A1 English course - Centrum dalšího vzdělávání A1 Part 3 Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch., Cunningham, G. face2face, Starter, CUP, 2009 Lesson 1 Introduction

A1 English course The course is for students who are absolute beginners and have never studied English before.

Aims of the course The aim of the course is to lay foundations of a basic ability to communicate and exchange information in a simple way, both fluently and accurately. Through utilising all the components and main features of the textbook, students will be given enough personalised communicative tasks and exercises to develop all skills and language areas corresponding with the A1 level. They will be provided with opportunities to formulate their opinions on relevant and important areas of their life. A strong emphasis will be placed on continuous reviewing and recycling, building students´ confidence and learner autonomy, and encouraging steady progress. Course takers will be guided towards mastery of tools for developing all of their skills to be used in the real world, with a special emphasis on listening and speaking in social situations. They will be led to understand natural spoken English effectively and to transfer the learned language patterns into their active repertoire from the very first encounters with the language. Language level reached (source: CEF A1) understanding

A student can recognise familiar words and very basic phrases concerning him/herself, his/her family and immediate concrete surroundings when people speak slowly and clearly.

reading

A student can understand familiar names, words and very simple sentences, for example on notices, posters or in catalogues.

speaking spoken interaction

A student can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help formulate what the student is trying to say.

A student can ask and answer simple questions in areas of immediate need or on very similar topics.

spoken production

A student can use simple phrases and sentences to describe where he/she lives and people he/she knows

writing

A student can write a short, simple postcard, for example sending holiday greetings.

A student can fill in forms with personal details, for example entering his/her name, nationality and address on a hotel registration form

Time allocation: 80 hours (core materials) – 120 hours (core materials + extra resources) a. 2 hours a week: semester 1/28

semester 2/28 semester 3/28 semester 4/28

b. 4 hours a week semester 1/56 semester 2/56

Assessment: To pass the course and proceed to A2 course participants are supposed:

- to attend classes regularly - to complete 10 written assignments - to complete 10 progress tests and gain an average of 60 %

Textbook: Redston, Ch., Cunningham, G. face2face, Starter, CUP, 2009

Syllabus A1 Part 1

Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch., Cunningham, G. face2face, Starter, CUP, 2009 Lesson 1 Introduction to the course Lesson 2 1A New Friends, V – numbers, G – possessives Lesson 3 1B Where’s she from? V – countries, G – possessives Lesson 4 1C In class, V – the alphabet, things in the bag, G – indefinite articles, names Lesson 5 1D People and things, V – people, things, plurals, Review 1 Lesson 6 RWP1, Written assignment 1 (about you), Unit 1 consolidation activities Lesson 7 Test 1. 2A She’s British. V – nationalities, G – be – positive and negative Lesson 8 2B What’s your job? V – jobs, G – be – singular, questions and short answers Lesson 9 2C Personal information, V – titles, greetings, email addresses, G – questions Lesson 10 2D How old is she? V – numbers, Review 2 Lesson 11 RWP 2, written assignment 2 (filling in a form) Unit 2 consolidation activities Lesson 12 Test 2. 3A Two cities, V – adjectives, G – word order, be – plural, positive,

negative, questions and short answers, contractions Lesson 13 3B Brothers and sisters, V – family, G – possessive´s, subject pronouns and

possessive adjectives Lesson 14 Remedial activities, course evaluation Assessment: To pass the course and proceed to A1 Part 2 course participants are supposed:


Syllabus A1 Part 2

Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch., Cunningham, G. face2face, Starter, CUP, 2009 Lesson 1 Introduction to the course. Part 1 course review. Lesson 2 3C Eat in or take away? V – food and drink, money and prices G – how much Lesson 3 3D Bread and cheese, V – food and drink 2, love, like, eat, drink, G – a lot of,

Review 3 Lesson 4 RWP 3, Written assignment 3 (a holiday postcard). Unit 3 consolidation

activities Lesson 5 Test 3. 4A I like it! V – like, have, live, work, study, G – present simple,

positive and negative (I, you, we, they) Lesson 6 4B My free time, V – free time activities, G – present simple (I, you, we, they),

questions and short answers Lesson 7 4C Buying things, V – things to buy, G – demonstrative pronouns Lesson 8 4D Days and times, V – days of the Lesson, time words, telling the time,

Review 4 Lesson 9 RWP 4 – written assignment 4 (an Internet profile) Unit 4 consolidation

activities Lesson 10 Test 4. 5A A typical day? V – daily routines, G – 3rd person singular present

simple, positive and negative Lesson 11 5B Where does she work? V – time phrases with on, in, at, G – 3rd person

singular questions and short answers Lesson 12 5C The New Moon, V – food and drink 3 Lesson 13 5D A day off, V – frequency adverbs and phrases with every, review 5 RWP 5 – written assignment 5 (my best friend) Lesson 14 Unit 5 consolidation activities, course evaluation Assessment: To pass the course and proceed to the A1 Part 3 course participants are supposed:

- to attend classes regularly - to complete 3 written assignments on Moodle - to complete 2 progress tests and gain an average of 60 %

Syllabus A1 Part 3

Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch., Cunningham, G. face2face, Starter, CUP, 2009 Lesson 1 Introduction to the course. Part 2 course review. Lesson 2 Test 5. 6A My home town, V – places in a town or city 1, G – there is/are,

a, some, a lot of Lesson 3 6B Are there any shops? V – places in a town or city 2, G – there is/are,

negative, yes/no questions, short answers, any Lesson 4 6C Tourist information, V – things in your bag 2 Lesson 5 6D it’s my favourite, V – clothes, colours, favourite, review 6 Lesson 6 RWP 6 written assignment 6 (describing places), Unit 6 Consolidation

activities Lesson 7 Test 6. 7A We’re twins, V – things you like and don’t like, love, like, hate,

G – object pronouns Lesson 8 7B Can you drive? V – abilities 2, love, like, eat, drink, G – a lot of Lesson 9 7C Directions V – prepositions of place Lesson 10 7D I love the Internet, V – things people do online, review 7 Lesson 11 RWP 7 Written assignment 7 (a thank you e-mail). Unit 7 Consolidation

activities Lesson 12 Test 7. 8A I was there! V – adjectives 2, G – past simple of be, positive and

negative Lesson 13 8B Happy anniversary! V – years, past time phrases, G – past simple of be,

questions and short answers, was born/were born Lesson 14 Remedial activities, course evaluation. Assessment: To pass the course and proceed to A1 Part 4 course participants are supposed:


Syllabus A1 Part 4

Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch., Cunningham, G. face2face, Starter, CUP, 2009

Lesson 1 Introduction to the course. 8C When’s your birthday? V – months and dates Lesson 2 8D Festivals, V – big numbers, review 8 Lesson 3 RWP 8, written assignment 8 (last film/ concert/ play), Unit 8 Consolidation

activities Lesson 4 Test 8. 9A Amazing journeys, V – transport, G – past simple, positive –

regular and irregular verbs Lesson 5 9B My last holiday, V – holiday activities, G – past simple, negative, questions

and short answers Lesson 6 9C Last weekend, V – at the station Lesson 7 9D Who, what, when? V – question words, G – questions in the present and

the past, review 9 Lesson 8 RWP 9 On holiday, written assignment 9 (last holiday) Unit 9 Consolidation

activities Lesson 9 Test 9. 10A Life changes, V – future time phrases G – be going to – positive

and negative Lesson 10 10B What are you going to do? V – phrases with have, watch, go, go to,

G – be going to – questions and short answers Lesson 11 10C Good luck, V – adjectives 3, feelings, review 10 Lesson 12 RWP 10 Written assignment 10 (greeting cards), Unit 10 Consolidation

activities Lesson 13 Test 10. End of course review Lesson 14 Remedial activities, course evaluation. Assessment: To pass the course and qualify for A2 course participants are supposed:


A2 English courses The course is for students who have successfully passed the A1 final test or are considered “false beginners”, i.e. who have studied English before, at school or another course at A1 or A2 level. Aims of the course The aim of the course is to revise, consolidate and further develop participants´ knowledge of basic (A1) language systems, pronunciation and functions, develop their use in all language skills, and take them well into A2 level of the Common European Framework of Reference for Languages The focus will be on the identification and remedy of personal language problems of the participants, and the development of their language competence and their confidence in communicating in English. In special activities it will focus on their public speaking and also writing skills. The social aspects of communicating in English will be emphasised too. The course will also provide students with numerous opportunities to develop autonomous language learning strategies. Language level reached (source: CEF A2) understanding

Students can understand the highest frequency vocabulary related to areas of most immediate personal relevance, (e. g. very basic personal and family information, shopping, local area, employment).

Students can catch the main point in short, clear, simple messages and announcements.

reading

Students can read very short, simple texts.

Students can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables.

Students can understand short simple personal letters speaking spoken interaction

Students can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities.

Students can handle very short social exchanges even though they cannot usually understand enough to keep the conversation going.

spoken production

Students can use a series of phrases and sentences to describe in simple terms their family and other people, living conditions, their educational background and their present or most recent job.

writing

Students can write short, simple notes and messages relating to matters in areas of immediate need.

Students can write a very simple personal letter, for example thanking someone for something.

