Annex No. 1. Descriptions of Study Subjects Contents

1

Annex No. 1. Descriptions of Study Subjects

Contents

I. Study subjects in the study field:

Modern English 1 3

Modern English 2 8

Modern English 3 13

Modern English 4 18

Modern English 5 23

Modern English 6 27

Modern English 7 31

Modern English 8 35

English Grammar 1 39




English Grammar and Its Theory 55

English Phonetics 58

English Phonetics and Phonology 62

Introduction to Linguistics 66

English Lexicology 70

English Stylistics 74

Introduction into the History of English 77

Basics of Translation Studies 80

Country Study: the UK, the USA 84

British Literature 89

American Literature 93

Elective study subjects:

Business English in Authentic Documents 97

Functional Sentence Perspective in Creating Meaning 100

Introduction into Discourse Analysis 103

Postmodern Culture and Literature 106

The English Language Internship 110

Introduction into Research Methodology 114

Bachelor Degree Thesis Project 117

Bachelor Degree Thesis (Final Paper) 120

II. Study subjects in minor field:

Subject Page Subject Page Subject Page

Modern French 1 123 Modern Russian 1 173 Modern German 1 217








French Grammar 1 157 German Russian 1 200 German Grammar 1 257




2

Country Study:

France

169 Country Study: Russia 213 Country Study:

Germany

273

III. Study subjects of general university education: Use of Professional Language 277

Latin 281

Philosophy 283

Lithuanian History of Statehood and Culture 286

Abbreviations LRC – Learning Resource Centre

LEU – Lithuanian University of Educational Sciences

LNL – Lithuanian National Library

CGLC – Centre of German Language and Culture

PIB – The Library of French Institute

VU – Vilnius University library

MRU – Mykolas Romeris University library

VDU – Vytautas Magnus University library

3

LITHUANIAN UNIVERSITY OF EDUCATIONAL SCIENCES

Study programme

Study programme code Study programme title 6 1 2 Q 3 0 0 0 7 English Philology and the Second Foreign Language (French/German/Russian)

DESCRIPTION OF STUDY SUBJECT

Study subject code

1. Study subject title MODERN ENGLISH 1 H 0 0 4 B 0 0 3

Faculty Faculty of Philology

Department English Didactics

2. Coordinating

teacher/s: Position, name, surname

Lect. Jolanta Vitkauskienė (Thematic vocabulary development)

Lect. Edita Katinaitė – Kalčiūnienė (Thematic vocabulary development, Academic

writing)

Assoc. Prof. Dr. Jurga Cibulskienė (Literary text analysis)

Lect. Birutė Bersėnienė (Literary text analysis)

3. Volume of study subject and its place in the study programme

Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies

Volume in academic hours ECTS

credits

Se

me

ster

Language of

instruction Contact work Non-contact

work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SF O Full-time 128 5 80 213 8 1 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final

thesis – FT. ** Obligatory – O; elective – E.

4. Goal of study subject The goal of the study subject is to develop practical competence of the English language by focusing on speaking,

writing, listening skills in social and academic spheres of language use. Students will also be introduced to literary

terms and encouraged to use meta-language while analysing literary texts.

5. Abstract Thematic vocabulary development (TVD). The course is designed to improve students’ communicative competences,

enrich their vocabulary, increase fluency and accuracy while covering the following themes – the English-speaking

world, climate and relationships. Students will develop their communication, topic presentation skills and expand

their knowledge of cultural, social, geographical features of English speaking countries, analyse and report on certain

problems related to climate change, natural disasters, discuss family, friendship, generation gap issues. Special

attention will be directed to philological work on word definitions, collocations, phrasal verbs.

Literary text analysis (LTA) introduces the main concepts for the following topics: classification of literature

(fiction/non-fiction), genres, structure of a fictional work, plot, theme, message, narrator, setting, characters,

conflicts, etc.

Academic writing (AW) aims at developing writing skills by writing and analysing a paragraph, composing different

kinds of sentences, such as simple sentences with compound subjects and verbs, compound and complex sentences

and writing a descriptive essay.

6. Learning outcomes of study programme, learning outcomes of study subject, methods

of study and student achievement assessment

Study learning

outcomes

Learning outcomes of the study

subject

Study

methods

Methods of

assessment of

4

study achievements A student will be able to

perform in English at B2.1

level (reception, production,

interaction)

Ability to understand a wide variety

of texts in English.

Ability to demonstrate oral and

speaking skills in English in a wide

variety of cultural and professional

contexts using appropriate

terminology, grammar and register.

Ability to create texts of various

types in English taking into account

appropriate terminology, grammar and

register.

Classroom

discussions

Cumulative assessment

-90% (TVD -50%, LTA

– 20%, AW -20%)

Examination - 10%

(testing oral skills of

TVD)

A student will be able to

analyse the English

language taking into

consideration various

structural and semantic

aspects

Ability to describe and explain the

structure of English.

Ability to use the terminology and

phraseology associated with its

registers, including English and for

specific purposes (politics, education,

business, technical texts, etc.).

Ability to establish relevant

comparisons between the national

language and English.

Written and oral

assignments,

work with

dictionaries.


establish relevant

comparisons among the

cultures of the studied

languages and Lithuanian

culture, showing awareness

of cultural specifics linked

to history, religion, politics

and socio-economic

background

Comprehensive knowledge of

historical and recent trends and issues

that have shaped British, American,

Irish culture and institutions.


comparisons between English

speaking cultures and institutions and

his/her own culture showing awareness

of cultural specifics linked to religion

and socio-economic background.

Presentations,

short-stories,

novels, articles,

tasks based on

videos

A student will have ability

to work productively in a

team, communicate with co-

workers positively and

knowingly.

Ability to work productively in a

team taking into account the diversities

of background (national, cultural,

religious) and understanding of his/her

co-workers to address specified tasks.

Ability to motivate people towards

common goals.

Discussions,

pair-work,

common

presentations,

group work on

‘wiki’.

A student will be able to set

aims and systematically

advance in academic and

professional work; to

critically evaluate

philological data, provide

arguments and express

his/her considered opinion.

Ability to establish adequate

relation between knowledge and its

practical applicability.

Ability to appropriately use gained

knowledge and skills in practical

situations inside and outside

institution.

Seminars,

discussions, text

analysis and

students’ oral

presentations,

writing a diary

or a blog.

A student will have

capability to organize

his/her work autonomously,

keep track of deadlines and

time, take responsibility for

the decisions made and

reflect personal

achievements properly.

Capability to organize his/her work

autonomously.

Capability to keep track of

deadlines and time.

Presentations,

home reading

and written

assignments on

‘wiki’.

7. Plan of study subject

No

.

Topics, student activities, short

description of content

Volume (in academic hours) Total No. of

hours Lecture Practic Consulta Self-

5

s al

classes

tions depende

nt work

Thematic Vocabulary Development The English Speaking World. Britain.

Country and People. Geography.

18 2 15 35

Climate. Weather 16 10 26 Relationships. Identity. Attitudes 18 2 13 33 Phrasal verbs: be, have, look 12 4 16

Literary Text Analysis Introduction. Books. Fiction/non-fiction 2 1 3 Characteristics of prose 2 1 3 Characteristics of poetry 2 1 3 The structure of a fictional work: plot,

conflict, setting. Analysis of the short

stories The Lumber Room by Saki and

Mabel by W.S. Maugham

4 1 5

The structure of a fictional work:

characters, narrators. Analysis of the short

stories The Lumber Room by Saki and

Mabel by W.S. Maugham

3 1 4

Imagery: semantic stylistic devices 2 1 3 Imagery: syntactic and phonic stylistic

devices

2 1 3

Analysis of the short-story A Cup of Tea by

Katherine Mansfield

5 3 8

Analysis of the short-story Special Duties

by Graham Greene

5 2 7

Analysis of the short-story I Spy by

Graham Greene

5 1 2 8

Academic writing 15. Starting the writing process: analysing and

writing a paragraph: topic, supportive and

concluding sentences.

8 6 14

Sentence structure: kinds of clauses and

sentences.

8 6 14

Essay introductions: structure. 8 6 14 Descriptive essay. 8 6 14

Total number of hours for study subject 128 5 80 213

8. Assessment criteria

Study subject

outcomes

Minimum required level

of achievement (5-6

points)

Average level of

achievement (7-8

points)

High level of achievement

(9-10 points)

A student will be

able to perform in

English at B2.1 level

(reception,

production,

interaction);

A student struggles to

understand most of the texts

related to the topics under

discussion

A student tries to

demonstrate listening and

speaking skills in English in

some cultural and

professional contexts, but

makes many mistakes in

English.

A student finds it difficult to

create an essay in English.

A student is capable to

understand most of the

texts related to the

topics under discussion


demonstrate oral skills

in English in some

cultural and professional

contexts using the main

terminology, grammar

and register.


create an essay in

English.


understand perfectly a wide

variety of texts related to the



demonstrate oral and speaking

skills in English in a wide

variety of cultural and

professional contexts using

appropriate terminology,

grammar and register.

A student is capable to create

texts of various types in English

taking into account appropriate

terminology, grammar and

register. A student will be A student struggles to A student is capable to A student is capable to clearly

6

able to analyse the

English language

taking into


structural and

semantic aspects;

analyse the structure of

English.

.


English to some extent.


use some terminology

and phraseology

associated with its

registers.

describe and explain the

structure of English.


successfully use the

terminology and phraseology

associated with its registers,

including English and for

specific purposes.

A student is able to establish

relevant comparisons between

the national language and

English. A student will be

able to establish

relevant comparisons

among the cultures of

the studied languages

and Lithuanian

culture, showing

awareness of cultural

specifics linked to

history, religion,

politics and socio-

economic

background


demonstrate some

knowledge of historical and

recent trends and issues that

have shaped British,

American, Irish culture and

institutions.


demonstrate some

knowledge of historical

and recent trends and

issues that have shaped

British, American, Irish

culture and institutions.

A student attempts to

establish relevant

comparisons between

English speaking

cultures and institutions

and his/her own culture

showing awareness of

cultural specifics linked

to religion and socio-

economic background.


demonstrate comprehensive



have shaped British, American,

Irish culture and institutions.

A student is capable to establish

relevant comparisons between

English speaking cultures and

institutions and his/her own

culture showing awareness of

cultural specifics linked to

religion, literature and socio-


A student will have

ability to work

productively in a

team, communicate

with co-workers

positively and

knowingly.

A student struggles to work

in a team.

A student is mostly

capable to work in a

team taking into account

the diversities of

background and

understanding of his/her

co-workers to address

specified tasks.

A student tries to

motivate people towards

common goals.

A student is capable to work

productively in a team taking

into account the diversities of

background and understanding

of his/her co-workers to

address specified tasks.

A student manages to motivate

people towards common goals.

A student will be

able to set aims and

systematically

advance in academic

and professional

work; to critically

evaluate philological

data, provide

arguments and

express his/her

considered opinion.

A student does not often

demonstrate the ability to

establish clear relation

between knowledge and its


A student frequently

demonstrates the ability

to establish clear relation

between knowledge and

its practical applicability.

A student is sometimes

able to use gained

knowledge and skills in

practical situations inside

and outside institution.

A student is able to establish

clear relation between

knowledge and its practical

applicability.

A student is able to

appropriately use gained


practical situations inside and

outside institution.

A student will have


his/her work

autonomously, keep

track of deadlines

and time, take

responsibility for the

decisions made and

reflect personal

achievements

properly.

A student is seldom able to

organize his/her work

autonomously.



time.

A student is usually able

to organize his/her work

autonomously.

A student generally

manages to keep track of

deadlines and time.

A student is perfectly able to


autonomously.

A student always manages to


time.

7

9. Procedure of student assessment

No

. Student assessment

method

No. of

assignme

nts

No. of

hours per

assignmen

t

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Quizzes on phrasal verbs and

vocabulary, preparation for

classes (TVD)

3 16 48 3-15 20

2. Presentation (TVD) 1 20 20 3-15 20 3. Tests on vocabulary

development (TVD) 3 6 18 5, 10, 15 10

4. Examination (TVD) 1 15 15 16 10 5. Analysis of short stories (LTA) 5 5 25 9-15 7 6. Test on literary (LTA) 1 11 11 8 7 7. Vocabulary quizzes (LTA) 2 7 14 12, 16 6 8. Writing a paragraph (AW) 1 17 17 4 6 9. A test: joining sentences using

appropriate coordinators (AW) 1 14 14 8 4

10. Essay completion task: writing

in topic, supportive and

concluding sentences (AW)

1 14 14 12 4

11. Writing a descriptive essay

(AW) 1 17 17 16 6

Total number 213 100

10. Recommended literature No. of copies in

LEU library

Other libraries

(indicate where)

No. Main literature

1. Kniukštaitė S., Ruskan A., Vitkauskienė J. A Course of Modern English:

Part I. Vilnius: VPU, 2009 51 LNL

2. O’Driscol J., 2009. Britain for Learners of English. Oxford: OUP 1 LNL

3. Oxford English Dictionary for Advanced Learners. 2010. Oxford: OUP 4 LNL

4. Oxford Collocations Dictionary. 2010. Oxford: OUP 3 LNL

5. McCarthy M., O’Dell F. English Vocabulary in Use, Upper-Intermediate,

Advanced. 2003. Cambridge: CUP. 4

LNL

6. Talandienė, M. 2007. Metalanguage in Use. Vilnius: VPU. 101 LNL

7. Guide to British and American Culture. 2009. Oxford: OUP. 5 LNL

8. Chazal, E., McCarter, S. Oxford EAP: A Course in English for Academic

Purposes. 2012. Oxford: OUP. 1

LNL

9. Oshima, A., Hogue, A. Writing Academic English: Fourth Edition. 2006.

Pearson Education. 30

LNL

Supplementary reading

1. www.britishcouncil.org

2. http://www.bbc.co.uk/learningenglish

../Cibulskienes%20AKUK/D:/JURGA/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/AFK/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.IE5/AppData/Roaming/Microsoft/Word/www.britishcouncil.org

http://www.bbc.co.uk/learningenglish

8


Study programme



Study subject code




2. Coordinating


Lect. Jolanta Vitkauskienė (Thematic vocabulary development)

Lect. Edita Katinaitė-Kalčiūnienė (Thematic vocabulary development, Academic writing)

Lect. Birutė Bersėnienė (Literary text analysis)


Group of

study

subjects *

Type of

study

subjects

**

Mode

of

studies

Volume in academic hours

ECTS

credits

Sem

este

r

Language of

instruction

Contact work Non-contact

work (self-

dependent

studies)

hours

Total

no.

in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject The goal of the study subject is to further develop practical competence of the English language by focusing on

speaking, writing, listening skills in social and academic spheres of language use. Students will be encouraged to

use meta-language while analysing literary texts.

5. Abstract Thematic vocabulary development (TVD) The course is designed to improve students’ communicative

competences, enrich their vocabulary, increase fluency and accuracy while covering the following themes –

education, entertainment, homes and houses, fashion, food. Students will develop their communication, topic

presentation skills and expand their knowledge of cultural, social features of the English speaking world, analyse

and report on certain problems related to secondary and tertiary education, art, theatre, music, literature, discuss

eating habits, living conditions, fashion and style. Special attention will be directed to philological work on word

definitions, collocations, phrasal verbs.

Literary text analysis (LTA) mainly focuses on the analysis of a wide range of short stories. Students will read a

novel at home, make a presentation of a book review and organise a discussion on the characters, plot structure,

stylistic devices and the ideas revealed in their novels.

Academic writing (AW) aims at further developing writing skills by composing noun and adverb clauses, using

parallel structures and fixing sentence problems, writing a cause and effect essay, learning punctuation rules,

paraphrasing and writing a summary.



Study learning

outcomes

Learning outcomes of

the study subject Study methods

Methods of assessment

of study achievements A student will be able to

perform in English at

Ability to understand a

wide variety of texts in

Classroom

discussions

Cumulative assessment -90%

(Thematic vocabulary

9

C1.2 level (reception,

production, interaction);

English.

Ability to demonstrate

oral and speaking skills in

English in a wide variety of




register.

Ability to create texts of

various types in English

taking into account



development TVD -50%, LTA

– 20%, Academic writing AW

-20%)

Examination - 10% (final test

oral account on thematic

vocabulary development)


analyse the English




aspects;

Ability to describe and

explain the structure of

English.

Ability to use the

terminology and

phraseology associated with

its registers, including

English and for specific

purposes (politics,

education, business,

technical texts, etc.).

Ability to establish


between the national


Written and oral

assignments, work

with dictionaries.


establish relevant



languages and

Lithuanian culture,



to history, religion,

politics and socio-

economic background

Comprehensive





institutions.



between English speaking

cultures and institutions and

his/her own culture showing


specifics linked to religion

and socio-economic

background.

Presentations, short-

stories, novels,

articles, tasks based

on videos

A student will have

ability to work

productively in a team,

communicate with co-


knowingly.

Ability to work

productively in a team

taking into account the

diversities of background

(national, cultural,

religious) and

understanding of his/her co-

workers to address specified

tasks.

Ability to motivate

people towards common

goals.

Discussions, pair-

work, common

presentations, group

work on ‘wiki’.


set aims and

systematically advance

in academic and


critically evaluate

philological data,


adequate relation between

knowledge and its practical

applicability.

Ability to appropriately

use gained knowledge and

skills in practical situations

Seminars,

discussions, text

analysis and students’

oral presentations,

writing a diary or a

blog.

10

provide arguments and

express his/her

considered opinion.

inside and outside

institution.

A student will have


his/her work

autonomously, keep

track of deadlines and

time, take responsibility

for the decisions made

and reflect personal


Capability to organize

his/her work autonomously.

Capability to keep track

of deadlines and time.

Presentations, home

reading and written

assignments on

‘wiki’.


No. Topics, student activities, short description of

content

Volume (in academic hours) Total no.

of hours Lect

ures

Practica

l classes

Consult

ations

Self-

dependent

work

Thematic Vocabulary Development 1. Education. 12 6 18

2. Entertainment 14 1 5 20 3. Homes and Houses 12 6 18 4. Fashion 10 1 6 17 5. Food and drink 11 6 17 6. Phrasal verbs: make, do 5 3 8

Literary Text Analysis 7. Analysis of the short-story A Shocking Accident

by Graham Greene

4 1 5

8. Analysis of the short-story The Lady‘s Maid by

Katherine Mansfield

4 1 5

9. Analysis of the short-story The Way up to Heaven

by Roald Dahl

4 1 5

10. Analysis of the short-story The Story of an Hour

by Kate Chopin

4 1 5

11. Analysis of the article On Some Functions of

Literature by Umberto Eco

4 1 5

12. Book review 12 2 6 20 Academic Writing

13. Composing noun and adverb clauses. 6 2 8 14. Writing a cause and effect essay. 6 2 8 15. Parallelism with coordinators: and, or, but and

correlative conjunctions: both … and, either … or,

neither …nor, not only … but also.

6 2 8

16. Paraphrasing: plagiarism and using paraphrasing

as support.

6 1 7

17. Writing a summary. 8 1 4 13 Total number of hours for study subject 128 5 54 187

8. Assessment criteria Study subject

outcomes

Minimum required

level of achievement

(5-6 points)

Average level of

achievement (7-8 points)

High level of

achievement

(9-10 points) A student will be able to





understand most of the

texts related to the


A student tries to

demonstrate oral and

speaking skills in

English in some cultural

and professional


understand most of the texts


discussion




some cultural and



understand perfectly a

wide variety of texts


discussion.



speaking skills in English

in a wide variety of

11

contexts, but makes

many mistakes in

English.

A student finds it

difficult to create an

essay and a summary in

English.

the main terminology,



create an essay and a

summary in English.




and register.


create texts of various

types in English taking

into account appropriate


register. A student will be able to

analyse the English




aspects;



English.

.



English to some extent.

A student is capable to use

some terminology and


its registers.


clearly describe and


English.


successfully use the

terminology and

phraseology associated

with its registers, including

English and for specific

purposes.


establish relevant

comparisons between the

national language and

English. A student will be able to

establish relevant



languages and

Lithuanian culture,




politics and socio-

economic background

A student finds it

difficult to demonstrate

some knowledge of

historical and recent

trends and issues that


American, Irish culture

and institutions.


demonstrate some





institutions.

A student attempts to

establish relevant

comparisons between

English speaking cultures

and institutions and his/her

own culture showing


specifics linked to religion

and socio-economic

background.


demonstrate

comprehensive knowledge

of historical and recent

trends and issues that have

shaped British, American,

Irish culture and

institutions.


establish relevant

comparisons between

English speaking cultures

and institutions and his/her

own culture showing


specifics linked to religion,

literature and socio-

economic background. A student will have

ability to work




knowingly.


work in a team.

A student is mostly capable

to work in a team taking

into account the diversities

of background and

understanding of his/her co-

workers to address specified

tasks.

A student tries to motivate

people towards common

goals.


work productively in a

team taking into account

the diversities of

background and



specified tasks.

A student manages to

motivate people towards

common goals. A student will be able to

set aims and


in academic and


critically evaluate

philological data,

A student does not often

demonstrate the ability

to establish clear relation

between knowledge and

its practical applicability.

A student frequently

demonstrates the ability to




A student is sometimes able

to use gained knowledge and






appropriately use gained


12


express his/her

considered opinion.


inside and outside

institution.

practical situations inside

and outside institution.

A student will have


his/her work

autonomously, keep






A student is seldom able


autonomously.

A student finds it

difficult to keep track of

deadlines and time.

A student is usually able to


autonomously.

A student generally manages

to keep track of deadlines

and time.

A student is perfectly able


autonomously.

A student always manages

to keep track of deadlines

and time.


No. Student assessment method

No. of

assignment

s

No. of

hours per

assignment

Total no. of

hrs.

Time of

assignment

completion (week

of semester)

Cumulati

ve

assessme

nt (%) 1. Quizzes on phrasal verbs and

vocabulary, preparation for

classes (TVD)

3 10 30 3-15 20

2. Tests on vocabulary

development (TVD) 15 2 30 10, 15 20

3. Presentation (TVD) 1 17 17 15 10 4. Examination v 1 20 20 16 10 5. Analysis of short stories (LTA) 5 4 20 2-15 7 6. Presentation of a book review

(LTA) 1 10 10 6-15 8

7. Vocabulary quizzes (LTA) 2 3 6 7, 16 5 8. A test on composing noun and

adverb clauses (AW) 1 10 10 3 3

9. Writing a cause and effect

essay(AW) 1 10 10 7 6

10. A test on using coordinators and

correlative conjunctions (AW) 1 10 10 10 3

11. A test on paraphrasing (AW) 1 10 10 13 3 12. Writing a summary (AW) 1 14 14 16 5



LEU library

Other libraries

(indicate

where) No. Main literature

1. Andziuliene L. Kniukštaitė S. Vitkauskienė J. A Course of Modern

English: Part II. Vilnius: VPU, 2010 51 LNL

2. O’Driscol J., 2009. Britain for Learners of English. Oxford: OUP 1 LNL 3. Oxford English Dictionary for Advanced Learners. 2010. Oxford:

OUP 4

LNL

4. Oxford Collocations Dictionary. 2010. Oxford: OUP 3 LNL 5. McCarthy M., O’Dell F. English Vocabulary in Use, Upper-

Intermediate, Advanced. 2003. Cambridge: CUP. 4

LNL

6. Talandienė, M. 2007. Metalanguage in Use. Vilnius: VPU. 101 LNL 7. Guide to British and American Culture. 2009. Oxford: OUP. 5 LNL 8. Chazal, E., McCarter, S. Oxford EAP: A Course in English for

Academic Purposes. 2012. Oxford: OUP. 1

LNL

9. Oshima, A., Hogue, A. Writing Academic English: Fourth Edition.

2006. Pearson Education. 30

LNL

Supplementary reading 1. www.britishcouncil.org

2. http://www.bbc.co.uk/learningenglish

../Cibulskienes%20AKUK/D:/JURGA/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/AFK/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.IE5/AppData/Roaming/Microsoft/Word/www.britishcouncil.org

http://www.bbc.co.uk/learningenglish

13


Study programme



Study subject code




2. Coordinating


Lect. Jovita Bagdonavičiūtė (Thematic vocabulary development)


Lect. Ernesta Stankevič (Academic writing)


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS O FT – 128 5 107 240 9 3 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final

thesis – FT, ** Obligatory – O; elective – E.

4. Goal of study subject The aim of the course is to continue the enhancement of students’ oral and written English language skills in socio-

cultural discourse, to develop their skills to analyse and critically evaluate literary texts (short stories) as well as to

analyse and produce academic texts (paragraphs, summaries, essays).

5. Abstract During the course the student will consolidate the generic and subject-specific competences acquired in Modern

English 1 and 2 and will continue developing them. The English language communication skills are developed through

the following aspects:

Thematic vocabulary development (TVD) which covers the topics of culture, individual and society: the structure

of British, American and Lithuanian societies, social exclusion, professional activity, employment questions (the

United Kingdom, the United States and Lithuania) and state and personal finance.

Literary text analysis (LTA) which aims at continuing development of practical skills of literary work analysis

while employing the terms acquired in the previous terms. The focus of analysis is a short story. Academic writing (AW) in which writing skills are further developed by writing extended definitions of abstract

polysemous words in paragraph forms, writing summaries of magazine and journal articles, writing paragraphs by

choosing and including appropriate supportive details from different sources and authors, as well as writing

comparison and process analysis essays (especially the introductory and concluding parts), properly performing the

writing tasks based on the instruction verbs; analysis and use of academic sentence features: noun phrases, hedges

and boosters, linking words and phrases; critical reflection of own writing skills.



14

Study learning

outcomes

Learning outcomes

of the study subject Study methods

Methods of assessment of






use correct oral and

written English in

sociocultural discourse;


analyse literary works (a

novel and a short story)

using the correct

language and literary

terms.

Group and pair work;

Discussion;

Practical assignments;

Presentations;

Writing assignments;

Individual assignments;

(Literary) text analysis;

TVD tests,

Written quiz (TVD, LTA, AW),

Study achievement portfolio

(TVD),

Oral examination (TVD),

Analysis of short stories in

writing (LTA),

Book review (LTA),

Extended definition, summary,

essay. (AW).


analyse the English




aspects.


identify, understand and

analyse various language

structures, using

metalanguage

(synonyms, antonyms,

idioms, phrasal verbs,

derivatives, collocations,

cohesive devices, etc.)


Writing assignments

(instruction verbs,

linking phrases, use of

hedges and noun

phrases).

TVD tests,

Test on academic sentence

elements.(AW)


establish relevant



of the studied languages

and Lithuanian culture,




politics and socio-



comprehend and

compare the historically

determined social

structures, cultures,

employment relations

and social exclusion

issues in the UK, the

USA and Lithuania.

Text analysis;

Discussion;

Search for information;


Presentations.

Book review (LTA),

Analysis of short stories in

writing (LTA),

TVD tests,

Process and comparison essays

(AW),

Oral examination (TVD).


consider opinions of

team members, and to

express own ideas while

fulfilling subject-specific

tasks and doing project

work.


discuss sociocultural

features of the UK, the

USA and Lithuania,

taking into account

opinions of others and

expressing own opinion

in an ethical way;


work in pairs and groups

preparing presentations

on social problems of the

UK, the USA and

Lithuania.


Presentations.

Evaluation of peer written

definitions, summaries and essays

in VLE (AW).

A student will have


his/her work

autonomously, keep







get ready for lectures.


complete independent

assignments on time.

Independent

assignments.

TVD tests,

Study achievement, portfolio

(TVD);

Oral examination (TVD),

Book review (LTA),

Essay (AW).


No

. Topics, student activities, short


Volume (in academic hours) Total

no. of Lecture Practical Consult Self-

15

s classes ations depende

nt work

hours

Thematic vocabulary development – 64 2 54 120 1. Unit 1 Culture and Individual – 10 – 6 16 2. Unit 2 Society and Social Structure – 14 – 10 24 3. Unit 3 Social Exclusion – 12 1 10 23 4. Unit 4 Employment – 14 – 10 24 5. Unit 5 Money Issues – 10 – 10 20 6. Phrasal verbs: take, put, pick, set – 4 1 8 13 Literary text analysis – 32 1 26 59 1. Revision of literary terms and analysis criteria.

“Flash“ literary genre: the analysis of the short

story It’s Beginning to Hurt by James Lasdun

– 4 – – 4

2. The analysis of the short story The Legacy by

Virginia Woolf. Narrator’s point of view 6 3 9

3. The analysis of the short-story Epicac by

KurtVonnegut. Personification, humour – 6 – 3 9

4. The analysis of the short-story The Rocking-

Horse Winner by H. D. Lawrence. Symbols – 6 – 3 9

5. The analysis of the short-story My Oedipus

Complex by O’Connor. Unreliable narrator – 4 – 3 7

6. Book review of an independently chosen novel – 6 1 14 21 Academic Writing – 32 2 27 61 1. The analysis of writing assignment instruction

verbs, inclusion of supporting evidences from

different sources; critical reflection of the own

writing skills.

– 4 – 4 8

2. The analysis and writing of extended

definitions. – 4 – 4 8

3. The analysis and writing of summaries of

magazine and journal articles. – 6 – 4 10

4. Process analysis essay (writing essay

introduction and conclusion paragraphs) – 6 – 5 11

5. Comparison essay – 8 1 6 15 6. The analysis and use of academic sentence

features: noun phrases, hedges and boosters,

linking words and phrases. – 4 1 4 9

Total number of hours for study subject – 128 5 107 240


Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement


use correct oral and

written English in

sociocultural discourse

A student faces difficulties in

understanding and creating

texts of various types in

writing and orally and

demonstrates only basic

listening and speaking skills

in English in limited cultural

and professional contexts. A

student makes grammar and

spelling mistakes.

A student shows good ability

to understand and create

various oral and written texts,

demonstrates sufficient


in English in various cultural

and professional contexts,

using appropriate


register. A student makes few

trivial mistakes.

A student shows excellent

ability to understand and

create various oral and

written texts, demonstrates

superior listening and

speaking skills in English in a

wide variety of cultural and

professional contexts, using






using the correct


terms.

A student demonstrates only

basic knowledge of literary

terms as well as skills of

their application and literary

text analysis.

A student demonstrates good

knowledge of literary terms

as well as sufficient skills of


text analysis.

A student demonstrates

thorough knowledge of

literary terms as well as

remarkable skills of their

application and literary text

analysis.

16




structures, using

metalanguage





A student demonstrates basic

skills in describing and

explaining the structure of

English, not always uses

correct terminology and



English for specific purposes

(culture, social issues,

employment, and money),

faces problems establishing

links between the state

language and English. A

student makes some

mistakes.

A student is able to describe

and explain the structure of

English well, to use the



including English for specific

purposes (culture, social

issues, employment, and

money), is able to establish


language and English most of

the time.


appropriately describe and


English, to use the



including English for specific

purposes (culture, social

issues, employment, and

money), is always able to

establish relevant links

between the state language

and English.


comprehend and

compare the historically

determined social

structures, cultures,

employment relations

and social exclusion

issues in the UK, the

USA and Lithuania.

A student shows basic



have shaped British and

American culture and

institutions.

A student shows good and

average knowledge of

historical and recent trends as

well as issues that have

shaped British and American

culture and institutions,

demonstrates ability to

compare English speaking

cultures with his/her own

culture focusing on

differences in religion and

socio-economic background.

A student shows

comprehensive knowledge of

historical and recent trends as

well as issues that have

shaped British and American

culture and institutions,

establishes adequate links of

English speaking cultures and


culture showing awareness of


religion and socio-economic

background. A student will be able to

discuss sociocultural

features of the UK, the

USA and Lithuania,

taking into account



in an ethical way.

A student discusses

sociocultural features of the

UK, the USA and

Lithuania, not always

taking into account opinions

of others and expressing

own opinion in a correct

way.

A student discusses


UK, the USA and

Lithuania, taking into

account opinions of others

and expressing own opinion

in a correct way most of the

time.

A student discusses


UK, the USA and

Lithuania, carefully taking

into account opinions of

others and expressing own

opinion in an ethical way.




on social problems of the

UK, USA and Lithuania.

A student unwillingly

involves in pair and group

activities preparing

presentations on social

problems of the UK, USA

and Lithuania.

A student is a rather active

contributor to pair and

group activities preparing

presentations on social

problems of the UK, USA

and Lithuania.

A student is an active and

efficient contributor to pair

and group activities

preparing presentations on

social problems of the UK,

USA and Lithuania. A student will be able to





A student is not always able


autonomously and to keep

track of deadlines and time,

rarely participates in group

work and discussions, shows

little advance in academic

work.




track of deadlines and time

most of the time, frequently

participates in group work,

discussions, systematically

advances in academic work

and is able to evaluate

personal achievements

properly most of the time.

A student is always capable


autonomously, to keep track

of deadlines and time,

actively participates in group

work, discussions,

systematically advances in

academic work and is able to

evaluate personal



No

. Student assessment method

No. of

assignme

nts

No. of

hours per

assignme

nt

Total no.

of hrs.

Time of

assignme

nt

completio

n (week

of

semester)

Cumulati

ve

assessmen

t (%)

1. Practical assignments (TVD) 10 2 20 1–16 2

17

2. Study achievement portfolio (TVD) 3 4 12 4, 10, 16 2 3. Written quizzes (phrasal verbs) (TVD) 3 4 12 5, 9, 15 6 4. Vocabulary development tests (TVD) 3 22 66 4, 10, 16 40 5.

Oral examination (TVD) 1 10 10 Examinati

on session 10

6. Short story analysis in writing (LTA) 1 32 32 15 8 7. Book review of an individually chosen

novel (LTA) 1 21 21 5–14 8

8. Written quizzes (LTA) 2 3 6 8,14 4 9. Critical analysis of own writing skills in

a form of an essay (AW) 2 4 8 2 2

10. Extended definition of a polysemous

academic term (AW) 1 7 7 3-4 2

11. Summaries of a magazine and a journal

articles (AW) 2 6 12 6 4

12. Writing of essay introduction and

conclusion paragraphs (AW) 2 4 8 8 2

13. Writing of a comparison essay (AW) 1 12 128 8-10 4 14. Writing of a process analysis essay (AW) 1 8 8 12 4 15. Quiz on academic sentence features:

noun phrases, hedges and boosters,

linking words and phrases (AW)

3 2 6 15 2



LEU library

Other libraries

(indicate

where)

No. Main literature 1. Bagdonavičiūtė J., Cibulskienė J., Stankevič E., 2013. Modern

English: Social Issues. Vilnius: LEU 20 –

2. O’Driscol J., 2009. Britain for Learners of English. Oxford: OUP 25 LNL 3. McCarthy M., O’Dell F. English Vocabulary in Use, Upper-

Intermediate, Advanced. 2003. Cambridge: CUP. 4 LNL

4. Oxford English Dictionary for Advanced Learners. 2010. Oxford:

OUP 16

LNL

5. Oxford Collocations Dictionary. 2010. Oxford: OUP 3 LNL 6. Marcus S., 2006. A World of Fiction. Twenty Timeless Short Stories.

Pearson, Longman 2

LNL

7. Talandienė, M. 2007. Metalanguage in Use. Vilnius: VPU. 40 LNL 8. Oshima, A., Hogue A. 2006. Writing Academic English. Pearson

Education. 5 –

9. Chazal E., McCarter. 2012. Oxford EAP. A Course in English for

Academic Purposes. Oxford: OUP. 15 –

Supplementary reading 1. Guide to British and American Culture. 2000/2004. Oxford: OUP. 5 LNL 2. British Council www.britishcouncil.org

../Cibulskienes%20AKUK/D:/JURGA/AFKUK/AppData/Local/Microsoft/Windows/INetCache/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/AFK/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.IE5/AppData/Roaming/Microsoft/Word/www.britishcouncil.org

18


Study programme



Study subject code


Faculty Philology


2. Coordinating


Lect. Jovita Bagdonavičiūtė (Thematic vocabulary development)


Lect. Ernesta Stankevič (Academic writing)


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS O FT – 128 5 160 293 11 4 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final

thesis – FT; ** Obligatory – O; elective – E.

4. Goal of study subject The aim of the course is to further continue the development of the English language communication skills focusing

on political discourse and the media vocabulary development (oral and in writing), on literary analysis of a novel and

academic text analysis and writing.

5. Abstract During the course the student will consolidate the knowledge of language, literature and culture and the competence

of their application in practice acquired in Modern English 1, 2 and 3 and will continue developing them. The

English language communication skills are developed through the following aspects:

Thematic vocabulary development (TVD) which covers the topics of forms of government, political life,

political parties and elections, the media issues in the three countries: the UK, the USA, Lithuania.

Literary text analysis (LTA) which aims at continuing development of practical skills of literary work

analysis while employing the terms acquired in the previous terms. The focus of analysis is a novel.

Academic writing (AW) in which writing skills are further developed by writing an argument essay and a

problem-solution essay, incorporating and evaluating cited material in an essay and analysing academic articles.



Study learning

outcomes

Learning outcomes of the

study subject Study methods

Methods of

assessment of study

achievements A student will be able to

perform in English at C1

level (reception,

A student will be able to use the

correct oral and written English

language in political and media


Discussion;


TVD tests;

Quizzes in writing

(TVD, LTA, AW);

19

production, interaction). contexts;

A student will be able to analyse

a novel using the correct

language and literary terms.

Presentations;

Writing assignments

(essays);

Individual assignments;

(Literary) text analysis;

Study achievement

portfolio (TVD);

Oral examination (TVD);

LTA test,

Essays (LTA, AW),


analyse the English




aspects.

A student will be able to identify,

understand and analyse various

language structures, using

metalanguage (synonyms,

antonyms, idioms, phrasal verbs,


cohesive devices, etc.).


Writing assignments.

TVD tests,

Paragraphs with in-text

citations (AW)


establish relevant



of the studied languages





politics and socio-



comprehend and compare the

political life, forms of

government, political parties,

elections and media of the UK,

the USA and Lithuania.

Text analysis;

Discussions;

Search for information;


Presentations.

TVD tests,

Problem solution essay

(AW);

Oral examination (TVD).


take into account

opinions of team

members, and to express

own ideas while

fulfilling specific tasks

and doing project work.

A student will be able to discuss

the political life, forms of

government, political parties,

elections and media of the UK,

the USA and Lithuania, taking

into account opinions of others

and expressing own opinion in an

ethical way;

A student will be able to work in

pairs and groups preparing

presentations on political life,

forms of government, political

parties, elections and media of the

UK, the USA and Lithuania.

Pair and group work.

Presentations.

Written analysis and

presentation of an

academic article (AW).

A student will have


his/her work

autonomously, keep






A student will be able to get

ready for lectures.

A student will be able to complete

independent assignments.

Independent

assignments.

Quizzes (TVD, LTA)


No

.

Topics, student activities,

short description of content


of hours Lectures Practical

classes

Consultati

ons

Self-

dependent

work

Thematic Vocabulary Development – 64 2 80 146 1. Unit 1 What is politics? – 4 – 5 9

2.

Unit 2 The three branches of

government in the UK, the USA,

Lithuania. – 14 – 18 32

3. Unit 3 The roles and functions

of country leaders: the real – 8 – 9 17

20

power or illusion.

4. Unit 4 Political parties in the

UK, the USA, Lithuania. – 8 – 10 18

5. Unit 5 Election systems in the

UK, the USA, Lithuania. – 10 1 12 23

6. Unit 6 The media. – 12 – 18 30

7. Unit 7. Comparative newspaper

analysis. – 8 1 8 17

Literary Text Analysis – 32 1 40 73

1.

The analysis of the novel The

History of Love by Nicole

Krauss. Techniques of character

portrayal, novel structure,

elements of magic realism.

26 1 25 52

2. Oral presentation of a book

review. – 6 – 15 21

Academic Writing – 32 2 40 74

1.

Citation and referencing:

incorporating and evaluating

cited material in an essay

– 4 – 6 10

2.

Argument essays: synthesizing

citations, evidence and

explanation

– 8 – 6 14

3.

Structural elements of academic

sentences: recognizing hedging

language, convincing

arguments, impersonal

structures with ‘It’ and ‘There’.

– 6 – 8 14

4.

Written analysis and

presentation of an academic

article. – 6 1 10 17

5.

Problem-solution essays:

comparison with research

reports. – 8 1 10 19

Total number of hours for study

subject

128 5 160 293


Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points)


use the correct oral and

written English language

in sociocultural

discourse.

A student faces difficulties in

understanding and creating


writing and orally and

demonstrates only basic


in English in limited cultural

and professional contexts. A

student makes grammar and

spelling mistakes.

A student shows good ability

to understand and create

various oral and written

texts, demonstrates sufficient


in English in various cultural


using appropriate


register. A student makes

few trivial mistakes.


ability to understand and

create various oral and

written texts, demonstrates

superior listening and


a wide variety of cultural


using appropriate


register.




using the correct


terms.

A student demonstrates only

basic knowledge of literary

terms as well as skills of


text analysis.

A student demonstrates good

knowledge of literary terms

as well as sufficient skills of


text analysis.


thorough knowledge of

literary terms as well as

remarkable skills of their

application and literary text

analysis.


A student demonstrates basic

skills in describing and

A student is able to describe

and explain the structure of


appropriately describe and

21



structures, using

metalanguage





explaining the structure of

English, not always uses

correct terminology and



English for specific purposes

(political issues, media), faces problems establishing


language and English. A

student makes some

mistakes.

English well, to use the



including English for

specific purposes (political

issues, media), is able to

establish links between the

state language and English

most of the time.


English, to use the



including English for

specific purposes (political

issues, media), is always

able to establish relevant




comprehend and

compare the political

life, forms of

government, political

parties, elections and

media of the UK, the

USA and Lithuania.

A student shows basic




American political life,

systems of government,

political parties, elections

and media.

A student shows good and


historical and recent trends

as well as issues that have

shaped British and




and media, demonstrates

ability to compare English

speaking cultures with

his/her own culture

A student shows

comprehensive knowledge

of historical and recent

trends as well as issues that





and media, establishes

adequate links of English

speaking cultures and


culture. A student will be able to

discuss the political life,

forms of government,

political parties,

elections and media of

the UK, the USA and


account opinions of

others and expressing

own opinion in a correct

way

A student faces difficulties

discussing the political life,

forms of government,


and media of the UK, the

USA and Lithuania, not

always taking into account


expressing own opinion in

a correct way

A student discusses the



parties, elections and media

of the UK, the USA and


account opinions of others

and expressing own

opinion in a correct way

most of the time..

A student discusses the





Lithuania, carefully taking

into account opinions of

others and expressing own

opinion in an ethical way.




on political life, forms of


parties, elections and

media of the UK, the

USA and Lithuania.

A student unwillingly

involves in pair and group

activities preparing

presentations on political

life, forms of government,



USA and Lithuania.

A student is a rather active

contributor to pair and

group activities preparing

presentations on political

life, forms of government,



USA and Lithuania.

A student is an active and

efficient contributor to pair

and group activities

preparing presentations on





Lithuania. A student will be able to




assignments.




track of deadlines and time,

rarely participates in group

work and discussions, shows

little advance in academic

work.





most of the time, frequently

participates in group work,

discussions, systematically

advances in academic work

and is able to evaluate


properly most of the time.

A student is always capable


autonomously, to keep track


actively participates in group

work, discussions,

systematically advances in

academic work and is able to

evaluate personal



No


No. of

assignme

nts

No. of

hours per

assignme

nt

Total no.

of hrs.

Time of

assignme

nt

completi

Cumulati

ve

assessme

nt (%)

22

on (week

of

semester) 1. Practical assignments (TVD) 2 10 20 1–16 2 2. Portfolio (TVD) 4 3 12 4, 10, 16 2 3. Essay on political issues 44 1 44

4. Thematic development tests 15 4 60 4, 10, 16 40 5.

Oral examination (TVD) 10 1 10 Examinatio

n session 10

6. Essay according to the novel by N.

Krauss The History of Love (LTA) 26 1 26 15 8

7. Test on the novel by N. Krauss The

History of Love (LTA) 25 1 25 16

8. Presentation of a chosen book review

(LTA) 21 1 21 5–14 8

9. Quizzes (LTA) 3 2 6 8,14 4 10. Paragraphs with in-text citations 10 1 10 4 2 11. Test on academic sentence structure

(AW) 7 2 14 6-12 2

12. Argument essay 14 1 14 12 5 13. Analysis and presentation of an

academic article 17 1 18 6-12 5

14. Problem-solution essay 19 1 19 14 6 Total 240 100


LEU library

Other libraries

(indicate

where)

No. Main literature 1. O’Driscol J., 2009. Britain for Learners of English. Oxford: OUP 20 LNL 2. Mauk, D.C, Oakland J., American Civilization, 2010, Routledge 13 LNL 3. Bagdonavičiūtė J., Norušaitienė V., Stankevič E., 2007. On

Vocabulary Studies: Government and Elections. Vilnius: LEU 110 –

4. McCarthy M., O’Dell F. English Vocabulary in Use, Upper-

Intermediate, Advanced. 2003. Cambridge: CUP. 4 LNL

5. Oxford English Dictionary for Advanced Learners. 2010. Oxford:

OUP 16

LNL

6. Oxford Collocations Dictionary. 2010. Oxford: OUP 3 LNL 7. Nicole Krauss The History of Love 2 LNL 8. Talandienė, M. 2007. Metalanguage in Use. Vilnius: VPU. 40 LNL 9. Oshima, A., Hogue A. 2006. Writing Academic English. Pearson

Education. 5 –

10. Chazal, E., McCarter, S. Oxford EAP. 2012. Oxford: Oxford

University Press. 15

Supplementary reading 1. Guide to British and American Culture. 2000/2004. Oxford: OUP. 5 LNL

2. British Council www.britishcouncil.org

3. BBC English www.bbc.co.uk/worldservice/learningenglish

23


Study programme



Study subject code



Department Department of English Philology

2. Coordinating


Assoc. Prof. Dr. Eglė Petronienė (Thematic vocabulary development, Academic writing)

Assoc. Prof. Dr. Daina Miniotaitė (Text analysis)

Assist. Lect. Darija Bartkutė (Thematic vocabulary development, Academic writing)


Group

of

study

subject

s *

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction Contact work

Non-contact

work (self-

dependent

studies) hours

Total

no. in

hours

Lectures

Contact

practical

classes

Consultations

SFS O Full-time 96 5 219 230 12 5 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study

field (branch) – MSF; final thesis – FT. ** Obligatory – O; elective – E.

4. Goal of study subject The course aims

- to develop language communication skills of English at C1.1 level of language proficiency by giving the major

emphasis on academic language and metalanguage discourse;

- to advance students' knowledge in linguistics and literature, to develop their ability to apply their knowledge in

practice in discourses of various style and register.

5. Abstract In this course students develop their reading, writing, listening and speaking skills of English by addressing

particular wide-ranging topics:

Interpersonal communication (role of appearance and character in communication; personality and its

development; dealing with social/ cultural/ religious/ sex stereotypes; body language; behaviour patterns;

generation gaps and other – subtopics can be proposed by students).

Intercultural communication (living in a multicultural society; learning about the world and self by travelling,

social/cultural issues and tolerance, etc. – subtopics can be proposed by students).

Students develop their academic writing skills by writing a summary of a literary/publicist/scientific text; writing a

review of an event (conference, seminar); developing an argumentative essay; writing an Introduction to a BA

paper.

Students’ literary skills are enhanced by doing a literary text analysis (novel, short story, poem) and writing a book

24

review (prose, drama).

Students also do individual practical tasks (orally and in writing) using IT. The type of tasks vary from

theoretical/practical, quantitative/qualitative research and its presentation to preparing and performing a guided

tour and creating an advertisement for a trip, event, sale.



Study learning

outcomes






level (reception,

production, interaction); A student will be able to

perform in

German/French/Russian at

B2 level (reception,

production, interaction).

Ability to use the

language, choose

appropriate terminology

and registers according to

the context of use

(academic, sociocultural,

literary and other texts); to

develop a coherent

discourse, choose

appropriate

communicative functions

to disclose the topic and to

express one’s thoughts

both orally and in writing.

Practical tasks, group

discussion, text analysis,

preparing and presenting

a report, developing

academic texts, self-

assessment.

Tests, essays, reports, text

analysis, examination.


analyse the English and

German/French/Russian

languages taking into



aspects; A student will be able to

establish relations among

the language structures

and semantics of the

Lithuanian language,

English and

German/French/Russian.

Ability to analyse and

compare idiomatic

expressions and

synonymic groups in

Lithuanian and English.

Practical tasks, text

analysis, preparing and

presenting a report,

developing academic

texts, self-assessment.

Tests, practical tasks,

examination.


establish relevant




culture, showing


specifics linked to history,

religion, politics and

socio-economic

background.



between English-speaking

cultures and one’s own

culture by focusing the

socio-cultural aspect of

communication.


discussion, developing


assessment.




to communicate and

collaborate with future

employers and colleagues,

have a need for continual

improvement in own

professional qualification.

Ability to systematically

advance in academic work

and to properly evaluate

personal achievements;

Positive stance and

collaborative approach

towards colleagues and

their activities.

Group discussion,


a report, self-

assessment.

Reports, reviews, text



set aims and

systematically advance in

academic and professional

work; to critically evaluate

Ability to set and shape

own learning aims, and to

decide on priorities and

effective methods; to

organize one’s work






Essays, reports,

examination.

25




autonomously and to

observe the scheduled

deadlines; to reflect on and

consistently evaluate

personal achievements.

assessment.


No

.

Topics, student

activities, short



no. of

hours

Lectures Practical

classes

Consultati

ons

Self-

dependent

work

1. Interpersonal

communication.

16 1 36 53

2. Intercultural

communication.

16 1 36 53

3. Text analysis. 32 1 68 101 4. Academic writing. 18 1 40 59 5. Practical tasks. 12 1 28 41 6. Examination. 2 11 13


subject

96 5 219 230


Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) Ability to use the

language, choose


and registers according

to the context of use


literary and other texts);

to develop a coherent

discourse, choose

appropriate


to disclose the topic and

to express one’s thoughts

both orally and in

writing.

Over 50% of total score

points for the final test.

Poorly-organized

analysis of a literary

work but including main

aspects of style and

genre. Satisfactory

performance of practical

tasks.



Comprehensive, yet

lacking thoroughness,

well-organized analysis

of a literary work. Good


tasks.



Comprehensive,

thorough and well-

organized analysis of a

literary work. Excellent

/very good performance

of practical tasks.


compare idiomatic

expressions and

synonymic groups in










between English-


one’s own culture by

focusing the socio-

cultural aspect of

communication.

Satisfactory performance

of practical tasks.

Good performance of

practical tasks.

Excellent /very good


tasks.


advance in academic

work and to properly

Satisfactory preparation

and active participation

in class. Over 50% of

Good preparation and

active participation in

class. Over 65% of total

Excellent/very good

preparation and active

participation in class.

26

evaluate personal

achievements;

Positive stance and



their activities.

total score points for the

final test. Poorly-


literary work but

including main aspects

of style and genre.


of practical tasks.

score points for the final

test. Comprehensive, yet





tasks.



Comprehensive,

thorough and well-




of practical tasks. Ability to set and shape

own learning aims, and

to decide on priorities

and effective methods; to


autonomously and to


deadlines; to reflect on

and consistently evaluate


Satisfactory preparation

and active participation

in class. Over 50% of

total score points for the

final test. Poorly-


literary work but

including main aspects

of style and genre.


of practical tasks.



class. Over 65% of total

score points for the final

test. Comprehensive, yet





tasks.

Excellent/very good


participation in class.



Comprehensive,

thorough and well-




of practical tasks.


No

.

Student assessment

method

No. of

assignment

s

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of

assignmen

t

completio

n (week of

semester)

Cumulativ

e

assessment

(%)

1. In-class activities 16 2 32 1-16 10% 2. Academic writing 6 8 48 8-16 10% 3. Practical tasks 2 17 34 4-8, 10-16 15% 4. Text analysis 5 16 80 2-16 15% 5.

Examination 3 12 12 Examination

session 50%

Total number 230 100%


LEU library

Other libraries

(indicate where)

No. Main literature 1. Gairns R. & S. Redman. 2009. Oxford Word Skills. OUP. 1 LRC - 10 2. McCarthy M., O’Dell F. 2006. English Collocations in Use.

CUP. 1 LRC - 10

3. McCarthy & F. O'Dell. 2008. Academic Vocabulary in Use.

CUP. 1 LRC - 1

4. Davis J. & R. Liss. 2006. Effective Academic Writing. OUP. LRC - 10 Supplementary reading

1. Jasudavičiūtė, R., Kondraškienė, E., Buitkienė, J. 2004. Active

Lexis and Background Information. Vilnius: VPU Publishing

House.

90 -

2. Talandienė M. 2007. Metalanguage in Use. Vilnius: VPU

Publishing House. 97 -

27


Study programme



Study subject code




2. Coordinating


Assoc. Prof. Dr. Eglė Petronienė (Thematic vocabulary development, Academic writing)

Assoc. Prof. Dr. Daina Miniotaitė (Text analysis)

Assist. Lect. Darija Bartkutė (Thematic vocabulary development, Academic writing)


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes***

Consultations

SFS O Full-time 96 5 32 133 5 6 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study


4. Goal of study subject The course aims

- to develop language communication skills of English at C1.1 level of language proficiency by giving the major

emphasis on academic language and metalanguage discourse;

- to advance students' knowledge in linguistics and literature, to develop their ability to apply their knowledge in

practice in discourses of various style and register.

5. Abstract In this course students develop their reading, writing, listening and speaking skills of English by addressing particular

wide-ranging topics:

Ecology (man and nature; environment-friendly (throw-away) generation; nature conservancy worldwide – subtopics

can be proposed by students).

Culture (arts and personality development; intercultural communication through theatre and cinema -- subtopics can be

proposed by students).

Students develop their academic writing skills by writing a review of a cultural event (concert, performance, play);

developing an argumentative essay; writing Conclusions of a BA paper.

Students’ literary skills are enhanced by doing a literary text analysis (novel, short story, poem) and writing a book

review (prose, drama).

Students also do individual practical tasks (orally and in writing) using IT. The type of tasks varies from

theoretical/practical, quantitative/qualitative research and its presentation to translation and creating a video clip.

28



Study learning

outcomes






level (reception,

production, interaction); A student will be able to

perform in




Ability to use the

language, choose


and registers according to

the context of use


literary and other texts); to

develop a coherent

discourse, choose

appropriate


to disclose the topic and to

express one’s thoughts

both orally and in writing.






assessment.














English and



compare idiomatic

expressions and

synonymic groups in


Practical tasks, text



developing academic

texts, self-assessment.

Tests, practical tasks,

examination.


establish relevant




culture, showing




socio-economic

background.



between English-speaking

cultures and one’s own

culture by focusing the


communication.


discussion, developing


assessment.




to communicate and




improvement in own



advance in academic work

and to properly evaluate

personal achievements;

Positive stance and



their activities.

Group discussion,


a report, self-

assessment.

Reports, reviews, text



set aims and








own learning aims, and to

decide on priorities and

effective methods; to


autonomously and to










assessment.

Essays, reports,

examination.

29


No

.

Topics, student

activities, short




classes

Consultati

ons

Self-dependent

work 1. Ecology. 16 1 4 21 2. Culture. 16 1 4 21 3. Text analysis. 32 1 10 43 4. Academic writing. 18 1 5 24 5. Practical tasks. 12 1 7 20 6. Examination. 2 2 4


subject

96 5 32 133


Study subject

outcomes


of achievement

(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) Ability to use the

language, choose


and registers according

to the context of use


literary and other texts);

to develop a coherent

discourse, choose

appropriate


to disclose the topic and

to express one’s thoughts

both orally and in

writing.

Over 50% of total score points

for the final test. Poorly-


literary work but including

main aspects of style and

genre. Satisfactory


tasks.

Over 65% of total

score points for the

final test.

Comprehensive, yet



of a literary work.

Good performance of

practical tasks.


for the final test.

Comprehensive, thorough and

well-organized analysis of a

literary work. Excellent /very

good performance of practical

tasks.


compare idiomatic

expressions and

synonymic groups in



for the final test.

Over 65% of total

score points for the

final test.


for the final test.



between English-


one’s own culture by

focusing the socio-

cultural aspect of

communication.

Satisfactory performance of

practical tasks.

Good performance of

practical tasks.


performance of practical tasks.


advance in academic


evaluate personal

achievements;

Positive stance and



their activities.

Satisfactory preparation and

active participation in class.






genre. Satisfactory


tasks.



class. Over 65% of

total score points for

the final test.

Comprehensive, yet



of a literary work.

Good performance of

practical tasks.

Excellent/very good


participation in class. Over

85% of total score points for

the final test. Comprehensive,

thorough and well-organized

analysis of a literary work.




own learning aims, and

to decide on priorities

Satisfactory preparation and

active participation in class.




class. Over 65% of

Excellent/very good


participation in class. Over

30

and effective methods; to


autonomously and to


deadlines; to reflect on







genre. Satisfactory


tasks.

total score points for

the final test.

Comprehensive, yet



of a literary work.

Good performance of

practical tasks.

85% of total score points for

the final test. Comprehensive,

thorough and well-organized

analysis of a literary work.




No

.

Student assessment

method

No. of

assignment

s

No. of

hours per

assignmen

t

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. In-class activities 8 2 16 1-16 10% 2. Academic writing 5 7 35 8-16 10% 3. Practical tasks 2 12 24 4-8, 10-16 15% 4. Text analysis 5 8 40 2-16 15% 5.

Examination 3 6 18 Examination

session 50%



LEU library

Other libraries

(indicate where)

No. Main literature 1. Gairns R. & S. Redman. 2009. Oxford Word Skills. OUP. 1 LRC - 10 2. McCarthy M., O’Dell F. 2006. English Collocations in Use. CUP. 1 LRC - 10 3. McCarthy & F. O'Dell. 2008. Academic Vocabulary in Use. CUP. 1 LRC - 1 4. Davis J. & R. Liss. 2006. Effective Academic Writing. OUP. - LRC - 10

Supplementary reading 1. Jasudavičiūtė, R., Kondraškienė, E., Buitkienė, J. 2004. Active

Lexis and Background Information. Vilnius: VPU Publishing

House.

90 -

2. Talandienė M. 2007. Metalanguage in Use. Vilnius: VPU

Publishing House. 97 -

31


Study programme

Study programme code Study programme title 6 1 2 Q 3 0 0 0 7 English Philology and the Second Foreign Language (French/Russian/German)


Study subject code


Faculty: Faculty of Philology

Department: Department of English Philology

2. Coordinating


Assoc. Prof. Dr. Janina Buitkiene

Assoc. Prof. Dr. Daiva Verikaikė-Gaigalienė

Assist. Lect. Jūratė Marchertaitė


Group of

study

subjects*

Type of

study

subjects*

Mode of

studies

Volume (in academic hours)

ECTS

credits

Se

m

est

er

Language of


Non-contact work

(self-dependent

studies)

Total no.

Lectures Contact

practical classes Consultations

SF O Full-time 96 5 166 267 10 7 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; study subjects of minor study field (branch)-MSF; final thesis - FT.

** Obligatory – O; elective - E;

4. Goal of study subject The goal of the study subject is to further increase practical competence of the language by developing speaking, writing

and listening skills in social, occupational and academic domains. It will also encourage the use of meta-language in

discourse of different registers and genres. Students will enrich academic and meta-language discourse by analysing and

interpreting essays and other texts of various genres within humanistic, academic, intercultural, social, political and

psychological contexts. Students will perfect academic essay and will consolidate research essay writing skills.

5. Abstract The course is designed to promote communicative competence by analysing and interpreting texts of different registers

and genres. It also enriches academic vocabulary and further develops the competence of differentiating the English lexis

(formal, casual, slang, etc.). Students will learn the principles and meta-language of text analysis, they will also improve

their competence to discuss on various topics and express their opinion by using persuasive language and logical

arguments. The writing part of the course introduces the essay as a form of academic and research writing and a literary

device. The research essay writing principles (constituent parts, thesis statement, cohesion and coherence, etc.) are

introduced. Essays are produced by students at home and in the classroom. The most common errors of format, lexis,

punctuation and grammar are analysed and discussed in the classroom. Creative and academic essays are interpreted and

analysed by defining their types, rhetorical strategies and systems of presenting main ideas.




programme



Methods of study

achievement assessment A student will be able to

perform in English at C1 level

(reception, production,

interaction);

- Ability to analyse and

interpret texts of various

genres clearly demonstrating

critical thinking skills and

C1 level fluency;


discussion, text



developing academic

Tests, text analysis, reports,

essays.

