Faculty of Philology / English language and literature / SEMANTICS
| Course: | SEMANTICS/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 4693 | Obavezan | 1 | 4 | 2+2+0 |
| Programs | English language and literature |
| Prerequisites | |
| Aims | |
| Learning outcomes | |
| Lecturer / Teaching assistant | |
| Methodology |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | |
| I week exercises | |
| II week lectures | |
| II week exercises | |
| III week lectures | |
| III week exercises | |
| IV week lectures | |
| IV week exercises | |
| V week lectures | |
| V week exercises | |
| VI week lectures | |
| VI week exercises | |
| VII week lectures | |
| VII week exercises | |
| VIII week lectures | |
| VIII week exercises | |
| IX week lectures | |
| IX week exercises | |
| X week lectures | |
| X week exercises | |
| XI week lectures | |
| XI week exercises | |
| XII week lectures | |
| XII week exercises | |
| XIII week lectures | |
| XIII week exercises | |
| XIV week lectures | |
| XIV week exercises | |
| XV week lectures | |
| XV week exercises |
| Student workload | |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | |
| Consultations | |
| Literature | |
| Examination methods | |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / GENERAL PEDAGOGY - THEORY OF EDUCATION
| Course: | GENERAL PEDAGOGY - THEORY OF EDUCATION/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 4694 | Obavezan | 1 | 4 | 2+0+0 |
| Programs | English language and literature |
| Prerequisites | There are no pre-conditions for the attendance of this course. |
| Aims | To familiarize students with the development, importance and development of Pedagogy as a general science of education; introduction to the basic pedagogical concepts and categories, and importance to the efficient organization of educational work in schools and other educational institutions. |
| Learning outcomes | After passing this exam student will be able to: - A describe of the origin and development of pedagogy; - Explain the basic pedagogical terms and categories; - Analyzes the main factors of personality development; - Defines the components of education; - A describe of the general educational principles and methods; - Explain levels of educational systems. |
| Lecturer / Teaching assistant | Assistant Professor Milica Jelić, PhD |
| Methodology | Lectures and discussions. Learning the written exam and the final exam. Consultation. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Introduction to the subject and assignment of students obligations |
| I week exercises | |
| II week lectures | Pedagogy and its object of study |
| II week exercises | |
| III week lectures | Historical development of education as a social activity; Basic pedagogical concepts and categories |
| III week exercises | |
| IV week lectures | The possibilities and limits of education (basic factors of education and personality development; theories of personality development) |
| IV week exercises | |
| V week lectures | The aim of education; Determinants and concretization of goals and tasks of education. |
| V week exercises | |
| VI week lectures | Components (sides) education and their interdependence |
| VI week exercises | |
| VII week lectures | I test |
| VII week exercises | |
| VIII week lectures | The relationship of pedagogy and other sciences |
| VIII week exercises | |
| IX week lectures | The system of pedagogical disciplines |
| IX week exercises | |
| X week lectures | Principles of educational work |
| X week exercises | |
| XI week lectures | General educational methods and their means I |
| XI week exercises | |
| XII week lectures | General educational methods and their means II |
| XII week exercises | |
| XIII week lectures | The system of education and the school system (levels of education system) |
| XIII week exercises | |
| XIV week lectures | The system of education in our country |
| XIV week exercises | |
| XV week lectures | II test |
| XV week exercises |
| Student workload | |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 0 excercises 3 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend to classes regularly and actively participate in it. |
| Consultations | |
| Literature | – Đorđevic, J. i Trnavac, N., (1992) Pedagogija, Naučna knjiga, Beograd – Potkonjak, N. et al. (1996) Opšta pedagogija, Uciteljski fakultet, Beograd. – Krulj, R. , Kačapor, S. , Kulić, R. , (2002) Pedagogija, Svet knjige, Beograd - Mušanović, M. & Lukaš M.: (2011) Osnove pedagogije, Hrvatsko futurološko društvo, Rijeka |
| Examination methods | - Two tests max 20 points (40 points total) - Attendance, activity during classes and participation in the discussions max 5 points; - Essay max 5 points; - Final exam max 50 points; - Passing grade gets if cumulative collect at least 51 points. |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / DEVELOPMENTAL PSYCHOLOGY
| Course: | DEVELOPMENTAL PSYCHOLOGY/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 4695 | Obavezan | 1 | 4 | 2+0+0 |
| Programs | English language and literature |
| Prerequisites | No prerequisites |
| Aims | Understanding of developmental characteristics and age distinctions in early childhood, learning basic knowledge on the subject and techniques of developmental psychology. Acquire knowledge from developmental psychology which are important for a future work in practice. |
| Learning outcomes | |
| Lecturer / Teaching assistant | |
| Methodology | Lectures and debates. Preparation of one essay. Studying for tests and a final exam. Consultations. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | The subject and the tasks of developmental psychology |
| I week exercises | The subject and the tasks of developmental psychology |
| II week lectures | The concepts and theories of psychological development |
| II week exercises | The concepts and theories of psychological development |
| III week lectures | Prenatal development ; The birth of a child ; The first year of life |
| III week exercises | Prenatal development ; The birth of a child ; The first year of life |
| IV week lectures | Sensorimotor Intelligence |
| IV week exercises | Sensorimotor Intelligence |
| V week lectures | The emotional development |
| V week exercises | The emotional development |
| VI week lectures | Socialization process, Model learning |
| VI week exercises | Socialization process, Model learning |
| VII week lectures | I test |
| VII week exercises | I test |
| VIII week lectures | Moral development |
| VIII week exercises | Moral development |
| IX week lectures | Cognitive development |
| IX week exercises | Cognitive development |
| X week lectures | Piagets theory of cognitive development |
| X week exercises | Piagets theory of cognitive development |
| XI week lectures | Vygotskys Social Development Theory |
| XI week exercises | Vygotskys Social Development Theory |
| XII week lectures | Drawings in the development, Interpretation of drawings |
| XII week exercises | Drawings in the development, Interpretation of drawings |
| XIII week lectures | II test |
| XIII week exercises | II test |
| XIV week lectures | Family relationships |
| XIV week exercises | Family relationships |
| XV week lectures | Final exam |
| XV week exercises | Final exam |
| Student workload | 2 hours of lectures 0 hour exercise 3 hours and 20 minutes for individual work, including consultations In the course of the semester Teaching and the final exam: (5 h 20 min.) X 16 = 85 hours and 20 minutes. Preparation before the start of the semester (administration, enrollment, etc) 2 x (5 hours and 20 min.) = 10 h and 40 min. Total work hours for the course: 4x30 = 120 hours Additional work for exams preparing correction of final exam, including the exam taking from 0 to 24 hours (the remaining time of the first two items to the total load of cases) |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 0 excercises 3 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | active monitoring of teaching, passing tests and exams |
| Consultations | once a week |
| Literature | Ivić, I. I Havelka, N. (urd.): Prosec socijalizacije kod dece, Zavod za udžbenike i nastavna sredstva, Beograd.Kondić, K. I Levkov, Lj. (1990): Prvih deset godina, Društvo psihologa Srbije, Beograd.Langer, Dž. (1981): Teorije psihičkog razvoja, Zavod za u |
| Examination methods | Two tests with 20 points (40 points total) - Participation in debates, activity on lectures 10 points - Final exam with 50 points. - The passing grade is obtained If needed at least 51 points |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / THE LANGUAGE OF PROFESSION I
| Course: | THE LANGUAGE OF PROFESSION I/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 7645 | Obavezan | 1 | 4 | 0+4+0 |
| Programs | English language and literature |
| Prerequisites | Successfully completed examinations in Contemporary English I – VI. |
| Aims | Enhancing students language (listening/reading/speaking/writing) and translation skills, and, for that purpose, extending their vocabulary and refining their English grammar knowledge. |
| Learning outcomes | After passing the exam, students will be able to do the following: 1. Understand the core information and recognize specific - explicitly and implicitly given- information in conversations, news, etc. in standard and non-standard English on a variety of general and more specific topics. Furthermore, a student should be able to easily recognize attitude and mood of a speaker, as well as conditions of interaction. 2. Participate in a conversation/debate/presentation in English with a native-like pronunciation and intonation, using an appropriate register, vocabulary, and grammar. 3. Understand the essence of a complex written text, as well as its tone and register, whether it is about general or field-specific topics (morpho-syntax, phonetics and phonology, semantics, and methodology), and recognize its specific - explicitly and implicitly provided facts. 4. Explain/translate semantic fields of a wide grammatical corpus 5. Solve lexical issues, which include analyzing the use of individual words, appropriate collocations, phrases and idioms upon translation of literary and non-literary texts from and into English. 6. Correctly write and structure a dissertation/thesis/article, while using an appropriate academic language style; properly structure an essay on general and academic topics clearly connecting ideas and using appropriate: o register o linguistic/grammatical structure o vocabulary o correct punctuation, and o orthography 7. Identify and/or explain and/or translate grammatical features in specific and general contexts within the fields of word classes, subject-verb agreement, and finite and non-finite nominal, relative and adverbial clauses. |
| Lecturer / Teaching assistant | Marina Babić, Jelena Mrkaić, Balša Ivanović |
| Methodology | Tutorials, consultations, homework assignments, progress tests. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | |
| I week exercises | Introductory information. |
| II week lectures | |
| II week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| III week lectures | |
| III week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| IV week lectures | |
| IV week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| V week lectures | |
| V week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VI week lectures | |
