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English Practicals 1 - MODULE BOOK
Course of study: European Studies all programmes
Osiris code: ENH3-01a (for ES3) and ESH4-01a (for ES4 + ES4e)Course title: English Pratials 1
Year of study: !ear 1" semester 1
Course year: #014-#01$
English %epartment - European Studies
&adem' of anagement and rganisation
*he Hague ni,ersit' of &pplied Sienes
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Contents
English %epartment
ourse information
.ee/l' programme
ourse introdution
*erm 1 ee/ 1
*erm 1 ee/ #
*erm 1 ee/ 3
*erm 1 ee/ 4
*erm 1 ee/ $
*erm 1 ee/
*erm # ee/ 1
*erm # ee/ #*erm # ee/ 3
*erm # ee/ 4
*erm # ee/s $ 2
ist of referenes
&ppendi 5oa6ular' ord list
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EN78SH %EP&9*EN*
*E&HE9 %E*&8S
name room number telephone
number
e-mail address
s &: ;o'd 4:#4 0
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Course outline
Title English Practicals emester 1
!ame o" stud# Unit English Pratials !ear 1
tud# unit ES4G English Pratials !ear 1G
English Practicals semester 1 1
English pratials semester # 1
2 ects
ES3G English Pratials !ear 1G
English Practicals semester 1 1
1 ects
Department English
Module Manager s E::: ,an Hagen e::m:,anhagen=hhs:nl
s N:8:: ,an ampenhout n:,anampenhout=hhs:nl
Programme $ %ear
o" stud# $ Term
European Studies-3 2 -4 'ear 1 semester 1
tud# load #? stud' hoursGontat hoursG 3 I @0 minutes and ? 4$ minutes (inl eam)G 11 hours
9eading and ompleting ee/l' assignmentsG @ hours
9esearh and eam preparationG ? hours
Entr# le&el None
Pro"essional 'ole 8nterultural ommuniator 2 European 8ssues speialist
Learning ob(ecti&es &fter ha,ing suessfull' ompleted the ourse" students anG
6uild their (ulturalpolitialaademi) ,oa6ular' independentl' using effeti,e
notiing" referening" reording and re,ising tehniFues
epress their opinion on a6strat or ultural topis" sho agreement or disagreement"
ontri6ute ati,el' to a disussion and Austif' their on standpoint" present detailed
information (or/ing toards ommon European Brameor/ language ompetene
Spea/ing ; #)
an organise their language learning 6' means of a ,oa6ular' note6oo/
an use ne rele,ant ,oa6ular' related to the ontent fields eplored in semester
one
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'elation to other
modules
*his ourse is lin/ed to the ultural %imension module (term 1) and the Politial
%imension module (term #):
Lecture outline &fter an introdution to effeti,e ,oa6ular' 6uilding strategies (ee/ 1-3" plenar')" the
lass ill 6e di,ided into to su6groups for the remainder of the 11-ee/ ourse: 8n the
Pratials" students use the ne ,oa6ular' enountered in the reading programme of
the European Studies ourses in tutor-led disussions: *he disussions fous on Europe-
related matters:
Didactics Bluen' and ,oa6ular' training in small groups in ee/l' 4$- or @0- minute
sessionsG disussions and summaries
se of ,isual representations:
*he topis for the in-lass disussions are related to the ore stud' materials for
the ultural %imension and the Politial %imension: Preparator' assignments are lin/ed to the set reading for the ultural %imension
and the Politial %imension:
*his lass is a form of ontent and anguage 8ntegrated earning:
)ttendance
regulations
8n order to 6e aarded a mar/" students need to ha,e attended at least se,en (J
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final mar/ 6ased on the oral eam:
Duration o" e/am 30-4$ minutes (per 7roup)
Language o" e/am English
E/am period Semester 1" term #
'esit Semester #" term 3
'esult Part mar/ (part of the stud' unit) for ES4 and ES4e
Binal mar/ for ES3
Literature Compulsor#+
1: *his module 6oo/
#: Peter 9iet6ergen (#00): Europe: A Cultural History: 9outledge
3: 9o6ert 7arner e:a: (#01#): Introduction to Politics: P
'ecommended+
arth'" :" arten" >:" lar/" %: 2 lar/" 9: (#013) Grammar for Business: am6ridge
ni,ersit' Press
& learnerMs ditionar' (hard op' or online)" e:g: ford earnerMs %itionar'(httpG:ofordlearnersditionaries:om) or am6ridge earnerMs %itionar'
