The C1 level is considered Advanced in the Common European Framework of Reference for

Languages (CEFR), and it marks the stage at which learners have a high level of competence in
English. At this level, students can communicate confidently and effectively in a wide variety of
situations, both professionally and socially. According to Oxford University Press, C1 students
should be able to use English in a flexible and nuanced way, demonstrating a command of the
language in more complex and demanding contexts.

Key Features of C1 Level English

1. Fluency and Spontaneity:

o C1 students can speak fluently and spontaneously without searching for words or
struggling to construct sentences.

o They can express themselves in detail on a wide range of topics, including abstract
ideas and complex issues.

2. Wide Range of Vocabulary:

o Learners at this level can use a broad vocabulary in various contexts, demonstrating
knowledge of both formal and informal language, as well as specialized terms in
professional or academic settings.

o They can paraphrase effectively when needed, avoiding repetition and conveying
meaning accurately.

3. Complex Sentence Structures:

o C1 students can use advanced grammatical structures, such as relative clauses,

conditionals, passive voice, and modal verbs, with flexibility and precision.

o They are able to construct complex sentences with a clear logical flow.

4. Effective Writing:

o C1 learners can write clear, well-organized, and detailed texts on complex subjects.

o They can produce formal and informal texts, such as essays, reports, reviews, and
emails, showing control over tone, style, and structure.

5. Understanding and Use of Idiomatic Expressions:

o Learners can understand and use idiomatic expressions and phrasal verbs, which
are an essential part of advanced communication.

o They are able to distinguish between formal and informal language and choose the
appropriate style for different contexts.

6. Listening and Reading Comprehension:

o At this level, learners can understand a wide range of spoken and written material,
including complex texts on abstract or academic topics.

o They are capable of recognizing implicit meaning, discerning opinions and

arguments, and analyzing the content critically.

Course Objectives at C1 Level

  Vocabulary: Expand knowledge of high-level vocabulary, including collocations, phrasal
verbs, idiomatic expressions, and technical or field-specific terms. The goal is to be able to
understand and use these words appropriately in both written and spoken contexts.

 Speaking: Focus on fluency, accuracy, and confidence in speaking. Students will participate
in debates, discussions, presentations, and interviews, using a range of strategies to express
opinions, explain ideas, and engage in complex interactions.

 Writing: Develop the ability to produce well-organized, clear, and coherent texts of
different genres (e.g., essays, reports, proposals). Focus on appropriate register
(formal/informal), effective argumentation, and cohesive devices for linking ideas.

 Listening and Reading: Improve the ability to understand complex spoken and written
texts, including lectures, podcasts, news broadcasts, and academic articles. Emphasis on
inferring meaning, analyzing tone, and identifying key ideas and arguments.

 Grammar: Master advanced grammar points, such as reported speech, conditionals, modal
verbs for speculation, complex sentence structures, and passive constructions. This will
enhance both speaking and writing skills.

Typical C1 Course Content

1. Vocabulary Development:

o Phrasal verbs: Common expressions in work, study, and social contexts.

o Collocations: Word combinations that are natural in English (e.g., make a decision,
take responsibility).

o Idiomatic language: Understanding and using idioms to sound more natural and
fluent.

o Synonyms and antonyms: Expanding vocabulary to avoid repetition and create

more nuanced expression.

2. Speaking Practice:

o Debates and Discussions: Engage in discussions on complex topics (e.g., technology,

culture, society, global issues).

o Presentations: Practice giving detailed and structured presentations on a variety of

topics.

o Role-plays: Simulate real-life situations such as job interviews, negotiations, and

problem-solving scenarios.

3. Writing Skills:

o Essays and Reports: Learn to write structured, cohesive essays with clear
introductions, arguments, and conclusions.

o Formal Letters and Emails: Write professional and formal correspondence, focusing
on tone and style.

o Creative Writing: Expressing ideas clearly and imaginatively in different written

genres.
 4. Listening Comprehension:

o Podcasts and Interviews: Listen to real-world materials like podcasts, news

interviews, and discussions, and extract key information.

o Lectures and Presentations: Improve listening skills with academic-style lectures or

talks, taking notes and identifying main points.

