English as a foreign language IV - 1. Speaking; 2. Writing; 3. Applied grammar 15-PNJA-1MA-12

1. (CW1) Speaking: 1. To consolidate the ability to communicate orally at C1/C1+ level. 2. To extend both the passive and productive lexical range of the students to C1/C1+ level 3. To develop the students’ ability to comprehend, analyse and respond to authentic and complex English language materials -------------------- 2. (CW2) Writing: 1. To hone existing general writing skills to a level where student is proficient beyond the C1/C1+ level in their ability. 2. To consolidate practical use of general academic writing conventions: interpreting evidence, summarising, synthesing information, compliance with a bibliographic standard, selecting and maintaining an appropriate register. 3. To further students’ ability to think critically clearly and to logically and persuasively respond to even complicated issues and problems - social, general-scientific, cultural (in English-speaking countries). 4. To improve students’ repertoire of lingusitic (e.g. effective grammar, vocabulary), stylistic, rhetorical devices and other techniques frequently employed by English writers. -------------------- 3. (CW3) Applied grammar: 1. Mastering the knowledge of forms concerning selected grammatical constructions. 2. Mastering the rules of use - within specific registers and contexts - concerning selected grammatical constructions. 3. Mastering the skill of applying the knowledge of forms and use concerning selected grammatical structures in controlled exercises. 4. Mastering the skill of using copus-based tools in self-study and for verification of grammatical accuracy. 5. Mastering the skill of analyzing English texts in terms of their grammatical structure.

English philology

1. (CW1) Speaking: 1. Vocabulary exercises to practise collocations, idioms, colloquialisms etc.; learning vocabulary in context (reading and listening materials); practising vocabulary in communicative situations. 2. Communicative activities; pair and group discussions; formal debates about issues arising from the course contents; student presentations/monologues. 3.Reading and analysing a wide range of long, complex texts; answering comprehension questions; checking subtle distinctions and understanding of implicit as well as explicit meaning; identifying arguments and themes; finding specific information; summarising exposing students to audio and video materials relating to course topics. -------------------- 2. (CW2) Writing: 1. Group discussion of texts for reading, writing summaries, analysis (critical reading) of summarised source texts and timed essay prompts. 2. Longer research essays, in class timed writings, discussion of examples of essays and typical problems and errors, peer correction. 3. In-class and home exercises in selected aspects of usage (e.g. rhetorical expressions, working grammar); error corrections in example texts; discussion of issues and problems. -------------------- 3. (CW3) Applied grammar: ...

(in Polish) TAK częściowo: Moodle – materiały, proste zadania językowe, dyskusja online, gospodarowanie zadaniami pisemnymi i poprawami, peer feedback.

1. (CW1) Speaking: ... -------------------- 2. (CW2) Writing: ... -------------------- 3. (CW3) Applied grammar: ... -------------------- OVERALL : 14 ECTS

2nd cycle

compulsory

Year 1

(in Polish) Pomyślne przejście rekrutacji na studia 2. stopnia na kierunku filologia angielska, poziom biegłości językowej C1/C1+ .

After successfully completing the course the student:

1. (CW1) Speaking:
1. Is able to properly use a wide range of vocabulary in various fields at C1 level, incorporating nuances of meaning, idioms and colloquialisms.
2.Is able to orally communicate detailed and logical opinions on a wide range of general and specialist subjects clearly and smoothly while maintaining grammatical, lexical and phonetic accuracy.
3. Is able to understand and correctly interpret virtually any type of written and spoken language, including implicit as well as explicit meaning.

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2. (CW2) Writing:
1. Can read, comprehend and discuss texts of any length, whether or not they relate to his/her own area of speciality, identifying the major and minor themes and arguments, and appreciating distinctions of style and the author’s attitude.
2. Is able to construct general academic texts of different types and lengths - essays, summaries, research reports - and combine coherently their own content and claims with information from source materials.
3. Is able to clearly, concisely, and using appropriate grammar and style, present views and opinions in writing on complex topics, even under time constraints.

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3. (CW3) Applied grammar:
...

1. (CW1) Speaking:

Assesssment methods:
F – lexical tests; monitoring oral production in class; evaluating spontaneous and prepared presentations;
F – monitoring oral production in class; evaluating spontaneous and prepared presentations;
F - monitoring and evaluating understanding of material
S – final written and oral examination

Assessment criteria:
...

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2. (CW2) Writing:

Assessment methods:
F - Class discussion, discussion in groups
F - Different marksheets used for assessing essays (language, content and structure), summaries and research essays
S - Evaluation of portfolio containing students’ best work: one timed, in-class essay, one research essay and one summary; final examination

Assessment criteria:
...

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3. (CW3) Applied grammar:

Assessmeant methods:
...

Assessment criteria:
...

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OVERALL:

Assessmeant methods:
Final written and oral examination

1. (CW1) Speaking:
Newbrook, J. and J. Wilson. 2001. New Proficiency Gold Coursebook. Pearson-Longman
Mann, R., J. Newbrook and J.Wilson. New Proficiency Gold Exam Maximiser. Pearson-Longman
O'Connel, S. 1995. Focus on Proficiency. Nelson
Duckworth, M. and K. Gude. 1994. Proficiency Masterclass. OUP.

