2020/2021
English for Specific Purposes. Public Administration - 2
Category 'Best Course for Career Development'
Category 'Best Course for Broadening Horizons and Diversity of Knowledge and Skills'
Type:
Optional course
Delivered by:
School of Foreign Languages
When:
3, 4 module
Instructors:
Viktor Makarenko
Language:
English
ECTS credits:
5
Contact hours:
88
Course Syllabus
Abstract
The discipline refers to the variable educational tracks offered to students of the curricula for bachelor's and master's degree at choice while mastering the optional course of English in accordance with the Concept of developing English-speaking communicative competence of students of Higher School of Economics — National Research University https://www.hse.ru/docs/381549301.html The academic discipline “English language for specific purposes” is aimed at the formation of students’ foreign language communicative competence at B2-C1 levels, as well as the formation of academic skills necessary for the use of English in educational, scientific and professional activities, further training in given educational and professional fields. The discipline is designed for the 1st year students, provides for the development of the English language skills in reading, writing, listening and speaking as well as lexical and grammatical efficiency, aimed at effective communication. The program integrates the following aspects: General English, English for Academic Purposes, and English for Specific Purposes, with special emphasis on the latter aspect. All integrated aspects present adequate extent of the English Language depending on the specifics of the training area of the education program. Students, successfully completed the program, will be prepared to take exams.
Learning Objectives
- 1. Formation of academic and professional communication competencies necessary for the use of the English language in educational, scientific, and professional activities.
- 2. Complex formation of communicative skills in the range of the set levels of communicative competence.
- 3. Development of information culture: searching for and systematize the necessary information, determining its reliability, referencing and using to create own texts of various directions; working with large amounts of information in a foreign language.
- 4. Integrated development of cognitive and research skills using resources in a foreign language during classroom and independent work.
- 5. Development of students' foreign language communicative competence in the range of B2-C1 levels according to the European scale CEFR levels.
Expected Learning Outcomes
- - Analyzing, comparing and interpreting information within the subject area, using the appropriate thesaurus and using the formed communication strategies.
- - Conducting dialogues, presentations, debates and discussions), providing arguments, confirming opinions with examples, interacting with interlocutors within the framework of the subject content.
- - Developing skills to express thoughts and opinions in interpersonal and business communication in a foreign language.
- - Building coherent statements of a reproductive and productive nature, including argumentation and expression of the student’s attitude to the received information
- - Writing specific messages developing a certain position, giving arguments for/against a certain point of view and explaining the pros and cons of solutions, evaluating various ideas and options for solving problems
- To develop understanding of articles, reports, straightforward and specialised texts concerned with contemporary problems at the threshold/vantage/effective operational proficiency level
- To form understanding of text structure
- To develop skills of using basic reading techniques skimming and scanning (predicting, understanding main ideas, understanding details)
- To improve understanding of dialogues and polylogues on both familiar and unfamiliar topics
- To develop understanding of lectures and learning context
- To develop skills of using basic listening techniques (predicting, understanding main ideas and details)
- To form skills of note-taking
Course Contents
- People as a resource.Describing factors contributing to successful staff recruitment; stages of recruitment; Belbin’s team roles that teams need most to be successful. How can companies ensure quality performance by their teams? Students have to clearly present a fully developed response; The text is logically organized. A wide range of transitions is used appropriately; ideas are fully reflected; a variety of complex sentences is used; grammar structures logically organized and/or some paraphrased. punctuation is used appropriately.
- Developing peopleDescribing two types of HRM; theories of motivation;methods of motivation; types of training exist; types of appraisal system. Students 1. Students will make notes using the Cornell system. Students will developing note-taking skills; practise writing business correspondence. student uses paragraphing appropriately;the task has been effectively rephrased and the thesis statement is clearly focused;each paragraph contains a valid topic sentence which clearly focuses on the main idea/problem; each paragraph is fully developed, extended and supported; ideas are logically organised using a range of cohesive devices; ideas are summarsied and clearly state opinion of the wiriter;punctuation marks are used correctly and appropriately; the student uses a wide range of grammatical structures.
- Management information systemsDefining a SWOT analysis Defining MIS and its benefits How does the Internet affect B2B companies? Students will developing note-taking skills; practise writing business correspondence. student uses paragraphing appropriately;the task has been effectively rephrased and the thesis statement is clearly focused;each paragraph contains a valid topic sentence which clearly focuses on the main idea/problem; each paragraph is fully developed, extended and supported; ideas are logically organised using a range of cohesive devices; ideas are summarsied and clearly state opinion of the wiriter;punctuation marks are used correctly and appropriately; the student uses a wide range of grammatical structures.
