english practicals 1 modulebook 2014-2015 final

7/24/2019 English Practicals 1 Modulebook 2014-2015 Final

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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': &lthough 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:


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:


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:


8n,ite others to disuss andor omment:


40/45

40

Term 2 ee. 4 Di""erence in Politics

): Presentation and discussion


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:


41/45

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:


42/45

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@


43/45

43

)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


44/45

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


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


45/45

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


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'

english practicals 1 modulebook 2014-2015 final

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