Conducted in terms: 2020/SZ, 2021/SZ, 2022/SZ, 2023/SZ, 2024/SZ

ECTS credits: unknown

Language: English

Organized by: Faculty of English

English as a foreign language II - 1. Integrated skills; 2. Grammar; 3. Pronunciation; 4. Writing 15-PNJA-2BA-12

http://wa.amu.edu.pl/wa/pnja/

(First semester of EFL classses for 2BA. Continued as 15-PNJA-2BA-22.)

1. (CW1) Integrated skills

The EFL "integrated skills" course (previously: General English Speaking Course) for year 2 BA is an advanced-level course which is aimed at bringing students up to a higher level of lexical and grammatical accuracy and fluency. In the course students are to be taught a wide range of advanced vocabulary, together with the development of communication skills to help them to express opinions clearly, logically and fluently. Specified topics are covered during the course which are set out at the beginning of the year. These topics will form an integral part of the final oral exam in June exam session. A wide variety of materials from diversified English and American sources (audio-visual and written materials) are used in the make up of the course. By the end of the course it is expected that students will have attained an advanced level of linguistic and communicative skills.

Learning contents:
1. Health and fitness: lead-in, texts, vocabulary, discussion, speeches/ presentations.
2. Popular culture: lead-in, texts, vocabulary, discussion, speeches/ presentations.
3. Education: lead-in, texts, vocabulary, discussion, speeches/ presentations.
4. Tourism: lead-in, texts, vocabulary, discussion, speeches/ presentations.
5. Immigration: lead-in, texts, vocabulary, discussion, speeches/ presentations.
6. The Internet: lead-in, texts, vocabulary, discussion, speeches/ presentations.
7. Work: lead-in, texts, vocabulary, discussion, speeches/ presentations.
8. Relationships: lead-in, texts, vocabulary, discussion, speeches/ presentations.

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2. (CW2) Grammar

Learning contents:
1. Discussing theoretical issues, concepts and terms from English grammar at the lower advanced level including the syntax of complex sentences (relative and coordinate clauses), conjunctions, relative attributive clauses, adverbial clauses, gerunds, infinitive constructions, participles and relative clauses; expanding practical knowledge of vocabulary with special focus on phrasal verbs, prepositional phrases, idioms and collocations.
2. Intensive practice in grammar and lexicon usage to develop and test the skill of applying correct language structures and grammatical rules including such tasks as: paraphrase, close tests, reading comprehension, word formation, multiple choice grammar tests, error spotting and error correction tasks. Translating sentences from Polish into English to test aspects of grammar at the lower advanced level.

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3. (CW3) Pronunciation

The course is taught in the first two years of the BA programme, with one class per week in 2BA. There is a division into so-called “British” and “American” groups, which is reflected in the pronunciation model used. The aim is for the students to develop consistent, fully intelligible pronunciation based on native phonemic and allophonic models.

The teaching/learning process involves the following:

exposure (e.g. pronunciation-based listening; transcription);
production (e.g. drills and exercises in class; individual homework practice and pairwork, with and without recordings);
transfer to new contexts (e.g. prepared and improvised dialogues, monologues, speeches, text reading, etc.).
Pronunciation training in 2BA deals with suprasegmental features:

word and sentence stress
rhythm
intonation
connected speech phenomena, e.g. linking, elisions, assimilations.

Learning contents:
1. Consolidating segmental aspects of pronunciation.
2. Fluent speech: weak forms, linking.
3. Fluent speech: sentence stress and rhythm.
4. Intonation

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4. (CW4) Writing

Students are taught the skill of planning and developing 500-550 word expository essays (winter term), and a 1500-word expository research paper on a selected UK/US culture topic (spring term). Supportive research skills (bibliographic search, stylesheet use, etc.) are also practised.

