a) be able to perform in all the skills at minimum level C1 of the CEFR
b) acquire improved intercultural awareness and further develop their knowledge of the culture/language relationship
c) be able to write clear, coherent, well-structured texts in an appropriate style with a high degree of grammatical accuracy, showing a good command of a broad range of lexis
d) be able to 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 reasonable degree of accuracy, and contribute without major difficulty to any discussion with few restrictions
f) be able to understand extended natural spoken discourse, even on more complex topics, with few difficulties
g) be able to analyze and control the grammatical system of English
h) know how to develop competences that lead to autonomy.
Eva Louise Kakoma, David Swartz, Julie Parker Mason, Bernard Adrian L'Estrange
Weekly - 4
Total - 168
Passed English C1.2
Carter, R. and McCarthy, M. (2006). Cambridge Grammar of English. Cambridge University Press.
Cotrell S, (2005). Critical Thinking Skills: Developing Effective Analysis and Argument. Palgrave.
de Chazal, E. and Moore, J. (2013) Oxford EAP Advanced: A Course in English for Academic Purposes. Oxford University Press.
Foley, M. and Hill, D (2003) Advanced Learner’s Grammar. Harlow: Longman.
Gairns, R. & Redman, S. (2009) Oxford Word Skills Advanced. Oxford University Press.
Gillet, A., Hammond, A. and Martala, M. (2009) Successful Academic Writing. Pearson Longman.
Hewings, M. (2010) Cambridge Grammar for CAE and Proficiency. Cambridge University Press.
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.
Método de avaliação - 1 Spoken task (20%), 3 Written texts of different types (60%), General coursework: active participation (including attendance), spoken interaction and evidence of autonomous learning development(20%)
The course revolves around topics of a social, cultural and topical nature, but with flexibility built in to cater to different student needs/interests. The main topics covered are: Outsiders (post colonialism, immigration, cultural identity, appropriation; indigenous populations) Conflict; freedom and contemporary issues (slavery old and new, political correctness); The Senses (metaphor and simile, descriptive literature.)
The topics/materials lead into analysis and development of the following specific skills:
Writing – discursive/expository texts; narrative/descriptive texts;
Speaking – conversational strategies; discussion skills
Intercultural competence - identification, decoding and discussion of cultural references
Lexis – idiomatic expressions; colloquialisms; noun formation; collocation
Grammar – inversion; verb phrase review; articles; punctuation; cohesive devices and discourse markers