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English B2.1

Objectives

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 andstarting to look at distinctions of style.

e) produce reasonably clear, well structured written texts on everyday subjects, starting to use organizational patterns, connectors and cohesive devices and to show an awareness of the formal/informal register.

General characterization

Code

711121061

Credits

6.0

Responsible teacher

Sheila Brannigan, David Swartz, Raquel Campos Ferreira da Silva, Julie Parker Mason

Hours

Weekly - 4

Total - 168

Teaching language

English

Prerequisites

N/A

Bibliography

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 PressMcCarthy,


M. & O’Dell, F. (2006) English Vocabulary in Use Advanced (with CD)


Cambridge University PressVince, M. & French, A. (2011)


IELTS Language Practice: English Grammar and Vocabulary. Macmillan


 

Teaching method

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 andextra-linguistic competences. Inductive approach for extending grammatical and lexical knowledge.

Evaluation method

Written assessments 50%; oral assessments and engagement with learning in class (which includes attendance) 50%


 

Subject matter

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 programes 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