school of foreign languages - higher school of economics · cambridge ielts9 p. 35-36 cambridge...
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Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика» подго-
товки бакалавра
National Research University
Higher School of Economics
School of Foreign Languages
Extended Syllabus
for the «Speech Practice» Course
2nd
year of study
Разработчик(и) программы
Боголепова С.В., канд. фил. наук, доцент, [email protected], Колесникова Е.А., канд. пед.
наук, доцент, [email protected]; Чигирева Е.С. � HYPERLINK
"https://e.mail.ru/[email protected]" �[email protected]�; Сорокина Е.В. �
HYPERLINK "https://e.mail.ru/[email protected]"
�[email protected]�; Кафискина О.В., [email protected], Неувонен М.С.,
[email protected], [email protected] Ершова Т.А., � HYPERLINK
"mailto:[email protected]" �[email protected]�
Одобрена на заседании департамента иностранных языков
«___»____________ 2016 г.
Руководитель департамента
д.п.н., профессор Соловова Е.Н ________ [подпись]
Утверждена Академическим советом образовательной программы
«___»____________ 2016 г., № протокола_________________
Академический руководитель образовательной программы
к.п.н., доцент Колесникова Е.А. _________________ [подпись]
Moscow, 2017
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
Scope of application and normative references
This syllabus lays down the requirements for educational outcomes and determines the content
and types of training sessions and assessments.
The syllabus is intended for lecturers teaching the “Speech Practice” course, teaching assistants
and students training for major 45.03.02 Linguistics, “Foreign languages and intercultural communica-
tion”.
This syllabus is prepared in accordance with:
1) FSES Higher Education/ Learning standard NRU HSE );
2) the Academic Curriculum;
3) the Integrated curriculum of Foreign languages and intercultural communication academic pro-
gramme, validated in 2016.
Learning goals
The principle goal of is formation of universal and professional competencies (including in-
strumental and social and personal competencies), defined in the Education Standard of HSE in the
field of study 45.03.02 “Linguistics”.
The main goal is the formation of:
Foreign language communicative competencies, including sub-competencies:
- Linguistic competence (lexical items and grammar rules knowledge);
- Sociolinguistic competence (skills of using and interpretation of linguistic forms according to
the situation/context);
- Discursive competence (skills of understanding and logical composing of certain statements
for the purpose of notional communication);
- Strategic competence (skills of using verbal and nonverbal strategies for compensation of lack
of knowledge;
- Sociocultural competency (certain degree of sociocultural context knowledge);
- Social competence (willing and readiness to cooperate with others, skills of situations control)1.
It’s important to mention, that both 1-year and 2-year courses main goal of a “First foreign lan-
guage practical course” discipline is acquisition of foreign language communicative competence com-
ponents in order to create basement for acquirement of intercultural communicative competence during
the 3d and 4th
years of studying.
3 Place of the course in the structure of the academic syllabus
The course belongs to the basic part of the professional cycle (Major) code: Б: Пр.Б
Since the study of the course begins in the first year, it is primarily based on the subject and
metasubject skills, acquired as a result of mastering FSES (Federal State Educational Standard) of
complete secondary education.
In order to master the academic discipline students have to:
1
�
Communicative competence interprets in terms of J. A. Van Ek. model
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
have achieved the upper-intermediate level of the English language (B2+ / IELTS 6-7 / Upper-
Int);
be able to use (the) foreign language as a tool to obtain information from foreign sources for
educational and self-development purposes;
have a general idea about socio-cultural peculiarities of the country (ies) of the foreign lan-
guage;
be able to communicate efficiently and interact in the process of collaboration, taking in con-
sideration positions of other counterparts;
be able to use major skills of cognitive, research and project activity;
be conversant in various sources of information and exercise critical analysis in interpreting da-
ta received thereof;
be able to use ICT means in order to settle cognitive, communicative and organizational issues
having adhered to the ergonomic, safety, hygienic, legal, ethical and information security re-
source conservation requirement;
be able to use the skills of cognitive reflection as of awareness of the actions committed and
mental processes, their results and grounds, boundaries of one’s knowledge and ignorance, new
cognitive goals and means towards the ends.
Principal provisions of the discipline shall be used further on when studying the following sub-
jects:
Elective course
Online elective discipline from the recommended list (in English)
Introduction into the professional field
Business English
Language for special purposes (LSP)
4 Academic Course Plan
№ Unit Title Number of
hours
Classroom Hours
In-
de-
pen
den
t
wor
k
Lectures Seminars In-Class
Practice
Other
types
Module 1
1 Cities 24 12 12
2 Culture and Identity 16 8 8
3 Relationships 20 10 10
Current assessment
Essay 1
2 1 1
4 Politics 16 8 8
Current assessment
Progress Test 1
2 1 1
Module 2
5 Entertainment 24 12 12
6 Conflict 20 10 10
7 Science and Research 24 12 12
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
Current Assessment
Progress Test 2
4 2 2
Module 3
8 Nature 24 12 12
9 Work 24 12 12
10 Health and Illness 24 12 12
11 Play 24 12 12
12 History 20 10 10
Current Assessment
Essay 2
2 1 1
Current Assessment
Progress Test 3
2 1 1
Module 4
13 News and the Media 24 12 12
14 Business and Eco-
nomics
24 12 12
15 Fashion 24 12 12
16 Danger and Risk 20 10 10
Current Assessment
Progress Test 4
4 2 2
Revision 12 6 6
Total 380 190 190
5 Forms and Types of Assessments
Type of
assess
ment
Form of assessment 1 year Parameters
1 2 3 4
Current
Progress Test 1 1 1 1 40 (module 1,3) and 80 (module 2,4)
minutes, all skills and aspects are tested
Essay 1 1 250-300 words, assessment according to
the criteria
Interme-
diate
Examination 1 Writing examination 80 minutes
Final Examination
1 Writing examination 80 minutes
Oral examination 15 minutes per student
Tasks for individual work
- Summary (text annotation)
- Completion of mind-maps
- Summary + Response Essay
- Informative Essay
- Description of visual data (graphs and processes)
- Writing a magazine article
- Writing a covering letters
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
As well as preparation for the monologues, dialogues, presentations, role plays, which are assessed
in accordance with the criteria (see Appendix 1).
