School of Foreign Languages€¦ · Национальный исследовательский университет «Высшая школа экономики» Программа

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

http://www.hse.ru/text/image/4011945.html


Программа дисциплины [Введите название дисциплины] для направления/ специальности

[код направления подготовки и «Название направления подготовки» ] подготовки бакалавра/ маги-

стра/ специалиста/аспиранта


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









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









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









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;









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 ELTS8 p. 82-83


Use of English (20

min)*

Monologue

Dialogue

2

Culture

and

Identity


14-19.

CambIELTS9 p. 63-66

CambIELTS8 p. 86-87

Use of English (20 min)

Monologue

3

Relation

ships


20-25.


CambIELTS9 p. 13-14

Ready for IELTS Macmillan p.

11-12


Monologue

Dialogue









122-123. CambIELTS11 p. 33-34

Collins Reading p. 8

CambIELTS10 p. 62-64

CambIELTS9 p. 91-95

CambIELTS8 p. 70-73


4

Politics


26-31.

Collins Listening p. 64-71

Improve your IELTS Reading

skills p. 18-21


Monologue

Dialogue

5

Entertain

ment


36-41.


124-125.


CambIELTS9 p. 58-59


Monologue

Dialogue

Review

6

Conflicts


42-47.


Monologue

Dialogue

7

Science

and

Research


48-53.


126-127.

CambIELTS8 p. 39-40



CambIELTS9 p. 17-24

CambIELTS9 p. 45-52

CambIELTS9 p. 67-75

CambIELTS9 p. 87-90

CambIELTS8 p. 26-29


Monologue

Dialogue

Process Description

8 Nature Outcomes Advanced. SB pp.

54-59.





CambIELTS10 p. 17


CambIELTS9 p. 15-16

CambIELTS8 p. 16-17



Monologue

Dialogue

9 Work Outcomes Advanced. SB

pp.64-69.


128-129.

Reading:



Listening:

CambIELTS9 p. 10

CambIELTS8 p. 81


Monologue

Dialogue

10

Health

Outcomes Advanced. SB

pp.70-75.

Reading:



Listening:

CambIELTS9 p. 79-80


Monologue

Dialogue

11 Play Outcomes Advanced. SB pp.

76-81.



Monologue

Dialogue









130-131. Writing a magazine

article (20 min)

12

History

Outcomes Advanced. Stu-

dent's Book. pp. 82-87.


Monologue

Dialogue

13 News Outcomes Advanced. SB pp.

92-97.


132-133.


Monologue

Dialogue

14

Business

Outcomes Advanced.

Student's Book. pp. 98-103.


Monologue

Dialogue

15

Fashion

Outcomes Advanced.

Student's Book. pp. 104-109.


Monologue

Dialogue

16

Danger

Outcomes Advanced. Stu-

dent's Book. pp. 110-115.


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:


https://www.youtube.com/watch?v=6j2A5XLCz-o

https://www.youtube.com/watch?v=6j2A5XLCz-o

https://www.youtube.com/watch?v=BFxKWBN71yE

https://www.youtube.com/watch?v=BFxKWBN71yE

https://www.theguardian.com/cities/2016/jul/12/urban-sprawl-how-cities-grow-change-sustainability-urban-age



https://www.theguardian.com/global-development/2016/apr/07/students-speak-greatest-challenges-to-health-development-urbanisation




https://www.theguardian.com/commentisfree/2010/oct/31/urban-myths-online-folklore

https://www.theguardian.com/commentisfree/2010/oct/31/urban-myths-online-folklore

https://www.youtube.com/watch?v=bX9vgD7iTqw

https://www.youtube.com/watch?v=bX9vgD7iTqw

https://www.youtube.com/watch?v=48RoRi0ddRU

https://www.theguardian.com/uk-news/2014/may/20/england-identity-crisis-english-euro-scottish-elections-ukip-patriotism











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:


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:


2016/jun/08/america-voting-system-broken-

democracy-clinton-sanders-primary

or The Australian Elections 2016:


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


https://www.youtube.com/watch?v=48RoRi0ddRU

https://www.youtube.com/watch?v=l-Yy6poJ2zs

https://www.youtube.com/watch?v=l-Yy6poJ2zs

https://www.youtube.com/watch?v=U5rKgDOs33U

https://www.youtube.com/watch?v=U5rKgDOs33U

https://www.justlanded.com/english/United-Kingdom/Articles/Culture/British-Culture

https://www.justlanded.com/english/United-Kingdom/Articles/Culture/British-Culture

http://www.everyculture.com/To-Z/United-Kingdom.html

http://www.everyculture.com/To-Z/United-Kingdom.html

https://www.youtube.com/watch?v=rxbJtdHa0MM

https://www.youtube.com/watch?v=rxbJtdHa0MM

https://www.psychologytoday.com/blog/lifetime-connections/201608/how-do-you-know-if-friend-is-truly-friend



https://www.theguardian.com/commentisfree/2014/aug/13/why-cant-be-friends-survey-friendless