(httpGditionar':am6ridge:orgditionar'learner-english)
0ee.l# Programme
Term 1 ee. 1*ntroduction to e""ecti&e &ocabular# building strategies ,plenar#
course introduction and getting organised
Preparation Print offdonload onto 'our laptop" the entire English Pratials 1 module 6oo/ and 6ring
it ith 'ou to lass:
Didactics 8nstrution 2 pratie
Term 1 ee. 2 3isual representations ,plenar#
Preparation a: 7o o,er the ourse introdution pages and the information of ee/ 1:
6: ;ring the 6oo/ EuropeG & ultural Histor' and an English-English ditionar' ith 'ou to
lass (or a laptop)" along ith the module 6oo/:
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!umber o" pages to
be read
na
Didactics 8nstrution 2 pratie
Term 1 ee. 4 ummarising 5 Europe6s Changing 3ies o" Man
Preparation 9e,ise the information of last ee/ and stud' hapter < & Ne Soiet'G Soiet'Ms
hanging 5ies of anO p:1?
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Preparation 9e,ise the information of last ee/ and stud' hapter 1< *oards a Ne EuropeO
(p:441-4
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Didactics Bluen' pratie
Term 2 ee. 7 o/ eam
Preparation Prepare for 'our eam:
!umber o" pages to
be read
na
Didactics Bluen' pratie
Term 2 ee.s 8 5 9 ral eam
Preparation Prepare for 'our oral eam" hih is in either ee/ $ or : arefull' stud' the assessment
riteria in the module 6oo/: See ;la/6oard for the assessment form:
!umber o" pages to
be read
na
)ssessment ral eamination of English fluen'
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Course *ntroduction
ost students of foreign languages ould agree that learning ne ,oa6ular' is essential hen learning
a language: Ne,ertheless" for most of the #0thentur' the learning of ,oa6ular' as negleted in fa,our
of grammar learning: No one ould dou6t the usefulness of a 6asi /noledge of grammar" 6ut in the
past deade ,oa6ular' has graduall' laimed a more entral role in foreign language learning: &fter all"
li/e a hild" e first learn ords and phrases and then graduall' diso,er ho to om6ine them into
orret sentenes: 8n the ords of a famous sholar in foreign language learningG Qanguage onsists of
grammatialised leis RJ ords" not leialised grammarM (eis" 1@@3G):
*he ourse on hih 'ou are a6out to em6ar/ reflets this changed attitude" in that it enourages 'ou to
let ,oa6ular' learning assume a pi,otal role in 'our language learning: 9ih ,oa6ular' is ruial for
suessful and enAo'a6le ross-ultural interations (professional areer" tra,elling a6road"
negotiationsT): 8t allos 'ou to add nuanes to 'our ideas" ma/ing sure 'ou are learl' understood 6'
'our interloutors" a,oiding misunderstandings and 6asi mista/es in ross-ultural ommuniation:
*he English pratials in 'our first-'ear programme are 6ased on Content and Language *ntegrated
LearningO (8): 8 in,ol,es integrating (foreign) language learning in the learning of other su6Aets:
*he English pratials" therefore" are primaril' aimed at language aFuisition" hile the' deri,e their
ontent" as muh as possi6le" from the Politial and ultural %imension of Europe modules:
Pro"essional role
*his ourse pro,ides 'ou ith training for the role of*nterculturalCommunicatoras 'ou ill learn ho
to ommuniate appropriatel' and effeti,el' in English a6out matters pertaining to Europe hile at the
same time shoing respet and tolerane toards team mem6ers from different ultural 6a/grounds:
*he topis o,ered in the disussions are all related to the reading materials of the ultural %imension
module and the Politial %imension module" so 6' stud'ing and re,ieing those materials 'ou ill alsoor/ on 'our understanding of ontemporar' European issues as a future European *ssues pecialist:
Lesson plan
*he 6asi plan for the ten pratial or/shops in this ourse is a mi ofG
1 *heor'G offering strategies for ,oa6ular' learning in ee/s 1-3
2 PratieG epanding 'our ,oa6ular' 6' means of spea/ing and disussion eerises 6ased on Europe:
A Cultural History(term 1) and Introduction to Politics(term #) and appl'ing ,oa6ular' 6uilding
strategies:
;omeor.
