Practical English

Entry language skills above B1 + (CEFR), as proven by the Maturity exam or its equivalent.

przedmiot obligatoryjny

Winter semester (12 ECTS)

Contact hours with the teacher:

- participation in classes – 80 hrs

Self-study hours:

- preparation for the class – 100 hrs

- reading literature – 80 hrs

- revision for the final test - 40 hrs

Altogether: 300 hrs in the winter semester (12 ECTS)

Summer semester (10 ECTS)

Contact hours with the teacher:

- participation in classes – 80 hrs

Self-study hours:

- preparation for the class – 80 hrs

- reading literature – 40 hrs

- revision for the final test – 50 hrs

Use of English

The student

W1: can define and apply the selected English grammar rules at B2 level. (K_W02)

W2: has the practical knowledge of selected vocabulary items, such as verbs and nouns at B2 level, can define and paraphrase them as well as explain differences between them. (K_W02)

Reading and Writing

The student

W3: has the practical knowledge grammar, vocabulary and spelling at B2 level, making it possible to write different types of paragraphs (in winter semester) and multi-paragraph texts (in summer semester). (K_W02 )

W4: has the practical knowledge of grammar, vocabulary and spelling, making it possible to understand and create texts on selected topics at B2 level (K_W02)

Speaking and listening

The student

W5: has the practical knowledge grammar, vocabulary and spelling at B2 level, making it possible to understand and produce accurate and fluent oral texts. (K_W02 )

PHONETICS

The student

W5: knows the types of transcription and the phonetic symbols of English (K_W03)

Use of English

U1: The student can use accurate grammar of the English language when it comes to articles, nouns, verbs and tenses (winter semester) as well as modal verbs, passive voice, reported speech, conditional structures, unreal past (summer semester). The student has English language skills matching the description of B2 level. (K_U17)

U2: The student can use appropriate vocabulary items including verbs and nouns at B2 level. (K_U17)

U3: The student has language skills that facilitate using selected English lexis at B2 level (K_U17)

U4: can work with a group, negotiating solutions to usage problems relating to articles, nouns, verbs, tenses, passive voice, reported speech, modal verbs and conditional structures in English. (K_U08)

Reading and Writing

The student

U5: can communicate precisely (receptively and productively) using written language. (K_U05)

U6: can recognize and produce texts in a register depending on the subject and the recipient. (K_U04)

U7: is able to search for, analyse, evaluate, select, and apply information using various sources and manners for the purpose of creating their own text on a given subject (K_U01)

U8: is able to read and comprehend texts from English-language cultural area at B2 level appearing in various contexts (K_U02)

U9: is able to recognise well written texts and poorly constructed texts, as well as critically analyse both their own and texts written by others (K_U12)

U10: is able to collaborate in a team, taking roles such as the co-author or a critical editor of texts. (K_U08)

U11: Dealing with written texts, the student is prepared to function efficiently in the English -speaking countries, for example, to take the role of an exchange student at a foreign university. (K_KO3)

Speaking and listening

The student

U12: can communicate correctly and appropriately in spoken English using various modes of communication. (K_U05)

U13: has the ability to make effective oral presentations in English, conclude and defend a stance. (K_U15)

U14: has the English language skills as described by the B2 level of CEFR. (K_U17)

U15: understands longer spoken texts and most speakers communicating in English (for example, when interacting with Erasmus students). (K_U18)

U16: can recognize and produce texts in a register depending on the topic and the recipient. (K_U04)

U17: Through speaking skills, the student is prepared for effective functioning in the English-speaking countries, e.g. to take the role of an exchange student at a foreign university. (K_UO3)

U18: is able to work in a team taking roles such as leader, prompter, or editor. (K_U08)

PHONETICS

The student

U11: can speak a selected variation of B2 English without making errors typical of their first language (K_U05)

U12: can prepare B2 oral presentations in English with the use of dictionaries and other sources that give examples of correct speech. (K_U15)

Use of English

The student:

K 1: is aware of the level of their knowledge and skills in English grammar and lexis and understands the need for continuous practice and development. (K_K01)