| VI week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VII week lectures | |
| VII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VIII week lectures | |
| VIII week exercises | Mid-term exam. |
| IX week lectures | |
| IX week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| X week lectures | |
| X week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XI week lectures | |
| XI week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XII week lectures | |
| XII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XIII week lectures | |
| XIII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XIV week lectures | |
| XIV week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XV week lectures | |
| XV week exercises | End-of-term exam. |
| Student workload | |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
0 sat(a) theoretical classes 0 sat(a) practical classes 4 excercises 1 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes regularly, take part in class activities, and sit mid/end-of-term/final examinations. |
| Consultations | |
| Literature | Literature: 1. Textbook: Kathy Gude, Michael Duckworth ( 2002), Proficiency Masterclass, OUP, Oxford, pp. 136 – 181. 2. Background Reading: Iris Murdoch (1980), The Sea, the Sea, Penguin Books, London, pp 239 – 502. 3. Dorothy E. Zemach & L.A. Rumisek (2005 ed.), Academic Writing from Paragraph to Essay, Macmillan Publishers Ltd., Oxford 4. Karen Blanchard & C. Root (1997), Ready to Write More: From paragraph to essay, Pearson Education, Longman 5. Ann Hogue (1996), First Steps in Academic Writing, Addison-Wesley Publishing Company, Inc. N.Y. 10606 6. D.E. Zemach & Carlos Islam (2006), Writing in Paragraphs, Macmillan Education, Oxford 7. Alice Oshima & A. Hogue (1991), Writing Academic English, Addison Wesley Longman, N.Y.10606 8. Barbara Levadi (ed.) (1995), Writing Proficiency, Globe Fearon, New Jersey 9. Alice Oshima & A. Hogue (1997), Introduction to Academic Writing, Addison-Wesley Publishing Company, Inc. N.Y. 10606 |
| Examination methods | Mid/end-of-term /final make-up written examinations students sit two mid/end-of-term (and/or final make-up) written examinations, which consist of 4 sixty-minute parts each: 1. vocabulary and grammar test, 2. translation from English, 3. translation into English and 4. academic writing. Final oral exam parts: 1. translation from English, 2. a question in English grammar (the candidate is required to identify the given grammatical structures and to provide explanations regarding their use), 3. conversation based on the background reading (the candidate must read the selected literature for individual work and be ready to conduct a conversation relatedto it), 4. conversation on an unfamiliar topic, 5. grammatical accuracy (candidates are required to demonstrate an appropriate command of grammar in spoken language, i.e. during a conversation based on the background reading and during a conversation on an unfamiliar topic). |
| Special remarks | The medium of instruction is English. |
| Comment | *N. B. Due to the complexity of the course structure, weekly course outlines containing syllabus implementation details for each of the 4 sub-courses – 1. textual analysis, 2. speaking practice, 3. academic writing and 4. translation from and into English - will be provided at the beginning of the term. |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / SEMANTICS
| Course: | SEMANTICS/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 7943 | Obavezan | 1 | 4 | 2+2+0 |
| Programs | English language and literature |
| Prerequisites | No |
| Aims | To provide students with an introduction to key concepts in Semantics, with a particular emphasis on lexical Semantics. |
| Learning outcomes | After passing this exam, the student will be able to: 1. Use the key concepts of lexical semantics and semantics of sentences 2. Analyze the linguistic meaning at the level of sentences, utterances and propositions 3. Explain the following semantic concepts: sense and reference, as well as their sub-concepts 4. Solve the practical semantic problems 5. Use the logic notation and translate the sentences given in a natural language into the language of formal semantics |
| Lecturer / Teaching assistant | dr Marijana Cerović and Danilo Leković |
| Methodology | Lectures, tutorials, homework, independent reading, consultations |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Historical background to Semantics. / Exploring the concepts of ‘meaning’ and ‘language’. |
| I week exercises | Meaning, exercises |
| II week lectures | Reference, denotation, sense. / Words, concepts, and thinking. |
| II week exercises | Reference, denotation, sense. / Words, concepts, and thinking, exercises |
| III week lectures | Word meaning. / Lexical relations I: polysemy; homonymy. |
| III week exercises | Word meaning. / Lexical relations I: polysemy; homonymy, exercises |
| IV week lectures | Lexical relations II: hyponymy; derivational relations. |
| IV week exercises | Lexical relations II: hyponymy; derivational relations, exercises |
| V week lectures | Lexical relations III: oppositeness. |
| V week exercises | Lexical relations III: oppositeness, exercises |
| VI week lectures | Lexical relations IV: synonymy. |
| VI week exercises | Lexical relations IV: synonymy, exercises |
| VII week lectures | Sense properties of sentences. / Sense relations between sentences. |
| VII week exercises | Sense properties of sentences. / Sense relations between sentences, exercises |
| VIII week lectures | Mid-term examination |
| VIII week exercises | Mid-term examination, results |
| IX week lectures | Sentence relations and truth I: basic concepts. |
| IX week exercises | Sentence relations and truth I: basic concepts, exercises |
| X week lectures | Sentence relations and truth II: entailment and presupposition. |
| X week exercises | Sentence relations and truth II: entailment and presupposition, exercises |
| XI week lectures | Tense, aspect, and modality: a semantic perspective. |
| XI week exercises | Tense, aspect, and modality: a semantic perspective, exercises |
| XII week lectures | Participant roles. |
| XII week exercises | Participant roles, exercises |
| XIII week lectures | Context and inference I / Deixis. |
| XIII week exercises | Context and inference I / Deixis, exercises |
| XIV week lectures | Context and inference II: conversational implicature. |
| XIV week exercises | Context and inference II: conversational implicature, exercises |
| XV week lectures | Final examination |
| XV week exercises | Final examination, exercises |
| Student workload | Lectures and final exam: 5 hours and 20 minutes x16=85 hours 20 minutes |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are obliged to attend lectures, do and submit their homework and translations, attend tutorials and take mid-term and final examinations |
| Consultations | Tuesday, 13.00-14.00 |
| Literature | J I Saeed 2003 Semantics. Blackwell Publishing Limited. J R Hurford & B Heasley 1983 Semantics: a Coursebook. Cambridge University Press. F R Palmer 1976 Semantics. Cambridge university Press |
| Examination methods | - 1 homework, max. 5 points, - Attendance at lectures and tutorials - 5 points total, - Midterm examination, max. 40 points, - Final examination, max. 50 points. |
| Special remarks | The lectures and tutorials are taught in English |
| Comment | - |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / BASICS OF FOREIGN LANGUAGE TEACHING METHODOLOGY
| Course: | BASICS OF FOREIGN LANGUAGE TEACHING METHODOLOGY/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 4679 | Obavezan | 1 | 6 | 2+2+0 |
| Programs | English language and literature |
| Prerequisites | Prerequisite subjects: Undergraduate studies completed |
| Aims | Course objectives: Students will investigate the theoretical aspects involved in understanding the nature of foreign language acquisition and the various factors that influence the process of foreign language acquisition. Students will be exposed to describe and evaluate the key areas of foreign language methodology including major approaches, methods, techniques, curriculum development and related instructional strategies |
| Learning outcomes | Basics of Foreign Language Teaching Methods After students pass this exam, they will be able to: 1. Give English language lessons individually in primary and secondary schools. 2. Use their knowledge of English language methodology while giving a lesson in primary and secondary school; 3. Show skills in individual work, work in pairs, as well as in a group (team work); 4. Plan an English language syllabus (prepare yearly, monthly and daily work plans); 5. Prepare special types of lessons (according to different criteria); 6. Prepare examples to use in teaching methods, techniques and learning strategies; 7. Modify existing teaching models (methods, techniques, learning and study strategies), adapting them to new conditions in practice (using PowerPoint presentations, debates and discussions in the class, making use of various work materials); 8. Evaluate students’ achievements in four areas of language skills (listening, speaking, reading and writing), and improve knowledge in the spheres of grammar, vocabulary and pronunciation; 9. Analyse a teaching syllabus for English language in all grades of primary and secondary school independently and in the context of the teaching plan; 10. Develop competence in planning a 21st century syllabus which clearly determines the roles of the teacher and the students and which meets international standards. |
| Lecturer / Teaching assistant | Marija Mijušković, Ph.D. |
| Methodology | Teaching methods: Student-centered lectures, student research, methodological analyses and presentations, round-table discussions, use of the internet, power-point presentations, written colloquiums, use of videos, pair work, group work, consultations |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | General overview of Foreign Language Teaching Methodology; multidisciplinary aspects of EFL acquisition and teaching |
| I week exercises | Course Description and Requirements: The seminar time is used for students to actively discuss methodology topics and their experiences with classroom observations and student teaching. It is also used for the students to practice micro-teaching with th |
| II week lectures | Theories of foreign language acquisition (Behaviourism, Cognitivism, Acquisition and Learning, Humanistic Approach, Task-based Learning, Combined/Balanced Activities Approach) |
| II week exercises | Observations ( Task in Teaching Education): ten from both elementary and secondary schools; observations must be in the form of essays- typed. Observations take place in the Fall term. They are to be staggered, i.e. throughout the semester. It is up to |
| III week lectures | Basic principles governing foreign language teaching. |
| III week exercises | Practice (Approaches, methods, techniques for teaching in the 21st century) |
| IV week lectures | Glossary of terms. Multidisciplinary aspects (linguistic, psycholinguistic, methodological, pedagogical and cultural aspects) in foreign language acquisition. |
| IV week exercises | Fostering a Discussion,using multidisciplinary aspects in foreign language acquisition |
