English C2.1


The student should be able to:
a) to perform in all the skills at level C2 of the CEFR
b) demonstrate a high level of intercultural awareness and further develop their knowledge of the culture/language relationship
c) be able to write clear, coherent, well-structured texts with a high degree of grammatical accuracy, showing an excellent command of a broad range of lexis
d) be able to easily 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 high degree of accuracy, and contribute without major difficulty to any discussion
f) be able to easily understand extended natural spoken discourse, even on more complex topics
g) be able to easily analyze and control the grammatical system of English
h) know how to develop competences that lead to autonomy.

General characterization





Responsible teacher

David Swartz, Julie Parker Mason, Rima Jay Prakash, Robert George Butler


Weekly - 4

Total - 168

Teaching language



Pass English C1.3


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.

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

Método de avaliação - 1 spoken task (discursive/informative(20%), 3 written texts of different types (60%), General coursework mark: active participation (including attendance) and evidence of autonomous learning development(20%)

Subject matter

Subject matter
The course revolves around topics of a social, cultural and scientific nature, with flexibility built in to cater to different student needs/interests. Topics may include: influence of the media; science and religion (ethics, biotechnology, creation myths).
These topics lead into the development of the following specific skills:
Writing notetaking skills; literature reviews; reports; discursive/academic texts; creative writing; personal
Speaking: spoken discourse analysis/production
Lexis: metaphor and idiom;
Grammar: Editing/revising, identifying and correcting linguistic error