English Practicals 1 Modulebook 2014-2015 Final

English Practicals 1 - MODULE BOOK
Course of study:
Osiris code:
Course title:
Year of study:
Course year:
European Studies all programmes

ENH3-01a (for ES3) and ESH4-01a (for ES4 + ES4e)
English Practicals 1
Year 1, semester 1
2014-2015
English Department - European Studies

Academy of Management and Organisation
The Hague University of Applied Sciences
Contents
English Department
Course information
Weekly programme
Course introduction
Term 1 week 1
Term 1 week 2
Term 1 week 3
Term 1 week 4
Term 1 week 5
Term 1 week 6
Term 2 week 1
Term 2 week 2
Term 2 week 3
Term 2 week 4
Term 2 weeks 5 & 6
List of references
Appendix Vocabulary word list
ENGLISH DEPARTMENT
TEACHER DETAILS
name
room number
e-mail address
4.24
telephone
number
070-445-7063
Ms A. Boyd
Mr J. Brouwer
3.33
070-445-8699
j.brouwer@hhs.nl
Ms D. BrygiertFaure
Ms N. van
Campenhout
Ms B. Dolfin
4.52
070-445-8683
d.brygiert@hhs.nl
4.24
070-445-7063
n.vancampenhout@hhs.nl
4.74
070-445-7433
b.s.dolfin@hhs.nl
Ms F. van den
Enden
Mr D. van
Ginhoven
Ms E. van Hagen
4.67
070-445-8690
f.d.m.vandenenden@hhs.nl
4.36
070-445-8711
d.vanginhoven@hhs.nl
4.67
070-445-8472
e.c.m.vanhagen@hhs.nl
Ms R. Kleiweg de
Zwaan
Ms M. KooperHuigen
Mr P. Le Coq
4.67
070-445-8690
r.kleiwegdezwaan@hhs.nl
4.67
070-445-8672
m.j.kooper-huigen@hhs.nl
4.52
070-445-8550
p.d.lecoq@hhs.nl
Mr G. Lord
4.69
070-445-8691
g.w.lord@hhs.nl
Ms E. de Louw
4.85
070-445-8656
e.e.delouw@hhs.nl
Ms M. Minkman
4.36
070-445-8711
m.a.minkman@hhs.nl
Mr R. Nijman
4.69
070-445-8691
r.c.m.nijman@hhs.nl
Ms Y. Overdevest
4.67
070-445-8690
y.overdevest@hhs.nl
Ms M. Pau
4.67
070-445-8472
m.p.pau@hhs.nl
Ms R. Scheltinga
4.67
070-445-8472
r.scheltinga@hhs.nl
Ms J. van der Star
4.22
070-445-8670
j.l.vanderstar@hhs.nl
Mr P. Treanor
4.52
070-445-8558
p.a.treanor@hhs.nl
Ms A. van der
Wijngaard
4.74
070-445-8611
a.m.vanderwijngaard@hhs.nl
a.boyd@hhs.nl
Course outline
Title
English Practicals Semester 1
Name of study Unit
English Practicals Year 1
Study unit
ES4: English Practicals Year 1:

English Practicals semester 1
English practicals semester 2
1
1
2 ects
ES3: English Practicals Year 1:

English Practicals semester 1
1
1 ects
Department
English
Module Manager
Ms E.C.M. van Hagen

Ms N.I.M. van Campenhout
Programme / Year
of study / Term
European Studies-3 & -4 / year 1 / semester 1
Study load
28 study hours:
Contact hours: 3 X 90 minutes and 8 x 45 minutes (incl exam): 11 hours
Reading and completing weekly assignments: 9 hours
Research and exam preparation: 8 hours
Entry level
None
Professional Role
Intercultural communicator & European Issues specialist
Learning objectives
After having successfully completed the course, students can:

build their (cultural/political/academic) vocabulary independently using effective
noticing, referencing, recording and revising techniques
express their opinion on abstract or cultural topics, show agreement or disagreement,
contribute actively to a discussion and justify their own standpoint, present detailed
information (working towards Common European Framework language competence
Speaking B 2)
can organise their language learning by means of a vocabulary notebook
can use new relevant vocabulary related to the content fields explored in semester
one
e.c.m.vanhagen@hhs.nl
n.vancampenhout@hhs.nl
Relation to other
modules
This course is linked to the Cultural Dimension module (term 1) and the Political
Dimension module (term 2).
Lecture outline
After an introduction to effective vocabulary building strategies (week 1-3, plenary), the
class will be divided into two subgroups for the remainder of the 11-week course. In the
Practicals, students use the new vocabulary encountered in the reading programme of
the European Studies courses in tutor-led discussions. The discussions focus on Europerelated matters.
Didactics
Attendance
regulations
Fluency and vocabulary training in small groups in weekly 45- or 90- minute
sessions: discussions and summaries
Use of visual representations.
The topics for the in-class discussions are related to the core study materials for
the Cultural Dimension and the Political Dimension.
Preparatory assignments are linked to the set reading for the Cultural Dimension
and the Political Dimension.
This class is a form of Content and Language Integrated Learning.
In order to be awarded a mark, students need to have attended at least seven (=75%) of
the ten class sessions and have to be well prepared every week. Term 2 weeks 5 and 6
are exam slots and do not count toward attendance requirements.
The following attendance regulations apply:
If you receive a fail for in-class participation, you will need to:
Hand in all the weekly homework assignments and visual representations (see
homework assignments for weeks 2-10) and:
If students miss 4 practicals, they submit a 10-min. video recording of the
previously missed class;
If students miss 5 practicals, they submit a 20-min. video recording of the two
previously missed classes;
If students miss 6 or more practicals , they submit a 20-minute video-recording of
all the classes.
In the video recording you have to present the set reading for the classes you missed (see
homework). Reading results in an automatic fail. Please note that you are always allowed
to register for and take part in the exam, but your mark will not be entered in Osiris until
you have handed in and passed the extra assignment.
Assessment
In-class participation: (pass/fail)

o active contribution to discussions;
o weekly preparation of visual representation & other homework;
o see attendance regulations above.
Oral test : individual mark for discussion on a European topic
Please note: you need to have a pass for the in-class participation in order to qualify for a
final mark based on the oral exam.

Duration of exam
30-45 minutes (per Group)
Language of exam
English
Exam period
Semester 1, term 2
Resit
S Semester 2, term 3
Result
Part mark (part of the study unit) for ES4 and ES4e
Final mark for ES3
Literature
Compulsory:
1. This module book
2. Peter Rietbergen (2006). Europe: A Cultural History. Routledge
3. Robert Garner e.a. (2012). Introduction to Politics. OUP
Recommended:
McCarthy, M., McCarten, J., Clark, D. & Clark, R. (2013) Grammar for Business. Cambridge
University Press
A learners dictionary (hard copy or online), e.g. Oxford Learners Dictionary
(http://www.oxfordlearnersdictionaries.com/) or Cambridge Learners Dictionary
(http://dictionary.cambridge.org/dictionary/learner-english/)
Weekly Programme
Term 1 week 1
Introduction to effective vocabulary building strategies (plenary)

course introduction and getting organised
Preparation
Print off/download onto your laptop, the entire English Practicals 1 module book and bring
it with you to class.
Didactics
Instruction & practice
Term 1 week 2
Visual representations (plenary)
Preparation
a. Go over the course introduction pages and the information of week 1.

b. Bring the book Europe: A Cultural History and an English-English dictionary with you to
class (or a laptop), along with the module book.
Number of pages to na
be read
Didactics
Instruction & practice
Term 1 week 3
Summarising & Europes Changing Views of Man
Preparation
Revise the information of last week and study Chapter 7 A New Society: Societys
Changing Views of Man p.187-204. Do the homework assignments as specified in this
module book at the end of week 2.
Number of pages to 18
be read
Didactics
Instruction & fluency practice
Term 1 week 4
From Humanism to Enlightenment (in split groups from now on)
Preparation
Study chapter 12 A New Society: From Humanism to Enlightenment (p314-335) of

Europe: A Cultural History. Do the homework assignments as specified in this module book
at the end of week 3.
be read
Didactics
Fluency practice
Term 1 week 5
Freedom and Consumption for all?
Preparation
Revise the information of last week and study chapter 13 Europes Revolutions: Freedom
and Consumption for all? (p.339-365) of Europe: A Cultural History. Do the homework
assignments as specified at the end of week 4.
be read
Didactics
Fluency practice
Term 1 week 6
Towards a New Europe?
Preparation
Revise the information of last week and study chapter 17 Towards a New Europe?
(p.441-477) of Europe: A Cultural History. Do the homework assignments as specified in
the module book at the end of week 5.
be read
Didactics
Fluency practice
Term 2 week 1
What is Politics?
Preparation
Homework for term 2 week 1

1. Study Ch. 1 Politics and the State.
2. Do the homework assignments as specified in the module book at the end of term
1 week 6.
Number of pages to 15 + article on BB

be read
Didactics
Fluency practice
Term 2 week 2
The Crux of Democratic Politics
Preparation
1. Study Ch. 2 Political Power, Authority, and the State.

