Single learning activity - Module B1 to B2[1] In general reading comprehension: Reads with a high degree of independence, adapting the mode and speed of reading to different texts and purposes and using appropriate references selectively. Has a large and active reading vocabulary but may have difficulty with infrequent expressions. (B2) In general listening comprehension: Understand standard spoken language in live situations or on the radio on familiar and unfamiliar topics normally encountered in personal, social, academic or professional life. Only very loud background noise, inappropriate speech structure or the use of idiomatic expressions can affect understanding. Can understand the main ideas of complex formal and non-formal discourse on a concrete or abstract topic in standard language, including technical discussions in own field of specialisation, and can follow a speech of some length and a complex argument provided the topic is fairly familiar and the general outline of the speech is indicated by explicit markers. (B2) In general speaking production: Recount an event with the details necessary for understanding. Describe feelings and reactions. Explain a problem and suggest solutions. He/she can also develop a clear argument and be understood without difficulty most of the time. He/she can check with questions whether he/she has been understood. In general oral interaction: start, sustain and end a conversation naturally and with effective turns of phrase. Take the initiative in a conversation, expand and develop ideas, without much help or stimulation from the speaker. (B2) In general writing: Write simply articulated texts on a range of topics in his/her field, linking a series of discrete elements in a linear sequence. Report on experiences by describing feelings and reactions in simple, articulate text. Telling a story. Writes very brief reports in conventional standard form that convey routine factual information and justify actions. Take notes in the form of a list of key points in a simple presentation provided the topic is familiar, the formulation direct and the diction clear in everyday language. (B1+) [1] Descriptions: TAGLIANTE, Christine (2005). Evaluation and the Common European Framework. Paris: CLE International.
The priority is to enable each student to be confirmed at the end of Block 2 as having a B1+ or B2 level in the competences selected for the exit profile of the Bachelor of Computer Science degree. It will also involve developing reflective skills by creating a portfolio type learning journal. The final objectives that all students will have to achieve in order to acquire the credits are Reception The student will be able to search for information in reliable sources and identify (and understand) relevant information (essential vs. superfluous, a piece of data, an interpretation/elaboration of data or an argument). Special emphasis will be placed on audio-visual reception. Oral Production - Monologue The student will be able to produce a clear and detailed description using more complex vocabulary and grammatical structures than in Block 1. Key words: present a complex idea, explain the reasons for a strategic choice and justify them in detail, state professional goals and how they have been achieved, demonstrate sufficient fluency and ease to make a video teaser effective. Oral Production - With interaction The student will be able to understand the speaker, clearly express and justify his/her point of view, and react and position him/herself in relation to the speaker's point of view on one or more topics related to the year's project. Key words: present a point of view in a structured way, follow an articulated discourse and make sure that it is understood, comment on the point of view of others by agreeing or disagreeing and justifying them. Written production This course is designed to enable students to develop their skills in the use of a variety of media and to develop their understanding of the importance of the media in their lives and in their work. The course is designed to enable students to develop their skills in the use of a variety of media and to develop their understanding of the importance of the media in their lives and in their work. Key words: summarise a range of factual information on familiar current and uncommon topics in their field, report on it and give their opinion, report on the progress of a project, write an oral presentation according to the rules in force.
The course will propose an entrepreneurial path around the development of a mobile application and related communication situations. The students will be asked to form project teams, to think about a (fictitious) mobile application project, to develop a teaser presenting the project, and to present the development of the project orally and in writing, justifying the various choices made. The mobile application development project will be approached from the point of view of the language skills involved in entrepreneurial situations: - • Analysis: analysing problems, identifying possible solutions and organising their implementation. • Decision-making: understanding and using effective decision-making techniques. • Argumentation: arguing and negotiating to reach agreements. • Expression: being able to express oneself orally and in writing, mobilising others through appropriate communication. • Self-management: having the ability to implement, managing time and stress. • Pursuing goals: setting goals and persevering with personal responsibility. • Adaptability: Being able to step back and adapt to situations.
For the June session, this learning activity is assessed on the basis of both continuous assessment during the year and summative assessment during the June session. 20% of the overall average is allocated on the basis of 4 grammar and vocabulary tests spread over the year and to be completed via Webcampus. 40% of the overall average is allocated on the basis of the continuous assessment of 4 oral and 4 written tasks This is a "PROJECT" and 2 "PORTFOLIO" tasks to be completed during the year. 40% of the overall average is awarded on the basis of an individual final oral examination during the June session. This examination will be based on the completion and submission of the self-evaluation portfolio and the year's project. According to article 79 §1 of the Landscape Decree, all learning activities that took place in Q1 must be assessed. The grade given in January reflects the student's progress on the different tasks carried out in the first semester and is accompanied by a personal feedback. For the August session, each student retakes either the oral exam or the grammar/vocabulary test (a full year subject), or both depending on the marks obtained in the first session (exemption from one of the two exams from 10/20 onwards). In the second session, the distribution of marks is similar to June: 20%, 40%, 40%.
Warning : please note that the success of this teaching unit does not lead to certification.
The course documents can be found on Webcampus. Michael McCarthy and Felicity O'Dell. English Vocabulary in Use Upper-Intermediate 4th edition. Cambridge Unviersity Press (2016)
| Training | Study programme | Block | Credits | Mandatory |
|---|---|---|---|---|
| Bachelier en sciences informatiques | Standard | 0 | 3 | |
| Bachelier en sciences informatiques | Standard | 2 | 3 |