Violation of the written work’s deadlines
Work submitted with a 3-academic days’ delay may be given a maximum of 8 points
Work submitted with a 5-academic days’ delay may be given a maximum of 6 points
Work submitted with a 6 or over academic days’ delay is given 0 points irrespective of the quality of
the work.
Violation of the oral task’s deadlines
If a student refuses to perform oral tasks to the deadlines stipulated by the teacher or is absent
at the lesson without any admissible excuse, the student obtains 0 points.
Exeptions cover medical cases, confirmed by official medical documents and exceptional cir-
cumstances, of which the teacher should be informed beforehand. All decisions about rearranging the
deadlines are settled on an individual basis by the teacher and the student. Should it be required, the
academic manager or/and the Head of the academic office may take part in the decision making pro-
cess.
6 Assessment Criteria
See the assessment criteria for various tasks in Appendix 1. The assessment criteria are availa-
ble in the Learning Management System.
7 Course Content
By the end of the course the students will be able to:
in listening and reading:
listen to texts at C1 level for gist, for detail and for specific information;
read texts at C1 level for gist, for detail and for specific information;
apply learning strategies to support reading and listening;
make notes when reading authentic texts;
take notes when listening to authentic texts;
distinguish between fact and opinion;
distinguish between the main idea and supporting details.
in speaking and writing
use active vocabulary and structures to produce written and spoken texts;
use C1 vocabulary and structures in speaking and writing;
plan, structure, create and edit a range of written products such as essays, reviews, maga-
zine articles;
describe graphs, charts, processes and other types of visual information;
use samples for writing and speaking;
use background knowledge;
speak at lengths (1.5-2 mins) on the topic given;
participate in a dialogue using phrases for emphasis and reinforcement, agreement and
disagreement, asking for information, expressing opinion, backtracking and correcting,
etc.;
support an opinion with evidence and examples;
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
use linking devices for coherence and cohesion.
study skills:
use monolingual dictionaries, thesauruses, and dictionaries of collocations;
plan and execute independent work;
use self- and peer-assessment;
use assessment criteria when executing a task;
manage time and resources.
The students will have developed the awareness of:
- problems cities face and possible solutions to these problems;
- cultural and psychological roots of urban myths;
- the meaning of culture, cultural markers and cultural identity;
- what influences relationships between people;
- culturally determined features of relationships;
- peculiarities of cultural life in different countries;
- characteristic features of political systems;
- public attitude towards politics in different countries;
- how people behave in emergency;
- scientific achievements and the problems modern science faces;
- natural world and the issues it is facing;
- the world of work and its legal regulations;
- business and management in the modern world;
- various sports and their rules;
- some key historical events and personalities;
- fashion and style;
- safety regulations and behaviour in emergencies;
- media production;
- some health issues and medical conditions;
- role of play and sports for humans.
Classroom practice
Unit Core Practice Additional Practice Assessment
1 Cities Outcomes Advanced. SB pp.
8-13.
Outcomes Advanced. SB pp.
120-121.
Cambridge IELTS9 p. 35-36
Cambridge IELTS9 p. 85-86
Cambridge IELTS8 p. 35-36
Cambridge IELTS8 p. 59-60
Cambridge ELTS8 p. 82-83
Cambridge IELTS9 p. 96-100
Use of English (20
min)*
Monologue
Dialogue
2
Culture
and
Identity
Outcomes Advanced. SB pp.
14-19.
CambIELTS9 p. 63-66
CambIELTS8 p. 86-87
Use of English (20 min)
Monologue
3
Relation
ships
Outcomes Advanced. SB pp.
20-25.
Outcomes Advanced. SB pp.
CambIELTS9 p. 13-14
Ready for IELTS Macmillan p.
11-12
Use of English (20 min)
Monologue
Dialogue
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
122-123. CambIELTS11 p. 33-34
Collins Reading p. 8
CambIELTS10 p. 62-64
CambIELTS9 p. 91-95
CambIELTS8 p. 70-73
CambIELTS10 p. 92-96
4
Politics
Outcomes Advanced. SB pp.
26-31.
Collins Listening p. 64-71
Improve your IELTS Reading
skills p. 18-21
Use of English (20 min)
Monologue
Dialogue
5
Entertain
ment
Outcomes Advanced. SB pp.