8n 6eteen lasses 'ou illG
- /eep up ith the reading programme for *he ultural and Politial %imension of EuropeL- %o researh on onepts ta/en from Europe: A Cultural History(term 1) and Introduction to Politics
(term #)
- omplete all other homeor/ assignments listed in this module 6oo/:
)ssessment
!our ourse mar/ is 6ased on the folloing toomponentsG
1: *n-class participationin ee/l' disussionsG in order to 6e aarded a passing mar/" students are
to partiipate (and 6e preparedU) in at least < of 10 lass disussions and partiipate in the final
oral eam: .ee/l' preparation in,ol,esG
a: doing all the homeor/ assignments: *he' ill pro,ide 'ou ith the input for eah lassL
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6: (indi,iduall') ati,el' partiipating in the ee/l' lass disussions:
#: Oral e/amG disussion on a European topi in the ontet of the European Student Netor/:
Criteria "or in-class participationa: 7eneral riteriaG
'ou ha,e done the assigned readingL
'ou ha,e 6rought the tet6oo/" 'our ,isual representation inluding 'our seleted ,oa6ular' to
lassL
'ou ha,e done all other homeor/ assignmentsL
'ou ha,e studied the information from the tet 6oo/ to suh an etent that 'ou an ati,el'
partiipate in a lass disussion ithout referring to the tet:
6: riteria for 'our seleted ,oa6ular'G
Eah ee/ 'ou need to selet $ ords from the &ademi .ord ist and use them in 'our presentation:
.e ad,ise 'ou to ma/e ord entries for these ords e,er' ee/" to help 'ou master them: Hoe,er"ma/ing ord entries is onl' ompulsor' for the first fe ee/s: 8n this ourse e ant to stimulate 'ou
to 6eome an independent learner: *r'ing out different a's of aFuiring ne ,oa6ular' and hoosing
stud' methods that or/ for 'ou is an essential part of that:
E/am assessment criteria+ ,see blac.board "or assessment "orm
8n the oral eam at the end of this semester 'ou ill demonstrate that 'ou ha,e impro,ed 'our ati,e
ommand of aademi English and that 'ou meet the folloing EB riteria for Spea/ing le,el ;#G
'ou an epress 'our opinion on a6strat or ultural topis"
'ou an sho agreement or disagreement"
'ou an ontri6ute ati,el' to a disussion and Austif' 'our on standpoint"
'ou an present detailed information:
*his means that on the da' of 'our oral eam 'ou ill demonstrate 'our English fluen' s/ills 6'G
using a ide range of ommon strutures to o6tain and pro,ide information and opinionsL
using ,aried epressions to maintain and guide interest of the listenerL
,ar'ing language and register appropriate to the situationL
epressing 'ourself fluentl' and learl'L
using a ,ariet' of repair strategies to maintain flo of on,ersationL
epressing agreement" disagreement and ontradition appropriatel'L
Austif'ing opinions" ations" e,ents:
E/am assignment and organisation+
*he oral eam ill ta/e a maimum of 30-4$ minutes and ould 6e reordedL *he orals ill ta/e plae in term # ee/s $ and L please note that 'ou ill onl' ha,e to sho up
for either ee/ $ or L
!ou ill present 'our ideas together ith fourfi,e other students and ill 6e assessed 6'
oneto English leturersL
8n the eam 'ou ill 6e as/ed to present information a6out a topi 'ou prepared 6eforehand
and to partiipate in a disussion ith other studentsL
!ou are onl' alloed to ha,e some /e' ords inluded in the form of a ,isual representationL
9eading ill result in an automati failL
!ou ill reei,e an indi,idual mar/ for 'our performane: a/e sure that 'ou partiipate
suffiientl' otherise 'our teaher ill not ha,e enough material to assessL
Please note 6' the end of lass in term # ee/ 1 'our instrutor must ha,e a deision on hih
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eam topi 'ou ha,e seleted: 8f 'ou ha,e not informed 'our teaher of 'our topi" a topi ill 6e
