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Lecturer(s)
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Čížková Gabriela, Mgr. Ph.D.
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Kramplová Jana
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Vostřelová Anna, Mgr.
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Benediktová Eva, Mgr.
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Vildová Věra, PhD
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Course content
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Introduction to the course, requirements, and needs analysis Lexical precision, registers, and golden rules of Academic English Expanding vocabulary, morphology, and finding reliable sources Strategic reading (skimming, scanning) and the importance of titles Source synthesis, critical thinking, and pitching ideas Punctuation, spelling consistency, and proofreading Noun phrases, listening comprehension, and note-taking practice Collocations and collocation dictionaries Sentence structure, word order, agreement, and connecting words Summarisation, capturing core arguments, and reporting verbs Advanced sentence patterns (inversion, passive voice, cleft sentences) Detailed reading, academic stance, hedging, and boosting Formal and informal English, paraphrasing, and registers AI boundaries and plagiarism Classifying, explaining, giving definitions, and examples Paragraph structure, cohesion, coherence, and referencing Problem-solving, formal proposals, and recommendations Structure and writing of various academic and professional reports Describing methodology and objective descriptions Peer editing and final revision Final evaluation and feedback
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Learning activities and teaching methods
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E-learning, Cooperative instruction, Multimedia supported teaching, Skills demonstration, Textual studies, Practicum
- Contact hours
- 52 hours per semester
- Undergraduate study programme term essay (20-40)
- 30 hours per semester
- Presentation preparation (report in a foreign language) (10-15)
- 15 hours per semester
- Preparation for comprehensive test (10-40)
- 20 hours per semester
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| prerequisite |
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| Knowledge |
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| Understanding of basic grammar rules such as sentence structure and verb tenses. |
| Knowledge of essential academic and general vocabulary. |
| Knowledge of how to identify main ideas and summarize texts. |
| Knowledge of presentation terminology |
| Understanding of basic academic terminology, such as "formal vs. informal language" and "academic writing conventions." |
| Skills |
|---|
| summarize the content of a professional article |
| Understanding of grammar rules including sentence structure, verb tenses, and word order. |
| write an introduction or a paragraph using citations and bibliographic references |
| Familiarity with vocabulary sufficient to engage in conversations and understand texts. |
| paraphrase thoughts |
| Ability to write clear, coherent sentences and basic paragraphs. |
| write an article focused on comparison, description, argumentation, problem solving |
| Ability to take organized notes during lectures or discussions, using common abbreviations and symbols. |
| give a group presentation |
| Skimming and scanning texts to identify key information. |
| Ability to understand and summarize the main ideas of a text. |
| structure an article describing a cause-and-effect relationship |
| Ability to participate in conversations and discussions. |
| Basic ability to prepare and deliver short presentations on familiar topics. |
| Ability to gather information from various sources and summarize it concisely. |
| Ability to analyze and interpret information critically. |
| Basic skills in problem-solving and making suggestions. |
| Competences |
|---|
| N/A |
| N/A |
| learning outcomes |
|---|
| Knowledge |
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| academic English and its importance |
| note-taking trechniques |
| word usage and lexical understanding |
| grammar and sentence structure |
| summarization and report writing |
| vocabulary expansion |
| register, purpose, audience in writing |
| paragraph structure and coherence |
| problems, solutions, and proposals |
| Skills |
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| effective note-taking and summarization |
| development of academic English skills |
| structured presentation skills |
| understanding and usage of formal English |
| understanding paragraph unity, cohesion, and use of cohesive devices |
| report writing and problem-solving |
| ability to analyze texts, infer meanings, and engage in academic discussions |
| skills in peer editing and collaboration |
| proficiency in formal and informal registers, sentence patterns,etc. |
| Competences |
|---|
| N/A |
| N/A |
| teaching methods |
|---|
| Knowledge |
|---|
| Practicum |
| E-learning |
| Multimedia supported teaching |
| Textual studies |
| Skills demonstration |
| Cooperative instruction |
| Skills |
|---|
| Practicum |
| E-learning |
| Multimedia supported teaching |
| Textual studies |
| Skills demonstration |
| Cooperative instruction |
| Competences |
|---|
| Practicum |
| E-learning |
| Multimedia supported teaching |
| Cooperative instruction |
| Textual studies |
| Skills demonstration |
| assessment methods |
|---|
| Knowledge |
|---|
| Skills demonstration during practicum |
| Continuous assessment |
| Formative evaluation |
| Written exam |
| Individual presentation at a seminar |
| Peer evaluation of students |
| Skills |
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| Skills demonstration during practicum |
| Continuous assessment |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Formative evaluation |
| Competences |
|---|
| Skills demonstration during practicum |
| Continuous assessment |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Formative evaluation |
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Recommended literature
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Edward De Chazal and Sam McCarter. Oxford EAP: Upper - intermadiate/B2 Students Book and CD-ROM Pack. Oxford, 2013. ISBN 9780194001786.
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HEWINGS Martin. Cambridge academic English: an integrated skills course for EAP : upper intermediate : student's book. Cambridge, 2012. ISBN 978-0-521-16.
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Ken Paterson and Roberta Wedge. Oxford Grammar for EAP. Oxford, 2013. ISBN 9780194329996.
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