| V week lectures | (Grammar-Translation Method, Audio-Visual Method, Direct Method, Natural Approach, Community Language Learning, Suggestopaedia, The Silent Way, Total Physical Response, Communicative Approach, the Eclectic Approach) |
| V week exercises | Foreign language teaching methods, approaches and techniques |
| VI week lectures | Comparative study of native speaker and target language issues. Insights into the results of current research in the field of theoretical, practical and pedagogical foundations for teaching a foreign language; guiding the choice and implementation of pe |
| VI week exercises | Discussions based on some research; using Language Learning strategies towards a personal teaching philosophy |
| VII week lectures | Colloquium |
| VII week exercises | Round - table discussions about the colloquium results; analysis |
| VIII week lectures | Group research and oral presentations to demonstrate different teaching approaches, methods, techniques, demonstration lessons, activities and developmental exercises |
| VIII week exercises | Microteaching: one activity should be prepared and presented to the class. The entire class give feedback at the end. The material can either be intended for a public school, or be appropriate for the university audience. |
| IX week lectures | Types of syllabi (theories and principles); selection criteria. Needs analysis, task design. Round - table discussions. |
| IX week exercises | Lesson Planning: Lesson Plan and Procedure (written form) |
| X week lectures | Teaching the productive skills. (Methodological principles involved in the introduction of new language structures, controlled, guided and creative written practice,oral and written communicative activities, pronunciation and discourse. |
| X week exercises | Practical techniques for developing productive skills |
| XI week lectures | Teaching vocabulary. Criteria for vocabulary choice (frequency and coverage). |
| XI week exercises | Methods, techniques and practical examples (vocabulary) |
| XII week lectures | Teaching the receptive skills (methodological principles). Six basic skills required in acquiring the receptive skills. Basic methods for teaching receptive skills. |
| XII week exercises | Characteristics of reading and listening materials and their use. Controlled, guided and creative reading and listening practice). |
| XIII week lectures | Drills, exercises and activities (information-gap, problem-solving, brain-compatible) for the integration of both productive and receptive skills). |
| XIII week exercises | Discussions based on some topics (productive and receptive skills) |
| XIV week lectures | Error analysis. Error correction. |
| XIV week exercises | Corrections: what should be corrected; mistake and an error. |
| XV week lectures | Final exam |
| XV week exercises | Round - table disscusions (reading and discussing seminar papers) |
| Student workload | Weekly: 6 credits x 40/30 = 8 hours Structure of the load: Student Load:2 hours of teaching 6 hours of independent work including consultations During the semester: Lectures and final exam: 8 hours x 16 = 120 hours Necessary preparations before the start of the semester (administration, registration, certification) 2 x 8 = 16 hours Total hours for the course: 6x30 = 180 hours Additional work for the preparation of the remedial final exam, including the taking the remedial final exam from 0 to 44 hours (the remaining time of the first two items to the total load of the course) Structure of the load: 120 (teaching) + 16 hours (preparation) + 44 hours (additional work) |
| Per week | Per semester |
| 6 credits x 40/30=8 hours and 0 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations |
Classes and final exam:
8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work) |
| Student obligations | Requirements for students: Students are required to attend classes, to prepare and actively participate in classes as well as to do homework |
| Consultations | Consultations are held regularly Thursday 9-10h Tuesday 9-10h |
| Literature | Liter Ur,P. (1996) A Course in Language Teaching. Cambridge: CUP. - Ur, P (1988) Grammar Practice Activities: A practical guide for teachers. New York: CUP. - Doff, Adrian (1988) A training course for te |
| Examination methods | Forms of assessment: Colloquium test 10 points Class attendance 1+5 points Presentation 9 points Observation classes 10 points Micro Teaching 15 points Final exam 50 points A 91-100 B 81-90 C 71-80 D 61-70 E 51-60 |
| Special remarks | Classes are taught in English. |
| Comment | The syllabus (per thematic units) will be given to students at the beginning of semester |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / EDUCATIONAL CONTENTS IN PRESC. AND ELEME. EDUCATIO
| Course: | EDUCATIONAL CONTENTS IN PRESC. AND ELEME. EDUCATIO/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 4692 | Obavezan | 1 | 6 | 2+2+0 |
| Programs | English language and literature |
| Prerequisites | Prerequisite subjects: Undergraduate studies completed |
| Aims | The enabling of students to independently give lessons of English language to pupils of preschool, primary and secondary school age. |
| Learning outcomes | Specialist studies – Education and pedagogy specialisation (semester I, ECTS 6, 2P+2V) Learning oucomes for the subject Teaching Content in Preschool and Primary Education (processing of language and literary content) After students pass this exam, they will be able to: 1. Independently teach English language in preschool institutions (to children aged between 5 and 6 years) and in primary school (within the framework of the three cycles of English language);2. Analyse a teaching programme for English language in preschool institutions, in the younger grades of primary school (first cycle of English language learning) and in the older grades of primary school (second and third cycles of English language learning) independently and in the context of the syllabus;Plan an English language syllabus (write a yearly, monthly and daily work plans);3.Explain the basic methodical ideas about beginners-level development of speaking and listening skills (preschool age as well as younger ages within the first cycle of English language learning), as well as with beginners’ and advanced learners’ reading and writing and interpreting literature in teaching (second and third cycles of English language learning);4.Prepare examples for use in teaching methods and techniques, and learning strategies; 5.Evaluate students’ achievements in the area of the four language skills: listening, speaking, reading and writing. |
| Lecturer / Teaching assistant | Marija Mijušković, PhD |
| Methodology | Method of teaching and mastering the course material: Lecturing and practice. Writing a seminar paper. Preparation of a lesson plan. Holding activities individually for every level of teaching. Preparation for mid-term and final exams. Consultations. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Theory of language teaching as a stand-alone discipline, Foreign language study, theories, aims and tasks of foreign language teaching |
| I week exercises | Connecting by theoretical principles the teaching of English as a foreign language with particular emphasis on preschool level; analysis of textbooks that are used in English language teaching, connecting teaching content with theoretical frameworks, aims |
| II week lectures | Research in the area of foreign language learning, Jean Piaget, Lev Semenovich Vygotsky, Jerome Bruner, Stephen Krashen, John Lamendella |
| II week exercises | Analysis of methods and techniques of theories of learning ones mother tongue and a foreign language; analysis of representative and key characteristics of theories, their application in the foreign language classroom and significance for teaching from p |
| III week lectures | Factors that affect foreign language learning Advantages and disadvantages of learning a foreign language at a students early age at the preschool level. |
| III week exercises | Analysis of teaching content of English language teaching, identification of possible factors affecting mastering this content, critical analysis of the advantages and disadvantages of learning English. |
| IV week lectures | Teaching of English in a students early age. |
| IV week exercises | Analysis and topping-up of teaching content in English language teaching, establishing the similarities and differences between beginners’ level and the first, second and third cycles of learning in primary school. |
| V week lectures | Speaking activities for children: counting rhymes and songs in teaching English at the preschool age. |
| V week exercises | Analysis of activities for development of speaking skills; detailed analysis of techniques and strategies applied to English language teaching at the preschool level. |
| VI week lectures | Games in teaching English. |
| VI week exercises | Presentation of various types of games in foreign language teaching and dividing up of foreign language teaching by age. |
| VII week lectures | Mid-term exam I |
| VII week exercises | Preparation for mid-term exam in the form of presentations and projects (individual work, work in pairs or groups, grading of knowledge gained, evaluation and self-evaluation. |
| VIII week lectures | Formal teaching and learning of foreign languages. |
| VIII week exercises | Analysis of formal teaching, the needs of the modern foreign language classroom, analysis of teaching content of textbooks for beginners’ level (preschool – between 5 and 6 years of age) and primary-school age (from the first to third cycles of learning); |
| IX week lectures | Basic language skills |
| IX week exercises | Implementation of constructive analysis of language skills in the foreign language classroom; placing of particular emphasis on skills which can be developed and improved at the preschool level and primary-school level; analysis of teaching content with r |
| X week lectures | Learning spoken language: principles of learning spoken language |
| X week exercises | Connecting theoretical knowledge of speaking skills with the possibilities of cultivating these skills in the foreign language classroom; limits and advantages of exercising these skills by age and level of study; familiarising students with the large num |
| XI week lectures | Achieving comprehension in reading a written text in English |
| XI week exercises | Connecting theoretical knowledge of reading skills with the possibilities of cultivating these skills in the foreign language classroom; limits and advantages of exercising these skills by age and level of study; familiarising students with the large numb |
| XII week lectures | Childrens literature in foreign language teaching, To Language Through Poetry, stories, drama and lecturing in foreign language teaching |
| XII week exercises | Use of literature, in the form of storytelling or dramatisation, for developing and improving language and the choice of these forms in accordance with the age and cognitive level of that age-level. |
| XIII week lectures | Teaching elements of a foreign culture through chosen literary texts,European language portfolio |
| XIII week exercises | Analysis of teaching content with regard to the presence of elements of a foreign culture through foreign language textbooks for beginners’ level and the three levels of study in primary school; interconnection and significance of getting to know element |
