University of Warsaw - Central Authentication System

Practical English

General data

Course ID:	4100-1SNJAO
Erasmus code / ISCED:	05.1 Kod klasyfikacyjny przedmiotu składa się z trzech do pięciu cyfr, przy czym trzy pierwsze oznaczają klasyfikację dziedziny wg. Listy kodów dziedzin obowiązującej w programie Socrates/Erasmus, czwarta (dotąd na ogół 0) – ewentualne uszczegółowienie informacji o dyscyplinie, piąta – stopień zaawansowania przedmiotu ustalony na podstawie roku studiów, dla którego przedmiot jest przeznaczony. / (0110) Education, not further defined The ISCED (International Standard Classification of Education) code has been designed by UNESCO.
Course title:	Practical English
Name in Polish:	Nauka języka angielskiego
Organizational unit:	Centre for Foreign Language Teacher Training and European Education UW
Course groups:	Obligatory subjects in semester I in CKNJOIEE UW - first cycle studies
ECTS credit allocation (and other scores):	6.50 Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.
Language:	English
Type of course:	obligatory courses
Short description:	The English Language Examination covers five components: 1. speaking, 2. listening, 3. reading 4. writing The difficulty of the NJA exam at the end of the second semester corresponds to the B2+ language level (CEFR).
Full description:	WRITING component During the "Writing at the academic level" course, the student gains knowledge on the correct construction of a paragraph (1 semester) and an essay (2 semester) in English. In the first semester, the student learns the correct structure of a paragraph and learns to formulate correct key sentences. Factual paragraphs are discussed: narrative, comparison and contrast, cause and effect, description / analysis of the process, as well as representation patterns: chronology, emphasis, illustration. He gains knowledge about the methods of working with the text and learns the correct use of punctuation marks and the formation of complex sentences with the use of discourse markers. At the same time, during the entire semester, the student works on correctness of sentence structures and grammar. In the second semester, the emphasis is on mastering and practicing the structure of the essay using the paragraph knowledge acquired by students in the first semester. The student learns how to write introductions and conclusions of the essays and learns about different types of descriptive and argumentative essays. Throughout the semester, the student learns the correct use of punctuation marks, discourse markers and works on the correctness of sentence structures and grammar. Semester 2 - Main parts of the essay structure, introduction and conclusion - Descriptive essay: comparison and contrast, cause and effect, arguments for and against - Descriptive representation and precise use of adjectives and adverbs - Use of conjunctions (discourse markers) and punctuation - Work on the correctness of sentence structures and grammar The READING component: The main objectives of the course are: to share reading experiences, develop critical analysis skills, contribute to the creation of analytically minded graduates, encourage students to read texts on various topics for both pleasure and academic purposes. Students are required to keep a briefcase containing notes, a diary of their reading experiences and work with the dictionary in the briefcase. The file should be accompanied by a linguistic / critical analysis of advertising texts and articles from major British newspapers. Original materials will be mainly used during the classes. The exercises are aimed at developing the ability to work with a text in terms of lexis (contextual inference strategies, working with a monolingual dictionary), paragraph structures (thematic and supporting sentences, the order of sentences in a paragraph, the general message of a paragraph), interpretation of non-fiction text: scientific and newspaper (thesis, structure of arguments, types of text / press articles, tones / styles, e.g. ironic, neutral, language tropes and jokes). The achievement by the student of the intended learning outcomes requires the student's own work in the amount of about 45 hours. As part of their own work, the student will be required to prepare a wide range of homework assignments related to the development of vocabulary at an advanced level and critical text analysis. The scope of the course covers the following areas. - text, types of text, text characteristics academic - text structure at the paragraph level: main thought, 'topic sentences' - factors influencing the understanding of the text: code, message discourse, cultural conditions - elements of critical text analysis: author, purpose, recipient, hidden and double meanings, irony, language joke - newspapers: news article structure - rhetorical patterns: exposure, polemics - introductory articles, columns - journals, scientific reports - note, summary, paraphrasing - text interpretation: fact or opinion - rhetorical patterns: scientific discourse - essay structure Note: individual issues may be implemented during several classes ORAL COMMUNICATION component: In Oral Communication classes, students develop listening and speaking skills at C1 level based on textbooks and additional materials. Students also develop their vocabulary at C1 level. The course is conducted in such a way that during the course students perform oral mini-tasks based on various types of didactic materials. These activities involve students in a variety of interactions: individual, pair and group work, allowing them to practice the spoken language. Classes based on the problem situation assume: A. preparation for the task (input / teaching aids such as text, audio / video recordings, etc.), B. planning it, C. completing the task (students work on a designated topic), D. reporting the results of the task and E. discussing them. Semester 2 - Description of external appearance, feelings and characteristics - Health and medicine - Changing roles in family life and in society - Reasons and effects of social problems - Education and lifelong learning - Employment interviews and business meetings - Description of industrial and scientific processes - Language of graphs and statistical research
Bibliography:	WRITING component Oshima, Alice and Hogue, Ann. Writing Academic English. New York: Pearson Educational, 1999 Gould, DiYanni and Smith. The Act of Writing. Random House, 1998 Cory, Hugh. Advanced Writing with English in Use CAE. Oxford, 1999 The READING component: Alderson, Ch. 2000. Assessing Reading. Cambridge: Cambridge University Press Baudoin, M., E. et al. 1977. Reader's Choice. Ann Arbor: The University of Michigan Press. Bobryk J. 2001. Spadkobiercy Teuta, Ludzie I Media. W-wa: Wydawnictwo UW Grellet, F. 1981. Developing Reading Skills. CUP. Nuttal, C. 1982/1999. Teaching Reading Skills in a Foreign Language. Heinemann. Reading and Thinking in English. Exploring Functions. The British Council. OUP 1979. Selected essays./The Norton Reader, Dolphin Anthology Wybrane artykuły prasowe ORAL COMMUNICATION component: Jones, L., New Cambridge Advanced English, CUP, Cambridge, 1998. Rignall, M & Furneaux, C., Speaking, Prentice Hall, Englewood Cliffs, New York, 1997. Soars, J. & Soars, L., Headway Advanced, OUP, Oxford, 1989. Ur, P., Discussions that work, CUP, Cambridge, 1996. Vince, M., Advanced Language Practice, Macmillan Heinemann, Oxford, 1994. Wellman, G., The Heinemann English Wordbuilder, Macmillan Heinemann, Oxford, 1998. Stanton, Alan and Susan Morris, Fast Track to CAE, Pearson Education, Harlow, 1999. Boyd, Elaine, CAE Gold Plus (Exam Maximiser), Pearson Education, Harlow, 2008. McCarthy Michael and Felicity O’Dell, English Phrasal Verbs in Use (Advanced), CUP, Cambridge, 2007. McCarthy Michael and Felicity O’Dell, English Academic Vocabulary in Use, CUP, Cambridge, 2008. BBC Radio / PBS podcasts Teacher’s own materials
Learning outcomes:	K_U01 search, analyse, evaluate, select and use information, using a variety of sources and methods, including advanced information and communication techniques, in English. K_U11 apply ethical standards in all of the activities undertaken, identify and analyse ethical dilemmas in the academic, educational, care-giving and therapeutic aspects of their profession. (B2/B2+) K_U12 formulate and test hypotheses to conduct a critical analysis of their own actions and identify possible areas for change in the future. (B2/B2+) K_U13 use their knowledge – formulate and solve complex and untypical problems and perform tasks in an innovative manner in unpredictable conditions through adapting existing methods and tools or creating new ones. (B2/B2+) K_U14 plan a language teaching course and program suited to a full range of recipients in their social environment and various areas of economic, academic and social life. (B2/B2+) K_U15 use methods of integrated teaching in teaching languages and content subjects. (B2/B2+) K_K04 fulfill social obligations, inspire and organise activities in favour of the social environment, build civil society, initiate actions for the public good, think and act in an entrepreneurial manner. K_K05 conduct interpersonal and intercultural communication mediating with participants in the teaching-learning process in a local and global context.