36-41.
Outcomes Advanced. SB pp.
124-125.
CambIELTS10 p. 20-22
CambIELTS9 p. 58-59
Use of English (20 min)
Monologue
Dialogue
Review
6
Conflicts
Outcomes Advanced. SB pp.
42-47.
Use of English (20 min)
Monologue
Dialogue
7
Science
and
Research
Outcomes Advanced. SB pp.
48-53.
Outcomes Advanced. SB pp.
126-127.
CambIELTS8 p. 39-40
Collins Reading p. 50
CambIELTS10 p. 47-51
CambIELTS9 p. 17-24
CambIELTS9 p. 45-52
CambIELTS9 p. 67-75
CambIELTS9 p. 87-90
CambIELTS8 p. 26-29
Use of English (20 min)
Monologue
Dialogue
Process Description
8 Nature Outcomes Advanced. SB pp.
54-59.
Collins Reading p. 34
CambIELTS10 p. 23-25
CambIELTS10 p. 34-38
CambIELTS10 p. 64-67
CambIELTS10 p. 17
CambIELTS10 p. 60-61
CambIELTS9 p. 15-16
CambIELTS8 p. 16-17
CambIELTS8 p. 97-100
Use of English (20 min)
Monologue
Dialogue
9 Work Outcomes Advanced. SB
pp.64-69.
Outcomes Advanced. SB pp.
128-129.
Reading:
Collins Reading p. 60
CambIELTS10 p. 51-54
Listening:
CambIELTS9 p. 10
CambIELTS8 p. 81
Use of English (20 min)
Monologue
Dialogue
10
Health
Outcomes Advanced. SB
pp.70-75.
Reading:
Collins Reading p. 16
CambIELTS10 p. 39-40
Listening:
CambIELTS9 p. 79-80
Use of English (20 min)
Monologue
Dialogue
11 Play Outcomes Advanced. SB pp.
76-81.
Outcomes Advanced. SB pp.
Use of English (20 min)
Monologue
Dialogue
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
130-131. Writing a magazine
article (20 min)
12
History
Outcomes Advanced. Stu-
dent's Book. pp. 82-87.
Use of English (20 min)
Monologue
Dialogue
13 News Outcomes Advanced. SB pp.
92-97.
Outcomes Advanced. SB pp.
132-133.
Use of English (20 min)
Monologue
Dialogue
14
Business
Outcomes Advanced.
Student's Book. pp. 98-103.
Use of English (20 min)
Monologue
Dialogue
15
Fashion
Outcomes Advanced.
Student's Book. pp. 104-109.
Use of English (20 min)
Monologue
Dialogue
16
Danger
Outcomes Advanced. Stu-
dent's Book. pp. 110-115.
Use of English (20 min)
Monologue
Role-play game
Use of English (20 min)* - this type of assessment is executed orallly
Independent work:
Unit Extensive Listening Extensive Reading
1 Cities Mind-map* based on:
Cities Changing Their
Environments
(https://www.youtube.com/watch?v=6j2A5
XLCz-o)
или Cities and Climate Change: Making
the Link
(https://www.youtube.com/watch?v=BFxK
WBN71yE)
Summary** based on:
The Curse of Urban Sprawl:
https://www.theguardian.com/cities/2016/jul/1
2/urban-sprawl-how-cities-grow-change-
sustainability-urban-age
or Urbanisation and Health:
https://www.theguardian.com/global-
development/2016/apr/07/students-speak-
greatest-challenges-to-health-development-
urbanisation
or The Power of Urban Myth:
https://www.theguardian.com/commentisfree/
2010/oct/31/urban-myths-online-folklore
2
Culture
and
Identity
Mind-map based on:
Bringing Cultural Context and Self-
identity into Education
(https://www.youtube.com/watch?v=bX9v
gD7iTqw)
or Why Cultural Diversity Matters
(https://www.youtube.com/watch?v=48Ro
Summary based on:
England's identity crisis: What does it mean to
be British?: https://www.theguardian.com/uk-
news/2014/may/20/england-identity-crisis-
english-euro-scottish-elections-ukip-
patriotism
or British Culture:
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
Ri0ddRU)
or How Cultures Drive Behaviours
(https://www.youtube.com/watch?v=l-
Yy6poJ2zs)
or Multiculturalism in the Modern World
(https://www.youtube.com/watch?v=U5rK
gDOs33U)
https://www.justlanded.com/english/United-
Kingdom/Articles/Culture/British-Culture
or United Kingdom. Culture:
http://www.everyculture.com/To-Z/United-
Kingdom.html
3
Relation
ships
Mind-map based on:
Marriage and Divorce Rates Through
History
(https://www.youtube.com/watch?v=rxbJtd
Ha0MM)
Summary+Response Essay*** based on:
How Do You Know If a Friend Is Truly a
Friend:
https://www.psychologytoday.com/blog/lifeti
me-connections/201608/how-do-you-know-if-
friend-is-truly-friend
and Good friends are hard to find – and even
harder to keep:
https://www.theguardian.com/commentisfree/
2014/aug/13/why-cant-be-friends-survey-
friendless
4
Politics
Mind-map based on:
US Elections
(https://www.youtube.com/watch?v=uRu_J
carCDY +
https://www.youtube.com/watch?v=ok_VQ
8I7g6I),
or Why Brexit happened
(https://www.youtube.com/watch?v=dcwu
Bo4PvE0),
or The Next Age of Government
(https://www.youtube.com/watch?v=3ELn
yoso6vI)
Summary based on:
Politics and humour:
http://www.economist.com/news/international
/21584335-making-fun-leaders-pleasure-
enjoyed-ever-more-people-satirical-verses
or Political proposals:
http://www.theguardian.com/politics/2016/jul/
10/brexit-vote-paves-way-for-federal-union-
says-all-party-group
or The Voting System:
http://www.theguardian.com/politics/2016/jun
/29/why-elections-are-bad-for-democracy
or America's voting system:
https://www.theguardian.com/commentisfree/
2016/jun/08/america-voting-system-broken-
democracy-clinton-sanders-primary
or The Australian Elections 2016:
https://www.theguardian.com/commentisfree/
2016/jul/01/the-guardian-view-on-the-
australian-election-big-ideas-shrink-in-a-
small-target-campaign
5
Entertain
ment
Mind-map based on:
Are You a Good Listener?