assigned to 'ouU
%our oral e/am ill ta.e the "orm o" a brainstorming session o" the Erasmus tudent !etor. )ools ? )echni@ues for
;emocratic Classrooms6' S: ;roo/field 2 S: Pres/ill: E,en hen disussions get off to a good start and
seem to ha,e momentum" a ,ariet' of irumstanes an inter,ene to 6ring group tal/ to a grinding halt:
Sometimes the teaher or one or to students assume too dominant a role: Sometimes the Fuestion or
issue to 6e disussed Aust isnWt ontro,ersial enough: ften the pae seems too slo" or the proess for
eploring the Fuestion la/s ,ariet': <hough it is diffiult to pinpoint the reasons h' attention is
andering or ommitment to the su6Aet is aning" ation needs to 6e ta/en to rein,igorate the
on,ersation hen these things happen: !ou an do this 6' Fuestioning" listening and responding: ;'
using different Fuestion t'pes" 'ou an add more ,ariet' to the disussion and ma'6e e,en hange the
general mood: .h' donMt 'ou tr' out some of the folloing formats in toda'Ms session
Huestions That )s. "or More E&idence*hese Fuestions are as/ed hen partiipants state an opinion
that seems unonneted to hatWs alread' 6een said or that someone else in the group thin/s is
erroneous" unsupported" or unAustified: *he Fuestion should 6e as/ed as a simple reFuest for more
information" not as a hallenge to the spea/erWs intelligene: Here are some eamplesG
Ho* do you &no* that =hat data is that claim #ased on =hat does the author say that supports your
argument =here did you find that ie* e!pressed in te!t =hat eidence *ould you gie to someone
*ho dou#ted your interpretation
Huestions That )s. "or Clari"icationlarif'ing Fuestions gi,e spea/ers the hane to epand on their
ideas so that the' are understood 6' others in the group: *he' should 6e an in,itation to on,e' oneWsmeaning in the most omplete sense possi6le: Here are some eamplesG
Can you put that another *ay =hats a good e!ample of *hat you are tal&ing a#out =hat do you
mean #y that Can you e!plain the term you 2ust used Could you gie a different illustration of your
point
Open Questions`uestions that are open-ended" partiularl' those 6eginning ith ho and h'" are
more li/el' to pro,o/e thin/ing and pro6lem-sol,ing a6ilities and ma/e the fullest use of disussionWs
potential for epanding intelletual and emotional horions: Here are some eamples of open FuestionsG
acism peraded American society throughout the t*entieth century( =hat are some signs that things
are as #ad as eer =hat are other signs that racism has a#ated significantly
Lin.ing or E/tension Huestions&n effeti,e disussion leader tries to reate a dialogue in hih ne
insights emerge from pre,ious ontri6utions of group mem6ers: in/ing or etension Fuestions ati,el'
allo 'ou to 6uild on eah otherWs responses to Fuestions: Here are some eamples of suh FuestionsG
Is there any connection #et*een *hat youe 2ust said and *hat a2i *as saying a moment ago Ho*
does your comment fit in *ith
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;#pothetical HuestionsH'pothetial Fuestions as/ partiipants to onsider ho hanging the
irumstanes of a ase might hange the outome: ;eause suh Fuestions enourage highl' reati,e
responses" the' an sometimes re-/indle the disussion: Here are some eamples of h'pothetial
FuestionsG
Ho* might =orld =ar II hae turned out if Hitler had not decided to attac& the .oiet $nion in 1D1
Cause-and-Effect Questions`uestions that pro,o/e students to eplore ause-and-effet lin/ages are
fundamental to de,eloping ritial thought: Bor eample: as/ing students to onsider the relationship
6eteen lass sie and aademi ahie,ement ma' enourage them to in,estigate on,entional isdom:
&s/ing the lass-sie Fuestion might prompt other Fuestions" for eampleG
