Allgemeines Kursangebot im Detail

„Levels“ used in this department are loosely based on CEFR levels. For a detailed description of what is expected in the different CEFR levels, click here. Below you will find information about the classes for general academic English (EAP). In addition to EAP, this department also offers English for special purposes (ESP) for Law, Natural Sciences, and Technology.

Here is a rubric for ORAL PRODUCTION. The “expectations” column varies according to the task the rubric is used for. This example is the “expectations” column for the Level 2 Focus on Academic Speaking oral exam.

task achievementfluencygrammarvocabularypronuniation
Expectations:
Provides appropriate responses Answers are concise and well-developed

Supported Part II: Monologue has a coherent and concise academic format
excellent (1.0 + 1.3)
All aspects of the task are thoroughly achieved.
Details effectively support ideas.
Rhetorical conventions are consistently followed.
good (1.7 + 2.0 + 2.3)
All aspects of the task are achieved.</b>
Details effectively support ideas, with imbalance.</b>
Rhetorical conventions are followed with few lapses.</b>
satisfactory (2.7 + 3.0 + 3.3)
All aspects of the task are achieved but inconsistently.
Details can be missed and/or unclear.
Rhetorical conventions are followed with some inconsistence.
sufficient (3.7 + 4.0)
Aspects of the task may be missed and/or insufficient.
Details are sporadic, vague and/or insufficient.
Rhetorical conventions may be missed or faulty.
insufficient (> 4.0)
Most aspects of the task are missed.
Details are often missing and/or inappropriate.
Rhetorical conventions are mostly absent.
Expectations:
Hesitations are content-related, not linguistic

Limited use of interjectors (ahh, umm…)
excellent (1.0 + 1.3)
Speaks at length without noticeable effort.
Speed, repetition and self-correction are appropriate.
Natural hesitations are to search for content, not vocab or grammar.
good (1.7 + 2.0 + 2.3)
Speaks at length with some effort, but no loss of coherence.
Speed, repetition and self-correction may affect flow.
Hesitations are periodically noticeable and/or language-based.
satisfactory (2.7 + 3.0 + 3.3)
Speaks at length with noticeable effort and some loss of coherence.
Speed, repetition and self-correction can distract.
Hesitations are noticeable and interrupt the message.
sufficient (3.7 + 4.0)
Speaks with significant effort, losing coherence.
Speed, repetition and self-correction frequently distract.
Lengthy hesitations distract from the message.
insufficient (> 4.0)
Speaks mostly in phrases and/or with extreme effort.
Speed, repetition and self-correction are inappropriate.
Hesitations are inappropriate.
Expectations:
Appropriate tenses
Appropriate transition words and phrases
Appropriate connectors (and, so, or but)
Wide of B2 grammatical structures
excellent (1.0 + 1.3)
The full range of target grammar is used and infrequent errors are barely noticeable.
Recycled grammar is almost error-free.
good (1.7 + 2.0 + 2.3)
A wide range of target grammar is used and errors are periodically noticeable.
Recycled grammar is almost error-free.
satisfactory (2.7 + 3.0 + 3.3)
A limited range of target grammar is used and errors are regularly noticeable.
Recycled grammar contains errors.
sufficient (3.7 + 4.0)
A restricted range of target grammar is attempted.
Errors in target & recycled grammar are noticeable throughout.
insufficient (> 4.0)
Target grammar is generally not attempted and/or
Consistent target & recycled grammar errors are present throughout.
Expectations:
Appropriate academic register
Able to use less common items
Appropriate use of idiomatic expressions
Broad range of B2 vocabulary and indicates an awareness of collocations
excellent (1.0 + 1.3)
Target vocab is used consistently throughout.
General vocab is used flexibly and appropriately.
Word forms are accurate.
good (1.7 + 2.0 + 2.3)
Target vocab is used throughout but can be repetitive and/or limited.
General vocab is used flexibly and appropriately.
Word forms are accurate with few lapses.
satisfactory (2.7 + 3.0 + 3.3)
Target vocab appears but is repetitive and/or limited.
General vocab can dominate.
Errors in word forms are noticeable.
sufficient (3.7 + 4.0)
Target vocab is used intermittently, restricting complexity of expression.
General vocab dominates and is often imprecise.
Errors in word forms distract.
insufficient (> 4.0)
Target vocab is mostly absent.
General vocab dominates and can be misused.
Consistent errors in word forms are inappropriate.
Expectations:
Correct intonation and stress when pronouncing words and statements.
Appropriate pronunciation sounds (/v/, /w/, /j/, /g/, /ch/, /sh/, including short and long vowel sounds)
Some evidence of linking and assimilation
Minimal L1 interference
excellent (1.0 + 1.3)
A foreign accent does not distract and speech is clear.
Stress, rhythm and intonation are smooth.
good (1.7 + 2.0 + 2.3)
A foreign accent sporadically distracts but speech is mostly clear.
Stress, rhythm and intonation can interfere with smoothness
satisfactory (2.7 + 3.0 + 3.3)
A foreign accent disrupts clarity and speech is often unclear. Stress, rhythm and intonation regularly interfere with smoothness.
sufficient (3.7 + 4.0)
A strong foreign accent frequently interferes with clarity and communication. Stress, rhythm and intonation are often inappropriate
insufficient (> 4.0)
A strong foreign accent restricts clarity and communication. Stress, rhythm and intonation are consistently inappropriate.

 

 

Here is a rubric for WRITTEN PRODUCTION. The „expectations“ column varies according to the task the rubric is used for. This example is the „expectations“ column for the abstract written in Level 4 Advanced Academic Writing.

task achievementorganizationgrammarvocabularymechanics
Expectations:
template used correctly

within word count
information represented correctly
excellent (1.0 + 1.3)
All aspects of the task are achieved.
Every sentence / detail is on-topic.
Ideas are fully developed.
good (1.7 + 2.0 + 2.3)
All aspects of the task are achieved.
Extraneous details may appear but sentences are generally on-topic.
Ideas may not be fully developed.
satisfactory (2.7 + 3.0 + 3.3)
All aspects of the task are achieved.
Some details are irrelevant and some sentences are off-topic.
Periodically, ideas are not fully developed.
sufficient (3.7 + 4.0)
Some aspects of the task are missed.
Details are missing and sentences are frequently off-topic.
Ideas are often undeveloped.
insufficient (> 4.0)
The task is insufficiently or inappropriately addressed.
Details / sentences are often unsuitable and off-topic;
Ideas are generally undeveloped.
Expectations:
All necessary questions answered (background + aim / purpose + method + findings / results)

Information flows and is easy to follow
excellent (1.0 + 1.3)
All required aspects of organization are present.
Ideas flow logically.
The rhetorical pattern is followed throughout.
Target transitions are used accurately.
good (1.7 + 2.0 + 2.3)
All required aspects of organization are present.
Ideas flow logically with lapses.
The rhetorical pattern is mostly followed.
Target transitions are used with minor errors.
satisfactory (2.7 + 3.0 + 3.3)
All required aspects of organization are present.
Ideas may flow illogically.
The rhetorical pattern is followed inconsistently.
Target transitions can be misused / missing.
sufficient (3.7 + 4.0)
Some required aspects of organization are missed.
Ideas frequently flow illogically.
The rhetorical pattern is minimally present.
Target transitions are repeatedly misused / missing.
insufficient (> 4.0)
Required aspects of organization are missed.
Ideas often flow illogically.
The rhetorical pattern and/or target transitions are misused / missing.
Expectations:
Few grammatical errors

Correct use of compound sentences and, relative clauses
correct use of prepositions, conjunctions, relative clauses
excellent (1.0 + 1.3)
Grammar control is consistently strong.
Few errors in target grammar do not distract.
Lower level grammar is correct
good (1.7 + 2.0 + 2.3)
Grammar control is strong but may be inconsistent.
Periodic errors in target grammar do not distract.
Lower level grammar may contain minor errors.
satisfactory (2.7 + 3.0 + 3.3)
Grammar control is mediocre.
Target grammar is present but errors may distract.
Lower level grammar may contain distracting errors.
sufficient (3.7 + 4.0)
Grammar control is weak.
Target grammar appears throughout but errors distract.
Errors in lower level grammar persist.
insufficient (> 4.0)
Grammar control is insufficient.
Target grammar is consistently faulty or absent.
Frequent errors in recycled grammar distract.
Expectations:
Formal, academic register
No abbreviations or contractions
No usage of I / you / we
excellent (1.0 + 1.3)
Vocab is consistently appropriate to the task and level.
Target vocab is used correctly.
Word forms are accurate.
good (1.7 + 2.0 + 2.3)
Vocab is generally appropriate to the task.
Some lower level words are used instead of target vocab.
Word forms errors are minor and infrequent.
satisfactory (2.7 + 3.0 + 3.3)
Vocab may be inappropriate to the task.
Lower level vocab persists where target vocab should appear.
Periodic word form errors distract.
sufficient (3.7 + 4.0)
Vocab use is weak.
Target vocab appears periodically but lower level vocab dominates.
Word forms are frequently incorrect and distracting.
insufficient (> 4.0)
Vocab use is insufficient.
Lower level vocab dominates with few instances of target vocab.
Word forms are often incorrect.
Expectations:
no low-level spelling errors

capitalization and punctuation correct
no paragraphs
excellent (1.0 + 1.3)
Mechanics are consistently accurate with few lapses that do not distract.
good (1.7 + 2.0 + 2.3)
Mechanics are generally accurate with periodic errors that rarely distract.
satisfactory (2.7 + 3.0 + 3.3)
Repeated errors in mechanics can distract though some correct forms appear.
sufficient (3.7 + 4.0)
Errors in mechanics are consistent and distracting and affect clarity.
insufficient (> 4.0)
Mechanics are not generally correct with few instances of correct use.

 

 

Course Description:

Preparation Course

  • skills: listening, speaking, reading & writing (equally weighted)
  • course book: Headway Academic Skills
  • other materials: current topics
  • topics:
    • grammar review
    • vocabulary expansion
    • various text types (collected in journal)
  • assessment: Journal, academic paragraphs + vocabulary, listening, oral exam (in pairs),

Scale:

100-90 1.0
94-90 1.3
89-86 1.7
85-83 2.0
82-80 2.3
79-76 2.7
75-73 3.0
72-70 3.3
69-65 3.7
64-60 4.0

Course Descriptions:

  • skills:
    • build confidence in expressing ideas, opinions and interview skills/results
    • interpret and present facts and figures/graphs
    • improve presentation skills/present a topic from course book in a group (organization, parts of a presentation, presenting visuals, conducting an interview)
    • adopt various approaches for learning new or unknown vocabulary (including collocations, register, prefixes/suffixes)
    • improve listening skills (inference, detecting points of view, note-taking techniques, listening for detail)
    • improve common pronunciation errors
  • course book: Headway: Academic Skills, Listening, Speaking, and Study Skills Author: Richard Harrison (2011) ISBN: 9780194741583 Publisher: Oxford University Press
  • other materials: will be provided on StudOn
  • assessment: 20 minute group presentation on topic chosen from course book

  • skills:
    • develop strategies to improve reading speed and to improve the ability to comprehend complex academic texts
    • improve paraphrasing techniques
    • develop strategies to produce more coherent and concise writing (compare/contrast essay) using target language to improve academic writing skills (hedging, discourse markers, paragraph structure)
    • adopt various approaches for dealing with new/unknown vocabulary through practice activities (word format, collocations, academic register)
  • course book: Headway: Academic Skills, Reading, Writing, and Study Skills Authors: Sara Philpot and Lesley Curnick (2011) ISBN: 9780194741513 Publisher: Oxford University Press
  • other materials: will be provided on StudOn
  • assessment: Vocab 20% & Reading 30% = (50%) ; Compare/Contrast Essay (50%)

  • skills:
    • Academic Word List 1-3
  • course book:
  • other materials:
  • topics:
  • assessment:

Scale:

100-95 1.0
94-90 1.3
89-86 1.7
85-83 2.0
82-80 2.3
79-76 2.7
75-73 3.0
72-70 3.3
69-65 3.7
64-60 4.0

By completing one course with a speaking and one with a writing component, you are eligible for the UNIcert II certificate. No extra exam will be required. For more information, click here

Course Descriptions

  • skills:
    • gain confidence in speaking English
    • expand vocabulary and work on pronunciation as well as rhythm and stress more than on strict grammatical accuracy
  • course materials: to be found on StudOn
  • topics:
    • arts / culture
    • education
    • environment
    • family / gender issues
    • global issues
    • health
    • justice
    • language
    • media
    • religion
    • travel & transportation
  • assessment: small task in class, listening, oral exam

  • skills:
    • Academic Word List 4-6
    • make writing more academic and formal
    • structure writing and reference sources properly
    • tasks: essay writing
  • other materials: videos / article from various sources on current topics
  • assessment: essay

  • skills:
    • Academic Word List 4-6
    • consolidate knowledge of selected grammar structures and academic vocabulary in context
    • focus on reading and writing tasks
  • materials: to be found on StudOn
  • topics:
    • vocabulary: describing studies and academic coursework; the environment; health; employment; media; family
    • grammar: present, past, and future tense and aspect; passive voice; articles; conditionals; reported speech; relative clauses; (un)countable nouns
  • assessment: Midterm and final exam: Short writing tasks and grammar/vocabulary exercises

  • aimed primarily at PhilFak students, but open to all
  • skills:
    • build vocabulary related to politics, history, film, and U.S. and U.K. cultural studies
    • discussion
    • listening comprehension
    • reading & writing tasks based on authentic materials such as political speeches
    • practice register and style for speaking and writing in the humanities
  • course book:
  • other materials:
  • topics:
  • assessment: 2-page term paper (50%) an continuous assessment (50%)

By completing a minimum of 4 classes, at „Level 3 and „Level 4“ (at least 2 must be „Level 4“) you become eligible to take the UNIcert III exam. For more information, click here.

Course Descriptions

  • skills:
    • Presentation skills (for example: structuring, academic register, pronunciation, intonation)
    • Discussion skills (for example: proposing, agreeing, interrupting, turn taking)
  • assessment:
    • 15-minute presentation in class on a topic to be negotiated with your tutor
    • 10-minute recording on topics to be negotiated with your tutor

  • skills:
    •  Academic Word Lists 6-8
    •  vocabulary for describing trends / change, logical connectors
    • hedging
    • general academic register
    • structuring an analytical essay
    • co-operative writing of summaries of audio / video materials
  • materials: to be found on StudOn
  • topics:
  • assessment: analytical essay (500 words; to be written at home) + summary of audio / video materials (400 words) + vocabulary test

  • skills:
    • leading an interactive discussion
    • cause and effect essay
    • vocabulary for cause and effect & relevant “word fields” (depend on topics chosen by students)
    • grammar & vocabulary for academic writing (e.g. articles, connectors, infinitive vs. -ing form)
    • general academic register
  • materials: to be found on StudOn
  • topics: current topics; to be chosen by students
  • assessment: cause and effect essay (60%; 700 words; to be written at home) + leading an interactive discussion on a topic of your choice (40%)

  • skills:
    • Academic Word List 7 + 8
    • reading academic and journalistic texts
    • identifying, discussing and using useful vocabulary, expressions, collocations, etc.
    • reading comprehension with emphasis on vocabulary
  • materials: to be found on StudOn
  • topics: current topics
  • assessment: 3 short tests + final exam (reading comprehension and vocabulary exercises)

Description:

Workshops on the typical stages of a job or academic application process in English: CV writing, application letter writing, interview preparation and the interview itself.

The workshops and assessment will take place at the following times:

  • 28.04.20, 08:15 to 11:45 – Introductory session and workshop on writing CVs and covering letters.
  • 19.05.20, 08:15 to 11:45 – Group feedback and discussion session followed by workshop on interview preparation.
  • 16.06.20, 08:15 to 09:45 OR 10:15 to 11:45 (each student must attend one of these two sessions but not both) – Practice interview sessions.
  • 23.06.20 OR 30.06.20, (each student must attend one of these two sessions but not both) 08:15 to 11:45 – Assessed interviews.
  • 07.07.20, 08:15 to 09:45 – Feedback and results of assessed work.

In addition, individual appointments will be made with each student to discuss their written work on a one-to-one basis.

