The student should be able to:
a) to perform in all the skills at level C2 of the CEFR
b) demonstrate a high level of intercultural awareness and further develop their knowledge of the culture/language relationship
c) be able to write clear, coherent, well-structured texts with a high degree of grammatical accuracy, showing an excellent command of a broad range of lexis
d) be able to easily understand and critically analyse extended, complex, contemporary written texts such as opinion articles on social and cultural matters, and specialised articles
e) be able to express him/herself fluently and spontaneously, with a high degree of accuracy, and contribute without major difficulty to any discussion
f) be able to easily understand extended natural spoken discourse, even on more complex topics
g) be able to easily analyze and control the grammatical system of English
h) know how to develop competences that lead to autonomy.
David Swartz, Julie Parker Mason, Rima Jay Prakash, Bernard Adrian L'Estrange
Weekly - 4
Total - 168
Pass English C1.3
Learning Resources Portfolio: Portfolio de material reunido pelos docentes e englobando um vasto leque de textos que abordam acontecimentos actuais, temas do interesse comum dos alunos, oferecendo variedade estrutural no tipo de textos e gêneros.
Learning Resources Portfolio: A portfolio of learning resources provided by the teacher, entailing a wide range of reading texts that reflect current events, themes of common interest to students, and offer a range of text types.
Carter, R. and McCarthy, M. (2006) Cambridge Grammar of English. Cambridge: Cambridge University Press
Gillet, A., Hammond, A. and Martala, M. (2009) Successful Academic Writing. Harlow: Pearson Longman
Side, R. and Wellman, G. (2002) Grammar and Vocabulary for Cambridge Advanced and Proficiency, Harlow: Longman
Communicative and dialogic method with a task-based, intercultural approach, all of which seek to stimulate interaction and promote increasingly autonomous learning, revolving around a series of topics. Discussion is a key element often preceded by reading or listening input and/or analysis and followed up by written work/further research by students. Skills-based tasks require both linguistic and extra-linguistic competences. Inductive approach for extending grammatical and lexical knowledge. Frequent use of the internet and audio-visual means.
1 spoken task (discursive/informative(20%), 3 written texts of different types (60%), General coursework mark: active participation (including attendance) and evidence of autonomous learning development(20%)
The course revolves around topics of a social, cultural and scientific nature, with flexibility built in to cater to different student needs/interests. Topics may include: influence of the media; science and religion (ethics, biotechnology, creation myths).
These topics lead into the development of the following specific skills:
Writing notetaking skills; literature reviews; reports; discursive/academic texts; creative writing; personal
Speaking: spoken discourse analysis/production
Lexis: metaphor and idiom;
Grammar: Editing/revising, identifying and correcting linguistic error