English 1 (level B1+) [IELVB112]

Learning outcomes

The course consists of two learning outcomes to which all students are subject. Learning outcome 1 - Module A2 - Overall weighting: 1 point out of 20 This remedial module is taken by students who have never done English OR students diagnosed as such via the entrance test. Students may be exempted from this AoA in the diagnostic test at the beginning of the year if they meet the requirements for this level. This module aims to achieve level A2 of the Common European Framework of Reference for Languages. Learning outcomes These levels A1-A2 aim at basic competence as described in the Common European Framework for Languages. [1] In general reading comprehension: the learner is able to understand short simple texts on common concrete topics with a high frequency of everyday or work-related language. The learner is also able to understand short, simple texts containing extremely frequent vocabulary, including internationally shared vocabulary. In general listening comprehension: the learner can understand enough to meet concrete needs provided that diction is clear and the rate of speech is slow. The learner can also understand expressions and meaningful words related to areas of immediate priority (e.g. basic personal and family information, shopping, local geography, employment). In general oral production: the learner is able to describe or present people, living conditions, daily activities, likes and dislikes in a simple way, using short series of expressions or unarticulated sentences. In general oral interaction: the learner can interact with reasonable ease in well-structured situations and short conversations, provided the interlocutor provides assistance where necessary. The learner can cope with simple everyday exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in familiar, predictable everyday situations. In written production: the learner is able to write a series of simple expressions and sentences linked by simple connectors such as 'and', 'but' and 'because', about everyday aspects of his/her environment, e.g. people, places, work or study, with sentences linked to between them; give a brief and basic description of an event, past activities and personal experiences. Learning outcome 2 - Module B1+[2] - Overall weighting: 19 out of 20 points All students are subject to this SA. This module aims at mastering the minimum B1 level of the Common European Framework of Reference for Languages in the 5 skills provided. In general reading comprehension: Understand longer texts related to his/her field of interest and infer the meaning of an unknown word from its context. Search for and find information in a fairly long text, or in several different texts. Identify the sequence and conclusions of an argument without necessarily understanding the details. For example: understand and use a text about a famous figure in the discipline. In general listening comprehension: Follows the main points of a long discussion in his/her presence, provided the language is standard and clearly articulated. Can understand simple technical information, for example instructions for commonly used appliances. Can also understand information in most recorded or broadcast material, provided the topic is familiar and the language is clearly articulated. For example: understand and use videos presenting a university programme. In general speaking: Recount an event with the necessary details to understand it. Describe feelings and reactions. Explain a problem and present solutions. lI can also develop a clear argument and be understood without difficulty most of the time. lI can check with questions whether he/she has been understood. For example: introduce and explain a key concept in the subject. In general oral interaction: Can initiate conversations on familiar topics without preparation, express personal opinions and exchange information on familiar matters of personal interest or relevance to everyday life (e.g. family, hobbies, work, travel, news). Can communicate with some degree of confidence on familiar familiar and routine matters related to his/her field of interest and work. Can express his/her thoughts on an abstract or cultural topic such as films, books, music, etc. For example: convince through interaction that the chosen solution to a disciplinary question is the best one. 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. Takes 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. For example: write an argumentative text on an open question and apply a strategic method to do so. [1] Descriptions: TAGLIANTE, Christine (2005). Evaluation and the Common European Framework. Paris: CLE International. [2] Descriptions: TAGLIANTE, Christine (2005). Evaluation and the Common European Framework. Paris: CLE International.

Objectives

The secondary school foreign language competence frameworks state that the level of proficiency in English is between B1- and B1+ (depending on the first or second foreign language). The priority of Block 1 is to enable each student to be confirmed at the end of Block 1 in a B1+ level in the skills retained for the Bachelor's degree exit profile: written, oral and audio-visual reception; written and oral production. 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 to identify (and understand) the relevant information (the essential vs. the superfluous, a piece of data, an interpretation/elaboration of data or an argument). Keywords: distinguish the essential from the superfluous, distinguish descriptive-explicative-argumentative information, recognize an elaboration. Oral Production - Monologue On the basis of a preliminary preparation (information gathering and content structuring), the student will be able to make a short presentation on a key concept/character/etc. of his/her discipline by articulating the steps of description, explanation and argumentation. Keywords: mastering the structure of the presentation (introduction, body, conclusion), juggling specific lexicon, presenting objective data, building an argument. Oral Production - With interaction The student will be able to understand the interlocutor, clearly express and justify his/her point of view, as well as react and position him/herself in relation to the interlocutor's points of view on one or more subjects related to his/her field of study. Keywords: 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 On the basis of prior preparation (information gathering and content structuring), the student will be able to articulate and report information (avoiding plagiarism) in a multi-paragraph essay on a topic related to his/her field of study. Key words: summarise a range of factual information on familiar topics common and uncommon in their field, report on it and give their opinion.

Content

Start of the course: DIAGNOSTIC TEST A diagnostic test is available on Webcampus for all sections. Some skills (reading, listening, vocabulary and grammar) are tested according to the CEFR descriptors. On the basis of the result of this test, students are directed either to the two learning outcomes of the course or to learning outcome 2 only by being exempted from learning outcome 1. This test is MANDATORY for all students. All students who have not taken this test will automatically be subject to the 2 learning outcomes of the course without the possibility of accessing the face-to-face courses for AA1. These students will therefore not benefit from the automatic 1/20 awarded to students placed as such via the diagnostic test. Term 1: LEARNING ACQUISITION AA1 Remedial module. The supervision of the students who follow the refresher course is based on the flipped classroom method: preparatory work in autonomy punctuated by sessions of fine-tuning supervised by the teacher at a rhythm determined by the latter. Students will find this information on WEBCAMPUS-ENSTARTER. The module aims at the acquisition of the A2 level through an open access e-learning module, which promotes contextualised learning of grammar and vocabulary, and adopts a skills-based approach; several 2-hour sessions are organised to deal with production aspects (oral and written) and all problematic aspects related to learning the new language. These students will follow the AA2 courses in parallel. Semester 1 + Semester 2: LEARNING ACHIEVEMENTS AA2 Module for all students (including those who have to take AA1). Based on the diagnostic test, students will be divided into groups according to their results in the diagnostic test. The aim will be to work primarily on the skills still to be developed at B1(+) level.