• A
  • A
  • A
  • АБB
  • АБB
  • АБB
  • А
  • А
  • А
  • А
  • А
Обычная версия сайта
2021/2022

Английский язык для общих коммуникативных целей. Основной курс - 3

Язык: английский
Кредиты: 3

Course Syllabus

Abstract

“English for General Communication Purposes. Upper-Intermediate” course is designed to give students of the B1 CEFR level the specific language training they need to succeed in real-life communication. Completing the course enables students to advance their English to the B2 CEFR level and feel confidence in using spoken and written English in different situations, e.g. participating in debates and discussions, expressing and justifying opinions, describing personal experience in detail, making presentations, writing reviews, etc. The course helps students develop vocabulary and grammar skills that facilitate comprehension of linguistically complex texts (i.e. scientific articles, analytical essays, book/event reviews) and conversations among fluent speakers on a variety of topics. The course employs authentic reading and listening materials such as newspapers and magazine articles, scientific articles, informal discussions and conversations, podcasts, etc. The course helps students become confident and eloquent speakers, successful creative writers and highly effective participants in different communicative situations.
Learning Objectives

Learning Objectives

  • The course pursues the following objectives: - comprehensive development of skills and competences to the B2 CEFR level (HSE Scale 60-69 points); - improvement of students’ command of English for interpersonal and intercultural communication; - enhancement of receptive and productive skills related to general purposes; - expansion of vocabulary on a variety of topics; - expansion of grammar structures in use.
Expected Learning Outcomes

Expected Learning Outcomes

  • produce monologues (descriptive/informative/reasoning); write down notes for later reference; communicate spontaneously their opinions and reactions, providing explanations and examples, and invite others to join in; participate in debates (debate on abstract, complex topics)
  • make presentations; give reasons in support or against a particular point of view, give the advantages and disadvantages of various opinions; participate in conversations and discussions on a range of topics in different contexts with good command of grammar and vocabulary; write clear and detailed lengthy texts summarizing the main ideas and selecting appropriate supporting details
  • understand academic/ professional presentations which are linguistically complex; use basic listening techniques (predicting, understanding main ideas and details); participate in conversations and discussions on a range of topics
  • understand text structure; understand lectures; following extended speech and complex lines of arguments; give clear and detailed talks on a wide range of topics, expanding ideas with relevant examples, evidence, or arguments; write clear, well-structured texts on a variety of subjects expanding points of view, developing arguments, synthesising and evaluating information (essays, reviews)
  • understand the main ideas and certain details of relatively complex speech; understand dialogues and polylogues on both familiar and unfamiliar topics; read a variety of relatively complex texts on familiar and unfamiliar topics; use basic reading techniques, skimming & scanning (predicting, understanding main ideas, understanding details)
Course Contents

Course Contents

  • Topic 1. Life
  • Topic 2. Plans and actions
  • Topic 3. Events
  • Topic 4. News
  • Topic 5. Science
Assessment Elements

