This English VI class gives continuity to the previous language level continuing with the objective of bettering the grammatical knowledge and thus giving the students a higher fluency in both oral and written forms. It will intensify de acquisition of the language and its complex expressions leading to the suggested superior level of Cl.l as is recommended by the Common European Framework for Languages. The students will continue to read and work differentiated texts which will also further develop their oral language skills and the written forms, total Reading comprehension of texts containing information on other academic interests and other classes associated with their major area of studies. Students develop their capacity to hold a conversation or communicate in writing with their colleagues who are resident or native English speakers, expressing ideas and concepts in an organized manner and that are common to them in their future professional activities.
Learning outcomes of the curricular unit:
English VI develops English language skills at an advanced level (CEFR level C1+). Emphasis is placed on oral and written skills as preparation for the students’ professional journey.
Students will be able to:
1. Comprehend a wide range of complex and lengthy texts, as well as identify implicit meanings;
2. Express ideas fluently and spontaneously, using language flexibly and effectively for social, academic, and professional purposes;
3. Produce well-structured texts on complex topics, demonstrating controlled use of organisational patterns, connectors, and cohesive devices.
Programme contents:
1. Thematic areas: society and culture, education, international relations, technology, and media;
2. Grammatical areas: connectors, prepositions and conjunctions, focus structures and cleft sentences, adding and contrasting connectors, result and time connectors, fronting and inversion, verb tenses, articles, subordinate clauses, emphatic structures, causatives:
2.1. Practice of oral comprehension and production through the analysis and discussion of current articles and videos, as well as debates on topics relevant to the students’ field of study;
2.2. Practice of written comprehension and production through the analysis of contemporary texts and topics, developing skills for analytical writing, as well as for reviewing and editing written work;
2.3. Focus on English grammar through the revision and in-depth study of grammatical structures corresponding to the C1+ level.
Demonstration of the coherence between the programme contents and the learning outcomes:
The skills outlined in the objectives are reinforced by the programme contents, as well as by the materials and exercises for written practice and oral expression. Through the programme contents, the following outcomes are expected:
1. Development of students' writing skills, particularly in the production of argumentative texts;
2. Improvement in students' accuracy and fluency in spoken English, especially when discussing course topics;
3. Enhancement of students' knowledge, as well as their understanding and application of grammatical rules.
Teaching methodologies:
As a foreign language class, English VI (CEFR level C1+) will prioritise a communicative approach, focusing on the student as the main agent in text analysis, debate, commentary, and summarising.
Throughout the semester, an active methodology will be adopted, which prioritises:
1. Communicative practice;
2. The production of oral and written statements on various personal and professional situations;
3. The development of vocabulary and pronunciation, aiming for fluent and spontaneous production.
The programme focuses on the use of articles, texts, and videos relevant to the students’ field of study, as well as the exploration of vocabulary and grammatical structures.
Demonstration of the coherence between the teaching methodologies and the learning outcomes:
The systematic and cumulative teaching approach is based on written and oral exercises to develop a range of skills, from mastering grammatical form and meaning to achieving productive fluency. Current articles and texts serve as the basis for class discussions and the writing of short opinion and analysis paragraphs.
Bibliography:
Clandfield, L., & Jeffries, A. (2010). Global Advanced. Macmillan.
Cotton, D., Falvey, D., & Kent, S. (2010). Language Leader Advanced. Pearson Education Ltd.
Hewings, M. (2013). Advanced Grammar in Use (3rd ed.). Cambridge University Press.
McCarthy, M., & O’Dell, F. (2007). English Phrasal Verbs in Use: Advanced. Cambridge University Press.
O’Dell, F., & McCarthy, M. (2013). English Idioms in Use: Advanced. Cambridge University Press.
Additionally, texts selected by the teacher from various sources: short stories, current articles, etc.
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