=hat is li&ely to #e the effect of raising the aerage class siFe from t*enty to thirty on the a#ility of
learners to conduct interesting and engaging discussions Ho* might haling our class affect our
discussion
Summary and Synthesis QuestionsBinall'" one of the most ,alua6le t'pes of Fuestions that 'ou an as/
in,ites partiipants to summarise or s'nthesise hat has 6een thought and said: *hese Fuestions all on
partiipations to identif' important ideas and thin/ a6out them in a's that ill aid reall: Bor instane"
the folloing Fuestions are usuall' appropriate and illuminatingG
=hat are the one or t*o most important ideas that emerged from this discussion =hat remains
unresoled or contentious a#out this topic =hat do you understand #etter as a result of todays
discussion Based on our discussion today' *hat do *e need to tal& a#out ne!t time if *ere to
understand this issue #etter =hat &ey *ord or concept #est captures out discussion today (;roo/field
2 Pres/ill" #00$)
B: %our group presentations
C: Language "ocus
8n summarising historial e,ents" 'ou need to 6e onsistent in the use of the simple past: .hene,er 'ou
refer to speifi past episodes or dates" remem6er to use the simple past: Ne,er sith tenses as
sometimes happens in other languages and ne,er use the present perfet hen the setting or ontet
'ou refer to is set in the past: So 'ou should sa' In 1DD the CFech epu#lic and .loa&ia under*ent a
elet reolutionO instead of In 1DD the CFech epu#lic and .loa&ia hae undergone a elet
reolution(O Please see hapters $ and of 'our Grammar for Business6oo/ if 'ouMd li/e some foussed
pratie ith this: se the anser /e' in the 6a/ to he/ 'our ansers: &s/ 'our teaher for help if 'ou
ha,e an' Fuestions: *he /e' to mastering it is 6' using it ati,el' in 'our spea/ing and riting: So ma/e a
point of doing that hene,er 'ou learn something neU
D: Fetting read# "or term 2+ important in"ormation
8n term # the English pratials are lin/ed to the Politial %imension moduleL the preparator' or/ is
lin/ed to the terminolog' in seleted hapters from Introduction to Politics(a/e sure 'ou ha,e a op'
of the 6oo/ 6efore the start of term #:
&part from doing the reading homeor/ and produing a ,isual representation of the hapter (inluding
ords from the appendi)" 'ou are reFuired to read and summarise one nespaper artile hih is
posted on 6la/6oard ith 'our group e,er' ee/: &gain 'ou ill need to present 'our findings in lass
e,er' ee/:
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;omeor. "or term 2 ee. 1
a: 9e,ise the information a6o,e
6: Stud' h: 1 Politis and the StateO from An Introduction to Politics: a/e a ,isual representation
of the entire hapter and inlude at least $ ords from the appendi and 6ring this to lass:
: 9ead the artile posted for 'our group in the English Pratials 1 ourse for term # ee/ 1 on;la/6oard:
.rite a summar' of the nespaper artile: 8n this 'ou need to use the onept(s) from the
politis 6oo/ and $ ords from the &ademi .ord ist (on ;la/6oard):
Borm an opinion on the matters disussed in the artile:
*hin/ of # disussion Fuestions for 'our fello students:
*n class #ou need to+
7i,e a short o,er,ie of the main points of the hapter from the 6oo/" using 'our ,isual
representation as notes:
Per groupG &s/ 'our fello students for a definition of the onept featured in 'our artile:
7i,e a definition of the onept 'ourself and eplain ho it is used in 'our artile: 7i,e a summar' of 'our artile" in hih 'ou use the onept again: Please note that this is a
presentation and reading out is not alloed:
7i,e 'our opinion on the matter:
8n,ite others to disuss andor omment:
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Term 2 ee. 1 0hat is Politics?
