This course unit aims to enable students to achieve a minimum B1+ level of the Common European Framework of Reference for Languages (CEFR) in the five language skills assessed. By the end of this course unit, students should be able to demonstrate the following:
Reading comprehension: students will be able to understand long texts related to their field of study, infer the meaning of unfamiliar words from context, locate information in lengthy texts, and understand the development and conclusions of an argument without necessarily understanding every detail.
Listening comprehension: students will be able to follow the main points of an extended discussion in the target language, understand straightforward technical information, and understand the information contained in most recorded or broadcast material, provided that they are familiar with the topic and that the language is clearly articulated.
Spoken production: students will be able to recount an event, providing the details necessary for it to be understood; describe their feelings and reactions; explain a problem and present possible solutions; develop a sufficiently clear argument; check by asking questions whether they have been understood; and present and explain a key concept from their field of study.
Spoken interaction: students will be able to enter into an unprepared conversation on a familiar topic, express personal opinions, communicate with a certain degree of confidence on familiar topics related to their interests and field of study, and express their thoughts on abstract or cultural topics.
Written production: students will be able to write straightforward texts on a range of subjects related to their field of study, give an account of experiences while describing their feelings and reactions in a simple text, narrate a story, write very brief reports conveying routine factual information, take notes during a straightforward presentation, and write a short argumentative text on a familiar topic.
Foreign language competency frameworks for secondary education place students’ level of English proficiency between B1- and B1+, depending on whether English is studied as a first or second foreign language. The priority of Block 1 is to enable every student to achieve B1+ level in all language skills by the end of Block 1.
By the end of the academic year, all students should have achieved the following learning outcomes:
Reception: Students will be able to search for information in written and audiovisual sources, identify and understand relevant information (distinguishing essential from non-essential information, factual data, the interpretation or elaboration of data, and arguments), in order to form an opinion or answer questions.
Spoken production: Students will be able to understand their interlocutor, express and justify their point of view clearly, and respond to and position themselves in relation to their interlocutor’s views on one or more familiar topics, using clear, articulate and fluent speech as well as accurate pronunciation.
Written production: Based on prior preparation, students will be able to organise information and express their point of view in a multi-paragraph text on a familiar topic, using clear, well-structured writing that accurately reflects their ideas.
At the beginning of the course, students will be required to take a diagnostic test via the WebCampus online platform. This test will assess a number of skills (reading comprehension, listening comprehension, vocabulary and grammar) in order to determine each student’s CEFR level. It will enable the teaching team to create appropriate working groups and, where necessary, direct some students to the beginner English course to review key foundations.
The main English course is intended for all students, including those who attend the beginner course. Its aim is to enable students to achieve B1+ level in all language skills. Information regarding groups, timetables, teachers and the material to be prepared will be communicated via the course’s WebCampus page.
See syllabus
As the course is based on a flipped classroom approach, students will be required to complete preparatory exercises before each class. Active participation in class and completion of this preparatory work will therefore be taken into account as part of the continuous assessment.
In addition to the preparation required before attending class, students will be expected to work independently on grammar, vocabulary and pronunciation.
Finally, further practice exercises and additional resources will be available in the reference books and on the WebCampus platform (grammar exercises, links to Quizlet vocabulary sets, online activities focusing on writing skills, etc.), allowing students to practise and consolidate their learning beyond the classroom.
The teaching methods are based on five key principles:
Interactive constructivism: encourages learner autonomy and initiative, as well as an active approach based on task completion and dialogue.
Alignment with the Common European Framework of Reference for Languages: the CEFR provides precise performance descriptors for language activities and distinguishes three components of communicative competence: linguistic, sociolinguistic and pragmatic.
Differentiated learning pathways: in order to take account of differences in students’ proficiency levels and individual needs, ability groups will be formed following the diagnostic test administered at the beginning of the academic year.
A balance between distance learning and face-to-face activities: the English course will combine in-person sessions with distance learning. Online activities will be selected according to their relevance, while face-to-face sessions will focus on activities for which the teacher’s presence is essential.
The flexible classroom: the course will systematically be organised into three stages: a teacher-led phase, a flexible learning phase and a review phase. Based on the preparation completed beforehand, students will be guided in selecting relevant activities to carry out individually, in pairs or in groups. Differentiated materials and the organisation of the learning space will support these approaches.
Continuous assessment (20%): attendance, active participation in class, and completion of preparatory work before class. A monitoring sheet must be completed at each class session.
Written assessment (40%)
Written examination (Part 1), January examination period (20%)
Listening and/or reading comprehension exercises based on material seen and/or not seen in class, related to the topics covered during the first semester;
Questions on vocabulary and grammar covered in class and studied independently during the first semester;
Writing a professional email.
Written examination (Part 2), June examination period (20%)
Listening and/or reading comprehension exercises based on material seen and/or not seen in class, related to the topics covered during the second semester;
Questions on vocabulary and grammar covered in class and studied independently during the second semester;
Writing an opinion piece.
Only students who receive a mark below 10/20 for Written Examination Part 1 will be allowed to retake this part in June. The mark obtained for this part in June will automatically replace the January mark, whether it is higher or lower.
Oral assessment (40%)
Oral examination in the June examination period:
Pronunciation of a list of words studied during the course and reading aloud an extract from a text or video covered in class;
Pair interaction based on questions related to the topics covered during the course;
A presentation, in pairs, of a digital tool or practice for learning English.
Resit examination period
If a student’s overall average is below 10/20 in June, they will be referred to the August/September resit examination period and will only retake the components in which they obtained a failing grade. This may involve the two written examinations as a whole and/or the oral examination.
The active participation mark will no longer be taken into account during the resit examination period.
For students referred to the resit examination period, if an assessment for which they received a mark below 10/20 in June is not retaken in August/September, the mark obtained for that assessment in June will not be retained and a mark of 0 will be awarded for that component.
The exact dates and locations of the examinations will be communicated via WebCampus.
Please note: successfully completing this course unit does not result in certification.
Important: during assessments, the use of artificial intelligence tools (such as ChatGPT or equivalent tools) is prohibited whenever students are required to submit entirely personal work that reflects their own skills and acquired knowledge.
Outside assessment contexts, however, artificial intelligence may be used as a tool for practice and learning support. When used thoughtfully, it can, for example, help students deepen their understanding of specific language points, practise their language skills, or receive feedback on their work.
Throughout the year, time will also be devoted to exploring and sharing good practices for using these tools appropriately and responsibly in order to support progress in language learning.
Course WebCampus page: IELVB112 – English 1 (B1+ level)
Syllabus: ICDLB112 – English I (required)
Vocabulary book: Stuart Redman, English Vocabulary in Use – Pre-intermediate/Intermediate, 4th edition, Cambridge University Press (2017) (required)
Grammar book: Raymond Murphy, English Grammar in Use, 4th edition, Cambridge University Press (2012) (recommended)
| Training | Block | Credits | Mandatory |
|---|---|---|---|
| Bachelor in Computer Science | 1 | 3 | Yes |