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Regular version of the site

English Language Integrative Exam

2021/2022
Academic Year
ENG
Instruction in English
Course type:
Compulsory course
When:
1 year, 4 module

Course Syllabus

Abstract

The aim of this Exam is to evaluate micro and macro skills of academic discourse, which are the basis of international exams (English level B1-B2). All the exam tasks are the same for each course programme. The texts are designed to fit various English-level usage models, including non-fiction texts and articles within the framework of specific language competencies applicable for different course programmes. This exam is an integral part of each course programme. The final grade for this course is resulting.
Learning Objectives

Learning Objectives

  • to assess the level of English language communication competence
  • to assess the state of the students’ lexical, grammatical, listening, reading, writing and speaking skills needed for effective communication in everyday, academic and business situations
Expected Learning Outcomes

Expected Learning Outcomes

  • listen to English language texts and comprehend the necessary information
  • read English language texts and comprehend the necessary information
  • analyse, compare and interpret information using subject-specific vocabulary and fully formed communicative strategies
  • extract and compartmentalise information into plans, tables, mind-maps, etc
  • write texts of various genres on a wide range of topics
  • speak on a wide range of topics using genre-specific vocabulary
Course Contents

Course Contents

  • Reading
    read the text and complete the given tasks.
  • Listening
    listen to the text and complete the given tasks.
  • Writing
    write an essay on the given topic.
  • Speaking
    prepare and perform an argumentative monologue on the given topic.
Assessment Elements

Assessment Elements

  • non-blocking Reading
  • non-blocking Listening
  • non-blocking Writing
    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 presents an example for each argument; 0 points – the student does not present any example for an argument.
  • non-blocking Speaking
    SPEAKING ASSESSMENT CRITERIA (max 10 points) Students should speak for no less than 3 minutes and no longer than 5 minutes. Task Response (max 3 points) 3 points – the student fully addresses all parts of the task (monologue is clearly planned); presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas (there are at least 2 arguments, all of which are fully developed, extended and supported); content corresponds to the topic of the monologue, is not narrowed down or overextended; 2 points – the student addresses all parts of the task although some parts may be more fully covered than others (presents relevant main ideas but some may be inadequately developed/unclear); presents a relevant position although the conclusions may be unclear or repetitive (there are at least 2 arguments, all of which are fully developed, extended and supported); content is mostly relevant, not narrowed down or overextended; 1 point – the student responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate; presents a position but it is unclear and/or the arguments are not fully developed, extended and supported; presents some main ideas but they are difficult to identify and may be repetitive, irrelevant or not well supported (content is partially relevant; it is narrowed down or overextended); 0 points – the student does not adequately address any part of the task: monologue is not planned; the student 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 applies logic when organising ideas, effectively uses linking devices and introductory constructions; 1 point – the student applies logic when organising ideas, but there might be an occasional breach in logic; some of the linking devices and introductory constructions are used inappropriately; 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 (max 2 points) 2 points – the student uses a wide range of appropriate vocabulary attempting to use some advanced lexical items and effectively uses a wide range of cohesive devices; 1 point – the student uses an appropriate but limited vocabulary, phrasal verbs and/or collocations are used inappropriately, cohesive devices are inadequate, repetitive, under- or overused; 0 points – the student’s vocabulary is too limited to comment on the topic; numerous mistakes impede understanding; 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 structures and may make 1 minor mistake which doesn’t impede understanding; 1 point – the student uses a variety of structures, but may make 2-3 mistakes which might impede understanding; 0 points – the student uses basic structures; grammar and stylistic mistakes are numerous and impede understanding. Fluency, pronunciation (max 1 point) 1 point – smooth and fluent speech, no pauses/repetitions/self-correction; there might be some minor pronunciation mistakes, but they don’t impede understanding, intonation is appropriate, all sounds are articulated clearly; 0 points – it takes the student time to find words; he/she doesn’t fumble the words and ideas and/or makes numerous pronunciation mistakes which impede understanding; intonation is not appropriate; some sounds are articulated indistinctly.
Interim Assessment

Interim Assessment

  • Interim assessment (4 module)
    0.25 * Listening + 0.25 * Reading + 0.25 * Speaking + 0.25 * Writing
Bibliography

Bibliography

Recommended Core Bibliography

  • English file : upper-intermediate student's book, Latham-Koenig, C., 2019
  • New language leader: upper intermediate : coursebook, Cotton, D., 2016
  • New language leader: upper intermediate : coursebook, Cotton, D., 2019

Recommended Additional Bibliography

  • English grammar in use : a self-study reference and practice book for intermediate students: with answers, Murphy, R., 1992
  • English vocabulary in use : upper-intermediate & advanced, McCarthy, M., 1997