| XIV week lectures | Mid-term exam II |
| XIV week exercises | Preparation for mid-term exam in the form of projects, poster presentations in the form of individual work, work in pairs or groups. |
| XV week lectures | Final exam |
| XV week exercises | Feedback with regard to continuous monitoring of improvement in students during lessons; analysis of student log books undertaken during lessons; analysis of rubrics by which the log books are viewed objectively with the aim of looking as systematically |
| Student workload | Students’ work load Weekly 6 credits x 40/30 = 8 hours Structure: 2 hours of lectures 2 hours of practice 4 hours of individual work, including consultations Over the semester Teaching time and final exam: 8 hours x 16= 128 hours Obligatory preparation before the start of the semester (administration, enrolment, validation) 2 x 8 hours =16 hours Overall work load for the subject 6x30=180 hours Additional preparation work for exam in make-up exam period, including sitting the make-up exam, between 0 and 36 hours. Structure of work load: 128 hours (Teaching)+ 16 hours (Preparation)+ 36 hours (Additional work) |
| Per week | Per semester |
| 6 credits x 40/30=8 hours and 0 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations |
Classes and final exam:
8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend lectures, prepare and actively participate in lessons |
| Consultations | Wednesday 9.00-10:00, Thursday 13:00-14:00 |
| Literature | Cameron, L., (2001), Teaching Language to Young Learners. Cambridge, Cambridge University Press. Dimitrijevic, N., (1999), Testiranje u nastavi stranih jezika, Zavod za udzbenike i nastavna sredstva, Beograd. Doff, A., (1988), A training course for te |
| Examination methods | Forms of knowledge testing and grading: - two mid-term exams of 20 points each – 40 points altogether - gained during classes 3 points - seminar paper 2 points - lesson plan 2 points - activities for three levels of teaching 1+1+1 point - final exa |
| Special remarks | Students will receive the plan for realisation of the syllabus by thematic units and dates at the beginning of the semester. |
| Comment | Lectures and tutorials are held in English. |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / ENGLISH LANGUAGE I
| Course: | ENGLISH LANGUAGE I/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 9775 | Obavezan | 1 | 6 | 0+6+0 |
| Programs | English language and literature |
| Prerequisites | Successfully completed examinations in Contemporary English I – VI. |
| Aims | Enhancing students language (listening/reading/speaking/writing) and translation skills, and, for that purpose, extending their vocabulary and refining their English grammar knowledge. |
| Learning outcomes | After passing the exam, students will be able to do the following: 1. Understand the core information and recognize specific - explicitly and implicitly given- information in conversations, news, etc. in standard and non-standard English on a variety of general and more specific topics. Furthermore, a student should be able to easily recognize attitude and mood of a speaker, as well as conditions of interaction. 2. Participate in a conversation/debate/presentation in English with a native-like pronunciation and intonation, using an appropriate register, vocabulary, and grammar. 3. Understand the essence of a complex written text, as well as its tone and register, whether it is about general or field-specific topics (morpho-syntax, phonetics and phonology, semantics, and methodology), and recognize its specific - explicitly and implicitly provided facts. 4. Explain/translate semantic fields of a wide grammatical corpus 5. Solve lexical issues, which include analyzing the use of individual words, appropriate collocations, phrases and idioms upon translation of literary and non-literary texts from and into English. 6. Correctly write and structure a dissertation/thesis/article, while using an appropriate academic language style; properly structure an essay on general and academic topics clearly connecting ideas and using appropriate: o register o linguistic/grammatical structure o vocabulary o correct punctuation, and o orthography 7. Identify and/or explain and/or translate grammatical features in specific and general contexts within the fields of word classes, subject-verb agreement, and finite and non-finite nominal, relative and adverbial clauses. |
| Lecturer / Teaching assistant | Marina Babić, Jelena Mrkaić, Balša Ivanović |
| Methodology | Tutorials, consultations, homework assignments, progress tests. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | |
| I week exercises | Introductory information. |
| II week lectures | |
| II week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| III week lectures | |
| III week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| IV week lectures | |
| IV week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| V week lectures | |
| V week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VI week lectures | |
| VI week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VII week lectures | |
| VII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VIII week lectures | |
| VIII week exercises | Mid-term exam. |
| IX week lectures | |
| IX week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| X week lectures | |
| X week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XI week lectures | |
| XI week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XII week lectures | |
| XII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XIII week lectures | |
| XIII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XIV week lectures | |
| XIV week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XV week lectures | |
| XV week exercises | End-of-term exam. |
| Student workload | |
| Per week | Per semester |
| 6 credits x 40/30=8 hours and 0 minuts
0 sat(a) theoretical classes 0 sat(a) practical classes 6 excercises 2 hour(s) i 0 minuts of independent work, including consultations |
Classes and final exam:
8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes regularly, take part in class activities, and sit mid/end-of-term/final examinations. |
| Consultations | |
| Literature | Literature: 1. Textbook: Kathy Gude, Michael Duckworth ( 2002), Proficiency Masterclass, OUP, Oxford, pp. 94 – 135. 2. Background Reading: Iris Murdoch (1980), The Sea, the Sea, Penguin Books, London, pp 1 – 238. 3. Dorothy E. Zemach & L.A. Rumisek (2005 ed.), Academic Writing from Paragraph to Essay, Macmillan Publishers Ltd., Oxford 4. Karen Blanchard & C. Root (1997), Ready to Write More: From paragraph to essay, Pearson Education, Longman 5. Ann Hogue (1996), First Steps in Academic Writing, Addison-Wesley Publishing Company, Inc. N.Y. 10606 6. D.E. Zemach & Carlos Islam (2006), Writing in Paragraphs, Macmillan Education, Oxford 7. Alice Oshima & A. Hogue (1991), Writing Academic English, Addison Wesley Longman, N.Y.10606 8. Barbara Levadi (ed.) (1995), Writing Proficiency, Globe Fearon, New Jersey 9. Alice Oshima & A. Hogue (1997), Introduction to Academic Writing, Addison-Wesley Publishing Company, Inc. N.Y. 10606 |
| Examination methods | Mid/end-of-term /final make-up written examinations Students sit two mid/end-of-term (and/or final make-up) written examinations, which consist of 4 sixty-minute parts each: 1. vocabulary and grammar test, 2. translation from English, 3. translation into English and 4. academic writing. Final oral exam parts: 1. translation from English, 2. a question in English grammar (the candidate is required to identify the given grammatical structures and to provide explanations regarding their use), 3. conversation based on the background reading (the candidate must read the selected literature for individual work and be ready to conduct a conversation related to it), 4. conversation on an unfamiliar topic, 5. grammatical accuracy (candidates are required to demonstrate an appropriate command of grammar in spoken language, i.e. during a conversation based on the background reading and during a conversation on an unfamiliar topic). |
| Special remarks | The medium of instruction is English. |
| Comment | *N. B. Due to the complexity of the course structure, weekly course outlines containing syllabus implementation details for each of the 4 sub-courses – 1. textual analysis, 2. speaking practice, 3. academic writing and 4. translation from and into English - will be provided at the beginning of the term. |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / ENGLISH LANGUAGE I
| Course: | ENGLISH LANGUAGE I/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 9775 | Obavezan | 1 | 6 | 0+6+0 |
| Programs | English language and literature |
| Prerequisites | Successfully completed examinations in Contemporary English I – VI. |
| Aims | Enhancing students language (listening/reading/speaking/writing) and translation skills, and, for that purpose, extending their vocabulary and refining their English grammar knowledge. |
| Learning outcomes | After passing the exam, students will be able to do the following: 1. Understand the core information and recognize specific - explicitly and implicitly given- information in conversations, news, etc. in standard and non-standard English on a variety of general and more specific topics. Furthermore, a student should be able to easily recognize attitude and mood of a speaker, as well as conditions of interaction. 2. Participate in a conversation/debate/presentation in English with a native-like pronunciation and intonation, using an appropriate register, vocabulary, and grammar. 3. Understand the essence of a complex written text, as well as its tone and register, whether it is about general or field-specific topics (morpho-syntax, phonetics and phonology, semantics, and methodology), and recognize its specific - explicitly and implicitly provided facts. 4. Explain/translate semantic fields of a wide grammatical corpus 5. Solve lexical issues, which include analyzing the use of individual words, appropriate collocations, phrases and idioms upon translation of literary and non-literary texts from and into English. 6. Correctly write and structure a dissertation/thesis/article, while using an appropriate academic language style; properly structure an essay on general and academic topics clearly connecting ideas and using appropriate: o register o linguistic/grammatical structure o vocabulary o correct punctuation, and o orthography 7. Identify and/or explain and/or translate grammatical features in specific and general contexts within the fields of word classes, subject-verb agreement, and finite and non-finite nominal, relative and adverbial clauses. |
| Lecturer / Teaching assistant | Marina Babić, Jelena Mrkaić, Balša Ivanović |
| Methodology | Tutorials, consultations, homework assignments, progress tests. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | |
| I week exercises | Introductory information. |
| II week lectures | |
| II week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| III week lectures | |
| III week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| IV week lectures | |
| IV week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| V week lectures | |
| V week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VI week lectures | |
| VI week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VII week lectures | |
