Code
CUGE ENG 3312
Level
L3
Population
1ère Année Télécom
Semester
Fall
Domain
Anglais
Language
Anglais/English
ECTS Credits
1
Class hours
9
Program Manager(s)
Department
- Langues et Sciences Humaines
Educational team
Introduction to the course
This short course introduces advanced spoken-performance formats—pitches, debates, crisis updates, interviews, and more—and develops the techniques required to handle them under realistic time and audience pressure.
Learners will focus on one demanding task, make an initial attempt, engage actively in targeted practice activities, and re-perform the task in the final session, demonstrating the progress achieved.
Across structure, language, delivery, interaction, and self-reflection, learners will aim to craft a coherent message, deploy precise vocabulary, control prosody and body language, manage audience attention, and adapt smoothly to unexpected challenges.
By course end, participants will improve their confidence, fluency, clarity, persuasive impact, and real-time responsiveness in high-stakes academic and professional speaking situations.
Learning objectives
LOW
• Identify the core purpose and audience requirements of a chosen high-stakes speaking format.
• Plan a clear 2-minute talk with introduction, body, and closure, using basic signposting language (first, next, finally).
• Deliver the talk with intelligible pronunciation and appropriate word stress.
• Employ at least five target discourse markers or task-specific phrases from the course “cheat sheet.”
• Respond to one predictable follow-up question while maintaining composure and coherence.
• Reflect briefly (oral or written) on strengths and one concrete area for improvement.
MID
• Analyse audience expectations and constraints for the selected task and justify structural choices.
• Develop a 3-minute performance that integrates supporting detail, varied transition devices, and one visual or rhetorical hook.
• Control prosody (pausing, pacing, intonation) to highlight key points and maintain engagement.
• Handle two spontaneous audience questions or interruptions with coherent, extended answers.
• Incorporate at least ten advanced lexical items or genre-specific expressions accurately.
• Provide and receive peer feedback using a simple performance rubric, then revise accordingly.
UPP
• Craft a 4--5-minute performance that synthesises nuanced argumentation, credible data, and audience-specific persuasion techniques.
• Adapt register and tone dynamically to shifting audience reactions or role-play scenarios (e.g., sceptical investor, hostile journalist).
• Manipulate prosody (stress, rhythm, pitch) deliberately to create emphasis, humour, or suspense.
• Manage a short Q&A segment, fielding complex or multi-part questions with composure and strategic bridging language.
Content
By the end of the course, participants will be able to:
1. Plan and structure a talk that meets the constraints of a specific high-pressure format.
2. Use appropriate vocabulary and discourse markers to inform, persuade, or entertain effectively.
3. Control prosody and body language (stress, pacing, gesture, eye contact) to strengthen message delivery.
4. Manage audience attention through clear signposting, visual or rhetorical hooks, and responsive interaction.
5. Adapt in real time to questions, interruptions, or unexpected changes without losing coherence.
6. Reflect critically on performance and outline actionable steps for continued improvement in academic and professional contexts.
Expectations
Learner Expectations:
Learners are expected to show self-respect, respect for others, and give their best at all times.
Learners should be ready for a high degree of interaction: in pairs, groups, and in open class environments. Discussion will be the norm and everyone is expected to contribute in every class.
Learners should arrive to class ready to participate with the necessary materials.
Use of all electronic devices is forbidden unless indicated otherwise.
Punctuality / Attendance:
Attendance is obligatory for all courses and exercises. Attendance will be registered at every session, with non-attendance impacting learner grades.
Learners are expected to be ready to start on time for each session. This means arriving prepared to work at least a few minutes early for class.
Learners arriving after the start time may be admitted to class (at the discretion of the teacher), but will be marked as late (impacting presence grade). Learners arriving 5 (or more) minutes late will be marked absent for the entire class. The same rules apply when returning from breaks.
All absences must be justified through the central administration of the student's program. The corresponding documentation must be submitted directly to the teacher within 7 calendar days following the absence. After this period, absences will be considered unjustified by the LSH.
It is the responsibility of the learner to make up for any and all missed work.
Participation:
Participation grades are based on the following criteria:
Punctuality: on-time and ready-to-work (non-disruptive in time-keeping)
Motivation: Only speaking English in Class, no use of translation tools
Collaborative: Interacting appropriately during pair/group work
Engagement: Participating appropriately in whole-class activities
Focus: Remaining focused during teacher input and on class tasks
Committed to Homework: Homework delivered on time and to the best of ability
Positive: Contributing to a positive class atmosphere
Academic Integrity:
Each assignment submitted for grading must be created solely by the learner without the help of automated correctors and/or language translators and without the help of generative text tools, unless expressly indicated otherwise by the teacher. Any work showing characteristic signs of such usage, not conforming to the learner's level, will be given a grade of 0/20. The final decision will be made by the teacher and the course coordinator.
