| Week 1 | A teacher introduces a topic with videos/texts and exercises | Podcasts/Video segments Texts Comprehension, lexical, discourse exercises |
| Week 2 | Setting up a problem. Breaking into teams. Discussions and brainstorming. | Prepare for “expert panel discussions”: -Explain task & establish teams -Assign team member roles (SPRE framework)-Teams begin planning for PDs -Target grammar (genre-specific) Figures (comprehension, formatting, expression)-Scientific documentation (citation, references, etc.) |
| Week 3 | Panel discussion | Each PRE panel presents in turn (3- min speech from each student + 1-2 visuals) All students participate as speakers and as audience. |
| Writing assignment | Science report: separate assignments for each role. Approach: critical thinking. Format: 2-3 pages (double-spaced) of prose. |
The focus of the first week of each module is on introducing its problem through both
• academic videos/podcasts (www.ted.com; www.youtube.com; www.bbc.com/news/technology) and academic lectures (www.ocw.mit.edu; www.doitpoms.ac.uk).
• and scientific journal articles. The video/podcast will be reinforced with tailor-made listening comprehension (gist/details) and vocabulary exercises/activities. Time will also be devoted to article “busting”, with foci on reading comprehension (gist/details) and close reading, or discourse analyses of standard sections.
* Basic videos and articles with exercises are available in www.dropbox.com rossog@rambler.ru; password ESP2015) sorted by units. You can also find extra materials there and feel free to use them and supplement with exercises of your own. Please send the materials to rossog@rambler.ru and gaerlachsenior@gmail.com.
A major focus of the second week of each module will be on preparing oral arguments, in the form of “expert” panel discussions, in response to the MP. The panel discussions, scheduled to occur in class the following week, will serve not only as the primary speaking assessment but as a pre-writing activity for all written assignments. Another goal of the second week is working with target grammar extracted from the module articles and the “What?” and “How?” of scientific figure (graphs, tables, charts, etc.), formatting and research documentation.
The third week of each module aims to synthesize and actualize the listening and reading comprehension, vocabulary, grammar, discourse analyses, and panel discussion preparation of the previous two weeks by inviting students to (1) provide your “expert” opinion on the Unit problem via a panel discussion (speaking assessment), and then begin to (2) set your verbalized – and therefore well-processed – thoughts to paper in an organized and coherent fashion (SPRE-based written assessment).
8th semester assessment
IELTS (Mark) + Critical thinking project (Pass/Fail) assessment scheme
| IELTS RESULTS | Final mark (diploma) |
| • 5,5-7,5 • Project Pass | excellent |
| • 5,0 • Project Pass | good |
| • 4,5 • Project Pass | satisfactory |
| • 0-4,0* • Project Pass | unsatisfactory * satisfactory if IELTS retake result in May is 4,5+ |
| Failure to complete Project work in the semester downgrades IELTS score to “0”. | unsatisfactory |
Critical Thinking Project Assessment (Pass: 7 done “ⱱs” out of 9)
| Individual Completion of Activities | Participation in Panel Discussion | Personalized Report Writing | |
| UNIT 1 | “ⱱ” =done | “ⱱ” =done | “ⱱ” =done |
| UNIT 2 | “ⱱ” =done | “ⱱ” =done | “ⱱ” =done |
| UNIT 3 | “ⱱ” =done | “ⱱ” =done | “ⱱ” =done |
Course Materials.
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| CRITICAL THINKING PROJECT | | | I. Pre-listening task. |