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Regular version of the site
Bachelor 2020/2021

Integrated Skills English Language Course

Area of studies: Linguistics
When: 4 year, 1, 2 module
Mode of studies: distance learning
Language: English
ECTS credits: 8

Course Syllabus

Abstract

Within this course, students will develop their communicative competence beyond the C1 level. The primary focus is placed on expanding students' vocabulary and grammar recourse, which will be assessed through productive skills tasks (speaking and writing). The skills developed in the course also include the extralinguistic ones, such as establishing connections between ideas, interpreting numerical data, providing and applying feedback.
Learning Objectives

Learning Objectives

  • This course aims at the development of students' communicative competence in all skills and aspects beyond C1 level.
Expected Learning Outcomes

Expected Learning Outcomes

  • knowing and being able to apply the conventions of report writing
  • knowing the nuances of meaning of the active vocabulary and being able to use it appropriately to convey the precise meaning of the message
  • being able to participate in a discussion: entering a conversation, turn-taking, showing interest, employing exiting strategies
  • knowing and being able to apply conventions of effective interpersonal written communication
  • being able to summarise the ideas and expand on the premise
  • being able to process information from more extended reading passages and use it for further writing practice
  • being able to apply noticing skills in reading
  • being able to comprehend a wide range of spoken English, including a range of voices, accents and styles of delivery
  • being able to identify the key points of the message delivered in a spoken discourse
  • knowing and being able to follow the norms norms of academic and professional communication
  • knowing and being able to employ the strategies of listening for general information and for detail
  • being able to report other people’s ideas in speaking and writing (hedging devices and reporting verbs)
  • being able to summarise and elaborate on the key data from the visual prompts (pictures or diagrams/charts)
  • being able to use inferencing skills in reading without using a dictionary
  • being able to use relevant examples to support the argument
  • being able to use critical thinking skills to grasp the information implied in spoken or written discourse
  • knowing and being able to employ the strategies of reading for general information and for detail
  • being able to recognise and evaluate attitudes and opinions expressed in the text
  • being able to infer underlying meaning of the message communicated in spoken or written discourse
  • being able to distinguish between and utilise a variety of literary devices
  • being able to discern a distinction between more challenging lexical items
  • being able to use high register lexis fluently and appropriately, conveying the subtle nuances of the meaning with precision
  • knowing and being able to apply in writing conventions of review writing
  • being able to understand spoken discourse delivered at fast native speed
  • being aware of connotative levels of meaning
  • being able to present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure
  • being able to deliver a well-structured talk on the topic given
  • being able to effectively use visualisation tools to support ideas in a spoken presentation
  • being able to summarise the information obtained from various sources
  • being able to evaluate the relevance of the information obtained from various sources
  • knowing conventions of a discursive essay writing and being able to apply them in writing
  • being able to foster lexical resource through effective word formation
  • being able to effectively express opinion in the written discourse
  • being able to follow and contribute to complex interactions between third parties in a group discussion even on abstract, complex and unfamiliar topics
  • being able to hold his/her own in formal discussion of complex issues, putting an articulate and persuasive argument
  • being able to deal with hostile questioning
  • being able to convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices
  • being able to backtrack and restructure around a difficulty, so the interlocutor is hardly aware of it
  • having no difficulty understanding any kind of spoken language, whether live or broadcast, delivered at fast native speed
  • being skilled at using contextual, grammatical and lexical cues to infer attitude, mood and intentions
  • being able to exploit a comprehensive and reliable mastery of a wide range of language to formulate thoughts precisely, give emphasis, difference and eliminate ambiguity
  • being able to handle collaborative work efficiently
  • being able to use discourse markers to manage a seamless flow of a spoken monologic discourse
  • being able to follow and note down specialised lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology
  • being able to understand in detail lengthy, complex texts, whether or not they relate to his/her own area of specialty, provided he/she can reread difficult sections
  • being able to use language flexibly and effectively for social purposes, including emotional, allusive and joking usage
  • being able to create coherent and cohesive texts in the spoken discourse making full and appropriate use of a variety of organisational patters
  • knowing advanced grammar concepts of noun clauses and conditionals and being able to use them appropriately
  • being able to get and hold onto his/her turn to speak
Course Contents

Course Contents

  • Broadening your horizons
    Professional concerns. Setting up a project. Networking. Learning Curve. Fear of burning out.
  • Information and digital world
    Dealing with information overload. The effects of digital transformation. The role of social media in people's lives. Digital and information detox.
  • Language and literature
    Reading preferences. Literary devices. Careers and language use. The elements of eloquence.
  • Surviving and thriving
    DIY psychology. Positive psychology. Emotional and physical health. Emotional intelligence. Ways to relax. Mind and body.
  • The way we live
    People around us. Being a part of a community. Ways to socialise. Public spaces. Lifestyle design. Technological and sociological changes to the ways we live and work.
  • Changing fashions
    A question of style. Architectural and design features. Art and architecture. Fashion and style. Collecting and collectibles. The philosophy of minimalism.
Assessment Elements

Assessment Elements

  • non-blocking Speaking
  • non-blocking Exam
    The exam is given via Zoom. In pairs, students take one card each, and prepare a two-three minute monologue, in which they outline the main idea of the text, agree or disagree with it and support their opinion with arguments. Then they answer two questions asked by their partner. Then students swap the roles. The overall time needed for both students to answer is 15 minutes.
  • non-blocking Writing
  • non-blocking Continuous assessment
  • non-blocking Online-course test
Interim Assessment

Interim Assessment

  • Interim assessment (2 module)
    0.25 * Continuous assessment + 0.2 * Exam + 0.1 * Online-course test + 0.2 * Speaking + 0.25 * Writing
Bibliography

Bibliography

Recommended Core Bibliography

  • Upstream: proficiency : student's book, Evans, V., 2002

Recommended Additional Bibliography

  • ADAM, R. (2020). TIME FOR ARCHITECTURE : On Modernity, Memory and Time in Architecture and Urban Design. Cambridge Scholars Publishing.
  • Beard, A. (2020). Life’s Work: An Interview with Marie Kondo. Harvard Business Review, 98(3), 164.
  • Cecilia Minden. (2020). Writing a Review. Cherry Lake Publishing.
  • Charles Marsh, David W. Guth, & Bonnie Short. (2017). Strategic Writing : Multimedia Writing for Public Relations, Advertising and More: Vol. Fourth edition. Routledge.
  • Sankrusme, S. (2017). International Business Correspondence. Anchor Academic Publishing.
  • Schmidt, M. (2020). Marie Kondo The Way I Live Now. People, 93(16), 73.
  • Thomsett, M. C. (2018). Style Guide for Business Writing : Second Edition: Vol. Second edition. De Gruyter.