2 week 1.

be read
Didactics
Fluency practice
Term 2 week 3
Difference in Politics
Preparation
1. Study Ch. 5 Traditional Ideologies

2 week 2.

be read
Didactics
Fluency practice
Term 2 week 4
Mock exam
Preparation
Prepare for your exam.
be read
Didactics
Fluency practice
Term 2 weeks 5 & 6
Oral exam
Preparation
Prepare for your oral exam, which is in either week 5 or 6. Carefully study the assessment
criteria in the module book. See Blackboard for the assessment form.
be read
Assessment
Oral examination of English fluency
Course Introduction
Most students of foreign languages would agree that learning new vocabulary is essential when learning
a language. Nevertheless, for most of the 20th century the learning of vocabulary was neglected in favour
of grammar learning. No one would doubt the usefulness of a basic knowledge of grammar, but in the
past decade vocabulary has gradually claimed a more central role in foreign language learning. After all,
like a child, we first learn words and phrases and then gradually discover how to combine them into
correct sentences. In the words of a famous scholar in foreign language learning: Language consists of
grammaticalised lexis [= words], not lexicalised grammar (Lewis, 1993:6).
The course on which you are about to embark reflects this changed attitude, in that it encourages you to
let vocabulary learning assume a pivotal role in your language learning. Rich vocabulary is crucial for
successful and enjoyable cross-cultural interactions (professional career, travelling abroad,
negotiations). It allows you to add nuances to your ideas, making sure you are clearly understood by
your interlocutors, avoiding misunderstandings and basic mistakes in cross-cultural communication.
The English practicals in your first-year programme are based on Content and Language Integrated
Learning (CLIL). CLIL involves integrating (foreign) language learning in the learning of other subjects.
The English practicals, therefore, are primarily aimed at language acquisition, while they derive their
content, as much as possible, from the Political and Cultural Dimension of Europe modules.
Professional role
This course provides you with training for the role of Intercultural Communicator as you will learn how
to communicate appropriately and effectively in English about matters pertaining to Europe while at the
same time showing respect and tolerance towards team members from different cultural backgrounds.
The topics covered in the discussions are all related to the reading materials of the Cultural Dimension
module and the Political Dimension module, so by studying and reviewing those materials you will also
work on your understanding of contemporary European issues as a future European Issues Specialist.
Lesson plan
The basic plan for the ten practical workshops in this course is a mix of:
1 Theory: offering strategies for vocabulary learning in weeks 1-3
2 Practice: expanding your vocabulary by means of speaking and discussion exercises based on Europe:
A Cultural History (term 1) and Introduction to Politics (term 2) and applying vocabulary building
strategies.
Homework
In between classes you will:
- keep up with the reading programme for The Cultural and Political Dimension of Europe;
- Do research on concepts taken from Europe: A Cultural History (term 1) and Introduction to Politics
(term 2)
- complete all other homework assignments listed in this module book.
Assessment
Your course mark is based on the following two components:
1. In-class participation in weekly discussions: in order to be awarded a passing mark, students are
to participate (and be prepared!) in at least 7 of 10 class discussions and participate in the final
oral exam. Weekly preparation involves:
a. doing all the homework assignments. They will provide you with the input for each class;
10
b.
(individually) actively participating in the weekly class discussions.
2. Oral exam: discussion on a European topic in the context of the European Student Network.
Criteria for in-class participation
a. General criteria:
you have done the assigned reading;
you have brought the textbook, your visual representation including your selected vocabulary to
class;
you have done all other homework assignments;
you have studied the information from the text book to such an extent that you can actively
participate in a class discussion without referring to the text.
b. Criteria for your selected vocabulary:
Each week you need to select 5 words from the Academic Word List and use them in your presentation.
We advise you to make word entries for these words every week, to help you master them. However,
making word entries is only compulsory for the first few weeks. In this course we want to stimulate you
to become an independent learner. Trying out different ways of acquiring new vocabulary and choosing
study methods that work for you is an essential part of that.
Exam assessment criteria: (see blackboard for assessment form)
In the oral exam at the end of this semester you will demonstrate that you have improved your active
command of academic English and that you meet the following CEF criteria for Speaking level B2:
you can express your opinion on abstract or cultural topics,
you can show agreement or disagreement,
you can contribute actively to a discussion and justify your own standpoint,
you can present detailed information.
This means that on the day of your oral exam you will demonstrate your English fluency skills by:
using a wide range of common structures to obtain and provide information and opinions;
using varied expressions to maintain and guide interest of the listener;
varying language and register appropriate to the situation;
expressing yourself fluently and clearly;
using a variety of repair strategies to maintain flow of conversation;
expressing agreement, disagreement and contradiction appropriately;
justifying opinions, actions, events.
Exam assignment and organisation:
The oral exam will take a maximum of 30-45 minutes and could be recorded;
The orals will take place in term 2 weeks 5 and 6; please note that you will only have to show up
for either week 5 or 6;
You will present your ideas together with four/five other students and will be assessed by
one/two English lecturers;
In the exam you will be asked to present information about a topic you prepared beforehand
and to participate in a discussion with other students;
You are only allowed to have some key words included in the form of a visual representation;
Reading will result in an automatic fail;
You will receive an individual mark for your performance. Make sure that you participate
sufficiently otherwise your teacher will not have enough material to assess;
Please note by the end of class in term 2 week 1 your instructor must have a decision on which
11
exam topic you have selected. If you have not informed your teacher of your topic, a topic will be
assigned to you!
Your oral exam will take the form of a brainstorming session of the Erasmus Student Network;
You must use 10 words from the appendix (you can choose from the entire list).
The assignment for the oral exam is as follows:

European Student Network
You are active in the local programme committee of the Erasmus Student Network, which is one of the
one of the biggest interdisciplinary student associations in Europe. You want to organise a number of
discussion evenings on European issues. You are asked to come up with a contemporary issue in relation
to Europe that is relevant and deserves attention. Besides adding a more serious activity to your
programme, such an event would encourage exchange students to share their views with regular
students, thereby enhancing intercultural understanding. Together with other colleagues from your
section you meet in a brainstorming session to shortlist potential discussion topics for such an evening.
This meeting takes place in the Netherlands using the English language to accommodate the
international group dynamics.
The Erasmus Student Network (ESN) was founded in 1989 for supporting and developing student
exchange. The ESN network comprises 35 countries and has 373 sections. The main focus of ESN is
placed on current exchange students, who often face problems (and feel abandoned) in their new
environments. Therefore ESN offers help in academic, social and practical integration process. This is
mainly done through activities in the local sections, which include cultural and social events such as trips
to various places within the country, film nights, buddy group and language projects and international
food fests and last, but not least, parties.
For the oral exam you select one topic from the list below (next page) and you prepare individually by:
participating in in-class discussions and practising your spoken English throughout terms 1 and 2;
reading up on the topic by studying relevant sections from Europe: A Cultural History (term 1)
and Introduction to Politics (term 2) and consulting other sources;
preparing to speak about your chosen topic;
forming an opinion on your given topic;
making a visual representation of the topic, including at least 10 words taken from the
appendix, which will serve as your notes.
On the day of your oral exam you are expected to bring with you the following:
A list of sources you have consulted (in APA style as instructed in the Research Skills course);
Two copies of the visual representation of the issues you would like to present (including the 10
words from the appendix you want to use), one for your teacher and one for yourself.
exam topics
My
choice
first My second
choice
What is European identity and how can it be promoted?

