Syllabus for English language

Basic user. A Level. 1-st year

Course coordinator: T.I. Ershova
Class teachers:
Course overvie:
This course is designed for foreigners learning English at an ABC and Elementary
levels to acquire and develop the English language knowledge and skills. The
course is defined within the common reference European Framework and
corresponds to the classic division into Pre!ntermediate and !ntermediate.
A
"Basic #ser$
A%
"Breakthrough$

Pre!ntermediate
A&
"'aystage$
!nt
ermediate

The aim of the sylla(us is to prepare students to use English for their professional
studies in the )igher *chool of Economics and consequently for their professional
needs in real life and work. This is reali+ed as ,ET at Breakthrough level.
This preparatory course will further give the students the opportunity to speak on
general topics- to communicate in Business environment and to understand te.ts on
(usiness and finance in the English speaking world. This is reali+ed at & different
levels/ ABC and Basic #ser "(eginners$.
The Basic #ser course incorporates 0 (asic components/
%. 1eneral English
&. Business English
0. Professional "English for *pecific Purposes$ English
The course aims at developing a wide range of skills/
2anguage 3evelopment- which involves grammar and e.tensive voca(ulary
learning.
'riting skills- which have a specific focus on literacy and short essays-
memoranda- notes.
4eading- which involves study of instructional (usinessrelated te.ts of
topical relevance.
2istening- which includes comprehension of gist and detailed information.
Communication skills- which cover communication situations "within the
framework of Breakthrough level$.
Course ob!ectives:
The main o(5ectives of the sylla(us are/
to provide material for the students to learn pronunciation of the English
sounds- to learn to read- write- and to know the fundamentals of English
grammar and voca(ulary6
to develop the students7 reading skills to ena(le them to skim an adapted te.t
for main idea- to scan an adapted te.t for specific information- to interpret an
adapted te.t for inferences6
to develop the students7 writing skills to ena(le them to respond to input
applying information to a specified task- to elicit- to select- to summari+e
information in essays "%89%:9 words$6
to develop the students7 listening skills to ena(le them to understand and
apply specific information from the input "within the framework of
Breakthrough level$6
to develop the students7 speaking skills to ena(le them to use general- social
and professional language "within the framework of Breakthrough level$6
to develop the students7 general capacity to a level that ena(les them to use
English in their professional and academic environment "within the
framework of Breakthrough level$.
"ethods of assess#ent:
Assessment is (y coursework "89;$- which integrates the following/
!ndividual and group oral presentations
<ral interactions "including pair work$
'ritten tests and tasks of various length "memoranda- notes$
Essays
2istening= viewing
Communicating the gist of simple reading passages
Translation of simple te.ts on economics.
A measure of classroom participation- progress and motivation accounts for &9;
of the overall assessment. A final e.am comprising ,ET listening comprehension-
an e.tract for rendering into English and an oral topic accounts for 89; of the total
credit.
"ain reading:
This sylla(us may (e fulfilled on the (asis of te.t(ooks and training materials-
original special supplementary materials adapted for the elementary level. The
usage of uptodate adapted materials will help students to o(tain the necessary
skills in reading- writing- listening and speaking.
Business English Course boo$:
>.?. @ABACABD. English on Economics. >.- %EEF.
Cotton 3.- Falvey 3.- ,ent *. Garket 2eader. !ntermediate Business
English. 2ongman- &99%.
%eneral English Course boo$s:
H.I. JKCLMNOPQLR. JSDTTDULQD. VWKSOLQ XYSDZOAOLR. V.[.- &99&.
Evans \.- 3ooley ]. #pstream. !ntermediate Course (ook. E.press
Pu(lishing. &99&.
Evans \.- 3ooley ]. #pstream. !ntermediate work(ook. E.press Pu(lishing.
&99&.
Evans \.- 3ooley ]. #pstream. 1rammar. E.press Pu(lishing. &99&.
ES& Course boo$:
E*P ^% Te.ts on Economics.
Course 'utline
The content of the English sylla(us is (ased on preliminary testing and grouping
the students into three streams/ Pre!ntermediate- !ntermediate and #pper
!ntermediate. This approach helps students in the lowerlevel groups to
achieve the needed competence and students in the more advanced groups to
perfect their knowledge of English.
1.%eneral English
The students learn to pronounce- read and write. They acquire their knowledge of
fundamental grammatical structures and functions "e.g. sentence types- tenses-
voice- parts of speech- word order- e.pressing possi(ility- o(ligation- necessity-
prohi(ition- criticism6 e.pressing preferences- making assumptions6 asking for=
refusing=giving permission6 making offers- sugestions- etc.$ They acquire their
fundamental voca(ulary to fulfill the a(ove mentioned functions in roles- topics
and discussions.
The students are taught to (e a(le to converse on different topics "people- 5o(s-
places to visit- festivals=cele(rations- disasters=accidents- eating ha(its-
sports=ho((ies- environment- education- entertainment- transport- crime- etc.$.
The students learn to understand spoken language. 2istening te.ts include
monologues and interacting speakers. They are taught to focus on understanding
the gist- the main points- look for detail or specific information- deduce the
meaning.
The students are offered adapted=instructional reading material and are encouraged
to learn to use different strategies for different reading purposes/ identifying the
main points in a te.t- looking for detail- locating specific information in a te.t-
understanding a te.t structure- etc.
The students are e.pected to learn to produce written te.ts of various types/ formal
= informal = transactional letters- argumentative essays "e.pressing opinions- for
and against$- narration "story writing$- memoranda and notes.
(. &rofessional )ES&* English
The purpose of E*P course is to prepare the students for doing Economics-
Gathematics and *tatistics in English.
3evelopment of the students7 restricted knowledge in economic terms and topics
includes/ different economic systems- central control of economy- la(our utilities-
demand and supply- money- markets and monopolies- (anking.
The students7 competence in E*P is measured (y their a(ility to/
understand and interpret information presented in ver(al- numerical or
graphical form6
organi+e and present ideas and statements in a clear- logical and appropriate
form.
+. Business English
Business English course starts during the first intensive course with the
introduction of the students into the world of (usiness.
The course aims to/
develop the students7 comprehension of (usiness and economic te.ts6
develop the students7 listening skills in the field of (usiness and economics6
provide the students with opportunities to e.press (usiness concepts (y
reformulating them in their own words while summari+ing.
The students7 competence in this aspect is measured (y their a(ility to demonstrate
their communication skills in the key (usiness areas of meetings- negotiations-
telephoning and social English- as well as the a(ility to write memos- notes.
,. S$ills develo-#ent
*tudents are taught to develop their skills in/
4eading which includes/
*kimming- scanning- detailed reading- guessing unknown words from conte.t-
understanding te.t organi+ation- recogni+ing argument and counterargument6
distinguishing (etween main information and supporting detail- fact and opinion-
hypothesis versus evidence6 summari+ing and notetaking.
'riting includes/
Essay content and structure "patterns of organi+ation- paragraphing-
discussion ^ argument=counterargument- advantages and disadvantages-
topic sentence and supporting ideas- coherence and cohesion- punctuation$.
Functions "generali+ation- definitions- e.emplification- classification-
comparison and contrast- cause and effect- process and procedure-
interpretation of data$.
*tyle "passive constructions- avoiding ver(osity$
Punctuation
2istening includes/
1eneral comprehension "listening for gist- listening for detailed information-
evaluating the importance of information$.
2ectures "identifying the topic and main themes- identifying relationships
among ma5or ideas- comprehending key information$.
*peaking includes/
*eminar skills "agreeing and disagreeing- clarifying- questioning-
concluding$.
Presentation skills "introductions and stating the purpose- signposting-
highlighting key points- summaries- conclusions$.
The students7 competence in skills development is measured (y their a(ility to
understand and produce written and spoken language in an educational conte.t- to
perform the following academic tasks/
reading and understanding written academic language6
writing assignments in an appropriate style for university study6
listening to and comprehending spoken language "within the framework of
Breakthrough level$6
speaking to colleagues and lecturers "within the framework of Breakthrough
level$.
Teaching hours for to-ics and activities
Topics titles T<TA2 "hours$
%
st
semester "*eptem(er ^ 3ecem(er$