What is Empathy?
or Reading a Book from every Country in the
World
or Guide to Entertainment
Summary based on one of the articles:
Benefits of going out
How to talk on an emotional level
Power of a book club
Why books are the ultimate mentors in life
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
6
Conflict
Mind-map based on one of the following:
Greeting the World in Peace
Is War Over?
Effective Nonviolent Resistance
A Project of Peace
Summary based on one of the articles:
Keeping the Peace
Does overreaction make things worse?
How to resolve conflict
7
Science
and
Research
Mind-map based on one of the following:
Advice to Young Scientists
Science is for everyone
Misleading Statistics
Are all scientific studies reliable?
Summary based on one of the articles:
Love Stats
Best Science jobs
Top Salaries in Science
What pushes science forward
8 Nature Mind-map based on:
Reconnect with nature! (chose from 10):
https://www.ted.com/playlists/398/reconne
ct_with_nature
Summary based on one of the articles:
Ingrained Gender Stereotypes:
https://www.theguardian.com/lifeandstyle/wo
mens-blog/2015/feb/23/sexist-assumptions-
young-children-gender-stereotypes
or Species at risk:
https://www.theguardian.com/environment/20
16/may/10/one-in-five-of-worlds-plant-
species-at-risk-of-extinction
or Natural history museums garden:
https://www.theguardian.com/lifeandstyle/gar
dening-blog/2016/jul/27/why-i-am-backing-
the-natural-history-museums-garden-
redevelopment
9 Work Mind-map based on:
My favourite 5 talks about work (chose
from 5):
https://www.ted.com/playlists/133/dan_pin
k_my_5_favorite_talks
Summary based on one of the articles:
Redundancies in local government:
https://www.theguardian.com/public-leaders-
network/2016/jan/19/redundancies-local-
government-hr-employees
or The Glass Ceiling:
https://www.theguardian.com/us-
news/2016/jul/27/hillary-clinton-glass-ceiling-
metaphor-that-needs-to-be-smashed
or Gross incompetence:
http://www.theguardian.com/politics/2016/ma
r/20/ids-victorian-morality-reforming-zeal-
gross-incompetence
10
Health
Mind-map based on:
Future of medicine:
https://www.ted.com/playlists/23/the_futur
e_of_medicine
What doctors worry about:
https://www.ted.com/playlists/70/what_doc
tors_worry_about
Summary based on one of the articles:
Sweating Surgery:
https://www.theguardian.com/society/2015/m
ar/21/sweating-surgery-outweighs-high-risk
or Aggressive cosmetic surgery:
https://www.theguardian.com/commentisfree/
2016/apr/25/in-the-aggressive-world-of-
cosmetic-surgery-patients-cant-afford-to-be-
naive
or End-of-life care:
https://www.theguardian.com/society/2016/ma
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
r/14/doctors-may-treat-dying-patients-for-too-
long-finds-bma-report
11 Play Mind-map based on:
The decline of play
(https://www.youtube.com/watch?v=Bg-
GEzM7iTk)
or The real importance of sport
(https://www.youtube.com/watch?v=woR9
b01N6mQ)
Summary based on one of the articles:
Michael Phelps taught a lesson:
https://www.theguardian.com/sport/2016/aug/
13/michael-phelps-taught-a-lesson-for-once-
by-singapores-joseph-schooling
or 20 awesome board games:
https://www.theguardian.com/lifeandstyle/201
5/aug/28/20-awesome-board-games-you-may-
never-have-heard-of
or Positive link between video games and ac-
ademic performance: https://www.theguardian.com/technology/201
6/aug/08/positive-link-between-video-games-
and-academic-performance-study-suggests
12
History
Mind-map based on:
Assyrian Empire
(https://www.youtube.com/watch?v=0a_F2
y5e5Ls) or Enigmatic People in History
(https://www.youtube.com/watch?v=5OD
KXm-y07w)
Summary based on one of the articles:
Fukuyama’s ‘End of history’:
https://www.theguardian.com/books/2014/mar
/21/bring-back-ideology-fukuyama-end-
history-25-years-on
or The enduring fascination of relics:
https://www.theguardian.com/commentisfree/
2016/may/24/relics-becket-elbow-fragment-
bone-england-elvis-graceland
or Shakespeare’s biography:
https://www.theguardian.com/books/2016/apr/
21/shakespeare-biography-leads-james-tait-
black-prize-shortlist
13 News Mind-map based on:
Let’s design social media that drives real
change
(https://www.youtube.com/watch?v=HiwJ0
hNl1Fw) or The Future of News
(https://www.youtube.com/watch?v=zKoR
_kFv7Dg)
Summary based on one of the articles:
The Future of Social Media:
https://www.theguardian.com/best-awards/the-
future-of-social-media
or The Independent newspaper:
https://www.theguardian.com/media/media-
blog/2016/feb/11/the-independent-a-
newspaper-killed-by-the-internet
or News is bad for you:
https://www.theguardian.com/media/2013/apr/
12/news-is-bad-rolf-dobelli
14
Business
Watch a video about the success of a
company and read about it at:
http://www.companieshistory.com/compani
es/. Deliver a 5-7 presentation about its
history. In it, answer the questions:
What is the specialization of the company?
