ОБ ОБУЧЕНИИ В ДИСТАНЦИОННОМ РЕЖИМЕ

СТУДЕНТ СЧИТАЕТСЯ ПРИСУТСТВУЮЩИМ НА ЗАНЯТИИ, ЕСЛИ У НЕГО ВКЛЮЧЕНЫ КАМЕРА И МИКРОФОН, И ПРИ ЭТОМ СТУДЕНТ АКТИВНО ВКЛЮЧАЕТСЯ В РАБОТУ.

OBSERVE THE RULES

1. Contacting by Zoom and suchlike messengers or platforms 

1.1. Try to come on time. Don't be too nervous if it might take you a few minutes to wait for broadcasting or to install update. Normally the teacher would start every topic in a rather slow and paced manner.  

1.2. If you join a lecture a bit too late, don't say aloud 'Hello, bro!'. Switch off your microphone and send your best greeting to your group monitor in the chatroom. 

1.3. Be present, concentrated and following the discourse.You may be asked almost any time by teacher to say something aloud, using your microphone, or express yourself by using chat.

1.4. Don't forget to specify correctly your true name and your group number. 1.4.2. Otherwise, if you present yourself (for instance) as Pirate of Caribbean or Selina Kyle (or something) your demand to join the meeting will be mercilessly ignored or expelled. No sympathy or condolatory! 

1.5. You need to be present in camera for at least 95% of the lecture.

1.5.1. You can use your avatars moderately (i.e.5% of the meeting). You can use your face photographs only in that case.

Your true name and your actual group number must be present there. No Jolly Roger, no bunnies, please! Jolly Roger See point 1.4.2.  

1.6. Don't forget to say your name and group number when asking or answering teachers questions. It will help the teacher and your Group monitor to appreciate your contribution to the lesson. Be polite, constructive and well-organized.  

1.7. Don't forget that constructive interaction in the lesson is evaluated (e.g. you can get extra scores for witty questions, good reasoning, well-preparedness, informative reports and presentations). 

1.8. You need to master your networking skills and personal time-management strategy at the classes. Don't say "I was so shy", if you didn't take part in discussion, reports, presentations, solving tasks, doing exercises, asking and answering questions in the lesson, writing essays etc.

1.9. It is taken for granted that learners acquire new learning skills both in the lesson and by doing home assignment.     

1.10. You can record lectures for your own personal use only. You cannot use them to inflict harm to anyone. You cannot distribute them or any part of them without written permission of the proprietors. If the authors and proprietors will want to make it public, they will make it public, unless the rights of other parties are violated. 

2. Contacting by e-mail

2.1. Use only corporate e-mail both for the sender and the addressee of your letter (aa.bogatyrev@mpgu.edu).

2.2. Don't forget to specify your name, if you are writing on behalf of the academic group. Anonymous letters will receive invisible answers.

2.3. Don't forget to specify the purpose of your letter and what exactly you want to know or get.

2.4. Don't forget to ask the monitor first. Many questions may be caused simply by banal [bə'nɑːl] absent-mindedness. 

2.5. The monitor should consult the teacher. This would be more productive for answers to reach concern of every student in the group. 

2.6. Make a list of questions first.

Then organize them hierarchically, starting from most urgent. Number your questions in order to check answers. 

2.7. Never expect teachers to send you any learning materials to your non-corporate e-mail box.

2.8. It is not a good idea to ask questions on the eve of the meeting. These are likely not to be answered due to many reasons. This is also a direct signal to the teacher that you have not been preparing thoroughly to classes. The best time for correspondence is Thursday evening (till Saturday morning).

Try to be patient. Don't forget that it may take time to read and answer all coming letters. 

2.9. You can send your teacher some critical remarks concerning exercises, whenever necessary. If these are just and helpful, the teacher will certainly appreciate them.  