Time allocation: 80 hours (core materials) – 120 hours (core materials + extra resources)

a. 2 hours a week: semester 1/28 semester 2/28 semester 3/28, semester 4/28 end of course exam

b. 4 hours a week semester 1/56 semester 2/56, end of course exam

Assessment To pass the course and proceed to B1 course participants are supposed:

- to attend classes regularly - to complete 12 written assignments - to complete 12 progress tests and gain an average of 60 % - to pass the A2 exam and gain an average of 60 %

To pass the A2 exam the participants are expected to complete:

- the written part [grammar, vocabulary, listening, reading, writing] and gain an average of 60 %

- the oral part [spoken interaction, spoken production] and gain an average of 60 % Textbook: Redston, Ch., Cunningham, G. face2face, Elementary, CUP, 2009 Supplementary Material: Murphy, R. Essential English Grammar In Use, New edition, Cambridge University Press, 2003

Syllabus A2 Part 1

Time allocation: 14 lessons (28 hours) Textbook: Redston, Ch., Cunningham, G. face2face, Elementary, CUP, 2009 Supplementary Material: Murphy, R. Essential English Grammar In Use, New edition, Cambridge University Press, 2003 Lesson 1 Intro to the course. 1A Meeting people, V – countries, nationalities, G – be,

positive and wh-questions, subject pronouns, possessive adjectives Lesson 2 1B In the coffee break, V – numbers, phone numbers, jobs, G – be, negatives,

yes/no questions, short answers Lesson 3 1C Personal details, V – numbers, age Lesson 4 1D Lost property, V – personal possessions, G – plurals, demonstratives,

Review 1, RWP 1 written assignment 1 (filling in a hotel registration form) Lesson 5 Test 1. 2A What’s important to you? V – adjectives with very, personal

possessions 2, G – have got Lesson 6 2B Meet the Robinsons, V – family, how many, G – possessive´s Lesson 7 2C Time and money, V – time words, how much Lesson 8 2D Where’s the baby? V – things in a house, prepositions of place, review 2,

RWP 2, written assignment 2 (description of a favourite thing) Lesson 9 Test 2. 3A A glamorous life? V – daily routines, G – present simple, positive,

wh- questions Lesson 10 3B Evenings and weekends, V – free time activities 1, time phrases with on,

in, at, every, G – Present Simple, negative, yes/no questions Lesson 11 3C Special days, V – months, dates Lesson 12 3D Early bird or night owl? V – frequency adverbs, G – subject and object

pronouns, review 3, RWP 3, written assignment 3 (a learner profile) Lesson 13 Test 3. Unit 1 – 3 remedial and consolidation activities 1 Lesson 14 Unit 1 – 3 remedial and consolidation activities 2, course evaluation Assessment To pass the course and proceed to A2 semester 2 course participants are supposed:


Syllabus A2 Part 2

Time allocation: 14 lessons (28 hours) Textbook: Redston, Ch., Cunningham, G. face2face, Elementary, CUP, 2009 Supplementary Material: Murphy, R. Essential English Grammar In Use, New edition, Cambridge University Press, 2003

Lesson 1 Intro to the course. 4A Away from home, V – free time activities 2, G – Present

simple, positive, negative, 3rd person Lesson 2 4B First date! V – things you like and don’t like, verb+ing G – Present simple

questions, short answers, 3rd person Lesson 3 4C Eating out, V – food and drink 1 Lesson 4 4D Breakfast time, V – food and drink 2, countable, uncountable nouns, review

4, RWP 4, written assignment 4 (messages – an e-mail) Lesson 5 Test 4. 5A My kind of place, V – places in a town/country, G – there is, there

are Lesson 6 5B Renting a flat, V – rooms and things in a house, G – how much/many,

some/any Lesson 7 5C At the shops, V – shops, things to buy, one/ones Lesson 8 5D In fashion, V – clothes, plural nouns, consolidation of unit 5, review 5, RWP

5, Written assignment 5 (a letter to a friend) Lesson 9 Test 5. 6A Three generations, V – adjectives 2, years, G – past simple, be Lesson 10 6B People who changed the world, V – life events, G – past simple 2, regular,

irregular, positive, wh- questions Lesson 11 6C Four weekends, V – weekend activities Lesson 12 6D The good and the bad, V – adjectives with very, really, quite, too, review 6,

RWP 6, Written assignment 6 (narration) Lesson 13 Test 6. Unit 4 – 6 remedial and consolidation activities 1 Lesson 14 Unit 4 – 6 remedial and consolidation activities 2, course evaluation Assessment To pass the course and proceed to A2 semester 3 course participants are supposed:


Syllabus A2 Part 3

Time allocation: 14 lessons (28 hours) Textbook: Redston, Ch., Cunningham, G. face2face, Elementary, CUP, 2009 Supplementary Material: Murphy, R. Essential English Grammar In Use, New edition, Cambridge University Press, 2003 Lesson 1 Intro to the course. A Licence to kill, V – types of film, G – past simple 3,

negative, yes/no questions, short answers Lesson 2 7B My music, V – types of music, past time phrases with ago, last, in, question

words, G – question forms Lesson 3 7C What´s in the news? V – irregular past simple forms, verbs, nouns from

news stories Lesson 4 7D Do you know any jokes? V – articles, review 7, RWP 7, Written

assignment 7 (a text message) Lesson 5 Test 7. 8A Holiday USA, V – holiday activities, G – can, cannot for possibility Lesson 6 8B A trip to Thailand, V – adjectives to describe places, G – comparatives Lesson 7 8C Planning a day out, V – I’d rather, I’d like, I want Lesson 8 8D Come to the wedding, V – verb collocations, review 8, RWP 8, Written

assignment 8 (describing places) Lesson 9 Test 8. 9A The meeting, V – work, G – present continuous for now Lesson 10 9B Strike! V – transport, G – present simple or continuous Lesson 11 9C On the phone, V – phone messages Lesson 12 9D The adventure centre, V – indoor and outdoor activities, adverbs,

adjectives, review 9, RWP 9, Written assignment 9 (a formal letter) Lesson 13 Test 9. Unit 7 – 9 remedial and consolidation activities 1 Lesson 14 Unit 7 – 9 remedial and consolidation activities 2, course evaluation Assessment To pass the course and proceed to A2 semester 4 course participants are supposed:


Syllabus A2 Part 4

Time allocation: 14 lessons (28 hours) Textbook: Redston, Ch., Cunningham, G. face2face, Elementary, CUP, 2009 Supplementary Material: Murphy, R. Essential English Grammar In Use, New edition, Cambridge University Press, 2003 Lesson 1 Intro to the course, 10A Healthy heart, V – health, how often – frequency

expressions, G – imperatives, should, should not Lesson 2 10B What’s he like? V – describing people’s appearance + character,

G – questions with like Lesson 3 10C I feel terrible! V – health problems and treatment Lesson 4 10D Are you SAD in winter? V – seasons, weather, word building, review 10,

RWP 10, Written assignment 10 (a letter of advice) Lesson 5 11A New Year’s resolutions, V – verb collocations, G – be going to 1, positive,

negative, wh- questions Lesson 6 11B No more exams! V – studying, G – might, be going to 2, yes/no questions,

short answers Lesson 7 11CFinding your way, V – prepositions of place and movement Lesson 8 11D The grass is always greener, V – verb patterns, review 11, RWP 11,

Written assignment 11 (a description of a town/city) Lesson 9 Test 11. 12A World records, V – big and small numbers, G – superlatives Lesson 10 12B Have you ever….? V – past participles, G – present perfect for life

experiences, positive, negative, short answers, questions Lesson 11 12C Have a good trip! V – things and places at the airport, review 12, RWP 12

Written assignment 12 (a postcard) Lesson 12 End of course review, Test 12 Lesson 13 A2 Mock test Lesson 14 Final A2 exam – written

Final A2 exam – oral Assessment To pass the course and qualify for the final A2 proficiency exam participants are supposed:


To pass the A2 proficiency exam the participants are expected to complete:


- the oral part [spoken interaction, spoken production] and gain an average of 60 %

B1 English courses The course is for students who have successfully passed the A2 final test, or completed a placement test and reached A2 score, or have another certificate of reached CEF A2 level. Aims of the course The overall aim of the instruction in the course is to further develop the language competence of the participants, their confidence in communicating in English, and take them well into B1 level of the Common European Framework of Reference for Languages. The focus will be on the improvement of all aspects of their language, on continuing with listening, reading, speaking and writing skills. In special activities participants will focus on their public speaking and also writing skills. The social aspects of communicating in English will also be emphasised. The course will also provide students with numerous opportunities to develop autonomous language learning strategies including e-learning. Language level reached (source: CEF B1) understanding

Students can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc.

Students can understand the main point of many TV or radio programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

reading

Students can understand texts that consist mainly of high frequency everyday or job-related language.

Students can understand the description of events, feelings and wishes in personal letters.


Students can deal with most situations likely to arise whilst travelling in an area where the language is spoken.

Students can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e. g. family, hobbies, work, travel and current events).

spoken production

Students can connect phrases in a simple way in order to describe experiences and events, their dreams, hopes and ambitions.

Students can briefly give reasons and explanations for opinions and plans.