| VII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VIII week lectures | |
| VIII week exercises | Mid-term exam. |
| IX week lectures | |
| IX week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| X week lectures | |
| X week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XI week lectures | |
| XI week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XII week lectures | |
| XII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XIII week lectures | |
| XIII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XIV week lectures | |
| XIV week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XV week lectures | |
| XV week exercises | End-of-term exam. |
| Student workload | |
| Per week | Per semester |
| 6 credits x 40/30=8 hours and 0 minuts
0 sat(a) theoretical classes 0 sat(a) practical classes 6 excercises 2 hour(s) i 0 minuts of independent work, including consultations |
Classes and final exam:
8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes regularly, take part in class activities, and sit mid/end-of-term/final examinations. |
| Consultations | |
| Literature | Literature: 1. Textbook: Kathy Gude, Michael Duckworth ( 2002), Proficiency Masterclass, OUP, Oxford, pp. 94 – 135. 2. Background Reading: Iris Murdoch (1980), The Sea, the Sea, Penguin Books, London, pp 1 – 238. 3. Dorothy E. Zemach & L.A. Rumisek (2005 ed.), Academic Writing from Paragraph to Essay, Macmillan Publishers Ltd., Oxford 4. Karen Blanchard & C. Root (1997), Ready to Write More: From paragraph to essay, Pearson Education, Longman 5. Ann Hogue (1996), First Steps in Academic Writing, Addison-Wesley Publishing Company, Inc. N.Y. 10606 6. D.E. Zemach & Carlos Islam (2006), Writing in Paragraphs, Macmillan Education, Oxford 7. Alice Oshima & A. Hogue (1991), Writing Academic English, Addison Wesley Longman, N.Y.10606 8. Barbara Levadi (ed.) (1995), Writing Proficiency, Globe Fearon, New Jersey 9. Alice Oshima & A. Hogue (1997), Introduction to Academic Writing, Addison-Wesley Publishing Company, Inc. N.Y. 10606 |
| Examination methods | Mid/end-of-term /final make-up written examinations Students sit two mid/end-of-term (and/or final make-up) written examinations, which consist of 4 sixty-minute parts each: 1. vocabulary and grammar test, 2. translation from English, 3. translation into English and 4. academic writing. Final oral exam parts: 1. translation from English, 2. a question in English grammar (the candidate is required to identify the given grammatical structures and to provide explanations regarding their use), 3. conversation based on the background reading (the candidate must read the selected literature for individual work and be ready to conduct a conversation related to it), 4. conversation on an unfamiliar topic, 5. grammatical accuracy (candidates are required to demonstrate an appropriate command of grammar in spoken language, i.e. during a conversation based on the background reading and during a conversation on an unfamiliar topic). |
| Special remarks | The medium of instruction is English. |
| Comment | *N. B. Due to the complexity of the course structure, weekly course outlines containing syllabus implementation details for each of the 4 sub-courses – 1. textual analysis, 2. speaking practice, 3. academic writing and 4. translation from and into English - will be provided at the beginning of the term. |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / DISCOURSE ANALYSIS
| Course: | DISCOURSE ANALYSIS/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 4698 | Obavezan | 2 | 3 | 2+1+0 |
| Programs | English language and literature |
| Prerequisites | |
| Aims | |
| Learning outcomes | After passing this exam, the student will be able to: 1. define and use the basic concepts from discourse analysis and the disciplines that contribute to discourse analysis as a multidisciplinary approach; 2. name the main areas and interests in the analysis of language in use; 3. recognize the interactional, social, political and cultural goals of using spoken and written language in different contexts of actual use (genres, registers); 4. describe the ways of achieving them and discuss their effects; 5. apply theoretical approaches and methodologies when analyzing the independently collected material. |
| Lecturer / Teaching assistant | |
| Methodology |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | |
| I week exercises | |
| II week lectures | |
| II week exercises | |
| III week lectures | |
| III week exercises | |
| IV week lectures | |
| IV week exercises | |
| V week lectures | |
| V week exercises | |
| VI week lectures | |
| VI week exercises | |
| VII week lectures | |
| VII week exercises | |
| VIII week lectures | |
| VIII week exercises | |
| IX week lectures | |
| IX week exercises | |
| X week lectures | |
| X week exercises | |
| XI week lectures | |
| XI week exercises | |
| XII week lectures | |
| XII week exercises | |
| XIII week lectures | |
| XIII week exercises | |
| XIV week lectures | |
| XIV week exercises | |
| XV week lectures | |
| XV week exercises |
| Student workload | |
| Per week | Per semester |
| 3 credits x 40/30=4 hours and 0 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 1 hour(s) i 0 minuts of independent work, including consultations |
Classes and final exam:
4 hour(s) i 0 minuts x 16 =64 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 4 hour(s) i 0 minuts x 2 =8 hour(s) i 0 minuts Total workload for the subject: 3 x 30=90 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 18 hour(s) i 0 minuts Workload structure: 64 hour(s) i 0 minuts (cources), 8 hour(s) i 0 minuts (preparation), 18 hour(s) i 0 minuts (additional work) |
| Student obligations | |
| Consultations | |
| Literature | |
| Examination methods | |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / EDUCATIONAL CONTENTS IN SECONDARY EDUCATION
| Course: | EDUCATIONAL CONTENTS IN SECONDARY EDUCATION/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 4697 | Obavezan | 2 | 4 | 2+2+0 |
| Programs | English language and literature |
| Prerequisites | Prerequisite subjects: Modern English VI, General Pedagogy, Developmental Psychology, Basic Methods of Teaching Foreign Languages |
| Aims | The enabling of students to independently give lessons of English language to pupils of preschool, primary and secondary school age. |
| Learning outcomes | Specialist studies – Education and pedagogy specialisation (semester II, ECTS 4, 2P+2V) Learning outcomes for the subject Teaching Content in Secondary School Education (processing of language and literature content After students pass this exam, they will be able to: 1.Independently teach English language in secondary school; 2.Analyse a teaching programme for English language in secondary school, independently and in the context of a syllabus;3.Plan an English language syllabus (write yearly, monthly and daily work plans); 4.Explain the basic methodical ideas about developing listening, speaking, reading and writing skills;5.Prepare examples for use in teaching methods and techniques, and learning strategies; 6.Interpret literary texts methodically; 7.Apply literary texts for English language teaching; 8.Evaluate students’ achievements in the area of the four language skills: listening, speaking, reading and writing. |
| Lecturer / Teaching assistant | Dr Marija Mijušković, assistant professor |
| Methodology | Method of teaching and mastering the course material: Lecturing and practice. Writing a seminar paper. Preparation of a lesson plan. Holding activities individually for every level of teaching. Preparation for mid-term and final exams. Consultations. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Reasons for studying a foreign language, Motivation |
| I week exercises | Connecting theoretical knowledge with experience of foreign language teaching gained so far, as well as with expectations of a foreign-language student transitioning to being a future foreign-language teacher. |
| II week lectures | Pronunciation, vocabulary |
| II week exercises | Strategies and techniques of vocabulary teaching; vocabulary testing; analysis of teaching content in foreign-language textbooks in specialist secondary schools (language specialisation) and comprehensive schools. |
| III week lectures | Development of listening skills through activities for secondary-school-age pupils |
| III week exercises | Methods, strategies and techniques of developing listening skills. |
| IV week lectures | Development of communication abilities in English language: mastering the skill of speaking through activities |
| IV week exercises | Methods, strategies and techniques of developing communication competence. |
| V week lectures | Development of reading and writing skills at the secondary-school level |
| V week exercises | Analysis of text genres; implementing a wide repertoire of strategies with the aim of understanding a text, i.e. active reading; metacognitive strategies of reading, application with regard to the three phases of reading; different forms for monitoring co |
| VI week lectures | Role of literary texts in developing and improving these two skills |
| VI week exercises | Examples of literary texts for development and improvement of reading and writing skills; evaluation and self-evaluation of a written text, analysis of the processes of reading and writing. |
| VII week lectures | Teaching grammar |
| VII week exercises | Analysis of teaching content in secondary-school English-language textbooks with regard to the representation of grammatical units and ways in which they are presented and what sort of approach they require. |
| VIII week lectures | Mid-term exam I |
| VIII week exercises | Preparation for mid-term exam in the form of poster presentations, PowerPoint presentations, exhibition of results of research projects and analysis of these forms of work in view of the results from the rubrics. |
| IX week lectures | Language structure and vocabulary, Using a dictionary |
| IX week exercises | Analysis of the structure of secondary-school textbooks and the ways of analysing a language system made up of grammar and vocabulary. Analysis of ways of testing knowledge available in textbooks, presentation of different and various ways of teaching gra |
| X week lectures | Texts in English language teaching at secondary-school age, genre analysis, reading approach, strategic reading |
| X week exercises | Implementing metacognitive strategies in reading lessons; analysis of texts available in secondary-school foreign-language textbooks, influence of strategic reading on successful comprehension of a text. |
| XI week lectures | Studying elements of a foreign culture through chosen texts |
| XI week exercises | Analysis of cultural elements in teaching content in secondary-school English-language textbooks; presentation of different ways of promoting culture and connecting cultural elements with successful comprehension and mastering of texts. |
| XII week lectures | Using media in English language teaching |
| XII week exercises | Analysis of the needs of the modern foreign-language classroom; implementing and adopting different ways of using media in English language teaching. |
| XIII week lectures | Computers in English language teaching,Dramatic content and poetry in English language teaching,Learning autonomy. |
