English II (Level B1 and above)
- UE code IELVB195
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Schedule
30Quarter 2
- ECTS Credits 5
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Language
English
B1 level according to the Common European Framework of Reference for Languages (CEFRL).
B2 level according to the CEFRL:
The aim of the course is to ensure the acquisition of at least B1 level, with the possibility of improving to B2 level. All the learning activities will be coloured by specialised IT vocabulary.
Taking the placement test on WebCampus will be compulsory. Certain skills (reading comprehension, listening comprehension, language structures) will be tested according to the CEFRL descriptors. The results of this test will be purely indicative: they will enable both the teacher and the students to find out their level before starting the course, and possibly catch up and/or fill any gaps before the start of the course in the second semester.
The course will combine face-to-face and distance learning:
Each lesson, supervised by a substitute of the course coordinator, will be focused on a TED presentation. Here are the topics (for reference, the videos may be changed based on their relevance):
The final class (in which the course instructor will participate too), will be dedicated to student presentations on a topic related to the world of computer science.
Many grammar and pronunciation exercises are available on WebCampus.
The teaching methods are based on 4 axes:
The first is the interactive constructivist model, which offers a richer framework for educational action than the purely transmissive or behaviourist model. The foundations of this approach include the following concepts: learner autonomy and initiative, information processing by students using their own cognitive structures, an active approach based on task processing, empowerment of students through the dynamics of choice, and dialogue.
The second axis concerns adherence to the Common European Framework of Reference for Languages (CEFRL). There are several types of language activity: reception (listening and reading), production (continuous oral expression, writing), interaction (oral) and mediation (translation and interpreting). Each language activity is broken down into levels according to precise performance descriptors. Communicative competence is divided into three components, which are also covered at all levels: linguistic competence (lexicon, syntax, phonology), sociolinguistic competence (markers of social relations, rules of politeness, expressions of popular wisdom, dialects and accents) and pragmatic competence (organising, adapting and structuring discourse). These three skills make up the language communication skill. It will therefore no longer be a question of limiting ourselves exclusively to considerations of linguistic knowledge.
The action-oriented perspective is the idea that the language user has to carry out tasks (which are not solely linguistic) in given circumstances and a given environment within a field of action.
The third axis concerns the differentiation of profiles. According to the "Missions" decree (art 5, §12), differentiated teaching is "a teaching approach which consists of varying methods to take account of the heterogeneity of classes and the diversity of learning styles and needs". To give each student the best possible chance of success, basic exercises (A1-A2) will be freely available, as will pronunciation exercises.
The fourth area concerns the design of the student workload. Particular attention will be paid to the distribution between face-to-face teaching hours and the credits allocated to the English course. A certain number of hours/credits will therefore be spent face-to-face with the teacher, while the rest of the hours/credits will be spent at a distance using the WebCampus platform. For each module, it will be necessary to define which activities are best carried out remotely and to keep the face-to-face hours for essential support from the teacher.
Learning activities are assessed on both a continuous assessment basis and a summative assessment basis during the June assessment period in the form of a written examination and an oral examination.
Continuous assessment :
Summative assessment :
For the resit exam (August), each student will retake the part(s) for which they have failed (meaning where they scored less than 10/20). It is the responsibility of the student to find out which parts they have passed or not. Students have the right to reattempt a passed part in order to improve their grade for that part, upon request to the course instructor. In this case, the August grade will replace the June grade in any case. The weighting of the different parts remains the same as in the first session.
Students are kindly requested to acquire and/or use the following book to practice avoiding common grammar mistakes:
The WebCampus platform will provide additional resources (textual and/or audiovisual materials, grammar and vocabulary exercises, course slides), which are downloadable and/or accessible at any time.
The technical vocabulary to study will be based on the Computer Science Academic Vocabulary List (Roesler 2020, Roesler 2021), which has been supplemented with French translations and examples by the course coordinator.
Furthermore, students interested in improving their pronunciation have the option to purchase a license for the Flowchase app for 13 euros through the department's office.
Training | Study programme | Block | Credits | Mandatory |
---|---|---|---|---|
Bachelor in Computer Science (shift schedule) | Standard | 0 | 5 | |
Bachelor in Computer Science (shift schedule) | Standard | 1 | 5 |