Reading and Writing

The student

K2: is aware of the level of his/her knowledge and skills and is able to accept and utilize feedback to produce improved written texts. (K_K01)

K3: is aware of the level of his/her knowledge and skills in English grammar and understands the need for continuous practice and development and can utilize feedback to self-correct and self-improve in writing and reading(K_K01)

Speaking and listening

The student

K4: Through speaking skills, the student is prepared for effective functioning in the English-speaking countries, e.g. to take the role of an exchange student at a foreign university. (K_UO3)

K5: is aware of the level of his/her knowledge and skills, and is able to utilize feedback to comprehend more difficult oral texts and produce improved utterances (K_K01)

PHONETICS

The student

K8: is aware of the complexity of correct pronunciation in English and the necessity of their constant development with the use of feedback (K_K01)

GRAMMAR

Expository teaching methods: discussion, participatory lecture

Exploratory teaching methods: practical, brainstorming

WRITING

Observation/demonstration teaching methods: display

Expository teaching methods: description, discussion

Exploratory teaching methods: brainstorming, individual consultations, problem-solving

CONVERSATION

Expository teaching methods: drama, simulation, lexical approach to idioms and emergent language

Exploratory teaching methods: brainstorming, presentation, co-operative task-based approaches

Online teaching methods: content-presentation-oriented methods, evaluative methods

PHONETICS

Expository teaching methods: description, participatory lecture, simulation

Exploratory teaching methods: practical, brainstorming, problem-solving, individual consultations

READING AND VOCABULARY

Expository teaching methods: discussion

Exploratory teaching methods: seminar, practical

Online teaching methods: content-presentation-oriented methods,evaluative methods

USE OF ENGLISH (summer semester)

Expository teaching methods: description, participatory lecture

Depending on course component specificity,

classes may also utilize a range of other TEFL (Teaching English as a Foreign Language) techniques, such as dictations and reading aloud, translation of the Polish terms and sentences, oral and written description, storytelling, mini-lecture, student paper preparation, language lab work, or e-projects.

- drama
- inscenizacja

- wykład konwersatoryjny

- ćwiczeniowa
- giełda pomysłów
- projektu

- metody integracyjne
- metody oparte na współpracy
- metody rozwijające refleksyjne myślenie
- metody służące prezentacji treści
- metody wymiany i dyskusji

Practical English is an integrated subject, as demonstrated in the accompanying Moodle course. The aim of the three constituent classes is to improve students’ language proficiency with reference to all the language competencies viewed holistically, to a consistent B2 level (according to the CEFR – the Common European Framework of Reference for Languages). The students' level and progress will be regularly assessed against the benchmark of the First Certificate in English exams.

The components of integrated Practical English (Use of English, Speaking and listening, and Reading and writing) are still treated as one subject. Each component supports, continues and builds on the themes and linguistic content of the other constituents. The successful completion of all three is obligatory in order to receive a composite positive grade, which is calculated on the basis of the mean from the constituent components.

Use of English

During the course we will discuss and practice the selected problems of the practical grammar and vocabulary of the English language at B2 level.

The list of topics may be slightly altered depending on the results of initial and ongoing diagnosis.

Content distribution (winter semester)

- Verbs (regular and irregular) and tenses, (followed up with past tense texts in Listening and Speaking and Reading and Writing)

- Aspects of nouns: article use, countable/uncountable nouns, plurals

- introduction word formation (followed up with the relevant analyses of texts in Listening and Speaking and Reading and Writing)

- selected collocations, idiomatic expressions and other vocabulary items associated with e.g. time, abstract and proper nouns etc., integrated with grammatical content

- Revision

Content distribution (summer semester):

- Modal verbs (followed up with advice giving in Listening and Speaking and Reading and Writing)

- Conditionals and unreal past(followed up with the production of relevant texts in Listening and Speaking and Reading and Writing)

- Reported Speech (followed up with the relevant text production in Listening and Speaking and Reading and Writing)

- Passive vs. Active Voice and causative structures (followed up with the production of relevant texts in Listening and Speaking and Reading and Writing)

- selected collocations, idiomatic expressions and other vocabulary items associated with e.g. ability and possibility, hypothetical scenarios, reporting and quoting etc., integrated with grammatical content.

