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Обычная версия сайта
2021/2022

Английский язык для специальных целей. Урбанистика - 1

Статус: Факультатив
Когда читается: 1, 2 модуль
Охват аудитории: для своего кампуса
Язык: английский
Кредиты: 3
Контактные часы: 48

Course Syllabus

Abstract

The discipline refers to the variable educational tracks offered to students of the curricula for bachelor's and master's degree at choice while mastering the optional course of English in accordance with the Concept of developing English-speaking communicative competence of students of Higher School of Economics — National Research University https://www.hse.ru/docs/381549301.html The course is designed to introduce students to the basics of professional and business communication and develop their language skills for interacting on wide range of business matters with multiple stakeholders in general business and professional settings, specifically in urban planning. The used material contains a certain amount of authentic texts on technology, sustainable development and historical background because the issues which urban planning focuses on are largely ones that political, social, demographic, and economic changes bring to the forefront. Thus, the first part of the course focuses on making students acquire the whole range of language, functional business and professional skills such as presentations, debates, location and project description meeting facilitation, and brainstorming, allowing for personalization of the learning experience with a structured modular approach that gives the flexibility to focus on specific needs and learning outcomes. In particular, emphasis is placed on building professional vocabulary through reading authentic texts on the theory and practices of urban planning and listening to expert talks.
Learning Objectives

Learning Objectives

  • To acquire vocabulary skills (general business and professional vocabulary in the field of urban planning)
  • To acquire writing skills (text summary writing, e-mailing, place/site/location description)
  • To master listening skills (listening to professional talks and discussions, Ted talks, note-taking)
  • To master speaking in public agility skills through informative presentations on urban planning topics, meetings, discussions
  • To develop reading skills (read texts in the field of business and student’s specialisation)
  • To apply the set of skills to the professional subject area, from simple ones to complex, like presentation skills (individual/group work)
Expected Learning Outcomes

Expected Learning Outcomes

  • Listening 1. To write a list of key points after listening to a professional talk or discussion (ex.:TED talks)
  • Listening 1. To improve understanding of dialogues and polylogues on both familiar and unfamiliar topics; to develop understanding of lectures and learning context; to develop skills of using basic listening techniques (predicting, understanding main ideas and details); to form skills of note-taking
  • Listening 1. To write a list of key points after listening to a professional talk or discussion (ex.:TED talks)
  • Reading 1. To develop understanding of articles, reports, straightforward and specialised texts concerned with contemporary problems at the threshold/vantage/effective operational proficiency level; to form an understanding of text structure; to develop skills of using basic reading techniques skimming and scanning (predicting, understanding main ideas, understanding details)
  • Reading 1. To make inferences or predictions about the content of newspaper and magazine articles from headings, titles or headlines.
  • Reading: 1. To make inferences or predictions about the content of newspaper and magazine articles from headings, titles or headlines.
  • Speaking 1. To give a short, rehearsed talk on a familiar topic.
  • Speaking 1. To improve strategies of a dialogue on general, academic and professional topics (active listening, questioning, responding to questions, emphasizing, discussion strategies) and Monologue (informative/descriptive/argumentative/persuasive speech); to enhance Presentation skills (informative/descriptive/argumentative/persuasive speech)
  • Writing 1. To develop the understanding of how to Summarize the information; to enhance Essay-writing strategies (opinion/ discussion essay); to form an understanding of E-mail structure
  • Writing 1. To use appropriate outlines to organise ideas
Course Contents

Course Contents

  • Corporate culture.
  • Training and Development.
  • Cities. Megacities.
Assessment Elements