3. A few scoring policy remarks

3.1. Normally the scoring policy is discussed in detail on the first day of the lesson of the starting module. If you still have some doubts,ask your monitor to pose a question. Don't forget to use corporate e-mail both for the sender and the addressee of your letter (aa.bogatyrev@mpgu.edu).

3.2. The monitor traces and records the activity of every group member both at the seminars and at the lectures.

3.3. There are numerous and various forms of accountable learning activities to be assessed by scores: from participating in discussion, making reports, presentations, solving tasks, doing exercises, testing, asking and answering questions in the lesson, writing essays, precis ['preɪsiː], working on individual or group projects etc.

3.4.1. The scores one gets depend not only on quantity, but also on the quality of the job done. For example, students' personal presentations in the first module are judged by criteria.

3.4.2. Education means development. The criteria of assessment may vary from one module to another, not within one module.

3.4.3. Taking part in Group presentation is a must for each student; preparing micro-group or individual presentations may be optional. However, the options you choose would influence your amount of knowledges and skills and your scores. 

3.4.4. All the tests are absolutely obligatory. Normally no ther chance.

3.5. We are striving for high transparency. Normally there is no way and no reason whatever for revising scores. So you can't do a lot in the second module to compensate low performance in the first module, when it is already over.   

4. A few tips on preparing to exam and doing your home assignment  

4.1. First, you have a list of questions for the term. Consequently, you could use it productively to trace your progress in learning from the very first day. You could use electronic data collection of useful materials and organize it in the best way you like. Try many and decide on the most suitable personally for you. You can measure your progress by doing exercises and testing. So don't neglect revising your progress.

4.2. It could be a good idea to start with working on your Glossary of useful terms not to beat about the bush at the exam. 

4.3. Be proactive in the lesson. Pose questions. Try to answer teacher's questions. Be the first to solve the task and explain the solution. 

4.4. To do things on time you may need to think well and plan your job well ahead of time.

4.5. Critical Reading maybe the only thing that can tell an educated and  subtle person from layman.

4.6. Don't make presentations and reports on what you already know very well. Take the topics you want to shed some light on.

4.7. The direct way to learn something is teach it. Try to tell people at home what you have been learning today. Imagine yourself a teacher and show your talent in things like presentations, reports, essays. Prepare some helpful tasks or tests for your peers in Linguistics.

4.8. Always draw a structure of your message before saying it.

Always explain the algorism of you actions in doing tasks and exercises. Use diagrams and tables whenever possible. 

4.9. If you can't solve the task at the third go, don't give up. Consult others after your tenth try. 

4.10. Never give in.

5. Tips for making a presentation / report.

1. A good presenter is expected to introduce oneself and the topic of presentation effectively, keeping in touch with the audience and stipulating involvement of the listeners.

2. A good presenter is expected to speak good English and stick to the point and avoid making far-fetched digressions in explanation.

3. A good presenter is expected to guide the audience through the structure of the report. A good presenter is expected to state and fulfil(l) the tasks of one's own presentation and provide clues for understanding the method, allowing to arrive at conclusions. 

4. A good presenter is expected to make comments on the text - not just read what's written on the slides. (All the comments must be informative and stipulating deeper understanding.). A good presenter is expected to deal with visuals effectively.

5. A good presenter is expected to maintain good control over the audience's understanding of the message, which may be provided in form of a dialogue or control questions or t

Standard Requirements for your PPT Presentations

Presentation Structure (on average 12 slides)

1.1. Title list

1.2. Present yourself and formulate your topic.

2.1. Provide Short Introduction

2.2. Give reasons, why your presentation topic is important. Start with the problem.

3.1. Make clear mapping of what you have to say. Formulate the tasks of your report.

3.2. Present the structure of your talk and slides.

4.1. Present a short narrative about the genesis of the concept under study.

4.2. Present clear definitions of new terms and notions; use references.

4.3. Introduce cases; provide examples.

4.4. Visualize the ideas /use block diagram, pie chart, flow chart etc./.

4.5. Explain interconnections between key ideas of your report. Use comparison of the key concept of your presentation with alternative approaches. 