5. Reading Comprehension:

o Academic and Professional Texts: Engage with longer, more complex texts, such as
articles, reports, and books, critically analyzing the arguments and understanding
the deeper meaning.

o Literary Texts: Explore literature and advanced fiction to enhance language skills
and develop interpretative abilities.

Outcomes of the C1 Level Course

By the end of a C1-level English course, learners should be able to:

 Participate confidently in discussions and debates, expressing opinions, providing reasons,

and responding to others with clarity.

 Write well-structured, coherent, and detailed texts for a variety of purposes (academic,
professional, personal).

 Understand and engage with complex spoken and written materials, interpreting meaning,
and analyzing the content effectively.

 Use language flexibly and effectively in professional and social contexts, understanding
nuances in meaning and register.

Assessment and Progress

Throughout a C1 course, students are typically assessed on:

 Speaking: Performance in discussions, presentations, and role-plays.

 Writing: Essays, reports, and other written assignments.

 Listening: Understanding of spoken texts in different contexts.

 Reading: Comprehension of academic, literary, and factual texts.

Oxford-based C1 courses often include regular quizzes, peer reviews, and exams to track progress
and provide feedback. The course will be designed to equip learners with the language proficiency
needed to handle complex, professional, and academic situations with confidence.

Conclusion

The C1 English course offers a deep dive into advanced language skills, with a focus on fluency,
accuracy, and nuanced communication. With consistent effort, students can expect to reach a level
where they can confidently navigate the most demanding linguistic challenges in both professional
and everyday contexts.

4o mini
Week 1 (Nov 26 - Nov 29)

Tuesday (Nov 26)

 Vocabulary: Advanced word formation (prefixes, suffixes, compound words).

 Speaking: Debate on a controversial topic (use of advanced linking words).

 Writing: Write an opinion essay (200-250 words), using at least five new vocabulary words.

Wednesday (Nov 27)

 Vocabulary: Phrasal verbs related to work and business.

 Speaking: Role-play a job interview, focusing on fluency and clarity.

 Writing: Write a formal email for a job application (250 words), incorporating phrasal verbs.

Thursday (Nov 28)

 Vocabulary: Collocations with common verbs (make, do, take, etc.).

 Speaking: Discuss a recent news story, summarizing it and expressing your opinion.

 Writing: Write a formal letter of complaint (200-250 words) using appropriate collocations.

Week 2 (Dec 3 - Dec 5)

Tuesday (Dec 3)

 Vocabulary: Idiomatic expressions and sayings in formal contexts.

 Speaking: Describe a historical figure or event in detail, using idiomatic expressions.

 Writing: Write a descriptive essay about a place you visited (200-250 words), using idioms.

Wednesday (Dec 4)

 Vocabulary: Advanced adjectives to describe emotions and personalities.

 Speaking: Discuss the qualities of a good leader, using new vocabulary.

 Writing: Write a letter of recommendation (250 words), using advanced adjectives.

Thursday (Dec 5)

 Vocabulary: Synonyms and antonyms for common adjectives.

 Speaking: Compare and contrast two cities/countries using synonyms.

 Writing: Write a comparison essay (250 words) comparing two destinations or lifestyles.

Week 3 (Dec 10 - Dec 12)

Tuesday (Dec 10)

 Vocabulary: Academic vocabulary (e.g., analyzing data, evaluating theories).

  Speaking: Present a summary of a research paper or article, using academic language.

 Writing: Write an academic-style summary (250 words) of an article or study.

Wednesday (Dec 11)

 Vocabulary: Vocabulary for discussing social issues (poverty, education, environment).

 Speaking: Debate a social issue, offering solutions and counterarguments.

 Writing: Write a problem-solution essay (250 words) about a social issue.

Thursday (Dec 12)

 Vocabulary: Words and expressions related to technology and innovation.

 Speaking: Discuss the impact of technology on daily life.

