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Lecturer(s)
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Musilová Tereza, PhD
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Třísková Jana
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Jandová Veronika, Mgr.
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Course content
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Week 1 1a: Introduction to course requirements and expectations. 1b: Understanding presentation structure and audience formality. Week 2 2a: Mastering signaling phrases for different presentation stages. 2b: Learning the language used to describe graphs and visual trends. Week 3 3a: Evaluating source reliability and effective slide design. 3b: Practical workshop on presentation "Dos and Don'ts." Week 4 4a: Understanding essay types and the importance of cohesion. 4b: Navigating the ethics of AI and avoiding plagiarism. Week 5 5a: Learning techniques for paraphrasing and citation styles. 5b: Mastering the brainstorming process and sentence structures. Week 6 6a: Understanding the recursive stages of the writing process wheel. 6b: Using academic language for hedging and giving opinions. Week 7 7a: Comparing Block vs. Point-by-Point essay structures. 7b: Crafting effective hooks and thesis statements. Week 8 8a: Organizing body paragraphs with logical flow and cause-effect links. 8b: Identifying the compulsory parts of an academic conclusion. Week 9 9a: Finalizing the Compare and Contrast essay through peer review. 9b: Identifying types of expository writing like process analysis. Week 10 10a: Achieving academic objectivity using passive voice and sequence connectors. 10b: Practical revision and reporting on future essay topics. Week 11 11a: General revision and student presentation sessions. 11b: Writing lab focused on troubleshooting the expository essay. Week 12 12a: Finalizing the expository essay through peer editing. 12b: Official submission of the expository essay and course evaluation. Week 13 13a: Final feedback and course wrap-up.
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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
- Preparation for comprehensive test (10-40)
- 20 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
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| prerequisite |
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| Knowledge |
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| use grammatical structures and vocabulary appropriately in situations of everyday life demonstrate knowledge of caree-related vocabulary demonstrate knowledge of correct pronunciation and intonation choose the appropriate vocabulary for communication in formal and informal situations select terms and phrases corresponding to the given type of written text |
| use grammatical structures and vocabulary appropriately in situations of everyday life |
| appropriately utilize grammatical structures and vocabulary suitable for academic writing |
| demonstrate knowledge of caree-related vocabulary |
| demonstrate knowledge of correct pronunciation and intonation |
| choose the appropriate vocabulary for communication in formal and informal situations |
| select terms and phrases corresponding to the given type of written text |
| Skills |
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| use a dictionary effectively |
| in spoken and written communication select the appropriate language structures and means to fit the given content and recepient |
| estimate the meaning of an unknown term from its prefix and context |
| describe a work process |
| prepare and comment on a presentation |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| academic writing structures |
| grammar and sentence structures |
| paraphrasing and summarizing |
| critical thinking and source evaluation |
| research and citation |
| presentation skills |
| Skills |
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| write an essay |
| cite and refer to sources correctly |
| participate in a discussion |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Practicum |
| Multimedia supported teaching |
| Skills demonstration |
| E-learning |
| Task-based study method |
| Self-study of literature |
| Situation.... |
| Cooperative instruction |
| Skills |
|---|
| Practicum |
| E-learning |
| Task-based study method |
| Collaborative instruction |
| Cooperative instruction |
| Self-study of literature |
| One-to-One tutorial |
| Textual studies |
| Situation.... |
| Competences |
|---|
| Lecture |
| Seminar |
| E-learning |
| Task-based study method |
| Collaborative instruction |
| Project-based instruction |
| Discussion |
| Cooperative instruction |
| Self-study of literature |
| Individual study |
| assessment methods |
|---|
| Knowledge |
|---|
| Test |
| Continuous assessment |
| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Self-evaluation |
| Peer evaluation of students |
| Formative evaluation |
| Skills |
|---|
| Individual presentation at a seminar |
| Skills demonstration during practicum |
| Continuous assessment |
| Self-evaluation |
| Formative evaluation |
| Peer evaluation of students |
| Competences |
|---|
| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Continuous assessment |
| Self-evaluation |
| Peer evaluation of students |
| 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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Ken Paterson and Roberta Wedge. Oxford Grammar for EAP. Oxford, 2013. ISBN 9780194329996.
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Martin HEWINGS. Cambridge academic English: an integrated skills course for EAP : upper intermediate : student's book. Cambridge. 2012.
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