Who are the founders?
How did the idea pop up? How was the
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
name chosen?
What helped it to become a great success?
How is it doing now?
15
Fashion
Mind-map based on:
Cameron Russell: Looks aren't everything.
Believe me, I'm a model. URL:
https://www.ted.com/talks/cameron_russell
_looks_aren_t_everything_believe_me_i_
m_a_model
or Danit Peleg: Forget shopping. Soon
you'll download your new clothes. URL:
https://www.ted.com/talks/danit_peleg_for
get_shopping_soon_you_ll_download_you
r_new_clothes
or Josh Luber: Why sneakers are a great
investment: URL:
https://www.ted.com/talks/josh_luber_why
_sneakers_are_a_great_investment
Summary based on one of the articles:
When Fashion Becomes a form of Protest:
http://www.nytimes.com/2016/08/17/t-
magazine/fashion/fashion-as-protest-french-
incroyables.html
or Light Blue Jeans At Work? Office Style
And Company Dress Codes:
https://www.theguardian.com/small-business-
network/2015/nov/10/blue-jeans-work-office-
style-company-dress-codes
16 Mind-map based on:
Risk Literacy
(https://www.youtube.com/watch?v=g4op2
WNc1e4) or The risk perception gap
(https://www.youtube.com/watch?v=vlFT6
nEFaLQ)
Summary+Response Essay based on:
Coping with risk and danger should be part of
the curriculum:
https://www.theguardian.com/society/2016/ma
r/27/coping-with-risk-and-danger-should-be-
part-of-curriculum-hse-chair
Risk is essential to childhood:
https://www.theguardian.com/commentisfree/
2015/oct/14/risk-essential-childhood-children-
danger
* Mind-map assessment criteria:
The notes are complete, clear and well-organised. Strong Pass
The notes are complete, well-organised, but not always clear. Pass
The notes are complete, though not organised well and unclear. Weak Pass
The task has not been handed in or the notes are incomplete and poorly organised or the notes
are illegible or plagiarism has been detected. Fail
If the task has not been handed in on a date set, the students can't receive STRONG PASS.
If the task has not been handed in before the final test (Use of English), the student gets a FAIL.
** Summary assessment criteria
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
The summary is well organised and coherent; no fewer than three ideas discussed in the source text are
given; no more than 2 or 3 mistakes in grammar, lexis or spelling have been made; active vocabulary
is used. Strong Pass
The summary is well organised and coherent; no fewer than two ideas discussed in the source text are
given; no more than 3 or 4 mistakes in grammar, lexis or spelling have been made; active vocabulary
is used. Pass
There are flaws in the structure of the summary; no fewer than two ideas discussed in the source text
are given; no more than 5 or 6 mistakes in grammar, lexis or spelling have been made; active vocabu-
lary is used. Weak Pass
Fewer than two ideas discussed in the source text are given or more than 7 mistakes in grammar, lexis
or spelling have been made or active vocabulary is not used or the summary has not been handed in
time or the word count is lower 100 or plagiarism has been detected. Fail
If the task has not been handed in on a date set, the students can't receive STRONG PASS.
If the task has not been handed in before the final test (Use of English), the student gets a FAIL.
*** Summary+Response Essay assessment criteria
The summary is well organised and coherent; no fewer than three ideas discussed in the source texts
are given; no more than 2 or 3 mistakes in grammar, lexis or spelling have been made; active vocabu-
lary is used. Strong Pass
The summary is well organised and coherent; no fewer than two ideas discussed in the source texts are
given; no more than 3 or 4 mistakes in grammar, lexis or spelling have been made; active vocabulary
is used. Pass
There are flaws in the structure of the summary; no fewer than two ideas discussed in the source texts
are given; no more than 5 or 6 mistakes in grammar, lexis or spelling have been made; active vocabu-
lary is used. Weak Pass
Fewer than two ideas discussed in the source texts are given or more than 7 mistakes in grammar, lexis
or spelling have been made or active vocabulary is not used or the summary has not been handed in
time or plagiarism has been detected. Fail
If the task has not been handed in on a date set, the students can't receive STRONG PASS.