Students can narrate a story or relate the plot of a book or film and describe their reactions.

writing

Students can write simple connected text on topics which are familiar or of personal interest

Students can write simple personal letters describing experiences and impressions. Time allocation: 80 hours (core materials) – 120 hours (core materials + extra resources)



Assessment To pass the course and proceed to B1-B2 course participants are supposed:

- to attend classes regularly - to complete 12 written assignments - to complete 12 progress tests and gain an average of 60 % - to pass the B1 exam and gain an average of 60 %

To pass the B1 exam the participants are expected to complete:


- the oral part [spoken interaction, spoken production] and gain an average of 60 % Textbook: Redston, Ch., Cunningham, G. face2face, Pre-intermediate, CUP, 2009 Supplementary Material: Murphy, R. Essential English Grammar In Use, New edition, Cambridge University Press, 2003 http://dictionary.cambridge.org/

B1 Syllabus Part 1

Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch. Cunningham, G. face2face Pre-intermediate, CUP Supplementary materials: Murphy, R. Essential English Grammar In Use, New edition, Cambridge University Press, 2003 http://dictionary.cambridge.org/ Lesson 1 Intro to the course. 1A Life stories, V – day-to-day phrases, G – review of verb forms Lesson 2 1B Super commuters, V – work, G – subject questions Lesson 3 1C Time to relax, V – free time Lesson 4 1D Speed dating, finding things in common, review1, RWP 1, written

assignment 1 (a letter to a friend) Lesson 5 Test 1. 2A Starting small, V – irregular verbs, G – Past Simple Lesson 6 2B First meetings, V – relationships, G – Past Continuous Lesson 7 2C The 1001 nights, V – connecting words Lesson 8 2D Small talk , starting and ending conversations, review 2, RWP 2 written

assignment 2 (an email) Lesson 9 Test 2. 3A Getting qualified, V – employment, G – have to Lesson 10 3B Job-hunting, V – jobs, G – Present Continuous and Present Simple Lesson 11 3C Strange jobs, V – word building: noun endings Lesson 12 3D I’m really sorry, apologies, reasons and promises, review 3, RWP 3

written assignment 3 A Curriculum vitae (CV) Lesson 13 Test 3. Unit 1 – 3 remedial and consolidation activities 1 Lesson 14 Unit 1 – 3 remedial and consolidation activities 2, course evaluation Assessment To pass the course and proceed to B1 semester 2 course participants are supposed:


B1 Syllabus Part 2

Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch. Cunningham, G. face2face Pre-intermediate, CUP Supplementary materials: Murphy, R. Essential English Grammar In Use, New edition, Cambridge University Press, 2003 http://dictionary.cambridge.org/ Lesson 1 Intro to the course, 4A The silver screen, V – types of film, G – Present

Perfect 1 Lesson 2 4B The rhythm of life, V – music, G – Present perfect 2 Lesson 3 4C TV or not TV? V – TV nouns and verbs Lesson 4 4D What do you think? agreeing and disagreeing, review 4, written

assignment 4 (describing a film) Lesson 5 Test 4. 5A Man or machine? V – verb-noun collocations, G – might, will be

able to Lesson 6 5B Never too old V – verb-noun collocations 2, G – be going to / planning to Lesson 7 5C Out of this world, V – verbs and prepositions Lesson 8 5D It’s for charity, offers, suggestions and requests, review 5, RWP 5, written

assignment 5 (formal and informal letters) Lesson 9 Test 5. 6A Life with teenagers V – character adjectives. G – comparatives Lesson 10 6B Roles people play V – relationships 2, G – superlatives Lesson 11 6C Family business V – prefixes and opposites of adjectives: un-, im-, in-, dis- Lesson 12 6D Call me back, leaving phone messages, review 6, RWP 6 written

assignment 6 (messages) Lesson 13 Test 6. Unit 4 – 6 remedial and consolidation activities 1 Lesson 14 Unit 4 – 6 remedial and consolidation activities 2, course evaluation Assessment To pass the course and proceed to B1 semester 3 course participants are supposed:


B1 Syllabus Part 3

Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch. Cunningham, G. face2face Pre-intermediate, CUP Supplementary materials: Murphy, R. Essential English Grammar In Use, New edition, Cambridge University Press, 2003 http://dictionary.cambridge.org/ Lesson 1 Intro to the course. 7A You need a holiday, V – travel, G – Present Cont. for future arrangements Lesson 2 7B What are you taking, V – things we take on holiday, G – quantifiers,

possessive pronouns Lesson 3 7C Wish you were here, V – expressions with go Lesson 4 7D I’ve got a problem, V – hotel problems, complaints and requests, review 7 RWP 7, written assignment 7 (A letter of complaint) Lesson 5 Test 7. 8A Home sweet home V – describing home, G – Present perfect for

unfinished past Lesson 6 8B Meet the parents, V – going to dinner, G – should, shouldn’t, must,

infinitive of purpose Lesson 7 8C Cultural differences, V – travellers´ tips Lesson 8 8D What’s Edinburgh like? asking about places, review 8, RWP 8 written

assignment 8 (a description) Lesson 9 Test 8. 9A Problems, problems, V – everyday problems, G – 1st conditional,

future time clauses Lesson 10 9B Sleepless nights, V – feelings, G – too, too much, too many, enough Lesson 11 9C In the neighbourhood, V – phrasal verbs Lesson 12 9D Invitations, invitations and making arrangements, review 9, RWP 9 written

assignment 9 (a personal email) Lesson 13 Test 9. Unit 7 – 9 remedial and consolidation activities 1 Lesson 14 Unit 7 – 9 remedial and consolidation activities 2, course evaluation Assessment To pass the course and proceed to B1 semester 4 course participants are supposed:


B1 Syllabus Part 4

Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch. Cunningham, G. face2face Pre-intermediate, CUP Supplementary materials: Murphy, R. Essential English Grammar In Use, New edition, Cambridge University Press, 2003 http://dictionary.cambridge.org/ Lesson 1 Intro to the course. 10A Going, going, gone! V – verbs used in the passive,

G – Present simple and Past simple passive Lesson 2 10B Changing trends, V – anything, someone, no one, everywhere, G – used

to Lesson 3 10C Fashion victims, V – use of articles Lesson 4 10D Can I help you? in a shop, review 10, RWP 10, written assignment 10

(Giving your opinion) Lesson 5 Test 10. 11A Guess what? V – verb-noun collocations, G – Present Perfect for

giving news Lesson 6 11B Murder mystery, V – crime, G – relative clauses Lesson 7 11C Here’s today’s news V – guessing meaning from context Lesson 8 11D Did you? echo questions, review 11, RWP 11, written assignment 11

(a narrative) Lesson 9 Test 11. 12A A year off V – money, G – reported speech Lesson 10 12B Taking chances V – unusual activities, G – 2nd conditional Lesson 11 12C Men of magic, V – connecting words, first, next, then, etc. review 12,

RWP 12, written assignment 12 (describing personal goals) Lesson 12 Test 12. End of course review Lesson 13 B1 mock test Lesson 14 Final B1 exam – written Final B1 exam – oral Assessment: To pass the course and qualify for the final B1 proficiency exam participants are supposed:

- to attend classes regularly - to complete 3 written assignments on moodle - to complete 3 progress tests and gain an average of 60 %

To pass the B1 proficiency exam the participants are expected to complete:



B1-B2 English course The course is for students who have successfully passed the B1 final test, or completed a placement test and reached B1 score, or have another certificate of reached CEF B1 level. Aims of the course The overall aim of the instruction in the course is to further develop the language competence of the participants, their confidence in communicating in English, and develop further B1 level of the Common European Framework of Reference for Languages. The focus will be on the improvement of all aspects of their language, on continuing with listening, reading, speaking and writing skills. In special activities they will focus on their public speaking and also writing skills. The social aspects of communicating in English will also be emphasised. The course will also provide students with numerous opportunities to develop autonomous language learning strategies including e-learning. Language level reached (source: CEF B1 and B2) * B2 descriptors understanding

Students can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc.

Students can understand the main point of many TV or radio programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

Students can understand TV and radio programmes, and identify the speaker´s mood and tone.*

Students can use a variety of strategies to achieve comprehension, including listening for main points, checking comprehension by using contextual clues.*

reading

Students can understand texts that consist mainly of high frequency everyday or job-related language.

Students can understand the description of events, feelings and wishes in personal letters.

Students can understand in in a narrative the motives for the character´s actions and their consequences for the development of the plot.*

Students can understand articles on current problems in which the writers express specific attitudes and points of view.*


Students can deal with most situations likely to arise whilst travelling in an area where the language is spoken.

Students can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

Students can help a discussion along on familiar ground, confirming comprehension, etc.*

Students can initiate, maintain and end discourse naturally with effective turn-taking.* spoken production

Students can connect phrases in a simple way in order to describe experiences and events, their dreams, hopes and ambitions.

Students can briefly give reasons and explanations for opinions and plans.

Students can narrate a story or relate the plot of a book or film and describe their reactions.

Students can speculate about causes, consequences, hypothetical situations.* writing

Students can write simple connected text on topics which are familiar or of personal interest

Students can write simple personal letters describing experiences and impressions.