Assessment Elements

  • non-blocking Written assessment
    Written assessment includes minimum 1 reading test, minimum 1 listening test, minimum 3vocabulary and grammar tests and minimum 1 written work (a review). The test tasks can be of different types. The elements of written assessment can be retaken, if a student missed them for a valid reason. The absence must be documented (e.g. doctor’s confirmation). REVIEW ASSESSMENT CRITERIA (max 10 points)Recommended word count – 250-300 Task Response (max 3 points) 3 points – the student fully addresses all parts of the task (writes a title and a catchy introduction which identifies the reviewed item, gives a complete and fair description of the item, makes valid recommendations in conclusion); presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas (presents a thorough discussion); 2 points – the student addresses all parts of the task although some parts may be more fully covered than others (writes a title and a relevant introduction, gives a narrow description, makes valid recommendations in conclusion); presents a relevant position although the conclusions may be unclear or repetitive; presents relevant main ideas but some may be inadequately developed/unclear; 1 point – the student responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate: the student does not write a title but writes an introduction, gives a short description of the item, makes invalid recommendations in conclusion; the student presents a position but it is unclear; presents some main ideas but they are difficult to identify and may be repetitive, irrelevant or not well supported; 0 points – the student does not adequately address any part of the task: the student does not write an introduction, presents undetailed arguments, neither presents the personal impression nor the verdict; does not express a clear position; presents few ideas which are largely undeveloped or irrelevant. Coherence and Cohesion (max 2 points) 2 points – the student writes a clearly structured objective review on the item, uses a variety of linking devices which connect the ideas appropriately, organises information in a logical order, uses paragraphing sufficiently; 1 point – the student writes a poorly structured review, uses a limited number of linking devices, does not use paragraphing sufficiently; 0 points – the student does not organise information and ideas logically, fails to use linking devices appropriately or repeats them. Lexical Resource and Register (max 2 points) 2 points – the student uses a wide range of vocabulary specific to this topic without repetitions, makes 1 lexical or spelling mistake, the review is written in the appropriate register; 1 point – the student uses a limited range of vocabulary, fails to use active vocabulary items, makes 2 lexical or spelling mistakes, the student uses the appropriate register; 0 points – the student uses basic vocabulary, makes 3 or more lexical / spelling mistakes, the student uses an inappropriate register. Grammatical Range and Accuracy (max 2 points) 2 points – the student uses a variety of complex grammar structures and makes 1 grammar mistake; 1 point – the student uses basic grammar structures and makes 2 grammar mistakes; 0 points – the student makes numerous grammar mistakes which impede understanding. Punctuation (max 1 point) 1 point – the students may make 1-2 punctuation errors; 0 points – the students makes more than 2 punctuation errors.
  • non-blocking Oral assessment
    Oral assessment includes minimum 1 presentation+further discussion and minimum 1 dialogue. The elements of oral assessment cannot be retaken. DIALOGUE ASSESSMENT CRITERIA (max 10 points)Task Response (max 3 points) 3 points – the student fully addresses all parts of the task: initiates the conversation, shares opinions, demonstrates active listening and questioning skills, responds to questions; presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas; the student finds common ground, presents logical arguments, supporting evidence and examples, makes comments and draws conclusions, shows the interest in what another participant says; content corresponds with the topic of the dialogue; 2 points – the student addresses all parts of the task although some parts may be more fully covered than others: the student takes an active part in the dialogue, shares some ideas, does not always hear the thoughts and ideas of the partner; presents a relevant position although the conclusions may be unclear or repetitive, gives arguments, some of which are not fully developed, extended or supported; 1 point – the student responds to the task only in a minimal way: the student is not an active participant of the dialogue, rarely shares ideas, does not propel the conversation; presents a position but it is unclear and/or the arguments are not fully developed, extended or supported; presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported; 0 points – the student does not adequately address any part of the task: the student is rather passive, does not share any ideas or answer questions; does not express a clear position. Coherence and Cohesion (max 2 points) 2 points – the student applies logic when organising ideas, effectively uses a wide range of cohesive devices, introductory constructions, etc., makes the points clearly but briefly, allows the partner to finish without interrupting, encourages the partner to speak by inviting him/her to give his/her opinion, shows agreement or disagrees politely; 1 point – the student applies logic when organising ideas but there might be an occasional breach in logic, cohesive devices are inadequate, repetitive, under- or overused, the student sometimes talks over the other speaker, disagrees harshly, dominates the conversation; 0 points – the student does not apply logic when organising ideas, there are no linking devices, introductory constructions and/or they are used inappropriately. Lexical Resource and Register (max 2 points) 2 points – the student uses a wide range of appropriate vocabulary including some advanced lexical items; the student uses appropriate phrases for better dialogue development; 1 point – the student uses appropriate but limited vocabulary; phrasal verbs and/or collocations are used inappropriately; 0 points – the student’s vocabulary is too limited to comment on the topic; numerous mistakes impede communication; active vocabulary is not used or is used inappropriately. Grammatical Range and Accuracy (max 2 points) 2 points – the student uses a wide range of question forms and other grammar structures accurately, may make 1 minor mistake which does not impede communication, can correct the mistake; 1 point – the student uses a variety of grammar structures and may make 2 mistakes which could impede communication; 0 points – the student makes numerous grammar and stylistic mistakes which impede communication. Fluency, pronunciation (max 1 point) 1 point – the student’s speech is smooth and fluent, there might be some minor pronunciation mistakes but they don’t impede communication; intonation is appropriate; all sounds are articulated clearly; 0 points – the speech is slow, it takes the student time to find words; he/she fumbles the words and ideas and/or makes numerous pronunciation mistakes, which impede communication;
  • non-blocking Independent work
    Independent work includes activities that students do at home, in the classroom and online. The elements of independent work cannot be retaken.
  • non-blocking Final Assessment
    The final test may include tasks on reading/listening, writing (review) . The test tasks can be of different types. The final test can be retaken if a student missed it for a valid reason. The absence must be documented (e.g. doctor’s confirmation).
Interim Assessment

Interim Assessment

  • 2021/2022 1st module
  • 2021/2022 2nd module
  • 2021/2022 3rd module
    0.3 * Final Assessment + 0.25 * Independent work + 0.2 * Oral assessment + 0.25 * Written assessment
Bibliography

Bibliography

Recommended Core Bibliography

  • Richard Hudson. (2003). English Grammar. Routledge.