| XIII week exercises | Presentation of different ways of the analysis or reading of a text, conversion of one genre into another, dramatisation of a text, etc. |
| XIV week lectures | Mid-term exam II |
| XIV week exercises | Preparation for mid-term exam through application of practical examples. |
| XV week lectures | Final exam |
| XV week exercises | Analysis of teaching and results, analysis of experience working with foreign-language teachers in secondary school. |
| Student workload | STUDENTS’ WORK LOAD Weekly 4 credits x 40/30 = 5 hours 20 mins 4 hours of lectures and practice 1hour 20 mins individual work Over the semester Teaching time and final exam: 16 x 5hours 20 mins = 85 hours 5 mins Mandatory preparation: 2 x 5 hours 20 mins = 10 hours 40 mins Overall hours for subject: 4 x 30 = 120 hours Additional work: 24 hours 15 mins Structure of work load: 85 hours 5 mins (teaching) 10 hours 40 mins (preparation) 24 hours 15 mins (additional work) = 120 hours |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend lectures, prepare and actively participate in lessons. |
| Consultations | Friday 13:15-14:00 |
| Literature | Chamot et al. 1999. The Learning Strategies handbook. Longman Wenden, A. 19191. Learner Strategies for Learner Autonomy. Prentice Hall Cohen, A. 1994, Assesing Language Ability in the Classroom. Heinle heinle Publisher, University of Minesota Brown and |
| Examination methods | Forms of knowledge testing and grading: - two mid-term exams of 20 points each – 40 points altogether - gained during classes 3 points - seminar paper 2 points - lesson plan 2 points - activities for three levels of teaching 1+1+1 point - final exa |
| Special remarks | Students will receive the plan for realisation of the syllabus by thematic units and dates at the beginning of the semester. |
| Comment | Lectures and tutorials are held in English. |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / DIDACTICS - THEORY OF EDUCATION AND TEACHING
| Course: | DIDACTICS - THEORY OF EDUCATION AND TEACHING/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 9773 | Obavezan | 2 | 4 | 2+0+0 |
| Programs | English language and literature |
| Prerequisites | There are no pre-conditions for the attendance of this course. |
| Aims | Students should understand importance of Didactics as a basis in examination of General and Special Methodics and they should acquire knowledge on resources of different kinds of teaching and studying theories and possibilities of their change in the teaching process. |
| Learning outcomes | After passing the exam, the student will be able to: • explain basic didactic terms and categories; • estimate role and importance of basic factors of teaching; • explain importance of adequate selection of class type, kind of class, teaching methods, form of work and didactic media; • describe ways of class planning and preparation of teachers for classes; • explain different ways of evaluation and estimation of classes; • recognize and develop basic communication models in the teaching process. |
| Lecturer / Teaching assistant | Milica Jelić, PhD |
| Methodology | Lectures and debates. Study for the tests and the final exam. Consultations. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Development of didactics as a pedagogical discipline and its relation to other sciences. |
| I week exercises | |
| II week lectures | Term and essence of teaching. |
| II week exercises | |
| III week lectures | Factors of teaching process. |
| III week exercises | |
| IV week lectures | Kinds of classes. |
| IV week exercises | |
| V week lectures | Class. |
| V week exercises | |
| VI week lectures | Teaching principles |
| VI week exercises | |
| VII week lectures | I knowledge test / colloquium |
| VII week exercises | |
| VIII week lectures | Contents of education and teaching, syllabus and curriculum. |
| VIII week exercises | |
| IX week lectures | Term, classification and essence of teaching methods. |
| IX week exercises | |
| X week lectures | Forms of teaching process. |
| X week exercises | |
| XI week lectures | Teaching tools and media. |
| XI week exercises | |
| XII week lectures | Planning and preparation of classes. |
| XII week exercises | |
| XIII week lectures | Monitoring and evaluation of educational work. Assessment |
| XIII week exercises | |
| XIV week lectures | Communication at classes |
| XIV week exercises | |
| XV week lectures | II knowledge test / colloquium |
| XV week exercises |
| Student workload | |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 0 excercises 3 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are obliged to attend the classes regularly, do the tests, be active in he debates and take the final exam. |
| Consultations | |
| Literature | Vilotijević, M.: Didaktika I i III, Naučna knjiga, Beograd, 1999. • Bakovljev, M.: Didaktika, Naučna knjiga, Beograd, 1998. • Prodanović, T. i Ničković, R.: Didaktika, ZUNS, Beograd, 1988. • Trnavac, N. i Đorđević, J.: Pedagogija, Naučna knjiga, Beograd, |
| Examination methods | Two tests – 20 points each (40 points total); class attendance - 5 points, active participation - 6 points, final exam - 49 points. The passing grade is awarded for the cumulative number of least 51 points. |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / PEDAGOGICAL PSYCHOLOGY
| Course: | PEDAGOGICAL PSYCHOLOGY/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 9774 | Obavezan | 2 | 4 | 2+0+0 |
| Programs | English language and literature |
| Prerequisites | No prerequisites |
| Aims | Students learn to understand the ways we organize the processes of teaching-and-learning process |
| Learning outcomes | After the student passes this exam, he will be able to: 1. apply research methods and techniques in pedagogical psychology; 2. takes adequate measures to correct and improve the teaching process; 3. identifies behaviors that are atypical for the observed age and, in cooperation with parents, the school and wider social community, works on their elimination and prevention; 4. manages student motivation and interpersonal relationships; 5. write reports about the student (file); 6. describe the position and role of the pedagogue in the entire educational process. |
| Lecturer / Teaching assistant | |
| Methodology | Lectures and debates. The preparation of one essay on a given topic from one of the areas of curriculum. Studying for tests and a final exam. Consultations. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | The subject and tasks of educational psychology;Research methods and procedures in educational psychology |
| I week exercises | The subject and tasks of educational psychology;Research methods and procedures in educational psychology |
| II week lectures | The concept of learning and types of learning, Creative thinking and problem solving |
| II week exercises | The concept of learning and types of learning, Creative thinking and problem solving |
| III week lectures | Remembering and forgetting |
| III week exercises | Remembering and forgetting |
| IV week lectures | Learning motivation |
| IV week exercises | Learning motivation |
| V week lectures | Learning transfer |
| V week exercises | Learning transfer |
| VI week lectures | The Functions and types of assessment |
| VI week exercises | The Functions and types of assessment |
| VII week lectures | I test |
| VII week exercises | I test |
| VIII week lectures | The cognitive styles and their application to the field of teaching and learning |
| VIII week exercises | The cognitive styles and their application to the field of teaching and learning |
| IX week lectures | Behavior management and the work in the classroom |
| IX week exercises | Behavior management and the work in the classroom |
| X week lectures | Education of gifted students |
| X week exercises | Education of gifted students |
| XI week lectures | Children with developmental and behavioral disabilities |
| XI week exercises | Children with developmental and behavioral disabilities |
| XII week lectures | Behavior modification, Constructive conscious control, Education for obedience |
| XII week exercises | Behavior modification, Constructive conscious control, Education for obedience |
| XIII week lectures | II test |
| XIII week exercises | II test |
| XIV week lectures | Psychology of teacher, forms and models of teachers professional competence |
| XIV week exercises | Psychology of teacher, forms and models of teachers professional competence |
| XV week lectures | Final exam |
| XV week exercises | Final exam |
| Student workload | weekly 4 credits x 40/30 = 5 hours and 20 minutes |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 0 excercises 3 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes, participate in debates and doing two tests, Prepare an essay |
| Consultations | |
| Literature | Andrilović, V. I Čudina, M. (1985): Psihologija učenja i nastave, Školska knjiga, Zagreb. Stojaković, P. (2002): Pedagoška psihologija I, Filozofski fakultet, Banja Luka. Stojaković, P. (2002): Pedagoška psihologija II, Filozofski fakultet, Banja Luka. Mi |
| Examination methods | Two tests with 20 points (40 points total) - attendance and essay 10 points, Final exam 50 points |
| Special remarks | |
| Comment |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / THE LANGUAGE OF PROFESSION II
| Course: | THE LANGUAGE OF PROFESSION II/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 7646 | Obavezan | 2 | 4 | 0+4+0 |
| Programs | English language and literature |
| Prerequisites | Successfully completed examinations in Contemporary English I – VI. |
| Aims | Enhancing students language (listening/reading/speaking/writing) and translation skills, and, for that purpose, extending their vocabulary and refining their English grammar knowledge. |
| Learning outcomes | After passing the exam, students will be able to do the following: 1. Understand the core information and recognize specific - explicitly and implicitly given- information in conversations, news, etc. in standard and non-standard English on a variety of general and more specific topics. Furthermore, a student should be able to easily recognize attitude and mood of a speaker, as well as conditions of interaction. 2. Participate in a conversation/debate/presentation in English with a native-like pronunciation and intonation, using an appropriate register, vocabulary, and grammar. 3. Understand the essence of a complex written text, as well as its tone and register, whether it is about general or field-specific topics (morpho-syntax, phonetics and phonology, semantics, and methodology), and recognize its specific - explicitly and implicitly provided facts. 4. Explain/translate semantic fields of a wide grammatical corpus 5. Solve lexical issues, which include analyzing the use of individual words, appropriate collocations, phrases and idioms upon translation of literary and non-literary texts from and into English. 6. Correctly write and structure a dissertation/thesis/article, while using an appropriate academic language style; properly structure an essay on general and academic topics clearly connecting ideas and using appropriate: o register o linguistic/grammatical structure o vocabulary o correct punctuation, and o orthography 7. Identify and/or explain and/or translate grammatical features in specific and general contexts within the fields of word classes, subject-verb agreement, and finite and non-finite nominal, relative and adverbial clauses. |