Learning contents:
1. Planning and preparing an outline for an expository essay.
2. Writing a full length expository essay in which the main mode of rhetorical development is adequately applied (e.g., exemplification, comparison/contrast, cause/effect, process description/analysis, classification)
3. Developing linguistic proficiency and communicative effectiveness with respect to syntax, grammar structures, style/register, punctuation, academic vocabulary with respect to the communicative needs and intentions of the writer.
4. Searching for information, critical evaluation, summarizing and paraphrasing contents from longer reference material, also with respect to the (individually) formulated hypothesis.
5. Preparing a research paper ca. 1,500 words in length on a selected issue from British or American culture including all the stages of preparation verified by the teacher.

Module learning aims

1. (CW1) Integrated skills 1. Expanding the range of vocabulary in selected topic areas at B2+ level. 2. Developing speaking skills with reference to a variety of forms of oral production. 3. Developing reading skills of English texts. -------------------- 2. (CW2) 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. -------------------- 3. (CW3) Pronunciation 1. Developing the skill of fluent speech control including prosodic aspects such as intonation. 2. Mastering the skill of conscious speech control and encouraging autonomous self-improvement. -------------------- 4. (CW4) Writing 1. Introducing the form of an essay and basic modes of development of an expository essay including the skill of planning and writing (ca 500 words). 2. Introducing and practicing the essential skills and sta ges of creating a short academic text with the use of reference material (“research paper”) (ca 1,000 -1,500 words). 3. Developing communicative, technical, cognitive and organizational foundations of written language in a longer text, including such aspects as style, register (including academic language), punctuation, awareness of the receiver, stages of the writing process and revision.

Information on where to find course materials

WA Moodle

Major

English philology

Methods of teaching for learning outcomes achievement

1. (CW1) Integrated skills 1. Presentation techniques; practicing and revising vocabulary (paraphrasing; definitions; providing Polish equivalents; matching; creating collocations; error correction; the use of vocabulary in communicative situations in the classroom; individual practice plus practice in pairs and groups). 2. Introducing the principles of preparing presentations: how to organize a presentation; preparing a presentation plan; selection of appropriate vocabulary and grammatical structures; selection of appropriate content; discussing the effective use of communication strategies. 3. Discussing articles; communication exercises in pairs and groups; conducting panel discussions and debates; discussing the effective use of communication strategies. 4. Student presentations followed by their constructive analysis by the students and the teacher; selecting and using a range of multimedia materials (eg. podcasts) to expand the linguistic knowledge and competences with regard to the topics discussed. -------------------- 2. (CW2) Grammar 1. Explanation of theoretical issues based on appropriate examples with the help of handouts and/or Powerpoint presentations (prepared by the teacher or by students); 2. Practice exercises (individual work and pair/group work) relating to different areas of grammar (multiple choice, transformations, gap filling, error correction, using target forms in speaking and writing); 3. Grammatical and lexical exam practice tasks (word formation, gap filling, error correction, transformations) done individually or in pairs/groups; 4. Encouraging self- and peer-correction -------------------- 3. (CW3) Pronunciation 1. Listening to model accents 2. Reading texts and dialogues 3. Oral presentations 4. Exposure to authentic sources; 5. Laboratory practice 6. Individual consultations. -------------------- 4. (CW4) Writing 1. Analysing model essays; generating ideas - brainstorming; preparing essay outlines; practising essay paragraphs (e.g. introductory and concluding paragraphs); error analysis ;individual work and pair/group work; work with a textbook (style, vocabulary, grammar and punctuation exercises). 2. Analysing model research papers; practice with regard to topic selection, topic specification, formulating a thesis, preparing a research paper plan/outline, selecting reference material, making notes, paraphrasing, summarising and formal editing according to the WA Stylesheet; individual work and pair/group work.