Students can write about events / real or fictional experiences in a detailed and readable way.*

Students can make a note of “favourite” mistakes and consciously monitor his/her work for them.






To pass the B1-B2 exam the participants are expected to complete:


- the oral part [spoken interaction, spoken production] and gain an average of 60 % Textbook: Redston, Ch. Cunningham,G. face2face Intermediate, CUP Supplementary materials: Murphy, R. English Grammar In Use with answers, New edition, Cambridge University Press, 2004 http://dictionary.cambridge.org/

B1-B2 Syllabus Part 1

Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch. Cunningham,G. face2face Intermediate, CUP Supplementary materials: Murphy, R. English Grammar In Use with answers, New edition, Cambridge University Press, 2004 http://dictionary.cambridge.org/ Lesson 1 Intro to the course. 1A Be happy, V – weekend activities, G – question forms Lesson 2 1B Love it or hate it, V – likes and dislikes, G – positive and negative verb

forms Lesson 3 1C The best medicine, V – adjectives for feelings, prepositions with adjectives Lesson 4 1D At a barbecue, question tags, review 1, RWP 1, written assignment 1

(An informal letter) Lesson 5 Test 1. 2A Slow down, V – work collocations, G – modal verbs: be able to, be

allowed to, be supposed to Lesson 6 2B Ready, steady, eat, V – in the kitchen, G – Present Cont. and Present

Simple Lesson 7 2C It’s a nightmare, V – sleep, gradable and strong adjectives, adverbs Lesson 8 2D What’s the matter?, showing concern, giving and responding to advice,

review 2, RWP 2, written assignment 2 (notices) Lesson 9 Test 2. 3A Your holiday, my job, V – phrasal verbs: travel, G – Present Perfect Simple: experience, unfinished past and recent events Lesson 10 3B Lonely planet, V – phrases with: travel, get, go on, G – Present Perfect Continuous and Present Perfect Simple Lesson 11 3C Call that a holiday?, V – word formation: suffixes for adjectives and nouns Lesson 12 3D A trip to India, asking for and making recommendations, review 3, RWP 3,

written assignment 3 (formal letters) Lesson 13 Test 3. Unit 1 – 3 remedial and consolidation activities 1 Lesson 14 Unit 1 – 3 remedial and consolidation activities 2, course evaluation Assessment To pass the course and proceed to B1-B2 semester 2 course participants are supposed:



Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch. Cunningham,G. face2face Intermediate, CUP Supplementary materials: Murphy, R. English Grammar In Use with answers, New edition, Cambridge University Press, 2004 http://dictionary.cambridge.org/ Lesson 1 Intro to the course. 4A Riders, V – music collocations, G – Past Simple and

Past Continuous, used to Lesson 2 4B Adventurers, V – character adjectives, G – Past Perfect Lesson 3 4C Natural medicines V – guessing meaning from context, Lesson 4 4D It’s just a game, making generalisations, review 4, written assignment 4

(book review) Lesson 5 Test 4. 5A Moving house V – homes, G – making comparisons Lesson 6 5B A load of old junk V – phrasal verbs 2, G – the future: will, be going to Lesson 7 5C Flat pack world, V – verb patterns 1 Lesson 8 5D Is this what you mean? explaining what you need, review 5, RWP 5,

written assignment 5 (short emails and notes) Lesson 9 Test 5. 6A Make up your mind V – make and do G – 1st conditional and future

time clauses Lesson 10 6B Protective parents, V – reflexive pronouns, G – zero conditionals Lesson 11 6C Touch wood V – synonyms Lesson 12 6D What’s your opinion? discussion language, review 6, RWP 6, written

assignment 6 Giving an opinion Lesson 13 Test 6. Unit 4 – 6 remedial and consolidation activities 1 Lesson 14 Unit 4 – 6 remedial and consolidation activities 2, course evaluation Assessment To pass the course and proceed to B1-B2 semester 3 course participants are supposed:



Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch. Cunningham,G. face2face Intermediate, CUP Supplementary materials: Murphy, R. English Grammar In Use with answers, New edition, Cambridge University Press, 2004 http://dictionary.cambridge.org/ Lesson 1 Intro to the course. 7A Save, copy, delete V – computers, G – ability: be able

to, manage, etc. Lesson 2 7B Want it, need it! V – electrical equipment, G – 2nd conditional Lesson 3 7C Virus alert! V – use of articles Lesson 4 7D What’s the password? indirect and direct questions, review 7, RWP 7,

written assignment 7 (instructions) Lesson 5 Test 7. 8A Changing weather V – weather, G – the passive Lesson 6 8B Recycle your rubbish, V – containers, G – quantifiers: a bit of, [not]

enough, etc. Lesson 7 8C Dangers at sea V – word formation: prefixes and opposites, suffixes, Lesson 8 8D Be careful! warnings and advice, review 8, RWP 8, written assignment 8

(A letter of complaint) Lesson 9 Test 8. 9A Get healthy, V – health, G – relative clauses Lesson 10 9B Good news, bad news, V – news collocations, G – Present Perfect Simple

active and passive for recent events Lesson 11 9C Faking it, V – connecting words: although, despite, etc. Lesson 12 9D At the doctor’s, health problems, symptoms and treatment, review 9, RWP

9, written assignment 9 (a letter of application) Lesson 13 Test 9. Unit 7 – 9 remedial and consolidation activities 1 Lesson 14 Unit 7 – 9 remedial and consolidation activities 2, course evaluation Assessment To pass the course and proceed to B1-B2 semester 4 course participants are supposed:



Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch. Cunningham,G. face2face Intermediate, CUP Supplementary materials: Murphy, R. English Grammar In Use with answers, New edition, Cambridge University Press, 2004 http://dictionary.cambridge.org/ Lesson 1 Intro to the course. 10A The anniversary V – contacting people, G – was/were

going to, was/were supposed to Lesson 2 10B Who’s that, V – describing people, G – modal verbs: making deductions Lesson 3 10C The party’s over V – phrasal verbs 3 Lesson 4 10D Do you mind? asking for, giving and refusing permission, review 10, RWP

10, written assignment 10 (a description of a person) Lesson 5 Test 10. 11A Any messages? V – things people do at work, G – reported

speech 1 Lesson 6 11B How did it go? V – adjectives to describe jobs, G – reported speech 2 Lesson 7 11C Undercover V – reporting verbs Lesson 8 11D It’s my first day. checking information, review 11, RWP 11, written

assignment 11 (a story) Lesson 9 Test 11. 12A I wish! V – informal words and phrases, G – wishes Lesson 10 12B Important moments V – phrases with get, G – 3rd conditional Lesson 11 12C Superheroes, V – word families 12 Review, RWP12, written

assignment 12 (description of events) Lesson 12 Test 12. Course review Lesson 13 B1-B2 mock test Lesson 14 Final B1-B2 exam – written Final B1-B2 exam – oral Assessment: To pass the course and qualify for the final B1-B2 proficiency exam participants are supposed:


To pass the B1-B2 proficiency exam the participants are expected to complete:



B2 English course The course is for students who have successfully passed the B1-B2 final test, or completed a placement test and reached B1-B2 score, or have another certificate of reached CEF B1 + level. Aims of the course The overall aim of the instruction in the course is to further develop the language competence of the participants, their confidence in communicating in English, and complete B2 level of the Common European Framework of Reference for Languages. The focus will be on the improvement of all aspects of their language, on continuing with listening, reading, speaking and writing skills. In special activities they will focus on the development of their academic public speaking and writing skills. The social aspects of communicating in English will also be emphasised. The course will also provide students with numerous opportunities to develop autonomous language learning strategies including e-learning. Language level reached (source: CEF B2) understanding

Students can understand the extended speech and lectures and follow even complex line of arguments provided the topic is reasonably familiar.

Students can understand most TV news and current affairs programmes.

Students can understand the majority of films in standard dialect.

reading

Students can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints.

Students can understand contemporary literary prose.


Students can interact with a degree of fluency and spontaneity that makes a regular interaction with native speakers quite possible.

Students can take an active part in discussion in familiar contexts, accounting for and sustaining their views spoken production

Students can present clear, detailed descriptions on a wide range of subjects related to their field of interest.

Students can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

writing

Students can write a clear, detailed text on a wide range of subjects related to their interests.

Students can write an essay, or report, passing on information or giving reasons in support of or against a particular point of view.

Students can write letters highlighting the personal significance of events and experiences.




