Английский язык для общих коммуникативных целей. Основной курс - 2 – Учебные курсы – Национальный исследовательский университет «Высшая школа экономики»

2022/2023

Лучший по критерию «Полезность курса для Вашей будущей карьеры»

Лучший по критерию «Полезность курса для расширения кругозора и разностороннего развития»

Статус: Факультатив

Кто читает: Департамент иностранных языков

Когда читается: 3, 4 модуль

Охват аудитории: для своего кампуса

Преподаватели: Аликина Анастасия Владимировна, Антонюк Андрей Викторович, Выговская Наталья Сергеевна, Емельянова Наталья Александровна, Зуева Елена Евгеньевна, Ильичева Кристина Леонидовна, Исакин Максим Александрович, Конорова Виктория Николаевна, Курьян Мария Львовна, Морева Елизавета Михайловна, Нечипоренко Наталья Владимировна, Окишева Светлана Геннадьевна, Попова Татьяна Петровна, Сидорова Мария Владимировна, Фролова Наталья Хайдаровна, Черницкая Майя Борисовна, Чиграй Юлия Алексеевна

Язык: русский

Кредиты: 5

Контактные часы: 80

Полная версия программы учебной дисциплины

Аннотация

Дисциплина является второй частью Основного курса английского языка для общих коммуникативных целей, предназначенного для студентов всех ОП первого года обучения в НИУ ВШЭ, владеющих английским языком на уровне B1 – В1+. Целью освоения курса является формирование у студентов иноязычной коммуникативной компетенции не ниже уровня В2, который обеспечит практическое владение английским языком для целей межличностной и межкультурной коммуникации. Обсуждение современных достижений и проблем глобального мира, чтение аутентичных текстов по актуальным вопросам современности позволит развить у студентов умение высказывать свое мнение по различным темам. Курс также предполагает систематизацию лексико-грамматического материала, предусмотренного программой, а также знакомство с форматом международных экзаменов по английскому языку. Важными задачами по развитию компетенций устной и письменной речи является формирование умений продуцировать ясные и логичные устные монологические высказывания-презентации, писать логичный и связный абзац, делать письменное описание графиков двух типов - line graph and bar chart. Основным УМК, используемым в процессе обучения, является “New Language Leader” upper-intermediate by D. Cotton, et, al. в рамках которого предполагается изучение следующих тем: 4. Medicine. Медицина. 5. Transport. Транспорт. 6. Literature and Film. Литература и кино. 7. Architecture. Архитектура. 8. Globalization. Глобализация. Основной курс-2 предлагается в 3 и 4 модулях. Формами текущего контроля в 3 модуле являются описание графика и написание эссе двух типов (opinion essay and advantages/ disadvantages essay). Средствами итогового контроля по окончании курса выступают задания на чтение и письмо.

Цель освоения дисциплины

Целью освоения курса дисциплины «Английский язык» является формирование у студентов иноязычной коммуникативной компетенции не ниже уровня B2+ / С1 (по Общеевропейской шкале уровней CEFR), а именно: лингвистической, социолингвистической, социокультурной, дискурсивной, стратегической, а также формирование академических навыков, необходимых для использования английского языка в учебной, научной, и профессиональной деятельности, дальнейшем обучении в бакалавриате, магистратуре и аспирантуре, а также осуществления исследовательской деятельности в заданной области.

Планируемые результаты обучения

владеет и использует активную лексику по изучаемой теме, умеет составлять структурированное монологическое высказывание на заданную тему, умеет выполнять задания на чтение и аудирование соответствующего формата, умеет выполнять письменные задания соответствующего формата.