- word formation (continued)

The material includes FCE-type tasks for vocabulary and grammar (gap-filling, multiple-choice cloze, paraphrasing, or introduction to word formation) for an objective assessment of progress. In addition, reference will be made to texts and materials from the other classes by way of grammatical analysis.

Speaking and listening

The aim of the course is to develop students' aural-oral skills through accuracy-focused speaking exercises (the accuracy of grammar, vocabulary and communication) and fluency in order to establish students' average language proficiency level at B2.

The objective will be achieved through various types of tasks and texts spoken in different registers and with different accents. Intensive listening will also focus on vocabulary and interesting structures, and through oral reproduction (reporting on the content, using the principle of information gap activities), students will activate them in a discussion (the post-listening stage). B2+ level texts used will represent diverse issues relating to the life of an individual and society. Through regular test practice, students will acquire a number of listening comprehension and speaking strategies used in popular international English language tests, such as FCE.

Content distribution (winter semester):

- entertainment: Films and the cinema; a guided tour of an art gallery; disagreeing politely

- sightseeing: Driving round Belgrade; Theme parks and rides; agreeing using synonyms

- things you need: Asking for things; Trying to get a refund; explaining and checking

- society: What do you think of your president? In the news; responding to complaints

- sports and interests: Unusual interests; the mad uncle; checking what you’ve heard

- accommodation: Did you go away anywhere? Accommodation problems; negative questions

- nature: Experience of extreme weather; plant life; exaggerating

- law and order: Different kinds of crimes; a radio phone-in programme; comments and questions

- FCE practice tests: reading and writing

Content distribution (summer semester):

- careers and studying: How are you finding your job? A dying breed; The Bologna process; feeling about the future

- socializing: Going out to celebrate; starting conversations; agreeing to meet

- transport and travel; renting a car; reporting problems; driving in different countries; expressing shock

- health and medicine: Suddenly falling ill; Medical tourism; passing on messages

- life-changing events: catching up with news and gossip; Key life events around the world; showing uncertainty

- banks and money: Money-related problems; The Magic Moneybag; a debate about the lottery; apologizing and offering explanation

- food: How do you cook it? Food-related news stories; vague language

- business: I’m just phoning to, Dream and Achieve; using ‘would’ to be polite

- FCE practice tests: reading and writing

Reading and Writing

The course is designed so as to provide the foundation for effective critical reading and writing. The aim of the course is to develop students’ language skills and prepare them to understand and create texts from selected academic content areas. Upon successful completion of the course, students will master reading and writing skills at B2 level. The students will also acquire a number of reading comprehension and writing strategies which are used in popular international English language tests, such as the IGCSE and FCE.

Content distribution (winter semester):

- Skill focus: identifying and using main ideas and details, making inferences, using context clues and detailed examples

- A Structure of a Paragraph: ‘Telling Tales’ – entertainment

- Descriptive Paragraphs: ‘A Carnival Atmosphere’ – sightseeing

- Process and Description: ‘The Full House’ – things you need

- Expressing Opinions: ‘Make a Difference’ – society

- Comparison Paragraphs: ‘You should’ve Been There’ – sports and interests

- Contrast Paragraphs: ‘Shock to the System’ – accommodation

- Problems and Solution: ‘Animals Making Headlines’ – nature

- The basic principles of punctuation, good style and vocabulary development. Identifying and using cohesive devices

- The IGCSE practice tests: reading and writing

Content distribution (spring semester):

- a letter of advice: ‘Putting Your Foot In’ – socializing

- a letter of complaint: ‘A Trip of a Lifetime’ – transport and travel

- a report: ‘A Dose of Humor’ – health and medicine

- a story: ‘Working It Out’ – life-changing events

- ‘Made of Money’ – banks and money

- a review: ‘This Takes Me Back’ – food

- e-mails, speech: ‘Stiff Competition’ – business

- FCE practice tests: reading and writing

PHONETICS

The phonetics classes are segmental and cover the pronunciation of vowels, diphthongs and elements of connected speech. During classes students will do a selection of exercises connected with differentiating and articulating sounds.