32

- Achieving the highest level

of academic essay writing.

He will be able to apply his

knowledge of structure,

thesis statement, coherence,

cohesion, C1 level

vocabulary and grammatical

structures effortlessly and

originally.

texts, self-assessment


establish relevant comparisons

among the cultures of the

studied languages and

Lithuanian culture, showing

awareness of cultural specifics

linked to history, religion,

politics and socio-economic

background.

- Understanding the

peculiarities of

autobiographical/personal,

factual and abstract-

universal essay types.

He/she will be able to

identify them easily, to

analyse as well as interpret

them in the context of

modern life issues in

different countries.


discussion, text


presenting a report.

Text analysis, examination

A student will be able to retrieve

the appropriate data from

different sources, process and

use them in linguistic research

and other assignments.

- Ability to narrow a given

topic, to use a variety of

research methods in

identifying appropriate

research material, to use

different types of

paraphrasing, to write very

good summaries and to

reference correctly.


discussion, text

analysis, developing

academic texts.

Essays, examination


aims and systematically advance

in academic and professional



arguments and express his/her

considered opinion.

- Ability to present a

research essay in a clear,

organized and timely

manner.

Preparing and


group discussion

developing academic

texts.

Reports

A student will have ability to

work productively in a team,

communicate with co-workers

positively and knowingly.

- Ability to discuss and

ground his opinion on texts

of various genres in a

courteous and professional

style.

Group discussion,

preparing and


developing academic


Text analysis and reports


No. Topics, student activities, short description of

content


of hours

Lectures Practical

classes Consultations

Self-dependent

work

1. The interpretation of a novel and a short story 26 2 42 70

2.

A literary critical review of a novel, a short

story, and/or a play (realism, modernism,

postmodernism, etc.).

32

2

36

70

3. Structural and linguistic characteristics of the

essay.

4

18 22

4. The pre-writing stage of a research essay. 8 10 18

5. Planning and formulating a hypothesis and/or

research question.

8 1 20 29

6. The means of coherence and their semantics. 4 20 24

7 Types of essay, means of expression, coherence

and cohesion.

6 10 16

8. Analysis and interpretation of essays that

33

belong to a three-poled frame of references

(autobiographical, the factual and the abstract-

universal).

8

10

18



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement (9-10

points) 1. A student will be able to

analyse and interpret texts

of various genres.

A student often meets with

difficulties in identifying a

genre of the text. He

understands the

fundamentals of text

structure and style, but is

not always able to apply

his knowledge. The skills

of using a metalanguage

are not well developed.

A student identifies a genre

of the text correctly most of

the time. He understands the

fundamentals of structure

and style. He makes some

mistakes in using a

metalanguage and rarely

relates the main problems

discussed in the text to his

own experiences and

knowledge.

A student is able to identify

a genre of the text easily. He

has a high understanding of

the stylistic and structural

peculiarities of various

genres. He uses a

metalanguage appropriately

and is able to relate the main

problems analysed to his

own experiences and

knowledge. 2. A student will

understand the

peculiarities of

autobiographical/personal,

factual and abstract-

universal essay types.

He/she will be able to

identify them easily, to

analyse as well as

interpret them in the

context of modern life

issues.

A student has some


subgenre of an essay. He

understands the

fundamentals of structural

and stylistic aspects of

essay subgenres. The use

of a metalanguage is rather

basic. He is not always

able to formulate the main

problem of an essay and

relate it to modern life

issues.

A student identifies a

subgenre correctly most of

the time. He understands

structural and stylistic

peculiarities of essay

subgenres. He does not use a

metalanguage consistently.

He rarely discusses the main

problem of an essay in the


issues.

A student easily identifies a

subgenre of an essay. He has

a very good understanding

of structural and stylistic

peculiarities of essay

subgenres. His metalanguage

is very rich and fluent. He is

able to discuss the main

problem of an essay in the


issues.

3. A student will perfect

academic essay writing.

He will be able to apply

his knowledge of

structure, thesis statement,

coherence, cohesion, C1

level vocabulary and

grammatical structures

effortlessly and in original

style.

A student does not always

structure his essay

correctly. The thesis

statement often lacks

clarity. Essays lack

cohesion and, especially,

coherence. Vocabulary and

grammar rarely comply

with C1 level. His essays

are very common and

almost never original.

A student has a good

understanding of academic

essay structure, cohesion

and coherence but is not

always able to apply his

knowledge. A student also

has difficulties with

formulating thesis statement.

Vocabulary and grammar do

not always comply with C1

level. His essays lack

originality.

A student perfected

academic essay writing. He

mastered its structure, thesis

statement, cohesion and

coherence. The vocabulary

and grammar used are

always at C1 level. He has

an original style of writing

and presenting his ideas.

4. Students will be able to

narrow a given topic, to

use a variety of research

methods in identifying

appropriate research

material, to use different

types of paraphrasing, to

write very good

summaries and to


A student finds it difficult

to narrow a topic. The

choice of research material

is not always appropriate.

Paraphrasing and

summarizing skills are not

well developed. He makes

mistakes in grammar and

referencing. The choice of

vocabulary is not always

appropriate.

A student is able to narrow a

given topic rather easily. He

identifies and chooses

research material well. His

paraphrasing and

summarising skills are good.

He makes some mistakes in

referencing.


topic easily and always finds

an original angle to it. He is

using a variety of research methods in identifying


material. He uses different

ways of paraphrasing and is

very good at summarising.

Referencing is always

correct. 5. Students will be able to

make a good presentation

of a research essay.


present the research topic

in a structured and logical

way. He almost does not

keep eye-contact and reads

A student is able to present

the research topic logically

but sometimes lacks clarity

and originality. He

communicates with audience

A student has very good

presentation skills. The

research topic is presented in

a logical, clear and visually

appealing style. He

34

to the audience what is

visually presented. The

presentation style is rather

monotonous.

quite naturally but often

loses eye contact and does

not alter his intonation often

enough.


naturally and easily, has a

good eye-contact and uses a

variety of intonations


No. Student assessment method No. of

assignments

No. of

hours per

assignment

Total

No. of

hours

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Analysis and interpretation of

different genre texts 2 10 20 3-8,18-19 15

2. Completion of assignments,

preparation for seminars 10 13 130 3-15 20

3. Written assignments (essays) 1 17 17 5,9 15 4. Examination (essay) 1 50 50 16 20 5. Examination (oral) 1 50 50 - 30 TOTAL 267 100


LEU library

Other

libraries

(indicate) No. Main literature

1. The Norton Anthology of English Literature (1987). London. 13 LNL

2. Levin, G. (1989). Short Essays. HBJ: New York. 18 LNL

3. Oshima, A. & Hogue, A. (1991). Writing Academic English. Addison-Wesley

Publishing Company.

30 LNL

4. Talandiene, M. (2001). Writing the English Essay: A diagram Instruction

Method. Vilnius.

120 LRC

5. B.Greetham (2008).How to write Better Essays. Palgrave Macmillan 1 LRC

6.. Talandiene M. (2007) Meta-language in Use. Vilnius 60

7. De Chazal, E. & McCarter S. (2012) Oxford EAP. Oxford University Press. 1

8. Academic Writing Skills 2. (2014). CUP. 10

9. McCarthy M., O'Dell F. Academic Vocabulary in Use. (2008). CUP. Online

10. O'Dell F., McCarthy M. English Collocations in Use (Advanced). (2008).CUP. 10

11. Walsh, L. Focus on Writing 5. (2012). Pearson. 1

12. Blass et all. Creating Meaning. Advanced Reading and Writing. (2008). OUP. 1

No Supplementary reading

1. Keith S. Folse, A. Muchmore-Vokoun, E. Vestri Solomon (2010) Great Essays.

Heinle Cengage Learning.

1

2. Michael J.Wallace (2010). Study Skills in English. Cambridge University Press.

Cambridge.

1

35


Study programme



Study subject code




2. Coordinating

teacher/s:

Assoc. Prof. Dr. Janina Buitkiene

Assoc. Prof. Dr. Daiva Verikaikė-Gaigalienė

Assist. Lect. Jūratė Marchertaitė


Group of

study

subjects*

Type of

study

subjects*

Mode of

studies


ECTS

credits

Se

m

est

er

Language of


Non-contact work

(self-dependent

studies)

Total

Lectures Contact


SF O Full-time 64 5 91 160 6 8 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; study subjects of minor study field (branch)-MSF; final thesis - FT.

** Obligatory – O; elective - E;

4. Goal of study subject The goal of the study subject is to further increase practical competence of the language by developing speaking, writing

and listening skills in social, occupational and academic domains. It will also encourage the use of meta-language in

discourse of different registers and genres. Students will enrich academic and meta-language discourse by analysing and

interpreting essays, literary and newspaper texts within humanistic, academic, intercultural, social, political and

psychological contexts.

5. Abstract The course is designed to continue the development of reading, writing, listening and speaking skills in a wide range of

modern topical issues. Students will enrich their vocabulary by analysing the British quality and tabloid newspaper articles

of different genres and their headlines. The topic of EU, its institutions as well as human rights will be explored through the

English and Lithuanian, newspaper and magazine articles. Literary text analysis will cover the 20th

century novel (stream of

consciousness), the 20th

century drama, its main elements and characteristics as well as the 20th

century poetry. Students

will continue to develop and perfect essay interpretation skills by analysing various rhetorical strategies employed. The

academic writing classes will continue to master essay writing skills by further exploring essay structure and its types.

Students will also revisit such aspects of writing as paraphrasing, summarising, syntax and punctuation of complex

sentences.




the study programme



Methods of study

achievement

assessment A student will be able to


level (reception,


- Ability to analyse and interpret

texts of various genres clearly

demonstrating critical thinking

skills and C1 level fluency.


discussion, text

analysis, preparing

and presenting a

report, developing


Tests, text analysis, reports,

essays.

36

assessment.


establish relevant




culture, showing



religion, politics and socio-


- Ability to recognize different

types of newspapers and identify

different genres of newspaper

articles. He will be able to explain

the “inverted pyramid” structure

application in hard and soft news

articles. He will be able to identify

and explain the functions of

headlines. He will have a good

understanding of newspaper

language peculiarities, will be able

to define them and present

examples.


discussion, text

analysis, preparing

and presenting a

report.

Text analysis, examination


retrieve the appropriate

data from different

sources, process and use

them in linguistic research


- Ability to narrow a given topic, to

use a variety of research methods in

identifying appropriate research

material, to use different types of

paraphrasing, to write very good

summaries and to reference

correctly.


discussion, text

analysis, developing

academic texts.

Essays, examination


set aims and systematically



critically evaluate




- Ability to present a research essay

in a clear, organized and timely

manner.

. Preparing and


group discussion

developing academic

texts.

Reports



team, communicate with

co-workers positively and

knowingly

- Ability to discuss and ground his

opinion on texts of various genres

in a courteous and professional

style.

Group discussion,

preparing and


developing academic


Text analysis and reports


No

.




no. of

hours Lectures

Practical

classes

Consultatio

ns

Self-dependent

work

1. The media as a reflection of society’s political, social

and cultural life.

6 8 14

2.

The newspaper structure, article types/genres,

language style and peculiarities. Headlines, their

functions, grammar and style.

8 2 8 18

3. EU and its institutions. Violation of human rights and

its prevention.

4 8 12

4.

A literary critical review of a novel, a short story,

and/or a play (realism, modernism and

postmodernism).

32 1 8 40

5. Analysis of the 20

th century drama: elements of

drama and their characteristics

6 8 14

6. Research essay writing: topic narrowing, formulating

hypothesis and research questions.

25 2 8 36

7. Research essay writing: paraphrasing, summarizing

and referencing. Presentation of the research essay.

10 16 12



Study subject

outcomes

Minimum required


Average level of

achievement (7-8

High level of

achievement (9-10

37

(5-6 points) points) points) 1. A student will be able to

analyse and interpret texts

of various genres.

A student often meets with


genre of the text. He

understands the

fundamentals of text

structure and style, but is

not always able to apply

his knowledge. The skills

of using a metalanguage

are not well developed.

A student identifies a genre

of the text correctly most of

the time. He understands the

fundamentals of structure

and style. He makes some

mistakes in using a

metalanguage and rarely

relates the main problems

discussed in the text to his

own experiences and

knowledge.

A student is able to identify

a genre of the text easily. He

has a high understanding of

the stylistic and structural

peculiarities of various

genres. He uses a

metalanguage appropriately

and is able to relate the main

problems analysed to his

own experiences and

knowledge. 2. A student will be able to

recognize different types

of newspapers and

identify different genres of

newspaper articles. He

will be able to explain the

“inverted pyramid”

structure application in

hard and soft news

articles. He will be able to

identify and explain the

functions of headlines. He

will have a good

understanding of

newspaper language

peculiarities, will be able

to define them and present

examples.

A student almost always

recognizes different types

of newspapers. He

struggles with

identification of newspaper

article genres and there

structure. Almost never

notices and intertextuality

examples.

A student differentiates

newspaper types. He almost

always identifies newspaper

article genres correctly. He

does not always easily

identify a structure of an

article and/or can explain it.

Sometimes he does not

notice intertextuality

examples.

A student easily

differentiates newspaper

types. He identifies

newspaper article genres

correctly and can explain it

well. He quickly notices and

explains the functions of

newspaper headlines. He has

good knowledge of

newspaper language and

notices intertextuality most

of the time.


narrow a given topic, to

use a variety of research

methods in identifying


material, to use different

types of paraphrasing, to

write very good

summaries and to


A student finds it difficult

to narrow a topic. The

choice of research material

is not always appropriate.

Paraphrasing and

summarizing skills are not

well developed. He makes


referencing. The choice of

vocabulary is not always

appropriate.


given topic rather easily. He

identifies and chooses

research material well. His

paraphrasing and

summarising skills are good.

He makes some mistakes in

referencing.


topic easily and always finds

an original angle to it. He is

using a variety of research methods in identifying


material. He uses different

ways of paraphrasing and is

very good at summarising.

Referencing is always

correct.


make a good presentation

of a research essay.


present the research topic

in a structured and logical

way. He almost does not

keep eye-contact and reads

to the audience what is

visually presented. The

presentation style is rather

monotonous.

A student is able to present

the research topic logically

but sometimes lacks clarity

and originality. He


quite naturally but often

loses eye contact and does

not alter his intonation often

enough.


presentation skills. The

research topic is presented in

a logical, clear and visually

appealing style. He


naturally and easily, has a

good eye-contact and uses a

variety of intonations



assignments

No. of

hours per

assignment

Total

No. of

hours

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Analysis and interpretation of

different genre texts 2 10 20 3-8,18-19 15

2. Completion of assignments, 8 10 80 2-13 20

38

preparation for seminars

3 Written assignments (essays) 2 13 26 4,8 15 4. Examination (essay) 1 4 4 16 20 5. Examination (oral) 1 30 30 - 30 TOTAL 160 100


LEU library

Other libraries

No. Main literature

1. The Norton Anthology of English Literature (1987). London. 13

2. Levin, G. (1989). Short Essays. HBJ: New York. 18

3. Oshima, A. & Hogue, A. (1991). Writing Academic English. Addison-Wesley

Publishing Company. 30

4. Short M. (1996). Exploring the Language of Poems, Plays and Prose.

Longman. 4

5. Talandiene, M. (2007). Meta-language in Use. Vilnius. 60

6. Keith S. Folse, A. Muchmore-Vokoun, E. Vestri Solomon (2010) “Great

Essays”. Heinle Cengage Learning. 1

7. Keeble R. (2006). The Newspapers Handbook. Routledge. London & New

York. 1

8. Saxena, S. (2006) .Headline Writing. Sage Publications Inc. London. 1

9. De Chazal, E. & McCarter S. (2012) Oxford EAP. Oxford University Press. 1

10. P.Sanderson (2007). Using Newspapers in the Classroom. Cambridge

University Press. 1

11. B. Greetham (2008). How to Write Better Essays. Palgrave Macmillan. 1

12. Richardson J. Analysing Newspapers: An Approach from Critical Discourse

Analysis. Macmillan, 2008. 1

13. Blass et all. Creating Meaning. Advanced Reading and Writing. (2008). OUP. 1

No Supplementary reading

1. Anna McKane (2014). News Writing. Sage.Los Angeles/London/New

Delhi/Singapore/Washington DC. 1

2. Michael J.Wallace (2010). Study Skills in English. Cambridge University

Press. Cambridge. 1

3. Paltridge, B. Discourse Analysis. Continuum, 2012. 1

4. Thornbury, S. Beyond the Sentence: introducing discourse

analysis. Macmillian, 2005. 1

39


Study programme



Study subject code

1. Study subject title ENGLISH GRAMMAR 1 H 0 0 4 B 0 1 1

Faculty of Philology Department of English Didactics

2. Coordinating teacher/s: Position, name, surname

Lect. Gerda Mazlaveckienė


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


credits

Se

me

ster

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours

Lectures

Contact

practical

classes***

Consultations

SF O Full-time 64 5 38 107 4 2 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final thesis – FT. ** Obligatory – O; elective – E.

4. Goal of study subject To provide knowledge about morphology and syntax of English grammar and to develop the ability to communicate using

correct grammar in written form and orally. To expand students’ subject-related and general philological horizon

comparing the grammatical systems of English and Lithuanian as well as personal and professional aspects.

5. Abstract Students get acquainted with the role of grammar in the whole system of language science; parts of grammar: morphology

and syntax; similarities and differences between English and Lithuanian; traditional and modern approach towards parts

of the sentence. The notion of word unit, ways of negating the simple sentence, simple sentence patterns, direct and

indirect (inversion) word order are analysed. Structural and communicative simple sentence analysis; the noun and its

grammatical categories: number, gender and case; the adjective, its classification, grammatical category of degrees of

comparison; the adverb; the structure of the noun group: lexical (noun, adjective, numeral) and grammatical (article and

pronoun (reflexive, indefinite, personal, possessive, demonstrative, etc.)) are studied. Various tasks for mastering

grammar materials are performed.



Study learning outcomes Learning outcomes of






interaction).


correctly use grammatical

phenomena analysed in the

semester.

Short interactive lectures,

practical tasks (individual,

pair and group), preparation

of presentations, assigned

readings.

Cumulative assessment:

3 written tests, active

participation in seminars,

individual presentations on the

given theory problems,

individual work, examination. A student will be able to


On the basis of theoretical

knowledge a student will be

40





aspects.

able to analyse grammatical

phenomena studied in the

semester.


establish relations among the

language structures and

semantics of the Lithuanian

language, English and



discern different types of

relations among syntactical

and morphological


semester comparing the

mother-tongue and the

languages studied. A student will have ability to




knowingly.


knowledge and practical

skills a student will be able to

reason and discuss the issues

analysed in the semester

positively, and willingly

participate in giving solutions

to the problems. A student will be able to set




critically evaluate



considered opinion.


purposefully and

systematically plan own

activities while studying the

topics of the semester, keep

track of deadlines and time of

the assignments.


No. Topics, student activities,

short description of

content



classes

Consultations Self-dependent

work 1. Introduction to English

grammar. Comparison of

English and Lithuanian.

6 2 8

2. Syntax: The analysis of a word unit: a

phrase and a sentence.

8 1 2 11

3. Structural and communicative

sentence analysis.

8 2 10

4. Word order in the simple

sentence. Inversion. Question

formation.

8 1 4 13

5. Types of negating a simple

sentence in English.

6 2 8

6. Morphology: Structural and

semantic analysis of the noun

group. The noun. Its general

characteristics and grammatical

categories of number, case and

gender.

5 1 6 12

7. The adjective. The category of

degrees of comparison. The

adverb, its form and meaning.

4 5 9

8. The numeral: quantitative and

qualitative numerals. The

category of number.

4 1 5 10

9. Quantifiers. 7 5 12

41

10. The pronoun: its types and

meaning. The article, its

functions and meaning.

8 1 5 14


subject

64 5 38 107


Study subject outcomes


of achievement

(5-6 points)

Average level of


High level of

achievement




semester.


accomplish uncomplicated

practical tasks, but makes

mistakes, and is acquainted

only with the main material.

A student accomplishes

practical tasks in a good

(highly satisfactory) way, but

makes mistakes.


practical tasks in an excellent

(very good) way.





semester.

A student is able to partly

define grammatical notions

and categories and describe

some of their peculiarities,

but is unable to provide

specific examples.

A student shows good

(highly satisfactory)

understanding and abilities to

explain grammatical notions

and categories, and provides

examples when referring to

literature sources.


(very good) understanding and

abilities of explaining

grammatical notions and

categories, and is able to apply

them in the wider context of

studies. A student will be able to



and morphological




languages studied.

A student can hardly discern

different types of relations

among grammatical

phenomena of Lithuanian and

the languages studied.

A student is able to compare

some grammatical




exceptional (very good)

abilities to analyse and

compare the grammatical


the languages studied and

provides appropriate

examples. On the basis of theoretical







to the problems.

A student is able to retell the

material, however, s/he lacks

deeper analytical abilities in

applying it into practical

solutions of problems. A

student is able to recognize

examples provided by others.





solutions of problems. A



On the basis of the gained

theoretical knowledge and

practical skills, A student is

able to constructively discuss

the issues analysed in the

semester, successfully gives

solutions to the set problems

and illustrates them with

practical examples. A student will be able to

purposefully and





the assignments.

A student lacks the ability to

plan own time and frequently

falls behind the schedule in

submitting the accomplished

assignments. A student

develops sufficient readiness

for further studies.

A student is able to plan own

time, yet occasionally falls

behind the schedule in


assignments. S/he studies the

material self-dependently,

and is able to summarize it. A

student demonstrates good

(highly satisfactory)

readiness for further studies.


time appropriately and keep


the assignments. A student

studies the material self-

dependently, and is able to

summarize, analyse and

interpret it. A student

demonstrates excellent (very

good) readiness for further

studies.



assignments

No. of hours

per

assignment

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. In-class activities 16 2 32 1 – 16 5 2. Tests 4 2 8 4, 7, 11, 15 30

42

3. Individual presentations on the

given theory problems 27 1 27 1 – 16 5

4. Individual work 4 9.5 38 1 – 16 30 5. Examination 1 2 2 ‒ 30



LEU library

Other libraries

(indicate where)

No. Main literature 1. Alexander, L. G. 1999. Longman English Grammar. Longman Group UK

Limited. 17 LNL

2. Biber, D. 2002 Longman Student Grammar of Spoken and Written

English. Pearson Education Limited 31

LNL

3. Norušaitienė, V., Trapnauskienė, J. 2008. The Basics of English Syntax:

the Simple Sentence. Vilnius: VPU. 26

LNL

Supplementary reading 1. Alexander, L.G. 1998. English Grammar: Practice for Intermediate

Students. Longman Group UK Limited. 48

LNL

2. Dooley J. and Evans V. 1999. Grammarway 4. Swansea: Express

Publishing. 20

LNL

3. Eastwood, J.2005. Oxford Learner's Grammar. Grammar Finder. OUP 4 LNL 4. Kobrina, N.A., Korneyeva, M. I., Osovskaya, K. A., Guzeyeva, K. A.

2006. An English Grammar. Morphology. Syntax. Sankt Petersburg. 4

LNL

5. Swan, M. 2012. Oxford English Grammar Course: Intermediate-Upper-

intermediate. Oxford University Press. 4

LNL

43


Study programme



Study subject code


Faculty of Philology Faculty of Philology

Department of English Didactics


Lect. Jurgita Trapnauskienė


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes***

Consultations



4. Goal of study subject To develop students’ skills of the correct use of English grammar with reference to the studied topics; to broaden subject-

specific and general philological horizons by comparing the grammatical systems of the English and Lithuanian languages

as well as to stimulate their personal and professional development.

5. Abstract Students acquire knowledge about semantic, morphological and syntactic characteristics of the verb and adverb; they

compare the expression of present, past, and future tenses in English and Lithuanian. Students learn about simple sentence

analysis, types and ways of expression of the main parts of the sentence the subject and predicate as well as the secondary

parts of the sentence the object, attribute, and adverbials. Students accomplish practical tasks, carry out independent work.



Study learning outcomes Learning outcomes of the


Methods of

assessment of study




interaction).

A student will be able to correctly

use grammatical phenomena

analysed in the semester.


practical tasks (individual,

pair and group), preparation

of presentations, assigned

readings


3 written tests, active

participation in seminars,

individual presentations

on the given theory

problems, individual

work, examination A student will be able to





knowledge a student will be able

to analyse grammatical


44



aspects.

semester.







A student will be able to discern

different types of relations among

syntactical and morphological

phenomena studied in the semester

comparing the mother-tongue and

the languages studied. A student will have ability to




knowingly.


knowledge and practical skills a

student will be able to reason and

discuss the issues analysed in the

semester positively, and willingly

participate in giving solutions to

the problems.





critically evaluate





purposefully and systematically

plan own activities while studying

the topics of the semester, keep

track of deadlines and time of the

assignments.




content


of hours

Lectures Practical

classes


work

1. Semantic classification of the

verb. Grammatical categories

of the verb. Combinability

2 2 4

2. Expression of present, past, and

future tenses in English and

Lithuanian: the form and

meaning of active and passive

voice

20 9 29

3. Direct and indirect speech in

present and past tense contexts

6 1 6 13

4. Simple sentence analysis: the

subject and predicate, types,

ways of expression, and

agreement

14 6 20


object, its types and ways of

expression

5 2 5 12

6. Semantic classification, degrees

of comparison and

combinability of the adverb

2 4 6

7. Comparison of the adverb and

the adjective

2 2


attribute and adverbials, their

types and ways of expression

15 2 4 21


subject

64 5 38 107


45



of achievement

(5-6 points)

Average level of



(9-10 points)




semester.









makes mistakes.



(very good) way.





semester.






specific examples.

A student shows good (highly

satisfactory) understanding

and abilities to explain


categories, and provides


literature sources.

A student shows excellent (very

good) understanding and





studies.




and morphological




languages studied.



among grammatical




some grammatical









provides appropriate examples.








to the problems.





solutions of problems. The



A student is able to discuss


semester, is able to give


and provide a few examples.



practical skills, a student is able

to constructively discuss the

issues analysed in the semester,

successfully gives solutions to

the set problems and illustrates

them with practical examples. A student will be able to

purposefully and





the assignments.





assignments. The student









and is able to summarize it.

The student demonstrates

good (highly satisfactory)





the assignments. The student




interpret it. The student



studies.



assignments

No. of hours

per

assignment

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. In-class activities 2 16 32 1 – 16 5 2. Tests 2 3 6 6, 8, 15 30 3. Individual presentations on the


4. Individual work 4 9,5 38 1 – 16 30 5. Examination 2 1 2 ‒ 30


46


LEU library

Other libraries

(indicate where)

No. Main literature 1. Alexander, L. G. 1999. Longman English Grammar. Longman Group

UK Limited. 17 LNL

2. Biber, D. 2002 Longman Student Grammar of Spoken and Written


LNL

3. Norušaitienė, V., Trapnauskienė, J. 2008. The Basics of English

Syntax: the Simple Sentence. Vilnius: VPU. 26

LNL

4. Yule G. 2009. Oxford Practice Grammar Advanced. OUP 10 LNL Supplementary reading

1. Alexander, L.G. 1998. English Grammar: Practice for Intermediate

Students. Longman Group UK Limited. 48

LNL


Publishing. 20

LNL

3. Eastwood, J.2005. Oxford Learner's Grammar. Grammar Finder. OUP 4 LNL 4. Kobrina, N.A., Korneyeva, M. I., Osovskaya, K. A., Guzeyeva, K. A.

2006. An English Grammar. Morphology. Syntax. Sankt Petersburg. 4

LNL

5. Swan, M. 2012. Oxford English Grammar Course: Intermediate-

Upper-intermediate. Oxford University Press. 4

LNL

47


Study programme

Study programme code Study programme title 6 1 2 Q 3 0 0 0 7 English Philology and Another (French/Russian/German) Language


Study subject code


Faculty of Philology Department of English Didactics


Lect. Jurgita Trapnauskienė


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language of


Non-contact

work (self-

dependent

studies) hours

Total

no. in

hours

Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To develop students’ skills of the correct use of English grammar with reference to the studied topics; to develop the

subject-specific and general philological outlook by comparing the grammatical systems of the English and Lithuanian

languages as well as to raise their personal and professional interest in the study subject.

5. Abstract Students are provided with the opportunities to deepen their knowledge of the English article, its functions and use in

different communicative contexts. They analyse the ways of expressing present, past and future actions, and their

Lithuanian equivalents, as well as study the peculiarities of the use of the active and passive voice. Students are

familiarized with the English verbals (the infinitive, the gerund, participle I and participle II), specifics of their use in

English and equivalents in Lithuanian. They consolidate their knowledge and skills by accomplishing practical and self-

dependent tasks, which are presented in the classroom.





Methods of

assessment of

study achievements A student will be able to perform

in English at C1 level (reception,






practical tasks

(individual, pair and

group), preparation of

presentations, assigned

Cumulative

assessment:

3 written tests, in-class

activities, individual

presentations on the A student will be able to analyse

the English and


knowledge a student will be able to

48

German/French/Russian languages

taking into consideration various

structural and semantic aspects.

analyse grammatical phenomena

studied in the semester.

readings given theory problems,

individual work,

examination A student will be able to establish

relations among the language

structures and semantics of the

Lithuanian language, English and








A student will have ability to work









participate in giving solutions to the

problems.

A student will be able to set aims

and systematically advance in

academic and professional work;

to critically evaluate philological

data, provide arguments and

express his/her considered opinion.


purposefully and systematically plan

own activities while studying the

topics of the semester, keep track of

deadlines and time of the

assignments.




content



classes


work 1. The English article: its use in different communicative contexts.

1.1. General characteristics of

English articles. Their

functions.

2 2 4

1.2. The use of articles with

countable nouns.

6 6 12


uncountable nouns.

6 6 12

1.4. The use of articles with proper

nouns.

6 6 12


different semantic groups of

nouns.

2 12 14

2. Peculiarities of expressing actions in present-, past- and future-time contexts in English; their equivalents

in Lithuanian. 2.1. Expression of actions in

present-time context.

4 4 8

2.2. Expression of actions in past-

time context.

6 6 12

2.3. Expression of actions in future-

time context.

6 6 12

2.4. Reported speech in past-time

context.

6 6 12

2.5. Active and passive voice of the

verb: their forms, meanings and

use.

1 10 11

3. The use of verbals in English, their equivalents in Lithuanian. 3.1. General characteristics of

verbals in English. Their

Lithuanian equivalents.

2 2 4

3.2. The infinitive: its forms and

syntactic functions.

5 6 11

3.3. The gerund: its forms and

syntactic functions. The

5 6 11

49

infinitive and gerund compared.

3.4. Participle I: its forms and

syntactic functions. The gerund

and participle I compared.

5 6 11

3.5. Participle II, its syntactic

functions.

2 12 14


subject

64 5 91 160




of achievement

(5-6 points)

Average level of


High level of

achievement




semester.









makes mistakes.



(very good) way.





semester.




some of their peculiarities, but

is unable to provide specific

examples.







literature sources.


(very good) understanding and





studies. A student will be able to



and morphological




languages studied.



among grammatical




some grammatical phenomena

of Lithuanian and the

languages studied.









knowledge and practical skills

a student will be able to





to the problems.

















practical skills, a student is

able to constructively discuss


semester, successfully gives


and illustrates them with

practical examples. A student will be able to

purposefully and





the assignments.













material self-dependently, and

is able to summarize it. The

student demonstrates good

(highly satisfactory) readiness












studies.



assignments

No. of hours

per

assignment

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

50

1. In-class activities 2 30 60 1 – 16 5 2. Tests 2 3 6 5, 9, 15 30 3. Individual presentations on the


4. Individual work 3 23 69 1 – 16 30 5. Examination 2 1 2 - 30



LEU library

Other libraries

(indicate where)

No. Main literature 1. Mazlaveckienė G., Norušaitienė V. 2011. The English Article:

Definiteness and Indefiniteness (teaching aid). Vilnius: Vilnius

Pedagogical University.

17 LNL

2. Mazlaveckienė G., Norušaitienė V., Trapnauskienė J. 2013. The Verb and

Verbals (teaching aid) 21

LNL

3. Norušaitienė V., Trapnauskienė J. 2004. On Tense, Aspect and Modality in

English (metodinė priemonė). Vilnius: Vilniaus pedagoginio universiteto

leidykla.

126

LNL

4. Yule G. 2009. Oxford Practice Grammar Advanced. OUP 10 LNL

Supplementary reading 1. Biber, D. (2002) Longman Student Grammar of Spoken and Written


LNL

2. Dooley J., Evans V. 1999. Grammarway 4. – Express Publishing. 20 LNL 3. Foley M., Hall D. 2008. Longman Advanced Learner’s Grammar: a self-

study reference and practice book with answers. Essex: Pearson

Education Limited.

15

LNL

4. Krylova I.P., Gordon E.M. 2007. A Grammar of Present-day English.

Practical Course. Moscow. 2

LNL

5. Krylova I.P. 2005. A Grammar of Present-day English. Practice Book.

Moscow. 15

LNL

51


Study programme


DESCTRIPTION OF STUDY SUBJECT

Study subject code




2. Coordinating


Assoc. Prof. Judita Giparaitė


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language

of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS O Full-time 64 5 64 133 5 4 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject To develop and deepen students' present knowledge of the composite English sentence, modal verbs, moods. To

further form skills to use correct English grammar. To develop linguistic, communicative and professional/learning

competences.

5. Abstract Students acquire knowledge of the English language syntax, the composite sentence. Students learn the characteristic

features of the composite sentence: coordination and subordination, types of subordinate clauses. Modal verbs of

English with their peculiarities of use and meanings as well as their equivalents in Lithuanian are analysed. Ways of

expressing the category of the mood in English and Lithuanian are studied. The use of the subjunctive in the simple

and composite sentence is discussed. Students accomplish practical tasks, carry out individual work.





Methods of

assessment of study

achievements A student will be able to perform in

English at C1 level (reception,





Short interactive

lectures, practical

tasks (individual, pair

and group),

preparation of

presentations,

assigned readings

Cumulative

assessment: 3 written

tests, in-class activities,

individual presentations

on the given theory

problems, individual

work, examination

A student will be able to analyse the

English and German/French/

Russian languages taking into

consideration various structural and

semantic aspects.


knowledge a student will be able to

analyse grammatical phenomena

studied in the semester.

52

A student will be able to establish

relations among the language

structures and semantics of the

Lithuanian language, English and

German/ French/Russian.







A student will have ability to work

productively in a team, communicate

with co-workers positively and

knowingly.






participate in giving solutions to the

problems. A student will be able to set aims


academic and professional work; to

critically evaluate philological data,

provide arguments and express



purposefully and systematically plan

own activities while studying the

topics of the semester, keep track of


assignments.


No

.




of hours Lecture

s

Practical

classes

Consultati

ons

Self-dependent

work 1. Revision of the simple sentence

structure

2 4 6

2. The composite sentence.

Coordination and subordination

4 2 6

3. The compound sentence. Types of

coordination

4 4 8

4. The complex sentence:

subordinate subject, complement,

and object clauses

6 8 14


subordinate attributive/relative

clauses

4 4 8


subordinate adverbial clauses

8 2 10 20

7. Comparison of ways of expressing

modality in English and

Lithuanian: modal verbs

4 2 6

8. Modal verbs: can/could,

may/might, must

6 6 12

9. Verbs of modal meaning: to be to,

to have to, ought to, need to

6 4 10

10. Modal verbs: shall/should,

will/would

4 1 4 9

11. Comparison of ways of expressing

modality in English and

Lithuanian: the mood

2 2 4

12. Forms of the subjunctive in

English. The subjunctive mood in

the simple sentence

4 2 6

13. The subjunctive mood in the

complex sentence: subordinate

subject, object, appositive, and

complement clauses

6 6 12

14. The subjunctive in the complex

sentence: subordinate adverbial

clauses

4 2 6 12

53





of achievement

(5-6 points)

Average level of



(9-10 points)




semester.









makes mistakes.



(very good) way.





semester.






specific examples.







literature sources.

A student shows excellent (very

good) understanding and





studies.




and morphological




languages studied.



among grammatical




some grammatical

















to the problems.








A student is able to discuss


semester, is able to give


and provide a few examples.



practical skills, a student is able

to constructively discuss the

issues analysed in the semester,

successfully gives solutions to

the set problems and illustrates

them with practical examples.


purposefully and





the assignments.














and is able to summarize it.


good (highly satisfactory)












studies.


No

.

Student assessment

method

No. of

assignment

s

No. of

hours per

assignmen

t

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. In-class activities 32 2 64 1-16 5 2. Tests 3 10 30 6, 8, 15 40 3. Individual work 2 7 14 1-16 5 4. Examination 1 25 25 - 50


54


LEU library

Other libraries

(indicate

where)

No

. Main literature

1. Mazlaveckienė, G., Norušaitienė, V., Trapnauskienė, J. 2010.

English Syntax: the Composite Sentence. The Mood. Vilnius:

VPU.

9/5 LNL

2. Norušaitienė, V., Trapnauskienė, J. 2008. The Basics of English

Syntax: the Simple Sentence. Vilnius: VPU. 26

LNL

3. Biber, D. 2002 Longman Student Grammar of Spoken and

Written English. Pearson Education Limited 31

LNL

4. Yule G. 2009. Oxford Practice Grammar Advanced. OUP 10 LNL

Supplementary reading 1. Alexander, L.G. 1998. English Grammar: Practice for

Intermediate Students. Longman Group UK Limited. 48

LNL


Publishing. 20

LNL

3. Eastwood, J.2005. Oxford Learner's Grammar. Grammar Finder.

OUP 4

LNL

4. Kobrina, N.A., Korneyeva, M. I., Osovskaya, K. A., Guzeyeva,

K. A. 2006. An English Grammar. Morphology. Syntax. Sankt

Peterburgh.

4

LNL

5. Swan, M. 2012. Oxford English Grammar Course:

Intermediate-Upper-intermediate. Oxford University Press. 4

LNL

55


Study programme



Study subject code

1. Study subject title ENGLISH GRAMMAR AND ITS THEORY H 0 0 4 B 0 1 5



2. Coordinating


Assoc. Prof. Judita Giparaitė


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language

of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS O Full-time 16 16 5 43 80 3 5 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject The course is aimed at providing students with theoretical knowledge of grammatical and semantic peculiarities of

parts of speech taking into consideration students’ prior knowledge of practical grammar of English. The course

helps students bring into play theoretical knowledge and practical skills as a coherent system. Students will

systematically study how to apply theoretical knowledge in practice. At the end of the course students will be able to

analyse sentences as three level structures in terms of semantics, pragmatics and syntax.

5. Abstract During the course students will acquire theoretical knowledge of grammatical and semantic language categories and

get insights into different types of grammars. Students will carry out close analysis of grammatical categories of the

noun: number, case, gender, definiteness/indefiniteness; finite forms of the verb and their grammatical

characteristics: tense and time, aspect, mood, voice, number, person; non-finite forms of the verb: gerund, participle,

infinitive; the adjective and its grammatical and semantic characteristics and functions in the sentence; the pronoun

and its grammatical, semantic and syntactic functions; the adverbs and its semantic and syntactic functions; the

preposition and its grammatical and functional features. Student will acquire skills of analysing sentences from

semantic, morphological, and syntactic perspectives.




study subject

Study

methods


of study achievements A student will be able to analyse

the English and German/French/



semantic aspects



able to analyse different parts of

speech semantically,

morphologically, and

syntactically.

Lectures,

seminars,

discussions,

individual

work, study

of scientific


Preparation and in-class

activities,

individual presentations,

examination.

56

A student will acquire fundamental

knowledge of the main trends,

branches of linguistics and

literature and their research

methods, will be aware of the key

concepts and able to use them

appropriately.


describe different grammar

theories as well as determine

their differences and

similarities, will be able to

apply different methods of

sentence analysis characteristic

of different grammar theories.

literature,

practical

tasks.








purposefully and systematically

plan own activities while

studying the topics of the

semester, keep track of


assignments, will be able to

evaluate strong sides and

drawbacks of different grammar

theories and provide arguments.


No

.




of hours Lectur

es

Practical

classes

Consultati

ons

Self-dependent

work 1. Grammar and its development.

Definitions of grammar.

2 2 3 7

2. Grammar types 2 2 5 9 3. Structural features of English

grammar.

2 2 2 6

4. The noun and its grammatical

categories: number, case, gender

and determination.

2 2 5 9

5. Finite forms of the verb and

their grammatical

characteristics: tense and time,

aspect, voice.

2 2 5 9

6. Finite forms of the verb and

their grammatical

characteristics: person, mood,

and order.

2 2 5 9

7. Non-finite forms of the verb:

infinitive, gerund participle.

2 1 5 8

8. The adjective: grammatical,

semantic and syntactic features.

1 1 4 6

9. The adverb: grammatical,


1 1 4 6

10. The pronoun: grammatical,


1 1 3 5

11. The pronoun: grammatical,


1 1 2 4

12. Revision. 2 2 Total number of hours for study

subject 16 16 5 43 80


Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement (9-10

points) On the basis of

theoretical knowledge a

student will be able to

analyse different parts of




mistakes, and is familiar


practical tasks quite well

but makes mistakes.


practical tasks excellently

(very well).

57

speech semantically,

morphologically, and

syntactically.

only with the main

material.


describe different

grammar theories as well

as determine their

differences and

similarities, will be able

to evaluate strong sides

and drawbacks of

different grammar

theories and provide

arguments.

A student’s knowledge of

properties of different

grammars is not sufficient;

he/she can hardly explain

their similarities and

differences, makes crucial

mistakes.

A student is quite good at

understanding properties

of different grammar

theories and is explaining

their differences and

similarities but makes

mistakes.

A student excellently (very

well) understands properties

of different grammar

theories and is capable of

explaining their differences

and similarities.


apply different methods

of sentence analysis

characteristic of different

grammar theories

A student’s knowledge of

different methods of

sentence analysis is not

sufficient; he/she makes

crucial mistakes in

applying these methods

practically.

A student is quite good at


sentence analysis and can

apply them practically but

makes mistakes.

A student is excellent at


sentence analysis and can

apply them practically very

well.


purposefully and


activities while studying

the topics of the

semester, keep track of


assignments.

A student lacks the ability

to plan own time and

frequently falls behind the

schedule in submitting the

accomplished assignments.

A student is able to plan

own time, yet occasionally


submitting the

accomplished assignments.

S/he studies the material

self-dependently, and is

able to summarize it.




of the assignments. The

student studies the material

self-dependently, and is able

to summarize, analyse and

interpret it.


No. Student assessment

method

No. of

assignments

No. of hours

per

assignment

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Accomplishment of tasks,

preparing for seminars 8 4 32

2,4,6,8, 10, 12,

14, 16 20

2. Examination 1 48 48 - 80 Total number 80 100

10. Recommended literature

No. of

copies in

LEU library

Other libraries

(indicate

where)

No

. Main literature

1. Biber D., Leech, G., Conrad, S. 2002. Longman student grammar of spoken

and written English. Longman/Pearson. 20 LNL

2. Foley, M. 2005. Longman advanced learners’ grammar: a self-study

reference and practice book with answers. Harlow: Longman. 20

LNL

3. Valeika, L., Buitkienė, J. 2003. An Introductory Course in Theoretical

English Grammar. Vilnius: VPU 140

LNL

Supplementary reading 1. Alexander, L.G. 1999. Longman English grammar practice. Harlow:

Longman. 2 LNL

2. Fromkin, A. (ed.) 2006. Linguistics. Blackwell Publishing. 1 – 3. Greenbaum, S. 1994. An Introduction to English Grammar. Longman. 5 LNL

58


Study programme



Study subject code

1. Study subject title ENGLISH PHONETICS H 0 0 4 B 0 1 6


Department Department of English Didactics

2. Coordinating


Assoc. Prof. Dr. Giedrė Balčytytė-Kurtinienė


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS O full-time - 48 5 54 107 4 1 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final

thesis – FT; ** Obligatory – O; elective – E.

4. Goal of study subject The goal of the study subject is to develop subject-specific, practical, generic philological as well as personal and

professional competences; to familiarize the students with the sound system of English; to develop their correct

pronunciation; to form transcription skills; to familiarize the students with the suprasegmental aspects of English as well

as to widen their philological horizon.

5. Abstract The course is designed for the 1st year students and aims at familiarizing them with the sound system of English and

developing their correct pronunciation in speaking, reciting and reading. The students will obtain knowledge about

Received Pronunciation as well as the main dialects of English. The students will develop their listening of authentic

material and audition skills, form transcription skills and obtain knowledge about the suprasegmental aspects of English.

The students will learn to practically analyse the sounds of English in the context of connected speech, to clarify typical

mistakes and cases of mother tongue pronunciation interference. The course presents the methodology for mistake

correction, encourages the students’ feel for language and widens their philological horizon.



Study learning

outcomes






level (reception,

production, interaction)


discriminate and perceive sounds

and utterances by auditory ability

as well as recognize phonetic

nuances;


pronounce correctly, recognize

and use prosodic features.

Seminars,

practical tasks,

discussion, pair

work,

independent

work, IT methods,

video audio,

description,

Cumulative assessment and

examination.

Cumulative assessment

consists of: tests (theoretical knowledge and

transcription skills are tested),

reciting poems, reading texts

aloud, etc.

59

illustration,

transcription,

independent

analysis of

scientific

literature

independent work (text listening

and transcription). Examination in writing (theoretical knowledge and

transcription skills are tested)

A student will be able

to analyse the English



structural and

semantic aspects;


to establish relations

among the language

structures and

semantics of the


English.


transcribe;


practically analyse English

sounds in the context of

connected speech, analyse typical

mistakes and cases of native

language interference as well as

employ mistake correction

strategies.

A student will acquire

fundamental knowledge

of the main trends,

branches of linguistics

and literature and their

research methods, will

be aware of the key

concepts and able to use

them appropriately.

A student will have extensive

knowledge on the object of

Phonetics, sound classifications,

main terms and will be able to

apply this knowledge into

practice;

A student will acquire knowledge

on the standard norm and main

dialects of English. A student will be able to

set aims and


in academic and


critically evaluate

philological data,


express his/her

considered opinion.

A student will be able to search

for literature sources and data,

evaluate, systematize and apply

to practice;

A student will be able to use IT

software for phonetic purposes.

A student will have


his/her work

autonomously, keep






A student will be able to do

independent listening and

transcription tasks, efficiently plan

his/her time, choose proper

strategies, and perform self-

evaluation.


No

.



content


of hours

Lectures Practical

classes

Consultati

ons

Self-dependent

work

1. The object of phonetics. The

norm of the language. Dialect.

Accent. Variant. Register.

6 7 13

2. Articulation basis. Organs of

speech. Sound production.

6 7 13

3. English sound system.

Phoneme / allophone. Phonetic

symbols of sounds.

Classification of sounds.

8 2 9 19

4. Word stress. Levels of

reduction. Strong and weak

forms.

8 1 8 17

5. Sentence stress and functional 6 7 13

60

types.

6. Rhythm. Rhythmical groups. 6 7 13 7. Phonetic aspects of connected

speech. Sound junction.

8 2 9 19


subject

48 5 54 107


Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement (9-10

points) A student will be able to

discriminate and

perceive sounds and

utterances by auditory

ability as well as

recognize phonetic

nuances;


pronounce correctly,

recognize and use

prosodic features.

A student can discriminate

and perceive sounds

(auditory accuracy 50-60

%), can understand the

main idea in listening to

authentic texts, and

however does not

recognize phonetic

nuances well. A student

has poor pronunciation

skills, rarely recognizes

and uses prosodic features.

A student can discriminate

and perceive sounds



main idea and a lot of

details in listening to

authentic texts, and often

recognizes phonetic

nuances. A student has

good pronunciation skills,

often recognizes and uses

prosodic features.

A student can discriminate and

perceive sounds (auditory

accuracy 90-100 %), can

understand the main idea and

all the details in listening to

authentic texts, and recognizes

phonetic nuances very well. A

student has perfect

pronunciation skills,

recognizes and uses prosodic

features.


transcribe;


practically analyse

English sounds in the

context of connected

speech, analyse typical

mistakes and cases of

native language

interference as well as

employ mistake

correction strategies.

A student can transcribe,

however with a large

amount of mistakes

(transcription accuracy 50-

60%). A student is not well

skilled in theoretical and

practical analysis of

phonetic aspects in

connected speech, does not

fully ground the cases of

native language

interference and rarely

employs proper mistake


A student can transcribe

well (transcription

accuracy 70-80%). A

student is well skilled in

theoretical and practical

analysis of phonetic

aspects in connected

speech, usually is able to

ground the cases of native

language interference and

often employs proper

mistake correction

strategies.

A student can transcribe very

well (transcription accuracy

90-100%). A student is very

well skilled in theoretical and

practical analysis of phonetic

aspects in connected speech,

fully grounds the cases of

native language interference

and always employs proper

mistake correction strategies.

A student will have

extensive knowledge on

the object of Phonetics,

sound classifications, main

terms and will be able to

apply this knowledge into

practice;


knowledge on the standard

norm and main dialects of

English.

A student has rather poor


sometimes is not able to

apply it into practice; most

often relies on the primary

theory sources. A student

is not well aware of

standard norm and main

dialects of English.

A student has rather good


most often is able to apply

it into practice, relies on

the primary and additional


is aware of standard norm

and main dialects of

English, however, the

knowledge is not

extensive.

A student has extensive


always is able to apply it into

practice, relies on the primary

and additional theory sources.

A student is very well aware

of standard norm and main



search for literature

sources and data,

evaluate, systematize

and apply to practice;


use IT software for

phonetic purposes.

A student rarely uses

additional sources, often is

not able to evaluate and

systematize the

knowledge. Rarely relates

it to practice. A student is

not very skilful in IT

software for phonetic

purposes.

A student often uses

additional sources,

however sometimes is not

able to evaluate and

systematize the

knowledge. Relates it to

practice, but sometimes

not successfully. A student

is quite skilful in IT

software for phonetic

purposes.

A student often uses additional

sources, is able to evaluate

and systematize the

knowledge. Relates it well to

practice. A student is highly

skilful in IT software for

phonetic purposes.

61


do independent listening

and transcription tasks,

efficiently plan his/her

time, choose proper

strategies, and perform

self-evaluation.

A student does the

independent work for

minimum requirements:

the texts transcribed do not

meet all the conventions,

exhibit a lot of mistakes.

A student does the

independent work

according to the main

requirements: the texts

transcribed meet the

majority of convention

with a few mistakes.

A student does the

independent work according

to the requirements: the texts

transcribed meet all the

conventions.


No

.

Student assessment

method

No. of

assignment

s

No. of

hours per

assignmen

t

Total no.

of hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessmen

t (%)

1. Completion of assignments,

preparation for seminars and

active participation.

48 0.5 24 1-16 5

2. Tests I, II, III (theory and

transcription). 2 15 30 5, 10 20

3. Oral presentations (reciting

poems, reading texts, etc.) 4 3 12 1-16 10

4. Independent work (listening

and transcription). 2 10 20 16 15

5. Examination 3 7 21

Examination

session 50



LEU library

Other libraries

(indicate where)

No. Main literature 1. Cruttenden, A. (2014). Gimson’s Pronunciation of English. 8

th edition.

London: Routledge

LNL

2. Collins, B., I. Mees. (2013). Practical Phonetics and Phonology: A

Resource book for Students. 3rd

edition. London: Routledge

LNL

3. Carr, Ph. (2012). English Phonetics and Phonology: An Introduction. 2nd

edition. New-Jersey: Wiley-Blackwell

1 LNL

4. Tench, P. (2011). Transcribing the Sound of English. Cambridge: CUP 1 LNL 5. Roach, P. (2009). English Phonetics and Phonology. 4

th edition.

Cambrideg: CUP

10 LNL

6. Baker, A. (2009). Ship or Sheep. Cambridge: CUP 1 LNL

Supplementary reading 1. Clark, J., C. Yallop. (2007). An Introduction to Phonetics and Phonology.

3rd edition. Oxford: Blackwell Publishers

LNL

2. Ladefoged, P., K. Johnson. (2010). A Course in Phonetics. Boston: M.

Rosenberg Press

LNL

3. Wells, J. C. (2008) Longman Pronunciation Dictionary. Harlow: Pearson

Education Ltd.

1 LNL

4. Skarulis, J. (1998). A Phonetic Aid for Students of English. Vilnius: VPU

leidykla 89

LNL

5. Ashby, M., J. Maidment. (2005). Introducing Phonetic Science.

Cambridge: CUP

1 LNL

62


Study programme



Study subject code

1. Study subject title ENGLISH PHONETICS AND PHONOLOGY H 0 0 4 B 0 1 7


Department Department of English Language Didactics

2. Coordinating


Assoc. Prof. Dr. Giedrė Balčytytė-Kurtinienė


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS O Full-time 48 5 54 107 4 2 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final thesis – FT; ** Obligatory – O; elective – E.

4. Goal of study subject The goal of the study subject is to develop subject-specific, practical, generic philological as well as personal and

professional competences; to familiarize the students with the intonation contours of English and various phonetic

phenomena; to further develop correct pronunciation; to form transcription skills; to widen their philological horizon.

5. Abstract The course is designed for the 1st year students and aims at further on formation of the students’ proper pronunciation

and transcription skills. The course familiarizes the students with the intonation contours of English and various

phonetic phenomena: aspiration, assimilation, accommodation, clipping, elision, palatalization, etc. The students will

develop their listening of authentic material and audition skills and employ the suprasegmental aspects of English. The

students will practically analyse the sounds of English in the context of connected speech and clarify typical mistakes

and cases of mother tongue pronunciation interference. The course presents the methodology for mistake correction,

encourages the students’ feel for language and widens their philological horizon.



Study learning

outcomes






level (reception,

production, interaction)


discriminate and perceive

sounds and utterances by

auditory ability as well as

recognize phonetic

nuances;


pronounce correctly,

recognize and use

Seminars,

practical tasks,

discussion, pair

work, independent

work, IT methods,

video audio,

description,

illustration,

transcription,

Cumulative assessment and

examination.

Cumulative assessment consists

of: test (theoretical knowledge and

transcription skills are tested),

reciting poems, reading texts

aloud, etc.

independent work (text listening

63

prosodic features. independent

analysis of

scientific

literature

and transcription). Examination in writing (theoretical knowledge and

transcription skills are tested)


analyse the English




aspects;





Lithuanian language and

English.


transcribe;


practically analyse





native language


employ mistake correction

strategies.


fundamental knowledge of

the main trends, branches of

linguistics and literature and

their research methods, will

be aware of the key


them appropriately.

A student will have

extensive knowledge on

the object of Phonetics,

sound classifications,

main terms and will be

able to apply this

knowledge into practice;


knowledge on the standard

norm and main dialects of

English. A student will be able to set




critically evaluate





search for literature

sources and data, evaluate,

systematize and apply to

practice;


use IT software for

phonetic purposes. A student will have






reflect personal


A student will be able to do

independent listening and

transcription tasks,

efficiently plan his/her time,

choose proper strategies, and

perform self-evaluation.


No

.

Topics, student

activities, short




classes

Consultati

ons

Self-dependent

work 1. Syllable. Syllable

structure.

6 7 13

2. Tone and tone languages. 6 7 13 3. Intonation and its

components. Functions of

intonation.

8 2 9 19

4. Speech melody. Parts of

speech melody.

6 8 14

5. Nuclear tones. Simple /

complex tones. Moving /

level tones.

8 1 7 16

6. Aspiration. Assimilation.

Accommodation.

Clipping. Elision.

Palatalization.

8 1 8 17

7. Interference of native 6 1 8 15

64

language. Methodology

for mistake correction.


subject

48 5 54 107


Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)


(9-10 points)


to discriminate and

perceive sounds and

utterances by auditory

ability as well as

recognize phonetic

nuances;


to pronounce correctly,

recognize and use

prosodic features.

A student can

discriminate and

perceive sounds



main idea in listening to

authentic texts, and

however does not

recognize phonetic

nuances well. A student

has poor pronunciation

skills, rarely recognizes

and uses prosodic

features.

A student can

discriminate and

perceive sounds



main idea and a lot of

details in listening to

authentic texts, and often

recognizes phonetic

nuances. A student has

good pronunciation

skills, often recognizes

and uses prosodic

features.

A student can discriminate and

perceive sounds (auditory

accuracy 90-100 %), can

understand the main idea and all

the details in listening to

authentic texts, and recognizes

phonetic nuances very well. A

student has perfect pronunciation

skills, recognizes and uses

prosodic features.


to transcribe;


to practically analyse





native language


employ mistake


A student can transcribe,

however with a large

amount of mistakes

(transcription accuracy

50-60%). A student is not

well skilled in theoretical

and practical analysis of

phonetic aspects in

connected speech, does

not fully ground the

cases of native language

interference and rarely



A student can transcribe

well (transcription

accuracy 70-80%). A

student is well skilled in

theoretical and practical

analysis of phonetic

aspects in connected

speech, usually is able to

ground the cases of

native language

interference and often



A student can transcribe very well

(transcription accuracy 90-

100%). A student is very well

skilled in theoretical and practical

analysis of phonetic aspects in

connected speech, fully grounds

the cases of native language

interference and always employs

proper mistake correction

strategies.

A student will have

extensive knowledge

on the object of

Phonetics, sound

classifications, main

terms and will be able

to apply this

knowledge into

practice;


knowledge on the

standard norm and

main dialects of

English.

A student has rather poor

theoretical knowledge

and sometimes is not

able to apply it into

practice; most often

relies on the primary


is not well aware of

standard norm and main


A student has rather good

theoretical knowledge

and most often is able to

apply it into practice,

relies on the primary and

additional theory

sources. A student is

aware of standard norm

and main dialects of

English, however, the

knowledge is not

extensive.

A student has extensive

theoretical knowledge and always

is able to apply it into practice,

relies on the primary and

additional theory sources. A

student is very well aware of

standard norm and main dialects

of English.


to search for literature

sources and data,

evaluate, systematize

and apply to practice;


to use IT software for

phonetic purposes.

A student rarely uses

additional sources, often

is not able to evaluate

and systematize the

knowledge. Rarely

relates it to practice. A

student is not very skilful

in IT software for

phonetic purposes.

A student often uses

additional sources,

however sometimes is

not able to evaluate and

systematize the

knowledge. Relates it to

practice, but sometimes

not successfully. A

student is quite skilful in

IT software for phonetic

purposes.

A student often uses additional

sources, is able to evaluate and

systematize the knowledge.

Relates it well to practice. A

student is highly skilful in IT

software for phonetic purposes.

65


do independent listening

and transcription tasks,

efficiently plan his/her

time, choose proper

strategies, and perform

self-evaluation.

A student does the

independent work for

minimum requirements:

the texts transcribed do

not meet all the

conventions, exhibit a lot

of mistakes.

A student does the

independent work

according to the main


transcribed meet the

majority of convention

with a few mistakes.

A student does the independent

work according to the


transcribed meet all the

conventions.


No

.

Student assessment

method

No. of

assignment

s

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of assignment

completion (week

of semester)

Cumulati

ve

assessme

nt (%) 1. Completion of assignments,

preparation for seminars 48 0.5 24 1-16 5

2. Test (theory and

transcription). 1 12 12 7 10

3. Oral presentations (reciting

poems, reading texts, etc.). 5 6 30 1-16 20

4. Independent work (listening

and transcription). 2 10 20 16 15

5. Examination. 3 7 21

During examination

session 50



LEU library

Other libraries

(indicate where)

No. Main literature 1. Cruttenden, A. (2014). Gimson’s Pronunciation of English. 8

th edition.

London: Routledge

LNL

2. Collins, B., I. Mees. (2013). Practical Phonetics and Phonology: A

Resource book for Students. 3rd

edition. London: Routledge

LNL

3. Carr, Ph. (2012). English Phonetics and Phonology: An Introduction. 2nd

edition. New-Jersey: Wiley-Blackwell

1 LNL

4. Tench, P. (2011). Transcribing the Sound of English. Cambridge: CUP 1 LNL 5. Roach, P. (2009). English Phonetics and Phonology. 4

th edition.