): Discussion
8n lass eah team ill 6e in,ited to share their main findings: *he folloing proedure ill 6e used in
lass this termG
Birst e ill disuss the main points of the hapter 'ou ha,e read: !ou ma' use 'our ,isual
representation for this: !ou are reFuired to sho this to 'our teaher:
&fter that e ill mo,e on to the artiles from ;la/6oard:
&s/ 'our fello students for a definition of 'our onept:
7i,e a definition of the onept 'ourself and eplain ho it is used in 'our artile:
7i,e a summar' of 'our artile" in hih 'ou use the onept again and $ ords from the&ademi .ord ist: Please note that this is a presentation and reading out is not alloed:
7i,e 'our opinion on the matter:
8n,ite others to disuss or omment:
*he main Fuestion in the first hapter is Q.hat is politisML ho ould 'ou anser that Fuestion .h'
is the state the most important politial institution .h' did the state appear Ho do e lassif'
states 8s there a future for the state
B: .ills "ocus+ e/pressi&eness
!our ,oie is the most important tool that 'ou ha,e hen presenting: 8n partiular" the melod' of 'our
,oie is an important aspet of the epressi,eness of 'our ,oieG the more melod' there is" the easier
'ou are to listen to: Hoe,er" man' students feel that to 6e ta/en seriousl'" the' should present ith a
QseriousM ,oie to the audiene: *he' /eep their ,oies le,el" a,oiding the etremes of their ,oie and
going up or don ,er' little: nfortunatel'" this seriousness freFuentl' turns into monoton': *he
presentation 6eomes a dull drone" and instead of on,e'ing importane and redi6ilit'" 'ou ill 6ore'our audiene and send them to sleep:
Bor melod'" it is important to a,oid using the same pattern again and again: 8nstead 'ou should ma/e
onsious use of 'our ,oieL for eampleG
8nrease ,olume if 'ou ant to highlight important information
Pause 6efore important statements
Slo don hen 'ou eplain ne solutions
se Fuestions as Fuestions ha,e a different melod' as ompared to statements8n toda'Ms lass li,en up 'our presentation st'le 6' tr'ing out some of the a6o,e-mentioned tips:
C: Language "ocusonditionals or if-sentenes are often used in disussions" espeiall' hen h'pothesising (hat ould
happen if T)" eplaining proesses and senarios: ften students use the rong om6inations of tenses"
so here is a Fui/ referene guideG
*" clause Main clause use
8f + present tenseG
If you heat *ater'
Present tense
it #oils(
to tal/ a6out fats and to
epress general truths
8f + present tenseG
If they dont arrie soon'
.ill + ,er6G
=e *ill leae *ithout them(
*o refer to future possi6ilities
that are ertain or pro6a6le
8f + past tenseG
If I had *ings'
.ould + ,er6G
I *ould fly(
*o speulate a6out ,er'
unli/el' future situations or
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If I *ere you' I *ould call her #ac& later( present2 future
impossi6ilities
8f + past perfet tenseG
If *e had &no*n a#out the
storm'
.ould ha,e + past partiipleG
=e *ould not hae gone out
sailing(
*o speulate a6out the past"
epress regret" ritiise others
et:
Please do the ati,ities in units 1
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Term 2 ee. 2 The Cru/ o" Democratic Politics
): Presentation and discussion
ther FuestionsG .hat are the differenes 6eteen diret demora' and representati,e demora' (in
its pluralist and elitist ,ersions) .h' do some authors argue there is a tension 6eteen demora' and
maAorit' rule 8n hat a's are illi6eral demoraies demoraies Ho muh poer do itiens ha,e in
a demora'
B: .ills "ocus
Summarising an 6e used to end a topi" to end a disussion" to limit the need for disussion and at the
end of a meetingdisussion to ensure that e,er'one has a lear o,er,ie of hat too/ plae or hat
ation is no reFuired: &s suh it is an in,alua6le s/ill for a hairman: Hoe,er" partiipants an also