If the task has not been handed in before the final test (Use of English), the student gets a FAIL.
8. Educational Technologies
The accomplishment of the above-stated learning objectives of the discipline “Practical course of the first foreign language” and the development of competencies, specified by the Educational standards of the National Research University Higher School of Economics is based on the usage of the following educational technologies:
traditional educational technologies, which are realised in the form of seminars, devel-oped in accordance with the learning objectives of the discipline, are used to:
- transfer knowledge gradually;
- develop, hone and master skills gradually;
- develop critical thinking skills.
Traditional technologies involve setting clear objectives by the teacher on the one hand and, on the other hand, students' acceptance of these, as well as provision of appropriate planning to ac-complish the stated objectives; the usage of visual-illustrative method of teaching; general ques-tioning, individual, group and pair work during the class time; provision of feedback on students’ works; students’ independent work with study materials; homework, which was given in ad-
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
vance as a way of preparation for classes; current control of self-study assignments by the teach-er; assessment of students’ academic performance by way of tests, exams at the end of semesters in accordance with the curriculum. Traditional technologies aim at accomplishing above-stated learning objectives.
innovative technologies of active learning, which are characterized by student egagement in the process of education thus developing their attitudes and critical thinking skills; students’ cooperation with each other and/or with the teacher; conditions for formative assessment of the acquired skills and knowledge; creative tasks.
Other forms of activities and tasks:
Project technology; short-term projects;
Research technology (conferences, discussions);
Elements of Case technology;
Role-plays;
Brainstorming;
Critical Thinking;
Debates
9 Assessment
The teacher assesses the students’ work during the classes: participation in dia-
logues and discussions, monologue presentations, role-plays, written tasks fulfillment,
active vocabulary acquisition (see Part 8 for details).
The teacher also grades studentsэ work and participation in classes weekly (see
criteria Appendix 1). These grades are put in the register (decimal system: 0-10), and
the mean is calculated at the end of each module – G class i.
The teacher assesses students' independent work in terms of homework comple-
tion, and the completion of extensive reading and listening taks. The grades for autono-
mous work are put in the register(decimal system: 0-10), and the mean is calculated at
the end of each module – G aut i.
The accumulated grade for a module includes the student’s result of the ongoing
control in the following way :
G (acc.in the module) = (G ongoing i + G class i + G aut i) /3
where G ongoing is calculated as a sum of all the forms of the ongoing control pro-
visioned in the GSP (General Study Plan)
G ongoing = G essay + G test
in the modules where essay writing is required, or
G ongoing = G test
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины “Практика речи” для направления/ специальности 43.05.02 «Лингвистика»
подготовки бакалавра
if the essay is not required.
The class grade for the module is the mean of all the grades received for class
participation:
G class mod. = Ʃ G class /n
The grade for autonomous work for the module consists of grades received during the
module. The grades for autonomous work are given according to the Fail-Weak Pass-
Pass-Strong Pass (0-1-2-3) system, the overall grade for the module is the mean of the
grades received for the autonomous work throughout the module:
G aut.module = Ʃ G aut./n
and then is converted into the decimal system according to the table:
3 10
2,7 9
2,4 8
2,1 7
1,8 6
1,5 5
1,2 4
0,9 3
0,6 2
0,3 1
0 0
The accumulated grade for the course is calculated in the following way:
G accumulated = (G acc1 +G acc2 +G acc3 +G acc4):4
The final grade is calculated according to the formula:
G final = 0,6 G acc + 0,4 G exam
The exam consists of two parts: written and oral, they are equal:
G exam = 0,5 written exam + 0,5 oral exam
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
ppendix 1
Assessment
Assessment criteria for written tasks
Content
Structure and organization Lexis Grammar Spelling and punctuation
3 Task satisfies all the require-
ments and fully covers all the
aspects. Presents a fully de-
veloped position with rele-
vant, fully extended and well
supported ideas.
Lexical items meet CERF lev-
el C1. Active vocabulary is
used accurately and fluently,
including Receptive vocabu-
lary.
2 Task generally satisfies the
requirements, but not all the
aspects are covered. Develops
and supports main ideas, but
some may be overextended or
narrowed down.
Organization and structure
meet all the requirements.
Discourse markers and cohe-
sive devices are managed
well. Paragraphing is used
sufficiently and appropriately.
Lexical items meet CERF lev-
el C1. Active vocabulary is
used accurately and fluently,
but Receptive vocabulary is
not used.
1 Task is addressed only partial-
ly, not all the aspects are
managed. Some parts may be
more fully covered than others
or not sufficiently developed.
Organization and structure
meet general requirements,
but discourse markers and
cohesive devices are used in-
adequately and inaccurately.
Text is divided into para-
graphs.
Lexical items meet CERF lev-
el B2+. Range of Active vo-
cabulary is not sufficient and
adequate, Receptive vocabu-
lary is not used.
There is a mix of simple and
complex grammatical struc-
tures of CERF level C1. Some
errors in grammar do not re-
duce communication. There
are not more than 4 grammat-
ical errors.
Errors in spelling do not im-
pede communication. There are
≤ 4 spelling and ≤ 2 punctua-
tion errors.