https://www.youtube.com/watch?v=uRu_JcarCDY

https://www.youtube.com/watch?v=uRu_JcarCDY

https://www.youtube.com/watch?v=ok_VQ8I7g6I

https://www.youtube.com/watch?v=ok_VQ8I7g6I

https://www.youtube.com/watch?v=dcwuBo4PvE0

https://www.youtube.com/watch?v=dcwuBo4PvE0

https://www.youtube.com/watch?v=3ELnyoso6vI

https://www.youtube.com/watch?v=3ELnyoso6vI

http://www.economist.com/news/international/21584335-making-fun-leaders-pleasure-enjoyed-ever-more-people-satirical-verses



http://www.theguardian.com/politics/2016/jul/10/brexit-vote-paves-way-for-federal-union-says-all-party-group



http://www.theguardian.com/politics/2016/jun/29/why-elections-are-bad-for-democracy

http://www.theguardian.com/politics/2016/jun/29/why-elections-are-bad-for-democracy

https://www.theguardian.com/commentisfree/2016/jun/08/america-voting-system-broken-democracy-clinton-sanders-primary



https://www.theguardian.com/commentisfree/2016/jul/01/the-guardian-view-on-the-australian-election-big-ideas-shrink-in-a-small-target-campaign




http://ed.ted.com/featured/foptnjVE

https://www.youtube.com/watch?v=1Evwgu369Jw

http://www.ted.com/talks/ann_morgan_my_year_reading_a_book_from_every_country_in_the_world

http://www.ted.com/talks/ann_morgan_my_year_reading_a_book_from_every_country_in_the_world

https://www.youtube.com/watch?v=IxhELh1Qv48

https://www.theguardian.com/lifeandstyle/2016/aug/01/can-doing-fun-activities-cure-my-depression

https://medium.com/@LoveLifeSolved/how-to-turn-boring-small-talk-into-deep-conversations-946f61b65a1d#.sf3lblwe0

https://medium.com/the-mission/how-starting-a-book-club-accelerated-my-reading-habits-by-600-6773ef72fda#.irlpld2ry

https://higheredrevolution.com/why-books-are-the-ultimate-mentors-in-life-da9471b12327#.3k2stg5rt








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


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?


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


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


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


Sweating Surgery:

https://www.theguardian.com/society/2015/m

ar/21/sweating-surgery-outweighs-high-risk

or Aggressive cosmetic surgery:


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


http://ed.ted.com/lessons/jackie-jenkins-greeting-the-world-in-peace

https://www.youtube.com/watch?v=NbuUW9i-mHs

http://www.ted.com/talks/jamila_raqib_the_secret_to_effective_nonviolent_resistance

http://www.ted.com/talks/el_seed_a_project_of_peace_painted_across_50_buildings

http://www.economist.com/blogs/erasmus/2016/08/keeping-peace

https://medium.com/the-coffeelicious/in-the-fight-against-islamic-terrorism-overreaction-is-making-things-worse-c389f3bc0b5#.foiob4z68

http://www.rogerdarlington.co.uk/conflict.html

http://www.ted.com/talks/e_o_wilson_advice_to_young_scientists

http://www.ted.com/talks/beau_lotto_amy_o_toole_science_is_for_everyone_kids_included

http://ed.ted.com/lessons/how-statistics-can-be-misleading-mark-liddell

http://ed.ted.com/lessons/not-all-scientific-studies-are-created-equal-david-h-schwartz

https://www.theguardian.com/lifeandstyle/shortcuts/2016/aug/07/meat-booze-fags-what-we-would-give-up-for-love

http://money.usnews.com/careers/best-jobs/rankings/best-science-jobs

http://www.payscale.com/college-salary-report/common-jobs-for-majors/physical-and-life-sciences

https://medium.com/@vicparsons_/sciences-shameful-secret-8d9f986a8b8c#.awzuettjs

https://www.ted.com/playlists/398/reconnect_with_nature

https://www.ted.com/playlists/398/reconnect_with_nature

https://www.theguardian.com/lifeandstyle/womens-blog/2015/feb/23/sexist-assumptions-young-children-gender-stereotypes



https://www.theguardian.com/environment/2016/may/10/one-in-five-of-worlds-plant-species-at-risk-of-extinction



https://www.theguardian.com/lifeandstyle/gardening-blog/2016/jul/27/why-i-am-backing-the-natural-history-museums-garden-redevelopment




https://www.ted.com/playlists/133/dan_pink_my_5_favorite_talks

https://www.ted.com/playlists/133/dan_pink_my_5_favorite_talks

https://www.theguardian.com/public-leaders-network/2016/jan/19/redundancies-local-government-hr-employees



https://www.theguardian.com/us-news/2016/jul/27/hillary-clinton-glass-ceiling-metaphor-that-needs-to-be-smashed



http://www.theguardian.com/politics/2016/mar/20/ids-victorian-morality-reforming-zeal-gross-incompetence



https://www.ted.com/playlists/23/the_future_of_medicine

https://www.ted.com/playlists/23/the_future_of_medicine

https://www.ted.com/playlists/70/what_doctors_worry_about

https://www.ted.com/playlists/70/what_doctors_worry_about

https://www.theguardian.com/society/2015/mar/21/sweating-surgery-outweighs-high-risk

https://www.theguardian.com/society/2015/mar/21/sweating-surgery-outweighs-high-risk

https://www.theguardian.com/commentisfree/2016/apr/25/in-the-aggressive-world-of-cosmetic-surgery-patients-cant-afford-to-be-naive





https://www.theguardian.com/society/2016/mar/14/doctors-may-treat-dying-patients-for-too-long-finds-bma-report