| Lecturer / Teaching assistant | Marina Babić, Peatar Božović, Balša Ivanović |
| Methodology | Tutorials, consultations, homework assignments, progress tests. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | |
| I week exercises | Introductory information. |
| II week lectures | |
| II week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| III week lectures | |
| III week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| IV week lectures | |
| IV week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| V week lectures | |
| V week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VI week lectures | |
| VI week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VII week lectures | |
| VII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VIII week lectures | |
| VIII week exercises | Mid-term exam. |
| IX week lectures | |
| IX week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| X week lectures | |
| X week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XI week lectures | |
| XI week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XII week lectures | |
| XII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XIII week lectures | |
| XIII week exercises | |
| XIV week lectures | |
| XIV week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XV week lectures | |
| XV week exercises | End-of-term exam. |
| Student workload | |
| Per week | Per semester |
| 4 credits x 40/30=5 hours and 20 minuts
0 sat(a) theoretical classes 0 sat(a) practical classes 4 excercises 1 hour(s) i 20 minuts of independent work, including consultations |
Classes and final exam:
5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes regularly, take part in class activities, and sit mid/end-of-term/ final examinations. |
| Consultations | |
| Literature | 1. Textbook: Kathy Gude, Michael Duckworth ( 2002), Proficiency Masterclass, OUP, Oxford, pp. 136 – 181. 2. Background Reading: Iris Murdoch (1980), The Sea, the Sea, Penguin Books, London, pp 239 – 502. 3. Dorothy E. Zemach & L.A. Rumisek (2005 ed.), Academic Writing from Paragraph to Essay, Macmillan Publishers Ltd., Oxford 4. Karen Blanchard & C. Root (1997), Ready to Write More: From paragraph to essay, Pearson Education, Longman 5. Ann Hogue (1996), First Steps in Academic Writing, Addison-Wesley Publishing Company, Inc. N.Y. 10606 6. D.E. Zemach & Carlos Islam (2006), Writing in Paragraphs, Macmillan Education, Oxford 7. Alice Oshima & A. Hogue (1991), Writing Academic English, Addison Wesley Longman, N.Y.10606 8. Barbara Levadi (ed.) (1995), Writing Proficiency, Globe Fearon, New Jersey 9. Alice Oshima & A. Hogue (1997), Introduction to Academic Writing, Addison-Wesley Publishing Company, Inc. N.Y. 10606 |
| Examination methods | Mid/end-of-term /final make-up written examinations Students sit two mid/end-of-term (and/or final make-up) written examinations, which consist of 4 sixty-minute parts each: 1. vocabulary and grammar test, 2. translation from English, 3. translation into English, 4. academic writing. |
| Special remarks | The medium of instruction is English. |
| Comment | *N. B. Due to the complexity of the course structure, weekly course outlines containing syllabus implementation details for each of the 4 sub-courses – 1. textual analysis, 2. speaking practice, 3. academic writing and 4. translation from and into English - will be provided at the beginning of the term. |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / METHODOLOGY OF ENGLISH LANGUAGE TEACHING IN SCHOOL
| Course: | METHODOLOGY OF ENGLISH LANGUAGE TEACHING IN SCHOOL/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 4696 | Obavezan | 2 | 5 | 2+3+0 |
| Programs | English language and literature |
| Prerequisites | Prerequisite subjects: Undergraduate studies completed |
| Aims | Course objectives: Students will focus on issues such as needs analysis, task design, skill and language development, lesson planning and classroom management, designing and evaluating assessment tools and tests, learning styles, the affective domain and the role of teachers and students in foreign language acquisition. |
| Learning outcomes | English Language Teaching Methods with Work in School After students pass this exam, they will be able to: 1. Give English language lessons individually in primary and secondary schools. 2. Use their knowledge of English language methodology while giving a lesson in primary and secondary school; 3. Show skills in individual work, work in pairs, as well as in a group (team work); 4. Plan an English language syllabus (prepare yearly, monthly and daily work plans); 5. Prepare special types of lessons (according to different criteria); 6. Prepare examples to use in teaching methods, techniques and learning strategies; 7. Modify existing teaching models (methods, techniques, learning and study strategies), adapting them to new conditions in practice (using PowerPoint presentations, debates and discussions in the class, making use of various work materials); 8. Evaluate students’ achievements in four areas of language skills (listening, speaking, reading and writing), and improve knowledge in the spheres of grammar, vocabulary and pronunciation; 9. Analyse a teaching syllabus for English language in all grades of primary and secondary school independently and in the context of the teaching plan; 10. Develop competence in planning a 21st century syllabus which clearly determines the roles of the teacher and the students and which meets international standards. |
| Lecturer / Teaching assistant | Dr Marija Mijušković, assistant professor |
| Methodology | Teaching methods: Student-centered lectures, student research, methodological analyses and presentations, round-table discussions, use of the internet, power-point presentations, written colloquiums, use of videos, pair work, group work, consultations |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Learning styles (Multiple Intelligences); Differentiated Instruction |
| I week exercises | Learning styles (concrete learners, analytical learners,communicative learners, authority-oriented learners, visual learners, aural learners, physical action learners) |
| II week lectures | Classroom management. Teacher as assessor, organizer, prompter, participant, resource, tutor, investigator. Role of the learner. |
| II week exercises | seating arrangements, blackboard use, equipment, voice and body language |
| III week lectures | Communication in the foreign language classroom (oral and written) |
| III week exercises | Communication (speaking skill); practical techniques and strategies |
| IV week lectures | Teaching and learning grammar. (Covert and overt, form and function, meaning and use) |
| IV week exercises | New and practical techiques in learning grammar (written and oral). Power point presentations; cover map; games |
| V week lectures | Cultural awareness in the EFL classroom |
| V week exercises | Work in school and round - table discussions |
| VI week lectures | Learner evaluations and assessment |
| VI week exercises | Principles and types of assessment |
| VII week lectures | Classroom interaction (individual, pair, cooperative learning and group work). Pair and group work activities |
| VII week exercises | Practical technigues for developing interaction skills and sociopragmatic competence |
| VIII week lectures | Behavioural issues. (Code of conduct, disciplinary action) |
| VIII week exercises | Practical techniques for teachers on classroom discipline (dealing with discipline problems):before the problem arises,when the problem is beginning, when the problem has exploded. |
| IX week lectures | Lesson planning (theory, principles and guidelines) Pre-plan, plan, specimen lesson plans (description of class, previous lesson rehearsal, lesson objectives, teaching requirements/materials, content: introduction, steps involved, conclusion and follow-u |
| IX week exercises | Work in school. Round - table discussions |
| X week lectures | Teaching materials and textbook evaluation and selection (principles, guidelines, checklists) Purpose, organization and method of presentation in a textbook. Subject matter, vocabulary and structures, exercises, illustrations, physical make-up, layout, te |
| X week exercises | Work in school. Discussions. |
| XI week lectures | Colloquium |
| XI week exercises | Practical techniques: learner motivation and interest ( the importance of motivation, characteristics of motivated learner, different kinds of motivation) |
| XII week lectures | Presentations. Discussions. |
| XII week exercises | Revision: how to be a good teacher (what makes a good teacher, how should teacher talk to students, how should teachers give instructions, who should talk in class, what are the best kinds of lesson, how important is to follow a pre-arranged plan). |
| XIII week lectures | Presentations. Discussions. |
| XIII week exercises | Differences between written and spoken discourse (instructions for writing activities, instrukcije za aktivnosti pisanja,reflections on the writing process) |
| XIV week lectures | Preparations for the final exam |
| XIV week exercises | Writing a teaching diary: some general questions (lesson objectives, activities and materials, students, classroom management, overall...) |
| XV week lectures | Final exam |
| XV week exercises | Video clips: watching video clips; round - table discussions. |
| Student workload | Student Load:Weekly: 6 credits x 40/30 = 8 hours Structure of the load: 2 hours of teaching 6 hours of independent work including consultations During the semester: Lectures and final exam: 8 hours x 16 = 120 hours Necessary preparations before the start of the semester (administration, registration, certification) 2 x 8 = 16 hours Total hours for the course: 6x30 = 180 hours Additional work for the preparation of the remedial final exam, including the taking the remedial final exam from 0 to 44 hours (the remaining time of the first two items to the total load of the course) Structure of the load: 120 (teaching) + 16 hours (preparation) + 44 hours (additional work) |
| Per week | Per semester |
| 5 credits x 40/30=6 hours and 40 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 3 excercises 1 hour(s) i 40 minuts of independent work, including consultations |
Classes and final exam:
6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work) |
| Student obligations | Requirements for students: Students are required to attend classes, to prepare and actively participate in classes as well as to do homework |
| Consultations | Consultations are held regularly Thursday 9-10 Tuesday 9-10h |
| Literature | - Ur,P. (1996) A Course in Language Teaching. Cambridge: CUP. - Ur, P (1988) Grammar Practice Activities: A practical guide for teachers. New York: CUP. - Doff, Adrian (1988) A training course for tea |
| Examination methods | Forms of assessment: Colloquium 15 points Presentation 4 points Class attendance 1 point School work 30 points Final exam 50 points Marks |
| Special remarks | Further comments: Classes are taught in English. |
| Comment | The syllabus (per thematic units) will be given to students at the beginning of semester |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / ENGLISH LANGUAGE II
| Course: | ENGLISH LANGUAGE II/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 9776 | Obavezan | 2 | 6 | 0+6+0 |
