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Lecturer(s)
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Course content
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Conversational tips, active listening, how to interrupt politely Reporting on team meetings, taking meeting minutes Email Etiquette Writing a report Netiquette Describing processes Intercultural communication in a virtual environment Effective communication in a virtual environment
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Learning activities and teaching methods
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- Team project (50/number of students)
- 90 hours per semester
- unspecified
- 20 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
- Contact hours
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| - communicate in English at the B2 level according to the CEFR. |
| Skills |
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| - understand the main ideas of complex texts. |
| - write clear detailed texts on a wide range of topics and explain their point of view on a current issue, giving the advantages and disadvantages of different options. |
| Competences |
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| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| - use common grammatical structures. |
| - demonstrate knowledge of career-related vocabulary. |
| Skills |
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| Student can: - recognise the difference between different levels of formality of language and be able to use language correctly |
| - recognise the different levels of formality in the English language and use appropriate means of communication in different work environments. |
| - write a report. |
| - recognize the need and importance of learning and exploring intercultural communication. |
| - become aware of one's own cultural identity and build an understanding of others (personal, social and cultural identity). |
| - understand and articulate how culture influences communication in a foreign language. |
| - identify the specifics of online intercultural communication. |
| - understand the differences between face-to-face and virtual communication and apply appropriate codes of conduct. |
| - adapt institutional standards of behaviour and netiquette when using digital technologies and interacting in digital environments. |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Seminar |
| E-learning |
| Project-based instruction |
| Cooperative instruction |
| Individual study |
| Multimedia supported teaching |
| Students' portfolio |
| Skills |
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| Seminar |
| E-learning |
| Multimedia supported teaching |
| Project-based instruction |
| Cooperative instruction |
| Individual study |
| Students' portfolio |
| Competences |
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| Seminar |
| E-learning |
| Multimedia supported teaching |
| Project-based instruction |
| Cooperative instruction |
| Self-study of literature |
| Students' portfolio |
| assessment methods |
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| Knowledge |
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| Group presentation at a seminar |
| Self-evaluation |
| Peer evaluation of students |
| Project |
| Skills |
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| Group presentation at a seminar |
| Self-evaluation |
| Project |
| Peer evaluation of students |
| Competences |
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| Group presentation at a seminar |
| Self-evaluation |
| Project |
| Peer evaluation of students |
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Recommended literature
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MacPherson Robin. Základy anglické stylistiky. Praha : Academia. 1997.
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Murphy, Raymond. English grammar in use : with answers : a self-study reference and practice book for intermediate students of English. Cambridge : Cambridge University Press. 2004.
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