The student should be able to: a) begin to perform at level B2 of the Common European Framework of Reference (Intermediate user)
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, can take a fairly active part in discussions (mediation - CEFR-CV) on familiar topics and can present fairly clear, detailed descriptions on topics of personal interest (speaking descriptor extended as per B2 descriptors)
d) show reasonable understanding of a range of intermediate texts including factual, literary and specialist texts and starting to look at distinctions of style e) produce reasonably clear, well structured written texts on everyday subjects, starting to use organisational patterns, connectors and cohesive devices and to show an awareness of the formal/informal register
Sheila Brannigan, David Swartz, Zoe Jayne Taylor, Raquel Campos Ferreira da Silva, Julie Parker Mason
Weekly - 4
Total - 168
English: Level B2
A collection of selected readings available on campus to students. Carter, R. & McCarthy, M. (2006) Cambridge Grammar of English. Cambridge University Press; Cottrell S, (2005), Critical Thinking Skills: Developing Effective Analysis and Argument. Palgrave; Gairns, R. & Redman, S. (2009) Oxford Word Skills Advanced. Oxford University Press McCarthy, M. & O’Dell, F. (2006) English Vocabulary in Use Advanced (with CD) Cambridge University Press¸Vince, M. & French, A. (2011) IELTS Language Practice: English Grammar and Vocabulary. Macmillan;#
David Crystal (2019) The Cambridge Encyclopedia of English Language.
Cambridge University Press.
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 Methodologies - a minimum of three written texts (60%), active participation in classes + attendance, speaking skills and autonomous learning(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.