CATEGORIES:
BiologyChemistryConstructionCultureEcologyEconomyElectronicsFinanceGeographyHistoryInformaticsLawMathematicsMechanicsMedicineOtherPedagogyPhilosophyPhysicsPolicyPsychologySociologySportTourism
Course Requirements
| 1. Portfolio of written Assignments | Writing (3 assignments) |
| Revision (2 assignments) | |
| Speaking (3 assignments) | |
| 2. Current Work | Vocabulary Lists |
| Speaking / Writing/ Listening/Reading | |
| 3. Exam. | Use of English: Writing; Speaking |
Current assessed work can include quick checks, recorded pair or individual talk or any other task which you will be informed about in advance.
Timely submission of all the tasks is obligatory. In ALL circumstances it is the student’s responsibility to inquire about missed work.
Class Attendance Policy:
Regular class attendance is expected as is preparation for in-class cases and activities. I reserve the right to subtract up to 30 % of a student’s final grade for engaging in what I believe is poor class attendance and preparation. I will, throughout the course, provide feedback to any student who I feel may be the object of this penalty so that appropriate behavioural changes can be made by that student to avoid the penalty.
Examination:
1. Written translation of an original scientific text. (1800–2000 symbols; 45 minutes).
2. Discourse on the issues connected with scientific researches of masters.
Variants of questions concerning scientific research of masters:
1. What’s the purpose of your present study?
2. What are the aims and tasks of your science?
3. Are there any difficulties in your research work?
4. Is there any solution to your problem?
5. What are the approaches to the solution of the problem?
6. Do you sometimes try new methods?
7. Is there a number of books, magazines, publications concerning the problem of your research work?
8. What is your conception based on?
9. Is the amount of information which is available scanty or vast?
10. What is practical importance of your research work?
11. Is it issue of the day?
12. Who is your scientific adviser?
13. Have you published any article on the theme of your study?
14. Have you participated in any scientific conference?
15. What are the main sources of information you are dealing with (scientific magazines, specific scientific articles, monographs, thesis, reports)?
Task type and format:
A monologue (an individual ‘long turn’ from each student).
Focus:
Organising a larger unit of discourse, developing topics.
Timing:
4 minutes.
In this part, students need to be able to organise their thoughts and ideas, and express themselves coherently in appropriate language in the given time.
You have to talk for 2 minutes. The examiner will listen until you have finished. Then she will ask you some questions.
The examiner evaluates the answer according to five analytical criteria:
Task realization
2. Discourse Management/Interactive Communication
Grammatical Resource
Lexical Resource
Pronunciation
| 1. Task realization | ▪Has the task been fully or partially completed? ▪ Would a target listener be satisfied with a topic development? |
| 2. Discourse Management | Student ▪ Organises ideas clearly and effectively for each task. ▪ Can sustain a conversation which is relevant to the themes or arguments of each task. ▪ Can speak fluently without long pauses or lots of hesitations. |
| 3. Interactive Communication | Student ▪ Can help another speaker to develop his/her discussion more effectively. ▪ Can make an appropriate contribution to a discussion by providing feedback (e.g., short questions, regular function words/phrases like Really, etc), back channelling or asking relevant questions. ▪ Uses a polite but friendly semi-formal tone throughout each of the tasks. ▪ Uses appropriate conversational formulas |
| 4. Grammatical Resource | Student ▪ Demonstrates a range of grammatical structures to deal effectively with each task. ▪ Uses a range of grammatical structures appropriately. ▪ Uses both simple and complex grammatical structures accurately. |
| 5. Lexical Resource | Student ▪ Uses a range of vocabulary to deal effectively with each task. ▪ Can find a range of vocabulary to deal with unfamiliar topics. ▪ Uses complex phrases (e.g. common collocations) as well as single items of vocabulary effectively. |
| 6. Pronunciation | Student ▪ Can speak clearly and intelligibly on the topics and themes of each task. ▪ Can use stress and intonation appropriate to the meaning of a sentence. ▪ Can produce individual sounds sufficiently clearly so that one word is not confused with another. |
Date: 2016-03-03; view: 779
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