help the disussion along 6' pro,iding regular summaries as it /eeps the disussion foused and gi,es
e,er'one time to reflet:
Summarising reFuires ati,e listening: !ou ha,e to state onisel' hat as said in an impartial a' and
end ith a lear statement a6out hat is epeted to happen net: 8t ta/es pratie to summarise ell"
6ut it is a s/ill ell orth de,eloping: Summarise as 'ou go along: 8t /eeps the on,ersation on tra/ and
ensures that e,er'one is lear a6out hat has 6een said: 8n toda'Ms disussion some students ill 6e
as/ed to summarise the ontents of the disussion regularl':
C: Language "ocus
se of modals (ma'" an" might" ould" need" ought to" should" ould" ill) an ma/e 'ou sound more
diplomati: ;' using modals" 'ou an sound less diret" there6' hedging 'our laims and a,oiding ma/ing
6old statements ithout presenting an' e,idene: 8nstead of sa'ing QI is li/e thatM" 'ou suggest that QI
an 6e li/e thatOL this sounds muh more pleasant and realisti:
;omeor. "or term 2 ee. 4
a: 9e,ise the information a6o,e
6: Stud' h: $ *raditional 8deologiesO from An Introduction to Politics: a/e a ,isual
representation of the entire hapter and inlude at least $ ords from the appendi and
6ring this to lass:
: 9ead the artile posted for 'our group in the English Pratials 1 ourse for term # ee/ 3 on
;la/6oard:
.rite a summar' of the nespaper artile: 8n this 'ou need to use the onept(s) from the
politis 6oo/ and $ ords from the &ademi .ord ist (on ;la/6oard):
Borm an opinion on the matters disussed in the artile:
*hin/ of # disussion Fuestions for 'our fello students:
*n class #ou need to+
7i,e a short o,er,ie of the main points of the hapter from the 6oo/" using 'our ,isual
representation as notes:
Per groupG &s/ 'our fello students for a definition of the onept featured in 'our artile:
7i,e a definition of the onept 'ourself and eplain ho it is used in 'our artile:
7i,e a summar' of 'our artile" in hih 'ou use the onept again: Please note that this is a
presentation and reading out is not alloed:
7i,e 'our opinion on the matter:
8n,ite others to disuss andor omment:
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40
Term 2 ee. 4 Di""erence in Politics
): Presentation and discussion
;omeor. "or term 2 ee. 7
Net ee/ e are going to do a pratie round for the eam and 'ou ill ha,e a hane to reei,e
feed6a/ from 'our fello students that ill help 'ou prepare further for the atual eam and gi,e 'ou a
6etter understanding of hat the eam is going to 6e li/e:
*he homeor/ for net ee/ is to find out as muh information as 'ou an a6out 'our eam topi so
'ou an ta/e the most ad,antage of the feed6a/ 'ou reei,e:
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41
Term 2 ee. 7 Moc. e/am
Moc. e/am
Students sit in groups and do a mo/ eam" folloed 6' feed6a/ from their peers:
Students ill ta/e turns in performing the folloing rolesG
- Presenter
- *ime /eeper ho also he/s the ,isual representation (are the 10 ords from the appendi
there" no reading out)
- Someone ho pa's attention to the use of signposting language" the introdution and onlusion- Someone ho ta/es notes and as/s a Fuestion at the end disussion
- Someone ho gi,es direted feed6a/ at the presenterMs reFuest
- ther people ho gi,e feed6a/
&ll partiipants (eept" o6,iousl'" the presenterU) are enouraged to ta/e notes" so the' an gi,e their
feed6a/ at the end of the presentation:
Term 2 ee.s 8 5 9 Oral e/ams
*he assignment for the eam an 6e found in the 6eginning of this module 6oo/:
%o not forget to 6ring to opies of 'our ,isual representation inluding the 10 ords from the appendi
andor &ademi .ord ist 'ou are planning to use and 'our list of referenes in &P& st'le:
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42
List o" re"erences
