Practical English 4100-1SNJAO
Full description of individual Practical English courses:
Practical English - Reading
The main objective of the Practical English – Reading course is to develop reading comprehension skills at the B2 level, as well as critical analysis skills, using authentic source texts on a variety of topics.
In class, particular emphasis is placed on developing the ability to understand and interpret content expressed through advanced and varied lexical and grammatical structures. Students analyze semantic relationships and content organization in relation to the structure of individual paragraphs.
As part of their independent study, students read texts and complete comprehension tasks, as well as lexical exercises to consolidate vocabulary related to the topics presented in the analyzed texts. All homework assignments and independent study tasks are posted on the Kampus platform.
Range of topics in winter semester:
- text types and characteristics / text types and features
- thesis vs. main idea, tone of expression, and author's intention
- coherence and consistency of argumentation
- lexical and semantic relations within the text
- contextual inference
- synonymy, antonymy
- stylistic devices (anaphora, cataphora, ellipsis, oxymoron, substitution, periphrasis, metonymy, irony)
- elements of cultural reference / cultural references
Range of topics in summer semester:
- critical interpretation and analysis of the text
- logic, organisation and coherence of argumentation
- cohesive ties and semantic relations within the text
- contextual inference
- stylistic devices (metaphor, simile, symbol, personification, hyperbole, rhetorical question, inversion, apposition)
- elements of cultural references
Detailed information about the Practical English - Reading course can be found in the individual syllabuses for each class group.
Practical English - Writing
The main objectives of the Practical English - Writing course: to be able to construct paragraphs and essays in English. Students learn to apply lexical-grammatical structures, produce written work of specific formats, use discourse markers, pay attention to style and academic register as well as reflect on the above skills at B2/B2+ level.
In the winter semester, students learn the proper structure of a paragraph and formulate key sentences that create a paragraph: topic sentence, supporting sentences and concluding sentence.
In the summer semester, students analyze and write essays, applying the skills they acquired in the winter semester to write paragraphs, being the building blocks of an essay.
Throughout the course, students learn to correctly use punctuation marks, create complex sentences using discourse connectors, and work on the accuracy of lexical and grammatical structures.
Range of topics in winter semester:
Analysis and creation of paragraphs:
- paragraph structure: topic sentence. supporting sentences, concluding sentence
- unity, coherence and cohesion
Language focus:
- sentence structure (introduction)
- academic vocabulary
- discourse markers
- formal register
- error correction
Range of topics in summer semester:
Analysis and creation of the following essay formats: cause and effect, comparison and contrast, for and against:
- essay structure: division into paragraphs; the role of introduction and conclusion
- creating an essay outline: coherence and choice of relevant arguments
Language focus:
- sentence structure and types of sentences (analysis and practice)
- discourse markers in creating a coherent text
- on-going work on vocabulary, grammar and punctuation
Detailed information about the Practical English - Writing course can be found in the individual syllabuses for each class group.
Practical English - Oral communication
The main objectives of the Practical English - Oral communication course: to develop students' listening and speaking skills as well as vocabulary at B2/B2+ level.
Classroom time focuses on students performing short oral tasks based on various types of didactic materials. This involves students in a variety of interactions - individual, pair and group work, allowing them to practise their oral skills.
Classes based on a typical problem-solving situation should allow time for:
preparation for the task (e.g. teaching aids such as text, audio / video recordings)
planning the execution of the task
performing the task (students work on a designated topic
reporting the results of the task and allowing time for feedback
Range of topics in winter semester:
Physical appearance and emotions
Family life
Education
Tourism and culture
Law and order
Discussing pictures 1: describing and speculating; assessing mood and appearance, implying
Listening strategies 1
Note: topics may be implemented during several classes
Range of topics in summer semester:
Housing and city life
Weather and the environment
Location and geography
Economics and business
Healthy lifestyle (medicine, food and nutrition)
Discussing pictures 2: How a picture is connected with current affairs/social issues.
Listening strategies 2
Note: topics may be implemented during several classes
Detailed information about the Practical English - Oral communication course can be found in the individual syllabuses for each class group.