Assessment To pass the course and proceed to B2-C1 course participants are supposed:


To pass the B2 exam the participants are expected to complete:


- the oral part [spoken interaction, spoken production] and gain an average of 60 % Textbook: Redston, Ch. Cunningham, G. face2face Upper-Intermediate, CUP Supplementary materials: Murphy, R. English Grammar In Use with answers, New edition, Cambridge University Press, 2004 http://dictionary.cambridge.org/

Syllabus B2

Part 1 Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch. Cunningham,G. face2face Upper Intermediate, CUP Supplementary materials: Murphy, R. English Grammar In Use with answers, New edition, Cambridge University Press, 2004 http://dictionary.cambridge.org/ Lesson 1 Intro to the course. 1A A Global language, V – language ability, G – the

English verb system Lesson 2 1B My first week, V – education, G – uses of auxiliaries Lesson 3 1C Making the grade, V – verb patterns Lesson 4 1D Evening classes, keeping a conversation going, review 1, RWP 1, written

assignment 1 (Planning and drafting an article) Lesson 5 Test 1. 2A It’s bad for you! V – expressing frequency, G – present and past

habits, repeated actions and states Lesson 6 2B Life’s different here, V – feelings and opinions, G – be used to, get used to Lesson 7 2C Managing my time, V – word building-suffixes Lesson 8 2D I see your point, discussion language 1-agreeing, disagreeing, review 2,

RWP 2, written assignment 2 (A letter – giving emphasis) Lesson 9 Test 2. 3A Honesty, V – crime, G – 2nd conditional; alternatives for if Lesson 10 3B It’s crime, V – crime and punishment, G – 3rd conditional Lesson 11 3C Identity theft, V – verbs and prepositions Lesson 12 3D Do you need any help? making, refusing and accepting offers, review 3,

written assignment 3 (A leaflet) Lesson 13 Test 3. Unit 1 – 3 remedial and consolidation activities 1 Lesson 14 Unit 1 – 3 remedial and consolidation activities 2, course evaluation Assessment: To pass the course and proceed to B2 semester 2 course participants are supposed:


Syllabus B2 Part 2

Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch. Cunningham,G. face2face Upper Intermediate, CUP Supplementary materials: Murphy, R. English Grammar In Use with answers, New edition, Cambridge University Press, 2004 http://dictionary.cambridge.org/ Lesson 1 Intro to the course. 4A Urban legends, V – phrasal verbs, G – narrative verb

forms; Past Perfect Continuous Lesson 2 4B Magical novels, V – books and reading, G – Defining, non-defining and

reduced relative clauses Lesson 3 4C Very funny! V – connecting words; reason and contrast Lesson 4 4D How was your day? expressing surprise, review 4, RWP 4, written

assignment 4 A short biography Lesson 5 Test 4. 5A Keeping koi, V – animals, G – ways of comparing Lesson 6 5B The global garden, V – plants and gardens, G – future verb forms: Future

Continuous Lesson 7 5C That smells nice!, V – back referencing Lesson 8 5D Ecological footprints, adjectives for giving opinions, review 5 RWP 5,

written assignment 5 (A presentation) Lesson 9 Test 5. 6A Codes of conduct, V – phrases with take G – uses of verb+ing Lesson 10 6B He’s got no manners, V – describing character, G – modal verbs; levels

of certainty Lesson 11 6C Hidden messages, V – guessing meaning from context Lesson 12 6D Am I interrupting? polite interruptions, review 6, written assignment 6

(A description of a place) Lesson 13 Test 6. Unit 4 – 6 remedial and consolidation activities 1 Lesson 14 Unit 4 – 6 remedial and consolidation activities 2, course evaluation Assessment: To pass the course and proceed to B2 semester 3 course participants are supposed:


Syllabus B2 Part 3

Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch. Cunningham,G. face2face Upper Intermediate, CUP Supplementary materials: Murphy, R. English Grammar In Use with answers, New edition, Cambridge University Press, 2004 http://dictionary.cambridge.org/ Lesson 1 Intro to the course. At the airport, V – state verbs, G – simple and continuous

aspects; activity and state verbs Lesson 2 7B The new superpower, V – business and trade, G – Present Perfect Simple

and Present Perfect Continuous Lesson 3 7C Life in cyberspace V – the Internet; word building: prefixes Lesson 4 7D You’re breaking up, problems on the phone, review 7, RWP 7, written

assignment 7 (A semi-formal letter) Lesson 5 Test 7. 8A I’m broke, V – dealing with money, G – wishes; I hope... It’s time... Lesson 6 8B Every little helps, V – phrasal verbs: money, G – wishes: should have Lesson 7 8C A bit extra, V – synonyms Lesson 8 8D I didn’t realise, apologising, review 8, RWP 8, written assignment 8

(A report) Lesson 9 Test 8. 9A The Oscars, V – cinema, G – the passive Lesson 10 9B What was it like? V – entertainment adjectives, G – as, like, such as, so,

such Lesson 11 9C Is it art? V – homonyms Lesson 12 9D It’s up to you, making and responding to suggestions, review 9, RWP 9,

written assignment 9 (a review of the website) Lesson 13 Test 9. Unit 7 – 9 remedial and consolidation activities 1 Lesson 14 Unit 7 – 9 remedial and consolidation activities 2, course evaluation Assessment: To pass the course and proceed to B2 semester 4 course participants are supposed:


Syllabus B2 Part 4

Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch. Cunningham,G. face2face Upper Intermediate, CUP Supplementary materials: Murphy, R. English Grammar in Use with answers. New edition, Cambridge University Press, 2004 http://dictionary.cambridge.org/ Lesson 1 Intro to the course. 10A How practical are you? V – household jobs,

G – have/get something done, get somebody to do something, do something yourself

Lesson 2 10B New man, V – man, female and neutral words, G – quantifiers Lesson 3 10C The same but different, V – compound nouns and adjectives Lesson 4 10D I did tell you! adding emphasis, review 10, RWP 10, written assignment

10 (a newspaper/magazine article) Lesson 5 Test 10. 11A Meeting up, V – work collocations, G – describing future events;

Future Perfect Lesson 6 11B Going into business, V – business collocations, G – reported speech Lesson 7 11C The coffee shop, V – reporting verbs Lesson 8 11D Advertising works, RW – discussion language, module 11 review, written

assignment 11 (formal, informal emails) Lesson 9 Test 11. 12A Where’s my mobile? V – colloquial words/phrases, G – modal verbs: deduction in the present and the past Lesson 10 12B Invasion, V – news collocations, G – past forms of modal and related

verbs Lesson 11 12C Spooky! V – idioms, review 12, RWP 12, written assignment 12 (formal,

informal emails) Lesson 12 Test 12. End of course review Lesson 13 B2 Mock test Lesson 14 Final B2 exam – written Final B2 exam – oral Assessment: To pass the course and qualify for the final B2 proficiency exam participants are supposed:


To pass the B2 proficiency exam the participants are expected to complete:

- the written part [grammar, vocabulary, listening, reading, writing] and gain an average of 60 % the oral part [spoken interaction, spoken production] and gain an average of 60 %

PET English course The course is for the students who have successfully passed the B1 final test, or completed a placement test and reached B1 score, or have another certificate of reached CEF B1 level. Aims The overall aim of the instruction in the course is designed to guide students towards success at the Cambridge Preliminary Test (PET). The focus will be on the improvement and consolidation of all aspects of their language and language skills at B1 level. In special activities the students will focus on the development of their PET exam taking skills and strategies using a variety of sample exam papers. Language level of PET (source: PET handbook, UCLES) listening

Students can understand announcements made at railway, stations and irports, traffic information given on the radio, public announcements made at sporting events or pop concerts and instructions given by police or customs officials

reading

Students can understand text types such as street signs, public notices, product packaging, forms, posters, brochures, city guides and instructions on how to do things, as well as informal letters and newspaper and magazine texts such as articles, features and weather forecasts.

Students can not only understand facts but also opinions, attitudes, moods and wishes.

speaking

Students can get all the information needed from a tourist information centre, as long as it is of straightforward, non-specialised nature.

Students can ask questions about the main points of a guided tour commentary in order to get more information, as long as no specialised language is needed.

Students can deal with most situations likely to arise when making travel arrangements through a travel agent or when actually travelling.

Students can state requirements within their own job area and ask questions of a fact-finding nature.

In a meeting students can take part in a discussion which involves the exchange of factual information or receiving instructions.

Students may have difficulty dealing with anything unpredictable.

Students can make telephone calls, as long as only routine matters are involved, and they can receive and pass on messages.

writing

Students can write simple personal letters such as “thank you” letters, within more or less standard format.

Time allocation: 56 hours (core materials) 2 hours a week Part 1/28

Part 2/28 Assessment To pass the course and qualify for the PET exam participants are supposed:

- to attend classes regularly - to complete exam folders in their course book - to complete 5 progress tests and gain an average of 60 %

Textbook: L. Hashemi, B. Thomas, Objective PET, second edition, CUP Supplementary materials: Murphy, R. English Grammar In Use with answers, New edition, Cambridge University Press, 2004 Doff, Jones Language in Use, Cambridge University Press Online resources: http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz

Syllabus PET Part 1

Textbook: L. Hashemi, B. Thomas, Objective PET, second edition, CUP Supplementary materials: Murphy, R. English Grammar In Use with answers, New edition, CUP Cambridge University Press, 2004, Doff, Jones Language in Use, Online resources: http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz Lesson 1 Intro to the course. Unit 1 A question of sport, V – sports, hobbies,

G – Present simple, frequency adverbs. Lesson 2 U2 I am a friendly person, V – describing people: appearance, personality,

G – like/enjoy+-ing, want, would like +to, to be +a(n)occupation. Lesson 3 U3 What´s your job? V – jobs, G – present simple x present continuous, state

verbs. U4/part 1 Let´s go out, V – entertainment, G – prepositions of time, present continuous for future plans.

