Practical English - academic communication 4100-IMNJAKA
The aim of the first-semester classes is to improve receptive skills such as active reading and listening, note-taking, summarizing, and interpreting specialized academic materials (journals, reports, social media). In the area of vocabulary, the focus is on mastering the academic register, seminar-specific terminology, connotations and collocations, as well as understanding and interpreting data and statistics. In terms of productive skills, students learn self-presentation, delivering effective presentations, designing visual materials (e.g., in PowerPoint), as well as fluent pronunciation, intonation, and asking questions. Additionally, students develop skills in conducting debates and communicating on specialized topics with diverse audiences.
Range of topics in the winter semester:
Receptive skills: listening and reading
- Note-taking
- Summarizing skills
- Active listening skills
- Advanced reading skills
- Language in research design
- Development of academic skills
- Reading in the academic world: journals, reports, social media
Vocabulary
- Academic register / style / terminology
- Connotation and collocation
- Seminar-specific vocabulary
- Data and statistics
Productive skills: speaking
- Self-presentation
- Effective presentation skills
- PowerPoint design
- Speaking fluency: pronunciation, intonation, and accent
- Asking and answering questions
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Term 2024Z:
READING + LISTENING (receptive skills) VOCABULARY SPEAKING (productive) |
Term 2025Z:
READING + LISTENING (receptive skills) VOCABULARY SPEAKING (productive) |
Type of course
Course coordinators
Learning outcomes
Learning outcomes in accordance with the core curriculum
Skills
The student is able to:
K_U09 use English at the C1 level of the Common European Framework of Reference for Languages
K_U11 participate in a debate – present and evaluate different opinions and positions, and discuss them
K_U12 communicate on specialist topics with diverse audiences in English
Social competences
The student is ready to:
K_K01 critically assess their own knowledge and the content they receive
Course learning outcomes:
In the skills category. The student is able to:
- use advanced language structures and specialized vocabulary (K_U09)
- present and argue different opinions and critically evaluate the positions of other participants (K_U11)
- adjust the mode of communication to the needs and knowledge level of different audience groups (K_U12)
In the competences category. The student is ready to:
- formulate an evaluation of their own actions and reflections regarding self-improvement and the development of language competencies (K_K01)
Assessment criteria
Course Completion Requirements
A condition for being admitted to pass the course is regular attendance (a maximum of two unexcused absences is allowed) and the timely completion of all partial assignments required both during in-person classes and on the Kampus e-learning platform.
The final grade is determined on the basis of the results obtained through the adopted assessment methods, according to the specified weightings.
The use of AI tools and technologies supporting language processing is permitted only with the instructor’s consent and after prior approval of the scope of their use. Using such tools without the instructor’s permission and without prior agreement will be treated as a violation of academic integrity, resulting in the work being considered non-independent and receiving a failing grade.
Assessment components (learning outcomes verified, points, weight in the final grade):
Presentation: (K_U09, K_U12; weight: 30%)
Analysis and summary of an academic text: (K_U09, K_U12; weight: 60%)
Class participation: (K_U09, K_U11; weight: 10%)
Grading scale:
90% – 100% – 5
85% – 89% – 4.5
75% – 84% – 4
70% – 74% – 3.5
60% – 69% – 3
59% – 31% – 2
30% – 0% – Fail (NK)
Bibliography
McCarthy & O’Dell. (2016). Academic vocabulary in use. Cambridge
Newton Suter. (2012). Introduction to Educational Research -
Second Edition. SAGE
Pyrczak & Tcherni-Buzzeo. (2019). Evaluating research in academic journals - Seventh edition. Routledge.
Girden. (2011). Evaluating research articles from start to finish. Third edition. Sage Publications.
The academic phrasebank - The University of Manchester, phrasebank.manchester.ac.uk
Barker. (2006). Improve your communication skills. Kogan Page
Altman. (2012). Why most Powerpoint presentations suck. Harvest Books
IELTS materials (academic profile)
Lecturer’s own materials
|
Term 2024Z:
McCarthy & O’Dell. (2016). Academic vocabulary in use. Cambridge Pyrczak & Tcherni-Buzzeo. (2019). Evaluating research in academic journals - Seventh edition. Routledge. Girden. (2011). Evaluating research articles from start to finish. Third edition. Sage Publications. |
Term 2025Z:
McCarthy & O’Dell. (2016). Academic vocabulary in use. Cambridge Pyrczak & Tcherni-Buzzeo. (2019). Evaluating research in academic journals - Seventh edition. Routledge. Girden. (2011). Evaluating research articles from start to finish. Third edition. Sage Publications. |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: