Practical Language Objectives

Table of Contents

• Content Objectives by Year
  • Bachelor’s Year One
  • Bachelor’s Year Two
  • Bachelor’s Year Three
  • Master’s
• Language Objectives by Language Area
  • Reading
  • Spoken Interaction
  • Writing
  • Strategies/Language Quality
  • Listening
  • Spoken Production
• All Objectives by Year
  • Bachelor’s Year One
  • Bachelor’s Year Two
  • Bachelor’s Year Three
  • Master’s

SWBAT = Students Will Be Able To; ELT = English Language Teaching

Bachelor’s Year One Content Objectives

• SWBAT distinguish and apply reading strategies for various types of texts and explain the value of the texts.
• When placed in a learning team, SWBAT encourage others, designate roles, and produce a result that fulfills given tasks.
• SWBAT plan and carry out concrete and achievable long-term goals for self-improvement in the language.
• SWBAT create and continuously update a record of personal language development.
• Given a gap in knowledge, SWBAT identify and use appropriate reference material and/or technological resources to fill the gap.
• Given a set of criteria, SWBAT critically evaluate their own language skills.

Bachelor’s Year Two Content Objectives

• SWBAT write a short review of a film of a film, book, or cultural event.
• SWBAT discuss, report on, and review current issues in the media.
• SWBAT demonstrate a critical awareness of the similarities and differences among diverse cultures by forming an argument on social, political, and cultural issues, defending their views and opinions.
• SWBAT demonstrate an appropriate use of language depending on the social and culture-specific situation.
• SWBAT be aware of the inter-dependence of language and culture.

Bachelor’s Year Three Content Objectives

• SWBAT write a short review of a methodology book or article.
• SWBAT discuss, report on, and review current issues in the field of methodology and education.
• SWBAT demonstrate an appropriate use of language for specific purposes of methodology and ELT.
• SWBAT discuss educational problems occurring in current schools and suggest possible solutions.
• SWBAT select and evaluate methodology sources according to their usefulness for particular teaching purposes.

Master’s Content Objectives

• Having attended a professional development workshop or conference, SWBAT evaluate a presentation and its value to the field.
• In a meeting or correspondence with a foreign educator, SWBAT summarize the educational situation in the Czech Republic and respond to questions about it.
• SWBAT write an article on ELT at a standard acceptable for publication.
• Given a job opening, SWBAT prepare appropriate documentation and present themselves effectively in an interview.
• Given an educational situation, SWBAT recognize the appropriate knowledge and methods gained during their studies and adapt and apply them effectively to the situation.
• SWBAT create an individual plan on how they will develop professionally after completing their studies.

Language Objectives

Bachelor’s Year One All Objectives

• Given a text written for the general public, SWBAT recognize the most important ideas and produce an oral summary.
• Given a range of general topics, SWBAT initiate, maintain, and end discourse naturally with effective turn-taking.
• Given a range of general topics, SWBAT write texts that demonstrate a good grasp of writing conventions, including grammatical correctness, and showing a wide range of vocabulary.
• Given a range of general topics, SWBAT employ a variety of structures and vocabulary, correct slips and errors that have led to misunderstandings, and use standard phrases to gain time and keep the turn.
• Given speech on a general topic in standard language even in a noisy environment, SWBAT demonstrate an understanding of the main ideas.
• Given a general topic, SWBAT produce a clear, detailed description/presentation that demonstrates a logical chain of argument.
• SWBAT distinguish and apply reading strategies for various types of texts and explain the value of the texts.
• When placed in a learning team, SWBAT encourage others, designate roles, and produce a result that fulfills given tasks.
• SWBAT plan and carry out concrete and achievable long-term goals for self-improvement in the language.
• SWBAT create and continuously update a record of personal language development.
• Given a gap in knowledge, SWBAT identify and use appropriate reference material and/or technological resources to fill the gap.
• Given a set of criteria, SWBAT critically evaluate their own language skills.