The course mainly aims to help students speak correctly and fluently in a manner similar to native speech in one of the standard variations of English. Additionally, students will become acquainted with the theory and principles of British phonetics and British transcription. The classes will cover exercises in pronunciation of English sounds in words and sentences.

Content distribution (winter semester):

- Introduction (overview of the learning outcomes, class content, methods and assessment criteria , rules and regulations), diagnosis

- Awareness of the vocal tract and sound production

- Introduction of individual log of progress

- Selected English consonants

- English vowels and diphthongs

- Exercises in transcription

Content distribution (summer semester):

-Continued work on segmentals (vowels, diphthongs, consonants)

-Exercises in transcription (commonly mispronounced and polysyllabic words)

-Exercises in spontaneous speech.

Integrating materials:

Content subject-related texts for linguistic analysis.

H. Dellar, A. Walkley. 2010. Outcomes Upper Intermediate. Cengage Learning, Inc

Moodle materials.

Triggs, Tony D. FCE Testbuilder. 1996. Macmillan Heinemann.

Component-specific literature

Use of English

Virginia Evans, FCE Use of English 1. Express Publishing: 2008.

Debra Powell, Elaine Walker and Steve Elsworth, Grammar Practice for Upper Intermediate Students. Pearson Longman, 2005.

Michael Vince, Macmillan English Grammar in Context: Intermediate. Macmillan Education, 2008.

Michael Vince and Paul Emmerson, First Certificate Language Practice. English Grammar and Vocabulary. Macmillan Education, 2003.

Luke Prodromou. 2004. Grammar and Vocabulary for First Certificate. Pearson Education Limited.

Additional reading:

M. Swan, Practical English Usage, Oxford 2005.

Virginia Evans, FCE Use of English 2. Express Publishing: 2009 (selected fragments).

Mark Foley, Diane Hall, My Grammar Lab B1/B2. Pearson Education, Limited, 2012.

Reading and Writing

Adamson, M. Preparation and Practice for the IGCSE. 2005. Newbury: Express Publishing

Anker, Susan. 2009. Real Writing. Bedford/St Martin’s

Fellag Robinson, L. Building Skills for TOEFL. 2006. White Plains, NY: Pearson Education

Harmer, J. Lethaby, C. Just Reading and Writing. 2005. London: Marshall Cavendish Education.

Macintire, P., D. Bohlke. 2015. Reading Explorer, SB 4. Second Edition. Cengage Learning.

Zemach, D., Rumisek, L. College Writing. From Paragraph to Essay. 2003. Oxford: Macmillan Publications

Speaking and listening:

McCarthy, Michael and Felicity O'Dell. 2006. English Vocabulary in Use: 3rd. Upper Intermediate and Advanced. CUP.

Macintire, P., D. Bohlke. 2015. Reading Explorer, SB 4. Second Edition. Cengage Learning.

MacAndrew, Richard and Ron Martinez. 2001. Taboos and Issues. Hove, UK: LTP.

Wellman, Guy.2006. The Heinemann English Wordbuilder. MacMillan Education, Limited

All the components will use the system of mid-semester and semester-final FCE-based tests to prove the attainment of the consistent B2 level in all the areas.

Use of English (winter and summer semester):

Observation of participation, preparation and homework completion, documented in an activity log (U1, U3, K1, K2)

Mid-semester test each semester and end-of-semester test in the winter semester (W1, U1, U2, U3)

Final use of English test in the summer semester (W1, W2, U1, U2, U3)

Reading and Writing (winter and summer semester):

Observation of participation, preparation and homework completion, documented in an activity log (U4, U8 , U10, K2 , K4 )

Diagnostic and mid-semester tests (U4, U6, U7, U8)

End-of-semester test in the winter semester (W3, W4, U5, U6, U8)

Final reading and writing tests in the summer semester (W4, U5, U6, K3)

Speaking and listening (winter and summer semester):

Active participation in class and preparation for it (K4, K5, U12, U18)

Presentations ( U12, U13, 14)

Vocabulary tests (W5; U14)

Final oral test in the summer semester (W5, U14, U17, K5)

PHONETICS (winter and summer semester)

