Course code: IHFIL-L-3p6-2015FA-N IHFIL-L-3p6-2015LS-N

Item in curriculum:

B6

1. INFORMATION ABOUT THE COURSE

A. Basic data

1 Name of the course English Grammar 3

2 Field of study Philology

3 Level of study First cycle ( licentiate)

4 Form of study Extramural

5 Profile of study General academic

6 Year of study second

7 Specialisation 1. English philology 2. Applied linguistics

8 Division Institute of Humanities, Department of Philology

9 Number of ECTS-credits 2

10 Name of teacher(s), title, academic degree, e-mail address

mgr Edyta Krajewska ekrajewska@pwsz.pila.pl mgr Bożena Zajączkowska bozena-zajaczkowska@o2.pl mgr Ewa Rogozińska erogozinska@pwsz.pila.pl

11 Language of tuition English

12 Introductory courses English Grammar 2

13 Introductory requirements a credit for English Grammar 2

14 Aims of the course:

C1 Developing the ability to use grammatical terminology.

C2 Developing the ability to use the taught structures (in both formal and informal registers) for expressing opinions in speech and writing at the B2 level.

C3 Developing the ability to use correct and varied forms of expressions.

C4 Developing the ability to self-correct and plan one's own work.

C5 Developing the ability of autonomous learning with the use of traditional and multimedia sources.

B. Semestral/weekly timetable of classes according to the syllabus

Semester Lectures Classes

Classes in a laboratory

Project classes

Seminars Field

classes (L) (C) (CL) (P/C) (S) (F)

3 - - 30 - - -

2. COURSE LEARNING OUTCOMES (according to NQF)

Course learning outcome

(CLO)

After finishing the course and confirming the attainment of learning outcomes a student:

Course learning outcomes

corresponding to

the aims

Course learning outcomes for

field of study

area of education

CLO1

Knows grammatical structures covered by the programme of the third semester, can find these structures in authentic samples of English (e.g. Journal articles) and distinguishes between different registers (spoken and written, formal language, polite forms,

C1 K_W05 K_W06

H1A_W03 H1A_W04

colloquial speech, etc.)

CLO 2 Defines aspects of the use of grammatical structures in an extended way in comparison with semester 1 and 2.

C1 K_W10 H1A_W07

CLO 3 Recognises erroneous structures in texts C1 K_W12 H1A_W09

CLO 4

Can connect information from the 1st and 2nd semester with information acquired in the third semester in order to distinguish subtle differences in the use of specific structures and proper translation and/or interpretation of longer texts or speech

C2, C3

K_U01 K_U06 K_U08 K_U09

H1A_U03 H1A_U05 H1A_U10

CLO 5 Maintains a relatively high degree of grammatical correctness in the formulation of oral and written statements; errors are rare

C2, C3

K_U01 K_U03

H1A_U03 H1A_U04 H1A_U10

CLO 6 Can organise their work so as to effectively broaden their content knowledge using traditional and multimedia resources

C5 K_K01 H1A_K01 H1A_K03

CLO 7 Can critically evaluate their language appropriacy and self-correct in spoken and written production according to the lecturer's instructions

C4 K_K02 H1A_K01

3. CONTENTS OF THE COURSE RELATED TO THE COURSE LEARNI NG OUTCOMES

T Contents of the course Number of hours CLO

Form: Classes

T1C Relative clauses 4 EP1, EP3, EP5, EP7

T2C Concession and result clauses 4 EP1, EP3, EP5, EP6

T3C Adjectives 4 EP1, EP3, EP7

T4C Adverbs 2 EP1, EP3, EP8

T5C Relative and reflexive pronouns 4 EP1, EP3, EP5, EP6

T6C Countable and uncountable nouns 4 EP1, EP3, EP5

T7C Articles 4

EP1, EP3, EP4, EP5,

EP6 T8C Prepositions 4 EP1, EP3,

EP5, EP7

4. SOURCES

Primary sources

1. Evans,V., 2008. FCE Use of English. Express Publishing 2. Foley, M. D. Hall, 2011. MyGrammarLab Intermediate. Longman-Pearson

Education 3. Hewings, M., 2005. Advanced Grammar in Use. Cambridge University Press 4. Vince, M., 2008. Macmillan English Grammar In Context Advanced.

Macmillan Vince, M., 2003. Advanced Language Practice. Macmillan Heinemann

Supplementary sources

1. Martinet, A.V., Thomson, A.J., 2003. A Practical English Grammar. Oxford University Press

2. Scheffler, P., 2004. Repetytorium gramatyczne angielski w zdaniach do tłumaczenia dla średniozaawansowanych i zaawansowanych. LektorKlett

Swan, M., 2002. Practical English Usage. Oxford University Press

5. TEACHING METHODS

Form Methods of instruction

classes expository (demonstration), programme (presentation), problem (games)

6. METHODS OF VERIFICATION OF COURSE LEARNING OUTCOMES

Course learning outcome

(CLO)

Method of verification

WE

OE T K T

K PT P R O D S

E SW

IC

CLO1 x

CLO 2 x

CLO 3 x x

CLO 4 x x

CLO 5 x x x

CLO 6 x

WE – written exam OE – oral exam T – test

K – end of term written test TK – test of knowledge PT – testing practical skills P – presentation R – report O – observations in class

D – discussion/debate SE – seminar SW – students’ self-educational work IC – individual consultations

7. CRITERIA FOR ASSESSMENT

Course learning outcome

(CLO)

Assessment criteria

2 3 - 3,5 4 – 4,5 5

CLO1

A student doesn't know grammatical structures covered by the programme of the third semester, cannot find these structures in authentic samples of English (e.g. Journal articles) and does not distinguishe between different registers (spoken and written, formal language, polite forms, colloquial speech, etc.)

