Code
CGFE ENG 4403
Niveau
L2
Population
Bachelor 2ème année,2ème Année Management,2ème Année Télécom
Semestre
Spring
Domaine
Anglais
Langue
Anglais/English
Crédits ECTS
4
Heures programmées
36
Charge de travail
75
Coordonnateur(s)
Département
- Langues et Sciences Humaines
Equipe pédagogique
Introduction
Learners can expect to deepen their English communication skills by working on a team-based project focused on environmental storytelling. Through collaborative efforts, learners will produce a podcast, documentary, news report, or social media campaign (or other communication project) that tackles a local environmental issue, aiming to stimulate community engagement and inspire change.
The course will give students an opportunity to persuade the target audience in their immediate community (home neighbourhood, School, Company etc) to launch an environmentally-friendly project or to effect change by:
- reducing their carbon footprint
- using more sustainable energy sources
- reducing energy consumption
- reusing or reducing waste
- creating a circular economic model
The objectives could be expanded to include other green projects with a concrete and quantifiable positive impact.
Acquis d'apprentissage
ILO17 Communicate and collaborate in different contexts
(GA11) Decipher expectations (issues, interests) of different partners
(GA12) Use culturally appropriate methods to speak, interact sensitively, and get messages across
(GA14) Produce efficient 'language acts' appropriate to both audience and objective (emails, reports, essays, minutes, presentations, meetings etc.)
Language Rubrics:
• Reading: has a broad active reading vocabulary, reads with a large degree of independence, adapting style and speed of reading to different texts and purposes. Can identify inconsistencies between two or more general-purpose documents on a similar theme.
• Reading Stretch Goal: Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional, or academic life, though may require time to reread.
• Writing: Can write a range of moderately complex documents describing processes, progress, and points of view.
• Writing Stretch Goal: Can present points of view in a paper, developing an argument, highlighting the most important points, and supporting reasoning with examples
• Listening: Can demonstrate effective understanding of explanations about previously unknown routines, procedures and tasks from someone speaking slowly, or in a familiar accent.
• Listening: Can summarise short comparative explanations, or the main points of a radio news broadcast.
• Speaking: Can describe processes, plotlines and procedures relating to known situations. Can tell a colleague about a recent humorous event.
• Speaking (presenting): Can give a clear, well-structured presentation, with highlighting of significant points and can answer questions about the content. Can depart spontaneously from prepared text and follow up interesting points raised by members of the audience.
• Interacting: Can discuss and explain effectively in a range of common scenarios, with known and unknown actors.
• Interacting: Can keep up with a discussion and express ideas and opinions clearly, precisely, and convincingly, even in formal meetings.
• Interacting: Can help to negotiate a solution to a dispute, for example financial responsibility for damage in a rented flat.
Contenu
LG5 Global Awareness. Being open (minded) to others and to the world, and looking for positive societal impact
Attentes du cours
By the end of the module, learners will be able to…
• Reflect critically on language use and its impact on public engagement.
• Analyze an environmental issue from different perspectives
• Develop clear, persuasive storytelling skills tailored to environmental issues
• Present ideas, experiences, and opinions clearly and efficiently in English
• Enhance vocal delivery for podcasts and public speaking.
• Listening to the ideas of others and giving constructive feedback
• Revise and generate new ideas through critical feedback from team members or classmates
• Lead a group, identifying key areas for improvement and providing constructive feedback
• Document group progress and evaluate the work in a written report
• Make an effective and coordinated speech in front of an audience for about 8 minutes
• Write a Comprehensive Report on the steps required for project implementation
Evaluation
All Grading will be on a scale of 0 to 20, unless otherwise stated.