Cambridge: CUP

10 LNL

6. Baker, A. (2009). Ship or Sheep. Cambridge: CUP 1 LNL

Supplementary reading 1. Clark, J., C. Yallop. (2007). An Introduction to Phonetics and Phonology.

3rd edition. Oxford: Blackwell Publishers

LNL

2. Ladefoged, P., K. Johnson. (2010). A Course in Phonetics. Boston: M.

Rosenberg Press

LNL

3. Wells, J. C. (2008) Longman Pronunciation Dictionary. Harlow: Pearson

Education Ltd.

1 LNL

4. Skarulis, J. (1998). A Phonetic Aid for Students of English. Vilnius: VPU

leidykla 89

LNL

5. Ashby, M., J. Maidment. (2005). Introducing Phonetic Science.

Cambridge: CUP

1 LNL

66


Study programme Study programme code Study programme title

6 1 2 Q 3 0 0 0 7 English Philology and the Second Foreign Language (French/German/Russian)


Study subject code

1. Study subject title INTRODUCTION INTO LINGUISTICS H 0 0 4 B 0 1 8



2. Coordinating

teacher/s:

Position, name, surname

Prof. Dr. Gintautas Kundrotas

Assoc. Prof. Dr. Daiva Verikaitė-Gaigalienė


Group of

study

subjects*

Type of

study

subjects

*

Mode of

studies

Volume (in academic hours) ECTS

credits

Seme

ster

Language of


work (self-

dependent

studies)

Total

no. Lectures

Contact

practical

classes

Consultation

s

SF O Full-time 64 - 5 38 107 4 2 Lithuanian *Study subjects of general university education – GS; study subjects of major study field (specialisation)– SF; optional deepening study subjects of study field

(specialisation)–ED ; study subjects of minor study field – MS; ** Obligatory – O; optional (from alternatives)– EA.

4. Goal of study subject By the end of the course students should have got acquainted with the key concepts of linguistics necessary for their

further linguistic studies.

5. Abstract The course develops communicative language competences (linguistic, sociolinguistic and pragmatic), ability to learn

and strategic competences as well as cognitive and analytical skills. During the course students will get acquainted with

the object of linguistics, modern aims and practical tasks, methodology of linguistics, the origin, development and

current state of linguistics, relations of linguistics with other fields of science, language variety and classifications. They

will learn the key concepts of phonetics, morphology, lexicology, semantics and syntax.



Study learning outcomes Learning outcomes of the study

subject Study methods

Methods of

assessment of

study achievement A student will acquire

fundamental knowledge of the

main trends, branches of


their research methods, will be

aware of the key concepts and

able to use them appropriately.

Fundamental knowledge of the


linguistics and their research

methods, knowledge of the key

concepts and ability to use them

appropriately.

Lecture,

presentation,

debates and

discussions.

Cumulative

assessment:

Written

assignments,

paper,

examination






Ability to establish relations

among the language structures

and semantics of the Lithuanian



67




different sources, process and

use them in linguistic research


Ability to retrieve the appropriate

data from different sources and

ability of using them in linguistic

research.




professional work; to critically

evaluate philological data,



Ability to set aims and objectives


academic work; ability to

critically evaluate the data,


his/her opinions in writing and

orally.


No

.




no. of

hours Lectures

Practical


Self-dependent

work

1.

Linguistics as a science, its aims and objectives,

its object and methods of the research;

interdisciplinary approach to language study.

6 3 9

2.

Language as a system of signs; the concepts of

language, langue and parole; functions of

language; properties of language; speaking and

reasoning.

4 2 6

3. Branches of linguistics, dichotomy of

diachronic and synchronic linguistics.

4 2 6

4.

Language history and change: family trees;

family relationships; cognates; language

change.

4 2 6

5.

The sounds of language: phonetics; articulation:

voiced and voiceless; place of articulation;

manner of articulation; classification of sounds.

The sound pattern of language: phonology;

phonemes, phones and allophones; phono

tactics; syllables and clusters; co-articulation

effects.

6 3 9

6.

Morphology; morphemes; free and bound

morphemes, derivational vs. inflectional;

morphs and allomorphs. Words and word-

formation processes; coinage; borrowing;

compounding; blending; clipping;

backformation; conversion; acronyms;

derivation; prefixes, suffixes, infixes.

4 4 8

7.

Phrases and sentences: grammar; types of

grammar; the parts of speech; traditional

grammar; traditional categories; traditional

analysis; the prescriptive approach; the

descriptive approach; structural analysis;

immediate constituent analysis.

4 2 4 10

8.

Semantics: conceptual vs. associative meaning;

semantic features; semantic roles; lexical

relations; synonymy; antonymy; hyponymy;

homophony, homonymy and polysemy;

metonymy; collocation; lexico-semantic

oppositions; semantic paradigm and semantic

field. Lexicography; types of dictionaries;

corpora.

12 8 20

9. Syntax: different approaches, traditional

classification of word phrases and sentences.

10 6 16

68

10.

Discourse analysis and pragmatics: text and

context; deixis, cohesion and coherence;

reference, anaphora, substitution, ellipsis,

presupposition. Register, genre, style, and text

type.

10 3 4 17

Total No. of hours for the study subject 64 - 5 38 107


Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)


(9-10 points)

Fundamental knowledge

of the main trends,

branches of linguistics

and their research

methods, knowledge of

the key concepts and

ability to use them

appropriately.

Satisfactory knowledge of

theories in linguistics.


linguistic concepts and their

application for practical

tasks.

Average knowledge of

theories in linguistics.


linguistic concepts and

their application for

practical tasks.

Excellent knowledge of

theories in linguistics. Excellent

knowledge of linguistic

concepts and their application

for practical tasks.


relations among the


semantics of the


English and


Satisfactory analysis of

linguistic phenomena.

Satisfactory ability to


the language structures of

the Lithuanian language,

English and


Ability to answer 50-64% of

all the questions.

Average analysis of

linguistic phenomena.

Average ability to



of the Lithuanian



Ability to answer 65-

84% of all the questions.

Excellent analysis of linguistic

phenomena. Excellent ability to


language structures of the

Lithuanian language, English

and German/French/Russian.

Ability to answer 85-100% of

all the questions.

Ability to retrieve the

appropriate data from

different sources and

ability of using them in

linguistic research.

Satisfactory completion of

written assignments.

Satisfactory analysis of the

materials according to set

requirements. Satisfactory

ability to retrieve, process

and use appropriate data for

the paper writing and other

tasks.

Average completion of

written assignments.

Average analysis of the

materials according to

set requirements.

Average ability to

retrieve, process and use

appropriate data for the

paper writing and other

tasks.

Excellent completion of written

assignments. Excellent analysis

of the materials according to set

requirements. Excellent ability

to retrieve, process and use

appropriate data for the paper

writing and other tasks.

Ability to set aims and

objectives and


in academic work; ability

to critically evaluate the

data, provide arguments

and express his/her

opinions in writing and

orally.

Satisfactory ability to set

aims and objectives,

satisfactory ability to

critically evaluate the

linguistic data, to provide


his/her opinions.

Average ability to set

aims and objectives,

average ability to

critically evaluate the

linguistic data, to provide


his/her opinions.

Excellent ability to set aims and

objectives, excellent ability to

critically evaluate the linguistic

data, to provide convincing


opinions.



assignments

No. of hours

per assignment

Total

No. of

hours

Time of

assignment

completion

(week of

semester)

Cumu

lative

assess

ment

(%) 1. Written assignment 2 10 20 6,14 10% 2. Paper 1 31 31 15 30% 3. Examination 2 28 56 17-20 60%

69

10. Recommended literature No. of copies

in LEU library

Other libraries

(indicate) No. Main literature 1. An Introduction to Language and Linguistics / edited by Ralph Fasold

and Jeff Connor-Linton. Cambridge: Cambridge University Press,

2006.

2 20

2. Babickienė, Z., Venckutė, R. Kalbos mokslo pagrindai. Vilnius:

Mykolo Romerio universitetas, 2013. 11

3. Palionis J. Kalbos mokslo pradmenys. Vilnius, 1999. 20 4. Yule G. The Study of Language. Cambridge, 1996. 2

No. Supplementary reading 1. Radford A. Linguistics: An Introduction. Cambridge, 1999. 1 2. Lubienė, J. Leksinė semantika ir leksikografija. Klaipėda: Klaipėdos

universiteto leidykla, 2014. 1

70


Study programme



Study subject code

1. Study subject title ENGLISH LEXICOLOGY H 0 0 4 B 0 1 9




Assoc. Prof. Dr. Linas Selmistraitis


Group of

study

subjects*

Type of

study

subjects*

Mode of

studies


credits

Sem

ester

Language of


work (self-

dependent

studies)

Total no.

Lectures Contact


SF O Full-time 32 16 5 27 80 3 5 English *Study subjects of general university education – GS; study subjects of major study field (specialisation)– SF; optional deepening study subjects of study field

(specialisation)–ED ; study subjects of minor study field – MS; ** Obligatory – O; optional (freely)–EF; optional (from alternatives)– EA.

4. Goal of study subject The course aims at providing students with a deeper understanding of the word structure and meaning, as it relates to the

mind, print and computer, achieving theoretical and practical mastery of different areas of English lexicology, acquiring

habits of appropriate and effective usage of dictionaries.

5. Abstract The course introduces students to the study of words: their semantics, origin, etymology, morphemic structure,

development and change. The course takes up the history and provenance of English words from their entry into the

language up to the present day. Following a general survey of the lexicon, special vocabularies, word formation, spelling,

neologism, foreign borrowings and the slang and dialect lexicon will be examined. The course surveys them, and outlines

the lexicon of English as exemplified in dictionaries. Principles and problems of etymology are discussed, along with

continuity and change in the lexicon.

6. Learning outcomes of the study programme, learning outcomes of study subject,

methods of study and student achievement assessment


study programme



Methods of study

achievement

assessment A student will be able to analyse

the English language texts taking

into consideration various

structural and semantic aspects.

Will be able to analyse English texts

in terms of various structural and

semantic aspects of words; will be

able to define relations between

words.

Seminars, discussions,

independent work,

study of scientific

literature.

Cumulative assessment: accomplishing of written

assignments, preparing for

lectures and seminars,

examination.

A student will acquire fundamental

knowledge of the main trends,

branches of linguistics and

literature and their research

methods, will be aware of the key

concepts and able to use them

appropriately.

Will have thorough knowledge of

notions of lexicology, will understand

the origin of the vocabulary and will

be able to explain these issues in texts.

Presentation.

71

A student will be able to adequately

conduct philological research,

using scholarly literature, and

critically evaluate the results

obtained.

Ability to properly solve lexicological

problems using background

information and information retrieval

skills to formulate a coherent

discussion of a linguistic problem.


independent work,

study of scientific

literature.

A student will have capability to


autonomously, keep track of

deadlines and time, take

responsibility for the decisions

made and reflect personal


Will be able to plan time while doing

practical tasks on lexicology, to

choose appropriate strategies of

analysis, and reflect personal

achievements in the field of

lexicology.

Student involving

lecture, written

assignments.


No. Topics, short description of content Volume (in academic hours)

Total no.


classes

Consultatio

ns

Independent

work

1.

The object of science of lexicology. Lexicology and

other branches of linguistics. Lexis as a system.

General problems of the word theory. The word

definition. Phonetic, morphological and semantic

motivation of the word.

3 1 - 1 5

2.

The word as a language sign. Saussure’s theory.

Ogden’s and Richards’s semiotic triangle. Notion and

lexical meaning of the word. Denotative and

referential meanings of the word. J. Lyons’ theory.

Connotative meanings of the word.

3 1 - 2 6

3.

Polysemy of the word. Semantic structure of the word:

lexico-semantic variants and their interrelation.

Componential analysis and its aim.

3 1 - 1 5

4.

Causes, nature and result of semantic change of the

word. Linguistic and extra-linguistic causes of

semantic changing of the word. Metaphorical and

metonymical meanings. Narrowing and widening of

meaning. Amelioration and degradations of meaning.

3 1 - 2 6

5.

Notion of the morpheme. The word and the

morpheme. Classification of morphemes according to

different criteria. Notion of lexeme and word forms.

Roots, stems, affixes, allomorphs.

3 2 - 2 7

6.

Affixation. Derivational affixes and bases and their

valency. Classification of prefixes and suffixes

according to parts of speech, origin, productivity,

activity, and meaning.

2 2 - 2 6

7.

Conversion. Factors and causes of conversion origin in

the English language. Patterns of conversion: N>V,

V>N, Adj.>V. Semantic relations in conversion pairs.

Substantivization. Adjectivization.

2 2 - 2 6

8.

Composition. Features of English compounds. Criteria

for distinguishing between a compound and a word

collocation. Classification of compounds according to

their belonging to parts of speech, types of building,

structural patterns and semantics. Compound

derivatives, their patterns.

Word cutting/clipping. Acronyms. Abbreviations.

Reduplication. Back formation. Blending.

2 2 - 3 7

9.

Homonymy and polysemy. Classification of

homonyms. Sources of homonyms. Synonyms and

their classification (ideographic and stylistic).

Synonymic duplicates. Sources of synonyms.

Paronyms. Antonyms. Classification: contrary and

contradictory gradable. Root and derivational

3 1 - 3 7

72

antonyms.

10.

Semantic fields and hierarchical word relations.

Hyponymy and hyperonymy. Thematic and

ideographic word groups. English terminology, its

semantic and structural peculiarities. Neologisms,

archaic and obsolete words.

3 1 - 3 7

11.

The origin of English vocabulary. Latin and Greek

influence. Borrowings from Scandinavian languages.

French borrowings. Etymological dublets.

Assimilation of borrowings

3 1 - 3 7

12.

Relations between language dialects, variants and

notion of Standard English. American English variant.

The English language in Canada, Australia, India, etc.

Notion of Creole languages.

2 1 - 3 6

13. Semantic, morphemic and derivational analysis of the

word.

- - 5 - 5

Total No. of hours for the study subject 32 16 5 27 80


Study subject

outcomes

Minimum required


(5-6 points)

Average level of


High level of

achievement

(9-10 points) Will be able to analyse

English texts in terms of

various structural and

semantic aspects of

words; will be able to

define relations between

words.

50-60 per cent correct

analysis of texts on

lexicological problems

(oral and written) not

always using adequate to

the situation terms;

answers half of the

questions.

70-80 per cent correct analysis

of texts on lexicological

problems (oral and written)

almost always using adequate

to the situation terms; answers

majority of the questions.


analysis of texts on

lexicological problems (oral

and written) always using

adequate to the situation

terms; answers all the

questions.

Will have thorough

knowledge of notions of

lexicology, will

understand the origin of

the vocabulary and will

be able to explain these

issues in texts.

Minimal required

understanding of theory of

lexicology. More than 50%

understanding of

lexicological concepts and

terms and their minimal

application in practical

tasks. 50-64% correct

analysis of word

morphemic and

derivational structure.

65-84% understanding of

theoretical material. 65-84%

understanding of lexicological

concepts and terms and

average ability of application

of them in practical tasks.

Average analysis of word

morphemic and derivational

structure.

Excellent understanding of

systematic character of the

vocabulary. Excellent

understanding of lexicological

concepts and terms and their

application in practical tasks.

Excellent analysis of word

morphemic and derivational

structure.

Ability to properly solve

lexicological problem

using background

information and

information retrieval

skills to formulate a

coherent discussion of a

linguistic problem.

Answers 50-64% of all the

questions. Minimal

required description of

meaning of the word and

understanding of the word

semantic development. 50-

64% correct analysis of the

words according to set

requirements. Linguistic

commentaries are half

motivated.


questions. Average description

of meaning of the word.

Average understanding of the

word semantic development.

65-84% correct analysis of the

words according to set


commentaries are quite

motivated and grounded.


questions. Excellent

description of meaning of the

word. Excellent understanding

of the word semantic

development. Excellent

analysis of the words

according to set requirements.

Linguistic commentaries

motivated and well grounded.

The answers contain

information from additional

literature.

A student will have


his/her work

autonomously, keep




Completes assignments not

always on time, chooses


strategies of assignment

completion, analysed

questions present in rather

incoherent and not always

Almost always completes

tasks of time, chooses 70-80

per cent correct strategies of

task completion, quite well

presents questions under

analysis.

Always completes

assignments on time, chooses


strategies of assignment

completion, analysed

questions are presented very

well.

73



understandable way.



assignments

No. of hours

per

assignment

Total no.

of hrs.

Time of

assignment

completion (week

of semester)

Cumulative

assessment

(%)

1. Accomplishment of written

assignments, preparing for

lectures and seminars, in-

class activities

8 3 24 2, 4, 6, 8, 10, 12,

14, 16 20

2. Examination 56 1 56 - 80 Total number 80 100


LEU library

Other libraries

(indicate) Main literature

1. Hornby, A., S. 2005, 2004, 2001, 1998, 1985. Oxford Advanced Learner‘s

Dictionary of Current English. Oxford: Oxford University Press

9 LNL

2. Jasudavičiūtė, R., Selmistraitis, L. 2006. Seminars in English Lexicology:

Word building. Vilnius: VPU Publishing House.

Available at:

http://elaba.lvb.lt/primo_library/libweb/action/dlDisplay.do?vid=ELABA

&docId=ELABAPDB8278948&fn=permalink

88 LNL

3. Selmistraitis, L. 2011, Seminars in English Lexicology: Semantics.

Vilnius: VPU Publishing House.

http://elaba.lvb.lt/primo_library/libweb/action/dlDisplay.do?vid=ELABA

&docId=ELABAPDB8284282&fn=permalink

100 LNL

4. Šeškauskienė, I. 2013. Ways with words: insights into the English lexicon

and some cross-linguistic aspects of study. Vilnius: Vilnius University

Publishing House: Vilnius University, 2013.

20 LNL

No. Supplementary reading

1. Carter, R. 2012. Vocabulary: Applied Linguistics Perspectives. Routledge. 1 - 2. Davies, D. Varieties of Modern English. 2005. London: Longman 1 - 3. Davis, M. 2008. English word-formation. Ljubljana. 1 - 4. Drazdauskienė, M.L. 2011. New words in English and the power of

Language. In: Kalba ir kotekstai, Vilnius: VPU.

9 LNL

6. Harley, H. 2006. English Words. A Linguistic Introduction. Oxford:

Blackwell Publishing

1 -

7. Jackson, H., Amvela, E. 2001. Words, Meaning and Vocabulary. London,

New York: Continuum

1 LNL

8. Katamba, F., Stonham J. 2006. Morphology. Basingstoke: Palgrave

Macmillan.

1 LNL

9. Katamba, F. 2005. English words: structure, history, usage. London, New

York: Routledge.

1 LNL

10. Plag, I. 2003. Word-Formation in English. Cambridge: Cambridge

University Press.

1 LNL

11. Selmistraitis, Linas, Petkevičiūtė, Violeta. On Equivalent and non-

equivalent derivational patterns of English and Lithuanian compound

nouns // Kalba ir kontekstai : mokslo darbai. ISSN 1822-5357. T. 6 (1), d.

1 (2014), p. 317-331. [MLA; Communication & Mass Media Complete

(EBSCO Publishing); 0,5000].

Electronic source LNL

12. Selmistraitis L., Kauklytė I. Employment of Personifying and

Dehumanizing Metaphors in “Carry on, Jeeves” by P.G. Wodehouse //

Kalba ir kontekstai. Mokslo darbai. III (1) tomas. - 2009. Vilnius: VPU l-

kla, p. 58-68. (0.7 sp. l.). ISSN 1822-5357. (CSA duomenų bazė).

Electronic

Source

74


Study programme



Study subject code

1. Study subject title ENGLISH STYLISTICS H 0 0 4 B 0 2 0



2. Coordinating

teacher/s:




Group of

study

subjects*

Type of

study

subjects*

Mode of

studies


credits

Sem

ester

Language of

instruction Contact work Non-contact work

(self-dependent

studies)

Total no. Lectures

Contact


SF O Full-time 16 16 5 70 107 4 7 English *Study subjects of general university education – GS; study subjects of major study field (specialisation)– SF; optional deepening study subjects of study field


4. Goal of study subject To provide students with knowledge of structural, semantic and functional features of stylistically marked (phonetic,

lexical, grammatical) elements and to acquire the systematic understanding of their functions in texts.

To develop students skills in analysis of the macro-stylistic features of the spoken and written modes of discourse in

different functional styles and registers; to investigate the parameters of literary and non-literary discourses; to prepare

students to read, comprehend and interpret works of prose, poetry and drama on the basis of stylistics and literary theory

in the relationship of the writer-text-reader context.

5. Abstract During the course students study stylistic devices and expressive means and texts of different functional styles. Students

acquire knowledge of functions of stylistic elements in different texts. The attention is paid to recognition and description

of individual writer’s style, understanding of norm in literary texts. Students acquire skills of characterising phonetic,

morphological, lexical and syntactic stylistic devices. Texts of different functional styles are in the focus. Students

become competent in analysing texts of different functional styles from stylistic point of view.




study programme



Methods of study

achievement


English language taking into

consideration various structural

and semantic aspects;

Ability to clearly identify,

separate and evaluate

components of stylistically-

related phenomena.


independent work, study

of scientific literature.

Cumulative

assessment: accomplishing of

tasks,

preparing for lectures

and seminars,

report on stylistic

analysis,

examination.




linguistics and literature and their

research methods, will be aware

of the key concepts and able to

use them appropriately.

Ability to carry out stylistic

analysis of text; the students

will be able to operate with

notions of stylistics and

apply them in practical

work.

Practical tasks.


adequately conduct philological

Ability to address a stylistic

problem adequately,


independent work, study

75

research, using scholarly

literature, and critically evaluate

the results obtained.

retrieving the appropriate

sources and bibliography,

analysing it, and giving

critical form towards

findings in a text.

of scientific literature.






express his/her considered

opinion.

Ability to use background

information and information

retrieval skills to formulate a

coherent discussion related

to stylistic issues.

Student involving

lecture, practical tasks.


No

. Topics, short description of content

Volume (in academic hours) Total no. of

hours

Lectures Practical


Independent

work

1. The object and objectives of stylistics and its

relationship with other linguistic disciplines.

1 1 - 6 8

2.

Notion of style. Norm and deviation.

Foregrounding and deviation ambiguity.

Instruments of stylistic measuring.

1 1 - 6 8

3. The stylistic division of the English vocabulary.

Expressive means and stylistic devices.

2 2 - 7 11

4. Phonetic and morphological stylistic means and

devices. Their functions in texts.

2 2 - 8 12

5. Lexical stylistic means and expressive devices

and their functions in texts.

2 2 - 8 12

6. Syntactic stylistic means and expressive devices.

Their functions in texts.

2 2 - 8 12

7.

Functional styles and registers. Textual and

contextual features of imaginative literature –

prose, poetry and drama.

2 2 - 9 13

8. Scientific style, style of official documents,

newspaper style: recognition and description.

2 2 - 8 12

9. Stylistics analysis of texts: elements and

description procedures.

2 2 - 10 14

10 Revision - - 5 - 5 Total No. of hours for the study subject 16 16 5 72 107


Study subject

outcomes

Minimum required


(5-6 points)

Average level of


High level of

achievement

(9-10 points) Ability to clearly

identify, separate and

evaluate components

of stylistically-related

phenomena.


analysis of texts related to

stylistics (oral and written)

not always using adequate to

the situation terms; answers

half of the questions.

70-80 per cent correct analysis

of texts related to stylistics

(oral and written) almost

always using adequate to the

situation terms; answers

majority of the questions.


analysis of texts related to

stylistics (oral and written)

always using adequate to the

situation terms; answers all

the questions. Ability to carry out

stylistic analysis of

text; the students will

be able to operate with

notions of stylistics

and apply them in

practical work.

Satisfactory understanding

of theory of stylistics.


of stylistic concepts and

terms and their application

in practical tasks.


stylistically marked texts.

Average understanding of

theory of stylistics. Good

understanding of stylistic


application in practical tasks.

Good analysis of stylistically

marked texts.


theory of stylistics. Excellent

understanding of stylistic


application for practical tasks.

Excellent analysis of

stylistically marked texts.

Ability to address a 50-64% correct answers of 65-84% answers of all the 85-100% answers of all the

76

stylistic problem

adequately, retrieving

the appropriate sources

and bibliography,

analysing it, and giving

critical form to

findings in a text.

all the asked questions.

Satisfactory stylistic

description of phonetic,

morphological, lexical and

syntactic stylistic devices.


of the functions of stylistic

devices in the text.


sentences according to set


commentaries are half

motivated.

asked questions. Good

stylistic description of

phonetic, morphological,

lexical and syntactic stylistic

devices. Good understanding

of the functions of stylistic

devices in the text. Good

analysis of sentences

according to set requirements.

Linguistic commentaries quite

motivated.

asked questions. Excellent

stylistic description of


lexical and syntactic stylistic

devices. Excellent

understanding of the

functions of stylistic devices

in the text. Excellent analysis

of sentences according to set


commentaries motivated and

well grounded. The answers

contain information from

additional literature. Ability to use

background

information and

information retrieval

skills to formulate a

coherent discussion

related to stylistic

issues

Not always critically

interprets texts under

analysis taking into

consideration linguistic

context; chosen and

analysed text partially

corresponds to requirements.

Quite well critically interprets

texts under analysis taking

into consideration linguistic

context; chosen and analysed

text corresponds to

requirements.

Always critically interprets

texts under analysis taking

into consideration linguistic

context; chosen and analysed

text corresponds to

requirements.


No

.

Student assessment

method

No. of

assignment

s

No. of

hours per

assignmen

t

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessmen

t (%)

1. Accomplishment of written

tasks (in class and at home)

and in-class activities

4 12 48 2, 4, 14, 16 20

2. Report on stylistic analysis

of an extract 10 1 10 16 10

3. Examination 49 1 49 - 70 Total 107 - 100


in LEU library

Other libraries


1. Contemporary stylistics. Edited by Marina Lambrou and Peter

Stockwell. 2010. London: Continuum. 1 -

2. Jeffries L., McIntyre. 2010. Stylistics. CUP. 1 - 3. Leech G. Language in literature: style and foregrounding... Harlow

[etc.]: Pearson Longman, 2008. 1 LNL

4. Simpson, P. Stylistics. London: Routhledge, 2004. 1 - 5. Šalčiūtė Čivilienė, G. Stylistic approach to the linguistic features of

prose fiction. 2009. Vilnius: VPU Publishing House. 56

LNL

6. The Routledge handbook of stylistics / edited by Michael Burke.

London; New York: Routledge, 2014. 1

-

7. Verdonk, P. Stylistics. 2002, 2011. Oxford University Press. 2 LNL No. Additional literature

1. Biber, D., Conrad S. 2011. Register, genre and Style. CUP. 1 - 3. Clines R.H., Cobb E.R. 2012. Research writing simplified. Pearson. 1 — 4. Leech G., Short M. 2007. Style in fiction: a linguistic introduction to

English fictional prose. Harlow [etc.]: Pearson Longman. 1

LNL

5. Nørgaard N., Montoro R., Busse B. 2010. Key terms in stylistics.

London: Continuum. 1

LNL

77


Study programme



Study subject code

1. Study subject title INTRODUCTION INTO THE HISTORY OF

ENGLISH H 0 0 4 B 0 2 1



2. Coordinating


Assoc. Prof. Dr. Eglė Petronienė


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes***

Consultations

SFS O Full-time 12 12 5 51 80 3 8 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study


4. Goal of study subject The course aims to acquaint students with the main concepts and principles of Historical Linguistics, with the historic

pre-conditions of the English language birth and peculiarities of its development. Students will develop the ability to

comprehend and evaluate cause and effect relationship in the process of language development and will be able to

explain structural features and vocabulary of the English language with reference to its historical development.

5. Abstract In this course students study English in diachrony. They learn the source that English derives from and the peculiarities

of the historical periods of the language. A special emphasis is given to causal relations in the development of the

language. Students learn the laws that govern language development and take an attempt to explain interdependent

linguistic changes within the system of the language. In practical classes, students study phonetic and morphological

changes separately. Then, the impact of separate changes on the grammatical structure of the language is weighed and

the path from a synthetic to analytic form of the language is evaluated. Independently, students study the concepts of

‘dialect‘and ‘variety‘and carry out an independent study of the chosen varieties of English. On the basis of the results

of their study, students have to prepare and present their reports.



Study learning

outcomes


study subject

Study

methods






Students will be able to clearly

identify, separate and

evaluate/explain the

peculiarities of the English

Involving lecture,

group discussion,

debates, self-

assessment.

Tests, linguistic tasks,

examination.

78





the language structures and




language structure with

reference to its historical

development.






be aware of the key


them appropriately.

Students will be able to

understand and explain concepts

of Historical Linguistics and

laws governing the development

of languages.

Involving lecture,

group discussion,

self-assessment.


examination.





critically evaluate




Students will be able to obtain,

assess and organize information

necessary to complete tasks on

historical development of

English using a variety of

sources (electronic, written,

archival, oral).

Involving lecture,

practical tasks,

group discussion,

debates,

preparing and

presenting a

report, self-

assessment.

Tests, reports, linguistic tasks,

examination.


No

.

Topics, student

activities, short



of hours

Lectures Practical

classes

Consultati

ons

Self-dependent

work

1. A linguistic change. Causes

and results of linguistic

change. Types of linguistic

change.

1 1 0,5 4 6.5

2. The concept of a proto-

language. Grimm’s Law.

Features of Germanic

languages.

1 1 0,5 4 6.5

3. Historical periods of

English.

2 1 1 4 8

4. Sound changes. 1 2 1 6 10 5. Development of the nominal

grammatical categories.

3 1 1 6 11

6. Development of the verbal

grammatical categories.

3 1 1 6 11

7. English varieties. 1 3 12 16 8. Examination. 2 9 11


subject

12 12 5 51 80


Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) Able to clearly identify,

separate and

evaluate/explain the

peculiarities of the English

language structure with

Ability to explain some

peculiarities of the

grammatical structure of

English with reference to

its historical development.

Good ability to explain the


grammatical structure of

English with reference to its

historical development.

Excellent/very good ability

to explain the peculiarities

of the grammatical

structure of English with


79


development.

development.

Able to understand and

explain concepts of

historical linguistics and

laws governing the

development of languages.


of the main concepts and

principles of Historical

Linguistics.

Good understanding of the

main concepts and principles

of Historical Linguistics.

Excellent/very good

understanding of the main

concepts and principles of

Historical Linguistics.

Able to obtain, assess and

organize information

necessary to complete

tasks on historical

development of English

using a variety of sources

(electronic, written,

archival, oral).

Able to prepare and

present a report on English

varieties using different

sources (electronic,

written, archival, oral);

however, mistakes in


register are rather frequent.

Good skills to prepare and



sources (electronic, written,

archival, oral) and taking

into account appropriate


register, though occasional

mistakes occur.

Excellent and very good

skills to prepare and



sources (electronic,

written, archival, oral) and

taking into account




No

.

Student assessment

method

No. of

assignment

s

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. In-class activities 6 2 12 2-8 10% 2. Linguistic tasks performed in

class. 10 4 40 2-8 20%

3. A report on English varieties. 1 16 16 7-8 20% 4. Examination:

1. defining principal

concepts;

2. discussing theoretical

issues;

3. accounting for the

peculiarities of English

grammar from the point of

view of language

development.

3 4 12 9 50%

Total number 80 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Baugh, A.C., Cable, T. 2002. A History of the English Language.

London; NewYork: Routledge. 1 LNL

2. McIntyre, D. 2009. History of English: a resource book for students.

London; New York: Routledge. 2 LNL

3. Petronienė, E. 2013. Introductory Seminars on a History of English.

LEU Publishing House. Vilnius. 15 LNL

Supplementary reading 1. Crystal, D. 2005. How Language Works. Penguin Books. RR – 1 - 2. Kortman, B. 2005. A Comparative Grammar of British English

Dialects: agreement, gender, relative clauses. Berlin: Mouton de

Gruyter.

- LNMML

3. Kortman, B., Schneider E.W. (ed.) 2004. A Handbook of Varieties of

English: A Multi-Media Reference Tool. Berlin: Mouton de Gruyter. - LNMML

80


Study programme Study programme code Study programme title

6 1 2 Q 3 0 0 0 7 English Philology and the Second Foreign language (French / Russian / German)


Study subject code

1. Study subject title BASICS OF TRANSLATION STUDIES H 0 0 4 B 0 2 2



2. Coordinating

teacher/s:


Lect. Rita Bakanienė


Group of

study

subjects*

Type of

study

subjects*

Mode of

studies


ECTS

credits

Se

m

est

er

Language of


Non-contact work

(self-dependent

studies)

Total no.

Lectures Contact


SF O full-time 12 12 5 78 107 4 8 English *Study subjects of general university education – GS; study subjects of major study field (specialisation)– SF; optional deepening study subjects of study field


4. Goal of study subject To develop translation and interpretation skills, to present information about the modern translation methods;

To develop students’ ability to compare languages by focusing on the peculiarities of different languages in respect

of the source language and target language readers;

To develop linguistic, socio-linguistic, pragmatic, strategic, socio-cultural and social competences.

5. Abstract The theoretical part of the course presents the major concepts, problems, representatives and events of translation theory.

The course also introduces the historical development of translation theory in Lithuania from the 16th

to 21st century,

relating it to the main historical and socio-cultural aspects of the development of translation theory in Western European

context. The practical part of the course focuses on the systemic differences of English and Lithuanian, the norms and

stylistic peculiarities of discourses as well as their influence on translation at lexical, syntactic and cultural levels of texts.




the study programme



Methods of study

achievement

assessment Ability to analyse diverse


aspects of the English and

French / Russian / German

languages;

Ability to contrast the

structure and semantics of

the Lithuanian, English and

French / Russian / German

languages.

Ability to analyse linguistic phenomena;

ability to analyse and describe the

structural and functional similarities and

differences of the original and target

language texts. Ability to compare the

structural and functional aspects of

translated texts; ability to judge the

language of the original and translation

and choose adequate translation

strategies; ability to perceive the

relations of the linguistic, cultural and

social contexts.

Lectures,

seminars,

discussions,

individual work,

consultations,

presentations,

practical tasks,

group tasks.


preparing for seminars,

practical tasks,

presentations;

examination.

81

Good knowledge of the

major branches of linguistics

and literature and their

research methods, awareness

of and ability to use their

notions and terms

Ability to perceive the development of

translation theory, to apply the major

concepts and strategies of translation

theory; ability to use the concepts and

terms of translation theory adequately.

Ability to perceive, compare

and contrast foreign cultures

and institutions with the

Lithuanian culture;


characteristics related to

history, religion, the social,

political and economic

context

Ability to perceive, compare and contrast

the culture of the English speaking

countries and Lithuania, recognize

cultural elements in the original text and

render it accurately in translation.

Ability to conduct

philological research on the

basis of research literature

and critically assess the

obtained results

Ability to carry out a critical translation

analysis by employing properly chosen

methods of translation studies, assess the

relevance of the employed translation

strategies; ability to critically assess a

translated text, justify their opinion;

ability to perceive the relation of

language to the cultural and social

contexts.

Ability to consider the

opinions of the other team

members, present their own

ideas when working on

specific assignments or

participating in project

activity.

Ability to work productively in a team

taking into account the diversities of

background (national, cultural, religious)

and understanding of his/her co-workers

to address specified tasks.


No



of hours

Lectures Practical


Independent

work

1. Translation terms, notions, characteristics,

kinds; the goals of the course. 1 1 5 7

2. The history of translation in Western Europe

and Lithuania. 2 1 10 13

3. Units of translation, their relation to the type of

text. 1 2 5 8

4. Meaning: its kinds and role in translation. 2 2 1 10 15

5. Norm in translation. Levels of text equivalence. 2 2 5 9

6. Transformations in translation. Translation

models and equivalents. 2 2 8 12

7 Translation strategies 2 2 1 10 15

8. Critical translation analysis 3 25 28

Total No. of hours for the study subject 12 12 5 78 107


Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)


(9-10 points)

Ability to analyse

linguistic phenomena;

ability to analyse and

describe the structural

and functional

Worse than average (55-

64 percent) knowledge

and skills or knowledge

and skills meeting only

the minimum

Better than average

knowledge and skills

(75–84 percent) or

average knowledge and

skills (65–74 percent)

Excellent, outstanding knowledge

and skills (95–100 percent) or sure,

very good knowledge and skills

(85–94 percent) are shown in the

analysis, comparison and

82

similarities and

differences of the

original and target

language texts. Ability to

compare the structural

and functional aspects of

translated texts; ability to

judge the language of the

original and translation

and choose adequate

translation strategies;

ability to perceive the

relations of the linguistic,

cultural and social

contexts.

requirements (50–54

percent) revealed in the

analysis, comparison and

translation, or in the

establishment of the

equivalents of linguistic

phenomena. Mistakes

occur

are shown in the

analysis, comparison

and translation, or in the

establishment of the

equivalents of linguistic

phenomena. Inessential

errors occur.

translation, or in the establishment

of the equivalents of linguistic

phenomena.

Ability to perceive the

development of

translation theory, to

apply the major concepts

and strategies of

translation theory; ability

to use the concepts and

terms of translation

theory adequately.





the minimum


percent) are shown in

understanding and

practical use of concepts

and terms. Errors occur.

Better than average





are shown in

understanding and

practical use of concepts

and terms. Inessential

errors occur.




(85–94 percent) are shown in

understanding and practical use of

concepts and terms.

Ability to perceive,

compare and contrast the

culture of the English

speaking countries and

Lithuania, recognize

cultural elements in the

original text and render it

accurately in translation.





the minimum


percent) are shown in the

establishment of

relations of the language

and cultural and social

contexts. Errors occur in

the identification of

culture specific items,

inappropriate translation

strategies are chosen.

Better than average





are shown in the

establishment of

relations of the language

and cultural and social

contexts. Inessential

errors occur when

identifying culture

specific items and

choosing the most

appropriate translation

strategies.




(85–94 percent) are shown in the

establishment of relations of the

language and cultural and social

contexts, identification of culture

specific items and selecting the

most appropriate translation

strategies.

Ability to carry out a

critical translation

analysis by employing

properly chosen methods

of translation studies,

assess the relevance of

the employed translation

strategies; ability to

critically assess a

translated text, justify

their opinion; ability to

perceive the relation of

language to the cultural

and social contexts.





the minimum


percent) are revealed in

the analysis of

translations, recognition

of the strategies

employed in the

translation, yet their

decisions are not

grounded.

Better than average




skills (65–74 percent) are

revealed in the selection

of analysis methods and

critical assessment of the

strategies employed in

the translation in the

target linguistic, cultural

and social contexts, yet

their decisions are not

always well grounded.




(85–94 percent) are revealed in the

selection of research methods,

critical assessment of the strategies

employed in the translation in the

target linguistic, cultural and social

contexts and justification of their

decisions.

Ability to work

productively in a team

taking into account the

diversities of background


religious) and


Translation is not always

adequate. The student

works in a team, but the

work is not always

efficient. Mistakes

occur.

The student is able to

work in a team, i.e. to

match his / her actions to

those of other students,

to take on responsibility,

to make adequate

decisions. Inessential

The student is able to work in a

team productively, i.e. to match

his / her actions to those of other

students, to take on responsibility,

to make adequate decisions.

83


specified tasks.

mistakes occur.


No. Content No. of hours per

assignment

No. of

assignments

Total No.

of hours

Time of

assignment

completion

(week of

semester)

Cumulative

assessment (%)

1. Task completion, preparation for

seminars / lectures 3 10 30 2 – 12 15

2. Presentation / individual work

(translation analysis) 25 1 25 3 – 12 15

3. Examination 26 2 52 - 70

Total 107 100


No. of

copies in

LEU library

Other libraries

(indicate)

No. Main literature

1. Routledge Encyclopaedia of Translation Studies. (2005) Ed. By Mona Baker.

Routledge. 1 LNL

2. Robinson, D. (2003) Becoming a Translator. Routledge. 1 LNL 3. Hatim, B. and Munday, J. (2004) Translation: An Advanced Resource Book.

Routledge. 1 LNL

4. Bassnett, S. (2004) Translation Studies. Routledge. 1 VDU 5. Pym, A. (2010) Exploring Translation Theories. Routledge. 1 6. Baker, M. (2011) In Other Words. Routledge. 1 online 7. Leonavičienė, A. (2010) Vertimo atodangos. Kaunas: Technologija. 2 8. Navickienė, G. (2005) Vertimo teorija ir praktika. Kauno kolegijos leidybos

centras. 1


1. Ambrasas-Sasnava K. 1978. Vertimo mokslas. V. 1 VU, LNL 2. Ambrasas-Sasnava K. 1984. Vertimo tyrinėjimai. V. 5 VU, LNL 3. Pažūsis A., L. Armalytė. 1990. Vertimo teorija ir praktika. VU leidykla.

Vilnius. 1 VU, LNL

4. Eco, U. (2001) Experiences in Translation. University of Toronto Press. 1

84


Study programme



Study subject code

1. Study subject title COUNTRY STUDY: THE UK AND THE USA H 0 0 4 B 0 2 3



2. Coordinating


Lect. Jovita Bagdonavičiūtė

Lect. Gerda Mazlaveckienė


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


credits

Se

me

ster

Language of


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS O Full-time 24 24 5 80 133 5 4 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject The goal of the study subject is to enable students to acquire understanding of historic, cultural, social, political and

economic phenomena of the UK and the USA as well as to encourage students to compare them with the respective

phenomena of their home country; to develop their abilities to analyse historic cultural phenomena using appropriate

terms in English; to further develop students’ generic competences (accessing and management of information, time

planning, analytical thinking).

5. Abstract The study subject consists of two parts: the UK and the USA studies. The most important historic periods, most

prominent personalities, who had an influence on the development of these countries as well as various cultural, social,

political and economic phenomena are analysed. Students independently write a comparative essay, where they

analyse the chosen aspect in the context of both English-speaking (the UK and the USA) countries and their home

country.



Study learning

outcomes






level (reception,


A student will be able to create a

coherent discourse using


communicative functions and

register to disclose a topic orally

and in writing.

Lecture,

Involving lecture

Discussion

Comparative essay,

portfolio, examination

85


establish relevant



languages and

Lithuanian culture,




politics and socio-



understand, link and compare

cultural, political, economic and

social phenomena as well as

historical events of English-

speaking countries with the

phenomena of the native country.

Lecture,

Involving lecture

Problem-based

teaching

Discussion

Comparative essay,




data from different


them in linguistic

research and other

assignments.

A student will be able to search

for the data in different sources,

to assess, organise and use them

for the comparison of cultural,

socio-cultural and social

phenomena of the English-

speaking countries (the UK and

the USA), as well as for the

completion of other assignments.

Lecture,

Involving lecture

Problem-based

teaching

Discussion

Studies of literature

sources, selection of

significant

information

Comparative essay,


A student will have

ability to work




knowingly.


constructively participate in a

discussion, to clearly

communicate own ideas and

respect colleagues’ opinions.

Problem-based

teaching

Discussion

Comparative essay,



set aims and


in academic and


critically evaluate

philological data,


express his/her

considered opinion.


learning aims, to choose

appropriate learning methods, as

well as to select and critically

assess relevant study materials

from the sources available.

Studies of literature

sources, selection of

significant

information, its

analysis and

assessment

Comparative essay,


A student will have


his/her work

autonomously, keep






A student will be able to keep

track of time and deadlines of

assignment completion and

submission.

Comparative essay,



No

.




of hours Lecture

s

Practical

classes

Consult

ations

Self-

dependent

work 1. Review of the history of Great Britain.

Review of the major historical epochs,

their characteristics, major events and

personalities.

2 2 6 10

2. Geographical and demographic

characteristics of the UK. The

conceptions of the UK and Great Britain.

Constituent countries of the UK, their

geographical and demographic

characteristics. London, the capital of the

2 2 5 9

86

UK.

3. Political system of the UK. The

conception of constitutional monarchy.

The social and political role of the

monarch. Elizabeth II and the period of

her reign.

The Parliament, its structure and

functions. The main political parties.

2 2 5 9

4. Foreign policy and international

relations of Great Britain. Defence

policy. Participation in international

organizations (EU, NATO, UN). Great

Britain and the Commonwealth of

Nations. Relations with the Republic of

Ireland.

1 1 1 5 8

5. Economic and social systems of Great

Britain. Economic and financial

institutions, their activities and functions.

The sector of social services, its structure

and activity. The conception of social

classes. The development and current

situation of social problems

(unemployment, housing, etc.).

2 1 4 7

6. The system of education in Great

Britain. The system of primary and

secondary education. The system of

examinations and assessment. Higher

education. The university system in GB.

1 1 1 5 8

7. Religion in Great Britain. The

conception of the national church. The

Anglican Church, its relation to the state.

Main religious congregations.

1 1 4 6

8. National and religious holidays. 1 2 6 9 9. American national identity. Basic

American values. Concepts of American

nation: their origin and main ideas. The

origin of the concept ‘American Dream’

and its evolution throughout historic

periods. Ethnic, political and economic

cultures.

2 2 1 4 9

10. Religion in the USA. The church and the

state. Main religious congregations.

1 1 4 6

11. Native Americans. Most characteristic

regions and tribes, their lifestyles. First

contacts with Europeans. Columbus'

policy on Native Americans. US

government policy on Native Americans.

Their current situation.

2 2 1 5 10

12. First emigrants from Europe, reasons

for their arrival (16-17 c.).

Colonization, peculiarities of formation

of colonies and population. New

England, Middle and Southern Regions,

their ethnic composition and lifestyle.

Emergence of slavery

2 2 4 8

13. The American Revolution. Foundation

of USA. The first constitution.

Development of the USA until the Civil

War.

1 1 4 6

14. The Civil War, its consequences.

Confederation. Abolition of slavery.

Reconstruction of Southern States. Racial

1 1 5 7

87

segregation. Industrial boom (end of 19th

century).

15. Interwar period. World War 2, position

of the USA. The Cold War: most relevant

events and politicians.

1 1 5 7

16. Fight against racial segregation and

discrimination: middle of the 20th

c.

methods of fight for equal rights. M.L.

King

1 1 1 4 7

17. Current realities of the USA, traditions

and topical cultural themes

1 1 5 7

Total number of hours for study subject 24 24 5 80 133


Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement


create a coherent

discourse using



and register to disclose a

topic orally and in

writing.


create a discourse, knows

the key terms but makes

mistakes applying them

as well as choosing


and register while

discussing and in the

comparative essay.

A student is able to create a

discourse, often uses

appropriate terms, makes

minor mistakes choosing


and register while


comparative essay.

A student is able to create a

coherent discourse using

appropriate terms, chooses

appropriate communicative

functions and register to

disclose a topic while


comparative essay.


understand, link and

compare cultural,

political, economic and

social phenomena as

well as historical events

of English-speaking

countries with the

phenomena of the native

country.


compare realities of

English-speaking

countries with those of

the native country, is

able to indicate their

links and differences and

to present them while


comparative essay.


realities of English-speaking

countries with those of the

native country, is aware of

their links and differences,

is able to present them in a

rather clear, consistent and

logical way while discussing

and in the comparative

essay frequently using

appropriate terminology in

English.


realities of English-speaking

countries with those of the

native country, is well aware

of their similarities and

differences and is able to

present them in a rather clear,

consistent and logical way

while discussing and in the

comparative essay most

frequently using appropriate

terminology in English. A student will be able to

search for the data in

different sources, to

assess, organise and use

them for the comparison

of cultural, socio-cultural

and social phenomena of

the English-speaking

countries (the UK and

the USA), as well as for

the completion of other

assignments.


search for information

only in the main

indicated sources, makes

attempts to analyse it and

use the data for the

comparison of cultural,


phenomena of the

English-speaking

countries (the UK and

the USA) and the native

country as well as for the

completion of other

assignments.

A student is able to search

for information in the

indicated sources, to analyse

and appropriately use it for

the comparison of cultural,


phenomena of the English-

speaking countries (the UK

and the USA) and the native

country as well as for the

completion of other

assignments.

A student is able to search for

information in the

independently found sources,

to assess, organise and

appropriately use it for the

comparison of cultural, socio-

cultural and social phenomena

of the English-speaking

countries (the UK and the

USA) and the native country

as well as for the completion

of other assignments.


constructively participate

in a discussion, to clearly

communicate own ideas

and respect colleagues’

opinions.

A student demonstrates a

satisfactory


study material, is able to

abstract and systemise it;

sometimes actively

participates in practical

classes and discussions,

A student demonstrates a

good understanding of the

study material, is able to

abstract, systemise and

analyse it; actively

participates in practical

classes and discussions, is

able to communicate own

A student demonstrates a good

understanding of the study

material, is able to abstract,

systemise and analyse it;

actively participates in

practical classes and

discussions, is able to

communicate own ideas very

88

is able to communicate

own ideas well.

ideas well. well.


set learning aims, to

choose appropriate

learning methods, as well

as to select and critically

assess relevant study

materials from the

sources available.

A student encounters

difficulties formulating

the learning aims, is able

to choose appropriate

learning methods from

the suggested ones and to

use the study material

presented by the teacher.

A student understands and is

able to formulate the

learning aims, most

frequently is able to choose

appropriate learning

methods and to select study

material from the available

sources and makes attempts

to critically evaluate it.

A student clearly understands

and is able to precisely specify

the learning aims, is able to

self-dependently choose

appropriate learning methods,

to select study material from

the sources found self-

dependently and to critically

evaluate it. A student will be able to

keep track of time and

deadlines of assignment

completion and

submission.

A student plans own time

in an inappropriate time

and is frequently late to

submit the completed

assignments.


own time but is sometimes

late to submit the completed

assignments.

A student plans own time in

an appropriate way and

always submits the completed



No

.

Student

assessment

method

No. of

assignme

nts

No. of

hours per

assignme

nt

Total

no. of

hrs.

Time of assignment

completion (week of

semester)

Cumulative

assessment

(%)

1. In-class activities 24 2 48 1-16 5% 2. Portfolio 24 1 24 15 15% 3. Comparative essay 24 1 24 12 30% 4. Examination 2 18.5 37 50%



No. of

copies in

LEU library

Other libraries

(indicate

where) Main literature

1. Mauk. D, Oakland J. 2010. American Civilization: an introduction. 5th ed.

London; New York: Routledge. 13 LNL

2. O’Driscol J., 2009. Britain for Learners of English. Oxford: OUP 20 LNL 3. Althen G., Bennet J., 2011.American Ways: A Cultural Guide to the United

States, Intercultural Press. (e-book)

eBook Collection (EBSCO

Publishing) 4. McAuley, J.W.,Mycock, A., McGlynn, C. 2011.Britishness, Identity and

Citizenship: The View From Abroad (e-book)


Publishing) Supplementary reading

1. Guide to British and American Culture. 2000/2004. Oxford: OUP. 5 LNL 2. McDowall D. 2007. Britain in Close-up. Halow: Longman. 6 LRC 3. Oakland J. 2007. British Civilization: an Introduction. London; New York:

Routledge. 3 LNL

4. Paper, Jordan D..; 2007. Native North American Religious Traditions:

Dancing for Life. Praeger.


Publishing) 5. Bradley, Ian C. 2007. Believing in Britain: The Spiritual Identity of

'Britishness‘.London: I.B. Tauris. (e-book)


Publishing) 6. Julios, C. 2008. Contemporary British Identity: English Language, Migrants

and Public Discourse. In Studies in Migration and Diaspora. Aldershot, Hants,

England: Ashgate. (e-book)


Publishing)

7. Rosen S.L. An Outline of British History. Tripod. //

http://srosen5.tripod.com/sitebuildercontent/sitebuilderfiles/british.pdf 8. An Outline of American History. Open book.

http://learningshark.com/AmHDocs/USHistOutline.pdf 9. Martin K. American History, http://americanhistory.about.com/ 10. http://know-britain.com

http://know-britain.com/

89


Study programme



Study subject code

1. Study subject

title BRITISH LITERATURE H 0 0 4 B 0 2 4



2. Coordinating


Assoc. Prof. Daina Miniotaitė


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS O FT 32 16 5 54 53 4 3 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject The aim of the course is to acquaint students with the main trends and movements of the 11-20

th c. British literature,

their philosophical, aesthetic, and theoretical principles as well as their most outstanding representatives in fiction,

drama, poetry. The course aims to develop students’ literary, analytical and critical thinking by engaging them in

discussions and asking conceptual questions.

5. Abstract The course provides an overview of the development of British literary thought from medieval literature of the 11

th c.

to the contemporary innovative, multicultural British literature. A considerable emphasis is put on British classical

literary works in an attempt to help students assimilate the foundations of literature (world literature included), thus

advancing their understanding of contemporary literature. The epochs covered during the course – the Middle Ages,

Renaissance, Enlightenment, Romanticism, Realism, Modernism, Postmodernism – are presented in their historical,

philosophical, and cultural contexts.



Study learning

outcomes




of study achievements A student will acquire

fundamental knowledge

of the main trends and

movements of British

literature and will be able

to use them appropriately

A student will be able to define

literary trends, genres and point

out their differences, explain the

key concepts of literary theory

and criticism. He will be able to

use metalanguage appropriately

A lecture, the

studying of scholarly

critical literature,

independent work

Accumulative assessment:

active involvement in

classes;

the reading of literary

works;

the studying of literary

90


establish relevant


cultures of English


Lithuanian culture,




politics and socio-

economic background

A student will be able to link the

main literary trends and concrete

works to a certain historical and

cultural epoch. He will be able to

analyze, interpret, and critically

evaluate literary texts

A lecture, the reading

of literary works, the

studying of

theoretical literature

and criticism

history, theory, and

criticism;

examination

Personal abilities: focus

on quality, learner

autonomy, critical and

analytical thinking





data

A lecture, discussion,

group debates, the

studying of scholarly

literature and

criticism

7. Plan of study subject No

.




no. of

hours Lectures Practical

classes

Consultatio

ns

Self-dependent

work

1. The historical, social, and

cultural context of the Middle

Ages. Medieval literature.

Origins of the English drama.

Geoffrey Chaucer as the founder

of English national literature

4 1 4 9

2. General characteristics of

Renaissance. Elizabethan

aesthetics, drama and poetry

(Th.More, Chr.Marlowe,

W.Shakespeare, E.Spenser)

4 2 7 13

3. Introduction into the Age of

Enlightenment: philosophy,

ideology, aesthetics (J.Locke,

D.Defoe, H.Fielding). The

formation of the English novel

4 1 1 6 12

4. Romanticism: philosophy and

aesthetics. The romantic

tradition in poetry

(W.Wordsworth, S.T.Coleridge,

W.Blake)

4 2 1 6 13

5. The epoch of queen Victoria.

The realist tradition in literature

(Ch.Dickens, W.Thackeray,

G.Eliot)

4 1 8 13

6. The Aesthetic movement. The

reflections of Aestheticism in

literature: O.Wilde’s “art for

art’s sake” theory

2 2 1 4 9

7. Modernism as an international

and cosmopolitan movement.

The literary principles and

features of (English)

Modernism. V.Woolf and

J.Joyce

4 4 1 7 16

8. The English philosophical

novel. I.Murdoch’s oeuvre 2 4 6

9. Features of contemporary

British literature. Literature of

ethnic minorities

2 1 4 7

91

10. Reflections of postmodern

philosophy in the work of

contemporary English writers

(A.Carter)

2 2 1 4 9


subject 32 16 5 54 107


Study subject

outcomes

Minimum required


(5-6 points)

Average level of


High level of

achievement


define literary trends,

genres and point out their

differences, explain the

key concepts of literary

theory and criticism. He

will be able to use them

appropriately

A student has a very

limited and abstract

understanding of British

literary trends, can hardly

indicate their

representatives. The key

concepts of literature are

not well understood and

not always used

appropriately

A student has the average

understanding of theoretical

literary material and of the key

concepts of literary theory. He

can only partly relate a literary

work to a certain epoch

A student understands

literary theories, the

development of literary

thought very well and can

use them appropriately


link the main literary

trends and concrete works

to a certain historical and

cultural epoch. He will be

able to analyze, interpret,

and critically evaluate

literary texts

A student’s perception of

the development of

British literary thought is

very satisfactory, he has

not read all the works

indicated on the reading

list, therefore he cannot

link correctly a certain

literary work to a certain

epoch

A student can relate concrete

literary works to a certain

epoch. While analyzing a text

he uses metalanguage.

However, his ability of

independent interpretation is

average




thought, he is able to

compare works written in

different epochs, has

critical and analytical

thinking


set aims and


academic and


critically evaluate

philological data

A student has not fully

understood literary

material, he has no good

knowledge of the

methodology of literary

studies, therefore he

cannot work

systematically and

independently

A student’s ability to plan his

activities and set his aims and

priorities is good. His critical

and analytical thinking is

average


understanding of literary

history, theory and

criticism, therefore he can

work independently and

develop professional

competences



method

No. of

assignments

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Home assignments 18 3 54 1-16 5

2. The reading of literary works 15 2 30 4, 8, 14 10

3. The studying of literary

history, theory and criticism 1 3 3 5, 9, 13 10

4. Examination 10 2 20 16 75

5.

6.



LEU library

Other libraries

(indicate where)

92

No. Main literature

1. Conrad, P. 2003. Cassell’s History of English Literature. London:

Cassell. 2

2. Sanders, A. 2004. The Short Oxford History of English Literature.

Oxford: Oxford University Press. 1

3. Young, T. 2008. Studying English Literature: a Practical Guide.

Cambridge: Cambridge University Press. 1 VU

4. http://www.ebooks.adelaide.edu


1. Byatt, A.S. 1991. Passions of the Mind. New York: Random House.

2

American

Cultural Center;

VU library

2. Bradbury, M. 1993. The Modern British Novel. London. 3

3. Hewitt, D. 1998. English Fiction of the Early Modern Period 1890-

1940. London. 1 VU, MML

4. Honour, H. 1990. Romanticism. Harmondsworth. 1

5. Kroll, R. (ed.). 1998. The English Novel. 1700 to Fielding. Vol. 1.

Longman 1

93


Study programme



Study subject code

1. Study subject

title AMERICAN LITERATURE H 0 0 4 B 0 2 5



2. Coordinating

teacher/s: Position



Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS O FT 24 8 5 43 80 3 3 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject The aim of the course is to familiarize students with the development of American literary thought, reveal the

historical, social, and philosophical factors which determined its evolution. During the lectures and seminars an

attempt is made to draw parallels and point out the differences between American and European (especially English)

literatures which convey the national mentality, historical, social, and cultural conditions of the people of these

countries.

5. Abstract The course combines informative lectures and practical seminars during which students can better assimilate the

theoretical material of American literature while analyzing texts indicated in the course syllabus, taking part in group

discussions and debates. The course provides an overview of the significant 19-20th

c. American literary, aesthetic,

and cultural phenomena: Romanticism, Realism, Modernism, the Beat generation, the formation of the Nonfiction

novel, Drama of the Absurd, Postmodern literature, the Afro-American literary tradition.




study subject

Study

methods




main trends and movements

of American literature and

will be able to use them

appropriately.


define literary trends, genres

and point out their differences

as well as to explain the key

concepts of literary theory and

criticism. He will be able to

A lecture, a

seminar, the

studying of

literary works,

theoretical

literature and

Accumulative assessment:

active involvement in classes

and seminars;

doing practical tasks;

the reading of literary works;

the studying of literary

94

use metalanguage

appropriately.

criticism. history, theory and criticism;

examination.


establish relevant


cultures of English speaking

countries and Lithuanian

culture, showing awareness of


history, religion, politics and


A student will be able to link

the main literary trends and

concrete works to a certain

historical and cultural epoch.

He will be able to analyze,

interpret, and critically

evaluate literary texts. He will

perceive the aspects of the

literatures of English speaking

countries and will be able to

point out their similarities and

differences.

A lecture, a

seminar, a

discussion, film

viewing, the

studying of

literary works

and scholarly

literature.





critically evaluate philological


express his considered

opinion.


organize his work

autonomously. During the

seminars he will improve his

knowledge of literature,

develop his English speaking

skills, learn to support his

opinion. A student will be able

to recognize, distinguish and

evaluate the subject related

phenomena.