Bachelor’s Year Two All Objectives

• Given a text written for the general public, SWBAT recognize the most important ideas and produce an oral summary.
• Given a cultural or social topic, SWBAT make substantial, coherent, and relevant contributions to discourse.
• Given a cultural or social topic, SWBAT analyze the main ideas in writing and explore the topic with an original perspective that initiates further questions.
• Given a cultural or social topic, SWBAT produce stretches of language with a fairly even tempo (occasional pauses do not put a strain on the listener) and consciously monitor their speech for common mistakes.
• Given a cultural or social topic (e.g., in TV and radio documentaries, live interviews, talk shows, plays, films), SWBAT analyze the opinions given even if they contain either formal language or a considerable degree of slang and idiomatic usage.
• Given a fiction or non-fiction work related to a cultural or social topic, SWBAT summarise the work while expressing opinions, forming arguments, provoking discussion, and speculating about causes, consequences, and hypothetical situations.
• SWBAT write a short review of a film of a film, book, or cultural event.
• SWBAT discuss, report on, and review current issues in the media.
• SWBAT demonstrate a critical awareness of the similarities and differences among diverse cultures by forming an argument on social, political, and cultural issues, defending their views and opinions.
• SWBAT demonstrate an appropriate use of language depending on the social and culture-specific situation.
• SWBAT be aware of the inter-dependence of language and culture.

Bachelor’s Year Three All Objectives

• Given texts written for teachers, SWBAT compare and contrast them and state their applicability within the field.
• Given a topic related to ELT methodology/education, SWBAT assist others in expressing themselves through difficulties.
• Given a topic related to ELT methodology/education, SWBAT write a well-organized synthesis of various perspectives with clear and original connections.
• Given a topic related to ELT methodology/education, SWBAT fluently use a variety of appropriate expressions to preface their remarks, as well as demonstrate a good command of the language allowing gaps to be readily overcome with circumlocutions.
• Given a propositionally and linguistically complex presentation related to ELT methodology/education, SWBAT synthesize the viewpoints expressed and state their applicability within the field while showing appreciation for changes in style and register.
• Given a topic related to ELT methodology/education, SWBAT produce an extended account of teaching and learning processes, developing particular topics and synthesizing and concluding appropriately.
• SWBAT write a short review of a methodology book or article.
• SWBAT discuss, report on, and review current issues in the field of methodology and education.
• SWBAT demonstrate an appropriate use of language for specific purposes of methodology and ELT.
• SWBAT discuss educational problems occurring in current schools and suggest possible solutions.
• SWBAT select and evaluate methodology sources according to their usefulness for particular teaching purposes.

Master’s All Objectives

• Given an academic article from the field of Education, SWBAT evaluate it critically.
• Given a professionally related academic topic, SWBAT to express their ideas and opinions clearly and precisely and react to others’ ideas sensitively and convincingly.
• Given a professionally related academic topic, SWBAT to write in a persuasive way that shows their individuality, keeps the audience in mind, and evaluates the sources.
• Given a professionally related academic topic, SWBAT express themselves fluently and spontaneously, almost effortlessly, with rare errors or hindrances to discourse.
• Given academic lectures or talks in a variety of accents, SWBAT evaluate them critically.
• Given a professionally related academic topic, SWBAT give a clearly developed presentation that critically evaluates the topic, departing when necessary from the prepared text and spontaneously following up points raised by the audience.
• Having attended a professional development workshop or conference, SWBAT evaluate a presentation and its value to the field.
• In a meeting or correspondence with a foreign educator, SWBAT summarize the educational situation in the Czech Republic and respond to questions about it.
• SWBAT write an article on ELT at a standard acceptable for publication.
• Given a job opening, SWBAT prepare appropriate documentation and present themselves effectively in an interview.
• Given an educational situation, SWBAT recognize the appropriate knowledge and methods gained during their studies and adapt and apply them effectively to the situation.
• SWBAT create an individual plan on how they will develop professionally after completing their studies.