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)
Sheila Brannigan, David Swartz, Zoe Jayne Taylor, Raquel Campos Ferreira da Silva, Julie Parker Mason
Weekly - 4
Total - 168
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 ODell, 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.
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.
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%)
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.