English C1.2


The student should be able to: a) perform at a higher level C1 of the CEFR
b) have a strong increased intercultural awareness and a well developed knowledge of the culture/language relationship
c) begin to make a complex written text more accessible by writing it in a different genre and register
d) begin to clearly and fluently summarise a complex line of thought/ ideas in both written texts and listening texts
e) express him/herself fluently and spontaneously, with a very good degree of accuracy, contributing without major difficulty to any discussion with few restrictions
f) begin to critically evaluate an online discussion / comments, expressing disagreement diplomatically, appropriately deal with communication problems and cultural issues, contributing effectively by expressing own ideas and opinions with precision
g) understand extended spoken discourse with few difficulties
h) know how to analyze and control the grammatical system of English
i) show increased autonomy

General characterization





Responsible teacher

Eva Louise Kakoma, Zoe Jayne Taylor, Richard Denman Sidaway, Raquel Campos Ferreira da Silva


Weekly - 4

Total - 168

Teaching language



Pass at Inglês C1.1


Carter, R. & McCarthy, M. (2006) Cambridge Grammar of English. Cambridge: Cambridge University Press
Crystal, D. (2019) The Cambridge Encyclopedia of English Language. Cambridge University Press, Cambridge
Foley, M. & Hill, D. (2003). Advanced Learner´s Grammar. Harlow: Longman
McCarthy, M., & O´Dell, F. (2017) English Vocabulary in Use. Upper Intermediate. Cambridge: Cambridge University Press
Vince, M. & French, A. (2011) IELTS Language Practice: English Grammar and Vocabulary. Oxford: Macmillan
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/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

Teaching method

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. 

Evaluation method

Evaluation Methodologies - active participation and attendance(20%), one speaking assessment (20%), three written assessments of different genres(60%)

Subject matter

The course addresses current 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, including:Writing – summaries; narrative/descriptive texts; discursive texts, Speaking – pronunciation; conversational strategies; discussion skills, Intercultural competence - identification, decoding & discussion of cultural references, Lexis – noun formation; multi-word verbs; collocation; word families, Grammar – verb phrase review; punctuation; prepositions; cohesion and discourse markers, Editing/revising - identifying and correcting linguistic errors.