5.1. Provide cues for feedback.

5.2. Be prepared for answering teacher's and student's questions

6.1. Specify connections to other topics in the subject of study. Formulate the limitations of your report.

6.2. Provide a list of checking questions/ a set of exercises or tasks for the audience.

6.3. Provide a set of interactive testing tools for checking understanding of the message by the audience; use QR-code for LearningApps tests, Google tests or Kahoot.

7.1. Provide List of References.

8.1. Provide a Glossary of Key Terms of your presentation.

9.1. Get ready to answer additional questions by the teacher and fellow-students

Уважаемые студенты, здравствуйте!
Вам всего лишь требуется войти через вашу корпоративную почту. Через нее предоставлен доступ к файлу каждому студенту. Имя почтового ящика вашей корпоративной почты оканчивается постфиксом @mpgu.edu

По просьбе старост групп дедлайн сдачи эссе продлен

до 15 часов 15-го декабря 2021 года.

КОНСУЛЬТАЦИЯ ПО написанию ЭССЕ

СОСТОИТСЯ 07-12-2021 в 18.30.

Посещение строго по желанию.

Просьба ко всем приходить с четко сформулированными вопросами. 

Ссылка на зум обычная.

СОВЕЩАНИЕ со СТАРОСТАМИ 

по поводу выставления баллов за модуль и отработок 

СОСТОИТСЯ 08-12-2021 в 18.30.

Ссылка на зум обычная.

Тематики аналитического эссе в одной учебной группе не должны повторяться. 

Эссе должно быть написано строго по требованиям  и на хорошем английском языке. Указание источников (англ. References) в конце работы абсолютно обязательно. Ссылка на источник в тексте при цитировании и при пересказе обязательна [Yuleб 2018: P. 17; Saussure, 1916, P. 5]. Все цитаты заключаются в кавычки. Работы с оригинальностью текста ниже 50% не оцениваются.

Analytical Essay Structure (880-1,000 words)

  i. The linguistic concept(s) or the method(s)

a)   State the linguistic concept(s) or the method(s) of scientific research / language / linguistics / language acquisition (language learning or something...) under your scrutiny.

b)      State the problem and the task of your Research.

c)      Provide some context and standard criteria for evaluation.

 ii. Analytical description of method / concept / approach/ point of view 1.

(Highlight Key principles and Features. Be specific. Citing is welcome. Put quotes in brackets [Yule 2010, P. 10; Bogatyrev, Tikhomirova, Krasilnikova 2020, P.3]. Quoting must be followed by analysis. Describe your analytical tools. Provide enough examples.)

 iii. Analytical description of method / concept / approach/ point of view 2.

(Highlight Key principles and Features. Be specific. Citing is welcome. Quoting must be followed by analysis. Describe your analytical tools. Provide enough examples.)

 iv. Elicit and state the common features of two methods / conceptions (One can use a block diagram).

 v. Elicit and state the differences of two methods or matters under study (One can use a block diagram).

 vi. Show advantages and disadvantages of the two compared methods / conceptions. 

 vii. Provide a Comparison table.

 viii. Provide the two methods or concepts compatibility / correlation / applicability analysis.

 ix. Conclusion. Pinpoint key results. State the limitations of your study. 

 x. References

Examples:

1. Yule, George. The Study of Language. Fourth edition. Cambridge: University Press, 2010. - 770 p.

2. Bogatyrev A.A., Tikhomirova A.V., Krasilnikova N.V. Language industry and human capital // Proceedings Papers - 3rd International Scientific and Practical Conference, DEFIN 2020.ACM, Inc., 2020. art.no.25. P. 1-6.

PS. Essays will be checked for plagiarism!

50% Plagiarism means the essay is not accepted. 

Критерии оценивания эссе

 [1] Bogatyrev A.A., Tikhomirova A.V., Krasilnikova N.V. Language industry and human capital // Proceedings Papers - 3rd International Scientific and Practical Conference, DEFIN 2020.ACM, Inc., 2020. art.no.25. P. 1-6.