Lesson 4 U4/part2 Let´s go out, V – entertainment, G – prepositions of time, present continuous for future plans. U5 Wheels and wings, V -transport, airport language, G – need, countable x uncountable nouns, expressions of quantity.

Lesson 5 U6 What did you do at school today? V – past simple, school, feelings, opinions, dates.

Lesson 6 Units 1 – 6 Revision, test 1, U7 Around town, V – places, buildings, directions, G – prepositions of place and movement, comparative adjectives.

Lesson 7 U8 Let´s celebrate, V – celebrations, festivals, parties, G – Present perfect simple.

Lesson 8 U9 How do you feel? V – parts of the body, illnesses, G – Short answers in the present perfect. U10/part1 I look forward to hearing from you, V – letters and emails, G – Present perfect and past simple.

Lesson 9 U10/part2 I look forward to hearing from you, V – letters and emails, G –Present perfect and past simple. Lesson 11 U11 Facts and figures, V – large numbers and measurements, G – superlative adjectives, present simple passive.

Lesson 10 U12 A good read, V – kinds of books, telling a story, G – past continuous x past simple.

Lesson 11 Units 7 – 12 Revision, test 2, U13 A place of my town, V – price, rooms, furniture, G – modals (probability, possibility).

Lesson 12 U14 What´s in fashion? V – clothes, colours, G – used to, too and enough. Lesson 13 U15 Risk! V – activities and experiences, G – modals (permission and

obligation). Lesson 14 U16 Free time, V – study and leisure, G – going to future, present tense after

when, after, until in future time. Assessment To pass the course and proceed to PET course Part 2 participants are supposed:


Syllabus PET Part 2

Textbook: L. Hashemi, B. Thomas, Objective PET, second edition, CUP Supplementary materials: Murphy, R. English Grammar In Use with answers, New edition,CUP Cambridge University Press, 2004, Doff, Jones Language in Use, Online resources: http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz Lesson 1 U17 Next Lesson´s episode, V – TV and radio, G – will x going to. Lesson 2 U18 Shooting a film, V – films, G – past perfect x past simple. Lesson 3 Units 13-18 Revision, test 3, U19 Happy families, V – families, G – verbs and

expressions followed by to and -ing, make and let. Lesson 4 U20 So you think you´ve got talent? V – music, musical instruments,

G – comparison of adverbs, connectives. Lesson 5 U21 Keep in touch! V – making phone calls, G – have something done,

reported commands and requests. U22/part 1 Strange but true? V – reporting verbs, G – reported.

Lesson 6 U22/part 2Strange but true? V – reporting verbs, G – reported speech. U23 Best friends, V – friendship, introducing people, G – relative clauses.

Lesson 7 U24 I´ve got an idea, V – describing objects, G – past simple passive, future passive.

Lesson 8 Units 19 – 24 Revision, test 4, Unit U25 Shop till you drop, V – shops and shopping, G – reported questions, verbs with two objects.

Lesson 9 U26 Persuading people, V – advertising, reporting verbs, G – first conditional. Lesson 10 U27 Traveller´s tales, V – travel, word building, G – reflexive pronouns, the

passive. U28/part1 What would you do? V – jobs, expressions with prepositions, G – second conditional.

Lesson 11 U28/part 2 What would you do? V – jobs, expressions with prepositions, G –second conditional. U29 What´s on the menu, V – food, restaurants, G – So do I/Neither do I, polite question forms.

Lesson 12 U30 Blue for a boy, pink for a girl? V – informal language, saying goodbye, G – hardly, before/after+-ing, Units 25 – 30 Revision, test 5.

Lesson 13 Remedial and consolidation activities1. Lesson 14 Remedial and consolidation activities2. Course evaluation. Assessment: To pass the course participants are supposed:


FCE English course The course is for the students who have successfully passed the B1-B2 or B2 final test, or completed a placement test and reached B1-B2/B2 score, or have another certificate of reached CEF B1-B2 / B2 level. Aims The overall aim of the instruction in the course is designed to guide students towards success at the First certificate in English Test (FCE). The focus will be on the improvement and consolidation of all aspects of their language and language skills at B2 level. In special activities the students will focus on the development of their FCE exam taking skills and strategies using a variety of sample exam papers. Language level of FCE (adapted from: FCE handbook, UCLES, 2005) listening

Students can understand longer a talk on a familiar topic, announcements, extracts from radio programmes, news features, etc., at an intermediate level. They are able to understand detail and gist, and to deduce meaning.

reading

Students can understand semi-authentic texts of various kinds (informative and general interest).

Students are able to show understanding of gist, detail and text structure, and deduce meaning.

speaking

Students can ask and answer predictable and factual questions and to interact in conversational English.

Students can keep up a conversation on a fairly wide range of topics.

Students can ask for clarification and further explanation.

Students can express their own opinion, and present arguments to a limited extend. writing

Students can write non-specialised text types such as letter, articles, reports and compositions for a given purpose and target reader, covering a range of topics.

Students can make notes while someone is talking.

Students can present arguments, using a limited range of expression (vocabulary, grammatical structures).

Time allocation: 56 hours (core materials) 2 hours a Lesson Part 1/28

Part 2/28 Assessment To pass the course and qualify for the FCE exam participants are supposed:

- to attend classes regularly - to work consistently outside the classroom - to complete 8 sample exam papers and gain an average of 60 %

Textbook: Nick Kenny and Lucrecia Luque-Mortimer, FCE Practice Tests Plus 2 with Key, Pearson Longman, 2011 Supplementary materials: Martin Hewings Advanced Grammar in Use 2nd edition, CUP Online resources: Online English dictionary http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz

Syllabus FCE Part 1

Textbook: Nick Kenny and Lucrecia Luque-Mortimer, FCE Practice Tests Plus 2 with Key, Pearson Longman, 2011 Supplementary materials: Martin Hewings Advanced Grammar in Use 2nd edition, CUP Online resources: Online English dictionary http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz Lesson 1 Introduction to the course and the FCE. Test 1 Paper 1 Reading, Test 1,

Paper 2 Writing: A varied career, In defence of women´s boxing, Solo travel in Australia; Email.

Lesson 2 Test 1 Paper 3 Use of English: Messages from the Stone Age, Swimming with seals, Brain games, transformation task, Test 1 Paper 4 Listening: Singing twins: Tim and Sam Tanner, fives speakers talking about classical music, an interview with a professional athlete.

Lesson 3 Test 1 Paper 5 Speaking: practising all four parts, Test 1 feedback, remedial exercises.

Lesson 4 Test 2 Paper 1 Reading: An extract from a novel, Treasure in the mud, What´s the best advice your father ever gave you? Test 2 Paper 2 Writing: How to do the paper, Letter + one of the topics to select from.

Lesson 5 Test 2 Paper 3 Use of English: Where to go whale watching, The Mini-Monet, Don´t catch cold, transformation task. Test 2 Paper 4 Listening: speakers talking in different situations, New Zealand journey, people talking about a radio station, interview with a photographer.

Lesson 6 Test 2 Paper 5 Speaking: practising all four parts, focus on exam tips. Test 2 feedback, remedial exercises.

Lesson 7 Test 3 Paper 1 Reading: Studying testing focus 1 Moving house, The airport photographer, I love my bike. Test 3 Paper 2 Writing: Tip strip + Young volunteers group – letter based on information from a leaflet.

Lesson 8 Test 3 Paper 3 Use of English: The gesture interface, Choosing the best shades, Rafting on the Zambezi river, transformation task. Test 3 Paper 4 Listening: people talking in eight different situations, Museum director, talking about what makes a good teacher, interview with a singing teacher.

Lesson 9 Test 3 Paper 5 Speaking: practice for all four parts. Test 3 feedback, remedial exercises.

Lesson 10 Test 4 Paper 1 Reading: A hop, skip and a jump away, Would you turn off your engine, please? Advertising in public places: like it or love it? Test 4 Paper 2 Writing: Preparation Tips + Letter, article, letter of application, story, writing about a set book.

Lesson 11 Test 4 Paper 3 Use of English: Slacklining, Blanca Huertas: butterfly expert, In praise of plastic, transformation task. Test 4 Paper 4 Listening: speakers in different situations, Women´s basketball, talking about holiday jobs, an interview with a novelist.

Lesson 12 Test 4 Paper 5 Speaking: practice for parts 1 – 4. Consolidation activities. Lesson 13 Test 4 feedback, remedial tasks. Lesson 14 Consolidation and communication activities. Course evaluation.

Assessment To pass the course and qualify for part 2 FCE course participants are supposed:

- to attend classes regularly - to work consistently outside the classroom - to complete 4 sample exam tests and gain an average of 60 %

Syllabus FCE Part 2

Textbook: Nick Kenny and Lucrecia Luque-Mortimer, FCE Practice Tests Plus 2 with Key, Pearson Longman, 2011 Supplementary materials: Martin Hewings Advanced Grammar in Use 2nd edition, CUP Online resources: Online English dictionary http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz Lesson 1 Test 5 Paper 1 Reading: The reluctant hero, I´m the last speaker of my

language, Future-friendly awards. Test 5 Paper 2 Writing: asking for information in response to an advertisement, essay/story/review.