A seminar,

debates, a

discussion,

independent

work.


.





classes


work

1. Romanticism in American

literature. a history of New

England Puritanism.

2 2 1 5 10

2. Transcendentalism: philosophy,

aesthetics, literature

(R.W.Emerson, H.D.Thoreau).

2 2 5 9

3. Psychological realism

(H.James). 2 2 4

4. Modernism in American

literature: innovation and

relation to Tradition (G.Stein,

E.Pound, T.S.Eliot, cummings).

4 2 1 4 11

5. American Theatre of the

Absurd: sources and

experimentation.

2 4 6

6. The Beat generation: their life

philosophy. Beats in literature

(J.Kerouac, A.Ginsberg).

2 4 6

7. The Nonfiction novel (or the

novel of New Journalism):

sources, innovation (T.Capote).

2 6 8

8. The meaning of postmodernism.

Features of literary

postmodernism (J.Barth,

D.Barthelme, R.Coover).

4 2 2 8 16

9. Afro-American literature: the

development of tradition

(A.Walker, T.Morrison)

2 1 5 8

10. Revision 2


subject 24 8 5 43 80

95

8. Assessment criteria Study subject outcomes Minimum required level of

achievement

(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement


define literary trends,

genres and point out their

differences as well as to

explain the key concepts

of literary theory and

criticism. He will be able

to use metalanguage

appropriately.

A student has a very limited

and abstract understanding of

American literary trends, can

hardly indicate their

representatives. The key

concepts of literature are only

partly assimilated and not

always used appropriately. Not

all texts indicated on the

reading list have been read and

the generic peculiarities are not

well perceived.

A student has the

average understanding

of literary texts that he

has read, theoretical

literary material and

the key concepts of

literary theory.


literary theories, the


thought very well and can


Metalanguage is used

appropriately.


link the main literary

trends and concrete works

to a certain historical and

cultural epoch. He will be

able to analyze, interpret,

and critically evaluate

literary texts. He will

perceive the literary

aspects of the literatures

of English speaking

countries and will be able

to point out their

similarities and

differences.

A student’s perception of the

development of the American

literary thought is very

satisfactory, he has not read all

the works indicated on the

reading list therefore, he

cannot link correctly a certain

literary work to a certain

epoch.

A student can relate

concrete literary works

to a certain epoch.

While analyzing a text

he uses metalanguage.

However, his ability of

independent

interpretation is

average.

A student has a very good



thought, he is able to

compare works written in

different epochs, his


thinking is well-developed.


organize his work

autonomously. During the

seminars he will improve

his knowledge of

literature, develop his

English speaking skills,

learn to support his

opinion. A student will be

able to recognize,

distinguish and evaluate

the subject related

phenomena.

A student has not fully

assimilated literary material, he

has no good knowledge of the

methodology of literary studies

therefore, he cannot work

systematically and

independently.

A student’s ability to

plan his activities and

set his aims and

priorities is good. His


thinking is average.

A student has a very good

understanding of literary

history, theory and the

methodology of literature,

which enables him to work

independently and develop

professional competences.



method

No. of

assignments

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)


2. Doing practical tasks 1-16 10

3. The reading of literary works 8 2 16 4, 8, 14 10

4. The studying of literary

history, theory and criticism 4 2 8 5, 9, 13 10

5. Examination 10 2 20 16 65

Total number 80

96


LEU library

Other libraries

(indicate where)

No. Main literature

1. Eagleton, T. 2002. Įvadas į literatūros teoriją. ALK: Baltos lankos. 5 LNL

2. Elliott, E. (ed.). 1988. Columbia Literary History of the United States.

Columbia Univeristy Press. 2

American

Culture Center

library

3. Gray, R. 2012. A History of American Literature. Wiley-Blackwell. 1

4. The Norton Anthology of American Literature. Vol. 1-2. Norton and

Company. 2


1. Bradbury, M. 1983. The Modern American Novel. Oxford: Oxford

University Press.

VU

American

Culture Center

library

2. Brooker, P., Widdowson, P. (ed.). 2002. A Practical Reader in

Contemporary Literary Theory. Prentice Hall/Harvester Wheatsheaf. 1

3. Horton, W.R., Edwards, H.W. 1974. Backgrounds of American Literary

Thought. Prentice Hall. 1

4. Nicholls, P. 1995. Modernism(s): A Literary Guide. University of

California Press. 1

5. Miniotaitė, D. 2008. Postmodern Literature: Theory, Fiction, Drama.

Metodinės priemonės.. Lietuvos edukologijos l-kla. 12

97


Study programme



Study subject code

1. Study subject title BUSINESS ENGLISH IN AUTHENTIC

DOCUMENTS (elective study subject) H 0 0 4 B 0 2 6



2. Coordinating

teacher/s:




Group of

study

subjects*

Type of

study

subjects*

Mode of

studies


ECTS

credits

Se

m

est

er

Language of

instruction Contact work Non-contact work

(self-dependent

studies)

Total no.

Lectures Contact


SF EA Full time 16 16 5 70 107 4 7 English *Study subjects of general university education – GS; study subjects of major study field (specialisation)– SF; optional deepening study subjects of study field


4. Goal of study subject The course will develop students’ skills to communicate in English in a wide range of business situations. Students will

gain competences necessary for dealing with English speaking representatives of business world. The course will broaden

students’ knowledge of various business topics. Students will develop essential business communication skills in making

presentations, negotiating, telephoning and using English in social situations.

5. Abstract Business English in Authentic Documents is a multi-level business English course for students who want to improve their

knowledge in business English. The course covers topics related to international business. Students work with authentic

business-specific texts and listening reflecting the latest trends in the business world. Students will become more fluent

and confident in using the language of business and increase career prospects. During the course students will discuss

business-related topics and exchange ideas about them, will learn important new business words and phrases; will

improve fluency through business-related discussions; will read authentic materials on a variety of topics from The

Financial Times and other newspapers and books on business; will hear authentic interviews with business people and

develop listening skills for information and note-taking. Student will analyse business cases followed up with writing

tasks.




programme



Methods of study

achievement

assessment A student will be able to analyse the

English language taking into


semantic aspects;

Ability to analyse business

texts, to understand business

problems discussed in

authentic business texts.

Lecture, seminar,

written

assignments,

project work, test.

Cumulative

assessment: accomplishing of

tasks,

preparing for lectures

and seminars, A student will be able to adequately

conduct philological research, using

Ability to answer “Why”

questions in business related

Lecture, seminar,

written

98

scholarly literature, and critically

evaluate the results obtained.

situations; to address business-

related situation using

appropriate scientific literature

assignments,

project work, test.

test;

examination.

A student will be able to set aims and

systematically advance in academic

and professional work; to critically

evaluate philological data, provide


considered opinion.

Ability to demonstrate oral

and speaking skills in English

in a wide variety of business



register.

Lecture, seminar,

written

assignments,

project work, test.

A student will be able to retrieve the

appropriate data from different sources,

process and use them in linguistic

research and other assignments.

Ability to find information

relevant to business issue, to

draw conclusions form the

material analysed.

Lecture, seminar,

written

assignments,

project work, test.


No


Volume (in academic hours) Total no. of



Independent

work

1. Authentic products and their brands. Problems

of leading brands. Authentic product promotion.

2 2 - 5 11

2.

Innovations in business world and personal life.

Innovative presentation of goods. Company

innovations.

1 2 - 5 11

3. Qualities of good leadership. Leader and

success of the company.

1 2 - 5 11

4.

Business ethics. Ethics at work. Profit and

principles of honesty and fair business. Fair

trade.

2 1 1 5 12

5.

Staff of the company. Personal qualities. Head

hunting. The recruitment process and personal

qualities.

2 1 - 5 12

6.

Business globalisation. International trading.

Cultural issues in doing business. Cultural

awareness in business. Overseas manufactures

and negotiation skills.

2 2 1 5 12

7.

Marketing worldwide. Authentic

advertisements. Good and bad advertising

practices. Planning at an advertising agency.

Advertising campaigns.

2 2 - 6 12

8.

Changes in business. Reorganising of a

company. Change in retailing strategies.

Changing of staff and the leader.

2 2 1 6 12

9.

Old-fashioned and new quality. Prestigious

hotel chains, supermarkets and educational

institutions: quality and trust. Quality control

and customer service.

2 2 - 6 12

10. Revision. - - 2 - 2 Total No. of hours for the study subject 16 16 5 70 107


Study subject

outcomes

Minimum required


(5-6 points)

Average level of


High level of

achievement

(9-10 points) Ability to analyse

business texts, to

understand the business

problems discussed in

authentic business texts.

Satisfactory

understanding of

business English

documents. Satisfactory

understanding of

business concepts and

terms.

Good understanding of

business English documents.


business concepts and terms.


business English documents.


business concepts and terms.

99

Ability to answer “Why”

questions in business

related situations; to

address business-related

situation using

appropriate scientific

literature.

Satisfactory usage of

business terminology in

practical tasks.


business documents.

Quite good usage of business

terminology in practical tasks.

Good analysis of business

documents. Good analysis of

business documents according

to set requirements.

Flawless usage of business

terminology in practical tasks.

Excellent analysis of business

documents.

Ability to demonstrate

oral and speaking skills

in English in a wide

variety of business

contexts using



Satisfactory skills in

solving business related

problems using business

English metalanguage.

Satisfactory

understanding of


lexical and syntactic

peculiarities of authentic

business documents.

Good skills in solving

business related problems

using business English

metalanguage. Good

understanding of phonetic,


syntactic peculiarities of

authentic business documents.

Very good skills in solving

business related problems

using business English

metalanguage. Excellent

understanding of phonetic,


syntactic peculiarities of

authentic business documents.

Ability to find

information relevant to

business issue, to draw

conclusions form the

material analysed.


business documents

according to set

requirements.

Linguistic commentaries are

quite motivated and well

grounded.

Linguistic commentaries are

very well motivated and well

grounded. The answers

contain information from

additional literature.


No

.

Student assessment

method

No. of

assignment

s

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of assignment

completion (week

of semester)

Cumulativ

e

assessmen

t (%) 1. Home assignments 8 4 32 2, 3, 4, 12, 13, 14, 15,

16

10

2. Test 10 1 10 9 30 3. Examination 38 1 65 - 60 Total 107 100


in LEU library

Other libraries


1. Business periodicals collection (electronic source)/ prepared and

compiled by EBSCO Publishing. Ipswich, MA: EBSCO Publishing,

2002 - .

Electronic

source -

2. David Cotton, David Falvey, Simon Kent. Market leader: upper

intermediate business English course book. Harlow: Pearson Education,

2012.

12 LNL

3. Dubicka, I., O’Keeffe, M. 2007. Market leader: advanced business

English: course book. Harlow: Pearson Education. 4

LNL

4. Tuomienė, R. 2002. The language of business: English for students of

commerce. Vilnius: Vilniaus pedagoginis universitetas. 106

LNL


1. Grobovienė, B., Kriaučiūnienė, R., Kudirkienė O. 2002. Mind your

business: practice book. Vilnius: Vilniaus vadybos kolegija. 1

LNL

2. Cesevičienė, A. 2008. English-Lithuanian business dictionary

Ukmergė: Valdo leidykla. 1

LNL

3. McKenna, E. 2010. Business psychology and organisational behaviour:

a student’s handbook. Hove; New York: Psychology Press. 1

LNL

4. Richard T. De George. 2010. Business ethics. Upper Saddle River

(N.J.): Prentice Hall. 1

LNL

100


Study programme



Study subject code

1. Study subject title

FUNCTIONAL SENTENCE PERSPECTIVE

IN CREATING MEANING (elective study

subject)

H 0 0 4 B 0 2 8



2. Coordinating




Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language

of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS E Full-time 32 5 70 107 4 7 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study

field (branch) – MSF; final thesis – FT, ** Obligatory – O; elective – E.

4. Goal of study subject This course aims to enhance students' syntactic competence. Students are encouraged to develop their writing skills

by increasing their linguistic knowledge of how sentences are textualized.

5. Abstract The course is based on the notions and principles of Functional Syntax. A sentence is viewed as a three-fold unit

consisting of a semantic sentence structure, a grammatical sentence structure and a communicative sentence

structure. The functional approach to a sentence enables students to link a propositional situation to a sentence

structure which can best reflect a particular functional perspective. Students analyze texts of various genres from the

point of view of the systemic functional theory. They

- evaluate the communicative situation and relate it to the information in focus and the information which serves

as a point of departure for the message;

- study the means of realization of the Theme and the Rheme in English sentences;

- identify types of thematic progressions and their influence on the genre of a text.

Students independently create texts (paragraph, essay) using the gained knowledge and thus developing their writing

skills.



Study learning

outcomes






Students will be able to

understand and explain the

Involving lecture,

practical tasks, group


examination.

101

the main trends, branches

of linguistics and literature

and their research

methods, will be aware of

the key concepts and able

to use them appropriately.

main notions and principles of

Functional Syntax.

discussion, self-

assessment.


set aims and



work, to critically evaluate




Students will be able to set

and shape own learning aims,

to select appropriate study

materials from accessible

sources, to choose appropriate

terminology and registers

according to the context of

language use.

Involving lecture,

practical tasks, group

discussion, self-

assessment.


examination.


No

.




no. of

hours

Lectures Practical

classes

Consultati

ons

Self-dependent

work

1. Concepts and principles of Functional

Syntax. Systemic Functional Theory.

5 1 10 16

2. A three-level approach to syntax: the

semantic sentence structure, the

grammatical sentence structure, the

communicative sentence structure.

5 1 10 16

3. Thematic function. Means of realization

of the Theme.

8 1 14 23

4. Rhematic function. Means of realization

of the Rheme.

6 1 12 19

5. Thematic progressions. 6 1 14 21 6. Examination. 2 10 12





of achievement

(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) Students will be able to

understand and explain the

main notions and principles

of Functional Syntax.

Satisfactory understanding of

the main concepts and

principles of Functional

Syntax. Able to identify the

theme and the rheme of the

sentence; however, often

unable to explain their means

of realization. Able to identify

thematic progressions in a

text; however, cannot always

recognize the patterns.

Good understanding of the

main concepts and

principles of Functional

Syntax. Able to identify the

theme and the rheme of the

sentence. Most of the time

able to explain their means

of realization. Able to

identify thematic

progressions in a text;

however, occasional

misinterpretation occurs.

Excellent/very good


main concepts and

principles of

Functional Syntax.

Able to identify the

theme and the rheme

of the sentence and to

explain their means

of realization. Able to

identify thematic

progressions in a text

and comment on their

patterns. Students will be able to set

and shape own learning

aims, to select appropriate

study materials from

accessible sources, to

choose appropriate

terminology and registers

according to the context of

language use.

Able to analyse and create a

text taking into account


grammar and register;

however, mistakes in


register are rather frequent.

Good skills to analyse and

create a text taking into

account appropriate


register, though occasional

mistakes occur.

Excellent/very good

skills to analyse and

create a text taking

into account

appropriate

terminology,


102



assignments

No. of hours

per

assignment

Total no.

of hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Home assignments 8 6 48 2-8 20% 2. Linguistic tasks completed in

class. 8 5 45 2-8 30%

4. Examination:

to define concepts;

to discussing theoretical

issues;

to carry out a functional

text analysis;

to write an academic

text.

4 3.5 14 9 50%



LEU library

Other libraries

(indicate where)

No. Main literature 1. Fawcet, R.P. 2009. Invitation to Systemic Functional Linguistics

through the Cardiff Grammar: an extension and simplification of

Halliday‘s systemic functional grammar. London; Oakville:

Equinox.

1 LNL

2. Valeika, L., Buitkienė, J. 2006. Functional English Syntax. Vilnius:

VPU Publishing House. 15 LNL

3. Valeika L., Buitkienė J. 2006. Functional English Syntax. Vilnius:

VPU Publishing House. 15 LNL

Supplementary reading 1. Firbas, J.1995. Functional Sentence Perspective in Written and

Spoken Communication. Cambridge: Cambridge University Press. LEU RR - 1 -

2. Fontaine, L. 2013. Analysing English Grammar. A Systemic

Functional Introduction. Cambridge: Cambridge University Press. LEU RR - 1 -

3. Halliday, M.A.K. 1995. Introduction to Functional Grammar.

London: Edward Arnold. 2 VU

4. Thompson, G. 2004. Introducing Functional Grammar. London:

Hodder Education. - LNL

103


Study programme



Study subject

code

1. Study subject title INTRODUCTION INTO DISCOURSE

ANALYSIS (elective study subject) H 0 0 4 B 0 2 9



2. Coordinating


Assist. Lect. Darija Bartkutė


Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language

of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS E Full-time 32 5 70 107 4 7 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject The goal of the introductory course to discourse analysis is to familiarize students with the subdisciplines and

methodologies of linguistic discourse analysis and to develop students’ ability to interpret written and spoken texts in

the context of linguistic, cultural and sociopsychological factors.

5. Abstract The course introduces students to the historical development, forms, subdisciplines and methodologies of discourse

analysis; the subject is defined in the context of three fundamental parameters: text, addressor/addressee and context.

The course develops students’ awareness of the types of context, dichotomy of written and spoken language, genre

and intertextuality. Spoken discourse is discussed in the context of conversational maxims and implicatures, speech

act theory and conversation analysis. The students are introduced to the concepts of text grammar and text linguistics

and do a genre-based analysis of the cohesive patterns of texts, examining the multiple factors that contribute to the

cohesive and coherent status of a text. Both reproduced and authentic texts are employed to serve this purpose.



Study learning

outcomes



Methods of

assessment of study


analyse the English



A student is able to analyse the

structural elements of the

organization of discourse.

A student is able to analyse text

Lecture,

discussion,

analysis of

literature,

In-class activities, final

written assignment,

colloquium, examination

104


aspects.

cohesion from the grammatical

and lexical perspective. practical written

assignments






be aware of the key


them appropriately.

A student knows the main

concepts and propositions of

discourse analysis A student has knowledge of the

branches and methodologies of

discourse analysis

A student is able to apply the

notions of text linguistics. A student will be able to set




critically evaluate




A student is able to make

effective use of sources.


generalizations and comparisons

with regard to cohesive

properties of texts.


No

.




no. of

hours

Lectures Practical

classes

Consultatio

ns

Self-

dependent

work

1. Historical beginnings of discourse

analysis

2 - 7 9

2. Subdisciplines of discourse

analysis

3 - 7 10

3. Pragmatics and discourse analysis 6 - 10 16

4. Conversation analysis 4 - 8 12

5. Text linguistics 4 - 10 14

6. Classification of cohesive devices 8 - 15 23

7. Discourse and genre 3 - 2 7 12

8. Critical discourse analysis 2 - 3 6 11


subject

32 - 5 70 107


Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) Understanding of the

main concepts and

propositions of discourse

analysis.

A student can understand

the main concepts and


analysis


understand the main

concepts and


analysis

A student shows very good

understanding of the main

concepts and propositions of

discourse analysis and is

able to define the concepts

accurately Understanding of the

methodological


subdisciplines of

discourse analysis.

A student can understand

the methodological


subdisciplines of discourse

analysis


understand the

methodological


subdisciplines of

discourse analysis

A student shows very good


methodological peculiarities

of the subdisciplines of

discourse analysis and is

proactive in discussion. Ability to apply

theoretical knowledge in

text analysis.

A student can apply


text analysis

A student is able to apply


text analysis


accurately and

systematically apply

theoretical knowledge in text

105

analysis. Ability to generalize and

compare the cohesive

properties of texts across

genres.

A student can generalize and

compare the cohesive


genres.


generalize and compare

the cohesive properties

of texts across genres.


independent generalisations

in comparing the cohesive


genres.


No

.

Student assessment

method

No. of

assignment

s

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. Home assignments 10 2 20 1-16 10 2. Colloquium 1 15 15 10 20 3. Final written assignment 1 40 40 16 40 4. Examination 1 32 32 - 30 Total number 107 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Paltridge, B. Discourse Analysis. Continuum, 2011. 1

2. Brown, G. Yule, G. Discourse Analysis. Cambridge: CUP, 2007. 1 LNL 3. McCarthy, M. Discourse Analysis for Language Teachers. Cambridge:

CUP, 1991... 1

4. Thornbury, S. Beyond the Sentence: Introducing discourse analysis.

Macmillan, 2009 1


1. Hasan, R. Cohesion in English. Longman, 1976. 1

The British

Council library

2. Fox, B. Discourse Structure and Anaphora: written and conversational

English. Cambridge: CUP, 1999.Halliday, M.A.K, LNL

106


Study programme



Study subject code

1. Study subject

title POSTMODERN CULTURE AND LITERATURE H 0 0 4 B 0 2 7



2. Coordinating

teacher/s: Position



Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS O FT 32 5 70 107 4 7 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject The aim of the course is to integrate students’ knowledge of literature and linguistics into a broader literary and cultural

context, to reveal the relation of Postmodernism – one of the most significant and influential 20th

c. American (and

European) cultural and literary trends – with history and Tradition, to explore postmodern writers’ relation to language

in an attempt to show their differing patterns of thinking reflective of their world outlooks.

5. Abstract The course provides an overview of the postmodern occasion in literature, culture, and philosophy. An emphasis is put

on the analysis of the key concepts of postmodernism: “metafiction”, “intertextuality”, “collage”, “pastiche”, the “death

of the Author”, the “decentering of the subject”. The enumerated concepts are supported by the study of the selected

works of well-known philosophers, literary and cultural theorists. The key notions of postmodernism are further

developed by analyzing those works of postmodern American writers which stand out as typical examples of the trend.



Study learning

outcomes




study achievements A student will acquire

good knowledge of

postmodern literary trend,

will know the key

concepts and will be able

to use them properly.


explain the theoretical and

critical concepts of postmodern

literature, will have a good

command of metalanguage.

A lecture, a

seminar, the

studying of literary

works, theoretical

and critical

literature.


active involvement in lectures;

the studying of scholarly

literature and literary works;

written and oral tasks;

examination.

A student will be able to A student will have capability A lecture, debates, a

107

set aims and


academic and


critically evaluate


arguments.

to organize his work

autonomously, in the lectures

he will improve his cultural

and literary knowledge,

develop his English speaking

skills, learn to provide

arguments. He will be able to

recognize and evaluate the

subject related phenomena.

discussion,

independent work.


establish relevant


cultures of English


Lithuanian culture,




politics and socio-


A student will have capability

to analyze, interpret, critically

evaluate postmodern literary

texts.

A lecture, a

seminar, a

discussion, the

studying of

scholarly material

and literary works.


No

.




no. of

hours

Lectures Practical

classes


work

1. The term of postmodernism. An

overview of philosophical

postmodernism and its sources

(Fr.Nietzche, M.Heidegger, J.-

J.Derrida, J.-Fr.Lyotard,

J.Baudrillard).

4 1 8 13

2. Postmodernism as the condition

of individual, society, and culture

(J.-Fr.Lyotard, Fr.Jameson).

4 1 8 13

3. Literary postmodernism: its

sources and reasons for its

formation.

2 6 8

4. The controversial character of

literary postmodernism in the

works of critics (J.Barth, G.Graff,

I.Hassan, L.Hutcheon, S.Sontag).

4 8 12

5. Features of literary

postmodernism, stylistic

peculiarities, means of literary

expression.

2 8 10

6. The key notions of

postmodernism: metafiction,

interterxtuality, collage, pastiche,

the “death of the Author”

(R.Barthes, Vl.Nabokov).

4 1 8 13

7. The meaning of postmodernism.

Literary features of

postmodernism (J.Barth,

D.Bartheleme)_.

2 1 8 11

8. The two wings in postmodern

American literature: popular and

humanist.

2 2 4

9. The portrayal of man and the

world in postmodern American

literature.

2 2 4

10. The analysis of short stories by 6 1 4 11

108

J.Barth, D.Barthelme, R.Coover.


subject 32 5 70 107


Study subject outcomes Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement


explain the theoretical and

critical concepts of postmodern

literature, will have a good

command of metalanguage.

A student can only partly

enumerate features of

postmodern culture and

literature. The notions of

literary theory have not

been assimilated fully and

are not always applied

appropriately. A student

has read a third part of

obligatory works or has

read only their

summaries.

A student understands the

theoretical material up to

65-84 per cent and has


literary concepts and

works.

.A student has very good


theory of postmodern

literature and culture, the

development of its

thought, uses

metalanguage

appropriately.



autonomously, in the lectures he

will improve his cultural and

literary knowledge, develop his

English speaking skills, will

learn to provide arguments. He

will be able to recognize and


phenomena.

The literary and cultural

material has been poorly

understood. A student has

not mastered fully the

basics of the methodology

of literary studies

therefore, he cannot work

independently and

systematically.

A student cannot plan his

time very well, set his

aims and priorities in

doing tasks. A student’s

critical analytical thinking

is average.

A student has mastered

the literary and cultural

theory very well. The

knowledge of the

methodology of literary

studies enables him to

work independently and

improve professional

competences.



autonomously, in the lectures he

will improve his cultural and

literary knowledge, develop his

English speaking skills, will

learn to provide arguments. He

will be able to recognize and


phenomena.

The literary theory has

been poorly assimilated.

A student does not

understand well the texts

that are analyzed, cannot

interpret them. Only a

third part of obligatory

texts has been read.

A student has read all

obligatory works but

cannot interpret and

critically evaluate them

very well.

All obligatory works have

been read. A student has

mastered the theoretical

material very well and

has very good

interpretative skills.



assignments

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)


2. The studying of scholarly literature

and literary works 8 4 32 1-12 10

3. Written and oral tasks 3 1 3 1-12 10

4. Examination 8 2 16 12 55

Total number 107

109


No. of copies

in LEU

library

Other

libraries

(indicate

where)

No. Main literature

1. Barth, J. 1984. The Friday Book: Essays and other Nonfiction. New

York. LNL

2. Hutcheon, L. 1988. A Poetics of Postmoderenism. History , Theory,

Fiction. New York and London: Routledge. VU

3. Rice, Ph., Waugh, P. (ed.). 1922. Modern Literary Theory: A Reader.

London. 5

4. Miniotaitė, D. 2009. Postmodern literature: Theory, Fiction, Drama.

Lietuvos edukologijos universiteto l-kla. 10


1. Sontag, S. 1966. Against Interpretation: And Other Essays. New

York: A Delta Book. VU, LNL

2. Spanos, W. 1987. Repetitions: The Postmodern Occasion in

Literature and Culture. London: Louisiana State University Press.

VU, American

Culture Center

3. Tanner, T. 1971. City of Words: American Fiction 1950-70. New

York: Harper and Row. VU

4. Walsh, R. 1995. Reading Innovative American Fiction: Novel

Arguments. Cambridge University Press.

5. Wilde, A. 1987. Horizons of Assent: Modernism, Postmodernism,

and the Ironic Imagination. Philadelphia: University of Pennsylvania

Press.

1 VU

110


Study programme

Study programme code Study programme title

6 1 2 Q 3 0 0 0 7 English Philology and the Second Foreign Language (French/German/Russian)


Study subject code

1. Study subject

title THE ENGLISH LANGUAGE INTERNSHIP H 0 0 4 B 0 6 9



2. Coordinating




Group

of study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS O FTS 399 15 6 English

*Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study

field (branch) – MSF; final thesis – FT, ** Obligatory – O; elective – E.

4. Goal of study subject The major aim of the Language Practice is to master English language skills in real-life situations. The focus is also

given on enriching students‘ socialcultural knowledge and encreasing their intercultural awareness and skills as

significant aspects of communicative competences.

5. Abstract Students run their Language Practice in institutions and organizations established in foreign countries (Erasmus

practice) or in Lithuanian institutions and organizations whose activities involve international cooperation. Students

find a place for their practice independently in accordance with their professional interests: in international

organizations which are set up to function in the field of culture, or science, or media, or tourism, etc., or in any

international institution in Lithuania or abroad which can offer internship for English Philology students‘ professional

career. Each student develops an individual activity plan together with his/her employer. The activities can include

assistance in planning and/or carrying out a project; assistance in organizing a debate or forum on social, cultural or

political issues; translation; editing; preparing and conducting interviews, questionnaires, surveys, writing reports,

assistance in organizing tours, etc.

Having implemented the activity plan of the Language Practice, students submit their portfolios to the Coordinator of

the Practice:

a. Internship Diary (all useful supplementary material included).

b. A Reflective Essay on Internship (600 words).

c. Overall Assessment of Student Trainee Performance.

The portfolios are to be submitted in ten working days after the Language Practice is over.

111



Study learning

outcomes



Methods of

assessment of



level (reception,



perform in




Ability to use the language,

choose appropriate terminology

and registers according to the

context of use (academic,

sociocultural, literary and other

texts); to develop a coherent

discourse, choose appropriate

communicative functions to

disclose the topic and to express

one’s thoughts both orally and in

writing.

Practical tasks, daily

reflection journal, self-

assessment .

Learning by

demonstration,

learning journal,

reflective essay.


establish relevant







and socio-economic

background.


comparisons between English-

speaking cultures and one’s own

culture by focusing the socio-

cultural aspect of

communication.



assessment.

Learning by

demonstration,

learning journal,

reflective essay.



data from different sources,

process and use them in

linguistic research and

other assignments.

Ability to use relevant research

material necessary for successful

completion of professional

activities.



assessment.

Learning by

demonstration,

learning journal,

reflective essay.


plan, organize, perform,

critically evaluate and

reflect his/her language

activities in non-university

contexts.

Ability to systematically advance

in academic work and to

properly evaluate personal

achievements.



assessment.

Learning by

demonstration,

learning journal,

reflective essay.



team, communicate with

co-workers positively and

knowingly.

Positive stance and collaborative

approach towards colleagues and

their activities.

Action learning,

problem-based learning,

daily reflection journal,

self-assessment.

Learning by

demonstration.


to communicate and




improvement in own


Ability to clearly express own

opinion in English, rightly

interpret and actively support

colleagues’ activities and work

situations.

Action learning,

problem-based learning,

group discussion, self-

assessment.

Learning by

demonstration.





critically evaluate




Ability to set and shape own

learning aims, and to decide on

priorities and effective methods;

to organize one’s work

autonomously and to observe the

scheduled deadlines; to reflect on



Daily reflection journal,

self-assessment.

Learning by

demonstration,

learning journal,

reflective essay.


No Topics, student activities, Volume (in academic hours) Total

112

. short description of content Lectures Practical

classes

Consultatio

ns

Self-

dependent

work

no. of

hours

1. Practical activities. 329

2. Activity report. 50

3. Reflective essay writing. 20

Total number of hours for study subject 399




(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) Ability to use the language,

choose appropriate terminology

and registers according to the

context of use (academic,

sociocultural, literary and other

texts); to develop a coherent

discourse, choose appropriate

communicative functions to

disclose the topic and to express

one’s thoughts both orally and

in writing.


knowledge application

and performance of

practical tasks.



and performance of

practical tasks.


understanding of


and performance of

practical tasks.


comparisons between English-

speaking cultures and one’s

own culture by focusing the


communication.


differences of English-

speaking and one’s own

culture.




culture.

Excellent/very good

understanding of



culture.

Ability to use relevant research

material necessary for

successful completion of

professional activities.

Average ability to use

relevant research material

necessary for completion

of activities.

Good ability to use

relevant research material


of activities.

Excellent/very good

ability to use relevant

research material


of activities.


advance in academic work and

to properly evaluate personal

achievements.

Able to advance in

academic work and to

evaluate personal

achievements when

supervised.

Good ability to advance

in academic work;

however, not

systematically. Able to

evaluate personal

achievements.

Excellent/very good

ability to systematically

advance in academic


evaluate personal

achievements.





Average ability to work




knowingly.

Good ability to work




knowingly.

Excellent/very good

ability to work




knowingly.

Ability to clearly express own

opinion in English, rightly

interpret and actively support

colleagues’ activities and work

situations.

Average ability to express

own opinion, interpret

and support colleagues’

activities and work

situations.

Good ability to express

own opinion, interpret

and support colleagues’

activities and work

situations.

Excellent/very good

ability to express own

opinion, interpret and

support colleagues’

activities and work

situations.

Ability to set and shape own

learning aims, and to decide on

priorities and effective

methods; to organize one’s

work autonomously and to



Average ability to reflect

on and evaluate personal

achievements as well as

perform effectively.

Good ability to reflect on

and evaluate personal


perform effectively.

Excellent/very good

ability to reflect on and

evaluate personal


perform duly and

effectively.

113

consistently evaluate personal

achievements.



method

No. of

assignments

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Practical activities. 7 47 329 8-16 50%

2. Activity report. 1 50 50 16 25%

3. Reflective essay writing. 1 20 20 16 25%


10. Recommended literature No. of copies in LEU library

Other

libraries

(indicate

where)

No. Main literature 1. Bendrieji Europos kalbų mokymosi,

mokymo ir vertinimo metmenys (2008).

LEU Resource Room of Philology Faculty - 30

http://www.smm.lt/ugdymas/docs/lkmp/kalbu%20

metmenys.pdf

LNL

2. Hornby, A. S. 2007. Oxford Advanced

Learner’s Dictionary of Current English.

OUP.


LNL

3. Keller, E. Conversation Gambits. Hove:

Language Teaching Conversations. 17 LNL

4. Myers, D. (2008). Socialinė psichologija.

Vilnius: Poligrafija ir informatika. 12 LNL


1. McCarthy M., O’Dell F. 2006. English

Collocations in Use. CUP.


LNL

2. Online Collocations Dictionary. http://ozdic.com/collocation-dictionary

3. DeLamater, J. D., Mayers, D. (2007). Social

Psychology. Belmont: Thomson - LNL

http://www.smm.lt/ugdymas/docs/lkmp/kalbu%20metmenys.pdf

http://www.smm.lt/ugdymas/docs/lkmp/kalbu%20metmenys.pdf

http://ozdic.com/collocation-dictionary

114


Study programme


DESCRIPTION OF STUDY SUBJECT Study subject code

1. Study subject title INTRODUCTION INTO RESEARCH

METHODOLOGY H 0 0 4 B 0 7 0

Faculty: Faculty of Philology Department: English Philology

2. Coordinating

teacher/s:


Assoc. Prof. Dr. Daiva Verikaitė-Gaigalienė


Group

of study

subjects

*

Type

of

study

subjec

ts*

Mode of

studies


ECTS

credits

Sem

ester

Language of

instruction


work

(individual

studies)

Total

no. Lectures

Contact

practical

classes

Consultatio

ns

SFS O full-time - 8 - 72 80 3 6 English *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject To develop practical skills of academic English by learning to write a BA thesis.

5. Abstract The course is meant to introduce students to the BA thesis writing requirements, to teach them to write BA thesis by

using correct academic English and by selecting appropriate research methods, tools and instruments for their research.

During the course the following issues connected with the BA thesis writing are discussed and analysed: academic

integrity and plagiarism, rules of citation, quotation and paraphrasing, hypothesis and/ or research question(s)

development, problem statement, and linguistic research methods. The students develop skills of creating academic

discourse, using meta language by paying special attention to text cohesion, modality and the use of characteristic lexico-

syntactical constructions of academic English.



Study learning outcomes Learning outcomes of the study

subject

Study

methods

Methods of

assessment of

study

achievements A student will be able to retrieve

the appropriate data from different

sources, process and use them in

linguistic research and other

assignments.

Capability to address a research

problem by adequately retrieving the

appropriate sources and materials,

analysing them, and giving critical

response to the issues under discussion

in the form of a coherent text.

Polemic

discussions,

reports and

presentations,

critical

analysis of

scientific

literature

BA thesis writing

tasks, examination.






Ability to use appropriate strategies of

citation, quotation and paraphrasing;

ability to present the research problem

and defend his/her point of view;

knowledge of appropriate linguistic

115

research methods.








Capability to organize one’s work

autonomously and to observe the

scheduled deadlines.

Ability to reflect on and consistently

evaluate personal achievements.


No. Topics, short description of

content


no. of

hours Lectures Practical classes Consultations Independen

t work

1. BA paper writing requirements 2 12 14

2.

BA paper writing: formulation of

hypothesis or research question(s),

problem statement and aims of the

research, decision upon the scope of the

research and sources; developing and

defending the proposal

2 18 20

3.

Research methodology: linguistic

research methods and preliminary

choice of methodology for the BA

paper research

1 10 11

4. Research tools and instruments 1 10 11

5.

Mastering the academic style: lexico-

grammatical peculiarities of academic

English

2 22 24

Total no. of hours for the study subject: 8 72 80


Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)


(9-10 points)

Capability to address a

research problem by

adequately retrieving the

appropriate sources and

materials, analysing

them, and giving critical

response to the issues

under discussion in the

form of a coherent text.

Satisfactory capability to

develop the hypothesis,

research aims and

objectives and to select


tools and instruments,


materials for the

intended outcomes.

Average capability to

develop the hypothesis,

research aims and



tools and instruments,


materials for the

intended outcomes.

Excellent capability to develop

the hypothesis, research aims and


appropriate research tools and

instruments, appropriate sources

and materials for the intended

outcomes.

Ability to use

appropriate strategies of

citation, quotation and

paraphrasing; ability to

present the research

problem and defend

his/her point of view;

knowledge of

appropriate linguistic

research methods.

Satisfactory knowledge

of BA thesis writing

requirements in terms of

quotation, citation and

paraphrasing and

satisfactory capability of

their application in

practice. Satisfactory

knowledge of linguistic

research methods and

average ability of their

application in the BA

thesis research.


BA thesis writing

requirements in terms of


paraphrasing and average

capability of their

application in practice.


linguistic research

methods and average

ability of their

application in the BA

thesis research.

Excellent knowledge of BA thesis

writing requirements in terms of


paraphrasing and excellent

capability of their application in

practice. Excellent knowledge of

linguistic research methods and

excellent ability of their

application in the BA thesis

research.

Capability to organize

one’s work

autonomously and to


Satisfactory knowledge

of the tasks and

satisfactory capability to

meet the deadlines;


the tasks and average

capability to meet the

deadlines; average ability

Excellent knowledge of the tasks

and excellent capability to meet

the deadlines; excellent ability to

reflect on personal achievements.

116

deadlines.

Ability to reflect on and




reflect on personal

achievements.

to reflect on personal

achievements.


No. Content No. of

assignments

No. of

hours per

assignmen

t

Total no.

of hrs.

Time of

assignment

completion (week

of semester)

Cumulative

assessment

(%)

1. BA thesis writing tasks 1 30 30 17-20 40 2. Writing assignment 1 50 50 17-20 60

Total 80 100


No. of

copies in

LEU library

Other libraries

(indicate)

No

. Main literature

Hewings, M. & C. Thaine. (2012). Cambridge Academic English. An Integrated

Skills Course for EAP. Student’s Book. Advanced. Cambridge University Press. 1

Oliver, P. (2004) Writing Your Thesis. SAGE Publications Ltd. 1

Research Methods in Linguistics. (2011). Ed. by Lia Litosseliti. London, New

York: Continuum. 1

Verikaitė-Gaigalienė, D. (2015). A Guide to Writing a Thesis. Vilnius: Lietuvos

edukologijos universiteto leidykla. 5

Davis, M. (2005). Scientific Papers and Presentations, available from:

http://web.a.ebscohost.com/ehost/ebookviewer/ebook/ZTAwMHh3d19fMTk1O

Tg2X19BTg2?sid=46540d7c-15cc-45c1-b847-

2b7f5a7187b7@sessionmgr4004&vid=4&format=EB&lpid=lp_1&rid=0


Nunan, D. (2010). Research Methods in Language Learning. Oxford: OUP. LNL

117


Study programme

Study programme code Study programme title 6 1 2 Q 3 0 0 0 7 English Philology and the Second Foreign Language (French, German, Russian)


Study subject code

1. Study subject title BACHELOR DEGREE THESIS PROJECT H 0 0 4 B 0 7 1



2. Coordinating

teacher/s:

Position, name, surname Assoc. Prof. Dr. Linas Selmistraitis


Group of

study

subjects*

Type of

study

subjects*

Mode of

studies


ECTS

credits

Se

m

est

er

Language of


Non-contact work

(self-dependent

studies)

Total no.

Lectures Contact


SF O full-time - - 5 75 80 3 7 English *Study subjects of general university education – GS; study subjects of major study field (specialisation)– SF; optional deepening study subjects of study field


4. Goal of study subject The aim of Bachelor Degree Thesis Project is to develop students’ research skills. With the help of academic advisor the

student develops one’s own ability to prepare research work, acquires knowledge how to structure the paper and present

ideas using scientific language. The student develops as an independent researcher who has to know: how to select and

critically evaluate literature relevant to his/her research; to carry out analytical, comparative or contrastive research in the

field of philology, and to present a well-structured and written in correct English course paper.

5. Abstract Bachelor Degree Thesis Project is the student’s independent work with elements of scientific investigation on a particular

topic in the research field of philology. It is the first significant volume research where the student tries to cope with

theoretical or practical problems. In the process of writing the paper, the student analyses scientific literature on the

subject, makes some interpretations of different linguistic phenomena and theories and describes results of philological

research.

The student also develops the following skills: competent compilation of the list of references needed for the paper,

laconic description of the sources, and critical evaluation of the studied materials. The student will get a habit of using

scientific meta-language. He/she will acquire knowledge how to formulate aims, objectives, scope, novelty, practical

value, and methods of research. Students will develop skills of summarising, synthesising, deducing, etc.

Final product of the enterprise is the text of the project paper, including some parts required for a traditional Bachelor‘s

Degree Thesis. The project will prove the student’s ability to carry out research, to find relevant information, correctly

describe obtained data, choosing the adequate linguistics means.




study programme


subject

Study

methods

Methods of study

achievement


the English language taking into


and semantic aspects;

Will be able to identify, differentiate

and evaluate constituent parts of

philological phenomena, will be able

to identify relations between these

parts, will be able to raise appropriate

to the situation questions and answer

them.

Independent

work,

studying of

scientific

literature,

writing of

scientific text.

Cumulative assessment: Written tasks:

Introduction and partial

Theoretical Part of the

Bachelor Degree Thesis

project;

Partially completed

118




linguistics and literature and their

research methods, will be aware

of the key concepts and able to


The student will acquire in-depth

knowledge of linguistic concepts

which will help him/her to

successfully write BA thesis

Practical Part of the


project.



different sources, process and use

them in linguistic research and

other assignments.

Ability to address a research problem

adequately, retrieving the appropriate

sources and bibliography, analysing

it, and giving critical form to his/her

findings in a text.






Ability to analyse scientific

literatures, to process empirical data,

to present relevant conclusions.








Ability to plan time for completion of

assignments, to choose proper

strategies and ability to reflect on

achievements while writing BA

thesis.


No. Topics, short description of content


of hours

Lectures Practical


Independent

work

1. Collection of the material for theoretical part of the

paper, a compilation of the list of references needed

for the paper.

- -

1 20 21

2. Choosing of methodology. Writing of the

Introduction.

- - 10 10

3. Preparation of the partial Theoretical Part of the

paper.

- - 2 15 17

4. Collection of the data for the Practical Part - - 15 15 5. Preparation of partial Practical Part of Bachelor’s

Degree Paper.

- - 2 15 17

Total No. of hours for the study subject - - 5 75 80



Average level of



(9-10 points) Will be able to identify,

differentiate and evaluate

constituent parts of

philological phenomena,

will be able to identify

relations between these

parts, will be able to

raise appropriate to the

situation questions and

answer them.

The purpose and objectives of

the research are formulated

partly correctly. Chosen

methods of research are partly

adequate to the research to be

carried out.

The purpose and objectives

of the research are

formulated quite well.

Chosen methods of research

are quite adequate to the

research to be carried out.

The purpose and

objectives of the research

are formulated clearly.

Chosen methods of

research are adequate to

the research to be carried

out.

The student will acquire

in-depth knowledge of

linguistic concepts which

will help him/her to

successfully write BA

thesis

The theoretical review of

literature under discussion is

superficial, and lacks

description of some main

issues under discussion.

Theoretical considerations are

not always supported by



well prepared but sometimes

lacks the depth of analysis.

The Practical Part of the

paper contains a good

description of the results


literature under discussion

is exhaustive and very well

prepared. The Practical

Part of the paper contains

an excellent description.

Theoretical considerations

119

empirical data. Half of the

results can be treated as

reliable. Only some of the

conclusions are motivated.

The objectives set in the

Introduction of the paper are

partly achieved.

obtained. Theoretical

considerations are not

always supported by

empirical data. The results in

majority cases are reliable.

Conclusions are mainly

motivated. The objectives

set in the Introduction of the

course paper are achieved.

The general layout of the

course paper is good with

some minor drawbacks.

are supported by empirical

data. The results are

reliable. Conclusions are

plausible and motivated.


paper is excellent.

Ability to address a

research problem

adequately, retrieving the


bibliography, analysing

it, and giving critical

form to his/her findings

in a text.

The student uses scientific

style but sometimes moves to

colloquial one. The student

demonstrates satisfactory

knowledge of written

English.

The student uses scientific

functional style. The student

demonstrates good


English.

The student uses a

scientific functional style

very well. The student

demonstrates very good


English.

Ability to analyse

scientific literature, to

process empirical data, to

present relevant

conclusions.

The list of references needed

for the paper is not complete

and prepared carelessly.

Conclusions are not always

adequate to the findings.

The list of references needed

for the paper is well

prepared but not exhaustive.

Conclusions are mostly

adequate to the findings.

The list of references

needed for the paper is

very thoroughly and neatly

prepared. Conclusions are

adequate to the findings. Ability to plan time for

completion of

assignments, to choose

proper strategies and

ability to reflect on

achievements while

writing BA thesis.

Does not complete all the

tasks in time. The student not

always uses a proper

functional style presenting the

results to the audience.

Complete all the tasks

mostly in time. The student

almost always uses a proper

functional style presenting

the results to the audience.

Always completes the

tasks in time. The student






assignments

No. of hours

per

assignment

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment (%)

1. Introduction and partial

Theoretical Part of the


project.

1 40 40 8 50

2. Partially completed Practical

Part of the Bachelor Degree

Thesis project.

1 40 40 16 50

Total number - - 80 - 100


in LEU library

Other libraries


1. Litosseliti, L. 2010 Research Methods Research Methods in

Linguistics. Continuum. 1 VU

2. Katkuvienė, L. E., Šeškauskienė, I. 2006. Research Matters. Vilnius: Vilnius

University. 1 VU

3. Verikaitė, Daiva. 2015. A guide to writing a thesis.

Vilnius: Lietuvos edukologijos universiteto leidykla.

Electronic

source


1. Menache, L. 2000. Writing a Research Paper. Ann Arbor. - VU 2. Swales, J. Feak, Ch. 2004. Academic Writing for Graduate Students.

University of Michigan

1 VU

120


Study programme



Study subject code

1. Study subject title BACHELOR DEGREE THESIS H 0 0 4 B 0 7 2 Faculty: Faculty of Philology Department: Department of English Philology, Department of English Didactics

2. Coordinating

teacher/s:



Teachers of the Department of English Philology and the Department of English

Didactics


Group of

study

subjects*

Type of

study

subjects*

Mode of

studies


ECTS

credits

Se

m

est

er

Language of


Non-contact work

(self-dependent

studies)

Total no.

Lectures Contact


SF O Full-time - - 5 315 320 12 8 English *Study subjects of general university education – GS; study subjects of major study field (specialisation)– SF; optional deepening study subjects of study field


4. Goal of study subject The aim of writing the Bachelor’s Degree Thesis is 1) to develop skills required for research; 2) to develop professional

competences of a philologist; 3) to acquire more in-depth knowledge from the field under research; 4) to acquire skills of

interpreting different theories; 5) to collect, systematize, classify theoretical material and data obtained, and to make

conclusions. To present the Bachelor’s Degree Paper for the assessment at Viva Voce Defence.

5. Abstract The Bachelor’s Degree Thesis is an independent 1

st cycle study final Paper. Completion and successful defence of the

Bachelor’s Degree Thesis is followed by awarding the student a Bachelor’s Degree diploma in Philology. The Bachelor’s

Degree Thesis has higher requirements compared to the course Paper. In the process of writing the Paper, the student

continues to develop skills of research and writing a scientific work.

The student gets acquainted with general requirements set for the Bachelor’s Degree Thesis and further develops skills of

competent investigation of scientific problem. The student selects and studies scientific literature. The student compiles

the list of references, collects data form a particular written source, chooses adequate research methods and applies them

in practice. The student acquires skill how to structure the whole Paper and to present it for the assessment, i.e. to write

the Introduction, the Conceptual Theoretical Part, to process empirical data, to write the Practical Part, to draw

conclusions. The student presents the Bachelor’s Degree Thesis to the audience and demonstrates the skills of

presentation. The student has to use scientific language in order to adequately encode research in written format.




study programme


subject

Study

methods

Methods of study

achievement

assessment A student will be able to

analyse the English language

taking into consideration

various structural and semantic

aspects;

Will be able to identify, differentiate and

evaluate constituent parts of philological

phenomena, will be able to identify

relations between these parts, will be

able to raise appropriate to the situation

Independent

work,

study of

scientific

literature,

Assessment of the final

version of the Bachelor’s

Degree Paper and

assessment of the Paper

presentation at Viva Voce

121

questions and answer them. writing of

the scientific

text.

Defence. A student will acquire




their research methods, will be

aware of the key concepts and

able to use them appropriately.

The student will acquire in-depth

knowledge of linguistic concepts which

will help him/her to successfully write

BA thesis


retrieve the appropriate data

from different sources, process

and use them in linguistic

research and other assignments.

Ability to address a research problem

adequately, retrieving the appropriate

sources and bibliography, analysing it,

and giving critical form to his/her

findings in a text.






Ability to analyse scientific literature, to

process empirical data, to present

relevant conclusions.








Ability to plan time for completion of

assignments, to choose proper strategies

and ability to reflect on achievements

while writing BA thesis.


No




classes

Consultatio

ns

Independent

work

1.

Compilation of the final list of references needed for

Bachelor‘s degree Paper. Collection of the material

for the theoretical part.

- - 1 29 30

2.

Development of the final outline and a detailed

planning calendar for implementing the research.

Preliminary choice of methodology and rationale for

the choice.

- - - 10 10

3. Preparation of the first draft of the Theoretical Part. - - 1 49 50 4. Collection of the data for the Practical Part. - - - 60 60

5. Writing of the Introduction, description of research

methods, annexes.

- - 1 19 20

6. Preparation of the first draft of the Practical Part. - - - 60 60 7. Completion of the Theoretical and Practical Parts. - - 1 49 50 8. Writing conclusions. - - - 10 10

9. Final editing of the Paper. Submission of the Paper

for assessment.

- - 1 29 30

Total No. of hours for the study subject - - 5 315 320



Average level of



(9-10 points)

Will be able to identify,

differentiate and evaluate

constituent parts of

philological phenomena,

will be able to identify

relations between these

parts, will be able to raise

appropriate to the situation

questions and answer

them.


of the research are

formulated as satisfactory.

Chosen methods of research

are not always adequate to

the research to be carried

out.


of the research are quite well

formulated. Chosen methods

of research are quite

adequate to the research to

be carried out.

Very well formulated the

purpose and objectives of

the research. Chosen

methods of research are

adequate to the research to

be carried out.

122

The student will acquire

in-depth knowledge of

linguistic concepts which

will help him/her to

successfully write BA

thesis



weak. The Practical Part of

the Bachelor’s Degree

Thesis contains superficial


obtained. The list of references needed

for the Bachelor’s Degree

Paper is prepared

satisfactory



quite well prepared but

sometimes lacks the depth of

analysis. The Practical Part

of the Bachelor’s Degree

Thesis contains a quite good


obtained. The list of

references needed for the

Bachelor’s Degree Paper is

quite well prepared but not

exhaustive.


literature under discussion

is exhaustive and very well

prepared. The Practical

Part of the Bachelor’s

Degree Thesis contains an

excellent description of the

results obtained. The list of

references needed for the

Bachelor’s Degree Paper is

very thoroughly and neatly

prepared.

Ability to address a

research problem

adequately, retrieving the


bibliography, analysing it,

and giving critical form to

his/her findings in a text.


are not always supported by


many cases are not reliable.

Conclusions are not always

motivated. The objectives

set in the Introduction of the

Paper are partially achieved.


Bachelor’s Degree Thesis

has drawbacks.


are mostly supported by


the majority of cases are


mainly motivated. The

objectives set in the

Introduction of the Paper are

achieved. The general layout

of the Bachelor’s Degree

Thesis is good with some

minor drawbacks.


are supported by empirical

data. The results are


plausible and motivated.

The objectives set in the

Introduction of the

Bachelor’s Degree Paper

are achieved. The general

layout of the Bachelor’s

Degree Thesis is excellent.

Ability to analyse

scientific literature, to

process empirical data, to

present relevant

conclusions.


satisfactory knowledge of

written English.


good knowledge of written

English.

The student uses a proper

functional style. The

student demonstrates very

good knowledge of written

English. Ability to plan time for

completion of

assignments, to choose

proper strategies and

ability to reflect on

achievements while

writing BA thesis.

Does not complete all the

task in time. The student not




Complete all the tasks

mostly in time. The student

almost always uses a proper



Always completes the

tasks in time. The student





No. Student assessment method

No. of

assign

ments

No. of

hours per

assignme

nt

Total

no. of

hrs.

Time of

assignment

completion (week

of semester)

Cumulati

ve

assessme

nt (%) 1. Assessment of the final version of the

Bachelor’s Degree Paper and assessment of the

Paper presentation at Viva Voce Defence.

1 320 100



in LEU library

Other libraries

(indicate)

No. Main literature

1. Litosseliti, L. 2010 Research Methods Research Methods in Linguistics.

Continuum. 1 VU

2. Katkuvienė, L. E., Šeškauskienė, I. 2006. Research Matters. Vilnius: Vilnius

University. 1 VU

3. Verikaitė, Daiva. 2015. A guide to writing a thesis. Vilnius: Lietuvos

edukologijos universiteto leidykla. Electronic source


1. Menache, L. 2000. Writing a Research Paper. Ann Arbor. - VU 2. Swales, J. Feak, Ch. 2004. Academic Writing for Graduate Students.

University of Michigan

1 VU

123


Study programme



Study subject

code

1. Study subject title MODERN FRENCH 1 H 0 0 4 B 0 3 0


Department French Philology and Didactics

2. Coordinating


Assoc. Prof. Dr. Daiva Mickūnaitytė


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


credits

Se

me

ster

Language of


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time 112 5 16 133 5 1 French *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final thesis – FT. ** Obligatory – O; elective – E.

4. Goal of study subject To impart basic knowledge of French integrating teaching of the four language skills: listening, speaking, reading

and writing. Preparation of students to communicate using French in various elementary communication and

cultural situations.

5. Abstract Students are familiarised with the alphabet and basics of phonetics of the French language. They are taught to

understand and to use the learnt words and the most common phrases about oneself, own family, the most

approximate environment, to understand common titles, words and simple sentences in advertisements or

catalogues. Students learn to communicate using simple language, to ask and answer questions about the basic

needs and familiar things, to use simple phrases and sentences for the description of a living place and familiar

people, to introduce themselves, to ask and answer personal questions. Students learn to write down a simple short

text on a postcard, to fill in documents with personal data, e.g., to write down own name, surname, nationality and

address in the hotel registration card.



Study learning

outcomes





perform in French at A1

level (reception,

production,

A student will be able to apply

basic knowledge of the four

language skills.

A student will be able to use

Practical

completion of

assignments;

role-play, audio


self-dependent assignments,

homework assignments, tests,

final test. Exam.

124

interaction). everyday language phrases,

questions, directions and

simple explanations. A student

will understand systemic

relations of vocabulary

belonging to particular

thematic groups.


produce simple statements on

the familiar topic and react to

them meeting the basic needs.

and video

material, self-

dependent work. A student will be able to

analyse the French




aspects.


establish relevant


French speaking cultures





politics and socio-



understand simple written

guidelines, especially in case

they are illustrated, to

compare French home culture

with the culture of own

nation.


set aims and






his/her considered

opinion.

A student will be able to find

published and electronic

sources on the topics studied

and organize own self-

dependent learning.


No

.




No. of

hours Lecture

s

Practica

l classes

Consultat

ions

Self-

dependen

t work

1. About myself: name, surname, address, birth

date, place, age, gender, nationality, family.

17 1 3 21 17

2. Living place: living houses, premises, furniture,

conveniences, household appliances.

15 1 2 18 15

3. Daily life: home, learning. 17 3 20 17 4. Leisure time, hobbies: television, cinema,

theatre, concerts, exhibitions, museums,

reading, press, internet.

17 1 3 21 17

5. 5

. Travelling, transport: getting around in town,

public transport, personal transport, traffic.

15 1 1 17 15

6. 6

.

Environment: wild and domestic animals,

plants, waters.

17 3 20 17

7. 7

.

Written assignments.

14 1 1 16 14



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)


(9-10 points)


apply basic knowledge

A student has poor or

satisfactory skills of

A student has average or

good skills of

A student has excellent or very

good skills of articulating

125

of the four language

skills. articulating particular

sounds, is able to read

short texts.

Pronunciation mistakes

impede understanding,

wrong intonation.

articulating particular

sounds, is able to read

short texts.

Pronunciation and

intonation patterns are

fairly correct.

particular sounds, is able to

read short texts. Pronunciation

and intonation patterns are

correct.


use everyday language

phrases, questions,

guidelines and simple

explanations.

A student shows poor or

satisfactory


information provided by

another person, will

often form simple

questions incorrectly (Ça

va?; Vous vous appelez

comment? Vous

connaissez? Qui est-ce?

Qu‘est-ce que c‘est?,

etc.) or with the help of

intonation, will often

misunderstand

elementary guidelines

(e.g., Regarde! Écoute!,

etc.)

A student shows average

or good productive skills

and ability to understand

the information provided

by another person, will

be able to understand and

form simple questions

fairly well (Ça va?; Vous

vous appelez comment?

Vous connaissez? Qui

est-ce? Qu‘est-ce que

c‘est?, etc.) and with the

help of intonation, will

understand elementary

guidelines (e.g.,

Regarde! Écoute!, etc.)

fairly well.

A student shows excellent or

very good productive skills and

ability to understand the

information provided by

another person, will be able to

understand and form simple

questions well (Ça va?; Vous

vous appelez comment? Vous

connaissez? Qui est-ce? Qu‘est-

ce que c‘est?, etc.) and with the

help of intonation, will

understand elementary

guidelines (e.g., Regarde!

Écoute!, etc.) well.

A student will

understand systemic


belonging to particular

thematic groups.


satisfactory

understanding of short

announcements, simple

electronic letters,

meaning of

questionnaires. A

student is able to

understand less than half

of the information

provided. Lexical and

grammatical mistakes

impede understanding.

A student shows average

or good understanding of

short announcements,

simple electronic letters,

meaning of

questionnaires. A student

shows fairly adequate

reaction towards

different information.

Lexical and grammatical

mistakes do not impede

understanding.

A student shows excellent or

very good understanding of

short announcements, simple

electronic letters, meaning of

questionnaires. A student shows

adequate reaction towards

different information. Minor

lexical and grammatical

mistakes.


understand simple

written guidelines,

especially in case they

are illustrated, to

compare French home

culture with the culture

of own nation.


satisfactory orientation in

a situation (traffic in the

city according to the

plan, rent

announcements, menu,

etc.). A student can speak

in simple sentences

about own country.

Grammatical, vocabulary

and pronunciation

mistakes impede

understanding.


good orientation in a

situation (traffic in the

city according to the

plan, rent

announcements, menu,

etc.). A student can speak

in simple sentences

about own country on

various aspects.

Grammatical and

vocabulary mistakes do

not impede

understanding.


good orientation in a situation

(traffic in the city according to

the plan, rent announcements,

menu, etc.). A student can speak

in simple sentences about own

country on various aspects.

Minor lexical and grammatical

mistakes.


interact in a simple way,

ask and answer

questions about oneself

and others and to write

simple notes for friends,

fill in a questionnaire,

write a text on a card.



present and provide

elementary information

about a third person (elle

est...; cʼest un...), has

poor or satisfactory

ability to provide


(about own feelings,

weather, time, etc.).