Classes in period "Winter semester 2023/24" (past)

Time span:	2023-10-01 - 2024-01-28	Selected timetable range: weekly course term Navigate to timetable MO CWK3 CWK3 TU CWK2 CWK3 CWK2 CWK3 CWK3 CWK3 CWK2 W TH CWK2 CWK2 CWK1 CWK1 CWK2 CWK1 CWK1 CWK1 CWK1 FR
Type of class:	Classes 1 - reading skills, 30 hours more information Classes 2 - writing skills, 30 hours more information Classes 3 - oral communication skills, 30 hours more information
Coordinators:	Stephen Davies
Group instructors:	Joanna Fituła, Monika Galbarczyk, Agnieszka Plater-Zyberk, Dominik Rudkowski, Anna Żarnotal
Students list:	(inaccessible to you)
Examination:	Course - Grading Classes 1 - reading skills - Grading Classes 2 - writing skills - Grading Classes 3 - oral communication skills - Grading
Short description:	The English Language Examination covers five components: 1. speaking, 2. listening, 3. reading 4. writing The difficulty of the NJA exam at the end of the second semester corresponds to the B2 language level (CEFR).
Full description:	WRITING component During the "Writing at the academic level" course, the student gains knowledge on the correct construction of a paragraph (1 semester) and an essay (2 semester) in English. In the first semester, the student learns the correct structure of a paragraph and learns to formulate correct key sentences. Factual paragraphs are discussed: narrative, comparison and contrast, cause and effect, description / analysis of the process, as well as representation patterns: chronology, emphasis, illustration. He gains knowledge about the methods of working with the text and learns the correct use of punctuation marks and the formation of complex sentences with the use of discourse markers. At the same time, during the entire semester, the student works on correctness of sentence structures and grammar. In the second semester, the emphasis is on mastering and practicing the structure of the essay using the paragraph knowledge acquired by students in the first semester. The student learns how to write introductions and conclusions of the essays and learns about different types of descriptive and argumentative essays. Throughout the semester, the student learns the correct use of punctuation marks, discourse markers and works on the correctness of sentence structures and grammar. Semester 2 - Main parts of the essay structure, introduction and conclusion - Descriptive essay: comparison and contrast, cause and effect, arguments for and against - Descriptive representation and precise use of adjectives and adverbs - Use of conjunctions (discourse markers) and punctuation - Work on the correctness of sentence structures and grammar The READING component: The main objectives of the course are: to share reading experiences, develop critical analysis skills, contribute to the creation of analytically minded graduates, encourage students to read texts on various topics for both pleasure and academic purposes. Students are required to keep a briefcase containing notes, a diary of their reading experiences and work with the dictionary in the briefcase. The file should be accompanied by a linguistic / critical analysis of advertising texts and articles from major British newspapers. Original materials will be mainly used during the classes. The exercises are aimed at developing the ability to work with a text in terms of lexis (contextual inference strategies, working with a monolingual dictionary), paragraph structures (thematic and supporting sentences, the order of sentences in a paragraph, the general message of a paragraph), interpretation of non-fiction text: scientific and newspaper (thesis, structure of arguments, types of text / press articles, tones / styles, e.g. ironic, neutral, language tropes and jokes). The achievement by the student of the intended learning outcomes requires