Should Europe be an inclusive or exclusive club?
The United States of Europe?
The power of Brussels: where should it stop?
A European army: a way of bonding Europe together?
The Future of the European Union: Widening or Deepening?
12
The growing threat of Euroscepticism

Europes successes
Turkeys accession: the bone of contention
Is there an alternative to capitalism in Europe?
Europe: Unity or Diversity?
How big a threat is international terrorism to European security?
One Europe- one language
Multiculturalism in Europe: celebrating diversity
The dark force of globalisation in Europe
Europes urban future
Europe should re-industrialise and start making things again.
European monarchies should be abolished.
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Term 1 week 1 Introduction to effective vocabulary building strategies

A. Introduction
The main objective of the English practicals is for you to expand your academic vocabulary in such a way
that you can actively contribute to an English discussion relating to a European topic. You know the right
jargon and you use the new words appropriately. You will need to use at least 5 new words from the
appendix (AWL) per week. The practicals will also help you in studying the materials for the Cultural &
Political Dimension courses and play a supporting role.
By being shown new vocabulary building techniques and by applying those, you will find yourself making
considerable progress in understanding academic texts as can be found in the books used for the
Cultural/Political Dimension course. Moreover, when you use the strategies correctly, you will notice
that you will actively use new English words when discussing European matters as the techniques shown
in class allow you to activate newly acquired words and phrases much more easily. New words must be
continually reviewed, practised and incorporated into language that is already known. Since studies
suggest that learners need somewhere between five and sixteen encounters with a word before they are
able to retain it (Nation, 1990), you will be expected to notice relevant vocabulary, record words,
retrieve and activate them through in-class discussions and presentations.
The first three weeks of the programme focus on becoming aware of the processes of language learning,
organising your language learning and using vocabulary building techniques in class. The remaining
weeks allow you to further practice your vocabulary building strategies by conducting in-class discussions
linked to the reading programme of the Cultural & Political Dimension modules. Every week you will
work together with another student to prepare presentation based on the research topic assigned to
you. In class each team will share their findings with the other students, use the vocabulary they have
chosen from the Academic Word List and take the opportunity to discuss their opinion on the topic.
B. Introducing the assignments and arranging teams:
The whole class will be divided into two subgroups A and B; starting in week 4 subgroup A will attend the
first 45-minute session in the timetable and subgroup B will show up for the second slot. Today you will
be told whether you are in group A or B and make further arrangements for all of the course
assignments. Complete the table below:
I am in subgroup:
A or B
I work together with:
Name:
Our team is:
Team A or B 1
Team A or B 2
Team A or B 3
Team A or B 4
C. Learning vocabulary general advice

Learning vocabulary general advice is taken from English Vocabulary in Use by Michael McCarthy and
Felicity ODell (2006).
Step 1: What do you need to learn?
Step 1: What do you need to learn?
1. How many words are there in English? At least:
a. 10,000
b. 100,000
c. 250,000
d. 500,000
14
2.
Winston Churchill was famous for his particularly large vocabulary. How many words did he
use in his writing?
a. 10,000
b. 60,000
c. 100,000
d. 120,000
3. How many words does the average native English speaker use in his/her everyday speech?
a. 2,500
b. 5,000
c. 7,500
d. 10,000
4. How many words make up 45% of everything written in English?
a. 50
b. 250
c. 1,000
d. 2,500
To sum up, there are many words you dont need at all and there are words that you simply
need to understand when you read or hear them. Finally, there are words which you need to be
able to use yourself. Clearly you need to spend most time learning this last group.
Besides the content-related terminology in your course books, you are encouraged to actively acquire
more academic vocabulary from the so-called academic word list (AWL). This list contains 570 word
families which were selected according to principles. The list does not include words that are in the most
frequent 2000 words of English. The AWL was primarily made so that it could be used by students
working alone to learn the words most needed to study at tertiary institutions (e.g. universities). It is
divided into 10 sublists, starting with most commonly used vocab in sublist 1 to least commonly used
vocab in sublist 10. You can find the list on Blackboard.
Exercise 1:
Everyday words and academic uses
Many words in academic English are the same as everyday vocabulary, but they are often also used with
a slightly different meaning, which may be specialised.
Everyday or academic Meaning
Academic use
Meaning
use
Standards of discipline Ability to control
Nanotechnology is a
Area of study
in schools have
oneself or other people relatively new
declined.
discipline.
Underline your family
Draw a line under it
The research
Gives emphasis to it
name on the forms.
underlines the
importance of
international trade
agreements.
The lake was frozen
Not liquid or gas
We have no solid
Certain or safe; of a
solid.
evidence that radiation good standard
has caused the
problem.
Each word in the box can be used in two ways, one everyday way, the other a typically academic way.
A. Complete each of the sentences using the same word for both sentences and making any necessary
grammatical changes.
Turn
nature
identify
pose
focus
a.
b.
c.
d.
She loves to ______________ for photographs in front of her wonderful house.

The events ______________ a threat to stability in the region.
It was difficult to ______________ the camera on the flower as it was so small.
We should ______________ our attention on the most important issues.
15
e. The murderer was ______________ from fingerprints discovered at the scene.

f. In his theory of history, progress is closely ______________ with technology.
g. She became interested in ______________ conservation.
h. The first lecture in the series was on the ______________ of human communication.
i. I saw her ______________ to her husband and whisper something in his ear.
j. Let us now ______________ to the subject of town planning.
B. Is the meaning of the two words the same in both sentences? Yes / no
C. Can you think of another word for the academic words above? Write them behind the sentences.
D. Underline the collocations.
Exercise 2:
In the text below underline the words youd like to be able to use.
English vocabulary has a remarkable range, flexibility and adaptability. Thanks to the periods of
contact with foreign languages and its readiness to coin new words out of old elements, English
seems to have far more words in its core vocabulary than other languages. For example,
alongside kingly (from Anglo-Saxon) we find royal (from French) and regal (from Latin). There are
many such sets of words which add greatly to our opportunities to express subtle shades of
meaning at various levels of style.
(McCarthy & ODell 2006)
You probably marked many words that you would like to be able to use. Unless you are studying
linguistics, however, you probably need only to understand, rather than to use, the verb coin as used in
the context above. To sum up, there are many words you dont need at all and there are words that you
simply need to understand when you read or hear them. Finally, there are words which you need to be
able to use yourself. Clearly you need to spend most time learning this last group. In this course we will
be focussing on content-related vocabulary AND on Academic English.
Words in the paragraph above that are in the AWL are: range, flexibility, adaptability, periods, contact,
elements and style. Circle these. Do you know their meanings?
Step 2: What should you do when you come across new words?
When you are reading something in English, dont look up every new word or expression or you will soon
get fed up. Only look up something that is really important for understanding the text. When you have
finished reading, look back at what you have read and then perhaps look up some extra words and write
down new expressions that interest you.
When you read or listen to English it is sometimes possible to guess the meaning of a word you dont
know, before you look it up or ask its meaning. Decide first what part of speech the word is and then
look for clues in its context or form. See Blackboard for information on word classes.
Exercise 3:
Which of the following words do you know:
Longevity
Attain
To tend
Shelled
Lifespan
Hibernate
To be famed for
16
Exercise 4:
Which of the marked words can you perhaps guess from the context or the way the word is formed?
A tortoise is a shelled reptile famed for its slowness and longevity. The Giant Tortoise of the
Galapagos may attain over 1.5 metres in length and have a lifespan of more than 150 years.
Smaller tortoises from Southern Europe and North Africa make popular pets. They need to be
tended carefully in cool climates and must have a warm place in which they can hibernate.
Guess and then check whether you were correct by using a dictionary. Some words are impossible to
guess from context or the structure of the word. In such cases, ask someone or go to a dictionary for
help. Here the word attain is the only word from the AWL, can you guess why?
Step 3: What does knowing a new word mean?
1 It is not enough just to know the meaning of a word. You also need to know:
what words it is usually associated with;
whether it has particular grammatical characteristics;
how it is pronounced.
2 Learn new words not in isolation but in phrases:
a. Write down adjectives together with nouns they are often associated with and vice
versa, e.g. royal family; rich vocabulary.
b. Write down verbs with the structure and nouns associated with them, e.g. to add to our
knowledge of the subject; to express an opinion.
c. Write down nouns in phrases, e.g. in contact with; a train set; shades of opinion.
d. Write down words with their prepositions, e.g. at a high level; thanks to your help.
3 Note any grammatical characteristics of the words you are studying. For example, note when a
verb is irregular and when a noun is uncountable or is only used in the plural.
4 Make a note of any special pronunciation problems with the words you are learning.
How can a dictionary or thesaurus help you in your language learning?
Good dictionaries can tell you a lot more about a word than just its meaning, including (among other
things):
Synonyms and their differences, e.g. mislay and lose
Antonyms (opposites), e.g. friend and foe
Collocations (how words go together), e.g. auburn combines only with hair (or connected words,
e.g. curls)
Pronunciation: this will mean learning some symbols which are different from the letters of the
English alphabet. Most other symbols look just like ordinary letters of the English alphabet and
their pronunciation is not hard to guess.
Word stress: often shown by a mark before the syllable to be stressed or by underlining.
Usage: how a word is used and any special grammatical pattern that goes with it, e.g. suggest +
clause (not an infinitive) I suggest you ring her right away.
Whether a word is used for people and/or things.
Word-class (usually abbreviations n. noun, adj. adjective, etc.), whether a noun is countable or
uncountable, and whether a verb is normally transitive (needs an object) or intransitive (doesnt
need an object).
Remember that most words have more than one meaning. In this example, which of the three meanings
below correspond to the way hairy is used in this sentence:
It was a really hairy journey on the mountain road.
17
Main Entry: hairy