| Programs | English language and literature |
| Prerequisites | Successfully completed examinations in Contemporary English I – VI. |
| Aims | Enhancing students language (listening/reading/speaking/writing) and translation skills, and, for that purpose, extending their vocabulary and refining their English grammar knowledge. |
| Learning outcomes | After passing the exam, students will be able to do the following: 1. Understand the core information and recognize specific - explicitly and implicitly given- information in conversations, news, etc. in standard and non-standard English on a variety of general and more specific topics. Furthermore, a student should be able to easily recognize attitude and mood of a speaker, as well as conditions of interaction. 2. Participate in a conversation/debate/presentation in English with a native-like pronunciation and intonation, using an appropriate register, vocabulary, and grammar. 3. Understand the essence of a complex written text, as well as its tone and register, whether it is about general or field-specific topics (morpho-syntax, phonetics and phonology, semantics, and methodology), and recognize its specific - explicitly and implicitly provided facts. 4. Explain/translate semantic fields of a wide grammatical corpus 5. Solve lexical issues, which include analyzing the use of individual words, appropriate collocations, phrases and idioms upon translation of literary and non-literary texts from and into English. 6. Correctly write and structure a dissertation/thesis/article, while using an appropriate academic language style; properly structure an essay on general and academic topics clearly connecting ideas and using appropriate: o register o linguistic/grammatical structure o vocabulary o correct punctuation, and o orthography 7. Identify and/or explain and/or translate grammatical features in specific and general contexts within the fields of word classes, subject-verb agreement, and finite and non-finite nominal, relative and adverbial clauses. |
| Lecturer / Teaching assistant | Marina Babić, Petar Božović, Balša Ivanović |
| Methodology | Tutorials, consultations, homework assignments, progress tests. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | |
| I week exercises | Introductory information. |
| II week lectures | |
| II week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| III week lectures | |
| III week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| IV week lectures | |
| IV week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| V week lectures | |
| V week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VI week lectures | |
| VI week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VII week lectures | |
| VII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VIII week lectures | |
| VIII week exercises | Mid-term exam. |
| IX week lectures | |
| IX week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| X week lectures | |
| X week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XI week lectures | |
| XI week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XII week lectures | |
| XII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XIII week lectures | |
| XIII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XIV week lectures | |
| XIV week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XV week lectures | |
| XV week exercises | End-of-term exam. |
| Student workload | |
| Per week | Per semester |
| 6 credits x 40/30=8 hours and 0 minuts
0 sat(a) theoretical classes 0 sat(a) practical classes 6 excercises 2 hour(s) i 0 minuts of independent work, including consultations |
Classes and final exam:
8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes regularly, take part in class activities, and sit mid/end-of-term/ final examinations. |
| Consultations | |
| Literature | Literature: 1. Textbook: Kathy Gude, Michael Duckworth ( 2002), Proficiency Masterclass, OUP, Oxford, pp. 136 – 181. 2. Background Reading: Iris Murdoch (1980), The Sea, the Sea, Penguin Books, London, pp 239 – 502. 3. Dorothy E. Zemach & L.A. Rumisek (2005 ed.), Academic Writing from Paragraph to Essay, Macmillan Publishers Ltd., Oxford 4. Karen Blanchard & C. Root (1997), Ready to Write More: From paragraph to essay, Pearson Education, Longman 5. Ann Hogue (1996), First Steps in Academic Writing, Addison-Wesley Publishing Company, Inc. N.Y. 10606 6. D.E. Zemach & Carlos Islam (2006), Writing in Paragraphs, Macmillan Education, Oxford 7. Alice Oshima & A. Hogue (1991), Writing Academic English, Addison Wesley Longman, N.Y.10606 8. Barbara Levadi (ed.) (1995), Writing Proficiency, Globe Fearon, New Jersey 9. Alice Oshima & A. Hogue (1997), Introduction to Academic Writing, Addison-Wesley Publishing Company, Inc. N.Y. 10606 |
| Examination methods | Mid/end-of-term /final make-up written examinations Students sit two mid/end-of-term (and/or final make-up) written examinations, which consist of 4 sixty-minute parts each: 1. vocabulary and grammar test, 2. translation from English, 3. translation into English, 4. academic writing. |
| Special remarks | The medium of instruction is English. |
| Comment | *N. B. Due to the complexity of the course structure, weekly course outlines containing syllabus implementation details for each of the 4 sub-courses – 1. textual analysis, 2. speaking practice, 3. academic writing and 4. translation from and into English - will be provided at the beginning of the term. |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philology / English language and literature / ENGLISH LANGUAGE II
| Course: | ENGLISH LANGUAGE II/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 9776 | Obavezan | 2 | 6 | 0+6+0 |
| Programs | English language and literature |
| Prerequisites | Successfully completed examinations in Contemporary English I – VI. |
| Aims | Enhancing students language (listening/reading/speaking/writing) and translation skills, and, for that purpose, extending their vocabulary and refining their English grammar knowledge. |
| Learning outcomes | After passing the exam, students will be able to do the following: 1. Understand the core information and recognize specific - explicitly and implicitly given- information in conversations, news, etc. in standard and non-standard English on a variety of general and more specific topics. Furthermore, a student should be able to easily recognize attitude and mood of a speaker, as well as conditions of interaction. 2. Participate in a conversation/debate/presentation in English with a native-like pronunciation and intonation, using an appropriate register, vocabulary, and grammar. 3. Understand the essence of a complex written text, as well as its tone and register, whether it is about general or field-specific topics (morpho-syntax, phonetics and phonology, semantics, and methodology), and recognize its specific - explicitly and implicitly provided facts. 4. Explain/translate semantic fields of a wide grammatical corpus 5. Solve lexical issues, which include analyzing the use of individual words, appropriate collocations, phrases and idioms upon translation of literary and non-literary texts from and into English. 6. Correctly write and structure a dissertation/thesis/article, while using an appropriate academic language style; properly structure an essay on general and academic topics clearly connecting ideas and using appropriate: o register o linguistic/grammatical structure o vocabulary o correct punctuation, and o orthography 7. Identify and/or explain and/or translate grammatical features in specific and general contexts within the fields of word classes, subject-verb agreement, and finite and non-finite nominal, relative and adverbial clauses. |
| Lecturer / Teaching assistant | Marina Babić, Petar Božović, Balša Ivanović |
| Methodology | Tutorials, consultations, homework assignments, progress tests. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | |
| I week exercises | Introductory information. |
| II week lectures | |
| II week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| III week lectures | |
| III week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| IV week lectures | |
| IV week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| V week lectures | |
| V week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VI week lectures | |
| VI week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VII week lectures | |
| VII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| VIII week lectures | |
| VIII week exercises | Mid-term exam. |
| IX week lectures | |
| IX week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| X week lectures | |
| X week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XI week lectures | |
| XI week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XII week lectures | |
| XII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XIII week lectures | |
| XIII week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XIV week lectures | |
| XIV week exercises | Listening and reading comprehension practice; grammar in use/grammar review; speaking practice; academic writing; translation from and into English; progress tests.* |
| XV week lectures | |
| XV week exercises | End-of-term exam. |
| Student workload | |
| Per week | Per semester |
| 6 credits x 40/30=8 hours and 0 minuts
0 sat(a) theoretical classes 0 sat(a) practical classes 6 excercises 2 hour(s) i 0 minuts of independent work, including consultations |
Classes and final exam:
8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are required to attend classes regularly, take part in class activities, and sit mid/end-of-term/ final examinations. |
| Consultations | |
| Literature | Literature: 1. Textbook: Kathy Gude, Michael Duckworth ( 2002), Proficiency Masterclass, OUP, Oxford, pp. 136 – 181. 2. Background Reading: Iris Murdoch (1980), The Sea, the Sea, Penguin Books, London, pp 239 – 502. 3. Dorothy E. Zemach & L.A. Rumisek (2005 ed.), Academic Writing from Paragraph to Essay, Macmillan Publishers Ltd., Oxford 4. Karen Blanchard & C. Root (1997), Ready to Write More: From paragraph to essay, Pearson Education, Longman 5. Ann Hogue (1996), First Steps in Academic Writing, Addison-Wesley Publishing Company, Inc. N.Y. 10606 6. D.E. Zemach & Carlos Islam (2006), Writing in Paragraphs, Macmillan Education, Oxford 7. Alice Oshima & A. Hogue (1991), Writing Academic English, Addison Wesley Longman, N.Y.10606 8. Barbara Levadi (ed.) (1995), Writing Proficiency, Globe Fearon, New Jersey 9. Alice Oshima & A. Hogue (1997), Introduction to Academic Writing, Addison-Wesley Publishing Company, Inc. N.Y. 10606 |
| Examination methods | Mid/end-of-term /final make-up written examinations Students sit two mid/end-of-term (and/or final make-up) written examinations, which consist of 4 sixty-minute parts each: 1. vocabulary and grammar test, 2. translation from English, 3. translation into English, 4. academic writing. |
| Special remarks | The medium of instruction is English. |
| Comment | *N. B. Due to the complexity of the course structure, weekly course outlines containing syllabus implementation details for each of the 4 sub-courses – 1. textual analysis, 2. speaking practice, 3. academic writing and 4. translation from and into English - will be provided at the beginning of the term. |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