the student's own work in the amount of about 45 hours. As part of their own work, the student will be required to prepare a wide range of homework assignments related to the development of vocabulary at an advanced level and critical text analysis. The scope of the course covers the following areas. - text, types of text, text characteristics academic - text structure at the paragraph level: main thought, 'topic sentences' - factors influencing the understanding of the text: code, message discourse, cultural conditions - elements of critical text analysis: author, purpose, recipient, hidden and double meanings, irony, language joke - newspapers: news article structure - rhetorical patterns: exposure, polemics - introductory articles, columns - journals, scientific reports - note, summary, paraphrasing - text interpretation: fact or opinion - rhetorical patterns: scientific discourse - essay structure Note: individual issues may be implemented during several classes ORAL COMMUNICATION component: In Oral Communication classes, students develop listening and speaking skills at C1 level based on textbooks and additional materials. Students also develop their vocabulary at C1 level. The course is conducted in such a way that during the course students perform oral mini-tasks based on various types of didactic materials. These activities involve students in a variety of interactions: individual, pair and group work, allowing them to practice the spoken language. Classes based on the problem situation assume: A. preparation for the task (input / teaching aids such as text, audio / video recordings, etc.), B. planning it, C. completing the task (students work on a designated topic), D. reporting the results of the task and E. discussing them. Semester 2 - Description of external appearance, feelings and characteristics - Health and medicine - Changing roles in family life and in society - Reasons and effects of social problems - Education and lifelong learning - Employment interviews and business meetings - Description of industrial and scientific processes - Language of graphs and statistical research
Bibliography:	WRITING component Oshima, Alice and Hogue, Ann. Writing Academic English. New York: Pearson Educational, 1999 Gould, DiYanni and Smith. The Act of Writing. Random House, 1998 Cory, Hugh. Advanced Writing with English in Use CAE. Oxford, 1999 The READING component: Alderson, Ch. 2000. Assessing Reading. Cambridge: Cambridge University Press Baudoin, M., E. et al. 1977. Reader's Choice. Ann Arbor: The University of Michigan Press. Bobryk J. 2001. Spadkobiercy Teuta, Ludzie I Media. W-wa: Wydawnictwo UW Grellet, F. 1981. Developing Reading Skills. CUP. Nuttal, C. 1982/1999. Teaching Reading Skills in a Foreign Language. Heinemann. Reading and Thinking in English. Exploring Functions. The British Council. OUP 1979. Selected essays./The Norton Reader, Dolphin Anthology Wybrane artykuły prasowe

Classes in period "Winter semester 2024/25" (future)

Time span:	2024-10-01 - 2025-01-26	Selected timetable range: weekly course term Navigate to timetable
Type of class:	Classes 1 - reading skills, 30 hours more information Classes 2 - writing skills, 30 hours more information Classes 3 - oral communication skills, 30 hours more information
Coordinators:	Stephen Davies
Group instructors:	Joanna Fituła, Monika Galbarczyk, Agnieszka Plater-Zyberk, Dominik Rudkowski, Anna Żarnotal
Students list:	(inaccessible to you)
Examination:	Course - Grading Classes 1 - reading skills - Grading Classes 2 - writing skills - Grading Classes 3 - oral communication skills - Grading
Short description:	The English Language Examination covers five components: 1. speaking, 2. listening, 3. reading 4. writing The difficulty of the NJA exam at the end of the second semester corresponds to the B2 language level (CEFR).