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)


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)


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:


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)


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




https://www.youtube.com/watch?v=Bg-GEzM7iTk

https://www.youtube.com/watch?v=Bg-GEzM7iTk

https://www.youtube.com/watch?v=woR9b01N6mQ

https://www.youtube.com/watch?v=woR9b01N6mQ

https://www.theguardian.com/sport/2016/aug/13/michael-phelps-taught-a-lesson-for-once-by-singapores-joseph-schooling



https://www.theguardian.com/lifeandstyle/2015/aug/28/20-awesome-board-games-you-may-never-have-heard-of



https://www.theguardian.com/technology/2016/aug/08/positive-link-between-video-games-and-academic-performance-study-suggests



https://www.youtube.com/watch?v=0a_F2y5e5Ls

https://www.youtube.com/watch?v=0a_F2y5e5Ls

https://www.youtube.com/watch?v=5ODKXm-y07w

https://www.youtube.com/watch?v=5ODKXm-y07w

https://www.theguardian.com/books/2014/mar/21/bring-back-ideology-fukuyama-end-history-25-years-on



https://www.theguardian.com/commentisfree/2016/may/24/relics-becket-elbow-fragment-bone-england-elvis-graceland



https://www.theguardian.com/books/2016/apr/21/shakespeare-biography-leads-james-tait-black-prize-shortlist



https://www.youtube.com/watch?v=HiwJ0hNl1Fw

https://www.youtube.com/watch?v=HiwJ0hNl1Fw

https://www.youtube.com/watch?v=zKoR_kFv7Dg

https://www.youtube.com/watch?v=zKoR_kFv7Dg

https://www.theguardian.com/best-awards/the-future-of-social-media

https://www.theguardian.com/best-awards/the-future-of-social-media

https://www.theguardian.com/media/media-blog/2016/feb/11/the-independent-a-newspaper-killed-by-the-internet



https://www.theguardian.com/media/2013/apr/12/news-is-bad-rolf-dobelli

https://www.theguardian.com/media/2013/apr/12/news-is-bad-rolf-dobelli

http://www.companieshistory.com/companies/

http://www.companieshistory.com/companies/








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


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:


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


https://www.ted.com/talks/cameron_russell_looks_aren_t_everything_believe_me_i_m_a_model



https://www.ted.com/talks/danit_peleg_forget_shopping_soon_you_ll_download_your_new_clothes



https://www.ted.com/talks/josh_luber_why_sneakers_are_a_great_investment

https://www.ted.com/talks/josh_luber_why_sneakers_are_a_great_investment

http://www.nytimes.com/2016/08/17/t-magazine/fashion/fashion-as-protest-french-incroyables.html



https://www.theguardian.com/small-business-network/2015/nov/10/blue-jeans-work-office-style-company-dress-codes



https://www.youtube.com/watch?v=g4op2WNc1e4

https://www.youtube.com/watch?v=g4op2WNc1e4

https://www.youtube.com/watch?v=vlFT6nEFaLQ

https://www.youtube.com/watch?v=vlFT6nEFaLQ

https://www.theguardian.com/society/2016/mar/27/coping-with-risk-and-danger-should-be-part-of-curriculum-hse-chair



https://www.theguardian.com/commentisfree/2015/oct/14/risk-essential-childhood-children-danger










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


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



*** Summary+Response Essay assessment criteria

The summary is well organised and coherent; no fewer than three ideas discussed in the source texts


lary is used. Strong Pass

The summary is well organised and coherent; no fewer than two ideas discussed in the source texts are


is used. Pass

There are flaws in the structure of the summary; no fewer than two ideas discussed in the source texts


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



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-









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









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






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.


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.


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.






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

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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.


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ша

я

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но

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Пр

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ам

ма

дис

цип

ли-

ны

[Вв

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наз

ва-

ние

дис

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для

нап

рав

ле-

ния

/

спе

ци-

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но-

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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





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.
























5) Dicourse devices The choice of dicourse devices is correct.

Participant uses appropriate phrases to

express their point of view, ask for





The choice of dicourse devices is not always

correct. Participant uses appropriate phrases

to express their point of view, ask for





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.


Documents

School of Foreign Languages€¦ · Национальный исследовательский университет «Высшая школа экономики» Программа