Pronunciation: 'her-E
Function: adjective
Inflected Form(s): hairier; -est
1 a : covered with hair or hairlike material b : having a downy fuzz on the stems and leaves
2 : made of or resembling hair
3 a : tending to cause nervous tension (as from danger) <a hairy adventure> b : difficult to deal
with or comprehend <a hairy math problem>
Note: If you own a dictionary, make a little mark in the margin each time you look a word up. If a word
gets three or more marks, it is worth an extra effort to learn it.
Note: Small, bilingual dictionaries often just give three or four translations for a word you look up,
without any explanation. At this university, we therefore encourage you to use an English-English
dictionary whenever possible.
STUDY TIP: vocabulary notebook
You are encouraged to keep a vocabulary notebook in which you write down new words you come
across and all other aspects that are deemed important about them in order to study them.
Exercise 5:
Read the following passage taken from Europe: A Cultural History. What could an entry for the word
diffusing look like in a vocabulary notebook?
In the fourth century BC, a young man ascended the throne of Macedonia, a somewhat rustic
principality on the northern border periphery of the Greek cultural world. Bringing the city-states
under Macedonian control, he finally dealt the deathblow to Greek freedom. Yet at the same time,
his actions were instrumental in diffusing Greek culture to an extent until then not realized.
(Rietbergen, 2006:37)
Fill in the example template below for the underlined word in the text. What information about this
word would be useful, do you think?
Word
to diffuse
Word category
Original
sentence
Step 4: How do you organise your language learning?

Documenting your learning in a journal or vocabulary notebook is a good way to organise your language
learning. There is no one correct way to organise a vocabulary notebook, but it is a good idea to think
about possible ways of doing so. Here are some possibilities and examples.
Organising words by meaning
You could divide your book into different broad sections, with sections for, for example, words for work,
words to describe places, etc. In this way you can build families of words related in meaning.
18
Organising by word-class
A Spanish learner of English, Angela, gave us an interview on how she marks word-class in her personal
notebook. This is what she said:
What I have just started doing is to write them depending on if they are verbs or nouns or adjectives or
phrases. If they are phrases I write them in red and also the definition. If they are verbs, in black, and
blue if they are nouns And if I write the Spanish translation I write it in another colour, so its easy to
see I draw pictures too. (McCarthy & ODell 2006)
Using various types of diagrams
Furniture
Living room
sofa
bookcase
Bedroom
----------
lamp
wardrobe
---------
Words that can be grouped under a heading or a more general word can be drawn as a tree diagram.
The dotted lines mean you can add more words to the tree as you meet them.
Tip: look for synonyms/antonyms
When you meet a synonym or an antonym of a word you already have in your book, enter it next to that
word with a few notes:
urban rural
stop = cease (more formal)
Step 5: How can you best remember new words?

Pictures might help you to remember vocabulary. Can you draw any pictures that would help you
remember the following vocabulary?
A circle
to look a gift horse in the mouth
screwdriver
However, active revision is the most effective method of making sure you remember the new
vocabulary.
One of the great advantages of revising vocabulary is that it should help you to make the step from
having something in your passive vocabulary to having it in your active vocabulary. Encourage this
process by:
1 writing words and expressions you are learning in a sentence relating to your life and interest at
the moment.
2 making a point of using the new words and expressions in your next class or homework.
3 keeping a learning diary/vocab notebook in which you note down things that particularly interest
19
you about the words that you have learnt.

watching out for new words and expressions you are trying to learn in your general reading of
English. If you come across any of them in use, write them down in their context in your diary or
notebook.
writing a paragraph or story linking the expressions you want to learn.
Exercise 6
Select five words/phrases that you have encountered in the exercises and produce illustrating sentences
for each one of them. Make sure they are related to your life and/or interests.
1.
2.
3.
4.
5.

a. Go over the course introduction pages and the information of week 1. Is everything clear to you?
b. Do any exercises not finished in class this week.
c. Have a look at the information about the Academic Word List on Blackboard.
d. Bring the book Europe: A Cultural History and an English-English dictionary with you to class (or a
laptop with an online dictionary bookmarked, e.g. Oxford Learners dictionary).
20
Term 1 week 2 Visual representations

Exercise 1:
Take out your dictionary and the book Europe: A Cultural History. Turn to the table of contents and look
up the words you do not know. For the all of the words you select, you should indicate:
Meaning in English
The original illustrating sentence taken from the text book.
Your own illustrating sentence (so not one taken from a dictionary!) How you
would use the word in a sentence?
Optional: any additional information that you think is useful (pronunciation,
collocations, synonyms etc. or meaning in your own native language.)
A. Making a visual representation and mind mapping
Mind mapping is a technique intended for structuring and remembering information better. It enables
you to create an overview of information you need to study and at the same time it is also a memory
tool. In this module you are expected to produce visual representations for the selected readings (see
sample visual - in this case a mind map on Blackboard) so as to help you remember relevant content
more easily and at the same time activate new vocabulary items.
A good way to start visualising chapters from a text book is simply by looking at how the book is
structured. Every writer has used a certain logic in structuring information, so check what chapters there
are, what sections and sub-sections etc. by turning to the table of contents.
Exercise 2:
Turn to the table of contents page of Europe: A Cultural History and make a visual representation of the
entire book. Bear in mind the following:
Use just key words, or wherever possible images.

Start from the centre of the page and work out.
Make the centre a clear and strong visual image that depicts the general theme of the map.
Create sub-centres for sub-themes.
Put key words on lines. This reinforces structure of notes.
Use colour: use a different colour for every branch, theme and to make things stand out.
Anything that stands out on the page will stand out in your mind.
Think three-dimensionally and out of the box.
Use arrows, icons or other visual aids to show links between different elements.
Break boundaries. If you run out of space, continue on the same sheet; paste more paper onto
the map.
Be creative. Creativity aids memory.
The next step would be to use the same approach for an individual chapter; for a general overview of the
chapter you take note of the headings of sections and sub-sections, followed by you adding relevant
details as you study the contents of a particular chapter.
B. Effective reading strategies
In the previous exercise you basically previewed the contents of the book and visualised this by means of
a mind map. Previewing titles and headings help you get a sense of the structure and content of a
reading selection and helps you read more effectively.
21
Predicting is another effective strategy: using knowledge of the subject matter to make predictions
about content can help you relate to the subject-matter and engage more actively with a text.
Presented chronologically, Europe: A Cultural History examines the many varied building blocks of
Europe, their importance in the cultural identity, and how perception of Europe has changed over the
centuries. (back cover)
What does this message mean? What examples can you think of? And what issues do you expect the
author of the book to cover?
Exercise 3:
Working with your team you will focus on one of the following sections in Europe: A Cultural History;
your teacher will tell you which chapter to focus on:
Ch. 4 Towards one religion for all
Ch. 7 A new society: Europes changing views of man
Ch. 12 A new society: From humanism to the enlightenment
Ch. 13 Europes revolutions: freedom and consumption for all?
Ch. 17 Towards a new Europe?
By looking at the chapter heading and the sub headings discuss with your partner what you think the
section will be about. What predictions can you make?
Predictions and expectations (even if they turn out to be incorrect) will
help engage your brain. While reading a text try to link what you read
to what you already know about the subject, how it relates to other
topics and how it relates to your life experiences. This is important, as
you need to build a scaffold in your mind onto which you can attach
new knowledge.
So in sum, effective reading implies an active approach to reading, in
which you:
- Have a clear purpose: ask yourself why you are reading a
particular chapter; how does it relate to the broader theme.
- Make predictions
- Build a scaffold
In other words, you engage and interact with the text. However, this does require practice and first you
will have to build up your reading muscles by reading!
Exercise 4:
Visual representations can help you remember content but also words. The words you looked up earlier
should now be added in appropriate places in the mind map. Take out a different colour and add the
vocabulary items. Now use them when you present the information in the visual representation to your
fellow students. Focus on using those words!
C. Language focus: use of present progressive and present simple
When describing processes, systems, situations, facts etc, you need use the present simple. This is what
we use when we talk about things in general and we are not thinking only about now. So when
discussing the economy of a country, you need to say almost 70% of employed women work part-time
and not almost 70% of employed women are working part-time. You only use the present progressive
for something that is happening at or around the time of speaking. This tense is used for a temporary
22
situation. Practice this by doing: Units 1, 2 and 3 from Grammar for Business (the answer key can be
found in the back - check the answers yourself but do ask your teacher next week if you still have any
questions!).
All the assignments for this week are to be done individually.
1. Revise the information talked about in class this week and study the section called The survival
of classical culture (pages 187-189) of Chapter 7 A New Society: Europes Changing Views of
Man. Summarise the information in 150-250 words and produce a mind map (or any other
visual representation) of this section and bring both of these with you to class. Be ready to
present your summary with only your visual representation as your notes.
2. Select a minimum of five words from the word list in the appendix for week 3 that you would like
to learn how to use and make word entries for them (see below for example). Make sure you use
those words in class next week.
Example word entry in a vocabulary notebook
Word
Occur
Meaning
to happen , often without being planned
Original
It is worth bearing in mind that a resurgence of interest in the culture of the classical
sentence (or
Greek and Roman worlds occurred at the court of Charlemagne, . (p. 187)
fragment)
My sentence
That accident, that was in the newspaper today, in which the dog was flung out of the
car, occurred right outside my house!
BAD sentence: The word occur means that something unplanned happens. (This does
not show that you can USE the word correctly)
Word class
Verb
pronunciation / kr/
Collocations
A shooting ~, an accident ~
You can also add: a picture, synonyms, antonyms, meaning in your own language etc.
Remember: effective participation in class requires proper preparation, therefore the following rule
applies: not being prepared for class means you can attend class, but you will not receive an attendance
credit for the class session. This could ultimately result in extra work for you.
23
Term 1 week 3 Understanding and Summarising a Text &

Europes Changing Views of Man
A. Summarising
Exercise 1: What does to summarise mean?
Exercise 2: How to summarize?