Student workload (ECTS credits)

1. (CW1) Integrated skills ... -------------------- 2. (CW2) Grammar ... -------------------- 3. (CW3) Pronunciation Teaching contact hours (according to the syllabus) - 60 Student’s individual work – pre-class preparation - 30 Student’s individual work – exam preparation - 10 TOTAL HOURS - 100 TOTAL NUMBER OF ECTS POINTS - 3 -------------------- 4. (CW4) Writing ... -------------------- OVERALL: 13 ECTS for two-semester EFL II course

Cycle of studies

1st cycle

Module type

compulsory

Year of studies (where relevant)

Year 2

Pre-requisites in terms of knowledge, skills and social competences

(in Polish) Zdany na co najmniej 60% egzamin z Praktycznej Nauki Języka Angielskiego 1BA.

Course coordinators

Term 2024/SZ:

Halszka Bąk
Kornelia Boczkowska

Term 2021/SZ:

Anna Broszkiewicz
Iwona Łęska-Drajerczak
Marcin Markowicz
Marcin Naranowicz
Michał Remiszewski
Tomasz Szczegóła
Paulina Zydorowicz

Term 2020/SZ:

Paulina Łęska-Bayraktar
Iwona Łęska-Drajerczak
Paulina Zydorowicz

Term 2023/SZ:

Halszka Bąk
Kornelia Boczkowska

Term 2018/SZ:

Kamil Kaźmierski
Iwona Łęska-Drajerczak
Colin Phillips
Urszula Zielińska

Term 2022/SZ:

Halszka Bąk

Term 2019/SZ:

Iwona Łęska-Drajerczak

Learning outcomes

1. (CW1) Integrated skills

After completing the course, a student:
1. Possesses a command of vocabulary adequate for active and passive participation in a variety of communicative situations at B2+ level
2. Possesses adequate skills in terms of organising and presenting oral forms of expression and is able to prepare a presentation on a specific topic, selecting and verifying the information necessary to build an argument
3. Is able to hold conversation in a structured and communicative manner using correct language structures as well as being able to select appropriate register depending on the communicative situation.
4. Understands the need for lifelong learning as well as deepening their knowledge and improving the language skills acquired.

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2. (CW2) Grammar

Having completed the course, the student:

1. Demonstrates better language awareness and the skill of self-control aimed at self-corrrection and critical analysis concerning English grammar at the lower advanced level.
2. Is able to interpret authentic materials in English and recognizes various aspects of English grammar at the lower advanced level as well as is able to use theoretical knowledge in practice in oral and written production.
3. Uses in practice effective strategies to solve various examination tasks at the lower advanced level.
4. Is able to work on self-development concerning grammar at the lower advanced level including its theoretical and practical aspects.
5. Is able to analyze and interpret sentences and texts with respect to their grammatical correctness independently, analytically and critically.

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3. (CW3) Pronunciation

Having completed the course, the student:
1. Has good control over the segmental aspects of English pronunciation.
2. Has conscious control over fluent speech.
3. Is able to independently work on pronunciation.

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4. (CW4) Writing

Having completed the course, the student:
1. Is able to plan and write a cohesive and coherent expository essay composed of several paragraphs (ca 600 words) both factually comprehensive and linguistically correct also when working within time limits (3 hours) in which the main mode of rhetorical development is adequately applied according to the formulated topic (e.g., exemplification, comparison/contrast, cause/effect, process description/analysis, classification)
2. With teacher’s guidance is able to apply all the essential skills and tasks needed to prepare a short research paper on a general analytical topic with the use of references about 1,000 to 1,500 words long including all the stages with choice of topic, topic specification, formulating a thesis, preparing an outline, searching for reference material, preparing notes and producing in writing a research paper with the use of reference material (summary, paraphrase, or a quotation), basically following the WA Stylesheet editing standard.

Assessment criteria

1. (CW1) Integrated skills

Assessment methods:
F – lexical tests; monitoring oral production in class; evaluating spontaneous and prepared presentations; evaluating students’ classroom involvement
S – final written and oral examination
F- Evaluating spontaneous and prepared presentations; evaluating the use of communication strategies
F- monitoring oral production in class; evaluating students’ classroom involvement; evaluating individual work and teamwork; evaluating the use of communication strategie
F- evaluating materials prepared by students in terms of form and content

Assessment criteria:
...