Graded assessment: 1 x written job application: CV & covering letter (50%) + 1 x recorded job interview (50%)

Rubric

100-97 1.0
96-93 1.3
92-89 1.7
88-85 2.0
84-81 2.3
80-77 2.7
76-73 3.0
73-69 3.3
68-65 3.7
64-60 4.0

Course Descriptions

By completing a minimum of 4 classes, at „Level 3″ and „Level 4“ (at least 2 must be „Level 4“) you become eligible to take the UNIcert III exam. For more information, click here.

  • focus on enhancing spoken communication skills
  • mainly small-group discussion on a wide range of topics (e.g. leadership, morality, body language, etc.)
  • job interviews will be practiced
  • assessment: ~20 minute teaching segment (50%), in-class feedback (25%), recording (25%)

  • focus on idiomaticity and writing academic English at advanced level
  • using complex language and advanced vocabulary
  • students learn to explain content from their respective field to a non-expert
  • assessment: academic abstract (20%), short academic paper (50%), speech (30%)

  • skills:
    • identifying and using reliable sources
    • critically reading texts & engaging in the academic conversation
  • materials: to be found on StudOn
  • topics: current topics; dependent on students‘ interests
  • assessment: Academic presentation, which will then be turned into a short academic article (~700 words) + academic critique (~500 words)

Please note: This class can be taken as EITHER a political science seminar (“Proseminar”) OR a “Level 4” language class. Depending on which of the two options is chosen, the paper will be graded differently! To receive a certificate, students are expected to participate regularly and actively and write a seminar paper. The class is worth 5 ECTS points.

During the presidency of Donald J. Trump, protest movements have gained significant traction and influence in the United States. This trend is likely to continue, with pressure applied to the Biden Administration from both the left and the right. This class explores the role protest movements play in American politics, which groups have (not) been able to organize successfully, and what levers of power have historically (not) produced political success. A diverse spectrum of forms of political protest will be the subject of this class. They include organizations such as the American Indian Movement or Fridays for Future, but also less organized, but not necessarily less successful, protest forms such as pro-life protests or movements that formed around “The Squad,” / Bernie Sanders or American folk singers Pete Seeger / Woody Guthrie.

Preliminary syllabus:

Introduction

Social Movement Theory

Civil Rights Movement

Women’s Movements

Anti-War Movements

Gay Rights Movement

The Tea Party

American Indian Movement

Protest through the Arts

Conclusions

 

All participants are required to register through OKTIS.

  • aimed primarily at PhilFak students, but open to all
  • skills:
    • reading, writing, speaking, and listening
    • practice register and vocabulary used in academic writing in the humanities
  • materials: to be found on StudOn
  • topics: content-based discussion and analysis of authentic materials related to politics, history, literature (short stories), drama, film, U.S. and U.K. cultural studies
  • assessment: 3-5 page term paper (60%) and continuous assessment (40%)

  • skills:
    • academic writing for publications such as conference proceedings
    • academic speaking for presentations at academic conferences
    • researching a topic and presenting it both in written and oral form
    • giving (guided) peer feedback for both written and oral production
  • materials: to be found on StudOn
  • topics: dependent on students‘ degree programs & interests
  • assessment: short academic article (50%), short academic presentation at mock conference (25%), giving peer feedback (25%)

  • skills:
    • analyzing quality articles & podcasts for both content and language
    • critiquing published materials
    • engaging in an academic, fact-based discussion of current topics
  • materials: to be found on StudOn; authentic articles to be provided by students & lecturer
  • topics: current topics; dependent on students’ interests
  • assessment: presenting and analyzing either a podcast or an article from a quality source

  • activities:
    • reading, viewing and discussion of varied works of science fiction.
    • in-class presentations on themes addressed by works under discussion
  • aims: introduce students to English language science fiction and promote understanding of the themes/topics/approaches taken
  • skills: reading, listening & speaking
  • assessment: one in-class presentation delivered during the teaching semester

 

 

Rubric

100-95 1.0
94-90 1.3
89-86 1.7
85-83 2.0
82-80 2.3
79-76 2.7
75-73 3.0
72-70 3.3
69-65 3.7
64-60 4.0
Friedrich-Alexander-Universität Erlangen-Nürnberg