0 The answer is completely un-
related to the task AND/OR it
is 30% below the required
minimum word limit.
.
Organization and structure do
not meet the task require-
ments, AND/OR there is no
logical relationship between
ideas.
Paragraphing is not used.
Range of lexical items is be-
low CERF level B2+
AND/OR Active and Recep-
tive vocabulary is not used.
There is a very limited range
of structures below CERF
level C1 AND/OR frequent
grammatical errors impede
communication. There are ≤ 4
errors in grammar.
Errors in spelling distort the
meaning. There are ≤ 4 spelling
errors.
Monologue Assessment criteria
Criteria 2 1 0 1) Content Topic is developed fully and appropriately
without being overextended or narrowed
down.
Topic is developed only partially, some aspects
of the topic may be not sufficiently developed.
The answer is completely unrelated to the
task AND/OR it is 30% below the required
minimum length limit.
2)
Discourse and flu-
ency
Student speaks fluently without hesitation, is
willing to speak at length using a wide range
of connectives and discourse markers.
Student may demonstrate language-related
hesitation at times, uses a range of connectives
and discourse markers but not always
appropriately. Time requirements are met.
Student speaks with pauses, demonstrates
lack of coherence due to repetition and/or
hesitation. Discourse markers and
connectives are not used or used
inadequately. Time requirements are not met.
Национальный исследовательский университет «Высшая школа экономики»
Программа дисциплины [Введите название дисциплины] для направления/ специальности
[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-
стра/ специалиста/аспиранта
3) Pronunciation Student uses a full range of pronunciation fea-
tures with precision and subtlety. There are ≤ 2
pronunciation errors. Intonation and stress are
used appropriately to convey and reinforce the
meaning.
Pronunciation errors are not numerous though
present. Intonation and stress help to support the
ideas.
Pronunciation errors are numerous AND/OR
intonation and stress are not used appropri-
ately.
4) Grammar Grammatical mistakes and errors of style are
rare (≤2) and do not impede communication.
Student uses a mix of simple and complex
grammatical structures of CERF level C1.
There are some grammatical mistakes and errors
of style (≤4), but they do not impede communi-
cation. Student uses a mix of simple and complex
grammar structures of CERF level C1.
Grammatical mistakes and errors of style
(≥4) are numerous AND/OR impede com-
munication. The range of grammar structures
is limited and below CERF level C1.
5) Vocabulary Student uses vocabulary with full flexibility
and precision. Range of vocabulary items is
wide and meets CERF level C1. Active vocab-
ulary is used appropriately.
Student uses vocabulary effectively, but may
make some mistakes (≤4). Range of vocabulary
is extensive and meets CERF level C1. Active
vocabulary is used appropriately.
Lexical errors are numerous. AND/OR range
of vocabulary is limited and below CERF
level C1. Active vocabulary is not used.
Assessment criteria for taking part in a dialogue or role play
Assessment criteria 2 1 0
1) Content The content of presentation completely
corresponds with the communicative task;
the topic is not too broad or too narrow.
The content of presentation partly
corresponds with the communicative task;
the topic is narrowed or broadened.
The content of presentation does not correspond with
the communicative task AND/OR The presentation
(number of sentences or timing) than it is
required by 30%.
2) Discourse management and
fluency
Speaks fluently with no major pauses, can
find appropriate vocabulary, meets the
timing requirements. Uses the discourse
markers accurately.
The student speaks with some pauses,
attempts to use appropriate vocabulary,
meets the timing requirements. Uses thw
discourse markers accurately.
The student speaks with pauses, has difficulty with
choosing appropriate vocabulary, does not meet the
timing requirements. Discourse markers are not used
or used inaccurately.
3) interaction Is able to initiate and keep the discussion
going within the communicative task. Can
develop the ideas of the partner.
Is able to initiate and keep the discussion
going within the communicative task. Not
always effective in developing the ideas of
the partner.
Cannot initiate and keep the discussion going within
the communicative task. Cannot develop the ideas of
the partner.
4) Grammar Few grammar or stylistic inaccuracies
(not more than 2) which do not impede
understanding. Uses simple and complex
structures which correspond with C1
level.
A few grammar or stylistic inaccuracies (not
more than 4) which do not impede
understanding. Uses simple and complex
structures which correspond with C1 level.
Grammar and stylistic mistakes are numerous (4 or
more) AND/OR they impede understanding.
AND/OR The structures used do not correspond with
C1 level.
�Национальный иссле-
довательский университет
«Высшая школа экономики»
Программа дисциплины [Вве-
дите название дисциплины] для
направления/ специальности
[код направления подготовки и
«Название направления подго-
товки» ] подготовки бакалавра/
магистра/ специали-
ста/аспиранта����Национал
Национальный иссле-
довательский университет
«Высшая школа экономики»
Программа дисциплины [Вве-
дите название дисциплины] для
направления/ специальности
[код направления подготовки и
«Название направления подго-
товки» ] подготовки бакалавра/
магистра/ специали-
ста/аспиранта����Национал
5) Vocabulary and
pronunciation
Does not make mistakes in the vocabulary
use and collocation. The vocabulary range
is diverse and corresponds with C1 level.