Usually provides


good ability to present

and provide elementary

information about a third

person (elle est...; cʼest

un...), has fairly good

ability to provide


clearly (about own

feelings, weather, time,

etc.). Usually provides

adequate answers to


good ability to present and

provide elementary information

about a third person (elle est...;

cʼest un...), has good ability to

provide elementary information

clearly (about own feelings,

weather, time, etc.). Always

provides adequate answers to

questions. A student will have

excellent or very good ability to

create simple texts and fill in

126

inadequate answers to

questions. Simple texts

often have mistakes,

questionnaires are filled

in in a wrong way.

Grammatical,

orthographic and

pronunciation mistakes


questions. A student will

have the ability to create

simple texts and fill in

questionnaires. Minor

grammatical,

orthographic and


do not impede

understanding.

questionnaires. Rare

grammatical, orthographic and

pronunciation mistakes.


produce simple

statements and react to

them on familiar topics

or meeting the basic

needs.

A student will not be

able to give information

about the time, date,

occupation exactly, will

formulate suggestions

incorrectly, incorrect

phrasing of

agreement/refusal,

agenda or planning of

leisure time.

Grammatical mistakes


A student will have

average or good ability

to give information about

the time, date,

occupation, suggestions,

agreement/refusal,

agenda or planning of

leisure time. Minor

grammatical and


do not impede

understanding.

A student will have excellent or

very good ability to give

information about the time,

date, occupation, suggestions,

agreement/refusal, agenda or

planning of leisure time. Rare

grammatical and pronunciation

mistakes do not impede

understanding.


find published and

electronic sources on the

topics studied and

organize own self-

dependent learning.

A student will have poor

or satisfactory skill to

edit short e-letters,

simple descriptions, will

choose information from

media for the completion

of own particular tasks at

random.

A student will have

average or good skill to

edit short e-letters,

simple descriptions, will

be able to nearly

properly use information

from media for the

completion of own

particular tasks.

A student will have excellent or

very good skill to edit short e-

letters, simple descriptions, will

be able to properly use

information from media for the

completion of own particular

tasks.


No

.

Student assessment

method

No. of

assignme

nts

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. Cumulative assessment 12 2 24 1-16 5 2. Individual assignments 14 3 42 1-16 15 3. Homework 16 3 48 2 - 16 20 4. Tests 8 2 16 2 - 16 10 5. Final test 3 1 3 17 - 20 50

Total 133 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. A. Berthet, C. Hugot. Alter Ego A1. Hachette, 2006. 10 PIB 2. C. Miquel. Vocabulaire progressif du français. Niveau débutant avec

250 exercices. CLE International, 2008. 8

PIB

Supplementary reading 1. L. Charliac, A.-C. Morton. Phonétique progressive du français avec

600 exercices. CLE International, 2001 1 PIB

2. R. Mimran, Vocabulaire expliqué du français: niveau débutant. CLE

International, 2010. 6 PIB

127


Study programme



Study subject

code

1. Study subject title MODERN FRENCH 2 h 0 0 4 B 0 3 1



2. Coordinating


Assoc. Prof. Dr. Daiva Mickūnaitytė


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


credits

Se

me

ster

Language of


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time 112 5 16 133 5 2 French *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject Further development of main linguistic skills in French: listening, speaking, reading and writing expanding the

range of conversations and text themes and the volume of vocabulary.

5. Abstract Students learn appropriate use of French sounds and intonation with focus on rhythm and tempo while reading and

speaking. Students are taught to understand phrases and most commonly used words that are related to the basic

needs, e.g., simple information about a person and family, shopping, living environment and learning. They are

taught to understand the meaning of short, simple and clear messages and announcements. Simple, short texts are

read: announcements, advertising flyers, menu, timetables, and personal letters. They are taught to speak in short

sentences about daily issues, describe own family and other people, living conditions and own education. Students

are taught to write short simple paragraphs or messages, very simple short personal letters.



Study learning

outcomes

Learning outcomes

of the study subject Study methods




level (reception,





skills and will further

expand own vocabulary

of French.

Practical completion of

assignments; role-play,

audio and video material,

self-dependent work.


self-dependent assignments,

homework assignments, tests,

final test.

128


analyse the French




aspects.


use more complex

structures: questions,

statements and

explanations.


establish relations

between the language

structures and semantics

of French and

Lithuanian.

A student will

understand systemic


and will be able to

compare phenomena of

lexical system the French

language with the

equivalents in

Lithuanian. A student will be able to

establish relevant


French speaking

cultures and Lithuanian

culture, showing


specifics linked to

history, religion, politics

and socio-economic

background.


characterize the

distinction of the French

culture, relate it and

compare with that of

Lithuania.

A student will have

ability to work




knowingly.


use sufficient vocabulary

for the indicated topics

both in oral and written

communication.

A student will have

ability to communicate

and collaborate with

colleagues,


in the completion of

subject related tasks and

projects.


take part in discussions,

express own opinion and

give arguments choosing

the best linguistic means

for the particular purpose

in communication.


set aims and


in academic and


critically evaluate

philological data,


express his/her

considered opinion.


plan own self-dependent

learning process

choosing appropriate

strategies for the

completion of tasks and

expanding and checking

own vocabulary in use

and other knowledge.


No

.




No. of

hours Lecture

s

Practic

al

classes

Consulta

tions

Self-

depende

nt work 1. Health: parts of body, well-being, personal

hygiene, diseases, visit to doctor. 15 3 18

2. Shopping: shops, products, clothes, fashion,

household appliances, shopping. 17 1 2 20

129

3. Nutrition: public catering (cafes, restaurants, etc.). 15 3 18

4. Office work and its particularities: employers,

employees, colleagues, subordinates, clients,

personal assistants, meetings, conferences,

procedures, letters.

17 1 3 21

5. Social environment: opinions, emotions,

discussions. 17 1 1 19

6. Interpersonal relations: communication, guests. 17 3 20

7. Written assignments. 14 2 1 17


8. Assessment criteria Study subject

outcomes


of achievement

(5-6 points)

Average level of


High level of

achievement




skills and will further

expand own vocabulary

of French.



understanding particular

information about familiar

topics in the act of

communication, does not

use daily vocabulary

properly enough.

Pronunciation and




good skills of understanding

particular information about

familiar topics in the act of

communication, uses daily

vocabulary properly enough.

Minor mistakes in grammar.

Pronunciation is fairly

correct.

A student has excellent

or very good skills of

understanding particular

information about

familiar topics in the act

of communication,

properly uses daily

vocabulary. Minor

mistakes in grammar.

Pronunciation is correct.


use more complex

structures: questions,

statements and

explanations.



understanding and using

general French from oral

speech on familiar topics,

will mostly misunderstand

statements, questions,

information from short

audio records.

Pronunciation and




good skills of understanding

and using general French

from oral speech on familiar

topics, will mostly

understand statements,

questions, information from

short audio records. Minor



correct.



understanding and using

general French from oral

speech on familiar

topics, will understand

statements, questions,


audio records. Minor



A student will

understand systemic


and will be able to

compare phenomena of

lexical system of the

French language with the

equivalents in

Lithuanian.


satisfactory understanding

of short simple texts and is

not able to use their content

purposefully. Mostly poor

comprehension of

similarities and differences

peculiar for the two

languages. A student

conveys inaccurate

information.

A student shows average or

good understanding of short

simple texts and is able to

use their content mainly

purposefully. Sufficient

comprehension of

similarities and differences

peculiar for the two

languages. A student

conveys information

accurate enough.

A student shows

excellent or very good

understanding of short

simple texts and is able

to use their content

purposefully. Good

comprehension of

similarities and

differences peculiar for

the two languages. A

student conveys accurate

information. A student will be able to

characterize the

distinction of the French

culture, relate it and

compare with that of

Lithuania.


satisfactory skills of using

vocabulary which impedes

the understanding of a

particular topic (fashion,

food, celebrations, etc.).

Pronunciation and




good skills of using

vocabulary which nearly

meets the requirements of a



Minor mistakes in grammar.


correct and understandable.



using vocabulary which

fully meets the

requirements of a



Minor mistakes in

grammar. Pronunciation

is correct. A student will be able to A student has poor or A student has average or A student has excellent

130

use sufficient vocabulary

for the indicated topics

both in oral and written

communication.

satisfactory skill to express

own ideas in written and

orally. Poor vocabulary,

numerous grammar and

orthography mistakes.



good skill to express own

ideas in written and orally.

Various vocabulary. Minor

grammar, orthography and

pronunciation mistakes do

not impede understanding.

or very good skill to

express own ideas in

written and orally.

Various vocabulary.

Minor grammar and


Pronunciation is correct. A student will be able to

take part in discussions,


give arguments choosing

the best linguistic means

for the particular purpose

in communication.


satisfactory skill of using

common phrases of

politeness, will form

questions incorrectly and

respond to communication

partners' ideas

inappropriately. Poor

vocabulary, numerous


orthography. Pronunciation

mistakes impede

understanding.


good skill of using common

phrases of politeness, will

form questions fairly

correctly and respond to

communication partners'

ideas appropriately enough.

Minor grammar and


Pronunciation is almost

correct.


or very good skill of

using common phrases

of politeness, will form

questions correctly and

respond to

communication partners'

ideas appropriately.

Completely minor

grammar and




plan own self-dependent

learning process


strategies for the

completion of tasks and

expanding and checking

own vocabulary in use

and other knowledge.

A student will demonstrate

poor or satisfactory level of

self-dependent task

completion, will be unable

to select information

properly and give proper

arguments. Poor vocabulary

and numerous mistakes in

grammar and orthography.



A student will demonstrate

average or good level of

self-dependent task

completion, will be able to

select information properly

enough and give proper

arguments. Minor mistakes

in grammar and orthography.

Pronunciation is almost

correct.

A student will

demonstrate excellent or

very good level of self-

dependent task

completion, will be able

to properly select

information and give

proper arguments.

Completely minor


orthography.



No

.

Student assessment

method

No. of

assignme

nts

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. Cumulative assessment 16 2 24 1 - 16 5 2. Individual assignments 14 3 42 1 - 16 15 3. Homework 12 3 48 1 - 16 20 4. Tests 8 2 16 2 - 16 10 5. Final test 3 1 3 17 - 20 50

Total 133 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. A. Berthet, C. Hugot. Alter Ego A1. Hachette, 2006. 10 PIB 2. C. Miquel. Vocabulaire progressif du français. Niveau débutant

avec 250 exercices. CLE International, 2008. 8

PIB

Supplementary reading 1. L. Charliac, A.-C. Morton. Phonétique progressive du français avec

600 exercices. CLE International, 2001 1 PIB

2. R. Mimran, Vocabulaire expliqué du français : niveau débutant.

CLE International, 2010. 6 PIB

131


Study programme



Study subject

code


Faculty Philology


2. Coordinating


Lect. Lina Česnulevičienė


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


credits

Se

me

ster

Language of


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To further build up students’ skills of speaking, listening, reading and writing in French in academic, professional,

social contexts of language use. The study subject strives to enable students to solidify their French knowledge at A2

level according to Common European Framework of Reference for Languages. The study subject aims at expanding

students' cultural and ethnolinguistic horizons.

5. Abstract Students are further taught all the four basic language skills; they have access to audio records and are taught to

understand extracts of language of various contexts. Students read text of various kinds applying different reading

techniques. Students learn to understand texts and narration of more complicated structures. They are taught to express

their opinion, hypotheses, a piece of advice, to define, to express own feelings and to tell own experiences. Students

have to write connected and coherent texts on abstract and cultural topics using different means of linking words and

sentences, drawing parallels between grammatical and lexical linguistic means of expression in English and French,

students are also taught how to describe events, feelings and thoughts.




study subject

Study

methods

Methods of

assessment of study


perform in French at A2 level


1. A student will be able to

understand written and spoken texts

at A2 level.

Reading,

listening,

writing, pair

Oral quiz.

Written quiz.

Tests.

132

interaction). 2. A student will be able to produce in

own words and coherent sentences

written and spoken texts at A2 level.

3. A student will be able to express

own opinion on the topics studied

using coherent simple and composite

sentences.

work, group

work,

dialogue/

monologue,

preparation

of projects

and their

presentation,

self-

dependent

work with a

dictionary

and search of

additional

materials.

Essay.

Narration.

Presentation.



French languages taking



aspects; a student will be

able to establish relations

among the language

structures and semantics of

the Lithuanian language,

English and French

1. A student will be aware of words

and phrases on the topics studied.


compensate the lack of words by

using synonyms, antonyms; form

words belonging to another part of

speech from the familiar ones.


establish relevant








A student will know main traditional

festivals, achievements in sports,

likes of the youth and will be able to

compare them with traditions in

Lithuania.





A student will be able to use phrases

of politeness, fill in registration

forms, and write motivation letters.


communicate and collaborate

with colleagues,

communicate own ideas in

the completion of subject

related tasks and projects.

1. A student will be able to take part

in conversation/ discussion on the

topics studied according to the study

programme, pay attention to the

opinion of another person, to

appropriately react and respond to a

speaker's thoughts.

2. A student will be able to present

projects planned in the group. A student will be able to set







opinion.

A student will be able to choose own

appropriate learning forms, study

self-dependently and systematically.






decisions made and reflect


properly.

A student will be able to self-

dependently complete the tasks

meeting the deadline.


No

.

Topics, student activities, short description

of content


No. of Lectur Practic Consult Self-

133

es al

classes

ations depend

ent

work

hours

1. Youth life: relations among peers. Hobbies.

Relations with other people. Attitude of young

people towards adults. Life in community.

25 0.5 11 36.5

2. Learning, work: CV. Education, work experience,

personal abilities and competences. Covering letter.

Formal letter. Search for a job: job advertisements,

job interview and employment.

25 0.5 10 35.5

3. Sport in individual’s life. Most popular kinds of

sports. Heath and sports. Physical activity. Healthy

lifestyle.

22 0.5 10 32.5

4. Culture, art. Learning of culture through arts,

cinema, music, theatre. World of books. Cultural

events: concerts, art exhibitions. Volunteering.

20 0.5 15 35.5

5. Tourism. Recreation. Holidays: travelling by

various means of transport. Destinations. Travelling

agencies. Hotels, accommodation. Tourist routes,

excursions. Country tourism.

20 0.5 15 35.5

6. Written assignments. 32 2.5 30 64.5 Total number of hours for study subject 144 5 91 240



Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) 1. A student will be able to

understand written and spoken

texts at A2 level.


produce in own words and

coherent sentences written and

spoken texts at A2 level.


express own opinion on the

topics studied using coherent

simple and composite sentences.


understand written and

spoken texts at A2 level;

is able to retell written

and spoken texts at A2

level in own words and

using the words from the

text in simple (the

prevailing sentence type)

and composite sentences;

is able to express own

opinion, makes

numerous mistakes in

syntax but they do not

greatly impede

understanding.



spoken texts at A2 level

well; is able to retell

written and spoken texts

at A2 level in own words

in coherent composite

sentences; is able to


provides arguments,

syntactic mistakes are

not numerous and do not



perfectly understand


at A2 level; is able to

fluently retell written and


in own words in coherent

composite sentences; is

able to express own

opinion and provides

arguments, makes

sporadic syntactic

mistakes.

1. A student will be aware of

words and phrases on the topics

studied.


compensate the lack of words by

using synonyms, antonyms; form

words belonging to another part

of speech from the familiar ones.

A student knows and

uses words and phrases

on the topics studied in a

limited way; is able to

give some

synonyms/antonyms.

A student knows and


on the topics studied; is

able to substitute words

by synonyms/antonyms,

uses words of the same

gender, has adequate

vocabulary.

A student knows and



able to precisely use

synonyms/antonyms,

uses words of the same

gender, has rich

vocabulary. A student will know main

traditional festivals, achievements

in sports, likes of the youth and

will be able to compare them

with traditions in Lithuania.

A student knows but is

hardly able to present

aspects of culture, youth

lifestyle and traditions

set in the programme.

A student knows well

and is able to present and

compare aspects of

culture, youth lifestyle

and traditions set in the

programme.

A student perfectly

knows and is able to

present and compare

aspects of culture, youth

lifestyle and traditions

set in the programme. A student will be able to use

phrases of politeness, fill in

registration forms, and write

A student knows and is

often able to use phrases

of politeness,


and is able to use phrases

of politeness,


and is able to use

precisely phrases of

134

motivation letters. understands and can fill

in questionnaires with

the help of a dictionary,

is able to write

motivation letters using a

dictionary and an

example.

understands well and can

fill in questionnaires, is

able to write motivation

letters.

politeness, understands

perfectly and can fill in

questionnaires self-

dependently, is able to

write motivation letters.

1. A student will be able to take

part in conversation/ discussion

on the topics studied according to

the study programme, pay

attention to the opinion of

another person, to appropriately

react and respond to a speaker's

thoughts.


present projects planned in the

group.

A student is able to take

part in discussion, most

often reacts to the

speaker's opinion

appropriately, the

answers provided are not

always adequate, and the

conversation is fluent

enough.


actively take part in

discussion, reacts to the

speaker's opinion

appropriately, the

answers provided are


conversation is fluent.



discussion, always reacts

to the speaker's opinion

appropriately, the




A student will be able to choose

own appropriate learning forms,

study self-dependently and

systematically.


choose additional

material but is not

always ready to use it

properly.

A student is mostly able

to purposefully and well

choose additional

material and use it

properly.

A student is always able


choose additional

material and use it

properly. A student will be able to self-

dependently complete the tasks

meeting the deadline.

A student does not

always meet the

deadline.


meets the deadline.

A student always meets

the deadline.


No

.

Student assessment

method

No. of

assignme

nts

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. Class activities 16 2 32 1-16 5 2. Home work 44 1.5 66 1-16 15 3. Individual assignments 29 2 58 1-16 10 4. Test 8 1.5 12 1-16 10 5. Group work 26 2 52 1-16 10 6. Final test 1 20 20 17 50

Total 240 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Berthet A., Hugot C. Alter Ego 2. Paris: Hachette, 2006. 9 PIB, VU 2. Girardet J., Pecheur J. Campus 2. Paris: CLE INternational, 2002. 10 PIB, VU 3. Miquel C., Golio-Lété A. Vocabulaire progressif du français avec 250

exercices. Niveau intermédiaire. Paris: CLE international, 2008. 8

PIB, VU, MRU

Supplementary reading 1. Test d’évaluation de français. Paris: Hachette, 2001. 1 PIB 2. Miquel C. Communication progressive du français. Paris: CLE

International, 2003. 1

PIB, VDU,

MRU 3. Miquel C. Grammaire en dialogues. Niveau intermédiaire. Paris:

CLE International, 2007. 1 PIB

4. Simenon G. Le destin de Malou. Moscou: Višaja škola, 1976. 12 VU

135


Study programme



Study subject

code


Faculty Philology


2. Coordinating


Lect. Lina Česnulevičienė


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


credits

Se

me

ster

Language of


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time 96 5 59 160 6 4 French *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final thesis – FT. ** Obligatory – O; elective – E.

4. Goal of study subject Further development of four language skills (listening, reading, speaking, writing). Target level: A 2 (Common

European Framework of Reference for Languages).

5. Abstract Students are taught to understand standard language on familiar topics, communicating in the university, going on

holidays; to understand the essence of the majority of radio and television programmes on daily issues, personal and

professional topics. Expressive reading of texts (affirmative, interrogative and exclamatory statements) and their use

according to communicative purposes. They are taught to write personal letters; to involve in conversation on known,

interesting or daily life issues, e.g., about family, hobbies, work, travelling and latest issues; to describe experience,

events, dreams, hopes and strivings; to present reasons for opinions and plans; to tell and retell the plot of the book or

film, to express own attitude; to write a coherent text on topics well-known or interesting to students.



Study learning

outcomes



Methods of

assessment of study



level (reception,


1. A student will be able to understand


2. A student will be able to produce in

own words and coherent composite

sentences written and spoken texts at A2

level.

3. A student will be able to express own

opinion on the topics studied using

Reading,

listening,

writing, pair

work, group

work, dialogue/

monologue,

preparation of

projects and

Oral quiz.

Written quiz.

Tests.

Essay.

Narration.

Presentation.

136

coherent composite sentences. their

presentation,

self-dependent

work with a

dictionary and

search of

additional

materials.


analyse the French



structural and

semantic aspects; a


establish relations

among the language

structures and

semantics of the


English and French.

1. A student will be aware of words and

phrases on the topics studied.

2. A student will be able to understand


3. A student will be able to retell written

and spoken texts at A2 level in own

words using coherent composite

sentences.

4. A student will be able to translate

sentences and texts from French into

Lithuanian and vice versa.

5. A student will be able to express own

opinion on the studied topics using

coherent simple and composite

sentences.

6. A student will be able to compensate

the lack of words by using synonyms,

antonyms; form words belonging to

another part of speech from the familiar

ones.


establish relevant



languages and

Lithuanian culture,




politics and socio-


A student will know and be able to

present in the form of monologue and

participate in a conversation about

labour, education, science topics, will be

able to relate institutions of education

with the ones Lithuania and compare

them.

A student will have

ability to work




knowingly.

A student will be able to participate in

the discussion, positively react to

remarks, accept and express positive and

negative criticism.

A student will have



colleagues,




projects.

1. A student will be able to take part in

conversation/ discussion on the topics

studied according to the study

programme, pay attention to the opinion

of another person, to appropriately react

and respond to a speaker's thoughts.

2. A student will be able to present

projects planned in the group. A student will be able to

set aims and


in academic and


critically evaluate

philological data,


express his/her

considered opinion.

A student will be able to choose own

appropriate learning forms, study self-

dependently and systematically.

A student will have


his/her work

autonomously, keep




dependently complete the tasks meeting

the deadline, find appropriate additional

materials.

137





No

.




No. of

hours

Lecture

s

Practical

classes

Consulta

tions

Self-dependent

work

1. Work, career: professional activity. Work

experience. Change of job. Career

opportunities. Professional development.

18 0.5 8 26.5

2. Education: formal education: primary,

basic, secondary, higher education. Formal

adult education. Non-formal education.

18 0.5 8 26.5

3. Human and environment: environmental

protection, lifestyle in town and country.

People’s habits. Responsibility of people

against nature. Influence of globalisation

on the world.

18 0.5 8 26.5

4. Science, its progress: inventions of

scientists. Technical innovations. Influence

of innovations on our lives.

18 0.5 8 26.5

5. Modern mass media: communication,

meetings. Technological innovations,

internet, mobile phones, tablet computer.

14 0.5 7 21.5

6. Written assignments. 10 2.5 20 32.5 Total number of hours for study subject 96 5 59 160


Study subject

outcomes

Minimum required level of

achievement

(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) 1. A student will be able

to understand written and


2. A student will be able

to produce in own words

and coherent composite

sentences written and



to express own opinion

on the topics studied

using coherent composite

sentences.

A student is able to understand

written and spoken texts at A2

level; is able to retell written and

spoken texts at A2 level in own

words and using the words from

the text in simple (the prevailing

sentence type) and composite

sentences; is able to express own

opinion, makes numerous

mistakes in syntax but they do

not greatly impede

understanding.




well; is able to retell

written and spoken texts at

A2 level in own words in

coherent composite

sentences; is able to


provides arguments,

syntactic mistakes are not

numerous and do not



perfectly understand


at A2 level; is able to

fluently retell written and


in own words in coherent

composite sentences; is

able to express own

opinion and provides

arguments, makes

sporadic syntactic

mistakes. 1. A student will be

aware of words and

phrases on the topics

studied.


to understand written and



to retell written and


in own words using

coherent composite

sentences.


to translate sentences and

A student knows and uses words

and phrases on the topics studied;

is able to give some

synonyms/antonyms in his/her

speech, numerous mistakes in

syntax but they do not greatly

impede understanding very much.

A student knows and uses

words and phrases on the

topics studied; is able to

substitute words by

synonyms/antonyms, uses

words of the same gender,

mistakes in syntax are

numerous and do not

impede understanding, the

vocabulary used is various

and adequate.

A student knows and



able to properly apply

synonyms/antonyms in

his/her speech, uses

words of the same

gender, the vocabulary

used rich.

138

texts from French into

Lithuanian and vice

versa.


to express own opinion

on the studied topics

using coherent simple

and composite sentences.


to compensate the lack of

words by using

synonyms, antonyms;

form words belonging to

another part of speech

from the familiar ones.

A student will know and

be able to present in the

form of monologue and

participate in a

conversation about

labour, education,

science topics, will be

able to relate institutions

of education with the

ones Lithuania and

compare them.

A student is able to take part in

discussion, most often reacts to

the speaker's opinion

appropriately, the answers

provided are not always adequate,

the conversation is fluent enough.




speaker's opinion


provided are always

adequate, the conversation

is fluent.





appropriately, the


always adequate, the



participate in the

discussion, positively

react to remarks, accept

and express positive and

negative criticism.

A student knows and is often able

to apply phrases of politeness,

accepts criticism but is not

always able to react to it properly.


able to apply phrases of

politeness, accepts

criticism and is able to

react to it politely.


able to properly apply

phrases of politeness,

accepts criticism

willingly and is able to

react to it politely and

precisely. 1. A student will be able

to take part in

conversation/ discussion

on the topics studied

according to the study

programme, pay

attention to the opinion

of another person, to

appropriately react and

respond to a speaker's

thoughts.


to present projects

planned in the group.

A student is able to take part in

discussion, most often reacts to

the speaker's opinion


provided are not always adequate,

the conversation is fluent enough.




speaker's opinion


provided are always

adequate, the conversation

is fluent.





appropriately, the


always adequate, the



choose own appropriate

learning forms, study

self-dependently and

systematically.

A student is able to choose

additional material but is not

always ready to use it properly.

A student is mostly able to

purposefully and well

choose additional material

and use it properly.



choose additional

material and use it

properly. A student will be able to

self-dependently

complete the tasks

meeting the deadline,

find appropriate

additional materials.

A student does not always meet

the deadline.


meets the deadline.

A student always meets

the deadline.


No Student assessment method No. of No. of Total Time of Cumulativ

139

. assignme

nts

hours per

assignmen

t

no.

of

hrs.

assignmen

t

completio

n (week of

semester)

e

assessment

(%)

1. Languge activities in class 16 2 32 1-16 5 2. Home work 28 1 28 1-16 15 3. Individual assignments 21 1.5 31.5 1-16 10 4. Test 8 1.5 12 1-16 10 5. Group work 31 1.5 46.5 1-16 10 6. Final test 1 10 10 17 50

Total 160 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Berthet A., Hugot C. Alter Ego 2. Paris: Hachette, 2006. 9 PIB, VU 2. Girardet J., Pecheur J. Campus 2. Paris: CLE International, 2002. 10 PIB, VU 3. Miquel C., Golio-Lété A. Vocabulaire progressif du français avec 250

exercices. Niveau intermédiaire. Paris: CLE International, 2008. 8

PIB, VU, MRU

Supplementary reading 1. Miquel C. Communication progressive du français. Paris: CLE

International, 2003. 1

PIB, VDU,

MRU 2. Miquel C. Grammaire en dialogues. Niveau intermédiaire. Paris: CLE

International, 2007. 1 PIB

3. Test d’évaluation de français. Paris: Hachette, 2001. 1 PIB 4. A. de Saint-Exupéry. Le Petit Prince. Paris: Gallimard, 1999. 30 VU, VDU, ŠU 5. B. de Saint-Pierre. Paul et Virginie. Paris: CLE International, 1998. 5 PIB, VU

140


Study programme



Study subject

code


Faculty Philology


2. Coordinating


Assist. Lect. Martial Daviaud


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


credits Semester

Language of


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

SFS O Full-time 96 5 32 133 5 5 French *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject Development of communicative, linguistic and sociolinguistic competences: development of correct written and spoken

language on the basis of principle of succession embracing various cultural and professional aspects, employing

appropriate linguistic units and language register. Target level: B1 according to Common European Framework of

Reference for Languages.

5. Abstract Listening comprehension is developed through listening to authentic records or communicating face-to-face employing

styles of standard and informal language. While learning to speak, students are encouraged to involve various

individuals who have the same learning purpose into conversation, to initiate debates, to make conclusions,

generalisations, to formulate hypotheses considering situations of social context. Skills of self-correction are formed

retelling own experiences, describing the watched television programmes, not avoiding showing own emotions. Reading

competence is developed taking information from fiction, didactic literature, science fiction works using various reading

strategies, looking for the sense and striving to present it to others in an understandable way. The trend employed for

development teaching writing is correspondence, creation of texts providing arguments to own personal opinion.


of study and student achievement assessment Study learning

outcomes





perform in French at B1

level (reception,


A student will be able to participate

in discussions, prepare interesting

presentations; to understand, select,

classify information, to present it

clearly and coherently to the

audience both in written and orally;

Pair work, group work,

projects, presentation of

projects, comments on

presentations.

Oral quiz, tests, written

assignments for

homework, presentation

of projects, exam.

141

to evaluate situations and allocate

time for reflection.


analyse the French



structural and

semantic aspects.


establish relations

among the language

structures and

semantics of the

Lithuanian language

and French.


understand and analyse texts of

various types of literature, texts of

pedagogical and educational type

in French and Lithuanian, form

own opinion and ground it. A

student will demonstrate reading,

listening and speaking skills in

French: to use grammatically

appropriate language in various

cultural and professional contexts

with right terminology and

choosing appropriate register.




presentations.

Oral quiz, written

assignments for


of projects, exam.


establish relevant



languages and

Lithuanian culture,




politics and socio-


After listening to or reading

various types of information, a

student will be able to relate it

together, react to different ideas

and build up own opinion and

beliefs on different aspects.




presentations.


assignments for


of projects, exam.

A student will have

ability to work




knowingly.

A student will be able to cooperate

following conventional rules of

polite behaviour and strike up a

courteous relationship.




presentations.


assignments for


of projects, exam.

A student will have



colleagues,




projects.


productively work in a team and

behave appropriately considering

national diversity; will be able to

listen to and understand colleagues

at the same time striving for

common assent in the performance

of various tasks.




presentations.


assignments for


of projects, exam.


set aims and


in academic and


critically evaluate

philological data,


express his/her

considered opinion.


continuously progress in academic

activities, properly present own

achievements – to prepare an oral

or written presentation.




presentations.


assignments for


of projects, exam.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

dependent

work 1. Merits of French nation to the spread of

Lithuanian history. Legends about Lithuania

according to French authors, discussions about

their first characters in the paganism and

comparison with presence.

12 0.5 4 16.5

142

2. Aspects of consumer society. Living conditions

in France and Europe, buying “boom “in

Lithuania.

11 0.5 5 16.5

3. Political system. The biggest parties, famous

politicians and their importance in the public

life.

12 0.5 3 15.5

4. Agriculture. Main types of agriculture, export

and its contribution to GDP.

11 0.5 4 15.5

5. Industry. French investment in Lithuania,

importance of Lithuanian industry to Lithuania,

export to France and other countries.

11 0.5 4 15.5

6. Youth life and problems. Life of contemporary

young people and public life, employment,

unemployment-related problems and measures

for their solutions.

11 0.5 4 15.5

7. Contribution of Lithuanians to the world art and

culture. Various artists that glorify Lithuania all

over the world.

12 0.5 4 16.5

8. Written assignments, related to vocabulary

topics.

16 1.5 4 21.5




Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) A student will be able to participate

in discussions, prepare interesting

presentations; to understand, select,

classify information, to present it

clearly and coherently to the

audience both in written and orally;

to evaluate situations and allocate


A student is not able to

present the information,

sequence of events from

the text heard or read,

makes grammatical

mistakes.

The presentation of a

heard or read text is

clearly presented in an

interesting way, some

pronunciation or

grammar mistakes may

appear

The information received

is clearly and

systematically presented,

facts and arguments are

logically arranged and

presented using

appropriate intonation

and rich vocabulary.















understand pedagogical

educational texts, to

compare them with

analogous texts in

Lithuanian but mixes

terminology while

answering questions,

makes mistakes.




compare them with

analogous texts in

Lithuanian, uses good

terminology while


makes grammatical

mistakes.




compare them with

analogous texts in


terminology without

making mistakes







A student reflects on

cultural, religious and

political differences,

envisages the

relationship between the

past and present, is not

always able summarize.




envisages the


past and present, is able

to express own ideas and

draw conclusions.




envisages the


past and present, is able

to express own ideas and

draw conclusions or

interpret without making

mistakes.






communicate politely but

does not show positive

emotions or smile.


communicate politely

and discuss willingly.


communicate politely

and discuss willingly,

shows positive emotions,

143

smiles.








of various tasks.

A student is willing to

cooperate, is able to ask

questions, disagree,

makes grammatical

mistakes.



questions, disagree, is

able to ask others if they

would like to disagree

makes a few mistakes.





would like to disagree,

adds some missing

information without

making mistakes.







purposefully develop

own knowledge in

philology as well as

professional

competences, but is not

always able to

systematize the material.



own knowledge in


professional

competences, to prepare

visual presentations,

shares information with

others, still makes some

mistakes.



own knowledge in


professional


visual presentations

demonstrating

philological and

communicative skills.


No


No. of

assignment

s

No. of

hours per

assignment

Total no.

of hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Language classroom activities 16 2 32 1-16 5

2. Homework 30 1 30 1-16 15

3. Individual assignments 20 1.5 30 1-16 10

4. Test 6 1.5 9 1-16 10

5. Group work 16 1.5 24 1-16 10

6. Final test 1 8 8 17 50

Total 133 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Česnulevičienė L., Matonienė R. Lire la presse.- VPU, 2007 20

2. Tarvydienė Z. A travers les mots vers les connaissances.- Vilnius: VPU,

2011. 20

3. Maupassant G. Contes et nouvelles.- M, 1975. 20 VU, LNB

Supplementary reading 1. Carion- Machwitz G. Lietuva.- Paris: Fédérop, 1991

10

Centre of

Teaching

Resources

144


Study programme



Study subject code

1. Study subject

title MODERN FRENCH 6 H 0 0 4 B 0 3 5

Faculty Philology


2. Coordinating


Assist. Lect. Martial Daviaud


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject Further development of communicative, linguistic and sociolinguistic competences: development of correct written

and spoken language on the basis of principle of succession embracing various cultural and professional aspects,

employing appropriate linguistic units and language register. Target level: B1 according to Common European

Framework of Reference for Languages.

5. Abstract Listening comprehension is developed through listening to authentic records or communicating face-to-face

employing styles of standard and informal language. While learning to speak, students are encouraged to involve

various individuals who have the same learning purpose into conversation, to initiate debates, to make conclusions,

generalisations, to formulate hypotheses considering situations of social context. Skills of self-correction are formed

retelling own experiences, describing the watched television programmes, not avoiding showing own emotions.

Reading competence is developed taking information from fiction, didactic literature, science fiction works using

various reading strategies, looking for the sense and striving to present it to others in an understandable way. The

trend employed for development teaching writing is correspondence, creation of texts providing arguments to own

personal opinion.



Study learning

outcomes



Methods of

assessment of study

achievements A student will be able to A student will be able to Pair work, group Oral quiz, tests, written

145


level (reception,


participate in discussions, prepare

interesting presentations; to

understand, select, classify

information, to present it clearly

and coherently to the audience

both in written and orally; to

evaluate situations and allocate


work, projects,

presentation of

projects, comments

on presentations.

assignments for


of projects, exam.


analyse the French




aspects.


establish relations

among the language

structures and

semantics of the

Lithuanian language

and French.















establish relevant




culture, showing




socio-economic

background.







Pair work, group

work, projects,

presentation of

projects, comments

on presentations.


assignments for


of projects, exam.

A student will have

ability to work




knowingly.





Pair work, group

work, projects,

presentation of

projects, comments

on presentations.


assignments for


of projects, exam.

A student will have



colleagues, communicate

own ideas in the

completion of subject

related tasks and

projects.








of various tasks.

Pair work, group

work, projects,

presentation of

projects, comments

on presentations.


assignments for


of projects, exam.


set aims and


academic and


critically evaluate



his/her considered

opinion.






Pair work, group

work, projects,

presentation of

projects, comments

on presentations.


assignments for


of projects, exam.


No

.




No. of

hours Lectur

es

Practic

al

Consult

ations

Self-

dependent

146

classes work

1.

The most prominent French personalities in the

course of historic events and today. Scientists

and their discoveries in various spheres.

13 0.5 3 16.5

2.

The role of France in the context of European

Union. Entrance of Lithuania into the EU and

advantages of membership for Lithuania.

11 0.5 4 15.5

3.

The most popular places for tourists in France

and Lithuania. Architectural and historical

monuments in Paris and Vilnius.

14 0.5 4 18.5

4.

Norms of professional activities and social life.

Punctuality, clothes, expression of greeting and

sympathy.

13 0.5 3 16.5

5.

Relations between Lithuania and France in the

course of history. Personalities that lived and

created in Lithuania and in France.

15 0.5 4 19.5

6. Written assignments. 14 2.5 4 20.5





(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement


participate in discussions,

prepare interesting

presentations; to understand,

select, classify information, to

present it clearly and

coherently to the audience


evaluate situations and

allocate time for reflection.


present the information,

sequence of events from

the text heard or read,

makes grammatical

mistakes.

The presentation of a

heard or read text is

clearly presented in an

interesting way, some

pronunciation or grammar

mistakes may appear

The information received

is clearly and

systematically presented,

facts and arguments are

logically arranged and

presented using

appropriate intonation

and rich vocabulary.


understand and analyse texts

of various types of literature,

texts of pedagogical and

educational type in French

and Lithuanian, form own

opinion and ground it. A

student will demonstrate

reading, listening and

speaking skills in French: to

use grammatically appropriate

language in various cultural

and professional contexts with

right terminology and





compare them with

analogous texts in

Lithuanian but mixes

terminology while


makes mistakes.




compare them with

analogous texts in


terminology while


makes grammatical

mistakes.




compare them with

analogous texts in


terminology without

making mistakes


various types of information,

a student will be able to relate

it together, react to different

ideas and build up own

opinion and beliefs on

different aspects.




envisages the relationship

between the past and

present, is not always able

summarize.






present, is able to express

own ideas and draw

conclusions.






present, is able to express

own ideas and draw

conclusions or interpret

without making mistakes.


cooperate following

conventional rules of polite

behaviour and strike up a


communicate politely but

does not show positive

emotions or smile.


communicate politely and

discuss willingly.


communicate politely and

discuss willingly, shows

positive emotions, smiles.

147



productively work in a team

and behave appropriately

considering national diversity;

will be able to listen to and

understand colleagues at the

same time striving for

common assent in the

performance of various tasks.



questions, disagree,

makes grammatical

mistakes.





would like to disagree

makes a few mistakes.





would like to disagree,

adds some missing

information without

making mistakes.


continuously progress in

academic activities, properly

present own achievements –

to prepare an oral or written

presentation.


purposefully develop own

knowledge in philology

as well as professional

competences, but is not

always able to

systematize the material.






visual presentations,

shares information with

others, still makes some

mistakes.






visual presentations

demonstrating

philological and

communicative skills.


No


No. of

assignmen

ts

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of

assignmen

t

completio

n (week of

semester)

Cumulativ

e

assessment

(%)

1. Language classroom activities 16 2 32 1-16 5

2. Homework 12 1.5 18 1-16 15

3. Individual assignments 15 1.5 22.5 1-16 10

4. Test 6 2 12 1-16 10

5. Group work 11 1.5 16.5 1-16 10

6. Final test 1 6 6 17-20 50

Total 107 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Česnulevičienė L., Matonienė R. Lire la presse.- VPU, 2007 20

2. Tarvydienė Z. A travers les mots vers les connaissances.- Vilnius:

VPU, 2011. 20

3. Le Clézio.- Mondo et autres histoires.- Paris: Gallimard, 1978. 10 VU

Supplementary reading 1. Carion- Machwitz G. Lietuva.- Paris: Fédérop, 1991 10 LRC

148


Study programme



Study subject code

1. Study subject

title MODERN FRENCH 7 H 0 0 4 B 0 3 7

Faculty Philology


2. Coordinating


Assist. Lect. Ksenija Banuševičienė


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To broaden students’ competence of practical French through development of communicative abilities to speak, write

and listen in the spheres of social, professional and academic language. To develop use of speaking and writing

elements in the discourse of various functional styles and registers; to develop the discourse of academic language

and meta-language. To analyse and interpret fiction and publicist texts, to expand knowledge of language

competences, to apply it for development of students’ abilities of self-assessment, creativity and critical thinking. To

provide students with communicative-linguistic competences: linguistic, socio-linguistic and pragmatic; with

strategic competences: activity planning, performance, evaluation. Target level: B 2 (Common European Framework

of Reference for Languages).

5. Abstract Students are taught to understand standard spoken language, which is heard live through media on personal and

public topics. Students listen to records on specific and abstract topics, radio programmes on current events. They

read and stylistically analyse texts by authors of contemporary French literature and publicist texts. Students learn to

create clear detailed texts on various topics generalising and evaluating information and arguments from various

resources. They are taught to participate in official discussion, to evaluate alternative suggestions, to formulate

hypotheses, to react to hypotheses and provide contra arguments.



outcomes






A student will be able to create clear

and detailed texts on various topics,

Discussions,

narration,


homework, tests,

149

level (reception,

production, interaction). summarize and evaluate the accessed

information, evaluate it, and

reasonably and critically ground it.

He/She will be able to understand

standard and spoken French heard

on media on personal and public

topics.

conversation,

reading, pair work,

group work,

presentation of

audio video

materials; reading

and analysing

literature, essay

writing, review and

analysis of

literature sources,

performance of

practical tasks,

lecture, involving

lecture, problem

teaching.

individual assignments,

exam.


establish relations

among the language

structures and

semantics of the

Lithuanian language

and French.

A student will be able to compare

and stylistically analyse the structure

and semantics of French lexical

elements, critically evaluate texts of

informative type as well as publicist

ones and works of modern French

literature in view of semantics .


establish relevant




culture, showing


specifics linked to


and socio-economic

background.

A student will be able to compare

the French language culture with

Lithuanian culture, reason about

causes, consequences and

hypothetical situations, write essays

or presentations supporting or

contradicting a certain point of view

depicting cultural peculiarities of the

French and Lithuanian languages.

A student will have

ability to work




knowingly.

A student will be able to integrate

interdisciplinary knowledge of

French in the solution of

learning/teaching and practical

problems.

A student will have




own ideas in the


related tasks and

projects.


various research methods on the

basis of the acquired theoretical

knowledge, draw reasonable and

critical conclusions.


set aims and


academic and


critically evaluate



his/her considered

opinion.

A student will be able to distinguish

linguistic elements and principles of

their organization as well as aims of

their use in accordance with the

peculiarities of the language

phenomena studied.

A student will have


his/her work

autonomously, keep track


take responsibility for the

decisions made and

reflect personal


A student will be able to create

coherent discourse choosing proper

communicative functions for the

conveyance of the topic and idea

both in written and orally reflecting

on personal achievements.


No Topics, student activities, short Volume (in academic hours) Total

150

. description of content Lecture

s

Practic

al

classes

Consulta

tions

Self-

dependent

work

No. of

hours

1. Family in a democratic society. 13 0.5 5 18.5

2. Educational system in France. 13 0.5 5 18.5

3. Public life. 10 0.5 5 15.5

4. Background and profession: the choice of

profession, CV and applying for a job, job

announcements, perspectives of higher

education.

15 0.5 10 25.5

5. Routine: a morning in an office, a talk about

past events, retelling events, planning one‘s

day.

15 0.5 15 30.5

6. Likes in leisure time: formulation of permission

and prohibition, time planning.

10 0.5 5 15.5

7. Written assignments. 20 2 14 36




Minimum required


(5-6 points)

Average level of


High level of

achievement


create clear and detailed

texts on various topics,

summarize and evaluate

the accessed information,

evaluate it, and

reasonably and critically

ground it. He/She will be

able to understand

standard and spoken

French heard face-to-face

or on media on personal

and public topics.

A student has satisfactory

understanding of standard

and spoken language

heard face-to-face or on

media on personal and

public topics, but is not

always able to create

clear and detailed texts on

various topics.

A student has good

understanding of standard and

spoken language heard face-

to-face or on media on

personal and public topics, is

able to create clear and

detailed texts on various topics

but makes mistakes.


or excellent

understanding of standard

and spoken language

heard face-to-face or on

media on personal and

public topics, is able to

create clear and detailed

texts on various topics.


compare and stylistically

analyse the structure and

semantics of French

lexical elements,

critically evaluate texts of

informative type as well

as publicist ones and

works of modern French

literature in view of

semantics.

A student is not awlays

able to properly

understand and

stylistically analyse the


French lexical elements,

rarely critically evaluates

texts of informative type

as well as publicist ones

and works of modern

French literature; is not

able to clearly summarize

several sources both in

written and orally, makes

numerous mistakes.

A student is able to contrast,

properly understand and



French lexical elements, not

always critically evaluates

texts of informative type as

well as publicist ones and


literature; is able to summarize

several sources both in written

and orally, makes some

mistakes.


contrast, properly

understand and



French lexical elements

very well or perfectly,

critically evaluates texts

of informative type as

well as publicist ones and


literature; is able to

summarize several

sources both in written

and orally.


compare the French

language culture with

Lithuanian culture, reason

about causes,

consequences and

hypothetical situations,

write essays or

presentations supporting

or contradicting a certain

point of view depicting

A student is not always

able to appropriately

compare the French


Lithuanian culture, is not

always ready to reason

about causes,

consequences and

hypothetical situations, is

able to write essays or

presentations, makes


appropriately compare the

French language culture with

Lithuanian culture, is not

always ready to reason about

causes, consequences and

hypothetical situations, is able

to write essays or

presentations supporting or

contradicting a certain point of

view depicting cultural


perfectly or very well

compare the French


Lithuanian culture, is

always ready to reason

about causes,

consequences and

hypothetical situations, is

able to write essays or

presentations supporting

151

cultural peculiarities of

the French and

Lithuanian languages.

numerous mistakes. peculiarities of the French and

Lithuanian languages but

makes mistakes.

or contradicting a certain

point of view depicting

cultural peculiarities of

the French and

Lithuanian languages

without mistakes.


integrate interdisciplinary

knowledge of French in

the solution of

learning/teaching and

practical problems.


able to integrate

interdisciplinary


the solution of


practical problems.

A student is able to integrate

interdisciplinary knowledge of

French in the solution of

learning/teaching and practical

problems well.


integrate interdisciplinary


the solution of


practical problems very

well or perfectly.


apply various research

methods on the basis of

the acquired theoretical

knowledge, draw

reasonable and critical

conclusions.


appropriately apply

various research methods

on the basis of the

acquired theoretical

knowledge, rarely draws


conclusions.


appropriately apply various

research methods on the basis

of the acquired theoretical

knowledge, most often draws


conclusions but makes

mistakes.


various research methods

on the basis of the

acquired theoretical

knowledge very well or

excelently, draws


conclusions.


distinguish linguistic

elements and principles

of their organization as

well as aims of their use

in accordance with the


language phenomena

studied.


able to distinguish

linguistic elements and

principles of their

organization as well as

aims of their use in

accordance with the


language phenomena

studied, makes numerous

mistakes.

A student is able to distinguish

linguistic elements and

principles of their organization

as well as aims of their use.


distinguish linguistic

elements and principles

of their organization as

well as aims of their use

very well or excelently.


create coherent discourse

choosing proper


for the conveyance of the

topic and idea both in

written and orally

reflecting on personal

achievements.


able to create coherent

discourse choosing proper




written and orally


achievements, makes

numerous mistakes.

A student is able to create

coherent discourse choosing

proper communicative

functions for the conveyance

of the topic and idea both in

written and orally reflecting

on personal achievements

well.


coherent discourse

choosing proper




written and orally


achievements very well

or excelently without

mistakes.


No


No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. Language classroom activities 2 9 18 1–8 5

2. Tests 3 9 27 1–8 20

3. Homework 3 20 60 1–7 10

4. Individual assignments 5 10 50 1–8 15

5. Final test 5 1 5 9–12 50

Total 160 100


LEU library

Other libraries

(indicate where)

No. Main literature

152

1. A. Berthet, C. Hugot. Alter Ego 4. Méthode de français. – Paris:

Hachette, 2007. 10 PIB

2. C. Miquel. Vocabulaire progressif du français, 2004. 1 PIB

3. C. Miquel. Communication progressive du français. – Paris : Clé

international, 2003 25 PIB

4. 2. L'Express. Hebdomadaire. 6 PIB

Supplementary reading 1. J. Chapoutot, G. Lauvau. Methodologies. – Paris: PUF (licence),

2009. 1 PIB

2. G. Niquet. Ecrire avec logique et clarté. – Paris: Hatier, 1996. 1 PIB

3. G. Niquet. Enrichissez votre vocabulaire. – Paris: Hatier, 1996. 1 PIB

4. Le Monde. 1 PIB

153


Study programme



Study subject code

1. Study subject

title MODERN FRENCH GRAMMAR 8 H 0 0 4 B 0 3 7

Faculty Philology


2. Coordinating


Assist. Lect. Ksenija Banuševičienė


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To further broaden students’ competence of practical French through the development of communicative abilities to

speak, write and listen in the spheres of social, professional and academic language. To develop use of speaking and

writing elements in the discourse of various functional styles and registers; to expand the discourse of academic

language and meta-language. To analyse and interpret fiction and publicist texts in humanistic, academic, intercultural,

social, political and psychological contexts of human activities

5. Abstract Students are taught to understand standard spoken language, which is heard live through media on personal and public

topics. Students listen to records on specific and abstract topics, radio programmes on current events. They read and

stylistically analyse texts by authors of contemporary French literature and publicist texts. Students learn to create

clear detailed texts on various topics, describe complex matters in letters, essays and accounts, emphasize the most

important points, clearly and in great detail characterize complex subjects, distinguish specific aspects drawing proper

conclusions; express own ideas clearly in well-structured texts and provide own point of view in great detail.







perform in French at B2 level


interaction).


understand various texts of

French; demonstrate listening

and speaking skills of French:

to apply the language in

Discussions,

narration,

conversation,

reading, pair work,

group work,


homework, tests,

individual assignments,

exam.

154

different cultural and


appropriate grammar; create

texts of various types using

proper terminology, grammar

and register.

presentation of audio

video materials;

reading and

analysing literature,

essay writing, review

and analysis of

literature sources,

performance of

practical tasks,

lecture, involving

lecture, problem

teaching.





language and French.


the language using proper

terminology and choosing

proper registers according to

the context (academic,

sociocultural, literature, etc.).


establish relevant comparisons

among the cultures of the

studied languages and

Lithuanian culture, showing

awareness of cultural specifics

linked to history, religion,

politics and socio-economic

background.

A student will be able to create

coherent discourse choosing


functions for the conveyance

of the topic and idea both in

written and orally depicting

cultural, political, economic

peculiarities of the French and







reflect and evaluate personal

achievements objectively.



with colleagues, communicate

own ideas in the completion of


projects.

A student will be able to plan

own time, keep track of

deadlines and time of

assignments. He/She will be

able to consider the ideas of

other team members and

communicate own ideas in the

completion of subject related

tasks and projects.









foresee and set learning aims,

choose priorities and methods

of application, select proper

study materials from the

available sources.








A student will develop an

attitude and ability to choose

strategies self-developing

linguistic and professional

competences of French.


No

.


of content


No. of

hours Lectur

es

Practic

al

classes

Consulta

tions

Self-

depende

nt work 1. Social values, family in France and Lithuania 16 1 8 25

2. Problems of social life, unemployment, youth

problems, etc.

16 1 8 25

3. Dishes, invitation to have a meal, ordering in a

restaurant, paying a bill, describing the quality of

food and drinks, shopping.

16 1 12 29

4. City, describing the way, reference to a particular 16 1 10 27

155

location of an object, journey, excursion

5. Buying and giving presents: formulation of a wish. 16 1 10 27



Study subject

outcomes

Minimum required


(5-6 points)

Average level of


High level of

achievement

(9-10 points)


understand various texts

of French; demonstrate

listening and speaking

skills of French: to apply

the language in different


contexts using

appropriate grammar;

create texts of various

types using proper


and register.


to properly understand

various types of texts in

French; rarely demonstrates


skills of French: misuses

the language in different


contexts; creates texts of

various types using wrong

terminology, grammar,

register and makes

numerous mistakes.


various types of texts in

French well; often

demonstrates listening and

speaking skills of French:

sometimes misuses the

language in different cultural

and professional contexts;

creates texts of various types

sometimes using wrong


register.


understand various types

of texts in French

perfectly or very well;

demonstrates listening

and speaking skills of

French: uses appropriate

grammar in different


contexts; creates texts of

various types of French

using right terminology,



apply the language using

proper terminology and

choosing proper registers

according to the context


literature, etc.).

A student misuses the

language in choosing the

register according to the

communicative situation


social, literature, etc.)

He/She makes numerous

mistakes.

A student uses the language

well in choosing the

terminology but sometimes

makes mistakes in choosing

the register according to the

communicative situation


social, literature, etc.).

A student perfectly or

very well uses the

language choosing


and the register according

to the communicative

situation (academic,

sociocultural, social,

literature, etc.).


create coherent discourse

choosing proper




written and orally

depicting cultural,

political, economic

peculiarities of the French

and Lithuanian languages.


to create coherent

discourse, rarely chooses


functions for the

conveyance of the topic and

idea both in written and

orally depicting cultural,

political, economic



He/She makes numerous

mistakes.

A student has good ability to

create coherent discourse,

often chooses proper

communicative functions for

the conveyance of the topic

and idea both in written and

orally depicting cultural,

political, economic

peculiarities of the French and


A student has perfect or

very good ability to create

coherent discourse,

always chooses proper




written and orally

depicting cultural,

political, economic




reflect and evaluate


objectively.


to reflect and evaluate


objectively.

A student is able to reflect

well and evaluate personal


A student is able to reflect

perfectly or very well and

evaluate personal



plan own time, keep track

of deadlines and time of

assignments. He/She will

be able to consider the

ideas of other team

members and




projects.


to plan own time, rarely

keeps track of deadlines

and time of assignments.

He/She will rarely be able

to consider the ideas of




related tasks and projects in

French.


time well, keeps track of



often be able to consider the

ideas of other team members

and communicate own ideas in


related tasks and projects in

French.


own time perfectly or

very well, keeps track of



always be able to

consider the ideas of





projects in French.

A student will be able to A student is not always able A student is able to foresee A student is able to

156

foresee and set learning

aims, choose priorities

and methods of

application, select proper


available sources.

to foresee and set learning

aims, rarely chooses proper


available sources.

and set learning aims well,

chooses priorities and methods

of application, often selects

proper study materials from

the available sources.

foresee and set learning

aims excellently or very

well, perfectly chooses

priorities and methods of

application, always

selects proper study

materials from the

available sources.

A student will develop an

attitude and ability to

choose strategies self-

developing linguistic and

professional competences

of French.


to properly choose


linguistic and professional

competences of French.

A student is able to properly

choose strategies self-

developing linguistic and

professional competences of

French.


to perfectly choose


linguistic and

professional competences

of French.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total no.

of hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)


2. Tests 3 9 27 1–8 20

3. Homework 3 13 39 1–7 10


5. Final test 2 1 2 9–12 50

Total 133 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Berthet A. Alter Ego 4. Méthode de français. – Paris: Hachette, 2008 10 PUB

2. Courtillon J., Clement Ch. Campus 4. Méthode de français. – Paris:

CLE International, 2005. 10 PUB

3. Niquet G. Enrichissez votre vocabulaire. – Paris: Hatier, 1996. 1 PUB

Supplementary reading 1. Chapoutot J., Lauvau G. Méthodologies: comprendre; apprendre,

réussir. – Paris: PUF (licence), 2009. 1 PIB

2. Niquet G. Ecrire avec logique et clarté. – Paris: Hatier, 2006. 1 PIB

3. Brahic M. Mieux rédiger les écrits professionels. – Eyrolles, 2011. 1 PIB

157


Study programme



Study subject code

1. Study subject

title FRENCH GRAMMAR 1 H 0 0 4 B 0 3 8

Faculty Philology


2. Coordinating


Assoc. Prof. Dr. Rasa Matonienė


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time 0 64 5 11 80 3 2 French *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject To provide students with knowledge of French morphology and to develop their ability to grammatically correctly

communicate orally and in writing. To expand students’ general philological outlook comparing French and

Lithuanian systems of grammar.

5. Abstract Students are familiarised with the system of parts of speech. They are also taught to form and use nouns and

adjectives, their female gender and plural, degrees of adjective comparison. Students learn French determinants,

articles, cases of article omission and its replacement by the preposition de, the system of pronouns, its types and the

place of pronouns in the sentence is analysed. During the studies they learn to identify adverbs (manner, time, etc.),

use them and to form degrees of comparison. The word order in simple affirmative and negative sentences in French

is explained. Various assignments are completed to assimilate grammatical material.





Methods of

assessment of study

achievements 1. A student will be able to perform

in French at A1 level (reception,


2. A student will have ability to

communicate and collaborate with

Having completed the

course students will be:

1. Aware of some aspects of

morphology in French.

2. Able to apply the

Mini lecture,

completion of

practical

assignments

(individually, in


3 written tests, in-class

activities, completion of

assignments, 1 final test.

158

colleagues, communicate own ideas

in the completion of subject related

tasks and projects.

3. A student will be able to set aims






accumulated knowledge

about the noun, adjective,

article, pronoun, adverb and

sentence word order in

practice.

3. Able to create simple

texts.

4. Able to translate simple


Lithuanian and vice versa.

pairs, in groups),

self-dependent

analysis of

grammatical

material


No

.




No. of

hours Lectur

es

Practic

al

classes

Consulta

tions

Self-

depende

nt work 1. Noun: classification of nouns and composition.

Grammatical categories of the noun (gender,

number, definiteness/indefiniteness). Functions of

the noun.

10 1 2 13

2. Determinants: definite (definite article,

possessive, demonstrative determinants) and

indefinite (indefinite article, partitive article,

indefinite determinants).

14 1 2 17

3. Adjective: differences in meaning of adjectives

(qualitative and relative adjectives). Formation of

adjectives. Grammatical categories (gender,

number) of adjectives. Degrees of comparison of

adjectives: formation and use.

8 1 2 11

4. Pronoun: kinds of pronouns. Place of pronoun in

the sentence.

8 0.5 2 10.5

5. Adverb: kinds of adverbs. Degrees of

comparison. Place of adverbs in the sentence.

6 0.5 1 7.5

6. Word order in simple affirmative and negative

sentences.

18 1 2 21



Study subject

outcomes


of achievement

(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) A student will be aware of

some aspects of



awareness of some aspects of


A student has good

awareness of some

aspects of morphology in

French.

A student has excellent or

very good awareness of

some aspects of



apply the accumulated

knowledge about the

noun, adjective, article,

pronoun, adverb and

sentence word order in

practice.

A student is not always able to


knowledge about the noun,

adjective, article, pronoun,

adverb and sentence word

order in practice.


the accumulated

knowledge about the

noun, adjective, article,

pronoun and adverb in

practice, most often uses

grammatically correct

word order in the

sentence.


perfectly apply the


about the noun, adjective,

article, pronoun and

adverb in practice, uses

grammatically correct

word order in the

sentence.


create simple texts


simple texts but makes

numerous grammatical

mistakes.



some grammatical

mistakes.


simple texts almost

without mistakes.

A student will be able to A student is able to translate A student is able to A student is able to

159

translate simple texts

from French into

Lithuanian and vice

versa.

separate sentences from French

into Lithuanian and vice versa.


from French into

Lithuanian and vice versa

but makes some mistakes.


from French into


almost without mistakes.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Language classroom actitvities 16 1 16 1–16 5

2. Tests 3 4 12 4, 8, 14 20

3. Homework 8 4 32 1–16 15


5. Final test 1 8 8 16 50

Total 80 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Matonienė R. Exercisier 1. 2010. 30 VU

2. Matonienė R. Enseignement/apprentissage de l’article en français

contemporain. 2000. 60 VU

3. Caquineau-Gundüz M.P., Delatour Y., Jennepin D., Lesage-Langot F.

Les exercices de grammaire, Niveau B1. 2005. 1 PIB

Supplementary reading 1. Boulet R., Vergne-Sirieys A. et autres. Exercices grammaire

expliquée du français. 2003. 1 PIB

2. Grégoire M., Thiévenaz O. Grammaire progressive du français

avec 600 exercices. 2003. 1

PIB,

VU

160


Study programme



Study subject code

1. Study subject


Faculty Philology


2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To broaden and deepen the accumulated grammar knowledge of the French verb, its categories, classification,

peculiarities of usage. To build up correct skills of using grammatical phenomena. To develop students’ linguistic,

communicative and professional/learning competences.