A student knows some grammatical structures covered by the programme of the third semester, can generally find these structures in authentic samples of English (e.g. Journal articles) and distinguishes between different registers (spoken and written, formal language, polite forms, colloquial speech, etc.)

A students knows most grammatical structures covered by the programme of the third semester, can find these structures in authentic samples of English (e.g. Journal articles) and distinguishes between different registers (spoken and written, formal language, polite forms, colloquial speech, etc.)

A student knows very well grammatical structures covered by the programme of the third semester, can find these structures in authentic samples of English (e.g. Journal articles) and distinguishes between different registers (spoken and written, formal language, polite forms, colloquial speech, etc.)

Course learning outcome

(CLO)

Assessment criteria

2 3 - 3,5 4 – 4,5 5

CLO 2

A students cannot define aspects of the use of grammatical structures in an extended way in comparison with the 1st and 2nd semester

A students does not always define aspects of the use of grammatical structures in an extended way in comparison with the 1st and 2nd semester

A student defines most aspects of the use of grammatical structures in an extended way in comparison with the 1st and 2nd semester

A student defines aspects of the use of grammatical structures in an extended way in comparison with the 1st and 2nd semester

CLO 3 A student does not recognise erroneous structures in texts

A student recognises some erroneous structures in texts

A student recognises most erroneous structures in texts

A student recognises erroneous structures in texts

CLO 4

A student is unable to connect information from the 1st and 2nd semester with information acquired in the third semester in order to distinguish subtle differences in the use of specific structures and proper translation and/or interpretation of longer texts or speech

A student can connect some information from the 1st and 2nd semester with information acquired in the third semester in order to distinguish subtle differences in the use of specific structures and proper translation and/or interpretation of longer texts or speech

A student can connect most information from the 1st and 2nd semester with information acquired in the third semester in order to distinguish subtle differences in the use of specific structures and proper translation and/or interpretation of longer texts or speech

A student can connect information from the 1st and 2nd semester with information acquired in the third semester in order to distinguish subtle differences in the use of specific structures and proper translation and/or interpretation of longer texts or speech

CLO 5

A student does not maintain a relatively high degree of grammatical correctness in the formulation of oral and written statements; errors are common

A student has problems with maintaining a relatively high degree of grammatical correctness in the formulation of oral and written statements; errors are quite common

A student generally maintains a relatively high degree of grammatical correctness in the formulation of oral and written statements; errors are rare

A student maintains a relatively high degree of grammatical correctness in the formulation of oral and written statements; errors are rare

CLO 6

A student is unable to organise their work so as to effectively broaden their content knowledge using traditional and multimedia resources

A student can most of the time organise their work so as to effectively broaden their content knowledge using traditional and multimedia resources

A student can organise their work so as to effectively broaden their content knowledge using traditional and multimedia resources

A student can very effectively organise their work so as to effectively broaden their content knowledge using traditional and multimedia resources

CLO 7

A student cannot critically evaluate their language appropriacy and self-correct in spoken and written production according to the lecturer's instructions

A student can rarely critically evaluate their language appropriacy and self-correct in spoken and written production according to the lecturer's instructions

A student can very often critically evaluate their language appropriacy and self-correct in spoken and written production according to the lecturer's instructions

A student can critically evaluate their language appropriacy and self-correct in spoken and written production according to the lecturer's instructions

8. METHODS OF ASSESSMENT AND CREDIT REQUIREMENTS

Classes – continuous assessment comprising tests and presentations; summative assessment based on the average of the achieved grades. In order to obtain a credit, a student should: -write all the tests with a minimum result of "3", - prepare and give a presentation. The student is also required to write an end of term test. The following grading scale is to be used:

0-50,9% - failed (niedostateczna = 1) 51-60% - dostateczny (=3) 60,1-70% - dostateczna plus (=3,5) 70,1 -80% - dobra (=4) 80,1 -90% - dobra plus (=4,5) 90,1-100% - very good (bardzo dobra = 5). In assessing the presentation, the teacher will focus on the following:

- accuracy, - structure, - fluency, - content.

Positive grades in all forms of assessment are necessary for obtaining a credit.

9. FINAL GRADE

Elements of final grade: Percentage distribution:

Tests and colloquia 45%

Presentation 20%

End-of-term test 35%

TOTAL 100%

10. STUDENT’S OWN WORK – BALANCE OF HOURS AND ECTS CREDITS

Item Student’s activity

Student’s workload – number of

hours 1 Participation in classes and lectures 30

2 Preparing for classes (doing the homework, preparing materials, studying literature) 23

3 Preparing for colloquiums, tests and credits 6

4 Consultations during a teacher’s duty hours 1

7 Total amount of a student’s work 60

8 ECTS-credits for the course 2 ECTS

8a Number of ECTS credits in reference to classes that require direct participation of academic teachers and students

1 ECTS

8b

Number of ECTS-credits in the field of basic sciences relevant to the field of study, to which the learning outcomes related to the field, level and profile of education refer.

2 ECTS

8c Number of ECTS-credits that a student must attain during classes of a practical character, including laboratory, workshop and project classes.

0 ECTS

SYLLABUS APPROVAL:

Position

Name/degree Signature

Compiled by

mgr Edyta Krajewska

mgr Ewa Rogozińska

mgr Bożena Zajączkowska

Validated Head of Department of Philology

dr Tomasz Róg

Approved Head of Institute of Humanities prof. nadzw. dr Zbigniew Popławski