Full description:	WRITING component During the "Writing at the academic level" course, the student gains knowledge on the correct construction of a paragraph (1 semester) and an essay (2 semester) in English. In the first semester, the student learns the correct structure of a paragraph and learns to formulate correct key sentences. Factual paragraphs are discussed: narrative, comparison and contrast, cause and effect, description / analysis of the process, as well as representation patterns: chronology, emphasis, illustration. He gains knowledge about the methods of working with the text and learns the correct use of punctuation marks and the formation of complex sentences with the use of discourse markers. At the same time, during the entire semester, the student works on correctness of sentence structures and grammar. In the second semester, the emphasis is on mastering and practicing the structure of the essay using the paragraph knowledge acquired by students in the first semester. The student learns how to write introductions and conclusions of the essays and learns about different types of descriptive and argumentative essays. Throughout the semester, the student learns the correct use of punctuation marks, discourse markers and works on the correctness of sentence structures and grammar. Semester 2 - Main parts of the essay structure, introduction and conclusion - Descriptive essay: comparison and contrast, cause and effect, arguments for and against - Descriptive representation and precise use of adjectives and adverbs - Use of conjunctions (discourse markers) and punctuation - Work on the correctness of sentence structures and grammar The READING component: The main objectives of the course are: to share reading experiences, develop critical analysis skills, contribute to the creation of analytically minded graduates, encourage students to read texts on various topics for both pleasure and academic purposes. Students are required to keep a briefcase containing notes, a diary of their reading experiences and work with the dictionary in the briefcase. The file should be accompanied by a linguistic / critical analysis of advertising texts and articles from major British newspapers. Original materials will be mainly used during the classes. The exercises are aimed at developing the ability to work with a text in terms of lexis (contextual inference strategies, working with a monolingual dictionary), paragraph structures (thematic and supporting sentences, the order of sentences in a paragraph, the general message of a paragraph), interpretation of non-fiction text: scientific and newspaper (thesis, structure of arguments, types of text / press articles, tones / styles, e.g. ironic, neutral, language tropes and jokes). The achievement by the student of the intended learning outcomes requires the student's own work in the amount of about 45 hours. As part of their own work, the student will be required to prepare a wide range of homework assignments related to the development of vocabulary at an advanced level and critical text analysis. The scope of the course covers the following areas. - text, types of text, text characteristics academic - text structure at the paragraph level: main thought, 'topic sentences' - factors influencing the understanding of the text: code, message discourse, cultural conditions - elements of critical text analysis: author, purpose, recipient, hidden and double meanings, irony, language joke - newspapers: news article structure - rhetorical patterns: exposure, polemics - introductory articles, columns - journals, scientific reports - note, summary, paraphrasing - text interpretation: fact or opinion - rhetorical patterns: scientific discourse - essay structure Note: individual issues may be implemented during several classes ORAL COMMUNICATION component: In Oral Communication classes, students develop listening and speaking skills at C1 level based on textbooks and additional materials. Students also develop their vocabulary at C1 level. The course is conducted in such a way that during the course students perform oral mini-tasks based on various types of didactic materials. These activities involve students in a variety of interactions: individual, pair and group work, allowing them to practice the spoken language. Classes based on the problem situation assume: A. preparation for the task (input / teaching aids such as text, audio / video recordings, etc.), B. planning it, C. completing the task (students work on a designated topic), D. reporting the results of the task and E. discussing them. Semester 2 - Description of external appearance, feelings and characteristics - Health and medicine - Changing roles in family life and in society - Reasons and effects of social problems - Education and lifelong learning - Employment interviews and business meetings - Description of industrial and scientific processes - Language of graphs and statistical research
Bibliography:	WRITING component Oshima, Alice and Hogue, Ann. Writing Academic English. New York: Pearson Educational, 1999 Gould, DiYanni and Smith. The Act of Writing. Random House, 1998 Cory, Hugh. Advanced Writing with English in Use CAE. Oxford, 1999 The READING component: Alderson, Ch. 2000. Assessing Reading. Cambridge: Cambridge University Press Baudoin, M., E. et al. 1977. Reader's Choice. Ann Arbor: The University of Michigan Press. Bobryk J. 2001. Spadkobiercy Teuta, Ludzie I Media. W-wa: Wydawnictwo UW Grellet, F. 1981. Developing Reading Skills. CUP. Nuttal, C. 1982/1999. Teaching Reading Skills in a Foreign Language. Heinemann. Reading and Thinking in English. Exploring Functions. The British Council. OUP 1979. Selected essays./The Norton Reader, Dolphin Anthology Wybrane artykuły prasowe

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