;roo/field" S: 2 Pres/ill" S: (#00$);iscussion as a =ay of )eaching > )ools ? )echni@ues for ;emocratic
Classrooms: >osse'-;ass Pu6liations:
7arner" 9:" Berdinand" P:" 2 ason" S: (#01#): Introduction to Politics: ford ni,ersit' Press
7odfre'" >: (#010): eading and a&ing ul' #014 from
httpG:mante:o:u/#00@0@1ho-to-summarie
arth'" : 2 M%ell" B: (1@@4): English "oca#ulary in $se( am6ridge ni,ersit' Press
arth'" : 2 M%ell" B: (#010):Academic "oca#ulary in $se( am6ridge ni,ersit' Press
arth'" : 2 M%ell" B: (#00$): English Collocations in $se( am6ridge ni,ersit' Press
ilgram" S: (1@
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)ppendi/ 3ocabular# lists
Term 1+ 3ocabular# ta.en "rom Europe: A Cultural History
0ee. 4+ chapter I sections p1JI-1J
Terminolog# ta.en "rom the chapter and ords "rom the academic ordlist
&uthor
entre
hart
onlude
onstitute
ultured
deline
destro'
Element
influene
narrate
o6ser,e
our
region
resurgene
surround
0ee. 7+ chapter 12 sections p417-428Terminolog# ta.en "rom the chapter and ords "rom the academic ordlist
&ge of 9eason
6od'
on,ition
osmolog'
osmos
ultural relati,ism
to differentiate
to distinguish
empirial
empiriismenlightenment
entit'
fundamental dou6t
fundamental dou6t
helioentri
Humanism
the Humanities
profound
reason
romanti
romantiism
seularism
sha/le of traditionundenia6le
uninitiated
uni,ersal
0ee. 8+ chapter 14 sections p44-491
Terminolog# ta.en "rom the chapter and ords "rom the academic ordlist
onspiuous
onsumer
Possessions
6are neessit'
to eFuate
to preser,e
to impose
moralit'
onsumerism" onsumption
onAugal famil'
demographi
to proreate
mo6ilit'
life epetan'
offspring
on,ergene
filter through
ollision
,ernaular
to i,ilie
hot6ed
suffrage
onstitution" onstitutionalism
to arrant
state ependiture
to manoeu,re
fisal
to result in
delaration
oppression
to ulminate
'ield
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44
to onsolidate
to maintain
migration
0ee. 9+ chapter 1I sections p771-787
0ords "rom the academic ordlist&ommodate
&hie,e
&nal'se
&ssem6le
hart
onlude
%istint
EFui,alent
E,ident
Eeed
furthermoreHighlight
indi,idualisation
infer
ine,ita6le
interpret
inor
dd
utome
o,erall
perent
pre,alent
primar'
Proportion
ratio
regionsimilar
to aelerate
to onstrut
hereas
Term 2+ 3ocabular# ta.en "romAn Introduction to Politics
Term 2 ee. 1+ chapter 1
Terminolog# related to politics 0ords "rom the academic ordlist
Politis
*he stateSo,ereignt'
onopol' of legitimate ,iolene
olleti,e goods
7o,ernment ,s: state
nitar' ,s: federal states
Nation state
Homogenous ,s: heterogenous states
Strong ,s: ea/ states
*raditional ,s: harismati ,s: rational-legal
authorit'
anal'st
approahauthorit'
onept
ruial
to deri,e
to determine
to differ
dimension
to emerge
feature
to note
to partiipate partiipation
perspeti,ephenomenon
reFuirement
Term 2 ee. 2+ chapters 2 ,pp: 7J-87 and 9=-98 and 4
Terminolog# related to politics 0ords "rom the academic ordlist
Poer
&uthorit'
inimalempirial ,s: normati,e definition of
demora'
Ce' omponents of demora'
%iret ,s: representati,e demora'
*o affet
*o assoiate
&ssumption
&uthoritarian
onseFuene
*o distri6ute
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Pluralism and pol'arh'
Elitism
i6eral demora'
Soial demora'
&uthoritarian regimes8lli6eral demora'
aAorit' rule and minorit' rights
8mposition impose
egitima'
*o manipulate
*o on,ert
Proess
Term 2 ee. 4+ chapter 8
Terminolog# related to politics 0ords "rom the academic ordlist
8deolog'
*raditional ,s: ontemporar' ideologies
Negati,e li6ert'
8ndi,idualism
EFualit' of opportunities ,s: eFualit' of
outomesSoialism
EFualitarian soiet'
onser,atism (tradition" hierarh')
i,i ,s: ethni nationalism
to assign
assumptions
distint
dominant
fundamentalist
glo6alisationimpat
(/e') priniple
to utilise
,ariet'