5. Abstract During practical classes students deepen and broaden their practical morphological knowledge, abilities and skills to

correctly use the French verb – to build up the main forms of the verb, tenses, passive voice, mood, to be aware of

notional and functional groups of verbs and peculiarities of their use. To also be aware of grammatical categories of

the verb, to be able to define and characterise the analysed phenomena. Various exercises for assimilation of

grammatical material are done.





Methods of

assessment of study

achievements 1. A student will be able to

perform in French at A2 level


interaction).





1. Aware of some aspects

of morphology in French.



Mini lecture, completion

of practical assignments

(individually, in pairs, in

groups), self-dependent

analysis of grammatical

material

Cumulative assessment: 3

written tests, in-class



161




projects.

3. A student will be able to set







about the verb, verb

forms, tenses, voice and

mood in practice.

3. Able to create simple

texts.

4. Able to translate simple


Lithuanian and vice

versa.


No

.


of content


No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work 1. Peculiarities of the use of verb groups: notional and

auxiliary verbs; non-finite forms of the verb;

reflexive verbs; modal verbs.

4 0 6 10

2. Grammatical categories of verb (person, voice,

tense, mood, aspect).

6 1 6 13

3. Moods (impératif, conditionnel, subjonctif). 6 1 6 13

4. System of verb tenses. Formation of tense form and

their use.

6 1 7 14

5. Active and passive voices. Formation of passive

voice and peculiarities of its use.

6 1 6 13

6. Verbals. Infinitive and its use. 2 0.5 6 8.5

7. Verbals. Participles and their use. 2 0.5 6 8.5



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)


(9-10 points)

A student will be aware of

some aspects of



awareness of some


French.

A student has good

awareness of some


French.


good awareness of some


French.



knowledge about the

verb, verb forms, tenses,

voice and mood in

practice.


able to apply the


about the verb, verb

forms, tenses, voice and

mood in practice.


the accumulated

knowledge about the

verb, verb forms, tenses,

voice and mood in

practice.

A student is able to perfectly


knowledge about the verb, verb

forms, tenses, voice and mood

in practice.


create simple texts



numerous grammatical

mistakes.



some grammatical

mistakes.


simple texts almost without

mistakes.



from French into

Lithuanian and vice

versa.


translate separate

sentences from French

into Lithuanian and vice

versa.



from French into


but makes some mistakes.

A student is able to translate

simple texts from French into


almost without mistakes.


No

.

Student assessment

method

No. of

assignmen

No. of

hours per

Total

no.

Time of

assignment

Cumulativ

e

162

ts assignment of

hrs.

completion

(week of

semester)

assessment

(%)


2. Tests 3 5 15 4, 8, 14 20

3. Homework 5 3 15 1–14 15


5. Final test 1 8 8 16 50

Total 80 100

10. Recommended literature No. of copies in LEU

library

Other libraries

(indicate where)

No. Main literature 1. Matonienė R. Exercisier 1. 2010. 30 VU

2. Česnulevičienė L., Matonienė R. Exercisier 2. 2008. 14 VU

3. Matonienė R. Système des modes du verbe français et leur

fonctionnement. Vilnius, 2002. 49 -

Supplementary reading 1. http://grammaire.reverso.net

2. Boulet R., Vergne-Sirieys A. et autres. Exercices

grammaire expliquée du français. 2003. 1 PIB

3. Grégoire M., Thiévenaz O. Grammaire progressive du

français avec 600 exercices. 2003. 1

PIB,

VU

4. Rihs A. Gérondif, participe présent et expression de la

cause. Cahiers de linguistique française 29. 2009.

http://clf.unige.ch/display.php?numero=29&id

Fichier=423

http://clf.unige.ch/display.php?numero=29&id

163


Study programme



Study subject code

1. Study subject


Faculty Philology


2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To expand and deepen the accumulated syntactic knowledge of a simple sentence, parts of the sentence and word

order in the sentence. To further build up correct skills of using phenomena of French grammar.

5. Abstract During the course students deepen and expand their practical knowledge of French syntax, a simple sentence. The

object of the syntax, general characteristics of a sentence, sentences types are discussed. The focus is laid on the

characteristic of a simple sentence, classification of parts of the sentence and their order in a simple sentence.

Various tasks are conducted to assimilate grammatical material.





Methods of

assessment of study


perform in French at B 1 level


interaction).



French languages taking into





of syntax in French.

2. Able to distinguish

parts of sentence, apply

procedures of identifying

parts of sentence, to






material





164


aspects.





language, English and French.

4. A student will have ability

to communicate and

collaborate with colleagues,

communicate own ideas in the

completion of subject related

tasks and projects.








opinion.

ground the order of parts

of sentence.



about a simple sentence

and parts of sentence in

practice.

4. Able to construct

sentences and use them

both in written and orally.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

dependent

work

1. The object of syntax. General characteristic

of the sentence.

0 2 0 3 5

2. Word phrases and their classification. Fixed

word phrases.

0 2 0 4 6

3. Kinds of sentences. Characteristic of the

simple sentence.

0 4 1 4 9

4. Classification of parts of the sentence.

Predicate and its kinds.

0 4 1 4 9

5. The subject and its expression. Agreement

between the subject and the predicate.

0 4 0.5 4 8.5

6. Object and its kinds. 0 4 0.5 4 8.5

7.

Adverbial modifiers and their semantic

classes: place, time, reason, purpose,

condition, concession, consequence and

manner.

0 4 1 4 9

8.

Attribute as part of a part of the sentence

and its expression. Apposition and its

kinds. predicative attribute

0 4 0.5 8 12.5

9. Place of the subject, predicate, object,

adverbial modifiers in the simple sentence.

0 4 0.5 8 12.5



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) A student will be aware

of some aspects of syntax

in French.


awareness of some

aspects of syntax in

French.

A student has good

awareness of some


French.



some aspects of syntax in

French.


distinguish parts of

sentence, apply


able to properly


A student is almost

always able to properly




sentence, applies

165


parts of sentence, to

ground the order of parts

of sentence.

sentence. sentence, applies


parts of sentence.


parts of sentence and

grounds the order of parts

of sentence.



knowledge about a simple

sentence and parts of

sentence in practice.


able to apply the




practice.

A student is almost

always able to apply the




practice.


the accumulated knowledge

about a simple sentence and

parts of sentence in practice

correctly.


construct sentences and

use them both in written

and orally.


able to construct



A student is almost

always able to construct




construct sentences

correctly and use them both

in written and orally


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)


2. Tests 3 4 12 4, 7, 12, 14 20

3. Homework 8 3 24 1–16 15


5. Final test 1 7 7 16 50

Total 80 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Descotes-Genon Ch., Morsel M.H., Richou C. L'exercisier.

2005. 1 PIB

2. Caquineau-Gundüz M.P., Delatour Y., Jennepin D., Lesage-

Langot F. Les exercices de grammaire, Niveau B1. 2005. 1 PIB


expliquée du français. 2003.

1 PIB

2. Grégoire M., Thiévenaz O. Grammaire progressive du français

avec 600 exercices. 2003.

1 PIB, VU

166


Study programme



Study subject code

1. Study subject


Faculty Philology


2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To expand and deepen possessed practical syntactical knowledge of French sentence, compound and complex

sentences, conjunctions used and word order after them. To further form correct skills of using grammatical

phenomena. To develop linguistic, communicative and professional/learning competences.

5. Abstract Students’ knowledge of French syntax and composite sentence is expanded and deepened. The characteristic of the

composite sentence, coordination and subordination, kinds of subordinate clauses are discussed. The focus is laid on

nuances of word order in different kinds of subordinate and coordinate sentences, concurrent forms of subordinate

clauses. Learning material is adopted conducting various assignments: text analysis, structural and reproductive

exercises, translation.





Methods of

assessment of study


perform in French at B 2 level


interaction).


analyse the English and French







2. Able to distinguish

different sentence types.

3. Able to properly use

concepts of syntax in






material.





167

and semantic aspects.





language, English and French.






projects.








French.



about a composite


4. Able to construct



6. Able to correctly use

conjunctions of similar

meaning.


No

.



Volume (in academic hours) Total No.

of hours Lectur

es

Practic

al

classes

Consult

ations

Self-

dependent

work 1. Characteristic of composite sentence.

Coordination and subordination.

0 2 0 3 5

2. Compound sentences. Types of coordinating

conjunctions. Word order in a compound

sentence.

0 4 0.5 4 8.5

3. Complex sentences. Types of complex

sentences. Subordinate subject and predicate

clauses.

0 4 0.5 4 8.5

4. Subordinate clauses of adverbial modifiers and

their semantic groups. Subordinate attributive

clauses and their concurrent forms.

Peculiarities of the use of reflective pronoun.

0 4 0.5 4 8.5

5. Subordinate clauses of time and place. 0 4 0.5 4 8.5

6. Adverbial subordinate clauses of manner and

their kinds.

0 2 0.5 4 6.5

7. Subordinate clauses of reason. 0 3 0.5 4 7.5

8. Subordinate clauses of condition. 0 2 0.5 4 6.5

9. Subordinate causes of concession. 0 3 0.5 4 7.5

10. Subordinate causes of consequences. 0 2 0.5 4 6.5

11. Subordinate clauses of purpose 0 2 0.5 4 6.5



Study subject

outcomes

Minimum required


(5-6 points)

Average level of


High level of

achievement

(9-10 points) A student will be aware

of some aspects of syntax

in French.


awareness of some


French.

A student has good awareness

of some aspects of syntax in

French.



some aspects of syntax in

French.


distinguish different

sentence types.


able to distinguish

different sentence types.

A student is almost always

able to distinguish different

sentence types.


distinguish different

sentence types.

A student will be able to A student is not always A student is almost always A student is able to

168

properly use concepts of

syntax in French.

able to properly use

concepts of syntax in

French.

able to properly use concepts


properly use concepts of

syntax in French.



knowledge about a

composite sentence in

practice.


able to properly apply the


about a composite



able to properly apply the

accumulated knowledge about

a composite sentence in

practice.


properly apply the


about a composite sentence

in practice.




and orally.


able to construct




able to construct sentences and

use them both in written and

orally.




and orally.


correctly use conjunctions

of similar meaning.


able to correctly use


meaning.


able to correctly use


meaning.


correctly use conjunctions

of similar meaning.


No


No. of

assignmen

ts

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)


2. Tests 3 5 15 4, 8, 14 20

3. Homework 8 2 16 1–16 15


5. Final test 1 9 9 16 50

Total 80 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Descotes-Genon Ch., Morsel M.H., Richou C. L'exercisier. 2005. 1 PIB

2. Caquineau-Gundüz M.P., Delatour Y., Jennepin D., Lesage-Langot F.

Les 500 exercices de grammaire, Niveau B2. 2007. 1 PIB


expliquée du français. 2003.

1 PIB

2. Grégoire M., Thiévenaz O. Grammaire progressive du français avec

600 exercices. 2003.

1 PIB, VU

169


Study programme



Study subject code

1. Study subject

title COUNTRY STUDY: FRANCE H 0 0 4 B 0 4 3

Faculty Philology


2. Coordinating


Assoc. Prof. Dr. Zita Tarvydienė


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To provide students with knowledge of geographical position of France, its festivals, traditions, history and

economic life. To prepare a student to live in a multicultural world.

5. Abstract The course of Country studies includes knowledge of history of France and contemporary France, geographic

position of the country, its festivals and traditions. The French Revolution, the First Republic as well as reflections

of French contemporary economic and political life in the area of European Union are discussed. This also includes

the administration of the 5th Republic, election system, political parties, population, social classes, education

system, France and Francophonie.



Study learning

outcomes



Methods of

assessment of study



level (reception,




prepare interesting presentations;

to understand, select, classify

information, to present it clearly

and coherently to the audience


evaluate situations and allocate


Pair work, group

work, projects and

their presentation,

interview, comments.

Written quiz, tests,

completion of tasks at

home in written form,

oral presentation of

papers.

170


establish relevant




culture, showing


specifics linked to


and socio-economic

background.





listen to and understand

colleagues at the same time

striving for common assent in the

performance of various tasks.



data from different


them in linguistic

research and other

assignments.



academic activities, properly

present own achievements – to

prepare an oral or written

presentation.

Pair work, group

work, projects and

their presentation,

interview, comments.

Written quiz, tests,

completion of tasks at

home in written form,

oral presentation of

papers.

A student will have




own ideas in the





various types in French, to

express and ground own opinion.

To demonstrate listening and

speaking skills of French: to use

grammatically appropriate

language in various cultural and

professional contexts with right


appropriate register. He/She will

be able to create texts of various

types clearly organizing ideas

and information in French, using




set aims and


academic and


critically evaluate



his/her considered

opinion.

A student is able to understand,

relate and compare French

speaking cultures, institutions

with own culture and to show the

comprehension of their

peculiarities related with

religious, social, economic

contexts.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work 1. Gaul: Frank and Roman Gaul. Clarification

of impact of Celtic tribes and other tribes on

formation of French territory.

3 1 0.5 3 7.5

2. Medieval France. Influence of the Church,

The Hundred Years' War and its

consequences.

3 1.5 0.5 3 8

3. The 17th Louis XIII and Richelieu, Louis

XIV- the Sun King, absolute monarchy. The

most relevant merits of these personalities

for development of France.

3.5 1 0.5 2 7

4. The 18th century as a century of progress. 3.5 1 0.5 3 8

171

Main personalities that contributed to the

uprise of France in the global context.

5. Bourgeois Revolution. Its reasons and

consequences – Human Rights Declaration.

3 2 0.5 3 8.5

6. Napoleon’s France. Bonaparte's influence of

France and his march through Lithuania.

3.5 1.5 0.5 4 9.5

7. Short history of five French republics.

Influence of Charles De Gaulle and

contribution of other presidents to life of

France.

3 2 0.5 2 7.5

8. Geographical and economic regions of

France and their industries. French records

in the economic area of the world, French

industry in Europe.

3 2 0.5 2 7.5

9. French education system: organisation of

secondary education and higher education.

Conception of Bachelor, organisation of

education at all levels.

3 2 0.5 2 7.5

10. French festivals. Main religious and secular

festivals and their traditions, habits at table.

3.5 2 0.5 3 9



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement



prepare interesting

presentations; to

understand, select,

classify information, to

present it clearly and

coherently to the audience

both in written and orally;

to evaluate situations and

allocate time for

reflection.


understand, select,

classify information and

present it both in written

and orally in an

understandable way.


understand, select,



and orally in a precise

way, is able to reason and

deliver information

consistently.


understand, select,



and orally in a precise

way, is able to reason and

deliver information

consistently.


productively work in a

team and behave

appropriately considering

national diversity; will be

able to listen to and

understand colleagues at

the same time striving for


performance of various

tasks.

A student is able to fairly


team and behave

tolerantly considering

diversity (national,

cultural, religious); will

be able to listen to and





tasks.



team and behave

tolerantly considering


cultural, religious); will

be able to listen to and





tasks.


especially productively

work in a team and

behave tolerantly

considering diversity


religious); will be able to

listen to and understand

colleagues at the same

time striving for common

assent in the performance

of various tasks.



academic activities,

properly present own

achievements – to prepare

an oral or written

presentation.




present own


an understandable oral or

written presentation, write

a description, create a

project.




present own


a good oral or written

presentation, write an

appropriate description

well, create a project.




properly present own


a very good oral or

written presentation, write

an appropriate description

very well, create a

project.

A student will be able to A student is able to A student is able to A student is able to

172

understand and analyse


French, to express and

ground own opinion. To


speaking skills of French:

to use grammatically

appropriate language in

various cultural and

professional contexts with

right terminology and


register. He/She will be

able to create texts of

various types clearly

organizing ideas and

information in French,

using appropriate


and register.

understand texts, express

own opinion. A student is

able to understand spoken

texts. Syntactical

mistakes are rather

numerous but do not


The ideas presented are

not always consistent.

understand texts well,

express own opinion. A

student is able to

understand spoken texts.

Syntactical mistakes are

not numerous. The ideas

presented are consistent.

understand texts very

well, express own

opinion. A student is able

to understand spoken

texts very well. Sporadic

syntactical mistakes. The

ideas presented are

consistent.


understand, relate and

compare French speaking

cultures, institutions with

own culture and to show

the comprehension of

their peculiarities related

with religious, social,

economic contexts.


compare institutions in

France and Lithuania but

is not able to characterize

their activities. A student

is able to compare

cultures, religions, social

and economic life of the

two countries.


precisely compare

institutions in France and

Lithuania and

characterize their

activities. A student is

able to properly compare



two countries.


perfectly compare

institutions in France and

Lithuania and

characterize their

activities. A student is

able to properly compare



two countries.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. In-clasroom activities 16 2 32 1-16 5

2. Analysis/ filing of materials 9 2 18 1-16 10

3. Individual tasks 5 2 10 1-16 20

4. Argumentative presentations 1 10 10 3-16 15

5. Exam 1 10 10 17-20 50

Total 80 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Denis C. Mayer. Clés pour la France. Paris. Hachette, 2010. 1 PIB

2. Revues. Grands Personnages de l'histoire de France. 10 LRC

3. Garisson J. La Saint- Barthélemy. - Bruxelles: Editions

Complexe, 1987. 1

LRC

4. La France et les Français. Encyclopédie de la Pléiade. - Paris:

Gallimard, 1972 1

LRC

Supplementary reading 1. Désalmand P., Forest Ph. - 100 grandes phrases historiques

expliquées. - Paris: Marabout, 1990. 1

LRC s

2. Jamet D. - Napoléon. - Paris: Plon, 2003. 1 LRC 3. Machwitz G. - Les glaces du Niemen. -Paris: Editions de la

Plomée, 2001. 10

LRC

173


Study programme



Study subject code

1. Study subject

title MODERN RUSSIAN 1 H 0 0 4 B 0 4 3

Faculty Philology

Department Russian Philology and Intercultural Communication

2. Coordinating


Lect. Dr. Jovita Ruseckaja


Group of

study

subjects

*

Type of

study

subjects

**

Mode of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full- time 112 5 16 133 5 1 Russian *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject To deliver basic knowledge and skills of the Russian language through the complex studies of the four main

communicative skills: listening, speaking, reading and writing. Target level A1 (Common European Framework of

Languages). To develop students’ ethno-linguistic and cultural outlook.

5. Abstract The course of Modern Russian 1 introduces students with the ABC and elementary phonetics of the Russian

language. The students develop their communicative skills of greeting/leave-taking, introducing themselves,

confirmation, negation, expressing willingness, thanking and responding to thanks, repetition and rephrasing; as well

as asking and answering simple questions. The students learn numbers 1-100, names of nationalities, countries,

months, days of the week and seasons; they cover the vocabulary related to everyday activities and hobbies,

physical/psychological description of a person, etc. The abilities to form simple sentences and phrases about a

person, family and the nearest environment, basic needs and well-known things, one’s living place and familiar

people are formed. The students are taught to write a short text on a postcard and fill personal data in a form.







perform in Russian at A1


interaction).

A student will be able to: perform in Russian at A1

level, understand texts of

various types in Russian;

grammatically correctly

Practice, discussion,

presentation of a

topic, pair work,

monologue/dialogue

speech, self-

Ten point scale of assessment

is used, cumulative assessment

and exam. Tasks performed

during the semester in the

classroom and at home, the

174

use the language in


professional contexts,

create texts of different

types in Russian using

correct grammar,

terminology and register.

dependent work

with a dictionary or


knowledge and skills acquired

are assessed by using

cumulative assessment:

individual or group quiz in

written form or orally,

practicing and self-check tests,

presentations, tests. Exam.




professional work.

A student will be able to:

properly apply the


and skills in practical

situations outside

university.


presentation of a

topic, pair work,

dialogue speech.





opinion.


efficiently relate the


with practice.

Self-dependent work,

presentation.








properly.



academic performance;

properly evaluate own

achievements.

Practice, self-

dependent work,

context practice,

discussion, tasks

individually, in

pairs and in groups.


No

.




No. of

hours

Lectures Practica

l classes

Consultati

ons

Self-dependent

work

1. Getting acquainted.

Greeting, introducing oneself, addressing a

person, leave-taking, thanking, apologizing.

- 8 0.5 2 10.5

2. Hobbies.

Everyday activity and hobbies of oneself and

friends, their evaluation.

- 16 0.5 2 18.5

3. Job, profession.

The choice of the job and profession. Future

job and profession.

- 18 1 3 22

4. Family.

Description of oneself and the family. Telling a

story of one’s family, relatives and family

relations.

- 22 1 3 26

5. Home and the living environment.

Description of the house (flat), the purpose

and furnishing of the rooms.

- 24 1 3 28

6. Time and space.

Telling the time; names of days of the week,

months and seasons.

- 24 1 3 28

Total number of hours for study subject - 112 5 16 133

8. Assessment criteria Study subject outcomes Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement (9-10

points) A student will be able to: perform in Russian at A1 level,

understand texts of various types

in Russian; grammatically

A student is aware of the

Russian alphabet, has

satisfactory knowledge of

basics of Russian


Russian alphabet well,

has good knowledge of

basics of Russian


Russian alphabet well,

has good knowledge of

basics of Russian

175

correctly use the language in

various cultural and professional

contexts, create texts of different

types in Russian using correct

grammar, terminology and

register.

phonetics, is able to

perceive about 50%-64 %

of oral texts on different

topics, is unable to create

texts in written and orally

corresponding to the

communicative aims

independently and makes

some mistakes.


perceive about 65-84 %


topics, is able to create


but not able to comment

them all. He/She is able

to create texts

corresponding to the

communicative aims

independently enough

and makes unessential

mistakes.


perceive about 85-100 %


topics, is able to create


and comment them all.

He/She is able to create

texts corresponding to the

communicative aims

independently and using

proper terminology,



properly apply the accumulated


situations outside university.


efficiently relate the accumulated

knowledge with practice.



academic performance; properly

evaluate own achievements.



assignments

No. of hours

per

assignment

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Language classroom activities

(accomplishment of practical classes,

practice and self-check tests, tests)

56 2 112 1–16 30%

2. Independent work: being active in the

classroom (study and use of the

indicated sources of information in the

preparation of presentations, for

practice (1) and self-check (3) tests as

well as final test (1)).

8 2 16 1–16 10%

3. Exam 1 2 2 17-20 60%

Total 130 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Антонова В. Е. «Дорога в Россию 1: учебник русского языка:

(элементарный уровень) - Санкт-Петербург: Златоуст;

Москва: ЦМО МГУ, 2008, 341 стр.

1 –

2. Корчагина Е. Л. «Приглашение в Россию 1: элементарный

практический курс русского языка: учебник»/ Е.Л. Корчагина,

Е.М. Степанова. - Москва: Русский язык. Курсы, 2007, 287 стр.

1 –

3. Миллер Л. В. «Жили-были...: 28 уроков русского языка для начинающих:

учебник» /Л.В. Миллер, Л.В. Политова, И.Я. Рыбакова. - Санкт-

Петербург: Златоуст, 2008, 152 стр.

1 –

Supplementary reading 1. Корчагина Е. Л. «Приглашение в Россию 1: элементарный

практический курс русского языка: рабочая тетрадь»/ Е.Л.

Корчагина. - Москва: Русский язык. Курсы, 2007, 191 стр.

1

-

2. Миллер Л. В. «Жили-были...: 28 уроков русского языка для

начинающих: рабочая тетрадь»/ Л.В. Миллер, Л.В. Политова, И.Я.

Рыбакова. - Санкт-Петербург: Златоуст, 2007, 116 стр.

1

-

3. Ожегов С. И. «Словарь русского языка:70 000 слов»/ С. И.

Ожегов; под редакцией Н. Ю. Шведовой; Академия наук СССР.

Институт русского языка. - Москва: Русский язык, 1991, 915 [2]

стр.

7

-

176


Study programme



Study subject code

1. Study subject




2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time - 112 5 16 133 5 2 Russian *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final thesis – FT. ** Obligatory – O; elective – E.

4. Goal of study subject To continue developing the four main communicative skills: listening, speaking, reading and writing. To develop the

skills of understanding of oral and written texts, speaking and writing, as well as to apply the gained knowledge in

certain linguistic situations. To consolidate level A1 (Common European Framework of Languages).

5. Abstract The course of Modern English 2 consolidates the skills of pronouncing specific sounds and intonations in Russian. It

develops students’ skills to understand uncomplicated information about a person and his/her family, shopping, living

places, as well as the sense of short messages and announcements. The students are taught to read and search for

specific information in short everyday texts: announcements, advertisements, menus, timetables and personal letters.

The students develop their abilities to communicate directly by exchanging information of well-known topics, to speak

about routine activities, the family and other people, living conditions, education and present or former occupations, as

well as to write short notes, messages and personal letters describing oneself or the nearest environment following

examples and/or supplementary materials.






of study achievements A student will be able to perform in

Russian at A1 level (reception,




level, demonstrate listening

and speaking skills in

Russian: grammatically

correctly use the language

in various cultural and



presentation of a

topic, pair work,

monologue/dialogue

speech, self-

dependent work

with a dictionary or


Ten point scale of

assessment is used,

cumulative assessment

and exam. Tasks

performed during the

semester in the classroom

and at home, the


177

employ correct grammar,


acquired are assessed by

using cumulative

assessment: individual or

group quiz in written

form or orally, practicing

and self-check tests,

presentations, tests.

Exam.



academic and professional work.


properly apply the

accumulated knowledge and


outside university.

Narration,

discussion,

presentation of a

topic, pair work,

dialogue speech.

A student will be able to critically

evaluate philological data, provide


considered opinion.


understand texts of various

types in Russian and

reasonably ground own

opinion on a given topic.


presentation.












achievements.

Practice, self-

dependent work,

context practice,

discussion, tasks

individually, in pairs

and in groups.


No

.


of content


No. of


classes

Consultati

ons

Self-

dependen

t work

1. Leisure.

Theatre, cinema, music, sport, books.

- 8 0.5 2 10.5

2. Living place and living conditions.

Description of an urban or rural place. Countries,

nationalities, nature and problems.

- 16 0.5 2 18.5

3. Education.

Education systems of Russia and Lithuania.

Knowledge assessment.

- 18 1 3 22

4. Relationships.

Communication on the telephone, text-messaging,

writing letters.

- 22 1 3 26

5. Shopping.

Shops, their departments, names of food and

industrial products. Purchase.

- 24 1 3 28

6. Travelling.

Travelling in Lithuania and foreign countries.

Russian places of interest. Moscow, the capital of

Russia; its places of interest.

- 24 1 3 28




(5-6 points)

Average level of

achievement (7-8

points)


(9-10 points)



level, demonstrate


skills in Russian:


use the language in






essential information

about a person and

family, shopping, living

place, meaning of short

messages and

announcements (50-64

%). A student understands

the information of

uncomplicated texts

nearly well. He/She is

able to communicate on


simple information about

a person and family,

shopping, living place,

meaning of short

messages and

announcements (65-84

%). A student understands

the information of

uncomplicated texts well.

He/She is able to

communicate on daily

A student perfectly understands

simple information about a

person and family, shopping,

living place, meaning of short

messages and announcements

(85-100 %). A student

completely understands the

information of uncomplicated

texts, finds specific information

is simple daily texts. He/She is

able to communicate directly

exchanging information on A student will be able to:

178

properly apply the



situations outside

university.

daily topics, is able to

write short remarks or

notices, personal letters

about oneself and the

closest environment with

the help of an example

and (or) supplementary

materials.

topics well, is able to

write short remarks or

notices, personal letters

about oneself and the

closest environment with

the help of an example


materials.

daily topics well, is able to

speak on everyday topics,

characterize own family and

other people, living conditions,

present education, present or

past occupation, is able to write

short remarks or notices,

personal letters about oneself

and the closest environment

with the help of an example


materials.










achievements.


No


No. of

assignment

s

No. of

hours per

assignment

Total

no. of

hrs.

Time of

assignment

completion (week

of semester)

Cumulative

assessment

(%)


(accomplishment of practical

classes, practice and self-check

tests, tests)

56 2 112 1–16 30%

2. Independent work: being active

in the classroom (study and use

of the indicated sources of

information in the preparation of

presentations, for practice (1)

and self-check (3) tests as well

as final test (1)).

8 2 16 1–16 10%

3. Exam 1 2 2 17-20 60%

Total 130 100


LEU library

Other libraries

(indicate where)

N

o

.

Main literature

1. Антонова В. Е. «Дорога в Россию 1: учебник русского языка:

(элементарный уровень) - Санкт-Петербург: Златоуст; Москва: ЦМО

МГУ, 2008, 341 стр.

1 –

2

.

Корчагина Е. Л. «Приглашение в Россию 1: элементарный

практический курс русского языка: учебник»/ Е.Л. Корчагина, Е.М.

Степанова. - Москва: Русский язык. Курсы, 2007, 287 стр.

1 –

3

.

Миллер Л. В. «Жили-были...: 28 уроков русского языка для

начинающих: учебник» /Л.В. Миллер, Л.В. Политова, И.Я. Рыбакова.

- Санкт-Петербург: Златоуст, 2008, 152 стр.

1 –

Supplementary reading 1. Корчагина Е. Л. «Приглашение в Россию 1: элементарный

практический курс русского языка: рабочая тетрадь»/ Е.Л. Корчагина.

- Москва: Русский язык. Курсы, 2007, 191 стр.

1

-

2. Миллер Л. В. «Жили-были...: 28 уроков русского языка для

начинающих: рабочая тетрадь»/ Л.В. Миллер, Л.В. Политова, И.Я.

Рыбакова. - Санкт-Петербург: Златоуст, 2007, 116 стр.

1

-

3. Ожегов С. И. «Словарь русского языка:70 000 слов»/ С. И. Ожегов;

под редакцией Н. Ю. Шведовой; Академия наук СССР. Институт

русского языка. - Москва: Русский язык, 1991, 915 [2] стр.

1

-

179


Study programme



Study subject code

1. Study subject




2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time - 144 5 91 240 9 3 Russian *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject To continue developing students’ linguistic expression in oral and written language. To continue developing their

communicative skills and abilities to integrate the acquired knowledge. To achieve level A1.2 (Common European

Framework of Languages).

5. Abstract The course of Modern English 3 deals with reading and discussing of texts of various genres, e.g. methodological

texts and uncomplicated texts of fiction. It delivers socio-cultural knowledge about Russia. Students learn to express

their communicative intentions in different communicative situations: invitation, refusal, regret, satisfaction,

surprise, expressing a request and responding to it, etc. The students are taught to write e-mails and CVs.







perform in Russian at A1.2


interaction).


perform in Russian at A1.2

level, demonstrate


skills in Russian:


use the language in various


contexts, employ correct

grammar, terminology and

register.


presentation of a topic,

pair work,

monologue/dialogue

speech, self-dependent

work with a dictionary or


Ten point scale of

assessment is used,


and exam. Tasks



and at home, the



using cumulative


180




professional work.


properly apply the



situations outside

university.

Narration, discussion,


pair work, dialogue

speech.





Exam.


critically evaluate










presentation.

A student will have






reflect personal






achievements.

Practice, self-dependent

work, context practice,

discussion, tasks

individually, in pairs and

in groups.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

dependent

work 1. Employment. Looking for a job. Job offers.

E-mails. Writing a CV.

- 18 1 12 31

2. Leisure. Active and passive leisure. - 18 0.5 12 30.5

3. Age. Describing the age. Periods of human life

span.

- 24 0.5 15 39.5

4. Contemporaries abroad. Life style of

contemporaries (studies, leisure, hobbies, etc.)

in Russia.

- 26 1 17 44

5. Human relationships. Description of a person

in terms of his/her character, attitude towards

work and other people. Human abilities,

behaviour and approaches to life.

- 30 1 17 48

6. Getting acquainted with Russia.

Russian cities. Moscow, Sankt Petersburg.

History and famous sights of the cities.

- 28 1 18 47




(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement (9-10

points) A student will be able to:

perform in Russian at

A1.2 level, demonstrate


skills in Russian:


use the language in






understand texts of

different genres and types

fully. A student is able to

express communicative

intentions in different

linguistic situations: to

invite, to refuse, to regret,

to express joy, surprise,

etc., to ask and reply to an

answer, etc.

He /She is able to write e-

mails, CV making

mistakes. A student is

A student has an average

or good understanding of

texts of different genres

and types. A student is

able to properly express

communicative intentions

in different linguistic

situations: to invite, to

refuse, to regret, to

express joy, surprise, etc.,

to ask and reply to an

answer, etc.

He /She is able to write e-

mails, CV fairly well. A

A student has an excellent

understanding of texts of

different genres and types in

Russian, i.e. he/she is able

to read and discuss texts of

different types and genres,

e.g., methodological

literature or simple texts on

fiction. A student shows

excellent performance in

the completion of listening

and speaking tasks in

Russian: properly uses the

Russian language in


properly apply the


181


situations outside

university.

often wrong in the use of

terminology and the

choice of appropriate

register (50-64 %).

student uses proper

terminology and chooses

appropriate register (65-

84 %). He/She makes

unessential mistakes.

different cultural and

professional contexts, i.e. a

student is able to express

own communicative

intentions in different

linguistic situations: : to

invite, to refuse, to regret, to

express joy, surprise, etc., to

ask and reply to an answer,

etc. He /She is able to

perfectly write e-mails, CV

well. A student is able to

create texts in Russian

employing appropriate

terminology and register

(85-100 %).


understand texts of

various types in Russian

and reasonably ground

own opinion on a given

topic.





achievements.


No


No. of

assignment

s

No. of

hours per

assignment

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)




tests, tests)

72 2 144 1–16 30%





presentations, for practice (1)


as final test (1)).

15-16 6 91 1–16 10%

3. Exam 1 2 2 17-20 60%

Total 237 100


LEU library

Other

libraries

No. Main literature 1. Корчагина Е. Л. «Приглашение в Россию 1: элементарный практический курс

русского языка: учебник»/ Е.Л. Корчагина, Е.М. Степанова. - Москва: Русский

язык. Курсы, 2007, 287 стр.

1 –

2. Миллер Л. В. «Жили-были...: 28 уроков русского языка для начинающих:

учебник» /Л.В. Миллер, Л.В. Политова, И.Я. Рыбакова. - Санкт-


1 –

3. Гончар И.А. Послушайте!: учебное пособие по аудированию для иностранных

учащихся, изучающих русский язык: общее владение РКИ. – СПб.: Златоуст,

2013 – 165 с. (CD, medžiaga dalinama). Уровень А1.

- LRC

Supplementary reading 1. Корчагина Е. Л. «Приглашение в Россию 1: элементарный практический курс

русского языка: рабочая тетрадь»/ Е.Л. Корчагина. - Москва: Русский язык.

Курсы, 2007, 191 стр.

1

-

2. Миллер Л. В. «Жили-были...: 28 уроков русского языка для начинающих: рабочая

тетрадь»/ Л.В. Миллер, Л.В. Политова, И.Я. Рыбакова. - Санкт-


1

-

3. Ожегов С. И. «Словарь русского языка:70 000 слов»/ С. И. Ожегов; под

редакцией Н. Ю. Шведовой; Академия наук СССР. Институт русского языка. -

Москва: Русский язык, 1991, 915 [2] стр.

7

-

182


Study programme



Study subject code

1. Study subject




2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To continue developing students’ communicative skills in terms of the outlined topic. To develop students’

intercultural competence and abilities of self-analysis, thinking and initiative. Target level A 2.1. (Common

European Framework of Languages).

5. Abstract The course of Modern English 4 is intended for further development of the vocabulary and communicative skills.

Students write short texts, reports and stories, learn to summarize original texts by distinguishing the main

information, to use more complicated language structures, e.g. phraseological units, similes, antonyms and

synonyms. Students develop the ability to present their opinions and judgements orally and in writing.



Study learning

outcomes



Methods of

assessment of study



A2.1 level (reception,






skills in Russian:


use the language in



pair work,

monologue/dialogue




Ten point scale of

assessment is used,


and exam. Tasks



and at home, the

183







using cumulative






Exam.


set aims and


academic and

professional work.


properly apply the



situations outside

university.



pair work, dialogue

speech.


critically evaluate



his/her considered

opinion.


understand texts of




topic.


presentation.

A student will have


his/her work




decisions made and

reflect personal






achievements.


work, context practice,

discussion, tasks

individually, in pairs and

in groups.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work

1.

Studies and student life.

Education in Lithuania and Russia.

Secondary and tertiary education. Student

life.

- 18 1 10 29

2.

Future profession.

Diversity of professions. Choice of the

profession. Professional and human

character.

- 19 1 10 30

3.

Fashion.

Names of clothes and footwear. Selection of

clothes with regard to the season and

occasion. Fashion trends.

- 20 1 12 33

4. Appearance.

Changes in human appearance. Emotional

state. Physical deficiencies.

- 19 1 13 33

5.

Traditions and culture of Russian-

speaking countries.

Customs and traditions. National holidays.

Religious holidays.

- 20 1 14 35



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) A student will be able to:




able to understand texts

of various types and


understand texts of

various types and genres


understand texts of


184


skills in Russian:


use the language in





genres in Russian and

annotate the original texts

read, can hardly

distinguish the essential

information. A student

makes mistakes while

speaking, is not always

able to understand the

spoken text, he/she makes

mistakes in the choice of


(no less than 50 %). A

student has minimal

ability to create texts of


(50-64 %): he /she is able

to write short texts and

notices, narrations. A

student has difficulties in


on the issues both in

written form and orally.

He/She makes mistakes.

in Russian well and


read, distinguishing the

essential information. A

student has good or

average listening and

speaking skills in

Russian: he/she is able to

use the language in


professional contexts well

enough using appropriate


(65-84 %).

A student has good



employing right





student is able fluently

enough to express own

opinion on the issues and

ground it with arguments

both in written and oral

communication.

in Russian very well and



essential information. . A

student has excellent


skills in Russian: he/she

is able to use the language


professional contexts

correctly using


and register (85-100%). A




employing right


(85-100%): he /she is able


notices, narrations using

more complex structures,

e.g. phraseological units,

similes, antonyms,

synonyms. A student is

able to express own

opinion and judgements

on the issues fluently and



communication.


properly apply the



situations outside

university.


understand texts of




topic.





achievements.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)




tests, tests)

48 2 96 1–16 30%




information in the preparation

of presentations, for practice (1)


as final test (1)).

9-10 6 59 1–16 10%

3. Exam 1 2 2 17-20 60%

Total 157 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Антонова В. Е. «Дорога в Россию 2»: учебник русского

языка: (базовый уровень)/ В.Е. Антонова, М.М. Нахабина,

А.А.Толстых. - Санкт-Петербург: Златоуст; Москва: ЦМО

МГУ, 2007, 256 стр.

1 -

2. Корчагина Е. Л. «Приглашение в Россию 2: базовый 1 -

185

практический курс русского языка: учебник»/ Е.Л.

Корчагина, Е.М. Степанова. - Москва: Русский язык.

Курсы, 2007, 275 стр.

3. Гончар И.А. Послушайте!: учебное пособие по аудированию

для иностранных учащихся, изучающих русский язык:

общее владение РКИ. – СПб.: Златоуст, 2013 – 165 с. (CD,

medžiaga dalinama). Уровень А2.

- LEU FF Centre

of Teaching

Resources

Supplementary reading 1. Корчагина Е. Л. «Приглашение в Россию 2: базовый

практический курс русского языка: рабочая тетрадь»/ Е.Л.

Корчагина. - Москва: Русский язык. Курсы, 2006, 183 стр.

1

-


Ожегов; под редакцией Н. Ю. Шведовой; Академия наук

СССР. Институт русского языка. - Москва: Русский

язык, 1991, 915 [2] стр.

7

-

186


Study programme



Study subject code

1. Study subject title MODERN RUSSIAN 5 H 0 0 4 B 0 4 8



2. Coordinating


Assoc. Prof. Dr. Gendrik Petkevič


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To continue developing the communicative skills in Russian focusing on the academic, professional and social spheres

of the use of language. To achieve level A2.2 (Common European Framework of Languages).

5. Abstract The course of Modern English 5 is intended for further development and consolidation of the vocabulary and

communicative skills. Students write reports and stories, learn to analyse literary texts. They develop the ability to

present their opinions and judgements orally and in writing.







perform in Russian at B.1 level


interaction).


perform in Russian at B.1

level, demonstrate


skills in Russian:


use the language in







pair work,

monologue/dialogue




Ten point scale of

assessment is used,


and exam. Tasks



and at home, the



using cumulative


187




professional work.


properly apply the



situations outside

university.



pair work, dialogue

speech.





Exam.





opinion.


understand texts of




topic.


presentation.












achievements.

Discussion, conversation,

self-dependent work with

a dictionary or additional

literature, preparation and

delivery of presentations.


.

Topics, student activities, short description of

content


No. of

hours Lecture

s

Practic

al

classes

Consulta

tions

Self-

dependent

work 1. Food and diet. Russian cuisine. Names of first

and second courses, cooking. Serving a table.

- 18 1 5 24

2. Eating habits. Genetically modified and fast

food. Russian and Lithuanian cuisines.

- 19 1 5 25

3. Home, family and children. The position and

everyday life of a woman.

- 20 1 5 26

4. Common human values. Love for the

motherland. The sense of humour. Wish for

happiness.

- 19 1 5 25

5. Literary text analysis. Reading and analysing the

short stories and novellas by A. Chekhov.

- 20 1 12 33




(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) A student will be able to: perform

in Russian at B.1 level,


speaking skills in Russian:

grammatically correctly use the

language in various cultural and

professional contexts, employ

correct grammar, terminology

and register.






read, can hardly









(50-64%). A student has

minimal ability to create


Russian (50-64 %):


understand texts of


in Russian well and




student has good or


speaking skills in


use the language in





(65-84 %).

A student has good


understand texts of












correctly using





188

he/she is able to write

short texts and notices,

narrations. A student has

difficulties in expressing

own opinion on the issues

both in written form and

orally. He/She makes

mistakes.



employing right










communication.


employing right







similes, antonyms,


able to express own





communication.


properly apply the accumulated


situations outside university.


understand texts of various types

in Russian and reasonably ground

own opinion on a given topic.



academic performance; properly

evaluate own achievements.


No


No. of

assignment

s

No. of

hours per

assignment

Total

no. of

hrs.

Time of

assignment

completion (week

of semester)

Cumulative

assessment

(%)




tests, tests)

48 2 96 1–16 30%

2. Independent work: being active in

the classroom (study and use of

the indicated sources of


presentations, for practice (1) and

self-check (3) tests as well as final

test (1)).

8 4 32 1–16 10%

3. Exam 1 2 2 17-20 60%

Total 130 100


LEU library Other libraries

No. Main literature 1. Капитонова Т.И. «Живем и учимся в России: учебное пособие по

русскому языку для иностранных учащихся (I уровень)»/ Тамара

Ивановна Капитонова. – Санкт-Петербург: Златоуст, 2006, 301 стр.

21 –

2. Чехов А.П., 1860-1904 «Полное собрание повестей, рассказов и юморесок

в двух томах»/ Антон Чехов. – Москва: Альфа-Книга, 2010, 2 т. (полное

собрание в двух томах).

2 -

3. Гончар И.А. Послушайте!: учебное пособие по аудированию для

иностранных учащихся, изучающих русский язык: общее владение

РКИ. – СПб.: Златоуст, 2013 – 165 с. (CD, shared material). Уровень

А2.

- LEU FF Centre

of Teaching

Resources

Supplementary reading 1. Ожегов С. И. «Словарь русского языка: 70 000 слов»/ С. И. Ожегов;

под редакцией Н. Ю. Шведовой; Академия наук СССР. Институт

русского языка. - Москва: Русский язык, 1991, 915 [2] стр.

7

-

189


Study programme



Study subject code




2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To continue developing the communicative skills in Russian focusing on the academic, professional and social spheres

of the use of language. To achieve level B 1 (Common European Framework of Languages).

5. Abstract The course of Modern English 6 is intended for further development and consolidation of speaking and writing skills

as well as analysis of literary texts and discussion of relevant topics. Students’ socio-cultural competence is further

developed. Their vocabulary related to various spheres of social life is broadened (e.g. politics, economy, social and

health protection). Monolingual dictionaries are employed for the studies.







perform in Russian at B.1 level


interaction).



level, demonstrate


skills in Russian:


use the language in







pair work,

monologue/dialogue




Ten point scale of

assessment is used,


and exam. Tasks



and at home, the



using cumulative


190




professional work.


properly apply the



situations outside

university.



pair work, dialogue

speech.





Exam.





opinion.


understand texts of




topic.


presentation.












achievements.






7. Plan of study subject No. Topics, student activities, short description of

content


No. of

hours Lecture

s

Practica

l

classes

Consultat

ions

Self-

depende

nt work

1. Tourism. Advantages and disadvantages. Famous

tourist sites in the world and Lithuania.

- 16 1 4 21

2. Housing. Living standards in Russia and Lithuania.

The problem of homelessness.

- 16 1 4 21

3. Stereotypical daily behaviour of Russians.

Style of behaviour. Russian inclination to

communicate. Family relationships.

- 16 1 4 21

4. Aspects of consumer society. - 16 1 4 21

5. Literary text analysis. - 16 1 6 23




(5-6 points)

Average level of

achievement (7-8

points)


(9-10 points)



level, demonstrate


skills in Russian:


use the language in










read, can hardly












Russian (50-64 %):




understand texts of


in Russian well and




student has good or


speaking skills in


use the language in





(65-84 %). A student has

good ability to create


Russian employing right


texts of various types and genres

in Russian very well and annotate

the original texts read,

distinguishing the essential

information. . A student has

excellent listening and speaking

skills in Russian: he/she is able to

use the language in various


correctly using appropriate

terminology and register (85-

100%). A student has excellent

ability to create texts of various

types in Russian employing right

terminology and register (85-

100%): he /she is able to write

short texts and notices, narrations

using more complex structures,

e.g. phraseological units, similes,


properly apply the



situations outside

university.


understand texts of


191



topic.






mistakes.










communication.

antonyms, synonyms. A student

is able to express own opinion

and judgements on the issues

fluently and ground it with

arguments both in written and

oral communication.





achievements.


No


No. of

assignment

s

No. of

hours per

assignment

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)




40 2 80 1–16 30%



indicated sources of information in the




11 2 22 1–16 10%

3. Exam 1 2 2 17-20 60%

Total 104 100

10. Recommended literature No. of copies in LEU

library

Other libraries

(indicate where)

No. Main literature 1. Антонова, В. Е. «Дорога в Россию 2: учебник русского языка: (базовый

уровень)/ В.Е. Антонова, М.М. Нахабина, А.А.Толстых. 3-е изд. Санкт-

Петербург: Златоуст; Москва: ЦМО МГУ, 2007. 256 стр.

2 –

2. Скороходов, Лев Ю. «Окно в Россию: учебное пособие по русскому

языку как иностранному для продвинутого этапа: [в двух частях]/ Л.Ю.

Скороходов, О.В. Хорохордина. 2-е изд., перераб. доп. и испр. Санкт-

Петербург: Златоуст, 2009. (ч. 1).

16 -

3. Сухих И. Н. «Книги XX века : русский канон: А. Чехов, М. Горький, А.

Белый, Е. Замятин, М. Зощенко, А. Фадеев, И. Бабель, А. Платонов, В.

Набоков, М. Булгаков: [эссе]/ Игорь Сухих. Москва: Независимая

газета, 2001. 348, [3] стр.

1 -

Supplementary reading 1. Гончар И.А. Послушайте!: учебное пособие по аудированию для

иностранных учащихся, изучающих русский язык: общее владение РКИ.

– СПб.: Златоуст, 2013 – 165 с. (CD, medžiaga dalinama). Уровень B1.

- LEU FF CTR

2. Ожегов С. И. «Словарь русского языка:70 000 слов»/ С. И. Ожегов; под

редакцией Н. Ю. Шведовой; Академия наук СССР. Институт русского

языка. – Москва: Русский язык, 1991, 915 [2] стр.

7

-

3. Александрова З. Е. «Словарь синонимов русского языка: около 9000

синонимических рядов»/ З. Е. Александрова; под редакцией Л. А.

Чешко. 5-е изд. стереотип. Москва: Русский язык, 1986. 600 стр.

19

-

4. Львов М. Р. «Словарь антонимов русского языка: около 2000

антонимических пар»/ М. Р. Львов; под редакцией Л. А. Новикова. -

Москва: Русский язык, 1978. 400 стр.

5

-

192


Study programme



Study subject code




2. Coordinating


Assoc. Prof. Dr. Natalija Avina


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To continue developing the communicative skills in Russian focusing on personal and interpersonal value-based

approaches, motivation and the system of values. Target level B2 (Common European Framework of

Languages).

5. Abstract The course is intended for further development and consolidation of acquired competences. Students build on

their vocabulary related to various spheres of social life; they are introduced with different rhetorical and stylistic

means. A variety of topics are analysed with reference of contemporary and classical literature, subject-specific

literature, media and films, as well as a number of projects is designed. Students employ different techniques to

read original texts and listen to recordings. Television programmes are watched and discussed. Oral language is

also further developed. Students prepare monologues and dialogues, study synonyms, antonyms, homonyms and

phraseological units. They learn to compile a plan and a summary and comment on the main idea. Lexical

analysis is carried out, including word families, expressions and comparisons. Students read articles and analyse

on the specifics of the vocabulary. The write stories, essays and dictations, provide their interpretation of

proverbs and analyse their mistakes.



outcomes





perform in Russian at B2

level (reception,




level, demonstrate




pair work,

monologue/dialogue

Ten point scale of

assessment is used,


and exam. Tasks

193

skills in Russian:


use the language in










and at home, the



using cumulative






Exam.


set aims and


academic and

professional work.


properly apply the



situations outside

university.



pair work, dialogue

speech.


critically evaluate



his/her considered

opinion.


understand texts of




topic.


presentation.

A student will have


his/her work




decisions made and

reflect personal






achievements.








Russian languages taking



aspects.


relate practical



work.

A student will have



colleagues positively and

knowingly, communicate

own ideas in the





team considering the


cultural and religious),

will be able to

understand colleagues in

the performance of

subject-related tasks

together.


conversation, self-

dependent work, project

presentation.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work 1. The city. Sights of the city. Transport. Work

and leisure in the city.

- 16 1 8 25

2. Portrait and characteristic of a person.

Health. Medical services.

- 16 1 8 25

3. Urbanization. Life styles. Man and nature.

The family.

- 16 1 8 25

4. Sports in human life. The most popular

sport branches. Healthy living.

- 16 0.5 8 24.5

5. Theatre, cinema, music. The role of art in

human life.

- 16 0.5 8 24.5


194



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement



level, demonstrate


skills in Russian:


use the language in










read, can hardly












Russian (50-64 %):








mistakes.


understand texts of


in Russian well and




student has good or


speaking skills in


use the language in






good ability to create


Russian employing right










communication.


understand texts of












correctly using






employing right







similes, antonyms,


able to express own





communication.


properly apply the



situations outside

university.


understand texts of




topic.





achievements.


relate practical







will be able to


the performance of


together.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)




tests, tests)

48 2 96 1–16 30%

2. Independent work: being active 14-15 4 59 1–16 10%

195






as final test (1)).

3. Exam 1 2 2 17-20 60%

157 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Скороходов, Лев Ю. «Окно в Россию: учебное пособие по

русскому языку как иностранному для продвинутого этапа:

[в двух частях]/ Л.Ю. Скороходов, О.В. Хорохордина. 2-е

изд., перераб., доп. и испр. Санкт-Петербург: Златоуст, 2009.

(ч. 1).

16 -

2. Сухих И. Н. «Книги XX века : русский канон: А. Чехов, М.

Горький, А. Белый, Е. Замятин, М. Зощенко, А. Фадеев, И.

Бабель, А. Платонов, В. Набоков, М. Булгаков: [эссе]/ Игорь

Сухих. Москва: Независимая газета, 2001. 348, [3] стр.

1 -




medžiaga dalinama). Уровень B1.

- LRC

Supplementary reading 1. Ожегов С. И. «Словарь русского языка:70 000 слов»/ С. И.


СССР. Институт русского языка. – Москва: Русский

язык, 1991, 915 [2] стр.

7

-

2. Александрова З. Е. «Словарь синонимов русского

языка: около 9000 синонимических рядов»/ З. Е.

Александрова; под редакцией Л. А. Чешко. 5-е изд.,

стереотип. Москва: Русский язык, 1986. 600 стр.

19

-


антонимических пар»/ М. Р. Львов; под редакцией Л. А.

Новикова. - Москва: Русский язык, 1978. 400 стр.

5

-

196


Study programme



Study subject code


Faculty Faculty of Philology 5


2. Coordinating


Assoc. Prof. Dr. Natalija Avina


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To continue developing communicative, linguistic and sociolinguistic competences in Russian – development of

correct spoken and written language on the basis of continuity principle covering various cultural and

professional aspects, employing appropriate linguistic units and registers at B2 level. (Common European

Framework of Languages).

5. Abstract The course is intended for further development and consolidation of acquired competences. Students build on

their vocabulary related to various spheres of social life. A variety of topics are analysed with reference to

contemporary and classical literature, subject-specific literature, media and films, as well as a number of projects

are designed. Students employ different techniques to read original texts and listen to recordings. Television

programmes are watched and discussed. Vocabulary enrichment is carried out: synonyms, antonyms, homonyms,

phraseological units. Lexical analysis covers set phrases and comparisons. Students read articles and analyse the

specifics of the vocabulary. They retell stories in written, write essays, provide interpretation of proverbs and

analyse their mistakes. Target level – B2.



Study learning

outcomes



Methods of

assessment of study



level (reception,




level, demonstrate




pair work,

monologue/dialogue

Ten point scale of

assessment is used,


and exam. Tasks

197

skills in Russian:


use the language in










and at home, the



using cumulative






Exam.


set aims and


academic and

professional work.


properly apply the



situations outside

university.



pair work, dialogue

speech.


critically evaluate



his/her considered

opinion.


understand texts of




topic.


presentation.

A student will have


his/her work




decisions made and

reflect personal






achievements.











aspects.


relate practical



work.

A student will have



colleagues positively and

knowingly, communicate

own ideas in the








will be able to


the performance of


together.


conversation, self-

dependent work, project

presentation.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work 1. Language: learning styles, learning foreign

languages, a school online.

- 14 1 6 21

2. Consumption: life without money,

complaints, being poor, purchase.

- 14 1 6 21

3. Love: falling in love and love, psychological

love tests, marriage, hypocoristic names,

love and partnership.

- 14 1 6 21

4. Future: memories, time, life style, time

planning.

- 14 0.5 6 20.5

5. Media: computer addiction, radio news, - 14 0.5 6 20.5

198

films, TV.




Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement



level, demonstrate


skills in Russian:


use the language in






Russian in the

performance of simple

tasks on the main topics

relying on the provided

examples. Satisfactory

characterization and

delivery of the

information received.

Satisfactory quality of the

self-dependently

performed tasks. Slow

and often incorrect

Russian.

Good knowledge of use

of Russian and its

application in solving

practical tasks. Good self-

dependent work on

supplementary literature.

Good quality of the self-

dependently performed

tasks of average

complexity. Correct

Russian in presentations

and dialogues.

Excellent, outstanding,

deep knowledge of use of

Russian and its

application in solving

practical tasks. Self-

dependent study of


Original and independent

thinking. Exceptional

quality of the

performance of

nonstandard tasks. A student will be able to:

properly apply the



situations outside

university.


understand texts of




topic.





achievements.


relate practical







will be able to


the performance of


together.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)




40 2 80 1–16 30%

199

tests, tests)







as final test (1)).

12 4 48 1–16 10%

3. Exam 1 2 2 17-20 60%

130 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Avina, Natalija Практикум по развитию речи : учебное

пособие = Kalbos ugdymo praktikumas : mokymo priemonė /

Наталья Авина; Литовский эдукологический университет.

Филологический факультет. Кафедра русской филологии и

межкультурной коммуникации. -- Вильнюс : Lietuvos

edukologijos universiteto leidykla, 2014.

3

LEU FF CTR

12

2. Летова Наталья А. На пути к взаимопониманию: учебное

пособие по развитию речи : [для иностранцев, изучающих

русский язык]/ Н.А. Летова, Л.П. Яркина. - Москва: Флинта:

Наука, 2006.

-

LEU FF CTR




medžiaga dalinama). Уровень B2.

- LEU FF CTR

Supplementary reading 1. Ожегов С. И. «Словарь русского языка:70 000 слов»/ С. И.



язык, 1991, 915 [2] стр.

7

-

2. Александрова З. Е. «Словарь синонимов русского

языка: около 9000 синонимических рядов»/ З. Е.

Александрова; под редакцией Л. А. Чешко. 5-е изд.

стереотип. Москва: Русский язык, 1986. 600 стр.

19

-


антонимических пар»/ М. Р. Львов; под редакцией Л. А.

Новикова. - Москва: Русский язык, 1978. 400 стр.

5

-

4. Молотков А.И. «Фразеологический словарь русского

языка: свыше 4 000 словарных статей»/ составили Л.А.

Войнова ... [et al.]; под редакцией А.И. Молоткова. 4-е изд.,

стереотип. - Москва: Русский язык, 1986., 543 стp.

19 LEU FF CTR

200


Study programme

Study programme code Study programme title 6 1 2 Q 3 0 0 0 7 English Philology and the Second Foreign Language (French, German,

Russian)


Study subject code

1. Study subject title RUSSIAN GRAMMAR 1 H 0 0 4 B 0 5 1



2. Coordinating


Assoc. Prof. Dr. Svetlana Vlasova


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time - 64 5 11 80 3 2 Russian *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final thesis – FT. ** Obligatory – O; elective – E.

4. Goal of study subject To broaden, deepen and systematize students’ accumulated knowledge of the Russian grammar. To form the

skills of using appropriate grammatical forms of the Russian language in the scope of the studied topics.

5. Abstract The course of Russian Grammar 1 deals with the Russian word classes. Students develop their skills of

appropriate use of word classes, namely the noun (its main grammatical categories: gender, number and case;

declension of nouns), the adjective (qualitative adjectives; grammatical categories and degrees of comparison of

the adjective), the pronoun (their classification: personal, reflexive, demonstrative, possessive, interrogative), the

adverb (degrees of comparison of the adverb) as well as negation in the oral and written language. Students study

the word order: the place and functions of nouns, adjectives and pronouns in the sentence.



Study learning

outcomes



Methods of

assessment of study



level (reception,




use the Russian language



employ appropriate

terminology and choose

Practice, pair work,

monologue/dialogue




Ten point scale of

assessment is used,


and exam. Tasks



and at home, the

201

proper register. knowledge and skills


using cumulative






Exam.


set aims and


academic and

professional work.


properly apply the



situations outside

university.


dialogue speech.


critically evaluate



his/her considered

opinion.


understand texts of




topic.


work, presentation.

A student will have


his/her work




decisions made and

reflect personal



plan own time self-

dependently, keep track



achievements.

Self-dependent work with

a dictionary or







aspects; will be able to





English and Russian.


use the language choosing


and registers. He/She will

be aware of structural

differences of the official


Russian.


work.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work 1. The noun. The meaning of the noun. Proper

nouns. Common nouns. Morphological

categories of the noun. Gender of the noun.

Number of the noun. Declension of nouns.

Variable forms of the noun. Formation of

nouns.

- 11 1 2 14

2. The adjective. The gender of the adjective.

The number of the adjective. Degrees of

comparison of the adjective.

- 11 1 2 14

3. The pronoun. Morphological categories of

the pronoun. Lexical groups of pronouns.

Personal and reflexive pronouns.

Demonstrative and possessive pronouns.

Interrogative pronouns. The place of the

pronoun in the sentence.

- 11 1 2 14

4. The adverb. Classification of the adverb.

Degrees of comparison of the adverb.

- 11 0.5 3 14.5

5. Negation. - 10 0.5 1 11.5

6. Word order in the sentence. - 10 1 1 12


202


Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement






employ appropriate


proper register.

A student can hardly




makes mistakes in



proper register (50-64 %).

He /She makes mistakes

in the creation of texts of

different types (50-64 %).