Lesson 2 Test 5 Paper 3 Use of English: Vera Neumann: fabric designer, Tree-climbing, Games in space, transformation task. Test 5 Paper 4 Listening: Street-dancer, talking about a charity event, interview with an organiser of a music festival.

Lesson 3 Test 5 Paper 5 Speaking: practice for all four parts, focus on prompts provided. Test 5 feedback, remedial exercises.

Lesson 4 Test 6 Paper 1 Reading: extract from a novel, Paddle power, For the record. Test 6 Paper 2 Writing: informal email, review/story/report/essay.

Lesson 5 Test 6 Paper 3 Use of English: What is a coincidence? The recyclists, Travel posters, transformation task. Test 6 Paper 4 Listening: Learning about make-up, talking about being given advice, interview with a participant in a group cycling trip.

Lesson 6 Test 6 Paper 5 Speaking: speaking practice for all four parts. Test 6 feedback, remedial exercises.

Lesson 7 Test 7 Paper 1 Reading: extract from a novel, I run up mountains, Starting your own business, Test 7 Paper 2 Writing: letter, selection of a topic from the given list. Writing file.

Lesson 8 Test 7 Paper 3 Use of English: Karakamia wildlife sanctuary, Spot the gorilla, Review of The Porsche Book, transformation task. Test 7 Paper 4 Listening: Lance Arbury: working at a zoo, students talking about the best way to study, interview with a rock band member.

Lesson 9 Test 7 Paper 5 Speaking: practising for all four parts. Test 7 feedback, remedial exercises.

Lesson 10 Test 8 Paper 1 Reading: The fake hairdresser remembers, Going up in a glider, A good walk. Test 8 Paper 2 Writing: informal email, letter of application.

Lesson 11 Test 8 Paper 3 Use of English: Old skills: new products, Snow-holing, Understanding time, transformation task. Test 8 Paper 4 Listening: Vegetarian chef, people talking about hotels they stayed in, interview with a rap musician.

Lesson 12 Test 8 Paper 5 Speaking: practice for all four parts. Speaking file. Test 8 feedback, remedial exercises.

Lesson 13 Consolidation and communicative activities. Lesson 14 FCE tips. Course evaluation. To pass the FCE part 2 course participants are supposed:


CAE English course The course is for the students who have successfully passed the B2-C1 or C1 final test, or completed a placement test and reached B2-C1/C1 score, or have another certificate of reached CEF B2-C1 / C1 level. Aims The overall aim of the instruction in the course is designed to guide students towards success at the Certificate in Advanced English exam (CAE). The focus will be on the improvement and consolidation of all aspects of their language and language skills at C1 level. In special activities the students will focus on the development of their CAE exam taking skills and strategies using a variety of sample exam papers. Language level of CAE (source: CAE handbook, UCLES, 2005) listening and speaking

Students can pick up nuances of meaning/opinion.

Students can follow discussion and argument with only occasional need for clarification, employing good compensation strategies to overcome inadequacies.

Students can deal with unpredictable questions.

Students can follow up questions by probing for more detail.

Students can contribute effectively to meetings and seminars within own area of work or keep up a casual conversation with a good degree of fluency, coping with abstract expressions.

Students can keep up conversations of a casual nature for an extended period of time and discuss abstract/cultural topics with a good degree of fluency and range of expression.

Students can make critical remarks/express disagreement without causing offence. reading Students can read quickly enough to cope with an academic course.

Students can understand complex opinions/arguments as expressed in serious newspapers.

Students can understand the general meaning of more complex articles without serious misunderstanding.

Students can scan texts for relevant information, and grasp main topic of text. writing

Students can take responsibly accurate notes in meetings or write a piece of work which shows an ability to communicate.

Students can write most letters they are likely to be asked to do; such errors as occur will not prevent understanding of the message.

Students can, given enough time, write a report that communicates the desired message.

Students can write a piece of work whose message can be followed throughout.

Time allocation: 56 hours (core materials) 2 hours a week Part 1/28

Part 2/28 Assessment To pass the course and qualify for the CAE exam participants are supposed:

- to attend classes regularly - to work consistently outside the classroom - to complete 7 sample exam papers and gain an average of 60 %

Textbook: Nick Kenny and Jacky Newbrook, CAE Practice Tests Plus 2 with Key, Pearson Longman Supplementary materials: Martin Hewings Advanced Grammar in Use 2nd edition CUP Online resources: Online English dictionary http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz

Syllabus CAE Part 1

Textbook: Nick Kenny and Jacky Newbrook, CAE Practice Tests Plus 2 with Key, Pearson Longman Supplementary materials: Martin Hewings Advanced Grammar in Use 2nd edition CUP Online resources: Online English dictionary http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz Lesson 1 Introduction to the course and the CAE Exam-exam overview. Test 1 Paper 1

Reading: The family with a van and no plan, extract from a novel, Happy and Healthy? Thank you sister. Learning to be an action hero. Is the internet making us stupid? The way we worked.

Lesson 2 Test 1 Paper 2 Writing: How to do the paper. Writing a proposal, college prospectus/competition, entry/reference. Test 1 Paper 3 Use of English: The mysterious isle. Choosing binoculars. The inventor of the bar code. transformation tasks.

Lesson 3 Test 1 Paper 4 Listening: 3 extracts, The albatross, interview with a television presenter, people talking about giving up office jobs. Test 1 Paper 5 Speaking: About the paper, practice for all parts.

Lesson 4 Test 1 feedback, remedial exercises. Test 2 Paper 1 Reading: Singing in an American accen. Fluttering down to Mexico. Take as much holiday time as you want. article about an art exhibition.

Lesson 5 Test 2 Paper 2 Writing: Testing focus. Letter, article/essay/information sheet. Test 2 Paper 3 Use of English: Seaside artist. Early stone tools. transformation tasks.

Lesson 6 Test 2 Paper 4 Listening: extracts, Radio reporter, interview with a set designer. Talking about a four-day hiking trip to a remote historical site in the mountains.

Lesson 7 Test 2 Paper 5 Speaking: Revision tips. Practice for all parts. Test 2 feedback, remedial exercises.

Lesson 8 Test 3 Paper 1 Reading: If you go down to the woods… Could you build your own wall? Street dancing. The “Britain in Bloom” competition, extract from a novel. On the trail of Kit Man. Test 3 Paper 2 Writing: report, letter/review/proposal/article/essay.

Lesson 9 Test 3 Paper 3 Use of English: Caving. Why are sunglasses cool? Customer reviews. Transformation tasks. Test 3 Paper 4 Listening: extracts, Computer game designer, interview with a successful businesswoman. College students talking about being a member of a club.

Lesson 10 Test 3 Paper 5 Speaking: Practice for all parts. Test 3 feedback, remedial exercises.

Lesson 11 Test 4 Paper 1 Reading: The man with a passion for vacuum cleaners. Stair running. Caesar, the “dangerous” pet. Publishing´s natural phenomenon. The impossible moment of delight. The intern´s tale. Test 4 Paper 2 Writing: article, competition entry/information leaflet/essay/review/report.

Lesson 12 Test 4 Paper 3 Use of English: Ceramics fair. Cheating at computer games. Trolley bags. Transformation tasks. Test 4 Paper 4 Listening: extracts.

The llama, interview with a film director. People talking about falling asleep in public places.

Lesson 13 Test 4 Paper 5 Speaking: practice for all parts. Test 4 feedback, remedial exercises.

Lesson 14 Consolidation and communication activities. Course evaluation.

Assessment To pass the course and qualify for part 2 CAE course participants are supposed:


Syllabus CAE Part 2

Textbook: Nick Kenny and Jacky Newbrook, CAE Practice Tests Plus 2 with Key, Pearson Longman Supplementary materials: Martin Hewings Advanced Grammar in Use 2nd edition CUP Online resources: Online English dictionary http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz Lesson 1 Introduction to the course. Test 5 Paper 1 Reading: English language: lost

and found. Stone Age discovery, extract from a novel. Is Kieron Britain´s most exciting artist? The new management gurus. The unstoppable spirit of inquiry.

Lesson 2 Test 5 Paper 2 Writing: proposal, review/report/competition entry/essay. Test 5 Paper 3 Use of English: Book review – Galapagos: The islands that changed the world. A history of table tennis. Dancing is good for you. Transformation tasks.

Lesson 3 Test 5 Paper 4 Listening: extracts. Eco-camp holiday, interview with a sportsman. Actors talking about performing in live theatre productions. Test 5 Paper 5 Speaking: practice for all parts.

Lesson 4 Test 5 feedback, remedial exercises. Lesson 5 Test 6 Paper 1 Reading: Unidentified flying objects – the UFO files. The mail

run. Grandmother´s helicopter record attempt. The birth of Coronation Stree. Cooking shouldn´t be child´s play. Activities for visitors to Norway. Test 6 Paper 2 Writing: report, essay/article /proposal/article /review.

Lesson 6 Test 6 Paper 3 Use of English: Mr Espresso. Drift Diving. The limits of technology. Transformation tasks. Test 6 Paper 4 Listening: extracts, Learning the sport of surfing, interview with a writer. People talking about travelling.