There are several techniques to be used while summarizing a text and they all stress full understanding
of a text and require the reader to spot the main or major ideas in it. But before we move any further,
here are some useful tips about summarizing.
Circle the correct answer:
Restate, that is repeat the ideas of the source in different/exactly the same words and phrases
Add/ Do not add your own ideas, opinions or judgment of the arguments
Make it longer than/shorter than/approximately the same length as the source
Exercise 3: Summarise the following paragraph in one sentence.
At a typical football match we are likely to see players committing deliberate fouls, often behind the
referees back. They might try to take a throw-in or a free kick from an incorrect but more advantageous
positions in defiance of the clearly stated rules of the game. They sometimes challenge the rulings of the
referee or linesmen in an offensive way which often deserves exemplary punishment or even sending
off. No wonder spectators fight amongst themselves, damage stadiums, or take the law into their own
hands by invading the pitch in the hope of affecting the outcome of the match. [100 words] (Mantex,
2009)
Exercise 4:
A. Now turn to this more academic text and write a summary of no more than 65 words.
Stanley Milgram (1974) reports that ordinarily compassionate people will be cruel to each other if they
are commanded to be by an authority figure. In his experiment, a group of participants were asked to
administer electric shocks to people who made errors on a simple test. In spite of signs that those
receiving shock were experiencing great physical pain, 25 of 40 subjects continued to administer electric
shocks. These results held up for each group of people tested, no matter the demographic. The
transcripts of conversations from the experiment reveal that although many of the participants felt
increasingly uncomfortable, they continued to obey the experimenter, often showing great deference
for the experimenter. Milgram suggests that when people feel responsible for carrying out the wishes of
an authority figure, they do not feel responsible for the actual actions they are performing. He concludes
that the increasing division of labor in society encourages people to focus on a small task and eschew
responsibility for anything they do not directly control. [168 words] (Milgram, 1974)
B. Underline the words that you think are important in the text above and those that you think
might be on the AWL.
Exercise 5
1. Please take out your copy of Europe, A Cultural History, and turn to Chapter 7, page 187. Read
the first paragraph and identify the topic. What does the author want to say about this topic;
what is the main idea?
24
2. The second paragraph of this chapter starts with this sentence:

A man like Dante Alighieri provides a prime example of this great tradition. Would you call this the
topic sentence of this particular paragraph? What does the here underlined word this refer to? What
does this say about the relationships between paragraphs within a text and their functions?
Please keep in mind that for your homework each student needs to look at the whole section
assigned to you, not just a few pages of it, or you will not get a good overview of what the author
trying to say! It is therefore important that you do not divide the pages assigned to you among
the team members and not look at the rest.
Also keep in mind that even if your team members are not all present, you will still need to be
able to give a complete overview of the section assigned to you.
In this lesson we do not have time to look at an entire chapter, so we will look at a paragraph instead.
B.Skills focus
Before presenting information, you need to carefully consider how you will organise your talk, bearing in
mind that your audience will not know beforehand what your talk is about and how you will approach
the subject-matter. If you have not first organised your thoughts, you are likely to appear disorganised
and unprofessional, and you will sound unconvincing. A mind map can help you in organising chunks of
information and in visualising how some parts relate to other parts, so it helps you in creating a logical
order of ideas. When you then go on to present the information included in your mind map, please make
sure you let your audience know how your talk is structured. You can do this by using a technique called
signposting.
When you drive on the roads, you know where you are on those roads. Each road has a name or
number. Each town has a name. And each house has a number. If you are
at house #100, you can go back to #50 or forward to #150. You can look
at the signposts for directions. And you can look at your atlas for the
structure of the roads in detail. In other words, it is easy to navigate the
roads. You cannot get lost. But when you deliver information to your class
members, how can your audience know where they are? How can they
know the structure of your information? How can they know what is
coming next? They know because you tell them. You do this by putting
up signposts for them, at the beginning and all along the route. This
technique is called 'signposting' (or 'signalling').
The table below lists useful expressions that you can use to signpost the various parts of your
presentation.
Signposting
Function
Language
Introducing the subject
I'd like to start by...

Let's begin by...
First of all, I'll...
Starting with...
I'll begin by...
25
Finishing one subject...
Well, I've told you about...

That's all I have to say about...
We've looked at...
So much for...
...and starting another
Now we'll move on to...

Let me turn now to...
Next...
Turning to...
I'd now like to discuss...
Let's look now at...
Analysing a point and giving

recommendations
Where does that lead us?

Let's consider this in more detail...
What does this mean for ABC?
Translated into real terms...
Giving an example
For example,...
A good example of this is...
As an illustration,...
To give you an example,...
To illustrate this point...
Dealing with questions
We'll be examining this point in more detail later on...

I'd like to deal with this question later, if I may...
I'll come back to this question later in my talk...
Perhaps you'd like to raise this point at the end...
I won't comment on this now...
Summarising and concluding
In conclusion,...
Right, let's sum up, shall we?
I'd like now to recap...
Let's summarise briefly what we've looked at...
Finally, let me remind you of some of the issues we've
covered...
If I can just sum up the main points...
Ordering
Firstly...secondly...thirdly...lastly...
First of all...then...next...after that...finally...
To start with...later...to finish up...
C. Discussion
Use your visual representation to talk about the main points of the section called The survival of
classical culture of chapter 7. Make sure you use the 5 vocabulary items you have selected.
D. Reminder
Remember that as of next week you will only show up for one of the 45-minute slots. In class skills and
language matters will be discussed and you will be given ample opportunity to practise your discussion
techniques in English. However, effective participation in discussions requires proper preparation,
therefore the following rule applies: not being prepared for class means you can attend class, but you
26
will not receive attendance credit for the class session. This could ultimately result in extra work for
you.
Individual assignments:
1. Revise the information above and study Chapter 12 A New Society: From Humanism to the
Enlightenment. Produce a visual representation (e.g. a mind map) of the entire chapter and
bring this with you to class.
2. Select a minimum of five words/phrases from the appendix (week 4) that you would like to learn
how to use and make word entries. Make sure you use those words when you deliver your
findings to the class. Since this is essentially a vocabulary building course, you are encouraged to
select words that you either do not know yet, or have only a passive knowledge of.
3. Add the words to your visual representation. N.B. You are allowed to use key words when
delivering your findings to the class. Reading out is not allowed!
Group assignment:
In your sub teams prepare the following assignment: Explain to your fellow-students the five most
important points you learned in the section you are assigned;
Team A or B 1: responsible for this section of the chapter: Humanism and empiricism between ratio and
revelatio
Team A or B 2: responsible for this section of the chapter: Humanism and empiricism between ratio and
revelatio
Team A or B 3: responsible for this section of the chapter: From scientific empiricism to new visions
of man and society (excl. Europe the early seventeenth century p320-322)
Team A or B 4: responsible for this section of the chapter: From scientific empiricism to new visions
of man and society (excl. Europe the early seventeenth century p320-322)
Gap fill
Do the gap fill, using the words in the box, which are part of the AWL.
Focused, traditional, identity, regional, function, significantly,
security, cultural, culture, structure, principles
(1) ______________ (being of consequence), while all over Europe people continued to admire classical
civilization, Europes common heritage, in the reading societies and debating clubs which now became
hotbeds of bourgeois (2) ______________ (= enlightening, educational) life the counterpart of the
aristocratic salons thought and action now (3) ______________ (= aim attention at) on the cult of ones
own past.
This tendency, which grew during the eighteenth century, became much stronger in the aftermath of the
French revolution. For, now, a widespread aversion developed to all those ideas and other forms of (4)
______________ (= the quality in a person or society that arises from a concern for what is regarded as
excellent in arts, letters, manners, scholarly pursuits, etc. )
that, in the wake of the enlightenment, had been presented as generally valid. People only continued to
accept enlightened, universal, ideas if these could be fitted into more (5) ______________ (=
established), controlled frameworks. Instead of relying on the general, the universal, which was
threatening in its vagueness and offered little (6) ______________ (= protection), people fell back on the
particular, the local, (7) ______________ (= belonging to a region) or national that gave (8)
______________ (= form) to their own country its religion, its language, its customs and morals, which
unlike the high-flung, so-called universal philosophical (9) ______________ (= standard), could (10)
______________ (= work) as recognizable, comforting anchors of (11) ______________ in an ever wider,
threatening world. (Rietbergen, 2006)
27
Term 1 week 4 From Humanism to the Enlightenment