Uses COL of the unit. Few or no mistakes
in pronunciation (1-2). The intonation and
stress are used effectively to emphasise or
reinforse.
Mistakes in the vocabulary use and
collocation are not numerous (not more than
4). The vocabulary range is diverse and
corresponds with C1 level. Uses COL of the
unit. Pronunciation mistakes are not
numerous (not more than 4). The intonation
and stress meet the communicative task.
Numerous mistakes in the vocabulary use and
collocations. AND/OR The vocabulary range is
limited and does not correspond with C1 level.
AND/OR Does not use the COL of the Unit.
AND/OR Pronunciation mistakes are numerous. The
intonation and stress do not meet the communicative
task.
Assessment criteria for taking part in a discussion
Assessment criteria 2 1 0
1) Participation Participant actively contributes to the
discussion with original arguments and
examples.
Participant sometimes contributes to the
discussion with arguments and examples.
Participant hardly ever contributes to the discussion
with arguments and examples., repeats the ideas of
other participants.
2) Communication Participant gives counterarguments,
agrees/disagrees with other participants,
maintains interactoin.
Participant hardly ever gives
counterarguments, though is able to
maintain interaction
Participant cannot maintain interaction.
3) Relevance
Contributions to the discussion match the
topic discussed.
Contributions to the discussion are broader
or narrower than the scope of the topic
discussed.
Contributions to the discussion are off topic.
�Н
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до-
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тел
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вер
си-
тет
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я
шк
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но
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ки»
Пр
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ам
ма
дис
цип
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ны
[Вв
еди
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наз
ва-
ние
дис
цип
ли-
ны]
для
нап
рав
ле-
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/
спе
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ле-
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�Национальный иссле-
довательский университет
«Высшая школа экономики»
Программа дисциплины [Вве-
дите название дисциплины] для
направления/ специальности
[код направления подготовки и
«Название направления подго-
товки» ] подготовки бакалавра/
магистра/ специали-
ста/аспиранта����Национал
Национальный иссле-
довательский университет
«Высшая школа экономики»
Программа дисциплины [Вве-
дите название дисциплины] для
направления/ специальности
[код направления подготовки и
«Название направления подго-
товки» ] подготовки бакалавра/
магистра/ специали-
ста/аспиранта����Национал
1) Participation Participant actively contributes to the
discussion with original arguments and
examples.
Participant sometimes contributes to the
discussion with arguments and examples.
Participant hardly ever contributes to the discussion
with arguments and examples., repeats the ideas of
other participants.
2) Communication Participant gives counterarguments,
agrees/disagrees with other participants,
maintains interactoin.
Participant hardly ever gives
counterarguments, though is able to
maintain interaction
Participant cannot maintain interaction.
3) Relevance
Contributions to the discussion match the
topic discussed.
Contributions to the discussion are broader
or narrower than the scope of the topic
discussed.
Contributions to the discussion are off topic.
4) Accuracy Uses simple and complex structures
which correspond with C1 level.
Grammar or stylistic inaccuracies are not
numerous and do not impede
understanding.
Uses simple and complex structures which
correspond with C1 level. A few grammar or
stylistic mistakes which do not impede
understanding may be made.
The structures used do not correspond with C1 level.
AND/OR Grammar and stylistic mistakes are
numerous and impede understanding.
5) Dicourse devices The choice of dicourse devices is correct.
Participant uses appropriate phrases to
express their point of view, ask for
clarification, soecify, give
counterarguments. The vocabulary and
structures used correspond with C1 level
and COL of the unit.
The choice of dicourse devices is not always
correct. Participant uses appropriate phrases
to express their point of view, ask for
clarification, soecify, give
counterarguments. The vocabulary and
structures used correspond with C1 level
and COL of the unit.
The choice of dicourse devices is mainly incorrect.
AND/OR Participant does not use appropriate
phrases to express their point of view, ask for
clarification, soecify, give counterarguments.
AND/OR The vocabulary and structures used
correspond with C1 level and COL of the unit.
�Национальный иссле-
довательский университет
«Высшая школа экономики»
Программа дисциплины [Вве-
дите название дисциплины] для
направления/ специальности
[код направления подготовки и
«Название направления подго-
товки» ] подготовки бакалавра/
магистра/ специали-
ста/аспиранта����Национал
Национальный иссле-
довательский университет
«Высшая школа экономики»
Программа дисциплины [Вве-
дите название дисциплины] для
направления/ специальности
[код направления подготовки и
«Название направления подго-
товки» ] подготовки бакалавра/
магистра/ специали-
ста/аспиранта����Национал
5) Dicourse devices The choice of dicourse devices is correct.
Participant uses appropriate phrases to
express their point of view, ask for
clarification, soecify, give
counterarguments. The vocabulary and
structures used correspond with C1 level
and COL of the unit.
The choice of dicourse devices is not always
correct. Participant uses appropriate phrases
to express their point of view, ask for
clarification, soecify, give
counterarguments. The vocabulary and
structures used correspond with C1 level
and COL of the unit.
The choice of dicourse devices is mainly incorrect.
AND/OR Participant does not use appropriate
phrases to express their point of view, ask for
clarification, soecify, give counterarguments.
AND/OR The vocabulary and structures used
correspond with C1 level and COL of the unit.