A student has difficulties

in using parts of speech of

Russian, i.e. the noun, the

adjective, the pronoun,

the adverb, negation both

in written and orally (50-

64 %). He/She makes

mistakes.

A student is able to use

the language in various


contexts correctly

enough, employs


and chooses proper

register (65-84 %).

He/She is good at

creating texts of various

types in Russian



(65-84 %). A student uses

parts of speech of Russian

both in written and orally

well enough, i.e. the noun

(main categories of the

noun: gender, number,

case, declensions of the

noun), the adjective

(categories of the

adjective, degrees of

comparison), the pronoun

(its semantic

classification: personal,

relative, possessive,

interrogative

demonstrative), the

adverb (its degrees of

comparison), negation

(50-64 %). He/She makes

unessential mistakes.




contexts correctly,

employs appropriate


proper register (85-100

%). He/She is very good

at creating texts of





very good understanding

of the correct use of parts

of speech of Russian both

in written and orally, i.e.

the noun (main categories

of the noun: gender,

number, case, declensions

of the noun), the adjective

(categories of the

adjective, degrees of

comparison), the pronoun

(its semantic

classification: personal,

relative, possessive,

interrogative

demonstrative), the

adverb (its degrees of

comparison), negation

(85-100 %).


properly apply the



situations outside

university.


understand texts of




topic.


plan own time self-




achievements.








Russian.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)




tests, tests)

32 2 64 1–16 30%

2. Self-dependent work: being

active in the classroom (study

and use of the indicated sources

of information in the


practice (1) and self-check (3)

tests as well as final test (1)).

5-6 2 11 1–16 10%

3. Exam 1 2 2 17-20 60%

77 100

203


LEU library

Other libraries

(indicate where)

No. Main literature 1. Kazimianec J. Практическая грамматика русского языка :

учебная книга = Practical Russian grammar: a teaching aid /

Елена Казимянец; Литовский эдукологический университет.


межкультурной коммуникации. -Вильнюс: Lietuvos


6 LEU FF CTR

(12)

Supplementary reading 1. Kazimianec J. «Современный русский язык: морфология:

учебно-методическое пособие для студентов-

иностранцев»/ Елена Казимянец; Вильнюсский

педагогический университет. [Vilnius : Vilniaus pedagoginis

universitetas], 2003, 79 стp.

8 –

2. Мустейкис К. «Фонетика. Лексикология. Словообразование.

Морфология»/ [авторы разделов: В. Йовайшас, А.

Гудавичюс, Я. Зайкаускене, К. Мустейкис]; под редакцией

К. Мустейкиса. 1995. 462, [2] стp.

77 –




язык, 1991, 915 [2] стр.

7 –

204


Study programme



Study subject code




2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To further broaden, deepen and systematize students’ knowledge of the Russian grammar. To form the skills of using

appropriate grammatical forms of the Russian language in the scope of the studied topics.

5. Abstract The course of Russian Grammar 2 deals with the appropriate use of the verb (semantic groups of verbs; grammatical

categories of the verb; the voice, etc.), and the mood (tense forms, conjugation, indirect moods, etc.) in oral and

written language.









interaction).






employ appropriate


proper register.


monologue/dialogue




Ten point scale of

assessment is used,


and exam. Tasks



and at home, the



using cumulative






professional work.


properly apply the




dialogue speech.

205

situations outside

university.




Exam. A student will be able to




opinion.


understand texts of




topic.


work, presentation.








properly.


plan own time self-




achievements.


a dictionary or












Russian.








Russian.


work.


content


No. of

hours Lecture

s

Practica

l

classes

Consultat

ions

Self-

depende

nt work 1. The verb. Grammatical categories of the verb. - 11 1.5 15 27.5

2. The aspect. The continuous and perfect aspects

of the verb.

- 11 1.5 15 27.5

3. The mood. Indirect moods. - 10 2 13 25





(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement


grammatically correctly use

the Russian language in



appropriate terminology and

choose proper register.





makes mistakes in




He/She makes mistakes in

the creation of texts of



in using the verb

(notional verb groups;

grammatical categories of

the verb; the voice, etc.),

the moods (forms of the




contexts correctly

enough, employs


and chooses proper

register (65-84 %).

He/She is good at


types in Russian




average or good ability of

using the verb as a part of

speech of Russian both in




contexts correctly,

employs appropriate



%). He/She is very good

at creating texts of





very good understanding

of the correct use of the

verb in Russian (notional

verb groups; grammatical


properly apply the



outside university.






206

A student will be able to: plan

own time self-dependently,


time, properly evaluate own

achievements.

tense, conjugations, direct

and indirect moods, etc.)

(50-64 %). He/She makes

mistakes.

written and orally

(notional verb groups;

grammatical categories of

the verb; the voice, etc.),

the moods (forms of the

tense, conjugations, direct

and indirect moods, etc.)

He/She makes unessential

mistakes.

categories of the verb; the

voice, etc.), the moods

(forms of the tense,

conjugations, direct and

indirect moods, etc.) both

in written and orally (85-

100 %). A student will be able to use

the language choosing


registers. He/She will be

aware of structural differences

of the official language,



No


No. of

assignmen

ts

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of

assignmen

t

completio

n (week of

semester)

Cumulativ

e

assessment

(%)




tests, tests)

16 2 32 1–16 30%

2. Independent work: being active in

the classroom (study and use of the

indicated sources of information in

the preparation of presentations, for

practice (1) and self-check (3) tests

as well as final test (1)).

21-22 2 43 1–16 10%

3. Exam 1 2 2 17-20 60%

Total 77 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Kazimianec J. Практическая грамматика русского языка :

учебная книга = Practical Russian grammar: a teaching aid /

Елена Казимянец ; Литовский эдукологический университет.


межкультурной коммуникации. -Вильнюс : Lietuvos


6 LEU FF CTR

(12)

Supplementary reading 1. Kazimianec J. «Современный русский язык: морфология:

учебно-методическое пособие для студентов-

иностранцев»/ Елена Казимянец; Вильнюсский

педагогический университет. [Vilnius : Vilniaus pedagoginis

universitetas], 2003, 79 стp.

8 –


Морфология»/ [авторы разделов: В. Йовайшас, А. Гудавичюс,

Я. Зайкаускене, К. Мустейкис]; под редакцией К.

Мустейкиса. 1995. 462, [2] стp.

77 –



Институт русского языка. – Москва: Русский язык, 1991, 915

[2] стр.

7 –

207


Study programme



Study subject code




2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To further broaden, deepen and systematize students’ knowledge of the Russian grammar. To form the skills of using

appropriate grammatical forms of the Russian language in terms of the studied topics.

5. Abstract The course of Russian Grammar 3 deals with the appropriate use of the verb (moods and tenses) in the oral and

written language. The imperative and subjunctive moods, conjugation, verb forms, active/passive voice as well as the

formation of the verb and its functions in the sentence are analysed.









interaction).






employ appropriate


proper register.


monologue/dialogue




Ten point scale of

assessment is used,


and exam. Tasks



and at home, the



using cumulative






professional work.


properly apply the




dialogue speech.

208

situations outside

university.








opinion.


understand texts of




topic.


work, presentation.








properly.


plan own time self-




achievements.


a dictionary or












Russian.








Russian.


work.


No

.




No. of

hours

Lecture

s

Practical

classes

Consulta

tions

Self-

dependent

work 1. Direct mood. - 5 0.5 7 12.5

2. Subjunctive mood. - 5 0.5 7 12.5

3. Imperative mood. - 5 1 7 13

4. Finite and non-finite forms of the verb. - 7 1 8 16

5. Verb formation. - 5 1 7 13

6. Functions of the verb in a simple sentence. - 5 1 7 13




Minimum required


(5-6 points)

Average level of

achievement (7-8

points)


(9-10 points)









correctly use the

language in various


contexts, makes

mistakes in employing


and choosing proper

register (50-64 %).

He/She makes mistakes

in the creation of texts of

different types (50-64

%). A student has

difficulties in using the

verb forms, moods,




contexts correctly

enough, employs


and chooses proper

register (65-84 %).

He/She is good at


types in Russian




average or good ability

A student is able to use the

language in various cultural

and professional contexts

correctly, employs


chooses proper register (85-

100 %). He/She is very good

at creating texts of various

types in Russian employing


register (85-100 %). A

student has very good

understanding of the correct

use of the verb forms,

moods, tenses, active/passive


properly apply the



outside university.




209



tenses, active/passive

voice, in conjugations

and formation of the

verb (50-64 %). He/She

makes mistakes.

of using the verb forms,

moods, tenses,

active/passive voice, in

conjugations and

formation of the verb

(50-64 %). He/She

makes unessential

mistakes.

voice, in conjugations and

formation of the verb (85-

100 %). A student will be able to: plan




achievements.









No


No. of

assignment

s

No. of

hours per

assignment

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)




16 2 32 1–16 30%







21-22 2 43 1–16 10%

3. Exam 1 2 2 17-20 60%

Total 77 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Kazimianec J. Практическая грамматика русского языка : учебная

книга = Practical Russian grammar: a teaching aid/ Елена

Казимянец ; Литовский эдукологический университет.


межкультурной коммуникации. -Вильнюс : Lietuvos edukologijos

universiteto leidykla, 2014.

6 LEU FF CTR

(12)

Supplementary reading 1. Kazimianec J. «Современный русский язык: морфология: учебно-

методическое пособие для студентов-иностранцев»/ Елена

Казимянец; Вильнюсский педагогический университет. [Vilnius

: Vilniaus pedagoginis universitetas], 2003, 79 стp.

8 –


Морфология»/ [авторы разделов: В. Йовайшас, А. Гудавичюс, Я.

Зайкаускене, К. Мустейкис]; под редакцией К. Мустейкиса. 1995.

462, [2] стp.

77 –



Институт русского языка. – Москва: Русский язык, 1991, 915 [2]

стр.

7 –

210


Study programme



Study subject code




2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To further broaden, deepen and systematize students’ knowledge of the Russian grammar. To form the skills of

using appropriate grammatical forms of the Russian language in the scope of the studied topics.

5. Abstract The course of Russian Grammar 4 deals with the syntax of the Russian language. Students are familiarized with

different types of composite sentences: syndetic coordinate and subordinate clauses as well as asyndetic clauses.

They learn to form composite sentences using appropriate connectors. Students’ abilities of sentence

transformation are developed.









interaction).






employ appropriate


proper register.


monologue/dialogue




Ten point scale of

assessment is used,


and exam. Tasks



and at home, the



using cumulative






properly apply the



dialogue speech.

211

professional work. and skills in practical

situations outside

university.






critically evaluate





understand texts of




topic.


work, presentation.

A student will have






reflect personal



plan own time self-




achievements.


a dictionary or









the language structures and



Russian.








Russian.


work.

7. Plan of study subject No. Topics, student activities, short



No. of

hours

Lectures Practical

classes

Consultati

ons

Self-

dependent

work

1. Types of composite sentences, their

common characteristics.

- 5 0.5 7 12.5

2. Composite compound sentences, their types

and main characteristics.

- 5 0.5 7 12.5

3. Composite complex sentences, their types

and main characteristics.

- 5 1 7 13

4. Asyndetic clauses, their types and main

characteristics.

- 7 1 8 16

5. Mixed composite sentences. - 5 1 7 13

6. Transformation of composite sentences. - 5 1 7 13


8. Assessment criteria Study subject outcomes Minimum required level

of achievement (5-6

points)

Average level of


High level of













makes mistakes in




He/She makes mistakes in

the creation of texts of





contexts correctly

enough, employs


and chooses proper

register (65-84 %).

He/She is good at


types in Russian




contexts correctly,

employs appropriate



%). A student has an

excellent or very good


correct use of the types of


properly apply the



212

outside university. A student has difficulties

in using composite

sentences of various types

and in their

transformation (50-64 %).

He/She makes mistakes.




average or good ability of

using composite

sentences in Russian

(complex syndetically

linked and compound

asyndetically linked

clauses) (50-64 %). He

/She is able to make

composite sentences and

transform them

employing the necessary

means of linking. A

student makes unessential

mistakes.

the composite sentence in

Russian (complex and

compound sentences

linked syndetically and

asyndetically). He /She is

able to make composite

sentences and transform

them employing the

necessary means of

linking. (85-100 %).






A student will be able to: plan




achievements.










assignments

No. of hours

per

assignment

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)




16 2 32 1–16 30%







21-22 2 43 1–16 10%

3. Exam 1 2 2 17-20 60%

Total 77 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Скобликова Е.С. Современный русский язык. Синтаксис

простого предложения : (теоретический курс) : учебное пособие

/ Е.С. Скобликова. -4-е изд. - Москва : Флинта : Наука, 2009.

5 -

2. Вараксин Л.А. Современный русский язык. Синтаксис простого

предложения : сборник упражнений / Л.А. Вараксин. - Москва :

Флинта : Наука, 2010.

7 -

3. Вараксин Л.А. Современный русский язык. Синтаксис сложного

предложения: сборник упражнений / Л.А. Вараксин. - Москва:

Флинта: Наука, 2010.

7 -

Supplementary reading 1. Sabromienė D. «Современный русский язык: синтаксис: учебное

пособие для студентов-иностранцев/ Дануте Сабромене;

Вильнюсский педагогический университет. - Vilnius: Vilniaus

pedagoginis universitetas, 2000. 96 стp.

8 –

2. Мустейкене И. «Синтаксис» Часть2 / Ирена Мустейкене. -

Каунас: Швиеса, 1995. 229 стp.

41 –

213


Study programme



Study subject code

1. Study subject title COUNTRY STUDY: RUSSIA H 0 0 4 B 0 5 5



2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time 32 16 5 27 80 3 7 Russian *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject To provide knowledge on the geographical position, holidays and traditions, history, politics and economic life,

everyday life conditions, routine activities, social structure, communication standards in various social groups,

values and rituals preserved in Russia. To develop students’ ability to communicate as well as share information

and socio-cultural values in the cultural context of Russia, European Union and other countries.

5. Abstract The students are provided with the main information on the history of Russia, as well as its traditions and

culture. The studies also include topics related to the economic, political and social discourse of modern Russia:

administration, constitution, the system of elections, Russian political parties, demographic situation, religion,

the system of education, scientific establishments and cultural institutions (museums, cinemas, and theatres),

visual arts, holidays and traditions.



Study learning

outcomes



Methods of

assessment of study


establish relevant




culture, showing


A student will be well

aware of historical and

contemporary factors

determining the

development of Russian

cultures and institutions.



pair work,

monologue/dialogue




Ten point scale of

assessment is used,


and exam. Tasks



and at home, the

214



socio-economic

background.



using cumulative






Exam.


set aims and


academic and

professional work.


properly apply the



situations outside

university.


dialogue speech.


critically evaluate



his/her considered

opinion.


understand texts of




topic.


work, presentation.

A student will have


his/her work




decisions made and

reflect personal



plan own time self-




achievements.


a dictionary or



No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work 1. The main epochs of the history of Russia.

The main events in the history of Russia.

The first Slavic state. Foundation of

Moscow. The rule of the Romanovs.

2 - - 2 4

2. Geography and climate of Russia.

European part of Russia. Siberia and the Far

East. Geographical and economic regions of

Russia, their industries.

2 - 0.5 2 4.5

3. Political and social discourse of Russia:

administration, constitution and the system

of elections.

2 - 0.5 2 4.5

4. The system of education: organization of

the secondary and tertiary education. The

impact of Orthodoxy on the Russian

language and culture.

3 - 0.5 2 5.5

5. Traditions, customs, holidays and folklore.

Traditional and ancient Russian holidays.

Gifts. Custom and traditions. Culture and

arts.

3 4 0.5 4 11.5

6. Traditional ethno-cultural peculiarities of

Russia. Material culture and life style. Pets.

Urban transport.

3 2 0.5 4 9.5

7. Russian social behaviour. Psychological

features of Russians. Fatalism. Foreign

relations.

3 2 0.5 2 7.5

8. Modern socio-cultural values. Generation

gap in Russia. “The new Russians”. Moral

values.

3 2 0.5 2 7.5

9. Reflection of Russian national culture in

language: somatic and everyday speech.

3 2 0.5 2 7.5

215

National and cultural semantics of the

Russian word.

10. Nominal words. Individual and common

names. Precedent name and peculiarities of

its functioning.

4 2 0.5 2 8.5

11. Connotations. Associative meanings of the

word. Connotative use of the word.

Anthroponyms, toponyms, zoonyms and

phytonyms.

4 2 0.5 3 9.5



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) A student will be well

aware of historical and

contemporary factors

determining the

development of Russian

cultures and institutions.

A student knows main

facts about geography of

Russia, festivals and

traditions, history of the

country and its economic

life, conditions and realia

of everyday life, the

structure of the society,

existing standards of

communication in

different social groups,

moral values and rituals

of the society. A student

has minimum skills to

communicate and share

information as well as

sociocultural values in the

context of Russia, the EU

and other countries (50-

64 %).

A student knows

geography of Russia,

festivals and traditions,

history of the country and

its economic life,

conditions and realia of

everyday life, the



communication in



of the society well. A

student has good skills to






84 %).

A student perfectly knows

geography of Russia,

festivals and traditions,

history of the country and

its economic life,


everyday life, the



communication in



of the society. A student

has excellent skills to






100 %).


properly apply the



situations outside

university.


understand texts of




topic.


plan own time self-




achievements.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. In-classroom activities



tests, tests)

24 2 48 1–16 30%







as final test (1)).

13-14 2 27 1–16 10%

3. Exam 1 2 2 17-20 60%

Total 77 100

216


LEU library

Other libraries

(indicate where)

No. Main literature 1. Вишняков С. А. «Культура России от Древней Руси до наших

дней : (культуроведение России): учебное пособие [для

иностранцев, изучающих русский язык]»/ С.А. Вишняков. 2-

е изд. - Москва: Флинта: Наука, 2008. - 71 стp.

1 –

2. Казин А. Л. «1945- Великая Россия: религия, культура,

политика»/ А.Л. Казин. - Санкт-

Петербург: Петрополис, 2007. - 609 стp.

1 –

3. Лихачёв Д. С. «1906-1999. Русская культура»/ Д.С. Лихачев.

- Санкт-Петербург: Искусство-СПБ, 2007. - 436 стp.

1 –

Supplementary reading 1. Wierzbicka A. «Сопоставление культур через посредство

лексики и прагматики»/ Анна Вежбицкая; [перевод с

английского и предисловие А. Д. Шмелева]. -

Москва: Языки славянской культуры, 2001. - 272 стp.

1 –

2. Верещагин Е. М. «Лингвострановедческая теория

слова»/ Е.М. Верещагин, В.Г. Костомаров. -

Москва: Русский язык, 1980. - 320 стp.

1 –

217


Study programme



Study subject code

1. Study subject title MODERN GERMAN 1 H 0 0 4 B 0 5 6


Department German Philology and Didactics

2. Coordinating


Assoc. Prof. Dr. Skaidra Girdenienė


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time

112 5 16 133 5 1 German,

Lithuanian *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject To develop students’ linguistic and sociocultural competence of the German language, integrating teaching of the

four main language skills: listening, speaking, writing and reading in everyday life situations. Target level: A1

(Common European Framework of Reference for Languages).

5. Abstract The study subject of Modern German endeavours to provide students with the fundamentals of German

vocabulary, grammar and phonetics as well as to develop students’ communicative and intercultural competence.

The study subject embraces the following aspects: peculiarities of German sounds, pronunciation of words and

intonation; word order in the sentence; main parts of speech and their inflections; lexical units and structures

used in everyday life situations: greetings, introductions, getting acquainted and introducing another person,

home and household appliances, characterizing them, shopping, telephone conversations, leisure, compliments,

food and drinks, transport means, daily routine and festivals.



Study learning

outcomes



Methods of

assessment of study


perform in German at A1

level (reception,


A1 level is achieved

when: a student is able to

understand and use the

most necessary familiar

phrases and expressions.

Practice, demonstration,

presentations, audio and

visual aids, graphic

visualization,

monologue/dialogue


40 % of the assessment in

the exam, the rest 60 % of

the final mark are

accumulated during the

218

He/She will be able to

introduce oneself and

another person, ask and

answer personal


be able to communicate

using simple language on

the topics studied in the

semester if the speaker

speaks slowly and clearly.


use grammatical

phenomena of the

semester. He/She will be

able to understand and

select essential


recordings. He /She will

be able to understand

short texts. A student will

be able to follow simple

guidelines. He/She will

be able to ask and provide

personal information in

written, write a postcard,

write down numbers,

dates, and personal data.

speech, discussions,

games, role-play, self-

dependent work with a

dictionary or


semester:

Oral and written

quizzes,

Tests,

Homework

assignments,

Presentations on the

given lexical topic.






German.


compare the peculiarities

of grammatical

phenomena and

vocabulary of the

semester.






German.



of the German language

structure of the semester

with the ones in

Lithuanian respectively,

draw conclusions.


establish relevant




culture, showing




socio-economic

background.


understand the

differences among

German speaking

cultures, e.g., greetings,

saying goodbye,

telephone conversations,

addressing a person.

A student will have




own ideas in the



A student will have

ability to work

productively in a team:

compromise,

successfully perform

takes in a pair or a group,

or role-play.

Group work, pair work,

reflective questions,

discussions, role-play.


set aims and


academic and


self-dependently

accomplish assignments,

look for the necessary


information search,


discussions.

219

professional work; will be

able to critically evaluate



his/her considered

opinion.

information, assess it and


opinion; reason about the

educational process and

the progress made.

A student will have


his/her work




decisions made and

reflect personal



keep track of deadlines

and time of assignments

and evaluate own

achievements.


self-check tests.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work

1. Module 1

Vocabulary: greetings, introductions,

personal data, professions, family, family

status.

The alphabet, names of countries and

languages, numbers.

Grammar: word order in the sentence,

interrogative sentences, possessive articles,

conjugation.

28 1 4 33

2. Module 2

Vocabulary: shopping, things, products, their

characterization, office, equipment.

Telephone conversations

Grammar: the article, personal pronouns,

negation, accusative case.

28 1 4 33

3. Module 3

Vocabulary: leisure, compliments, food

products and meals, eating habits,

invitations, weekdays, months, saying the

time.

Grammar: modal verbs, time prepositions,

word order.

28 1 4 33

4. Module 4

Vocabulary: means of transport, travelling,

daily routine, seasons, months, festivals.

Grammar: separable prefixes, Perfect tense,

time prepositions.

28 2 4 34



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) A1 level is achieved






A student understands and

uses about a half of the

familiar most necessary

phrases and expressions

in the introduction of

oneself and another


uses a major part of the




oneself and another


uses all the familiar most

necessary phrases and

expressions in the

introduction of oneself

and another person

220

introduce oneself and

another person, ask and

answer personal








use grammatical

phenomena of the



select essential








personal information in

written, write a postcard,

write down numbers,

dates, personal data.

person. He/She is able to

ask and answer personal

questions but is very slow

and the structure of

sentences is incorrect. A

student is able to

communicate in a very

simple way on the topics

of the semester but the

vocabulary he/she uses is

very poor and makes

numerous mistakes. A

student is able to

understand some


recordings. A student has

difficulty in

understanding simple

short texts. He/she makes


orthography.

Presentations and essays

are of very poor quality.



questions. A student

makes mistakes but it

does not impede

understanding. A student

is able to communicate in

a very simple way on the

topics of the semester and

accumulates the

vocabulary well. A

student is able to

understand nearly all the


recordings. A student

understands simple short

texts. He/she makes a few

mistakes in orthography.


are fairly comprehensive,

they meet the

requirements.

He/She is able to ask and

answer personal questions

of various types, the

answers are

grammatically correct, the

vocabulary is excellent. A

student is able to

communicate freely in a

very simple way on the

topics of the semester, the

vocabulary is perfectly

accumulated and

grammar structured are

learnt. A student is able to

understand the


recordings, perfectly

completes assignments, is

able to deliver the content

of a recording. A student


texts, knows how to work

with a dictionary and

solve linguistic problems.

Good orthography, very

few mistakes.


are comprehensive, a

student endeavours to use




of grammatical

phenomena and

vocabulary of the

semester.



analyse grammatical and

lexical phenomena

studied in the semester, is

able to understand only

part of their semantic and

structural peculiarities,

he/she is almost not able

to understand a wider

linguistic context.

A student has good ability


and lexical phenomena


able to understand

essential semantic and

structural peculiarities of

them, he/she is aware of

some of them in a wider

linguistic context.


ability to analyse

grammatical and lexical


semester, is able to

understand their semantic

and structural

peculiarities in a wider

linguistic context.





with the ones in


draw conclusions.


compare the familiar

grammatical phenomena

of German with the

Lithuanian ones

respectively but is always

not able to envisage their

similarities and

differences, makes

essential mistakes in

drawing conclusions.




of German with the

Lithuanian ones

respectively and is often

able to envisage their

similarities and

differences, draws

adequate conclusions.




of German with the

Lithuanian ones

respectively very well,

he/she is able to envisage


differences, analyse them

systematize them and

draw conclusions.


understand the

differences among

German speaking

cultures, e.g., greetings,

saying goodbye,

telephone conversations,

addressing a person.


understand the

differences among

German speaking

cultures, but pays no

attention to it, sometimes

makes mistakes in

addressing a person or

greetings.


differences among

German speaking

cultures, and properly

reacts in different

situations.


differences among

German speaking cultures

very well, and properly

uses phrases of politeness

and addresses correctly.

A student will have A student rarely listens to A student listens to the A student listens to the

221

ability to work


compromise,


tasks in a pair or a group,

or role-play.

the opinion of team

members, has difficulties

in communicating own

ideas and compromising,

is not active in project

activities.

opinion of team members,


own ideas and strives to

compromise, takes part in

project activities.




compromise, successfully

takes part in project

activities.


self-dependently







the progress made.


in studying self-

dependently, does not

strive to critically


material and analyse it.

He/She has difficulties in

reasonably grounding

own opinion.

A student is able to study

self-dependently, but

lacks deeper critical and

analytical thinking in

evaluating philological

material. He/She tries to


opinion.


self-dependently, apply


thinking skills in


material. He/She

reasonably grounds own

opinion.




and evaluate own

achievements.

A student keeps track of

deadlines in the

performance of half of the

assignments, self-check

tests are partially done,

he/she does not evaluate

own achievements

objectively.


deadlines in the

performance of most of

the assignments, self-

check tests are done

almost without mistakes,

he/she evaluates own


A student does of all of

the assignments well and

on time. He/She evaluates

own achievements

objectively, is able to own

notice strengths and

weaknesses.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. Tests, quizzes 13 4 52 4, 8, 12, 16 30

2. Homework assignments 32 0.5 16 1-16 15

3. Preparation and presentation of

topics 4 5 20 3, 7, 11, 15 15

4. Exam 4 10 40 Session time 40

128

(+5

consul

tation

s)

100

10. Recommended literature No. of copies in LEU library

Other

libraries

(indicate

where)

No. Main literature 1. Evans, S.; Pude, A.; Specht, F. 2012. Menschen. Deutsch

als Fremdsprache. Kursbuch / Arbeitsbuch A1.

Ismaning: Hueber

12

2. Mokomoji medžiaga LEU VMA (Teaching material)

Supplementary reading 1. Deutsch lernen mit Deutsche Welle http://www.dw.de/deutsch-lernen/s-2055

2. Deutsch lernen mit Vitamin de http://www.vitaminde.de

3. Begegnungen A1 http://www.aufgaben.schubert-verlag.de/

http://www.dw.de/deutsch-lernen/s-2055

http://www.vitaminde.de/

http://www.aufgaben.schubert-verlag.de/

222


Study programme



Study subject code




2. Coordinating


Assoc. Prof. Dr. Skaidra Girdenienė


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time

112 5 16 133 5 2 German,




four main language skills: listening, speaking, writing and reading in everyday life situations. Target level: A1

(Common European Framework of Reference for Languages).

5. Abstract The study subject of Modern German 2 endeavours to provide students with the fundamentals of German

vocabulary, grammar and phonetics as well as to develop students’ communicative and intercultural competence.

The study subject embraces the following aspects: main parts of speech and their inflection; prepositional

phrases, expressing past in German, imperative and subjunctive moods, lexical units used in everyday situations

and their structure while communicating on the following topics: describing a way, a flat/house, describing a

locality, asking for help, wishes, appearance and character, traffic, clothes, weather, festivals. Grammatical topics

are related to the content of grammar.



Study learning

outcomes



Methods of

assessment of study



level (reception,










visualization,

monologue/dialogue




the final mark are


223

He/She will be able ask

and answer personal








use grammatical

phenomena of the



select essential








personal information on


semester.




dictionary or


semester:

Oral and written

quizzes,

Tests,

Homework

assignments,








German.



of grammatical

phenomena and

vocabulary of the

semester.






German.





with the ones in


draw conclusions.


establish relevant




culture, showing




socio-economic

background.


understand the

differences among

German speaking

cultures, e.g., addressing

a person, common habits,

festivals.

A student will have




own ideas in the



A student will have

ability to work


compromise,



or role-play.





set aims and


academic and





self-dependently







information search,


discussions.

224


his/her considered

opinion.


the progress made.

A student will have


his/her work




decisions made and

reflect personal





and evaluate own

achievements.


self-check tests.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work

1. Module 5

Vocabulary: describing a way, a city, a

house, a flat, a locality and its description.

Grammar: prepositions, possessive case,

declension of personal pronouns.

28 1 4 33

2. Module 6

Vocabulary: a hotel, wishes and plans, a

body, illnesses and health.

Grammar: prepositions, modal verbs, the

imperative mood.

28 1 4 33

3. Module 7

Vocabulary: appearance and character, a

house and household goods, traffic rules.

Grammar: Präteritum and Perfekt tenses,

modal verbs, the imperative mood.

28 1 4 33

4. Module 8

Vocabulary: clothes, weather, festivals.

Grammar: comparative degree of adjectives,

the subjunctive mood, conjunctions.

28 2 4 34



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points)






He/She will be able ask

and answer personal








use grammatical

phenomena of the


uses about a half of the




oneself and another



questions but is very slow

and the structure of

sentences is incorrect. A

student is able to

communicate in a very

simple way on the topics

of the semester but the

vocabulary he/she uses is


uses a major part of the




oneself and another



questions. A student

makes mistakes but it

does not impede

understanding. A student

is able to communicate in

a very simple way on the

topics of the semester and

accumulates the


uses all the familiar most

necessary phrases and

expressions in the

introduction of oneself

and another person

He/She is able to ask and

answer personal questions

of various types, the

answers are

grammatically correct, the

vocabulary is excellent. A

student is able to

communicate freely in a

very simple way on the

topics of the semester, the

225



select essential








personal information on


semester.

very poor and makes

numerous mistakes. A

student is able to

understand some


recordings. A student has

difficulty in

understanding simple

short texts. He/she makes


orthography.


are of very poor quality.

vocabulary well. A

student is able to

understand nearly all the


recordings. A student


texts. He/she makes a few

mistakes in orthography.


are fairly comprehensive,

they meet the

requirements.

vocabulary is perfectly

accumulated and

grammar structured are

learnt. A student is able to

understand the


recordings, perfectly

completes assignments, is

able to deliver the content

of a recording. A student


texts, knows how to work

with a dictionary and

solve linguistic problems.

Good orthography, very

few mistakes.


are comprehensive, a

student endeavours to use




of grammatical

phenomena and

vocabulary of the

semester.




lexical phenomena







linguistic context.





able to understand





linguistic context.


ability to analyse





and structural


linguistic context.





with the ones in


draw conclusions.




of German with the

Lithuanian ones



similarities and

differences, makes






of German with the

Lithuanian ones



similarities and

differences, draws





of German with the

Lithuanian ones






draw conclusions.


understand the

differences among

German speaking

cultures, e.g., addressing

a person, common habits,

festivals.


understand the

differences among

German speaking

cultures, but pays no

attention to it.


differences among

German speaking


reacts in different

situations.


differences among


very well, and properly

uses phrases of politeness

and addresses correctly.

A student will have

ability to work


compromise,



or role-play.

A student rarely listens to

the opinion of team





activities.

A student listens to the





project activities.







activities.


self-dependently






in studying self-














thinking skills in


material. He/She

226



the progress made.



own opinion.


opinion.


opinion.




and evaluate own

achievements.


deadlines in the





own achievements

objectively.


deadlines in the










own achievements



weaknesses.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. Tests, quizzes 13 4 52 4, 8, 12, 16 30



topics 4 5 20 3, 7, 11, 15 15


Total

128

(+5

hours

of

consul

tation

s)


LEU library

Other libraries

(indicate where)

No. Main literature 1. Evans, S.; Pude, A.; Specht, F. 2012. Menschen. Deutsch als

Fremdsprache. Kursbuch / Arbeitsbuch A1. Ismaning: Hueber 12

2. Mokomoji medžiaga LEU VMA

Supplementary reading 1. Thoma, L. 2008. Der Hundetraum und andere Verwirrungen.

A1/A2. Leseheft + CD. Ismaning: Hueber

LEU Centre of

German

Language and

Culture 2

2. Thoma, Leonhard. 2008. Das Idealpaar. A1/A2. Leseheft + CD.

Ismaning: Hueber Editorial

LEU Centre of

German

Language and

Culture 2

3. Deutsch lernen mit Deutsche Welle http://www.dw.de/deutsch-lernen/s-

2055


5. Begegnungen A1 http://www.aufgaben.schubert-

verlag.de/






227


Study programme



Study subject code




2. Coordinating


Assoc. Prof. Dr. Gražina Droessiger


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time

144 5 91 240 9 3 German,




four main language skills: listening, speaking, writing and reading in everyday life and academic situations. The

study subject aims at developing students’ intercultural competence: ability to understand and analyse the

sociocultural context of German speaking countries, to communicate and collaborate with representatives of

different cultures. Target level: A2 (Common European Framework of Reference for Languages).

5. Abstract The study subject develops students‘ communicative and intercultural competence, helps them to acquire productive

skills of standard spoken and written German, receptive skills – listening and reading as well as understanding audio

and video recordings, i.e., skills needed in simple everyday life situations related to social relationships and

academic activities. The vocabulary is expanded on the following topics: family, tourism, shopping, city, sports,

healthy lifestyle, restaurant, post office, and telecommunications. Grammatical topics are related to the content of

grammar.









interaction).

A2.1 level is achieved


understand and use

sentences and the most

frequently used phrases




visualization,

monologue/dialogue




the final mark are


228

about main life spheres.


understand simple texts

about familiar topics. A


communicate in

everyday life situations

about familiar things and

ask for or provide

information when

needed. A student will be

able to speak about the

topics studied in the

semester using simple

linguistic means. He/She

will be able to make

short presentations

prepared in advance. A


write a sequence of

phrases and sentences

employing the most

frequently used

conjunctions. He/She

will be able to

understand and select

information of essential

importance about

everyday life matters

from short recordings.




dictionary or


semester:

Oral and written

quizzes,

Tests,

Homework

assignments,







language and German.



of grammatical

phenomena and

vocabulary of the

semester.





language and German.





with the ones in


draw conclusions.


establish relevant









understand the

differences among

German speaking

cultures, e.g., telephone

conversations, public

catering institutions, etc.




own ideas in the completion

of subject related tasks and

projects.

A student will have

ability to work


compromise,


tasks in a pair or a

group, or role-play.








self-dependently



information search,


229





considered opinion.






the progress made.

discussions.








properly.




and evaluate own

achievements.


self-check tests.


No

.


of content


No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depend

ent

work

1. Module 1

Vocabulary: profession, family, life, tourism.

Grammar: possessive pronouns, tense forms of the

verb, prepositions with Dativ and Akkusativ.

22 0.5 10 32.5

2. Module 2

Vocabulary: shopping and purchases, an excursion

in a city, culture

Grammar: degrees of comparison of adjectives,

time prepositions.

22 0.5 10 32.5

3. Module 3

Vocabulary: sports, healthy lifestyle, health,

illnesses.

Grammar: degrees of comparison of adjectives, the

subjunctive mood, clauses of reason.

22 1 10 33

4. Module 4

Vocabulary: restaurant, enterprise, catering.

Grammar: reflexive verbs, conjunctions dass and

wenn.

22 1 10 33

5. Module 5

Vocabulary: learning languages, post and

telecommunications, media.

Grammar: the passive voice, combinability of the

verb.

24 1 10 35

6. Analysis of fiction or publicist texts 32 1 41 74




Minimum required


(5-6 points)

Average level of

achievement (7-8

points)


(9-10 points)

A2.1 level is achieved


understand and use







A student is able to speak

about the topics studied in

the semester using simple

linguistic means, has

accumulated only about

50-60 % of the active

vocabulary. He/She has

partial understanding of

the analysed texts, is not





accumulated about 70-80

% of the active


sufficient understanding

of the analysed texts, is


about the topics studied in the

semester using simple

linguistic means, the

vocabulary is rich, has

accumulated about 90-100 %

of the active vocabulary,

strives to use active and

passive vocabulary actively.

230


communicate in everyday

life situations about

familiar things and ask

for or provide

information when needed.


speak about the topics

studied in the semester

using simple linguistic

means. He/She will be

able to make short

presentations prepared in

advance. A student will

be able to write a

sequence of phrases and

sentences employing the

most frequently used

conjunctions. He/She will


select information of

essential importance

about everyday life

matters from short

recordings.

able to render their

content adequately. A

student is able to

communicate on the

familiar topics in

everyday life situations,

but is not able to

understand everything

well or express oneself

properly. He/She is able

to make short


advance which meet

minimal requirements. A

student is able to write a

sequence of simple


linking them by the most

frequently used

conjunctions but makes

mistakes. He/She is able

to understand and select

some information from

the recordings.


content, to answer

questions and express



the familiar topics in

everyday life situations, is


say nearly everything

needed in the situation.

He/She is able to make

short presentations

prepared in advance, the

presentation is fairly

fluent, the language is

correct. A student is able

to write a sequence of

simple phrases and

sentences linking them by

the most frequently used

conjunctions. He/She is


select most of the

information from the

recordings.

He/She has excellent

understanding of the analysed

texts, is able to render their

content, to answer questions

and express own opinion. A

student is able to perfectly

communicate on the familiar

topics in everyday life

situations, is able to

understand and say

everything needed in the

situation. He/She is able to

make short presentations


presentation is fluent, the

language is correct, the

vocabulary is rich. A student

is able to correctly write a

sequence of simple phrases

and sentences linking them by


conjunctions, understands

recordings well.



of grammatical

phenomena and

vocabulary of the

semester.




lexical phenomena







linguistic context.





able to understand





linguistic context.

A student has excellent ability

to analyse grammatical and

lexical phenomena studied in

the semester, is able to

understand their semantic and

structural peculiarities in a

wider linguistic context.





with the ones in


draw conclusions.




of German with the

Lithuanian ones



similarities and

differences, makes






of German with the

Lithuanian ones



similarities and

differences, draws



the familiar grammatical

phenomena of German with

the Lithuanian ones

respectively very well, he/she

is able to envisage their

similarities and differences,

analyse them systematize

them and draw conclusions.


understand the

differences among

German speaking



catering institutions, etc.


understand essential

differences among

German speaking

cultures.


differences among

German speaking


reacts in different

situations.


differences among German

speaking cultures well and

uses appropriate phrasing.

A student will have

ability to work


compromise,



or role-play.


the opinion of team





activities.






project activities.


opinion of team members, is

able to communicate own

ideas and strives to


takes part in project activities.

A student will be able to A student has difficulties A student is able to study A student is able to study self-

231

self-dependently







the progress made.

in studying self-







own opinion.







opinion.

dependently, apply critical

and analytical thinking skills

in evaluating philological

material. He/She reasonably

grounds own opinion.




and evaluate own

achievements.


deadlines in the





own achievements

objectively.


deadlines in the







A student does of all of the

assignments well and on time.

He/She evaluates own

achievements objectively, is

able to own notice strengths

and weaknesses.



assignments

No. of hours

per

assignment

Total no.

of hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Tests, quizzes 8 6 48 4, 8, 12, 16 25



topics 5 5 25 3, 7, 11, 15 10

4. Analysis of fiction or publicist

texts 16 4.5 72 1-16 15


Total

235 (+5

hours of

consultati

ons)

100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Habersack Ch..; Pude, A.; Specht, F. 2013. Menschen. Deutsch als


2. Droessiger G., Girdenienė, S. 2015. Deutsch lesen und lernen:

Lesebuch für Anfänger. Vilnius: Lietuvos edukologijos universiteto

leidykla

3 LEU bookshop

3. Mokomoji medžiaga LEU VMA (= Teaching material)

Supplementary reading 1. Thoma, L. 2008. Der Hundetraum und andere Verwirrungen.


LEU Centre of

German

Language and

Culture 2

2. Thoma, Leonhard. 2008. Das Idealpaar. A1/A2. Leseheft + CD.

Ismaning: Hueber Editorial

LEU Centre of

German

Language and

Culture 2

3. Deutsch lernen mit Deutsche Welle http://www.dw.de/deutsch-lernen/s-

2055


5. Begegnungen A2 http://www.aufgaben.schubert-

verlag.de/






232


Study programme



Study subject code




2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time

96 5 59 160 6 4 German,




four main language skills: listening, speaking, writing and reading in everyday life and academic situations to

finally achieve target level A2. The study subject also aims at developing students’ intercultural competence:

ability to understand and analyse the sociocultural context of German speaking countries, to communicate and

collaborate positively.

5. Abstract The study subject develops students‘ communicative and intercultural competence, helps them to acquire

productive skills of standard spoken and written German, receptive skills – listening and reading as well as

understanding audio and video recordings, i.e., skills needed in simple everyday life situations related to social

relationships and academic activities. The vocabulary is expanded on the following topics: hotel, travelling,

culture, state and governance, mobility, education. Grammatical topics are related to the content of grammar.



Study learning

outcomes



Methods of

assessment of study



level (reception,




understand and use






visualization,

monologue/dialogue




the final mark are


233









for or provide information

when needed. A student

will be able to speak




will be able to make short


advance. A student will be

able to write a sequence

of phrases and sentences

employing the most

frequently used





about everyday life

matters from short

recordings.




dictionary or


semester:

Oral and written

quizzes,

Tests,

Homework

assignments,








German.



of grammatical

phenomena and

vocabulary of the

semester.






German.





with the ones in


draw conclusions.


establish relevant




culture, showing




socio-economic

background.


understand the

differences among

German speaking



catering institutions.

A student will have




own ideas in the



A student will have

ability to work


compromise,



or role-play.



discussions, and role-

play.


set aims and



self-dependently



information search,


234

academic and





his/her considered

opinion.






the progress made.

discussions.

A student will have


his/her work




decisions made and

reflect personal





and evaluate own

achievements.


self-check tests.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work

1. Module 6

Vocabulary: hotel, journeys, transport,

weather and climate.

Grammar: combinability of the verb,

subordinate clauses.

22 1 12 35

2. Module 7

Vocabulary: cultural events, books and press,

state and governance.

Grammar: prepositions of place, modal

verbs, demonstrative pronouns.

20 1 12 33

3. Module 8

Vocabulary: mobility, education, profession,

working abroad.

Grammar: subordinate time and attributive

clauses, Präteritum tense.

22 1 12 35

4. Analysis of fiction and publicist texts 32 2 23 57



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) A2 level is achieved


understand and use











for or provide information

when needed. A student

will be able to speak





accumulated only about



partial understanding of

the analysed texts, is not



student is able to

communicate on the

familiar topics in

everyday life situations,

but is not able to





accumulated about 70-80

% of the active





content, to answer

questions and express










accumulated about 90-

100 % of the active

vocabulary, strives to use

active and passive

vocabulary actively.



analysed texts, is able to

render their content, to

answer questions and


235




will be able to make short


advance. A student will

be able to write a

sequence of phrases and

sentences employing the

most frequently used





about everyday life

matters from short

recordings.

understand everything

well or express oneself

properly. He/She is able

to make short


advance which meet

minimal requirements. A

student is able to write a

sequence of simple


linking them by the most

frequently used

conjunctions but makes

mistakes. He/She is able

to understand and select


the recordings.


say nearly everything

needed in the situation.

He/She is able to make

short presentations


presentation is fairly

fluent, the language is

correct. A student is able

to write a sequence of

simple phrases and



conjunctions. He/She is


select most of the

information from the

recordings.

student is able to

perfectly communicate on




say everything needed in

the situation. He/She is

able to make short


advance, the presentation

is fluent, the language is

correct, the vocabulary is

rich. A student is able to

correctly write a sequence

of simple phrases and



conjunctions, understands

recordings well.



of grammatical

phenomena and

vocabulary of the

semester.




lexical phenomena







linguistic context.





able to understand





linguistic context.


ability to analyse





and structural


linguistic context.





with the ones in


draw conclusions.




of German with the

Lithuanian ones



similarities and

differences, makes






of German with the

Lithuanian ones



similarities and

differences, draws





of German with the

Lithuanian ones






draw conclusions.


understand the

differences among

German speaking



catering institutions.



differences among

German speaking

cultures.


differences among

German speaking


reacts in different

situations.


differences among


well and uses appropriate

phrasing.

A student will have

ability to work


compromise,



or role-play.


the opinion of team





activities.






project activities.







activities.


self-dependently







in studying self-
















thinking skills in


material. He/She


236


the progress made.


own opinion.

opinion. opinion.




and evaluate own

achievements.


deadlines in the





own achievements

objectively.


deadlines in the










own achievements



weaknesses.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. Tests, quizzes 8 4 32 4, 8, 12, 16 25

2. Homework assignments 33 1 33 1-16 10


topics 5 2 10 3, 7, 11, 15 10

4. Analysis of fiction or publicist

texts 16 2.5 40 1-16 15


Total

155

(+5

consul

tation

s)

100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Habersack Ch..; Pude, A.; Specht, F. 2013. Menschen. Deutsch

als Fremdsprache. Kursbuch / Arbeitsbuch A2. Ismaning:

Hueber

12

2. Droessiger G., Girdenienė, S. 2015. Deutsch lesen und lernen:

Lesebuch für Anfänger. Vilnius: Lietuvos edukologijos

universiteto leidykla

3 LEU bookshop

Supplementary reading 1. Deutsch lernen mit Deutsche Welle http://www.dw.de/deutsch-lernen/s-2055


3. Begegnungen A2 http://www.aufgaben.schubert-verlag.de/

4. Thoma, L. 2008. Der Hundetraum und andere Verwirrungen.


LEU Centre of German

Language and Culture 2

5. Thoma, Leonhard. 2008. Das Idealpaar. A1/A2. Leseheft +

CD. Ismaning: Hueber Editorial

LEU Centre of German

Language and Culture 2




237


Study programme



Study subject code




2. Coordinating


Assoc. Prof. Dr. Algimantas Martinkėnas


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time 96 5 32 133 5 5 German *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final




study subject also aims at developing students’ intercultural competence: ability to understand and analyse the

sociocultural context of German speaking countries, to communicate and collaborate positively. Target level –

B1.




relationships and academic activities. The vocabulary is expanded on the following topics: friendship, life,

service, future, consulting, happiness, celebrations, losses, etc. Grammatical topics are related to the content of

grammar.



Study learning

outcomes



Methods of

assessment of study

achievements


perform in German at B1

level (reception,


B1 level is achieved


understand the ideas of

comprehensible texts on




visualization,




the final mark are

238

familiar topics. He/She

will be able to

communicate in most of

predictable everyday life

situations and in some

unpredictable ones. A


characterize some topic

related to own profession

fairly fluently, express

own ideas coherently.


prepare and make

presentations on the

topics of the semester. A


create a coherent text on

the topics of the semester.


describe own experience

and events, dreams,

wishes, to give reasons

and justify own opinion.


understand main ideas of

radio and television

programmes on the

intended topics.

monologue/dialogue




dictionary or



semester:

Oral and written

quizzes,

Tests,

Homework

assignments,








German.



of grammatical

phenomena and

vocabulary of the

semester.






German.





with the ones in


draw conclusions.


establish relevant




culture, showing




socio-economic

background.


understand the

differences among

cultural and institutional

peculiarities of German


the Lithuanian ones in the

scope of the studied

topics in the semester.

A student will have




own ideas in the



A student will have

ability to work


compromise,



or role-play.





set aims and



self-dependently



information search,


239

academic and





his/her considered

opinion.






the progress made.

discussions.

A student will have


his/her work




decisions made and

reflect personal





and evaluate own

achievements.


self-check tests.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work

1. Module 1

Vocabulary: friendship, profession and job,

life. Grammar studies.

16 1 5 22

2. Module 2

Vocabulary: service, future, invitations.

Grammar studies.

16 1 5 22

3. Module 3

Vocabulary: consulting, health, vocational

guidance.

Grammar studies.

16 1 5 22

4. Module 4

Vocabulary: happiness, celebrations, losses.

Grammar studies.

16 1 5 22

5. Literary analysis of a text 32 1 12 45



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) B1 level is achieved





will be able to











prepare and make




the semester using

various linguistic means,

but has accumulated only

about 50-60 % of the

active vocabulary. He/She

has partial understanding


not able to render their


student is able to

communicate on the

familiar topics in

everyday life and

academic situations, but

is not able to understand

everything well or



the semester using


has accumulated about






content adequately,

answer questions and give




everyday life and

academic situations, is

able to understand nearly







100 % of the active


active and passive








student is able to


240







and events, dreams,






programmes on the

intended topics.

express oneself properly.

He/She is able to describe

own experience and

events, dreams and

wishes, is able to give

reasons, but makes a lot

of mistakes. He/She is

able to make short


advance which meet

minimal requirements.

He/She is able to



the recordings.

everything necessary in

the situation well. He/She

is able to describe own

experience and events,

dreams and wishes, to

give reasons. He/She is

able to make short




correct. He/She is able to


most of the information

from the recordings.






able to describe own




able to make short





rich. He/She understands

recordings well.



of grammatical

phenomena and

vocabulary of the

semester.




lexical phenomena







linguistic context.





able to understand





linguistic context.


ability to analyse





and structural


linguistic context.





with the ones in


draw conclusions.




of German with the

Lithuanian ones



similarities and

differences, makes






of German with the

Lithuanian ones



similarities and

differences, draws





of German with the

Lithuanian ones






draw conclusions.


understand the

differences among









differences.


differences among

German speaking


reacts in different

situations.


differences among



phrasing.

A student will have

ability to work


compromise,



or role-play.


the opinion of team





activities.






project activities.







activities.


self-dependently








in studying self-














opinion.




thinking skills in


material. He/She


opinion.

241

the progress made. own opinion.




and evaluate own

achievements.


deadlines in the





own achievements

objectively.


deadlines in the










own achievements



weaknesses.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. Tests, quizzes 7 4 28 4, 8, 12, 16 25



topics 4 2 8 3, 7, 11, 15 10

4. Literary analysis of a text 16 2 32 1-16 15


Total

128

(+5

hours

of

consul

tation

s)

100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Braun-Podeschwa J., Habersack Ch., Pude A. 2014. Menschen.

Deutsch als Fremdsprache. Kursbuch / Arbeitsbuch B1.

Ismaning: Hueber

12

2. Thoma, L. 2008. Die Blaumacherin. A2/B1. Leseheft + CD.

Ismaning: Hueber Editorial Idiomes.

LEU Centre of

German

Language and

Culture 5

VU

3. Mokomoji medžiaga LEU VMA (=Teaching material)

Supplementary reading 1. Deutsch lernen mit Deutsche Welle http://www.dw.de/deutsch-lernen/s-

2055


3. Begegnungen B1 http://www.aufgaben.schubert-

verlag.de/






242


Study programme



Study subject code




2. Coordinating


Assoc. Prof. Dr. Algimantas Martinkėnas


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations





finally achieve target level – B1. The study subject also aims at developing students’ intercultural competence:

ability to understand and analyse the sociocultural context of German speaking countries, to communicate and

collaborate positively with representatives of different cultures.




relationships and academic activities. The vocabulary is expanded on the following topics: languages, work,

youth and memories, politics and society, climate, future visions, etc.



Study learning

outcomes



Methods of

assessment of study



level (reception,







will be able to




visualization,

monologue/dialogue





the final mark are


semester:

243











prepare and make








and events, dreams,






programmes on the

intended topics.



dictionary or


Oral and written

quizzes,

Tests,

Homework

assignments,








German.



of grammatical

phenomena and

vocabulary of the

semester.






German.





with the ones in


draw conclusions.


establish relevant




culture, showing




socio-economic

background.


understand the

differences among







A student will have




own ideas in the



A student will have

ability to work


compromise,



or role-play.





set aims and


academic and



self-dependently





information search,


discussions.

244




his/her considered

opinion.




the progress made.

A student will have


his/her work




decisions made and

reflect personal





and evaluate own

achievements.


self-check tests.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work

1. Module 5

Vocabulary: languages, qualification, job

search.

16 1 4 21

2. Module 6

Vocabulary: youth and memories, biography,

politics and society.

16 1 4 21

3. Module 7

Vocabulary: tourism, rules, events.

16 1 4 21

4. Module 8

Vocabulary: climate, history, future vision.

16 1 4 21

5. Literary analysis of a text 16 1 6 23



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement






will be able to











prepare and make









the semester using





has partial understanding


not able to render their


student is able to

communicate on the

familiar topics in

everyday life and

academic situations, but

is not able to understand

everything well or

express oneself properly.

He/She is able to describe

own experience and

events, dreams and

wishes, is able to give



the semester using


has accumulated about






content adequately,

answer questions and give




everyday life and

academic situations, is

able to understand nearly

everything necessary in

the situation well. He/She

is able to describe own









100 % of the active


active and passive








student is able to







245


and events, dreams,






programmes on the

intended topics.

reasons, but makes a lot

of mistakes. He/She is

able to make short


advance which meet

minimal requirements.

He/She is able to



the recordings.


able to make short




correct. He/She is able to




able to describe own




able to make short





rich. He/She understands

recordings well.



of grammatical

phenomena and

vocabulary of the

semester.




lexical phenomena







linguistic context.





able to understand





linguistic context.


ability to analyse





and structural


linguistic context.





with the ones in


draw conclusions.




of German with the

Lithuanian ones



similarities and

differences, makes






of German with the

Lithuanian ones



similarities and

differences, draws





of German with the

Lithuanian ones






draw conclusions.


understand the

differences among









differences.


differences among

German speaking


reacts in different

situations.


differences among



phrasing.

A student will have

ability to work


compromise,



or role-play.


the opinion of team





activities.






project activities.







activities.


self-dependently







the progress made.


in studying self-







own opinion.








opinion.




thinking skills in


material. He/She


opinion.




and evaluate own


deadlines in the




deadlines in the






own achievements

246

achievements. tests are partially done,


own achievements

objectively.







weaknesses.


N

o

.

Student assessment method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. Tests, quizzes 7 5 35 4, 8, 12, 16 25



topics 5 2 10 3, 7, 11, 15 10

4. Literary analysis of a text 8 3 24 1-16 15


Total

102

(+5

hours

of

consul

tation

s)

100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Braun-Podeschwa J., Habersack Ch., Pude A. 2014. Menschen.

Deutsch als Fremdsprache. Kursbuch / Arbeitsbuch B1.

Ismaning: Hueber

12

2. Thoma, Leonhard. 2008. Der Taubenfütterer und andere

Geschichten. B1. Leseheft + CD. Ismaning: Hueber.

LEU Centre of

German

Language and

Culture 4


Supplementary reading 1. Deutsch lernen mit Deutsche Welle http://www.dw.de/deutsch-

lernen/s-2055

2. Deutsch perfekt. Spotlight Verlag http://www.deutsch-perfekt.com

3. Thoma, Leonhard. 2009. Die Fantasien des Herrn Röpke und

andere Geschichten. B1. Leseheft + CD. Ismaning: Hueber.

LEU Centre of

German

Language and

Culture 4

4. Begegnungen B1 http://www.schubert-

verlag.de/aufgaben/



http://www.deutsch-perfekt.com/

http://www.schubert-verlag.de/aufgaben/


247


Study programme



Study subject code




2. Coordinating


Assist. Lect. Anna Jolante Nowodworska


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations





study subject also aims at developing students’ intercultural competence: ability to understand and analyse the

sociocultural context of German speaking countries, to communicate and collaborate positively with

representatives of different cultures. Target level – B2.1.

5. Abstract The study subject develops students‘linguistic competence through receptive activities (listening and reading),

productive and interface (speaking and writing) as well as mediatory (translation). Students further develop their

orthographic, grammatical and lexical competences, analyse the technique of preparing to make speeches of

different types, learn to critically evaluate, reason, employ essay structuring technique at B2 level. The

vocabulary is expanded on the following topics: people, languages, localities, consumption, and future.



Study learning

outcomes



Methods of

assessment of study

achievements



level (reception,



when: a student will be


main ideas of complicated

texts both on abstract and

particular topics as well




visualization,

monologue/dialogue





the final mark are


semester:

248

as specialized discussions

on professional topics.


fairly spontaneously and

fluently communicate in

written and orally. He/She

will be able to create a

clear and detailed text on

the majority of topics and

express own point of

view on the issues

discussed. A student will

be able to state

advantages and

disadvantages of various

choices. A student will be

able to prepare in advance

and make a clear

presentation, answer

questions of the audience.


understand texts of

standard German that

may appear in public,

professional or academic

activities.



dictionary or


Oral and written

quizzes,

Tests,

Homework

assignments,








German.



of grammatical

phenomena and

vocabulary of the

semester.






German.





with the ones in


draw conclusions.


establish relevant




culture, showing




socio-economic

background.


understand the

differences among







A student will have




own ideas in the



A student will have

ability to work



perform tasks in a pair or

a group, or role-play.





set aims and


academic and



self-dependently





information search,


discussions.

249




his/her considered

opinion.




the progress made.

A student will have


his/her work




decisions made and

reflect personal





and evaluate own

achievements.


self-check tests.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work 1. People: acquaintances, fictitious biography,

autobiography.

Adjectives: their place in the sentence,

declension, combinability, formation,

degrees of comparison.

12.5 0.5 8 21

2. Language: learning styles, learning foreign

languages, a school online.

Combinability of the verb, verb formation.

12.5 0.5 8 21

3. Localities: portrait of a city, architecture.

Word order in the subordinate and main

clause.

13 1 8 22

4. Consumption: life without money,

complaints, poverty, purchases.

Expressing the past. Negation.

13 1 8 22

5. Future: memories, time, lifestyle, planning

one‘s time.

The subjunctive mood (Konjunktiv II) –

forms and use, grammar of a text.

13 1 8 22

6. Analysis of publicist and literary texts. 32 1 19 52



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement



understand the main ideas

of complicated texts both

on abstract and particular

topics as well as

specialized discussions on

professional topics.











the semester using





is able to partially




topics as well as



He/She is able to create a

text on the majority of



the semester using





is able to understand the





on professional topics

well. He/She is able to

create a clear and detailed








100 % of the active


active and passive



understanding of main

ideas of complicated texts

both on abstract and



250

view on the issues


be able to state

advantages and




and make a clear




understand texts of




activities.

topics and express own

point of view on the

issues discussed. A

student is able to prepare

in advance and make a

presentation that meets

minimal requirements, is

able to answer part of the



understand and select part

of the information from

the recordings.



issues discussed. A



presentation, is able to

answer questions of the

audience, the presentation

is fairly fluent, the

language is correct. A

student is able to









view on the issues

discussed. He/She is able

to make presentations


presentation is well

thought over and fluent,

the language is correct,

the vocabulary is rich, a

student is able to deal

with the questions from

the audience very well.

He/She understands

recordings and selects the

information from them

very well.



of grammatical

phenomena and

vocabulary of the

semester.




lexical phenomena







linguistic context.





able to understand





linguistic context.


ability to analyse





and structural


linguistic context.





with the ones in


draw conclusions.




of German with the

Lithuanian ones



similarities and

differences, makes






of German with the

Lithuanian ones



similarities and

differences, draws





of German with the

Lithuanian ones






draw conclusions.


understand the

differences among









differences.


differences among

German speaking


reacts in different

situations.


differences among



phrasing.