Course coordinators
Term 2026Z: | Term 2025Z: |
Type of course
Learning outcomes
Learning outcomes for individual Practical English courses in accordance with the core curriculum:
NJA – Reading
The graduate is able to:
K_U09 use the English language at the B2 level of the Common European Framework of Reference for Languages
The graduate is ready to:
K_K01 critically evaluate their knowledge and the content received within the school subject English at the second stage of education
NJA – Writing
The graduate is able to:
K_U09 use the English language at the B2 level of the Common European Framework of Reference for Languages
The graduate is ready to:
K_K01 critically evaluate their knowledge and the content received within the school subject English at the second stage of education
NJA – Oral Communication
The graduate is able to:
K_U09 use the English language at the B2 level of the Common European Framework of Reference for Languages
K_U11 take part in a debate – present and evaluate different opinions and positions, and discuss them
K_U12 plan and organize both individual and group work, and collaborate with others in team projects
The graduate is ready to:
K_K01 critically evaluate their knowledge and the content received within the school subject English at the second stage of education
Course learning outcomes are described in the syllabi for individual Practical English courses.
Assessment criteria
Only those students who have achieved a pass mark in all NJA courses in the winter semester are allowed to attend the NJA courses in the summer semester.
All Practical English courses end with a grade.
The condition for obtaining credit for the course is:
attendance (according to regulations below),
systematic work,
completion of tasks within the deadlines.
Only work created solely by the student will be accepted.
Maximum number of unexcused absences:
Practical English - Reading (blended course): 1 absence
Practical English - Writing (on-site course): 2 absences
Practical English - Oral communication (on-site course): 2 absences
Detailed information on the assessment methods and assessment criteria of the NJA courses can be found in the syllabuses for each group.
Practical English - Exam
Practical English courses in year one of undergraduate studies ends with an exam after the second semester.
Only those students who have achieved a pass mark in all NJA courses in the winter and summer semesters are allowed to take the Practical English Exam.
Detailed information about the exam can be found in the Practical English - Exam syllabus.
Bibliography
Bibliography:
Practical English - Reading
Alderson, C. (2000). Assessing Reading. Cambridge University Press
Baudoin, M., E. et al. (1977). Reader's Choice. The University of Michigan Press.
Grellet, F. (1981). Developing Reading Skills. CUP.
Muller, G. H, and Wiener Harvey S. (2002). The Short Prose Reader. McGraw Hill
Numrich, C. (2009) Raise the Issues. An Integrated Approach to Critical Thinking. Pearson Education ESL
Nuttal, C. (1999). Teaching Reading Skills in a Foreign Language. Heinemann.
Pye, D., and Simon Greenall (2007). CAE. Developing Reading Skills. Cambridge University Press
The British Council (1979). Reading and Thinking in English. Exploring Functions. OUP.
Selected essays./The Norton Reader, Dolphin Anthology
Selected newspaper articles
Selected essays
Practical English - Writing
Clabeaux, D., Folse, K. S. & Vestri, E. (2020). Great writing 3. National Geographic Learning.
Cory, H. (1999). Advanced Writing with English in Use CAE. Oxford.
de Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-Intermediate. Oxford.
Gould, Di Yanni & Smith (1998). The act of writing. Random House,
Oshima, A. & Hogue, A. (1999) Writing academic English. Pearson Educational.
Zemach, D. & Rumisek, L. (2006) Academic writing - from paragraph to essay. Macmillan.
Selected materials
Practical English - Oral Communication
Hancock, M. (1996). Pronunciation games. Cambridge.
McCarthy M. & O’Dell, F. (2007). English phrasal verbs in use (Advanced), CUP.
Marks, J. (2016). English pronunciation in use. Cambridge.
Rignall, M & Furneaux, C. (1997). Speaking. Prentice Hall.
Soars, L. & Soars, J. & Hancock, P. (2019) Headway upper-intermediate (5th ed.). OUP.
Ur, P. (1996). Discussions that work. CUP.
Vince, M. (2009). Advanced language practice. Macmillan Heinemann.
Wellman, G. (1998). The Heinemann English wordbuilder. Macmillan Heinemann.
BBC Radio / PBS podcasts
Selected materials