CONTENT: reflective writing: narrative and descriptive essays with a specific purpose (e.g.: creating a mood, as a Summer-board for reflection); methods of analysis (definition, process analysis, division and classification, comparison and contrast, etc.); introduction and concluding paragraphs in the Reflective Essay; topic sentences. business letters: layout, organisation of ideas, useful phrases. writing curriculum vitae: layout, useful phrases; precis (if not covered in the first year). development of writing skills: pre-writing and journal writing, drafting/planning of compositions. formal evaluation of written work: commenting on peers' essays and short fragments of published literature.
OBJECTIVES: The course is designed to familiarise students with the stages of the writing process (pre-writing, planning, drafting, evaluating, redrafting) and to help them improve their skills at each stage. The course is also to acquaint students with a reflective, more controlled type of writing.
CONTENT: presentation and justification of opinions—abstraction from narrative/description; organization of ideas around opinions. Topics to emphasize: professional interests/attitudes, education, health, social issues, law, social issues, architecture etc.
V. Black, M. McNorton, A. Malderez, S. Parker, Speaking Advanced
CONTENT: authentic recordings (cassettes, video) of varied nature: interviews, lectures, news, telephone conversations, spontaneous discussions of native speakers; activities designed to bridge the gap between receptive listening skills and productive speaking abilities; topics include: news of the day, education, health, social issues, law; techniques include: predicting, chart-completing, cloze-type filling in, jumbled information, pair and group work, work on vocabulary, idioms and collocations. Phone
J. Revell, B. Breary, Listening Advanced, OUP
L. Jones, Cambridge Advanced English, CUP (or any other CAE level coursebook)
K. Gude, M. Duckworth, Proficiency Masterclass, OUP
B.J. Thomas, Advanced Vocabulary and Idiom, Nelson
'Eurostep ‘Themes’ (Educational Satellite TV)
Miscellaneous recordings selected by the lecturer (TV, radio, etc.)
OBJECTIVES: continuation of work done in Listening Comprehension 1: providing the students with better ability to understand numerous varieties of spoken English; further bridging the gap between ‘classroom English’ and authentic English; developing the students’ listening skills (listening for gist, listening for specific information, note-taking, identifying different accents); expanding the vocabulary.
ASSESSMENT:active class participation, 3 quizzes on BBC news comprehension and 3 vocabulary quizzes each semester, one final listening comprehension test after each semester; material included in the final examination in Practical English after the second year.
Practical Grammar 2
Winter and Summer Semesters, 2hrs of tutorial per week, 2+2=4 ECTS credits
PREREQUISITES: First year course in practical grammar.
Winter Semestes, 2hrs of tutorial per week, 2 ECTS credits
TEACHERS: Polish staff.
FORMAT: lab work.
CONTENT: Introduction to basic computer and internet applications: Windows, Winword, Power Point and Internet Explorer.
Martinek, J. Computer Applications for Students of Humanities
OBJECTIVES: To introduce students to elementary aspects s of text editing, preparing visual aids, and web surfing.
ASSESSMENT: A practical project in text editing.
Orientation Tutorials are supposed to help students with their future selection of specialisation area. Student registers for one selected tutorial per semester. For descriptions please refer to Appendix 1.
ELT Methodology 2 (optional)
Winter Semester, 2hrs of tutorial per week, 2 ECTS credits (not counted towards degree)
PREREQUISITES: Cambridge CAE level language; participation in ELT Methodology 1.
TEACHERS: Polish and foreign staff
CONTENT: discussion and practical demonstration of techniques of teaching various aspects of language: presentation and practice of grammatical structures, communicative activities, presentation and practice of vocabulary, teaching listening comprehension, using a reading text, planning a lesson, teacher talk, error correction. Class work includes extensive exposure to video materials and microteaching sessions.
·J. Harmer, The Practice of English Language Teaching, Longman
·A. Doff, Teach English, CUP
·D. Cross, A Practical Handbook of Language Teaching, Prentice Hall
·P. Ur, A Course in Language Teaching, CUP
OBJECTIVES: to acquaint the students with a variety of techniques of teaching different skills and aspects of the language, to prepare them for conducting their own lessons in primary schools in the following semester, to teach the students to critically evaluate different types of lesson activities.
ASSESSMENT: active class participation, 2 microteaching presentations, preparing a set of visual aids for classroom use, quizzes.