Содержание учебной дисциплины

Тема 1. Общение / Communication
Тема 2. Окружающая среда / Environment
Тема 3. Спорт / Sport
Тема 4. Медицина / Medicine
Тема 5. Транспорт / Transport
Тема 7. Архитектура / Architecture
Тема 8. Глобализация / Globalisation
Тема 1. Личность / Personality
Тема 6. Литература и кино / Literature and film

Элементы контроля

Самостоятельная работа
Критерии оценки устного высказывания 9 • speaks fluently with only rare repetition or self correction; • speaks coherently with fully appropriate cohesive features • develops topics fully and appropriately • uses vocabulary with full flexibility and precision in all topics • uses idiomatic language naturally and accurately • uses a full range of structures naturally and appropriately • uses a full range of pronunciation features with precision and subtlety 8 • speaks fluently with only occasional repetition or self- correction; • develops topics coherently and appropriately • uses a wide vocabulary resource readily and flexibly to convey precise meaning • uses less common and idiomatic vocabulary skilfully, with occasional inaccuracies • uses paraphrase effectively as required • uses a wide range of structures flexibly • produces a majority of error-free sentences with only very occasional inappropriateness or basic/unsystematic errors • uses a wide range of pronunciation features • sustains flexible use of features, with only occasional lapses • is easy to understand throughout; accent has a minimal effect on intelligibility 7 • speaks at length without noticeable effort or loss of coherence • may demonstrate language-related hesitation at times, or some repetition and/or self-correction • uses a range of connectives and discourse markers with some flexibility • uses vocabulary resource flexibly to discuss a variety of topics • uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices • uses paraphrase effectively • uses a range of complex structures with some flexibility • frequently produces error-free sentences, though some grammatical mistakes persist 6 • is willing to speak at length, though may lose coherence at times due to occasional repetition,self-correction or hesitation • uses a range of connectives and discourse markers but not always appropriately • has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriateness • generally paraphrases successfully • uses a mix of simple and complex structures, but with limited flexibility • may make frequent mistakes with complex structures, though these rarely cause comprehension problems • uses a range of pronunciation features with mixed control • shows some effective use of features but this is not sustained • can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times 5 • usually maintains flow of speech but uses repetition, self-correction and/or slow speech to keep going • may over-use certain connectives and discourse markers • produces simple speech fluently, but more complex communication causes fluency problems • manages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibility • attempts to use paraphrase but with mixed success • produces basic sentence forms with reasonable accuracy • uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems 4 • cannot respond without noticeable pauses and may speak slowly, with frequent repetition and self-correction • links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence • is able to talk about familiar topics but can only convey basic meaning on unfamiliar topics and makes frequent errors in word choice • rarely attempts paraphrase • produces basic sentence forms and some correct simple sentences but subordinate structures are rare • errors are frequent and may lead to misunderstanding • uses a limited range of pronunciation features • attempts to control features but lapses are frequent • mispronunciations are frequent and cause some difficulty for the listener
Итоговая контрольная работа
9 • fully satisfies all the requirements of the task • clearly presents a fully developed response • uses cohesion appropriately • skilfully manages paragraphing • uses a wide range of vocabulary; rare minor errors occur only as ‘slips’ • uses a wide range of structures with flexibility and accuracy; rare minor errors occur only as ‘slips’ 8 • covers all requirements of the task sufficiently • presents, highlights and illustrates key features / bullet points clearly and appropriately •sequences information and ideas logically • manages all aspects of cohesion well • uses paragraphing sufficiently and appropriately • uses a wide range of vocabulary fluently and flexibly • skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation; produces rare errors in spelling and/or word formation • uses a wide range of structures • the majority of sentences are error-free • makes only very occasional errors or inappropriacies 7 • covers the requirements of the task • presents a clear overview of main trends, differences or stages • clearly presents and highlights key features / bullet points but could be more fully extended • logically organises information and ideas; there is clear progression throughout • uses a range of cohesive devices appropriately although there may be some under-/over-use • uses a sufficient range of vocabulary to allow some flexibility and precision • uses less common lexical items with some awareness of style and collocation may produce occasional errors in word choice, spelling and/or word formation • uses a variety of complex structures • produces frequent error-free sentences has good control of grammar and punctuation but may make a few errors 6 • addresses the requirements of the task • presents an overview with information appropriately selected • presents and adequately