At the Doctor
- At the Post Office / in Bank / in Pharmacy
- Cardinal Numbers (up to 20; up to 100; 101-1000)
- Clothing
- Colors
- Countries / Cities / Towns / villages
- Days of the week and months
- Food and beverages
- Furniture
- Hobbies
- Holiday Season
- Holidays, leisure and hobbies
- Hotel
- Hours
- House
- Invitations
- Jobs
- Meals
- Means of transport
- Medical specialties and symptoms
- Name
- Nationalities
- On the phone
- Ordinal numbers
- Parts of the day
- Physical and psychological descriptions
- Prices
- Relationship Status
- School
- Seasons
- The family
- The menu
- Weather
- Grammar:
- Phonetics: alphabet, vowels and consonants, diphthongs and other specific sounds of the Portuguese language
- “Estar a” + Infinitive
- Adjectives
- Affirmative/negative / interrogative sentences
- Comparatives and Superlatives
- Definite and Indefinite articles
- Demonstrative pronouns: “isto”/ “isso”/ “aquilo”
- Expression “Como está? / Como estás?”
- Expressions of time: “há”, “desde”, “sempre”, “nunca”, “às vezes”
- Imperative
- Indirect object pronouns
- Interrogative pronouns and adverbs
- Irregular verbs (present tense): “ser”, “estar”, “ter”, “haver”, “ir”,“poder”, “querer”, “saber”, “ver”, “ler”, “vir”, “fazer”, “dizer”, “trazer”, “sair”, “cair”, “pedir”, “ouvir”, “dormir”, “pôr”, “dar” and “doer”
- Modal verbs: “Precisar de”, “ter de”, “dever”…
- Personal pronouns - subject pronouns
- Polite expressions: "Podia…?”, "Queria...”
- Possessives
- Preposition “com” + personal pronoun
- Prepositional Expressions of place
- Prepositions of time
- Prepositions: “de”, “em”, “com”, “para”, “a”, “por”
- Reflexive Verbs
- Regular verbs (present tense) in -ar, -er and -ir
- Verb “ir” + Infinitive
Objectivos Gerais:- The aim of the Curricular Unit is to provide students with beginner competence in the Portuguese Language, becoming familiar with the main grammar issues and lexicology, thus being provided with the basic communication skills of this Latin-based language. Our main language instruction objective is establishing a language classroom context like real communication contexts. This aim is achieved by following closely the principles of accessibility, consistency, careful selection of teaching units, gradual transition from simple to more complex linguistic structures, as well as the application of the communicative situation as a means of acquiring the peculiarities of speech pragmatics. The learning process will be eased by real visits to the market, train/bus station, supermarkets, and cafés, where students will be encouraged to use their newly acquired knowledge and originate dialogues and ask questions to passers-by and tourist guides. Thus, they will learn how to elicit information from a real-life conversation. Foreign students will learn the basic Portuguese language structure, focusing on comprehension, speaking and writing skills. Interactive methods with communication purposes will be used – group work, brainstorming, games, as well as traditional pedagogic methods – discussion, individual work, work with a textbook, etc., which will contribute to the quicker learning of the language and the development of effective linguistic and communication competences of the students. Thus, communicative competence in this narrower sense has the following components: linguistic competencies; sociolinguistic and (inter) cultural competencies; and, whenever possible, pragmatic competencies.
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