Assessment Elements

  • non-blocking Written assessment
    ESSAY ASSESSMENT CRITERIA (max 10 points) Recommended word count – 250 Task Response (max 3 points) 3 points – the student fully addresses all parts of the task: the task in the introduction is fully paraphrased, the student presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas: each paragraph contains a valid topic sentence which clearly focuses on the main idea/problem and 1-2 arguments which are completely developed; the conclusion contains relevant ideas which are discussed in the main body; content corresponds to the topic; 2 points – the student addresses all parts of the task although some parts may be more fully covered than others: the task in the introduction has been only partly paraphrased; the student presents relevant main ideas but some may be inadequately developed/unclear; the main points are summarised in the conclusion but some points may be unclear or repetitive; content corresponds to the topic; 1 point – the student responds to the task only in a minimal way or the answer is tangential: the task has been only partly paraphrased and/or the thesis statement lacks focus and/or the conclusion contains some irrelevant ideas which are not discussed in the main body; the student presents a position but it is is unclear; presents some main ideas but they are difficult to identify and may be repetitive, irrelevant or not well supported; content only partially corresponds to the topic; 0 points – the student does not adequately address any part of the task: he task hasn’t been paraphrased or there is no introduction and/or there is no thesis statement in the introduction; all the topic sentences are irrelevant / there are no topic sentences; there is no conclusion at all; the student presents few ideas, which are largely undeveloped or irrelevant. Coherence and Cohesion (max 2 points) 2 points – the student writes a clearly structured essay, uses a variety of linking devices which connect the ideas appropriately, uses paragraphing sufficiently, the ideas are logically organised; 1 point – the student writes a poorly structured essay, uses a limited number of linking devices, does not use paragraphing sufficiently; the ideas are not always logically organised; 0 points – the student does not organise information and ideas logically, fails to use linking devices appropriately or repeats them, does not write in paragraphs. Lexical Resource and Register (max 2 points) 2 points – the student uses a wide range of vocabulary, including some advanced lexical items; there may be 1-2 inaccuracies; 1 point – the student uses a sufficient range of vocabulary, but may make 1-2 mistakes in spelling, word formation or word choice; 0 points – the student only uses basic vocabulary with very limited control of spelling, word formation or word choice; errors are numerous and impede understanding. Grammatical Range and Accuracy (max 2 points) 2 points – the student uses a wide range of grammar structures and may make 1 minor mistake; 1 point – the student uses a variety of grammar structures, but may make 2 mistakes; 0 points – the student uses basic grammar structures or a limited range of structures and/or makes more than 2 grammatical mistakes, some of which impede understanding. Level/track specific criteria (max 1 point) 1 point – the student uses the active vocabulary specific to the topic; 0 points – the student does not use the active vocabulary specific to the topic.
  • non-blocking Oral assessment
  • non-blocking Independent work assessment
    PRESENTATION ASSESSMENT CRITERIA (max 10 points) If the content of the presentation does not relate to the topic, a student receives “0” for the whole presentation. Task Response (max 3 points): 3 points – the student fully addresses all parts of the task: the presentation corresponds to the chosen topic; it is clearly divided into introduction, main body and conclusion, all content points are covered; introduction contains the purpose and the plan of the presentation, each part of the main body has an explicit pattern of organisation (illustration, cause and effect, comparison, definition, etc.); conclusion includes both summary and the final statement and rounds the presentation of appropriately; presentation contains appropriate references in APA style in speech and slides; various coherence devices are used; 2 points – the student addresses all parts of the task although some parts may be more fully covered than others: the presentation partially corresponds to the topic, it is clearly divided into introduction, main body and conclusion and the parts of the presentation are connected with linking devices; presentation contains appropriate references in APA style in speech and slides; 1 point – the student responds to the task only in a minimal way or the answer is tangential, the format may be inappropriate: the presentation partially corresponds to the chosen topic, not all the content points are covered it is not clearly divided into introduction, main body and conclusion; presentation is free from logical fallacies; presentation does not contain appropriate references in APA style in speech and slides; 0 points – the student does not adequately address any part of the task: the presentation is not divided into introduction, main body and conclusion and the parts of the presentation are not connected with linking devices; presentation does not contain appropriate references in APA style in speech and slides. Language Use (max 3 points): 3 points – the speaker uses an appropriate amount of academic vocabulary, terminology is relevant to the subject, synonyms are used to avoid repetitions, the hedging strategies are applied when applicable, the speaker uses collocations and advanced grammar when needed, pronunciation and speech flow are natural, occasional vocabulary and grammar mistakes in speech causing no difficulties for the audience; texts on slides have no vocabulary and grammar mistakes; the speaker naturally fills in the pauses caused by breakdowns of different nature; 2 points – the speaker complies with academic register, the speech is characterized by fluency and adequate pace; the speaker does not use collocations, omits vocabulary and grammar mistakes that sometimes cause difficulties for the audience, and/or there are 1-2 vocabulary and/or grammar mistakes on slides; the speaker naturally fills in the pauses caused by breakdowns of different nature; 1 point – the speaker demonstrates limited language resource; the vocabulary and grammar are generally appropriate with a few non-impeding inaccuracies; the speaker fills in the pauses caused by breakdowns of different nature with effort; 0 points – the speaker demonstrates poor language resources, omits vocabulary and grammar mistakes that cause serious difficulties for the audience, and the speaker does not fill in the pauses. Manner of Delivery (max 2 points): 2 points – the presenter speaks with confidence maintaining a certain level of dynamics and keeping an appropriate posture and body language, maintains the adequate level of eye contact, uses stress, intonation and pausing appropriately; the presentation is given without reading off the slides or paper within the given time limit; the presenter makes 1-2 pronunciation mistakes in words of common use causing no difficulties for the audience, when answering questions; the speaker interacts with ease and responds appropriately; 1 point – the presenter makes 3-4 pronunciation mistakes cau
  • non-blocking Final assessment
Interim Assessment

Interim Assessment

  • 2021/2022 2nd module
    0.2 * Oral assessment + 0.25 * Written assessment + 0.25 * Independent work assessment + 0.3 * Final assessment
Bibliography

Bibliography

Recommended Core Bibliography

  • Business class : course book, Cotton, D., 2003

Recommended Additional Bibliography

  • Booth, T. (2018). English for Everyone : English Vocabulary Builder (Vol. First American edition). New York, New York: DK. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1636939
  • Business vocabulary in use, Mascull, B., 2002
  • Dynamic presentations, Powell, M., 2010