CC1: In-class writing assignment: Individual review of team-building skills and general progress of the project. Feedback on group and topic selection process, group work allocation, team decision-making. Any other processes and learnings required or completed
CC2: In-class Preliminary Public Presentation: Present a Preview of the Project to the class; Get feedback
CC3: A final written report (3200-4000 words per group) : Communication Project Report to the target audience (detailing motivation and objectives, means/resources required, estimated implementation time and steps)
CF1: Group Presentation of the Final Communication Project to the target audience
CC: The CC makes up 2/3 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 (3 Selected Classroom assignments, as detailed by the teacher: 2 Written Production assignments, and 1 Oral Presentation).
PP: Presence and participation (equal weighting)
Written report details (CC3)
Word count recommendations:
- Groups of 3/4: about 3000 words (to be confirmed)
AIM :
The aim of the report is to present the underlying motivation for the communication project, giving details on the goals of communication strategy selected. It will also outline why and how the target audience would be a key player in effecting or inspiring change.
o Objective and target audience : 10% (of word count)
Present environmental issue being addressed and the target audience of the communication project. Current issues at stake, the motivation for the communication project
o Analytical perspectives : 10% (of word count)
Present the key elements under consideration for the particular Environmental issue
The current situation (in a particular region etc) as it relates to the target audience
Possible actions to be taken and measures necessary to enact change
Obstacles to be surmounted and possible alternative strategies
o Structure and content of the Communication Project : 60% (of word count)
Summarizes the key elements to be presented in the final Communication Event (CF1)
Including communication strategy, recommendations and perspectives.
Precise content will vary depending on the Project selected
o Summary of wider project value: 20% (of word count)
Summarize what you have learned as a group (individually, or collectively) from the project, as it applies more widely. This should include how the course may contribute to your lives beyond the course, to an interpersonal and/or professional context. You must only refer to the processes and learnings mentioned in your report to justify your response.
CF2
En cas d’échec (note finale inférieure à 10) au CF1, un Contrôle Final 2 (CF2) est organisé.
CF2: A presentation corresponding to the goals of original group communication project
A LSH, la note de CF2 ne remplace QUE la note du CF1 et, lorsque votre absence au CF1 n'est pas justifiée par la scolarité centrale de votre école, alors votre note finale de module (UV/UE) est plafonnée à 13/20 (donc CC+CF2).
Pour plus d'informations, voir sur le blog LSH : https://lsh.imt-bs.blog/
Validating the tandem program will add 2 bonus points to a learner’s CC grade of the corresponding language course.
CEFR Grade (A1-C2)
Learners will be continuously assessed as to their language level relative to CEFR criteria.
There is NO DIRECT RELATION between a learner’s CC*/CF/PP and their CEFR level.
Une absence non justifiée au CF1 par le service de scolarité centrale entraîne la note 0/20.
Grades are subject to moderation by the course coordinator. The value of grades may increase or decrease.
Approches pédagogiques
Students should expect a high degree of interaction, autonomy and group work. I expect active participation, doing the necessary research required to support their Communication Project and giving appropriate feedback as required. Discussion throughout the process is as important as the Project itself in terms of language learning.
Team spirit is essential and feedback should always be constructive and contribute to advancing the project.
Programme
Programme grande école,Programme Ingénieur,Programme Bachelor
Plan du cours
(Please note that this sequence is subject to change. Learners should consult their email and the class moodle page regularly to stay aware of changes)
Mainly group discussion activities with informal weekly progress reports and journaling; feedback on team work and handling project obstacles; public speaking practice; report writing ; analysis of key environmental issues
Course structure and content may be adapted depending on the Communication Projects selected.
Week 1 Introduction to course, preliminary exploration of key ideas; Team selection;
Week 2 Team selection of topic, communication project, target audience
Week 3 Analysis of relevant environmental issues; giving feedback
Week 4 CC1 In-class written assignment: review of project progress; group/ topic selection process
Weeks 5-6 Analysis of relevant environmental issues; doing effective research; presentations
Week 7 CC2 Preliminary Public Presentation:
Weeks 8-10 Analysis of relevant environmental issues; report writing; public speaking skills
S11 CC3 Final written Communication Report
S12 CF1 Presentation of the Final Communication Project