Peer-grading: Students may be asked to grade each other’s work based on objective criteria, and provide feedback. Students are encouraged to grade honestly to better help their colleagues.
Vocabulary journaling / revision: Students should keep a vocabulary log and self-test on learned vocabulary throughout the semester.
Evaluation
All Grading will be on a scale of 0 to 20, unless otherwise stated.
There is NO CF for this module.
The Continuous Assessment (CC) makes up 1/2 of the final grade for the module (UV/UE). This CC grade is made up of equal parts ‘PP’ grade (Presence & Participation), and ‘CC*’ Grade (Selected Classroom assignment(s), as detailed by the teacher).
Presence Grade: Learners will receive credit for attending class regularly, up to a maximum of 1/4 of their total grade. Unjustified absences will thus have a direct impact on a learner’s overall grade.
Participation Grade: Learners will be assessed on their participation in class, according to the criteria in ‘classroom expectations’
Validating the tandem program may add 2 bonus points to a learner’s CC grade of the corresponding language course.
Une absence aux contrôles non justifiée par le service de scolarité centrale entraîne la note 0/20.
CF2
Due to pedagogical constraints, and unless otherwise stated, there is no CF2 for this module. (or online video performance)
Pour plus d'informations, voir sur le blog LSH : https://lsh.imt-bs.blog/
Grades are subject to moderation by the course coordinator. The value of grades may increase or decrease.
CC grading rubric (example)
Suggested CC GRADING RUBRIC – can be assessed in separate instances
Dimension 0 Inappropriate 1 Developing 2 Competent 3 Advanced 4 Exemplary
Knowledge (structure, lexis, rhetoric) No clear structure; basic vocabulary; no rhetorical device. Simple structure attempt; limited variety; device feels forced. Clear basic structure; adequate lexical/ signpost use; one relevant device. Cohesive structure; varied advanced lexis/signposts; device strengthens point. Elegant structure; rich targeted lexis/signposts throughout; devices seamlessly amplify impact.
Skills
(prosody, body, improv) Flat/erratic delivery; distracting posture; breakdown if interrupted. Some prosody control; uneven pacing; basic gestures; struggles with interruptions. Steady prosody & pace; supportive gestures; handles simple Q&A. Expressive vocal range; purposeful body language; adapts smoothly to questions/ glitches. Masterful dynamics; commanding presence; improvises flawlessly under any disruption.
Attitudes & Behaviours
(composure, rapport, growth) Visibly rattled; little audience connection; ignores feedback. Nervous but tries; limited engagement; acknowledges feedback. Generally composed; occasional engagement; reflects on performance. Confident; reads & responds to audience cues; integrates feedback into revisions. Unflappable; energises audience; proactively seeks and applies feedback for continuous growth.
Suggested exam formats:
Knowledge: Quiz / Descriptive Text questions: e.g. What features are typical to this particular task? Describe the structure and impact of as many as you can in the given time.
Skills: Online video recording questions: e.g. Choose the most colourful object that you can show to the camera, sell it to an investor in under 2 minutes
Pedagogical methods
Pedagogical materials (non-contractual):
Students will analyse a range of supports from different media sources.
Texts: Students will be supplied with texts from differing sources and of differing lengths. Students will be asked to analyse, deconstruct, and/or reconstruct according to the objective at hand. Students will be asked to produce texts conforming to the genre studied.
Students may be asked to read aloud for practice in pronunciation. Full effort is required for pronunciation practice, so a ‘theatre’ mindset is required.
While studying texts, students should make notes / highlight unknown words, phrases and rhetorical devices during reading to ask questions during the class
New Media: Short videos or digital media will be presented in class with associated questions / tasks based on the input. Students should take notes on content during all presentation unless otherwise instructed.
Interactive: Any interactive material will require autonomous participation from the student. However, the student must signal problems and/or questions to the teacher at the earliest opportunity.
Collaborative: Group projects will be conducted regularly, and students will generally NOT be allowed to chose their group. This is to respect diversity and group dynamics. It is the group’s responsibility to make sure that all members conduct an equal amount of work.
Program
Programme Ingénieur
Class schedule
(Please note that this sequence is subject to change. Students should consult their email and the class moodle page regularly to stay aware of changes)
S01: Course introduction, orientation, diagnostics (peer / tutor feedback)
S02: Knowledge & Skills building – Workshops on structure & subskills (Optional CC)
S03 : CC assessment (Knowledge, Skills). Task, debrief, action plan. Final performances (unassessed)