A. Discussion
In class each team will be invited to go over their main findings.
B. Language focus
Introducing data and opinions: By discussing other peoples work, you may add to your credibility as a
presenter by adding details, illustrations etc. You can discuss other peoples opinions in various ways:
Neutrally
Johnson concurs with Smith in that she too finds
The author asserts that there is no reason to assume
Anderson observes / argues / states that there are various ways in which
Showing you agree / support
As Einstein argued in his seminal paper on
Stephens defends his position convincingly in
In a cogent analysis of , The Guardian demonstrates that ..
Showing you disagree (politely)
However, one might also conclude
An alternative analysis would be
Showing you disagree (strongly)
Harrison asserts that However, I disagree with his conclusions because
I would dispute these findings on the grounds that
There are a number of arguments that invalidate this position
You can also introduce data with a positive or negative load:
There is compelling evidence to show ..
These data clearly prove / illustrate / reveal
These data could also be interpreted to mean
These findings refute / contradict / disprove / invalidate
Below are some phrases that you can use to help express opinions. Some of these phrases are more
appropriate for written English such as giving your opinion in an essay whereas some can also be used in
spoken English.
Personal Point of View
In my experience
As far as Im concerned
Speaking for myself
In my opinion
Personally, I think
Id say that
Id suggest that
Id like to point out that
I believe that
General Point of View

We use these words and phrases to express a
point of view that is generally thought by people:
It is thought that...
Some people say that...
It is considered...
It is generally accepted that...
28
What I mean is
Agreeing with an opinion
Youre absolutely right.

Yes, I agree.
Thats a good point.
Exactly.
I dont think so either.
I'd go along with that.
Thats true.
Neither do I.
I agree with you entirely.
That's just what I was thinking.
I couldn't agree more.
Disagreeing with an opinion
Thats different.
I beg to differ
However
Thats not entirely true.
On the contrary
Im sorry to disagree with you, but
Yes, but dont you think
Thats not the same thing at all.
Im afraid I have to disagree.
I'm not so sure about that.
I must take issue with you on that.
It's unjustifiable to say that...

Individual assignments:
1. Revise the information above and study chapter 13 Europes Revolutions: Freedom and
Consumption for all?.
2. Produce a mind map (or any other visualisation) of the entire chapter and bring this with you to
class. Think of any questions you would like to ask your classmates about their part of the
chapter.
3. Select five words/phrases from the appendix (week 5) and make sure you use those words when
you deliver your findings to the class. Add the words to your visual representation.
In your sub teams prepare the following assignments:
1. Explain to your fellow-students the five most important points you learned in the section you are
assigned;
2. Do some research: think of local and contemporary examples that illustrate the information
from your section. This will help make your story clearer and more interesting. Add key words for
this to your individual visual representation. This will serve as your notes in class.
Team A or B 1: responsible for these sections of the chapter: Material culture and conspicuous
consumption
Team A or B 2: for this section of the chapter: A process of social and cultural change
Team A or B 3: responsible for this section of the chapter: Two revolutions pages 350 356, (excluding
Paris, 27 August p353-356 top)
Team A or B 4: responsible for this section of the chapter: Two revolutions pages 357 361
29
Term 1 week 5 Freedom and Consumption for all?

A. Skills focus: stating your purpose
When you share information with others, you need to make clear what your purpose is and what
subject-matter you are going to cover. When you begin by saying I am going to tell you something
about, your fellow-students will not be informed sufficiently as regards the purpose (tell) and scope
(something about) of your talk. It is not motivating to listen to a presenter that starts in this fashion.
Everybody in the audience will ask themselves at the beginning of your talk how is this relevant for me.
You should seek to answer that question and highlight the relevance of your talk to them. Be accurate in
preparing your audience about what is going to come, by using a clear action verb at the start and give
them a reason to look forward to your talk. Examples of suitable action verbs are:
Introduce
Highlight
show
summarise
explain
illustrate
argue
compare
B. Discussion
Present your findings to the class.
The title of chapter 13 is Europes Revolutions Freedom and Consumption for all? How would you
answer this question? Which revolutions is the author referring to in this particular chapter?
C. Language focus: adverbs
Using adverbs can make your talk sound more interesting as you add detail and create nuances. Adverbs
can tell you where, when, how, why and to what extent something happens. They are often formed from
adjectives or nouns be adding the suffix -ly. However, there are exceptions.
For example: fast, hard, straight, . . .
There are various categories of adverbs: degree, duration, frequency, time, place, probability,
comparative and superlative.
Adverbs of degree tell us the strength or intensity of something that happens. Many adverbs are
gradable, that is, we can intensify them. Basically they answer the sort of question that asks How much
...? or How little...?
Adverbs of degree include; adequately, almost, entirely, extremely, greatly, highly, hugely, immensely,
moderately, partially, perfectly, practically, profoundly, strongly, totally, tremendously, very, virtually
etc.
Adverbs of duration tell us how long something happened. They include; briefly, forever, long, shortly,
permanently, temporarily . . .
Adverbs of frequency tell us how often something is done. These include; always, constantly, continually,
frequently, infrequently, intermittently, normally, occasionally, often, periodically, rarely, regularly,
seldom, sometimes, . . .
For more practice, see your Grammar for Business book, unit 30.
1.Presentation assignment
On page 454 of Europe: a Cultural History, Rietbergen (2006) refers to the European Values Study.
According to the website of the organisation that carries this out, the last survey was done in 2008
(European Values Study, 2014). For week 6, all groups are asked to give a short presentation (5-7
minutes) based on the information found on this website: http://www.europeanvaluesstudy.eu/
Group A or B 1
Group A or B 2
30
On the European Values Study website, go to

research topics and select the category life.
Choose one of the charts and prepare a short
presentation on it, comparing and contrasting
the outcomes of the research. What surprised
you most about the outcome? Can you explain
or give examples?
What is your opinion on this matter?

research topics and select the category family.
or give examples?
Group A or B 3
research topics and select the category work.
Group A or B 4
research topics and select the category
religion.
or give examples?

or give examples?
See the following examples and useful phrases for describing a chart.
This map shows the percentage of English speaking people per country in Europe.
English is the national language in the United Kingdom and Ireland, which explains why over 85% of the
population speaks it.
Next to the countries in Europe where English is the native language, there are several countries where
85% of the population or more can speak it. These are: The Netherlands, Iceland and the Scandinavian
countries, apart from Finland. [Include a reason, if possible. Here you could mention that children start
studying it from an early age, general quality of education, TV is not dubbed etc., ].
31
English is spoken by a large number of people, namely 70-74%, in Austria and Finland. Belgium, Germany
and Switzerland follow with about 60-70% speaking it.
Less than half the population of the other European countries can speak it. Russia stands out, as only
20% of the population is able to communicate in this language.
[Your opinion, e.g. I was surprised to find out that the percentage of people being able to handle a
conversation in English in a lot of Northern European countries is as high as in countries where English is
the native language. It makes me wonder Etc.]
Please revise units 31 and 32 of Grammar of Business for the use of comparisons in English.
2.Academic vocabulary
The following words are on the AWL and come from the section called A culture of time versus money on
page 454 of Europe: A Cultural History.
a. Fill out the blanks with the missing noun or verb.
Verb
To analyse
To reconstruct
Noun
analysis
survey
assumption
To contribute
b. After you have done that, please mark the stress in the words. What strikes you
about the difference between the nouns and verbs?
ORAL EXAM TOPIC
Please indicate the first and second choice for your exam topic, so you can inform your teacher of this
next week:
exam topics
My 1st choice 2nd choice
What is European identity and how can it be promoted?
Should Europe be an inclusive or exclusive club?
The United States of Europe?
The power of Brussels: where should it stop?
A European army: a way of bonding Europe together?
The Future of the European Union: Widening or Deepening?
The growing threat of Euroscepticism
Europes successes
Turkeys accession: the bone of contention
Is there an alternative to capitalism in Europe?
Europe: Unity or Diversity?
How big a threat is international terrorism to European security?
One Europe- one language
Multiculturalism in Europe: celebrating diversity
The dark force of globalisation in Europe
Europes urban future
32
Europe should re-industrialise and start making things again.