Observation of participation, preparation, transcription exercises and homework completion documented in an activity log (W5, K8)

Diagnostic tests (U4, U5, U6)

Mid-semester tests and end-of-semester pronunciation test in the winter semester (U11, U12)

Final pronunciation test in the summer semester (W5, U11, U12)

Assessment criteria:

Practical English course grades will be given in reference to the following criteria:

fail- 0-59%

satisfactory- 60 - 69 %

satisfactory plus- 70 - 75 %

good - 76 - 85 %

good plus- 86 - 90%

very good- 91 - 100%

Assessment criteria for language competence applied across all the Practical English components

Very good:

Shows a control of a wide spectrum of lexis and grammatical forms (see the detailed description of content distribution for the Use of English course), using them in a correct, fluent and appropriate way at B2 level.

Mistakes are occasional, result from ambitious attempts to use more complex language; the student can usually correct their own mistakes.

Can follow the content easily and smoothly, comprehending texts at an upper-intermediate level; uses a variety of effective reading and listening strategies and can adjust a strategy depending on a text and content

Can deliver clear, systematically developed oral or written texts on a wide range of subjects, following established conventions, with appropriate highlighting of significant points, and relevant supporting detail or examples. Can give reasons in support of or against a particular point of view or evaluate different ideas synthesizing and evaluating information and arguments from a number of sources.

Can use circumlocution and paraphrase to cover infrequent gaps in vocabulary and structure.

Is able to collaborate in a team working on a language task, actively contributing to its completion and also helping others.

Is fully aware of the level of his/her knowledge and skills in English, proves understanding of the need for continuous practice and development and provides the evidence of utilizing feedback to self-correct and self-improve in English.

Good:

Grammatical and lexical competence is rather average but consistent when the student uses language carefully within B2 level; shows features of descriptors for grades 3 and 5.

Can follow the content easily, comprehending texts at an upper-intermediate level; uses effective reading and listening strategies and can adjust a strategy depending on a text and content

Satisfactory:

Shows a satisfactory control of standard grammatical forms and lexis (see the detailed description for Use of English course) at B2 level particularly in less formal register.

In more academic registers, mistakes occur more frequently but are not consistent in nature, also, they do not obstruct communication in a significant manner; they do not include errors typical of lower levels.

Can read and listen to an academic text at an upper-intermediate level and identify key points and supporting details.

Can deliver clear oral or written texts, following established conventions, with supporting detail or examples on a range of subjects or giving reasons in support of or against a particular point of view and.

Often relies on circumlocution and paraphrase to cover gaps in vocabulary and structure

Can correct slips and errors if they have led to misunderstandings

Can collaborate in a team working on a language task when asked to, somewhat contributing to its completion but relying on others.

Can be made aware of the level of his/her knowledge and skills in English and is able to utilize feedback to self-correct in English.

Fail:

Grammatical and lexical competence consistently shows features below B2 level. The student makes errors considered unacceptable at this level. Is unable to collaborate in a team working on a language task.

Cannot be made aware of the level of his/her knowledge and skills in English and is unable to utilize feedback to self-correct and self-improve in English.

The final test in every Practical English module is administered to determine the extent to which students have met the assumed learning outcomes and it values 50% of the final grade. This test has to be passed for the successful completion of the course. Students who have failed the test are allowed one retake, which in case of the final test is administered in the retake examination session.

The final grade in the course is assigned to the average of the four components’ percentages, each of which has to be a passing grade.

The students are evaluated in accordance with the university regulations, and they must attend all course meetings. Informed participation in class discussions – based on completion of the assigned reading and supportive collaboration with classmates – is also required. Each class absence has to be excused in the first week after the lesson missed. The final grade percentage will be reduced by 10% for every unexcused absence.

Instructors are authorized to refuse credit when the student’s absenteeism rate is around 50%.

Timely completion of assigned tasks is obligatory. In the case of assignments submitted after the deadline or re-submitted, the grade is lowered by 10%.

A grade average of at least 60% must be achieved to pass each Practical English module, so the students who have passed the final test but failed to obtain the required cumulative grade point average have to retake the final test and achieve the result sufficient to make up for the points lost due to unexcused absences.

not applicable