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2. (CW2) Grammar

Assessment methods:
F - grammatical and lexical tests during classes; monitoring oral utterances and presentations
S - written final examination PNJA

Assessment criteria:
...

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3. (CW3) Pronunciation

Assessment methods:
F – assessing pre-class preparation: observation and commentary during classtime; evaluating recorded texts and obligatory end of term tasks.
S – assessment during the final PNJA oral exam

Assessment criteria:
...

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4. (CW4) Writing

Assessment methods:
F – written assignment assessed according to a set marksheet;
S - written exam

Assessment criteria:
F - written tasks assessed according to a special marksheet;
S - final written exam

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OVERALL:

Assessment method:
Final written and spoken examination.

Assessment criteria:
See PNJA website.

Bibliography

1. (CW1) Integrated skills

McCarthy, M. and F. O’Dell. 2002. English Vocabulary in Use. Advanced. Cambridge University Press.
Thomas, B.J. 1991. Advanced Vocabulary and Idiom. Nelson.
Wright, J. 1999. Idioms Organiser. LTP.
Sunderland, P. (ed.), M. Vince. Advanced Language Practice (With Key). Macmillan ELT
Lim, P.L., M. Kurtin, L. Wellman. 2001.Grammar Workbook for the Toefl Exam. Arco

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2. (CW2) Grammar

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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3. (CW3) Pronunciation

Pronunciation dictionaries:

Jones, D. 2011. Cambridge English pronouncing dictionary. (18th edition by P. Roach, J. Setter and J. Esling; With CD-ROM.) CUP.
Kenyon, J.S and T.A. Knott. 1953. A pronouncing dictionary of American English. G.C. Merriam Co.
Lindsey, G. and Péter Szigetvári. CUBE pronunciation dictionary, with sound links: http://seas3.elte.hu/cube/
Upton, C. and W. Kretzschmar. 2017. The Routledge Dictionary of Pronunciation for Current English. (2nd edition). Routledge.
Wells, J. 2008. Longman pronunciation dictionary. (3rd edition. With CD-ROM.) Pearson Education.

Textbooks:

Bradford, B. 1988. Intonation in context. Cambridge: Cambridge University Press.
Brazil, D. 1994. Pronunciation for advanced learners of English. Cambridge: Cambridge University Press.
Hewings, M. 2007. English pronunciation in use (Advanced). Cambridge: Cambridge University Press.
Vaughan-Rees, M. 1994. Rhymes and rhythm: A poem-based course for English pronunciation. London: Macmillan.
Weinstein, N. 2000. Whaddaya say? Guided Practice in Relaxed Speech (2nd edition). Pearson ESL.

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4. (CW4) Writing

Oshima, A. and A. Hogue .Writing Academic English
Smalley, R. L. and M. K. Ruetten. 1990. Refining Composition Skills
Gehle, Q. (1987) Writing Essays
Zemach D.E., Rumisek L.A. 2005. Academic writing: from paragraph to essay
Packer, N. Huddleston. 1997. Writing Worth Reading
Jordan, R. R. 2001. Academic Writing Course
Smoke, T. 1999/2002. A Writer’s Workbook (+instructor’s manual)
Mlynarczyk, R. and S. B. Harber. 2000/2001. In Our Own Words (+ instructor’s manual)

Also:

Trimbur, J. 1998. The Call to Write
Leki, I. 1989. Academic Writing
Reid, Joy M. 1988. The Process Of Composition (+instructor’s manual)
Ramage J. D. 1997. The Allyn and Bacon Guide to Writing
Gordon, E. R. and L. Q. Troyka. 1987. Workbook for Writers
Mc Crea, B. and T. Lopez-Kemmerle. 1985. College Writing
McMahan, E. and S. Day. 1980. The Writer’s Rhetoric and Handbook

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 15-PNJA-2BA-12 in USOSweb