Extended Home Assignment by 19-12-2021

ПРОЙДИТЕ ТРЕНИРОВОЧНЫЕ ТЕСТЫ В МУДЛЕ

https://el.mpgu.su/mod/hvp/view.php?id=387686

https://el.mpgu.su/mod/hvp/view.php?id=573436

Дорогие студенты, обратите внимание!

·        Презентации и доклады на парах представляются после ознакомления с ними преподавателя и (в случае необходимости) премодерации.

    Работы должны быть высланы не позднее 12.00 в воскресенье накануне презентации.  

• ·        Черные окна на занятии и предоставление сведений для выставления баллов после установленных сроков рассматриваются как грубое нарушение дисциплины, соответствующее нулевому баллу за работу на занятиях.     

ВСЕ ВОПРОСЫ К ЭКЗАМЕНУ РАЗМЕЩЕНЫ ЗДЕСЬ:

Критерии и показатели оценки                        устного ответа на экзамене

Критерии и показатели оценки                      решения лингвистической задачи 

См. следующую страницу.

politeness [pə'laɪtnəs] 

syntagm [ˈsɪntam]

paradigm ['pærədaɪm]

flouting [flaut]

oblique [ə'bliːk] 

opaque [ə'peɪk]

utterance ['ʌt(ə)r(ə)n(t)s]

dialect ['daɪəlekt]

idea [aɪ'dɪə]

August Schleicher (German: [ˈaʊɡʊst ˈʃlaɪçɐ];

Charles Sanders Peirce (/pɜːrs/ like  purse [pɜːs]

and unlike piercing ['pɪəsɪŋ]

Belize [be'liːz]

Japan [ʤə'pæn]

Chinese ['ʧaɪ'niːz]

Japanese [ˌʤæp(ə)'niːz]

Indonesian [ˌɪndəu'niːʒən ], [-'niːzɪən]

maxim ['mæksɪm]

• renowned [rɪ'naund] - known or talked about by many people; famous;
• notorious [nəu'tɔːrɪəs] To be notorious means to be well-known for something bad.
• illustrious [ɪlʌ̱striəs] ADJ-GRADED: usu ADJ If you describe someone as an illustrious person, you mean that they are extremely well known because they have a high position in society or they have done something impressive.
• celebrated ['seləbreɪtɪd]  - a celebrated person or thing is famous and much admired; 

determine [dɪ'tɜːmɪn]

condolence [kən'dəulən(t)s]

societal [sə'saɪət(ə)l]

vary ['veərɪ]

variable ['veərɪəbl]

variety [və'raɪətɪ]

component [kəm'pəunənt]

genre [ˈʒɒ̃rə, ˈ(d)ʒɒnrə]

in this respect [rɪ'spekt] versus this aspect ['æspekt]

SINGULAR: criterion [kraɪ'tɪərɪən]

PLURAL criteria [kraɪ'tɪərɪə] от criterion

paradigmatic [ˌpærədɪg'mætɪk] 

magnanimity [ˌmægnə'nɪmətɪ] 

observe [əb'zɜːv]; 

disagree [ˌdɪsə'griː] 

interlocutor [ˌɪntə'lɔkjətə] 

dimension [daɪ'men(t)ʃ(ə)n] 

dimensional [daɪ'menʃ(ə)n(ə)l]

obligatory [ə'blɪgət(ə)rɪ] 

threaten ['θret(ə)n]

control [kən'trəul]

theory ['θɪərɪ]

process ['prəuses] noun;

process [prəˈses] verb. 

psychology [saɪ'kɔləʤɪ]

psychologist [saɪ'kɔləʤɪst]

psychologic(al) [ˌsaɪkə'lɔʤɪk((ə)l)]

polysemy [ˈpɒlɪsiːmi, pəˈlɪsɪmi]