1. "y fa#ily. "yself.
(. "eeting -eo-le. "a$ing Contacts.
+. A city. %etting about ton.
,. 'ur flat. .o#e life.
%eneral English Intensive course /0
&
nd
semester "]anuary]une$

1. Travelling. %oing abroad.
(. %oing through Custo#s.
+. At a hotel.
,. Sho--ing.
1. Eating out.
%eneral English +0
1. "a$ing a -hone call.
(. A #odern office.
+. 2iscussing business.
Business English +0
1. Econo#ics and une#-loy#ent.
(. 3obs and sales.
+. "ar$ets and -roduction.
,. &rices.
ES& +0
Total: (4,
Teaching and learning #ethods:
Teaching- learning and assessment are designed to ena(le students to achieve the
course o(5ectives descri(ed a(ove. 'hile part of any session is likely to involve
direct teaching- the emphasis is on student participation and teachers should
encourage students to take part actively in discussion and in tasks.
Inde-endent learning:
*tudents are e.pected to spend time studying outside the class- and we provide
guidance- facilities and materials to help them develop their e.pertise as pre
intermediate language learners. For this course- they are asked to consolidate their
class work- to read- watch or listen to material in English- to prepare e.ercises and
activities for the class- to write assignments- undertake pro5ects and generally
acquire a repertoire of effective language learning strategies.

Course #aterials:
Adapted materials will (e used in class- linked to the topic areas studied. Topic
(ased selfaccess resources "authentic print- audio and video$- dictionaries and
grammars are also availa(le.