Lesson 7 Test 6 Paper 5 Speaking: practice for all parts. Consolidation activities. Lesson 8 Test 6 feedback, remedial exercises. Lesson 9 Test 7 Paper 1 Reading: The periodic table. Age of discovery in science “is

over”. The Ig Nobel Prizes. The sky´s the limit for cloud watchers. extract from a novel. What lies beneath. Test 7 Paper 2 Writing: article, letter/contribution to the book/report/review/essay.

Lesson 10 Test 7 Paper 3 Use of English: Renewable energy comes of age. The demise of the motor car. Do green products make us better people? Transformation tasks. Test 7 Paper 4 Listening: extracts, The swift, interview with a professional kayaker. People talking about their own country.

Lesson 11 Test 7 Paper 5 Speaking: Practice for all parts. Consolidation activities. Lesson 12 Test 7 feedback, remedial exercises. Lesson 13 Consolidation and communicative activities. Lesson 14 CAE tips. Course evaluation.

Assessment To pass the CAE, part 2 course participants are supposed:


English for Engineering Course The English for engineering course is a specialised course for engineers who have reached level B1-B2 or B2 . Aims of the course The overall aim of the instruction in the course is to develop the communication skills and specialist English language knowledge of engineering professionals, enabling them to communicate more confidently and effectively with colleagues and customers. The focus will be on topics common to all kinds of engineering - including civil, electrical and mechanical – such as procedures and precautions; monitoring and control; and engineering design. The ability to take part in technical discussions will be developed in authentic activities from describing technical problems and suggesting solutions to working with drawings. In realistic listening and situation based speaking activities relevant vocabulary will be practised in professional contexts. In part 3 and 4 oral presentation skills and their evaluation will be developed. The course will also provide students with numerous opportunities to develop autonomous language learning strategies including e-learning.

Language level reached listening

Students can understand extended speech on topics common to all kinds of engineering.

Students can follow technical discussions. reading

Students can understand specialised articles and longer technical instructions, even if they do not relate to their field.


Students can use language flexibly and effectively for social and professional purposes.

Students can formulate ideas and opinions with precision and relate their contribution skilfully to those of other speakers in technical discussions. spoken production

Students can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.

writing

Students can express themselves in clear, well-structured text, expressing points of view at some length.

Students can write about complex professional subjects in an essay or a report, underlining what they consider to be the salient issues.

Students can select a style appropriate to the reader in mind.

Time allocation: 80 hours (core materials) – 112 hours (core materials + extra resources) a. 2 hours a week: part 1/28

part 2/28 part 3/28, part 4/28 end of course test

b. 4 hours a week part 1,2/56 part 3,4/56, end of course test


- to attend classes regularly - to complete 10 progress tests and gain an average of 60 % - to complete 2 oral presentations and participate in their assessment - to complete end of course test and gain an average of 60 %

Textbook: Ibbotson M. Cambridge English for Engineering, CUP, 2009 Supplementary materials: a selection of specialised professional articles Online resources: http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz

English for Engineering Syllabus Part 1

Textbook: Ibbotson M. Cambridge English for Engineering, CUP, 2009 Supplementary materials: a selection of specialised professional articles Online resources: http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz Lesson 1 Introduction to the course. Describing technical functions and applications.

V – description of movement. Lesson 2 Unit 1 Explaining how technology works.

V – description of advantages. Lesson 3 Unit 1 Emphasising technical advantages.

V – adding emphasis. Lesson 4 Unit 1 Simplifying and illustrating technical explanations.

Phrases – simplifying and rephrasing. Lesson 5 Test 1. Unit 2 Describing specific materials. V – categories of materials. Lesson 6 Unit 2 Categorising materials. Lesson 7 Unit 2 Specifying and describing properties. V – properties of materials. Lesson 8 Unit 2 Discussing quality issues. V – adverbs of degree, P – describing

requirements. Lesson 9 Test 2. Unit 3 Describing component shapes and features. V – shapes and 3D

features. Lesson 10 Unit 3 Explaining and assessing manufacturing techniques. V – description

of machining, Ph – describing suitability. Lesson 11 Unit 3 Explaining jointing and fixing techniques. V – description of joints and

fixings. Lesson 12 Unit 3 Describing positions of assembler components. V – prepositions

of position. Lesson 13 Consolidation and communicative activities. Test 3. Lesson 14 Remedial activities. Course evaluation.

Assessment To pass the course and proceed to EfE part 2 course participants are supposed:

- to attend classes regularly - to complete 3 progress tests and gain an average of 60 %


Textbook: Ibbotson M. Cambridge English for Engineering, CUP, 2009 Supplementary materials: a selection of specialised professional articles Online resources: http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz Lesson 1 Introduction to the course. Unit 4 Working with drawings.

Ph – views on technical drawings. Lesson 2 Unit 4 Discussing dimensions and precision.

Ph – scale, tolerance. Lesson 3 Unit 4 Describing design phases and procedures.

V – drawing types and versions, describing stages of a design proces. Lesson 4 Unit 4 Resolving design problems.

V – description of design problems. Lesson 5 Test 4. Unit 5 Describing types of technical problems.

V – description of technical problems. Lesson 6 Unit 5 Assessing and interpreting faults.

V – description of faults and their severity. Ph – description of certainty/uncertainty.

Lesson 7 Unit 5 Describing the cause of faults. V – description of technical problems.

Lesson 8 Unit 5 Discussing repairs and maintenance. Lesson 9 Test 5. Unit 6 Discussing technical requirements.

Ph – referring to issues, quantity and extends. Lesson 10 Unit 6 Suggesting ideas and solutions. Ph – suggesting solutions and alternatives. Lesson 11 Unit 6 Assessing feasibility. Idioms to describe feasibility. Lesson 12 Unit 6 Describing improvements and redesigns. V – description of modifications and redesigning. Lesson 13 Consolidation and communicative activities. Test 6. Lesson 14 Remedial activities. Course evaluation. Assessment To pass the course and proceed to EfE part 3 course participants are supposed:

- to attend classes regularly - to complete 3 progress tests and gain an average of 60 %


Textbook: Ibbotson M. Cambridge English for Engineering, CUP, 2009 Supplementary materials: a selection of specialised professional articles Online resources: http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz Lesson 1 Introduction to the course. Unit 7 Describing health and safety precautions.

V – types of industrial hazards, types of protective equipment. Lesson 2 Unit 7 Emphasising the importance of precautions.

Ph – emphasising importance. Lesson 3 Unit 7 Discussing regulations and standards.

V – terms to describe regulations. Lesson 4 Unit 7 Working with written instructions and notices.

V – common language on safety notices, written instructions. Lesson 5 Consolidation and vocabulary expanding activities. Lesson 6 Test 7. Oral presentations. Lesson 7 Unit 8 Describing automated systems.

V – description of automated systems. Lesson 8 Unit 8 Referring to measurable parameters.

V – description of measurable parameters. Lesson 9 Unit 8 Discussing readings and trends.

V – description of fluctuations. Lesson 10 Unit 8 Giving approximate figures. Ph – approximating numbers. Lesson 11 Consolidation and vocabulary expanding activities. Lesson 12 Test 8. Oral presentations. Lesson 13 Remedial activities. Oral presentations. Lesson 14 Communicative activities, Course evaluation. Assessment To pass the course and proceed to EfE part 4 course participants are supposed:

- to attend classes regularly - to complete 2 progress tests and gain an average of 60 % - to complete 1 short oral presentation and participate in oral presentation assessment


Textbook: Ibbotson M. Cambridge English for Engineering, CUP, 2009 Supplementary materials: a selection of specialised professional articles Online resources: http://dictionary.cambridge.org/ Explanation of Grammar for Czechs www.helpforenglish.cz E-learning: http://ferda.cdv.tul.cz Lesson 1 Introduction to the course. Unit 9 Explaining tests and experiments.

V – description of test types. Lesson 2 Unit 9 Exchanging views on predictions and theories.

Ph – agreeing an disagreeing. Lesson 3 Unit 9 Comparing results with expectations.

Ph – comparing expectations and results . Lesson 4 Unit 9 Discussing causes and effects.

V – linking causes and effects. Lesson 5 Consolidation and vocabulary expanding activities. Lesson 6 Test 9. Oral presentations. Lesson 7 Unit 10 Discussing performance and suitability.

V – description of suitability and performance. Lesson 8 Unit 10 Describing physical forces.

V – description of types of forces. Lesson 9 Unit 10 Discussing relative performance.

Ph – description of degrees of difference. Lesson 10 Unit 10 Describing capabilities and limitations. V – description of capabilities and limits. Lesson 11 Test 10. Oral presentations. Lesson 12 Consolidation and remedial activities. Lesson 13 End of course test. Lesson 14 Communicative activities. Course evaluation. Assessment To pass the course and proceed to EfE part 4 course participants are supposed:

- to attend classes regularly - to complete 2 progress tests and gain an average of 60 % - to complete end of course and gain an average of 60 % - to complete 1 short oral presentation and participate in oral presentation assessment

Documents

A1 English course - Centrum dalšího vzdělávání A1 Part 3 Time allocation: 14 lessons, 28 hours Textbook: Redston, Ch., Cunningham, G. face2face, Starter, CUP, 2009 Lesson 1 Introduction