|1||Undergraduate||Nutrition Sciences||3 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|Development of the students’ linguistic and communicative competence in order to ensure effective communication in a variety of social and professional situations. Consolidation of previously learnt grammatical structures and patterns of English.|
Identification, analysis, discussion and production of a variety of texts, by improving their listening, understanding, analyzing, and problem solving skills.
Development of the students’ critical and cognitive skills, by means of an autonomous learning and management process
|1. Human Anatomy |
1.1. Systems of the Body
1.2. Medical terminology
2. Nutrition Sciences
2.1. Nutritional requirements
2.1.1 Food groups and types – general vocabulary
2.1.2 Vitamins and minerals
2.1.3 A balanced diet
2.2. Special diets for health complaints
2.3. Unhealthy eating
2.3.1 Processed food
2.2.2. Fast food
2.4 Food around the world
2.5 Food preparation
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|The syllabus themes aim to provide students with generic skills enabling them to communicate, understand and produce messages in the English language, both in social and professional contexts, in life-like situations. For this purpose, in this curricular unit the students are encouraged to adopt an introspective and reflexive attitude, bearing in mind the social and professional reality of the health area. |
The ‘Project Work’ component aims to improve team work skills, using a second language (namely English).
|Teaching Methodologies (Including Evaluation):|
|Classes are both theoretical and practical, with an emphasis on the key skills: speaking, listening, reading, understanding and producing messages in the English language. Continuous assessment OR exam: Continuous assessment consists of two written tests and an oral presentation, at the end of the semester. The final mark is the result of various written and oral contributions. Students’ participation in class and in the activities proposed will also be taken into account. The exam consists of 2 parts: written and oral. The oral is compulsory whenever the student has 7.5 or more in the written part.|
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|In order to maximize the specific competences of students, the methodology adopted (with an emphasis on the continuous assessment of knowledge) encourages the improvement of instrumental skills, namely the ability to communicate orally and in writing, to identify and understand messages, using the English language in a variety of social and professional situations, also considering it as a privileged means of access to knowledge in general. The methodologies adopted, with an emphasis on practical issues, aim to encourage the students to interpret communicational circumstances and phenomena pertaining to the different cultural and linguistic contexts, acquiring further experience in the gathering, identification and interpretation of data from different contexts, leading to an increased understanding and adaptation to diverse cultural environments where communication is in English|
|Eastwood, J. (2011). Oxford Practice Grammar – Intermediate. Oxford, Oxford University Press.|
Glendinning, E.H. and Holmström, B. (2005) English in Medicine – 3rd Edition. Cambridge: Cambridge University Press.
Glendinning, E.H. and Howard, R. (2007). Professional English in Use: Medicine. Cambridge, Cambridge University Press.
Grice, T. (2007).Oxford English for Careers: Nursing 1. Oxford, Oxford University Press.
Milner, M. (2006). English for Health Sciences. Boston, Thomson.
Ribes, R. and Ros, P.R. (2006). Medical English. Heidelberg, Springer.
Tortora, G.J. & Derrickson, B.H. (2020). Principles of Anatomy and Physiology, 16th Ed. John Wiley & Sons, Inc"
|Lecturer (* Responsible):|
|Paula Reis (email@example.com)|