highlights key features / bullet points but details may be irrelevant, inappropriate or inaccurate • arranges information and ideas coherently and there is a clear overall progression • uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical • may not always use referencing clearly or appropriately • uses an adequate range of vocabulary for the task • attempts to use less common vocabulary but with some inaccuracy • makes some errors in spelling and/or word formation, but they do not impede communication • uses a mix of simple and complex sentence forms • makes some errors in grammar and punctuation but they rarely reduce communication 5 • generally addresses the task; the format may be inappropriate in places • recounts detail mechanically with no clear overview; there may be no data to support the description • presents, but inadequately covers, key features / bullet points; there may be a tendency to focus on details • presents information with some organisation but there may be a lack of overall progression • makes inadequate, inaccurate or over-use of cohesive devices • may be repetitive because of lack of referencing and substitution • uses a limited range of vocabulary, but this is minimally adequate for the task • may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader • uses only a limited range of structures • attempts complex sentences but these tend to be less accurate than simple sentences • may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader 4 • attempts to address the task but does not cover all key features / bullet points; the format may be inappropriate • may confuse key features / bullet points with detail; parts may be unclear, irrelevant, repetitive or inaccurate • presents information and ideas but these are not arranged coherently and there is no clear progression in the response • uses some basic cohesive devices but these may be inaccurate/repetitive
Устный контроль
Критерии оценки устного высказывания 9 • speaks fluently with only rare repetition or self correction; • speaks coherently with fully appropriate cohesive features • develops topics fully and appropriately • uses vocabulary with full flexibility and precision in all topics • uses idiomatic language naturally and accurately • uses a full range of structures naturally and appropriately • uses a full range of pronunciation features with precision and subtlety 8 • speaks fluently with only occasional repetition or self- correction; • develops topics coherently and appropriately • uses a wide vocabulary resource readily and flexibly to convey precise meaning • uses less common and idiomatic vocabulary skilfully, with occasional inaccuracies • uses paraphrase effectively as required • uses a wide range of structures flexibly • produces a majority of error-free sentences with only very occasional inappropriateness or basic/unsystematic errors • uses a wide range of pronunciation features • sustains flexible use of features, with only occasional lapses • is easy to understand throughout; accent has a minimal effect on intelligibility 7 • speaks at length without noticeable effort or loss of coherence • may demonstrate language-related hesitation at times, or some repetition and/or self-correction • uses a range of connectives and discourse markers with some flexibility • uses vocabulary resource flexibly to discuss a variety of topics • uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices • uses paraphrase effectively • uses a range of complex structures with some flexibility • frequently produces error-free sentences, though some grammatical mistakes persist 6 • is willing to speak at length, though may lose coherence at times due to occasional repetition,self-correction or hesitation • uses a range of connectives and discourse markers but not always appropriately • has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriateness • generally paraphrases successfully • uses a mix of simple and complex structures, but with limited flexibility • may make frequent mistakes with complex structures, though these rarely cause comprehension problems • uses a range of pronunciation features with mixed control • shows some effective use of features but this is not sustained • can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times 5 • usually maintains flow of speech but uses repetition, self-correction and/or slow speech to keep going • may over-use certain connectives and discourse markers • produces simple speech fluently, but more complex communication causes fluency problems • manages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibility • attempts to use paraphrase but with mixed success • produces basic sentence forms with reasonable accuracy • uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems 4 • cannot respond without noticeable pauses and may speak slowly, with frequent repetition and self-correction • links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence • is able to talk about familiar topics but can only convey basic meaning on unfamiliar topics and makes frequent errors in word choice • rarely attempts paraphrase • produces basic sentence forms and some correct simple sentences but subordinate structures are rare • errors are frequent and may lead to misunderstanding • uses a limited range of pronunciation features • attempts to control features but lapses are frequent • mispronunciations are frequent and cause some difficulty for the listener
Контрольные работы

Промежуточная аттестация

2022/2023 учебный год 4 модуль
0.3 * Итоговая контрольная работа + 0.25 * Самостоятельная работа + 0.25 * Контрольные работы + 0.2 * Устный контроль

Программа дисциплины

Английский язык для общих коммуникативных целей. Основной курс - 2