 Writing: Write an opinion essay (250 words) about the role of technology in modern society.

Week 4 (Dec 17 - Dec 19)

Tuesday (Dec 17)

 Vocabulary: Collocations with “make” and “do” in different contexts.

 Speaking: Role-play a business negotiation, using appropriate collocations.

 Writing: Write an email to a colleague with suggestions on improving a process (250 words).

Wednesday (Dec 18)

 Vocabulary: Formal language for making requests, suggestions, and complaints.

 Speaking: Practice making formal requests and giving suggestions.

 Writing: Write a formal letter making a request (250 words).

Thursday (Dec 19)

 Vocabulary: Words for discussing future trends and predictions.

 Speaking: Predict the future of education or work, using future forms.

 Writing: Write an essay predicting the future of a given field (250 words).

Week 5 (Dec 24 - Dec 26)

Tuesday (Dec 24)

 Vocabulary: Synonyms for common words (improve, change, important).

 Speaking: Discuss a personal goal or project, using advanced synonyms.

 Writing: Write a personal development plan, focusing on areas for improvement (250 words).

Wednesday (Dec 25)

  Vocabulary: Vocabulary for discussing culture, arts, and entertainment.

 Speaking: Give a presentation about your favorite book, movie, or art form.

 Writing: Write a review of a movie or book (250 words).

Thursday (Dec 26)

 Vocabulary: Words for expressing opinions and making arguments.

 Speaking: Engage in a structured discussion about a controversial topic.

 Writing: Write an argumentative essay (250 words) on a given topic.

Week 6 (Dec 31 - Jan 2)

Tuesday (Dec 31)

 Vocabulary: Formal connectors and discourse markers (however, therefore, etc.).

 Speaking: Practice giving a speech using connectors to improve coherence.

 Writing: Write a balanced argument essay (250 words), using connectors to structure your
argument.

Wednesday (Jan 1)

 Vocabulary: Words for analyzing and interpreting data (statistical terms).

 Speaking: Present a set of data and explain trends or patterns.

 Writing: Write an analysis of a set of data (250 words), using appropriate vocabulary.

Thursday (Jan 2)

 Vocabulary: Vocabulary for discussing politics and current events.

 Speaking: Have a conversation about a recent political event.

 Writing: Write a letter to the editor about a current political issue (250 words).

Week 7 (Jan 7 - Jan 9)

Tuesday (Jan 7)

 Vocabulary: Vocabulary for talking about health and lifestyle.

 Speaking: Discuss the impact of lifestyle choices on health.

 Writing: Write an essay on the importance of a balanced lifestyle (250 words).

Wednesday (Jan 8)

 Vocabulary: Words related to the environment and sustainability.

 Speaking: Discuss climate change and environmental conservation strategies.

  Writing: Write an essay on how to reduce environmental impact (250 words).

Thursday (Jan 9)

 Vocabulary: Phrasal verbs related to travel and leisure.

 Speaking: Share a story about a recent trip or vacation, using phrasal verbs.

 Writing: Write a travel blog post about a destination you’ve visited (250 words).

Week 8 (Jan 14 - Jan 16)

Tuesday (Jan 14)

 Vocabulary: Words for making suggestions and giving advice.

 Speaking: Offer advice on how to improve productivity or study habits.

 Writing: Write an email to a friend, giving advice on managing time effectively (250 words).

Wednesday (Jan 15)

 Vocabulary: Words for talking about news and media (headlines, coverage, sources).

 Speaking: Discuss the role of media in shaping public opinion.

 Writing: Write a response to a media article, critically analyzing its content (250 words).

Thursday (Jan 16)

 Vocabulary: Vocabulary for discussing education systems.

 Speaking: Compare the education system in your country with another.

 Writing: Write a reflective essay on the pros and cons of different education systems (250
words).

This schedule aims to balance vocabulary expansion, speaking fluency, and writing proficiency.
Adjustments can be made based on your progress and areas of focus, but this structure should
provide a well-rounded approach to reaching your C1 level goals.