European monarchies should be abolished.
33
Term 1 week 6 Towards a New Europe?

At the end of class you will be asked to inform your teacher of the topic you have selected for the exam
A. Skills focus: keeping the discussion going
The following information comes from Discussion as a Way of Teaching Tools & Techniques for
Democratic Classrooms by S. Brookfield & S. Preskill. Even when discussions get off to a good start and
seem to have momentum, a variety of circumstances can intervene to bring group talk to a grinding halt.
Sometimes the teacher or one or two students assume too dominant a role. Sometimes the question or
issue to be discussed just isn't controversial enough. Often the pace seems too slow, or the process for
exploring the question lacks variety. Although it is difficult to pinpoint the reasons why attention is
wandering or commitment to the subject is waning, action needs to be taken to reinvigorate the
conversation when these things happen. You can do this by questioning, listening and responding. By
using different question types, you can add more variety to the discussion and maybe even change the
general mood. Why dont you try out some of the following formats in todays session?
Questions That Ask for More Evidence These questions are asked when participants state an opinion
that seems unconnected to what's already been said or that someone else in the group thinks is
erroneous, unsupported, or unjustified. The question should be asked as a simple request for more
information, not as a challenge to the speaker's intelligence. Here are some examples:
How do you know that? What data is that claim based on? What does the author say that supports your
argument? Where did you find that view expressed in text? What evidence would you give to someone
who doubted your interpretation?
Questions That Ask for Clarification Clarifying questions give speakers the chance to expand on their
ideas so that they are understood by others in the group. They should be an invitation to convey one's
meaning in the most complete sense possible. Here are some examples:
Can you put that another way? What's a good example of what you are talking about? What do you
mean by that? Can you explain the term you just used? Could you give a different illustration of your
point?
Open Questions Questions that are open-ended, particularly those beginning with how and why, are
more likely to provoke thinking and problem-solving abilities and make the fullest use of discussion's
potential for expanding intellectual and emotional horizons. Here are some examples of open questions:
Racism pervaded American society throughout the twentieth century. What are some signs that things
are as bad as ever? What are other signs that racism has abated significantly?
Linking or Extension Questions An effective discussion leader tries to create a dialogue in which new
insights emerge from previous contributions of group members. Linking or extension questions actively
allow you to build on each other's responses to questions. Here are some examples of such questions:
Is there any connection between what you've just said and what Rajiv was saying a moment ago? How
does your comment fit in with Neng's earlier comment? How does your observation relate to what the
group decided last week? Does your idea challenge or support what we seem to be saying? How does
that contribution add to what has already been said?
34
Hypothetical Questions Hypothetical questions ask participants to consider how changing the
circumstances of a case might change the outcome. Because such questions encourage highly creative
responses, they can sometimes re-kindle the discussion. Here are some examples of hypothetical
questions:
How might World War II have turned out if Hitler had not decided to attack the Soviet Union in 1941?
Cause-and-Effect Questions Questions that provoke students to explore cause-and-effect linkages are
fundamental to developing critical thought. For example. asking students to consider the relationship
between class size and academic achievement may encourage them to investigate conventional wisdom.
Asking the class-size question might prompt other questions, for example:
What is likely to be the effect of raising the average class size from twenty to thirty on the ability of
learners to conduct interesting and engaging discussions? How might halving our class affect our
discussion?
Summary and Synthesis Questions Finally, one of the most valuable types of questions that you can ask
invites participants to summarise or synthesise what has been thought and said. These questions call on
participations to identify important ideas and think about them in ways that will aid recall. For instance,
the following questions are usually appropriate and illuminating:
What are the one or two most important ideas that emerged from this discussion? What remains
unresolved or contentious about this topic? What do you understand better as a result of today's
discussion? Based on our discussion today, what do we need to talk about next time if we're to
understand this issue better? What key word or concept best captures out discussion today? (Brookfield
& Preskill, 2005)
B. Your group presentations
C. Language focus
In summarising historical events, you need to be consistent in the use of the simple past. Whenever you
refer to specific past episodes or dates, remember to use the simple past. Never switch tenses as
sometimes happens in other languages and never use the present perfect when the setting or context
you refer to is set in the past. So you should say In 1993 the Czech Republic and Slovakia underwent a
velvet revolution instead of In 1993 the Czech Republic and Slovakia have undergone a velvet
revolution. Please see chapters 5 and 6 of your Grammar for Business book if youd like some focussed
practice with this. Use the answer key in the back to check your answers. Ask your teacher for help if you
have any questions. The key to mastering it is by using it actively in your speaking and writing. So make a
point of doing that whenever you learn something new!
D. Getting ready for term 2: important information
In term 2 the English practicals are linked to the Political Dimension module; the preparatory work is
linked to the terminology in selected chapters from Introduction to Politics. Make sure you have a copy
of the book before the start of term 2.
Apart from doing the reading homework and producing a visual representation of the chapter (including
words from the appendix), you are required to read and summarise one newspaper article which is
posted on blackboard with your group every week. Again you will need to present your findings in class
every week.
35

a. Revise the information above
b. Study Ch. 1 Politics and the State from An Introduction to Politics. Make a visual representation
of the entire chapter and include at least 5 words from the appendix and bring this to class.
c. Read the article posted for your group in the English Practicals 1 course for term 2 week 1 on
Blackboard.
Write a summary of the newspaper article. In this you need to use the concept(s) from the
politics book and 5 words from the Academic Word List (on Blackboard).
Form an opinion on the matters discussed in the article.
Think of 2 discussion questions for your fellow students.
In class you need to:
Give a short overview of the main points of the chapter from the book, using your visual
representation as notes.
Per group: Ask your fellow students for a definition of the concept featured in your article.
Give a definition of the concept yourself and explain how it is used in your article.
Give a summary of your article, in which you use the concept again. Please note that this is a
presentation and reading out is not allowed.
Give your opinion on the matter.
Invite others to discuss and/or comment.
36
Term 2 week 1 What is Politics?

A. Discussion
In class each team will be invited to share their main findings. The following procedure will be used in
class this term:
First we will discuss the main points of the chapter you have read. You may use your visual
representation for this. You are required to show this to your teacher.
After that we will move on to the articles from Blackboard.
Ask your fellow students for a definition of your concept.
Give a summary of your article, in which you use the concept again and 5 words from the
Academic Word List. Please note that this is a presentation and reading out is not allowed.
Invite others to discuss or comment.
The main question in the first chapter is What is politics; how would you answer that question? Why
is the state the most important political institution? Why did the state appear? How do we classify
states? Is there a future for the state?
B. Skills focus: expressiveness
Your voice is the most important tool that you have when presenting. In particular, the melody of your
voice is an important aspect of the expressiveness of your voice: the more melody there is, the easier
you are to listen to. However, many students feel that to be taken seriously, they should present with a
serious voice to the audience. They keep their voices level, avoiding the extremes of their voice and
going up or down very little. Unfortunately, this seriousness frequently turns into monotony. The
presentation becomes a dull drone, and instead of conveying importance and credibility, you will bore
your audience and send them to sleep.
For melody, it is important to avoid using the same pattern again and again. Instead you should make
conscious use of your voice; for example:
Increase volume if you want to highlight important information
Pause before important statements
Slow down when you explain new solutions
Use questions as questions have a different melody as compared to statements
In todays class liven up your presentation style by trying out some of the above-mentioned tips.
C. Language focus
Conditionals or if-sentences are often used in discussions, especially when hypothesising (what would
happen if ), explaining processes and scenarios. Often students use the wrong combinations of tenses,
so here is a quick reference guide:
If clause
If + present tense:
If you heat water,
If + present tense:
If they dont arrive soon,
If + past tense:
If I had wings,
Main clause
Present tense
it boils.
Will + verb:
We will leave without them.
Would + verb:
I would fly.
use
to talk about facts and to
express general truths
To refer to future possibilities
that are certain or probable
To speculate about very
unlikely future situations or
37
present&
future
impossibilities
If + past perfect tense:
Would have + past participle: To speculate about the past,
If we had known about the We would not have gone out express regret, criticise others
storm,
sailing.
etc.
If I were you,
I would call her back later.
Please do the activities in units 17+18 of your Grammar for Business book if youd like more controlled
practice with this (check answer key). Remember that practice makes perfect, so actively use the
structures outside of class too!
b. Study 2 Political Power, Authority, and the State from An Introduction to Politics. Make a
visual representation of the entire chapter and include at least 5 words from the appendix
and bring this to class.
Blackboard.
38
Term 2 week 2 The Crux of Democratic Politics