A student will have

ability to work






the opinion of team





activities.






project activities.







activities.


self-dependently




in studying self-










thinking skills in

251





the progress made.





own opinion.




opinion.


material. He/She


opinion.




and evaluate own

achievements.


deadlines in the





own achievements

objectively.


deadlines in the










own achievements



weaknesses.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. Tests, quizzes 6 6 36 4, 8, 12, 16 25



topics 5 3 15 3, 7, 11, 15 10

4. Analysis of publicist and

literary texts 16 3.25 52 1-16 15


Total

155

(+5

hours

of

consul

tation

s)

100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Perlmann-Balme, M., Schwalb, S., Weers D. 2008. em neu 2008

Hauptkurs. Ismaning: Hueber. (Kursbuch, Arbeitsbuch)

10

LEU CGLC 2

2. Kästner, Erich. 2006. Das doppelte Lottchen. Hamburg: Cecilie

Dressler Verlag.

10

LEU CGLC 3 LNL

3. Mokomoji medžiaga LEU VMA (=Teaching materials)

Supplementary reading 1. Hein, Jakob. 2006. Mein erstes T-Shirt. München, Zürich: Piper. LEU CGLC 3

2. Thoma, Leonhard. 2007. Der Ruf der Tagesfische und andere

Geschichten. B2. Leseheft + CD. Ismaning: Hueber. LEU CGLC 4 VU

3. Deutsch lernen mit Deutsche Welle http://www.dw.de/deutsch-lernen/s-2055


5. Begegnungen B2 http://www.schubert-verlag.de/aufgaben/



http://www.deutsch-perfekt.com/



252


Study programme



Study subject code




2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations





finally achieve B2 level. The study subject also aims at developing students’ intercultural competence: ability to

understand and analyse the sociocultural context of German speaking countries, to communicate and collaborate

positively with representatives of different cultures.

5. Abstract The study subject develops students‘linguistic competence through receptive activities (listening and reading),

productive and interface (speaking and writing) as well as mediatory (translation). Students further develop their

orthographic, grammatical and lexical competences, analyse the technique of preparing to make speeches of

different types, learn to critically evaluate, reason, employ essay structuring technique at B2 level. The

vocabulary is expanded on the following topics: profession, love, media, healthy lifestyle, mobility.



Study learning

outcomes



Methods of

assessment of study

achievements



level (reception,











visualization,

monologue/dialogue





the final mark are


semester:

253











view on the issues


be able to state

advantages and




and make a clear




understand texts of




activities.



dictionary or


Oral and written

quizzes,

Tests,

Homework

assignments,








German.



of grammatical

phenomena and

vocabulary of the

semester.






German.





with the ones in


draw conclusions.


establish relevant




culture, showing




socio-economic

background.


understand the

differences among







A student will have




own ideas in the



A student will have

ability to work









set aims and


academic and



self-dependently





information search,


discussions.

254




his/her considered

opinion.




the progress made.

A student will have


his/her work




decisions made and

reflect personal





and evaluate own

achievements.


self-check tests.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work 1. Profession: job announcements, applying for

a job, in the world of professions

Functional words.

13 1 8 22

2. Love: falling in love and love, psychological

love tests, marriage, hypocoristic words,

love and partnership

Grammatical categories of the adjective:

gender, number, case.

13 1 8 22

3. Media: computer, computer addiction,

modern media, television, radio news

Indirect speech, conjunctions.

13 1 8 22

4. Healthy lifestyle: healthy food, types of

nutrition, stress.

The use of prepositions

12.5 0.5 8 21

5. Mobility: transport, means of transport,

navigation, traffic.

The passive voice.

12.5 0.5 8 21

6. Analysis of publicist and literary texts. 16 1 8 25



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement



















the semester using





is able to partially




topics as well as







the semester using





is able to understand the





on professional topics

well. He/She is able to

create a clear and detailed








100 % of the active


active and passive



understanding of main

ideas of complicated texts

both on abstract and



255

view on the issues


be able to state

advantages and




and make a clear




understand texts of




activities.



issues discussed. A



presentation that meets

minimal requirements, is

able to answer part of the



understand and select part

of the information from

the recordings.



issues discussed. A



presentation, is able to

answer questions of the

audience, the presentation

is fairly fluent, the

language is correct. A

student is able to









view on the issues

discussed. He/She is able

to make presentations


presentation is well

thought over and fluent,

the language is correct,

the vocabulary is rich, a

student is able to deal

with the questions from

the audience very well.

He/She understands

recordings and selects the

information from them

very well.



of grammatical

phenomena and

vocabulary of the

semester.




lexical phenomena







linguistic context.





able to understand





linguistic context.


ability to analyse





and structural


linguistic context.





with the ones in


draw conclusions.




of German with the

Lithuanian ones



similarities and

differences, makes






of German with the

Lithuanian ones



similarities and

differences, draws





of German with the

Lithuanian ones






draw conclusions.


understand the

differences among









differences.


differences among

German speaking


reacts in different

situations.


differences among



phrasing.

A student will have

ability to work






the opinion of team





activities.






project activities.







activities.


self-dependently




in studying self-










thinking skills in

256





the progress made.





own opinion.




opinion.


material. He/She


opinion.




and evaluate own

achievements.


deadlines in the





own achievements

objectively.


deadlines in the










own achievements



weaknesses.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. Tests, quizzes 6 5 30 3, 5, 8 25



topics 4 4 16 2, 4, 6, 8 10

4. Analysis of publicist and

literary texts 9 4 36 1-16 15


Total

128

(+5

hours

of

consul

tation

s)

100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Perlmann-Balme, M., Schwalb, S., Weers D. 2008. em neu 2008

Hauptkurs. Ismaning: Hueber. (Kursbuch und Arbeitsbuch)

10

LEU CGLC 2

2. Hacke, Axel. 1993. Der kleine König Dezember. München:

Verlag Antje Kunstmann. LEU CGLC 3

3. Mokomoji medžiaga LEU VMA (= Teaching materials)

Supplementary reading 1. Deutsch lernen mit Deutsche Welle http://www.dw.de/deutsch-lernen/s-

2055


3. Süskind, Patrick. 2004. Die Geschichte von Herrn Sommer. Mit

Bildern von Sempé. Zürich: Diogenes. LEU CGLC 5

3.

4. Begegnungen B2 http://www.schubert-

verlag.de/aufgaben/





257


Study programme



Study subject code

1. Study subject title GERMAN GRAMMAR 1 H 0 0 4 B 0 6 4



2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time - 64 5 11 80 3 2 German *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject To broaden, deepen and systematize students’ knowledge of the German grammar. To form the skills of using

appropriate grammatical forms of the German language in terms of the studied topics.

5. Abstract The practical classes are intended to broaden and deepen students’ knowledge of German morphology and

syntax, as well as to develop their skills and abilities of forming a simple sentence and using the following word

classes: the verb, its main forms, the present and past tenses (Präsens, Perfekt); modal verbs; the definite and

indefinite article; personal, possessive and negative pronouns; as well as the prepositions of place and time. The

grammatical topics are presented in the order following the sequence of topics in the course book of Modern

German „Menschen“.



Study learning

outcomes



Methods of

assessment of study



level (reception,




level applying the

knowledge accumulated

in the semester on the

intended grammatical

topics.

Problem based learning,

demonstration,

presentation of a

grammatical topic, audio

and video materials,

graphic visualization,

exercise practice,




the final mark are


semester:

258


analyse the German




aspects


analyse grammatical


semester: main forms of

the verb, present and

compound past tense

(Präsens, Perfekt); modal

verbs; the definite and

indefinite articles;

personal, negative and

possessive pronouns;

prepositions of place and

time.

grammar games, role-

play. Oral and written

quizzes,

Tests,

Homework

assignments,


given grammatical

topic.






German.



of the phenomena of the

German language


with the ones in


draw conclusions.

A student will have




own ideas in the



A student will have

ability to work









set aims and


academic and


critically evaluate



his/her considered

opinion.


self-dependently







the progress made.


information search,


discussions.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work 1. The structure of a simple sentence. The word

order in declarative, interrogative and

imperative sentences.

4 0.5 1.3 5.8

2. Weak, strong and irregular verbs, their forms

and use. Detachable prefixes of the verb. The

present tense (Präsens).

10 1 1.4 12.4

3. The definite and the indefinite article, their

declension and peculiarities of use.

8 0.6 1.3 9.9

4. Declension of personal and possessive

pronouns and peculiarities of their use. The

pronoun kein(e)

8 0.6 1.4 10

5. The past tense form Perfekt, its formation

with the help of the verbs haben and sein.

10 0.7 1.4 12.1

6. Prepositions of place auf, an, neben, vor, in,

über, zwischen, etc. Their use with the cases

of Dativ and Akkusativ.

8 0.5 1.4 9.9

7. Prepositions of time von ... bis, ab, vor, nach, 8 0.5 1.4 9.9

259

in, für etc.

8. Conjugation of modal verbs in the present

and their use.

8 0.6 1.4 10



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement



level applying the




topics.


satisfactory awareness of

the studied phenomena of

German morphology and

syntax, knows main rules

and is able to apply them

in simple situations but is

not able to understand

more subtle nuances.

He/She is able to apply

part of the knowledge in

practice but has difficulty

in relating knowledge of

different levels together.

Tasks are performed at

satisfactory level, he/she

makes mistakes.


good awareness of the

studied phenomena of


syntax. He/She is able to

apply knowledge and

skills in practice

according to the given

examples. A student

performs well in tasks of

average complexity, such

as inserting a form,

choosing a form,

transforming, etc. He/She

is able to understand

some of grammar

problems in a wider

context.


or excellent awareness of




easily apply knowledge

and skills in practice,

performs well in

complicated tasks such as

inserting a form, choosing

a form, transforming, etc.

He/She is able to

understand grammar

problems in a wider

context.


analyse grammatical


semester: main forms of

the verb, present and

compound past tense

(Präsens, Perfekt); modal

verbs; the definite and

indefinite articles;

personal, negative and

possessive pronouns;

prepositions of place and

time.

A student has a poor or

satisfactory skill to

analyse grammatical


semester, understands

only part of their


peculiarities, has poor

understanding of a wider

linguistic context.

A student has a good skill




their essential structural

and semantic

peculiarities, understands

a part of them in a wider

linguistic context.


skill to analyse


studied in the semester,

understands their



linguistic context.




German language


with the ones in


draw conclusions.



phenomena of the

German language


with the ones in

Lithuanian respectively, is

often not able to envisage


differences, makes





phenomena of the

German language


with the ones in


able to envisage some of


differences, draws



perfectly compare the




with the ones in



similarities and

differences, analyse and

systematize them, draws

conclusions.

A student will have

ability to work






the opinion of team





activities.






project activities.







activities.


self-dependently


in studying self-





260







the progress made.







own opinion.






opinion.


thinking skills in


material. He/She


opinion.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulativ

e

assessment

(%)

1. Written quizzes, tests 30 1 20

3, 6, 9, 12,

16 30


3. Presentations on grammar topics 1 10 10 1-16 10


Total 80 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Billina, A.; Reimann, M. 2012. Übungsgrammatik für die

Grundstufe: Deutsch als Fremdsprache. Ismaning: Hueber LEU CGLC 1

May be

purchased at the

bookshop

“Rotas“

2. Rusch, P.; Schmitz, H. 2007. Einfach Grammatik.

Übungsgrammatik Deutsch A1 bis B1. Berlin München Wien

Zürich New York: Langenscheidt

LEU CGLC 1

3. Evans, S.; Pude, A.; Specht, F. 2012. Menschen. Deutsch als


4. Buscha, A.; Szita, S. 2010. A-Grammatik: Übungsgrammatik

Deutsch als Fremdsprache, Sprachniveau A1/A2. Leipzig:

Schubert

LEU CGLC 1


Supplementary reading 1. Luscher, R. 2007. Übungsgrammatik für Anfänger. Deutsch als

Fremdsprache. Ismaning: Hueber LEU CGLC 1

May be

purchased at the

bookshop

“Rotas“

2. Girdenienė, S.; Vaitekūnienė, V. 2005. Übungen zur deutschen

Grammatik: Verb. Vilnius: VPU 2

May be

purchased at the

bookshop of

LEU


Grammatik: Substantiv, Artikel, Adjektiv, Adverb, Präposition,

Zahlwort. Vilnius: VPU 12

May be

purchased at the

bookshop of

LEU

4. Norkaitienė, I. M. 2002. Vokiečių kalbos praktinė gramatika.

Vilnius: Mintis (=Practical Grammar of German) 23

5. http://www.schubert-verlag.de/aufgaben/links.htm

6. http://www.grammatiktraining.de/

http://www.schubert-verlag.de/aufgaben/links.htm

http://www.grammatiktraining.de/

261


Study programme



Study subject code

1. Study subject

title GERMAN GRAMMAR 2 H 0 0 4 B 0 6 5



2. Coordinating


Assoc. Prof. Dr.Gražina Droessiger


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations



4. Goal of study subject To further broaden, deepen and systematize students’ knowledge of the German grammar. To form the skills of

using appropriate grammatical forms of the German language in terms of the studied topics.

5. Abstract The practical classes are intended to broaden and deepen students’ knowledge, abilities and skills of German

morphology. The topics studied are: the imperative and subjunctive mood of the verb, the subjunctive mood of

modal verbs; declension and degrees of comparison of adjectives; derivatives of the noun and adjective. The





Study learning

outcomes



Methods of

assessment of study



level (reception,




level applying the




topics.


demonstration,

presentation of a




exercise practice,




the final mark are


semester:

262


analyse the German




aspects


analyse grammatical


semester: the imperative

and subjunctive mood of

the verb, the subjunctive

mood of modal verbs;

declension and degrees of

comparison of adjectives;

derivatives of the noun

and adjective.


play. Oral and written

quizzes,

Tests,

Homework

assignments,


given grammatical

topic.






German.




German language


with the ones in


draw conclusions.

A student will have




own ideas in the



A student will have

ability to work









set aims and


academic and


critically evaluate



his/her considered

opinion.


self-dependently







the progress made.


information search,


discussions.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work 1. The imperative mood. 4 0.6 5 9.6

2. Declension of adjectives. 4 0.6 5 9.6

3. The subjunctive mood (würde). 4 0.6 5 9.6

4. Formation of nouns and adjectives

(derivatives with prefixes).

4 0.6 5 9.6

5. Declension of adjectives with the indefinite

article.

4 0.7 6 10.7

6. Declension of adjectives with the definite

article.

4 0.7 6 10.7

7. The subjunctive mood of modal verbs. 4 0.6 5 9.6

8. Declension of adjectives without the article. 4 0.6 6 10.6



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) A student will be able to A student has poor or A student has average or A student has very good

263


level applying the




topics.
















makes mistakes.





apply knowledge and

skills in practice


examples. A student




choosing a form,



some of grammar

problems in a wider

context.







performs well in




He/She is able to

understand grammar

problems in a wider

context.


analyse grammatical


semester: the imperative

and subjunctive mood of

the verb, the subjunctive

mood of modal verbs;

declension and degrees of

comparison of adjectives;

derivatives of the noun

and adjective.



analyse grammatical



only part of their




linguistic context.






and semantic



linguistic context.


skill to analyse



understands their



linguistic context.




German language


with the ones in


draw conclusions.



phenomena of the

German language


with the ones in




differences, makes





phenomena of the

German language


with the ones in




differences, draws







with the ones in



similarities and



conclusions.

A student will have

ability to work






the opinion of team





activities.






project activities.







activities.


self-dependently







the progress made.


in studying self-







own opinion.








opinion.




thinking skills in


material. He/She


opinion.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

Time of

assignment

completion

Cumulativ

e

assessment

264

hrs. (week of

semester)

(%)

1. Written quizzes, tests 30 1 20

3, 6, 9, 12,

16 30




Total 80 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Billina, A.; Reimann, M. 2012. Übungsgrammatik für die


May be

purchased in the

bookshop

“Rotas“




LEU CGLC 1



4. Buscha, A.; Szita, S. 2010. A-Grammatik: Übungsgrammatik

Deutsch als Fremdsprache, Sprachniveau A1/A2. Leipzig:

Schubert

LEU CGLC 1

5. Mokomoji medžiaga LEU VMA (=Teaching materials)


1. Luscher, R. 2007. Übungsgrammatik für Anfänger. Deutsch als


May be

purchased in the

bookshop “Rotas



May be

purchased in

LEU bookshop



Zahlwort. Vilnius: VPU

12

May be

purchased in

LEU bookshop


Vilnius: Mintis 23

5. Schmidt, Ch.; Kerner, M. 2011. Und jetzt ihr! Basisgrammatik

für Jugendliche. Ismaning: Hueber

May be

purchased in the

bookshop

“Rotas“



8. http://www.dsporto.de/ubungen/deklinationstart.htm


265


Study programme



Study subject code

1. Study subject title GERMAN GRAMMAR 3 H 0 0 4 B 0 6 6



2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations






syntax, as well as to develop their skills and abilities of correctly using the coordinate and subordinate clauses,

reflexive verbs, forming the passive voice, the past tense form Präteritum, relative pronouns, demonstrative

pronouns and pronominal adverbs. The grammatical topics are presented in the order following the sequence of

topics in the course book of Modern German „Menschen“.



Study learning

outcomes



Methods of

assessment of study



level (reception,




level applying the




topics.


demonstration,

presentation of a




exercise practice,


play.




the final mark are


semester:

Oral and written

quizzes, A student will be able to

analyse the German


analyse grammatical

266




aspects


semester: coordinate and

subordinate clauses,

reflexive verbs, forming

the passive voice, the past

tense form Präteritum,

relative pronouns,

demonstrative pronouns

and pronominal adverbs.

Tests,

Homework

assignments,


given grammatical

topic.






German.




German language


with the ones in


draw conclusions.

A student will have




own ideas in the



A student will have

ability to work









set aims and


academic and


critically evaluate



his/her considered

opinion.


self-dependently







the progress made.


information search,


discussions.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depende

nt work

1. Conjunctions of a composite complex

sentence

4 0.6 5 9.6

2. Conjunctions of a composite compound

sentence

5 0.6 5 10.6

3. Reflexive verbs 4 0.6 5 9.6

4. The passive voice 3 0.6 5 8.6

5. Combinability of the verb. Pronominal

adverbs.

4 0.7 6 10.7

6. Demonstrative pronouns. 3 0.7 6 9.7

7. Relative pronouns. 4 0.6 5 9.6

8. The past tense form Präteritum 5 0.6 6 11.6



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement









267

level applying the




topics.















makes mistakes.




apply knowledge and

skills in practice


examples. A student




choosing a form,



some of grammar

problems in a wider

context.






performs well in




He/She is able to

understand grammar

problems in a wider

context.


analyse grammatical


semester: coordinate and

subordinate clauses,

reflexive verbs, forming

the passive voice, the past

tense form Präteritum,

relative pronouns,

demonstrative pronouns

and pronominal adverbs.



analyse grammatical



only part of their




linguistic context.






and semantic



linguistic context.


skill to analyse



understands their



linguistic context.




German language


with the ones in


draw conclusions.



phenomena of the

German language


with the ones in




differences, makes





phenomena of the

German language


with the ones in




differences, draws







with the ones in



similarities and



conclusions.

A student will have

ability to work






the opinion of team





activities.






project activities.







activities.


self-dependently







the progress made.


in studying self-







own opinion.








opinion.




thinking skills in


material. He/She


opinion.


No

.

Student assessment

method

No. of

assignmen

ts

No. of

hours per

assignment

Total

no.

of

hrs.

Time of

assignment

completion

(week of

Cumulativ

e

assessment

(%)

268

semester) 1.

Written quizzes, tests 30 1 20 3, 6, 9, 12,

16 30




Total 80 100


LEU library

Other libraries

(indicate where)

No. Main literature

1. Dreyer, H.; Schmitt, R. 2008. Lehr- und Übungsbuch der

deutschen Grammatik. München: Verlag für Deutsch 5

2. Billina, A.; Reimann, M. 2012. Übungsgrammatik für die


May be

purchased at the

bookshop

“Rotas“




LEU CGLC 1


Fremdsprache. Kursbuch / Arbeitsbuch A2 / B1. Ismaning:

Hueber

12

5. Hering, A.; Matussek, M. 2002. Em Übungsgrammatik. Deutsch

als Fremdsprache: Wiederholung der Grundstufe. Mittelstufe.

Ismaning: Hueber

May be

purchased at the

bookshop

“Rotas“


1. Luscher, R. 2007. Übungsgrammatik für Anfänger. Deutsch als


May be

purchased at the

bookshop

“Rotas“

2. Hall, K.; Scheiner, B. 2001. Übungsgrammatik für

Fortgeschrittene. Ismaning: Max Hueber 2



May be

purchased at

LEU bookshop




12

May be

purchased at

LEU bookshop


Vilnius: Mintis (=Practical German Grammar) 23

6. Schmidt, Ch.; Kerner, M. 2011. Und jetzt ihr! Basisgrammatik

für Jugendliche. Ismaning: Hueber

May be

purchased at the

bookshop

“Rotas“



9. http://www.dsporto.de/ubungen/deklinationstart.htm


http://www.dsporto.de/ubungen/deklinationstart.htm

269


Study programme



Study subject code

1. Study subject

title GERMAN GRAMMAR 4 H 0 0 4 B 0 6 7



2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations






syntax, as well as to develop their skills and abilities. The topics studied are: parts of the sentence and their order

in a composite sentence; weak declension of the noun, tense forms of Plusquamperfekt and Futur I, the passive

voice of modal verbs; correlative conjunctions; prepositions with the Genitiv case; the use of the infinitive. The





Study learning

outcomes



Methods of

assessment of study



level (reception,




level applying the

knowledge accumulated in

the semester on the



demonstration,

presentation of a







the final mark are


semester:

270

topics. exercise practice,


play.

Oral and written

quizzes,

Tests,

Homework

assignments,


given grammatical

topic.


analyse the German




aspects


analyse grammatical


semester: parts of the

sentence and their order in

a composite sentence; weak

declension of the noun,

tense forms of

Plusquamperfekt and Futur

I, the passive voice of

modal verbs; correlative

conjunctions; prepositions

with the Genitiv case; the

use of the infinitive.






German.


compare the peculiarities of

the phenomena of the

German language structure

of the semester with the

ones in Lithuanian

respectively, draw

conclusions.

A student will have




own ideas in the





team: compromise,

successfully perform tasks

in a pair or a group, or role-

play.





set aims and


academic and


critically evaluate



his/her considered

opinion.


self-dependently






educational process and the

progress made.


information search,


discussions.


.

Topics, student activities, short description of

content


No. of

hours

Lecture

s

Practica

l classes

Consultat

ions

Self-

depende

nt work

1. Parts of the sentence and their order in a simple

and composite sentence

4 0.6 5 9.6

2. Weak declension of the noun 5 0.6 5 10.6

3. The future tense form Futur I 4 0.6 5 9.6

4. The past tense Plusquamperfekt 3 0.6 5 8.6

5. The passive voice of modal verbs 4 0.7 6 10.7

6. Prepositions with the Genitiv case 4 0.7 6 10.7

7. Correlative conjunctios sowohl ... als auch, nicht

nur ..., sondern auch, entweder ... oder etc.

4 0.6 5 9.6

8. The use of the infinitive with the particle zu 4 0.6 6 10.6


8. Assessment criteria Minimum required Average level of High level of

271

Study subject outcomes level of achievement

(5-6 points)

achievement (7-8

points)

achievement



level applying the




topics.

















makes mistakes.






apply knowledge and

skills in practice


examples. A student




choosing a form,



some of grammar

problems in a wider

context.

A student has very good or

excellent awareness of the




easily apply knowledge and

skills in practice, performs

well in complicated tasks

such as inserting a form,

choosing a form,

transforming, etc. He/She is

able to understand grammar

problems in a wider

context.


analyse grammatical


semester: parts of the

sentence and their order

in a composite sentence;

weak declension of the

noun, tense forms of

Plusquamperfekt and

Futur I, the passive voice

of modal verbs;

correlative conjunctions;

prepositions with the

Genitiv case; the use of

the infinitive.



analyse grammatical



only part of their




linguistic context.






and semantic



linguistic context.


skill to analyse grammatical


semester, understands their



linguistic context.




German language


with the ones in


draw conclusions.



phenomena of the

German language


with the ones in




differences, makes





phenomena of the

German language


with the ones in




differences, draws




grammatical phenomena of

the German language


with the ones in Lithuanian

respectively, is able to

envisage their similarities

and differences, analyse and


conclusions.

A student will have

ability to work






the opinion of team





activities.






project activities.



is able to communicate own

ideas and strives to



activities.


self-dependently








in studying self-














opinion.




thinking skills in evaluating

philological material.

He/She reasonably grounds

own opinion.

272

the progress made. own opinion.



assignments

No. of hours

per

assignment

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Written quizzes, tests 30 1 20 3, 6, 9, 12, 16 30




Total 80 100


LEU library

Other libraries

(indicate where)

No. Main literature

1. Dreyer, H.; Schmitt, R. 2008. Lehr- und Übungsbuch der deutschen

Grammatik. München: Verlag für Deutsch 5

2. Buscha, A.; Szita, S. 2011. B-Grammatik: Übungsgrammatik

Deutsch als Fremdsprache, Sprachniveau B1/B2. Leipzig: Schubert LEU CGLC 1

3. Frey, E; Dittrich, R. Übungsgrammatik Sequenzen: Deutsch als

Fremdsprache. Berlin: Cornelsen LEU CGLC 1




LEU CGLC 1


Fremdsprache. Kursbuch / Arbeitsbuch B1. Ismaning: Hueber 12

6. Hering, A.; Matussek, M.; Perlmann-Balme, M. 2009.

Übungsgrammatik für die Mittelstufe: Deutsch als Fremdsprache.

Ismaning: Hueber

May be

purchased at the

bookshop

“Rotas“


1. Földeak, H. 2007. Sag’s besser. Arbeitsbuch für Fortgeschrittene.

Ismaning: Hueber

May be

purchased at the

bookshop

“Rotas“

2. Hall, K.; Scheiner, B. 2001. Übungsgrammatik für

Fortgeschrittene. Ismaning: Hueber 2

3. Helbig, G.; Buscha, J. 2000. Übungsgrammatik Deutsch. Berlin

München: Langenscheidt 2



May be

purchased at

LEU bookshop




12

May be

purchased at

LEU bookshop


Vilnius: Mintis(=Practical German Grammar) 23

7. Rug, W.; Tomaszewski, A. 2006. Grammatik mit Sinn und

Verstand. Stuttgart: Klett LEU CGLC 1

8. Schmidt, Ch.; Kerner, M. 2011. Und jetzt ihr! Basisgrammatik für

Jugendliche. Ismaning: Hueber

May be

purchased at the

bookshop

„Rotas“


10. http://www.grammatiktraining.de/ 10.

11. http://www.mein-deutschbuch.de/lernen.php?menu_id=172 11.


http://www.mein-deutschbuch.de/lernen.php?menu_id=172

273


Study programme



Study subject code

1. Study subject title COUNTRY STUDY: GERMANY H 0 0 4 B 0 6 8



2. Coordinating




Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


ECTS

credits

Sem

este

r

Language of

instruction


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

MSF O Full-time 32 16 5 27 80 3 7 German *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject To provide knowledge on the geographical position, holidays and traditions, history, politics and economic life of

Germany and other German-speaking countries. To prepare students to live in the multi-cultural world, as well as to

develop their communicative and intercultural (common cultural) competences.

5. Abstract The students are provided with the main information on the history of Germany up to 1945, and from 1945 to the

unification of Germany. The studies also include topics related to Modern Germany: its geography, states, political

system, administration, constitution, the system of elections, political parties, economic regions and branches of

economy, population, social layers, employment, religion, the system of education: primary, secondary and tertiary

education, institutions of science, German cultural establishments, as well as German festivals and traditions. The

course also provides with the information on the geography, history, politics, economy and society of Austria and

Switzerland.









interaction).


understand an amplified

speech and lectures of a

native German, the

majority of films of

standard German, read

authentic texts, write

detailed texts


involving lecture,

demonstration,


video materials, graphic

visualization, discussions,

brainstorm, role-play.




the final mark are


semester:

Tests,

274

himself/herself, and

spontaneously take part in

conversations and

discussions.

Presentation of a

project,

Homework

assignments. A student will be able to

establish relevant







and socio-economic

background.


establish comparisons

among geography, culture,

political system, history,

economics, etc. of

Germany, Austria,

Switzerland and Lithuania,

envisage their similarities

and differences and their

conditioning factors.


involving lecture,

demonstration,


video materials, graphic

visualization, discussions,

brainstorm, role-play.


retrieve the appropriate data

from different sources,

process and use them in

linguistic research and other

assignments.


search for and select the

necessary material for the

German Country Study in

German on the internet and

other available sources of

information, to evaluate the

material found, systematize

it and use it in the


tasks.

Explanation, illustration,

search for and gathering

of information, applying

personal experience, self-

dependent work.


to communicate and

collaborate with colleagues,






team: compromise,

successfully perform tasks

in a pair or a group, or role-

play.








critically evaluate





self-dependently







progress made.


information search,


discussions.


content


No. of

hours Lecture

s

Practica

l classes

Consultat

ions

Self-

dependen

t work

1. Geography of Germany. States of Germany. 4 2 0.5 2.3 8.8

2. German language and dialects. 2 1 0.4 2.2 5.6

3. Political system of Germany. 2 1 0.4 2.3 5.7

4. History of FRG in 1949-2009. 4 2 0.5 2.3 8.8

5. Current situation in Germany. 2 2 0.4 2.3 6.7

6. German society. 3 1 0.4 2.2 6.6

7. German youth. 2 1 0.4 2.2 5.6

8. The system of education in Germany. 3 1 0.4 2.2 6.6

9. Geography, history and political system of Austria. 3 1.5 0.4 2.3 7.2

10. Economy and society of Austria. 2 1 0.4 2.2 5.6

11. Geography, history and political system of

Switzerland.

3 1.5 0.4 2.3 7.2

12. Economy and society of Switzerland. 2 1 0.4 2.2 5.6

275


8. Assessment criteria Study subject outcomes Minimum required level

of achievement

(5-6 points)

Average level of


High level of

achievement

(9-10 points)


understand an amplified

speech and lectures of a

native German, the majority

of films of standard German,

read authentic texts, write

detailed texts himself/herself,

and spontaneously take part in

conversations and

discussions.

A student makes

numerous mistakes, the

language is incorrect, the

language level B2.1 is

partially achieved, has

difficulties in formulating

and expressing own ideas,

poor listening

comprehension. The

gained knowledge of

poor/satisfactory level is

not sufficient for the

accumulation of the

material of German

Country Study.

A student performs well

at B2.1 level: he/she is

able to read authentic

texts, retell in detail,

formulate and express

own ideas fairly fluently

both in written and orally,

shows good listening

comprehension. The

gained knowledge of

good/average level is

sufficient enough for the

understanding and

accumulation of the

material of German

Country Study.

The language of a student

is elaborate, rich and

correct, meets the

requirements of B2.1

level. A student is able to

read authentic texts, retell

in detail, formulate and

express own ideas

fluently both in written

and orally, shows

excellent listening

comprehension. The

gained knowledge and

skills precondition a very

good or excellent

understanding and

accumulation of the

material of German

Country Study


establish comparisons among

geography, culture, political

system, history, economics,

etc. of Germany, Austria,

Switzerland and Lithuania,

envisage their similarities and

differences and their

conditioning factors.


or minimal knowledge

about the geographic,

historic, cultural, social,


peculiarities of Germany,

Austria and Switzerland,

is able to name some

everyday life conditions

and realia of these

countries, shortly describe

the structure of the

society, common

standards of

communication in

different groups of the

society, social moral

values and rituals. He/She

makes mistakes, is not

able to draw parallels

between the peculiarities

of the countries

mentioned above and

Lithuania.

A student has good

knowledge about the

geographic, historic,

cultural, social, political

and economic



is able to name and

characterize everyday life


these countries, the


common standards of

communication in



values and rituals and

compare them with the

peculiarities of Lithuania,

is able to give arguments

well or fairly well, is

good at performing tasks

of average complexity.


or excellent knowledge

about the geographic,

historic, cultural, social,




is able to fluently name,

characterize and evaluate

everyday life conditions

and realia of these

countries, the structure of

the society, common

standards of

communication in



values and rituals in great

detail and compare them

with the peculiarities of

Lithuania (applies theory

in practice perfectly or

very well), is able to give

logical arguments,

suggest original solutions.


search for and select the

necessary material for the

German Country Study in

German on the internet and

other available sources of

information, to evaluate the

material found, systematize it

and use it in the performance

of various tasks.

A student is able to find

only part of the scientific

information needed, is not

willing to critically

evaluate it. He/She makes

use of some of available

sources of information.

A student has good or

average skill to select

scientific information, is

willing to critically

evaluate it. He/She makes

use of numerous available

sources of information.


skill to select scientific

information, critically

evaluate and systematize

it, makes use various

available sources of

information.


work productively in a team:


the opinion of team





276


perform tasks in a pair or a

group, or role-play.





activities.




project activities.





activities.


dependently accomplish

assignments, look for the

necessary information, assess

it and reasonably ground own



progress made.


in studying self-







own opinion.








opinion.




thinking skills in


material. He/She


opinion.


No


No. of

assignment

s

No. of

hours per

assignment

Total

no. of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Tests 20 1 20 4, 8, 12, 16 20


3. Project presentation 1 15 15 1-16 15


80 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Auswärtiges Amt (Hrsg.). 2006. Tatsachen über Deutschland.

Frankfurt / Main: Societäts-Verlag LEU CGLC 1

2. Berger, M. Ch.; Martini, M 2005. Generation E. Deutschsprachige

Landeskunde im europäischen Kontext. Stuttgart: Klett LEU CGLC 1

3. Luscher, Renate. 2010. Landeskunde Deutschland. Von der Wende bis

heute. Aktualisierte Fassung 2010. München: Verlag für Deutsch LEU CGLC 1

4. Cella, Alexander et al. 1998. Landeskunde – deutschsprachige

Länder. Österreich. Regensburg: Wolf Verlag LEU CGLC 1

5. Clalüna, Monika et al.1998. Landeskunde – deutschsprachige

Länder. Schweiz. Regensburg: Wolf Verlag LEU CGLC 1

Supplementary reading 1. Matecki, U. 2000. Dreimal Deutsch. In Deutschland – In Österreich

– In der Schweiz. Stuttgart: Klett

LEU CGLC 1

2. Dahmen, Kristine et al. 2012. Zwischendurch mal Landeskunde.

Ismaning: Hueber Verlag

LEU CGLC 1

3. Kuhne, Berthold 2003. Grundwissen Deutschland. München:

IUDICUM Verlag

LEU CGLC 1

4. Mai, Manfred und Tust, Dorothea. 2013. Die Geschichte

Deutschlands. Hamburg: Carlsen Verlag

LEU CGLC 1

5. Stock, Wolfgang (Hrsg.). 2014 / 2015. Deutsch perfekt. München:

Spotlight Verlag

LEU CGLC 1

6. http://www.tatsachen-ueber-deutschland.de/de/

7. www.dw.de

8. www.dw.de/deutsch-lernen/bandtagebuch

9. http://www.planet-wissen.de

10. http://www.chronik-der-mauer.de

11. https://www.hueber.de/seite/pg_poster_50j

12. http://www.hdg.de/lemo/jahreschronik/1961.html

http://www.dw.de/

http://www.planet-wissen.de/

http://www.chronik-der-mauer.de/

https://www.hueber.de/seite/pg_poster_50j

277


Study programme



Study subject code

1. Study subject title USE OF PROFESSIONAL LANGUAGE H 0 0 4 B 0 0 1

Faculty Department of Lithuanian Philology

Department Department of Lithuanian Linguistics and Communication

2. Coordinating


Assoc. Prof. Dr. Vida Česnulienė


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


credits

Se

me

ster

Language of


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

GS O Full-time 32 32 5 91 160 6 1 Lithuanian *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject To develop language proficiency of students of English Philology and another foreign language.

5. Abstract The subject is of practical nature, as a result, it endeavours to develop students' communicative skills focusing on the

needs of professional language. The subject aims at solidifying the norms of standard Lithuanian, learning to apply

public speaking skills in future professional activities; learning to write various scientific and subject related texts;

analysing own language and that of group mates considering the communicative situation, language norms and style;

developing the ability to choose the best linguistic means of expression while translating texts of different genres and

styles.



Study learning

outcomes



Methods of

assessment of

study


analyse Lithuanian,

English and the





A student will have

knowledge about structural

and semantic aspects of the

Lithuanian language.

Problem teaching, involving

lecture, brainstorm, map of

concepts, group discussion,

debates, preparation and


Written quiz.

278

aspects.


the acquired knowledge and

skills of information search, to

specifically formulate a

problem on linguistics or

literature.






Preparation and

delivery of

presentations.


correctly speak choosing


language register considering

the context of language use


public, literature and other

texts).






Tests.


create a coherent and cohesive

discourse, to choose

appropriate communicative

functions for disclosing a

topic and delivering a message







Presentation.

7. Plan of study subject No. Topics, student activities, short description

of content


No. of

hours

Lecture

s

Practical

classes

Consultati

ons

Self-

dependen

t work

1. State language. Limits for standard language.

The relationship of the teacher with a standard

language and its functional styles.

4 0 2 6

2. Main criteria of language standardization and

codification.

2 0 3 5

3. Mandatory and eligible requirements of

pronunciation of standard Lithuanian.

2 4 6

4. Application of accentuation rules. 2 2 8 12 5. Standards of dictionaries. The ratio of words of

native origin and borrowings.

2 2 8 12

6. Main requirements for creating terms on

linguistics. Dictionaries of linguistic terms.

2 6 8 16

7. Standards of morphology. 2 2 8 12 8. Proper use of cases and prepositions. 2 4 8 14 9. Linking sentences and sentence parts. 2 0 8 10 10. Language of monologue and dialogue of a

teacher at school

2 8 4 14

11. Written professional text. 2 0 8 10 12. Regularities of linking words, sentences and

sentence parts.

2 0 6 8

13. The composition of a paragraph, its types,

principles of creation, segmentation of a text

into paragraphs.

2 2 6 10

14. Scientific style, its substyles and genres, main

requirements.

4 4 8 16

15. Culture of language and style of e-texts. 2 0 2 4 16. Revision. 5 5



Study subject

Minimum required


Average level of

achievement (7-8


(9-10 points)

279

outcomes (5-6 points) points) A student will have

knowledge about


aspects of the Lithuanian

language.

The level of knowledge

and skills of a student

conforms to the minimal

requirements. No less

than 50 % of the study

objectives are achieved.

A student has an average


skills, makes non-essential

mistakes.

No less than 65 % of the

study objectives are

achieved.

A student has good and

substantial theoretical

knowledge and skills. No

less than 85 % of the study

objectives are achieved.


apply the acquired

knowledge and skills of

information search, to

specifically formulate a

problem on linguistics or

literature.

A student knows only the

main postulates and

concepts.


characterize only main

theoretical postulates and

concepts.


characterize main concepts

and correlate them, to

critically evaluate linguistic

phenomena and interpret

them, to draw conclusions

and ground them.


correctly speak choosing


and language register

considering the context

of language use


public, literature and

other texts).

A students makes

numerous linguistic

mistakes (of

pronunciation,

accentuation, word

building, grammatical

use of forms, syntax).

A student has higher than

average theoretical

knowledge and skills,

makes non-essential

mistakes. He/She is able to

write texts of different

styles considering the aim,

addressee and situation. A

student is able to explain

how the ways of language

use depend on the aim,

type of communication,


speaker and the addressee,

their social and cultural

experience.

A student is able to write

texts of different styles.

He/She purposefully

prepares to create a text,

considers the aim, situation,

analyses the needs and

experience of the addressee.

A student exploits various

ways of finding ideas and

arguments, creatively seeks

the unity of linguistic means

and content, and cherishes

the individuality of a style.

He/She conceptualizes and

is able to explain the cultural

origin of linguistic

agreements that are followed

in creating both spoken and

written texts. A student can

critically discuss the

influence of society

development and

technologies on language

and communication.


create a coherent and

cohesive discourse, to

choose appropriate


for disclosing a topic and

delivering a message

both in written and

orally.


prepare and make a

public speech according

to the principles of

composition.

A student prepares and

makes a public speech

emphasizing major points.

A student follows the main

principles of text creation:

trinomial structure,

coherence and cohesion of

a text, unity of a passage,

common requirements for

language appropriateness

and style.

A student prepares and

makes a public speech

emphasizing major points

and clearly formulating

statements and arguments.

He/She listens effectively,

answers, considers, raises

problems, provides

arguments, develops ideas

and thoughts, evaluates.


No


No. of

assignme

nts

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of

assignmen

t

completio

n (week of

semester)

Cumulative

assessment

(%)

1. Written quiz 1 10 10 Week 3 10 2. Preparation and delivery of 2 5 10 Week 8 10

280

presentations

3. Tests 8 8 40 Weeks 1–16 20 4. Presentation 2 10 20 Week 15 10 5. Exam 2 40 80 50

Total 160


LEU library

Other libraries

(indicate where)

No. Main literature 1. Kazlauskienė A., Rimkutė E., Bielinskienė A. Bendroji ir

specialybės kalbos kultūra. Kaunas : Pasaulio lietuvių centras, 2008.

( = Culture of General and Professional Language)

19 LNB – 3

2. Lietuvių kalbos žodynas. Elektroninis variantas. Prieiga per

internetą: http://www.lkz.lt (= Dictionary of the Lithuanian

Language)

3. Pažūsis L. Kalba ir vertimas. Vilnius: Vilniaus universitetas, 2014.

Prieiga per internetą: (= Language and Translation. Internet access)

http://www.esparama.lt/es_parama_pletra/failai/ESFproduktai/2014

_Monografija_Vertimas_ir_kalba.pdf

Supplementary reading 1. Bitinienė A. Mokslinio teksto stilistika. Vilnius: Edukologija, 2013. 22 LNB – 2 2. Česnulienė V. Formalusis teksto rišlumas: teorija ir praktika.

Vilnius: Lietuvos edukologijos universitetas, 2015. 3 LNB – 2

3. Keinys S. Dabartinė lietuvių terminologija. Vilnius: Lietuvių kalbos

instituto leidykla, 2005. 9 LNB – 6

4. Murinienė L. Svetimų kalbų asmenvardžių vartojimo pagrindai.

Vilnius: Lietuvos edukologijos universiteto leidykla, 2015. 3 LNB – 2

5. Valstybinės lietuvių kalbos komisijos nutarimai. Prieiga per

internetą: http://www.vlkk.lt.

http://www.lkz.lt/

281


Study programme



Study subject

code

1. Study subject title LATIN H 0 0 4 B 0 0 2

Faculty Faculty of Lithuanian Philology

Department Department of Lithuanian and Comparative Literature

2. Coordinating


Lect. Dr. Asta Vaškelienė


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


credits

Se

me

ster

Language of


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

*Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject To assimilate the basics of grammar of Latin, to get acquainted with the peculiarities of phonetics, morphology

and syntax of Latin, to learn to correctly read, stress, as well as to be able to translate texts requiring

elementary level of preparation.

5. Abstract In the study subject fundamentals of grammar, phonetics, morphology and syntax of Latin are explained,

students learn to translate from Latin; interface between Latin as an Indo-European language and the

languages studied is discussed; the significance of Latin for the formation of international words is analysed,

historic realia and mythology of Antiquity related to the translated texts are commented.



Study learning

outcomes



Methods of

assessment of study


analyse the language

taking into



aspects;

Pronunciation and

accentuation, recognition

of sentence structure and

grammatical forms,

translation skills from

Latin into Lithuanian

Problem teaching, group

discussion, self-

dependent preparation of

analytical written works.

Tests (analysis of

grammatical system of

Latin). Translation from


(grammatical

peculiarities and

282

syntactical structure of a

sentence are analysed

applying theoretical

knowledge.


No

.




No. of

hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depend

ent

work 1. The alphabet of Latin, dividing a word into

syllables, quantity of a syllable,

accentuation.

2 4 6

2. Grammatical categories of the noun,

declensions.

6 6 12

3. The adjective: declensions of the adjective,

agreement between the adjective and the

noun. Adjectives that change and those that

don't change their form in agreement with

the noun.

4 5 9

4. The verb and its categories. Main forms of

the verb. Conjugations of the verb, the voice

and tense.

6 7 13

5. The pronoun: personal, reflexive, possessive,

interrogative, relative pronouns. The

declension of pronouns and their use.

Pronominal adjectives.

2 4 6

6. Participles: formation, declension,

translation.

4 6 10

7. Composition, use and peculiarities of

translation of syntactic structures of:

Ablativus auctoris, Ablativus absolutus,

Accusativus cum infinitivo, Nominativus cum

infinitivo.

6 8 14

8. Word formation, derivatives with prefixes

and suffixes.

2 3 5

9. Consultations before tests. 3 3 10. Consultation before the exam. 2 2



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) Pronunciation and

accentuation, recognition

of sentence structure and

grammatical forms,

translation skills from


Knowledge and skills are

of minimal level of

grammar acquisition and

comprehension.


below average (51–64 %

of study subject learning

outcomes are achieved)


of average or above

average level, a student

makes unessential

mistakes (65–84 % of

study subject learning


Good or perfect

knowledge and skills (

85–100 % of study

subject learning



No

.

Student assessment

method

No. of

assignme

nts

No. of

hours per

assignmen

Total

no.

of

Time of

assignmen

t

Cumulative

assessment

(%)

283

t hrs. completio

n (week of

semester) 1.

In-class activities 16 2 32 Semester

time 10

2. Tests 3 1 3

Week 4, 9,

14 40

3. Exam Session time 50 Total 19 3 35 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Jonas Dumčius, Kazimieras Kuzavinis, Ričardas Mironas,

Elementa Latina, ketvirtasis pataisytas ir papildytas leidimas,

Vilnius: Mokslo ir enciklopedijų leidybos centras, 2010.

56

2. Jonas Dumčius, Kazimieras Kuzavinis, Ričardas Mironas,

Elementa Latina, trečiasis leidimas, Vilnius: Jandrija, 1999. 177

Supplementary reading 1. Lotyniški posakiai ir sentencijos, parinko ir vertė Juozas

Vosylius, Vilnius: Tyto alba, 2003. 10

2. Lotyniški posakiai ir sentencijos, parinko ir vertė Juozas

Vosylius, Vilnius: Mokslas, 1981. 78

284


Study programme



Study subject

code

1. Study subject title PHILOSOPHY H 0 0 1 B 0 0 1

Faculty Faculty of History

Department Department of Philosophy

2. Coordinating


Assist. Lect. Edita Budrytė


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


credits

Se

me

ster

Language of


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

GS O Full-time 16 16 5 43 80 3 2 Lithuanian *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final


4. Goal of study subject The goal of the study subject is to provide prospective teachers with the foundations of the philosophical

science, to help them to acquire skills of conveying the basics of philosophical knowledge to learners,

relating it to the history of literature, to the understanding of literary works and political outlooks, and to

develop conceptual and abstract thinking of prospective teachers.

5. Abstract Introduction to Philosophy is a discipline that deals with the framework of the general philosophical thinking,

covering both the perspective of the history of philosophy and the formal division of philosophy into epistemology,

ethics and aesthetics. Introduction to philosophy gives prospective teachers the understanding of the general

philosophical background, connecting it with the history of literature, analysis of specific literary works and

political world views; develops the skills of abstract thinking, teaching how to look at literary texts from

philosophical perspective.



Study learning

outcomes



Methods of

assessment of

study achievements Personal abilities: critical

and analytical thinking

Having completed the course

of Introduction to Philosophy

successfully a student is

supposed to have acquired the

Lecture, seminar, group

work, self-dependent

work, drawing of the tree

of arguments.

Expanded written

answers, essay,

conversation,

discussion.

285

following competences: a

competence of philosophic

thinking (ability to think in an

abstract way, being

knowledgeable about both the

history of philosophy and

formal division of philosophy

into epistemology, ethics and

aesthetics), general

competences (communicative,

ability to work productively in

a team, learning to learn,

ability to reflect, information

management and research

skills).


No

.



Volume (in academic hours) Total No.

of hours Lectur

es

Practic

al

classes

Consult

ations

Self-

depend

ent

work 1.

5.

Conception of philosophy (Relationship

between philosophy and science, the

structure of philosophy, philosophy and

worldview).

2 2 1 6

11

2. Metaphysics (origins of objects, objects

and ideas, the problem of substance,

metaphysics and theology).

3 3 1 6

13

3. Natural philosophy (finalism and causality,

mechanism and organicism, determinism

and indeterminism).

1 1 4

6

4. Epistemology (rationalism and empiricism,

apriorism, theories of truth).

2 2 1 6 11

5. https://web.liemsis.lt/vpuis/md$tm.queryview?P_ID4=87347&Z_CHK=3663

Philosophy of science (science and

metaphysics, scientific method, structure of

science, development of science).

2 2 1 4

9

6. Ethics (theoretical and practical

philosophy, the conception of good,

Eudaimonia, hedonism, deontological

ethics).

3 3 1 6

13

7. Political philosophy (ethics and political

philosophy, social justice, human rights).

2 2 6 10

8. Philosophy and the problem of human

existence (existentialism, the problem of

sense, nihilism).

1 1 5

7



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) A competence of

philosophic thinking

(ability to think in an

abstract way, being

knowledgeable about

Theoretical knowledge

and skills of Philosophy

meet minimal

requirements. A student is

able to work by analogy,

A student has average

knowledge of Philosophy,

has an understanding of

the main concepts of

philosophy making minor

A student well or excellently

applies the acquired

knowledge of Philosophy,

demonstrates an excellent

understanding and ability to

286

both the history of

philosophy and formal

division of philosophy

into epistemology,

ethics and aesthetics),

general competences

(communicative, ability

to work productively in

a team, learning to learn,

ability to reflect,

information

management and

research skills).

has poor skills of

expression. A student can

solve simple problems,

can name main concepts

of philosophy, but is not

able to explain them. A

student is able to retell

the text, is able to

accomplish simple

practical tasks. A student

is minimally prepared for

further studies. A student

achieves no less than

50% of the study

objectives.

mistakes. A student is

able to apply theoretical

knowledge in practice, to

correctly accomplish

tasks of medium

complexity, is acquainted

only with the main

literature provided. A

student is sufficiently

prepared for further

studies. Not less than 70

% of study objectives are

achieved.

explain terms and concepts. A

student is able to raise a

problem and analyse it. A

student is able to think

logically, to clearly and

coherently express own ideas.

A student studies additional

literature self-dependently, is

able to quote, cite, analyse and

interpret it perfectly. A student

has an excellent preparation

for further studies and

achieves the objectives of the

study subject.


No

.

Student assessment

method

No. of

assignme

nts

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of

assignment

completion

(week of

semester)

Cumulative

assessment

(%)

1. Written examination 46 1 40 17-20 50 2. Individual assignments 5 10 40 8-10 50

Total 80 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Anzenbacher A. Filosofijos įvadas. Vilnius, 1992 (= Introduction

to Philosophy) 66 LNB 9

2. Aristotelis. Nikomacho etika, Rinktiniai raštai. Vilnius, 1990 (=

Aristotle) 10

LNB 7

3. Jaspers K. Filosofijos įvadas. Vilnius: Pradai. 2009 (=

Introduction to Philosophy) 57

LNB 7

4. Nekrašas E. Filosofijos įvadas. Vilnius, 2008 (= Introduction to

Philosophy) 76

LNB 9

5. Platonas. Puota. Vilnius, 2000 (= Plato) 11 LNB 7 6. Platonas. Sokrato apologija. Vilnius, 2008 (=Plato. Apology of

Socrates) 18

LNB 12

7. Platonas. Valstybė. Vilnius, 2000 (= Plato) 21 LNB 6 8. Tatarkiewicz W. Filosofijos istorija. Vilnius, 2001- 2003 T. 1-3 (=

The History of Philosophy) T.1-20

T.2-19

T.3-15

LNB

T.1-6

T.2-9

T.3-7 Supplementary reading

1. Locke J. Esė apie žmogaus intelektą. Vilnius, 2000 15 LNB 4 2. Baranova J. XX amžiaus moralės filosofija: pokalbis su Kantu.

Vilnius, 2004 40 LNB 2

3. Sloterdijk P. Ciniškojo proto kritika. Vilnius, 1999 7 LNB 8 4. Plėšnys A. Filosofijos įvadas. Kaunas, 1992 63 LNB 14

287


Study programme

Study programme code Study programme title 6 1 2 Q 3 0 0 0 7 English Philology and Another (French/Russian/German) Language


Study subject

code

1. Study subject title HISTORY OF LITHUANIAN STATEHOOD

AND CULTURE H 0 0 5 B 0 0 1

Faculty Faculty of History

Department Department of Baltic Prehistoric Studies, Lithuanian History, Universal History

2. Coordinating


Assoc. Prof. Dr. Robertas Jurgaitis

Lect. Dr. Povilas Blaževičius

Assist. Lect. PhD. student Mindaugas Nefas


Group of

study

subjects

*

Type of

study

subjects

**

Mode

of

studies


credits Se

me

ster

Language of


work (self-

dependent

studies) hours

Total

no. in

hours Lectures

Contact

practical

classes

Consultations

GS O Full-time 16 16 5 43 80 3 Lithuanian *Study subjects of general university education – GS; study field subject – SFS; practice – P; subject of minor study field (branch) – MSF; final thesis – FT. ** Obligatory – O; elective – E.

4. Goal of study subject Developing civil self-perception and national identity to enable students to acquire knowledge about the

historical development of Lithuania from the oldest to modern times and disclose its interface with the

historical processes that occurred in Europe.

5. Abstract During the studies the stages of the political-historical development of the Balts and Lithuania are intertwined

with the features of the development of the society and history. The study subject is based on the creative

application, interpretation and discussion of audio, textual and visual information of the CDs “Gimtoji istorija”

(Native History) (Vilnius: Elektroninės leidybos namai, 2002, 2003, 2004), “Įdomioji Lietuvos istorija”

(Interesting History of Lithuania) (Vilnius: Elektroninės leidybos namai, 2007), “Lietuva 1009–2009”

(Lithuania: 1009-2009) (Vilnius: Elektroninės leidybos namai, 2009). The study subject aims at deepening the

knowledge of the history of statehood and culture, developing assumptions for continuous interest and

cognition of the historical and cultural heritage of own country as well as promoting understanding of the particularity of historical development of Lithuania in the European context. The study subject expands the

knowledge of general humanistic education and civil self-perception, develops students’ cognitive abilities and

critical thinking as well as abilities to analyse historical phenomena and facts, and deal with problems related

to historical development.



288

Study learning

outcomes



Methods of

assessment of study


establish relevant



languages and

Lithuanian culture,




politics and socio-


A student will

demonstrate knowledge

about the development of

Lithuanian statehood

from its pre-history to

present days.

Lectures, discussions,

consultations, self-

dependent study of

literature.

Oral quiz, written tasks,

dialogue, exam.


knowledge about the

development of prevalent

European arts and their

expression in Lithuania.

A student will be aware of

the development of

Lithuanian society from

Stone Age to the 21st

century.


use IT.


written work,

consultations. A student will be able to

communicate, cooperate

and discuss.

Discussions,

consultations.


No

.




No.

of

hours

Lectu

res

Practic

al

classes

Consul

tations

Self-

depen

dent

work 1. THE BALTS AND THEIR NEIGHBOURS

Origins of the Balts. Early Baltic society. Pre-

historic art. The Baltic society in early Middle

Ages. Tribal structure of the Baltic society. The

Balts as the founders of the state of Lithuania.

4 2 1 8 15

2. LITHUANIA: A WAY TO EUROPE

Early state of Lithuania and its neighbours.

The founders of the state of Mindaugas and his

successors. Lithuania in the fight against the

German Order and Mongol-Tartars. The way of

Christianity to Lithuania. The Great Duchy of

Lithuania: the way to becoming one of royal

states. The Great Duchy of Lithuania: between

the Polish Crown and Independence of

Lithuania. Architecture and art in Lithuania in

the 13-16th centuries.

4 2 1 8 15

3. LITHUANIA IN POLISH-LITHUANIAN

COMMONWEALTH. The Great Duchy of

Lithuania in federal state: from the Lublin

Union (1569) to the Union of Kėdainiai (1655).

Signs of Lithuanian independence: institutions,

political aspirations of the nation, law. Threats

for the statehood of Lithuania in the 18th

century: encirclement of Austria, Prussia, Russia

and Turkey, and divisions of 1772, 1793 and

1795. Renaissance in Lithuania. Enlightenment

in Lithuania.

2 4 1 8 15

4. LITHUANIA IN THE RUSSIAN EMPIRE: 2 4 1 8 15

289

WAYS TO INDEPENDENCE

Lithuania after losing its statehood and czar

policy. Cultural movement in Lithuania in the

first half of the 19th century. Projects of

restoring the statehood: 1812, 1831 and 1963.

The significance of the mother tongue and

spread of Lithuanianness. Ways towards

independence: from cultural to political

independence.

5. LITHUANIA IN THE 20TH ENTURY

Establishment of the modern state. Political life

of the Republic of Lithuania (1918-1940).

Diversity of life of the Republic of Lithuania.

Lithuania in the period of Soviet occupation in

1940-1990. Diversity of Soviet life. Lithuania in

the period of Sąjūdis and the restoration of the

Independence of Lithuania in 1990. Lithuania as

a member of the European Union and NATO.

4 4 1 11 20



Study subject

outcomes

Minimum required


(5-6 points)

Average level of

achievement (7-8

points)

High level of

achievement

(9-10 points) A student will

demonstrate knowledge

about the development

of Lithuanian statehood

from its pre-history to

present days.

A student knows,

perceives but does not

apply or analyse: no less

than 50-70 % of the

study subject learning

outcomes are achieved.

A student knows,

perceives, applies

analyses and synthesizes:

71- 90 % of the study

subject learning

outcomes are achieved

A student knows,

perceives, applies

analyses, synthesizes and

is able to evaluate: 91-

100 % of the study

subject learning

outcomes are achieved A student will acquire

knowledge about the

development of prevalent

European arts and their

expression in Lithuania. A student will be aware

of the development of

Lithuanian society from

Stone Age to the 21st

century.


communicate, cooperate

and discuss.


understand the principles

of communication and

cooperation.




cooperation, and will be

able to apply them in

practice.




cooperation, will be able

to apply them in

practice, and evaluate

own contribution as well

as that of the others in

the process of

cooperation.


No

.

Student assessment

method

No. of

assignme

nts

No. of

hours per

assignmen

t

Total

no.

of

hrs.

Time of

assignmen

t

completio

n (week of

semester)

Cumulative

assessment

(%)

1. Lectures 16 1–16 10

290

2. Task portfolio (accomplishment

of assignments during practical

classes)

8 2 16 1–16 40

3. Preparation for the exam and

passing it 1 43 43 17–20 50

4. Consultations 5 0 Total 9 80 100


LEU library

Other libraries

(indicate where)

No. Main literature 1. Gimtoji istorija. Vilnius: Elektroninės leidybos namai, 2002,

2003, 2004. (= Native history) 6

LNL : 2.

LMAVL: 2. 2. Kiaupa Z. Lietuvos valstybės istorija. Vilnius: Baltos lankos,

2004, 2006. (= History of the Lithuanian State)

7

1

LMAVL: 4.

3. Įdomioji Lietuvos istorija (DVD). Vilnius: Elektroninės

leidybos namai, 2007. (The Interesting History of Lithuania) 11

LMAVL: 1.

LNL: 2. 4. Lietuva 1009–2009, Vilnius: Elektroninės leidybos namai,

2009. (= Lithuania in 1009-2009) 2

5. Lietuva iki Mindaugo. Vilnius, Elektroninės leidybos namai,

1999, 2003. (= Lithuania till the Times of Mindaugas) 1

Supplementary reading 1. Anušauskas A., Banionis J., Bauža Č. ir kt. Lietuva 1940–1990

m.: okupuotos Lietuvos istorija, Vilnius: Lietuvos gyventojų

genocido ir rezistencijos tyrimų centras, 2005, 2007.

5

2. Dokumentiniai filmai, http://genocid.lt/centras/lt/716/c/ 3. Jovaiša E. Aisčiai. Kilmė, Vilnius: Edukologija, 2012. 5 4. Makauskas B. Lietuvos istorija, Kaunas: Šviesa, 2000, 2002,

2005. 9

5. Orbis Lituaniae. Lietuvos Didžiosios Kunigaikštystės istorijos,

http://www.ldkistorija.lt