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2. (CW2) Writing:
Bell, J. 1996. Doing Your Research Project: A Guide for First Time Researchers in Education and Social Science
Hult, C.A. 1996. Researching and Writing: An Interdisciplinary Approach
Jordan, R. 1996. Academic Writing
Jordan, R. 1997. English for Academic Purposes
MacPherson, R. 1994. University English
Oshima, A. & Hogue, A. 1999. Writing Academic English
Rosenwasser, D.S. 2000. Writing analytically.
Trimbur, J .1998. The Call to Write
Walker, M. 1993. Writing Research Papers: A Norton Guide
Glendinning, E.H. & Holmström, B. 1992. Study reading: a course in reading skills for academic purposes
Lutz, W. & Brent, H. 1990. The Critical Reader.

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3. (CW3) Applied grammar:

Basic:

MyGrammarLab, 2012, M. Foley and D. Hall
Advanced Grammar in Use, 1999, M. Hewings
Macmillan English Grammar in Context Advanced, 2008, M. Vince
Grammar and Vocabulary for Cambridge Advanced and Proficiency, 2007, R. Side and G. Wellman
Practical English Usage Diagnostic Tests, 2010, M. Swan and D. Baker
Practical English Usage, 2005, M. Swan

Supplementary:

Alexander, L.G. 1988. Longman English Grammar. Longman.
Allsop, J. 1991. Penguin English tests. Penguin Books.
Aspinall, T. Capel A. 2002. Advanced Masterclass CAE. OUP.
Bell, J. Gower R. 2005. Advanced expert CAE. Longman.
Bourke, K. 2003. Test It, Fix It: English Verbs and Tenses. Intermediate. OUP.
Bywater, F.V. 1982. A Proficiency Course in English with Key. Hodder and Stoughton.
Carter, R, and McCarthy, M. 2006. Cambridge Grammar of English. A Comprehensive Guide. CUP.
Evans, V. 2002a. CPE Use of English. Express Publishing.
Evans, V. 2002b. Entry tests CPE 2. Express Publishing.
Foley, M. & D. Hall.2012. My Grammar Lab Advanced C1/C2. Pearson.
French, A. 2003. CAE Testbuilder. Tests that Teach. Oxford: Macmillan.
Gethin, H. 1992. Grammar in Context. Proficiency Level English. Nelson.
Graver, B.D. 1990. Advanced English Practice. OUP.
Harrison, M. 2000. Proficiency Testbuilder. Macmillan.
Harrison, M. 2002. New Proficiency Testbuilder. Macmillan
Hewings, M. 2006. Advanced Grammar in Use. CUP.
Hewings, M. 2009. Grammar for CAE & proficiency. CUP.
Hurford, J. 2000. Grammar. A Student’s Guide. CUP.
Kaczmarski P. & Kaczmarski S. 1995. Testy z języka angielskiego. Wiedza Powszechna.
Kenny N. & Newbrook J. 2010. CAE Practice Tests Plus. Longman.
Kiljan, K. 2003. 1000 Trios. Handybooks.
Leech, G. 1987. Meaning and the English verb. Longman
Leech, G. 1989. An A-Z of English grammar and usage. Edward Arnold.
Lewis, M. 1986. The English verb. CUP.
Matasek, M. 1997. English Advanced Vocabulary and Structure Practice. Altravox Press.
Matasek. M. 2003. Zdania angielskie w parafrazie. Handybooks.
Parrot, M. 2000. Grammar for English Language Teachers. Cambridge.
Phillips, C. Increase your wordpower. Altravox Press.
Purpura, J. 2005. Assessing Grammar. Cambridge.
Quirk, R. & Greenbaum, S. 1973. A university grammar of English. Longman.
Scheffler, P. 1996. Gramatyka języka angielskiego w zdaniach do tłumaczenia. Altravox Press.
Scheffler, P. 2004. Repetytorium gramatyczne: język angielski. LektorKlett.
Side, R. & Wellman G. 1999. Grammar & vocabulary for Cambridge Advanced & Proficiency. Longman.
Skipper, M. Advanced Grammar & Vocabulary. Express Publishing.
Swan, M. 2005. Practical English Usage. Second Edition. OUP.
Swan, M. & Walter, C. 2011. Oxford English Grammar Course. Advanced. OUP.
Szymański, J. 2006. Sentence correction tests. Altravox Press.
Thornbury, S. 2005. How to Teach Grammar. Harlow: Longman.
Vince, M. 2003. Advanced Language Practice. Heinemann.
Vince, M. 2008. Macmillan English Grammar In Context. Advanced. Macmillan.
Watcyn-Jones, P. 1990. Test your English idioms. Penguin Books.
Watcyn-Jones, P. 1990. Test your phrasal verbs. Penguin Books.
Watcyn-Jones, P. 1991. Test your vocabulary. Penguin Books.
Watcyn-Jones, P. 1992. Test your prepositions. Penguin Books.
Wellman, G. 1989. The Heinemann English wordbuilder. Heinemann.
Woolard, G. 1999. Grammar with Laughter. Thomson.
Yule, G. 2001. Explaining English Grammar. Oxford.

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• Description of 15-PNJA-1MA-12 in USOSweb