A. Presentation and discussion
Other questions: What are the differences between direct democracy and representative democracy (in
its pluralist and elitist versions)? Why do some authors argue there is a tension between democracy and
majority rule? In what ways are illiberal democracies democracies? How much power do citizens have in
a democracy?
B. Skills focus
Summarising can be used to end a topic, to end a discussion, to limit the need for discussion and at the
end of a meeting/discussion to ensure that everyone has a clear overview of what took place or what
action is now required. As such it is an invaluable skill for a chairman. However, participants can also
help the discussion along by providing regular summaries as it keeps the discussion focused and gives
everyone time to reflect.
Summarising requires active listening. You have to state concisely what was said in an impartial way and
end with a clear statement about what is expected to happen next. It takes practice to summarise well,
but it is a skill well worth developing. Summarise as you go along. It keeps the conversation on track and
ensures that everyone is clear about what has been said. In todays discussion some students will be
asked to summarise the contents of the discussion regularly.
C. Language focus
Use of modals (may, can, might, could, need, ought to, should, would, will) can make you sound more
diplomatic. By using modals, you can sound less direct, thereby hedging your claims and avoiding making
bold statements without presenting any evidence. Instead of saying X is like that, you suggest that X
can be like that; this sounds much more pleasant and realistic.
b. Study Ch. 5 Traditional Ideologies from An Introduction to Politics. Make a visual
representation of the entire chapter and include at least 5 words from the appendix and
bring this to class.
Blackboard.
39
Term 2 week 3 Difference in Politics

A. Presentation and discussion

Next week we are going to do a practice round for the exam and you will have a chance to receive
feedback from your fellow students that will help you prepare further for the actual exam and give you a
better understanding of what the exam is going to be like.
The homework for next week is to find out as much information as you can about your exam topic so
you can take the most advantage of the feedback you receive.
40
Term 2 week 4 Mock exam

Mock exam
Students sit in groups and do a mock exam, followed by feedback from their peers.
Students will take turns in performing the following roles:
- Presenter
- Time keeper who also checks the visual representation (are the 10 words from the appendix
there, no reading out)
- Someone who pays attention to the use of signposting language, the introduction and conclusion
- Someone who takes notes and asks a question at the end / discussion
- Someone who gives directed feedback at the presenters request
- Other people who give feedback
All participants (except, obviously, the presenter!) are encouraged to take notes, so they can give their
feedback at the end of the presentation.
Term 2 weeks 5 & 6 Oral exams

The assignment for the exam can be found in the beginning of this module book.
Do not forget to bring two copies of your visual representation including the 10 words from the appendix
and/or Academic Word List you are planning to use and your list of references in APA style.
41
List of references
Brookfield, S. & Preskill, S. (2005) Discussion as a Way of Teaching Tools & Techniques for Democratic
Classrooms. Jossey-Bass Publications.
Garner, R., Ferdinand, P., & Lawson, S. (2012). Introduction to Politics. Oxford University Press
Godfrey, J. (2010). Reading and Making Notes. Palgrave Macmillan
Lewis, M. (1993). The Lexical Approach. Hove: Language Teaching Publications
Mantex (16 September 2009), How to Summarise. Retrieved on 26 July 2014 from
http://www.mantex.co.uk/2009/09/16/how-to-summarize/
McCarthy, M. & ODell, F. (1994). English Vocabulary in Use. Cambridge University Press
McCarthy, M. & ODell, F. (2010). Academic Vocabulary in Use. Cambridge University Press
McCarthy, M. & ODell, F. (2005). English Collocations in Use. Cambridge University Press
Milgram, S. (1974). The perils of obedience. In L.G. Kirszner & S.R. Mandell (Eds.) The Blair reader
(pp.725-737). Upper Saddle River, NJ: Prentice Hall.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston, Mass.: Heinle & Heinle Publishers.
Rietbergen, P. (2006). Europe: A Cultural History. Routledge
42
Appendix Vocabulary lists

Term 1: Vocabulary taken from Europe: A Cultural History
Week 3: chapter 7, sections p187-189
Terminology taken from the chapter and words from the academic wordlist
Author
Element
centre
influence
chart
narrate
conclude
observe
constitute
occur
cultured
region
decline
resurgence
destroy
surround
Age of Reason
fundamental doubt
body
heliocentric
conviction
Humanism
cosmology
the Humanities
cosmos
profound
cultural relativism
reason
to differentiate
romantic
to distinguish
romanticism
empirical
secularism
empiricism
shackle of tradition
enlightenment
undeniable
entity
uninitiated
fundamental doubt
universal
Conspicuous
filter through
Consumer
collision
Possessions
vernacular
bare necessity
to civilize
to equate
hotbed
to preserve
suffrage
to impose
constitution, constitutionalism
morality
to warrant
consumerism, consumption
state expenditure
conjugal family
to manoeuvre
demographic
fiscal
to procreate
to result in
mobility
declaration
life expectancy
oppression
offspring
to culminate
convergence
yield
43
to consolidate
to maintain
migration

Words from the academic wordlist
Accommodate
interpret
Achieve
Minor
Analyse
Odd
Assemble
Outcome
Chart
overall
Conclude
percent
Distinct
prevalent
Equivalent
primary
Evident
Proportion
Exceed
ratio
furthermore
region
Highlight
similar
individualisation
to accelerate
infer
to construct
inevitable
whereas
Term 2: Vocabulary taken from An Introduction to Politics
Term 2 week 1: chapter 1
Terminology related to politics
Politics
The state
Sovereignty
Monopoly of legitimate violence
Collective goods
Government vs. state
Unitary vs. federal states
Nation state
Homogenous vs. heterogenous states
Strong vs. weak states
Traditional vs. charismatic vs. rational-legal
authority

analyst
approach
authority
concept
crucial
to derive
to determine
to differ
dimension
to emerge
feature
to note
to participate / participation
perspective
phenomenon
requirement
Term 2 week 2: chapters 2 (pp. 48-54 and 60-65) and 3

Power
To affect
Authority
To associate
Minimal/empirical vs. normative definition of Assumption
democracy
Authoritarian
Key components of democracy
Consequence
Direct vs. representative democracy
To distribute
44
Pluralism and polyarchy

Elitism
Liberal democracy
Social democracy
Authoritarian regimes
Illiberal democracy
Majority rule and minority rights
Term 2 week 3: chapter 5
Ideology
Traditional vs. contemporary ideologies
Negative liberty
Individualism
Equality of opportunities vs. equality of
outcomes
Socialism
Equalitarian society
Conservatism (tradition, hierarchy)
Civic vs. ethnic nationalism
Imposition / impose
Legitimacy
To manipulate
To convert
Process

to assign
assumptions
distinct
dominant
fundamentalist
globalisation
impact
(key) principle
to utilise
variety
45

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English Practicals 1 - MODULE BOOK

European Studies all programmes

English Department - European Studies

Ms J. van der Star

English Practicals Semester 1

Name of study Unit

English Practicals Year 1

ES4: English Practicals Year 1:

ES3: English Practicals Year 1:

Ms E.C.M. van Hagen

European Studies-3 & -4 / year 1 / semester 1

Intercultural communicator & European Issues specialist

After having successfully completed the course, students can:

In-class participation: (pass/fail)

final mark based on the oral exam.

30-45 minutes (per Group)

Introduction to effective vocabulary building strategies (plenary)

Instruction & practice

Visual representations (plenary)

a. Go over the course introduction pages and the information of week 1.

Instruction & practice

Summarising & Europes Changing Views of Man

Instruction & fluency practice

From Humanism to Enlightenment (in split groups from now on)

Study chapter 12 A New Society: From Humanism to Enlightenment (p314-335) of

Freedom and Consumption for all?

Towards a New Europe?

Homework for term 2 week 1

Number of pages to 15 + article on BB

The Crux of Democratic Politics

1. Study Ch. 2 Political Power, Authority, and the State.

Number of pages to 15 + article on BB

1. Study Ch. 5 Traditional Ideologies

Number of pages to 18 + article on BB

Prepare for your exam.

Term 2 weeks 5 & 6

Oral examination of English fluency

(individually) actively participating in the weekly class discussions.

The assignment for the oral exam is as follows:

What is European identity and how can it be promoted?

The growing threat of Euroscepticism

Term 1 week 1 Introduction to effective vocabulary building strategies

I work together with:

Our team is:

C. Learning vocabulary general advice

She loves to ______________ for photographs in front of her wonderful house.

e. The murderer was ______________ from fingerprints discovered at the scene.

Main Entry: hairy

Step 4: How do you organise your language learning?

stop = cease (more formal)

Step 5: How can you best remember new words?

to look a gift horse in the mouth

you about the words that you have learnt.

Homework for term 1 week 2

Term 1 week 2 Visual representations

Use just key words, or wherever possible images.

Term 1 week 3 Understanding and Summarising a Text &

Exercise 2: How to summarize?

2. The second paragraph of this chapter starts with this sentence:

Introducing the subject

I'd like to start by...

Finishing one subject...

Well, I've told you about...

...and starting another