English B2.1


This course sets out to follow a student-centred approach to develop the learners' language and communicative skills in relation to the specific linguistic awareness and communicative competencies at B2 level as detailed in the Common European Framework of Reference for Languages (CEFR):

The student should be able to :
a) begin to perform at level B2 CEFR
b) begin to show intercultural awareness and to develop knowledge of the culture/language relationship
c) express him/herself fairly fluently and spontaneously for social, academic and professional purposes
d) understand a range of intermediate texts including factual, literary and specialist texts
e) produce reasonably clear, well-structured written texts on everyday subjects
f) can understand most speech and media content
g) maintain a reasonable degree of grammatical accuracy
f) can show a degree of responsibility for their own learning (university study)

General characterization





Responsible teacher

Sheila Brannigan, David Swartz, Zoe Jayne Taylor, Raquel Campos Ferreira da Silva, Julie Parker Mason


Weekly - 4

Total - 168

Teaching language



English: Level B2


Carter, R. and McCarthy, M. (2006) Cambridge Grammar of English. Cambridge University Press

Cottrell S, (2005), Critical Thinking Skills: Developing Effective Analysis and Argument. Palgrave,

Gairns, R. and Redman, S. (2009) Oxford Word Skills Advanced. Oxford University Press McCarthy, M. and O’Dell, F. (2006) English Vocabulary in Use Advanced (with CD) Cambridge University Press.

Vince, M. and French, A. (2011) IELTS Language Practice: English Grammar and Vocabulary. Macmillan

Cofin. C. Donahue, A. and North, S. (2009) Exploring English Grammar. Routledge

A collection of selected readings available on campus to students.


Teaching method

The course employs a student-centred approach and task-based methodology, with the aid of authentic texts and digital resources. 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. 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.

Evaluation method

a minimum of three written texts (60%), active participation in classes (including attendance), speaking skills and evidence of autonomous learning development (20%), one speaking assessment (20%)

Subject matter

The course addresses current and ongoing social and cultural topics of interest. A portfolio of learning resources, dictionaries, a grammar reference and online sources provide the course basis. This allows for the analysis of a range of literary, cultural and journalistic texts. TV and online programmes and films are used to focus on style, content, use of language and intercultural competence. Learning and assessment tasks provide regular opportunities for written and spoken expression and development of language skills and knowledge in response to student needs.


Writing - formal letters, essays and narratives

Speaking - presentation skills, pronunciation

Intercultural competence - discussion of cultural references

Lexis - collocations, cohesive devices, idiomatic expressions, noun phrases, rhetorical devices

Grammar - articles, verb patterns, dependent prepositions

Editing/reviewing - identifying and correcting errors.