Code
MUSE ENG 3002
Niveau
L3
Discipline
Anglais
Langue
Anglais/English
Crédits ECTS
2
Heures programmées
20
Charge totale étudiant
40
Coordonnateur(s)
Département
- Langues et Sciences Humaines
Introduction au module
This course introduces advanced spoken-performance formats (‘tasks’)—pitches, debates, crisis updates, interviews, and more—and develops the techniques required to handle them under realistic time and audience pressure. Learners will complete 2 sub-courses to acquire the credits for this semester, with the grading combined equally.
For each sub-course, 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.
Bloc de compétences
- 3. Communiquer stratégiquement dans des environnements globaux et multiculturels
Compétences du bloc
- 3.2 - Communiquer de manière efficace et pertinente, à des fins de formation, de transfert de connaissances, de compétences ou d'innovation, en français et dans au moins une langue étrangère, dont l'anglais, et dans un contexte global et multiculturel.
Objectifs d'apprentissage du cours
By the end of this course, PGE (L3) / Bachelor (B1) learners will be able to:
• Conceive, structure, and deliver a short high-pressure spoken performance in English in the target task addressed by the course (e.g. pitch / debate / crisis briefing / interview / negotiation), under realistic time constraints and without the help of language or translation tools. The performance should be grounded in an analysis of its specific rhetorical situation (audience, purpose, and context) and should deploy an appropriate combination of rhetorical appeals (ethos, pathos, logos) alongside the structural framework, task-specific vocabulary, and discourse markers relevant to the task, with controlled prosody and body language (stress, pacing, gesture, eye contact) to strengthen delivery and manage audience attention.
• Produce a written response, in English, within a set time limit (e.g. under 60 minutes) and without the help of language or translation tools, that either a) identifies and critically evaluates the rhetorical situation, appeals, structural choices, and delivery strategies used in a model or sample performance of the target task, or b) details an appropriate strategic response to a given oral communication brief, scenario, or case study related to the target task: justifying the recommended structure, content, and rhetorical approach. The response should demonstrate explicit command of the structural framework, rhetorical appeals, and task-specific vocabulary covered in the course.
Contenu : structure du module et agenda
The course structure is non-contractual and subject to change without notice. It is intended to help students plan their time and learning. However, the teacher may organize CC activities at any time, including without prior notice. Attendance is mandatory for all class sessions, and unauthorized absences for any CC activity will result in a grade of 0 (zero) for that activity.
Cycle 1
S01: Course introduction, orientation, diagnostics (peer / tutor feedback)
S02: Knowledge & Skills building – Workshops on structure & subskills.
S03: Skills building / CC Assignment (Analysis / Case Study)
S04: Feedback, peer-learning, and preparation for final exam.
S05: Revision & CF1-A (Cycle 1)
Cycle 2
S06: Course introduction, orientation, diagnostics (peer / tutor feedback)
S07: Knowledge & Skills building – Workshops on structure & subskills.
S08: Skills building / CC Assignment (Analysis / Case Study)
S09: Feedback, peer-learning, and preparation for final exam.
S10: Revision & CF1-B (Cycle 2)
Contribution à l'atteinte des ODD (Objets du Développement Durable)
ODD 4 (Éducation de qualité) :
L'apprentissage des langues en petits groupes dans l'enseignement supérieur offre un apprentissage inclusif et personnalisé, favorisant un accès équitable à une éducation de qualité.
ODD 10 (Inégalités réduites) :
L'apprentissage des langues en petits groupes dans l'enseignement supérieur favorise l'inclusion sociale et les opportunités économiques mondiales, réduisant les clivages culturels et permettant aux étudiants marginalisés de s'épanouir à l'international.
SDG 4 (Quality Education):
Small-group language learning in higher education delivers inclusive, personalized learning, fostering equitable access to quality education.
SDG 10 (Reduced Inequalities):
Small-group language learning in higher education promotes social inclusion and global economic opportunities, bridging cultural divides and empowering marginalized students to thrive internationally.
Nombre d'ODD abordés parmi les 17
4, 10
Apprentissage
synchrone
Méthode pédagogique
Courses combine task-based learning with an explicit knowledge-application cycle: theoretical content (rhetorical structures, devices, and strategies relevant to the course) is first introduced and tested, then deliberately applied to a task, whether a written rhetorical analysis or an oral performance.
Peer-learning is a central feature of the approach: learners identify and evaluate resources and models (e.g. sample analyses, sample speeches) collaboratively, and provide structured peer grading and feedback on each other's work, supporting both written and oral skill development.
Where the course includes an oral performance component, learners develop through cycles of emulation (observing and analysing strong models of the target task) and peer-coaching, acting on structured feedback from classmates between an initial and a final attempt.
Système de notation et modalités de rattrapage
All grading is on a scale of 0 to 20, unless otherwise stated.
The CF makes up 2/5 (40 %) of the final grade for the module (UV/UE).
The CC makes up 3/5 (60 %) which is comprised of at least 3 elements:
1. Selected Continuous Assessment activities and/or assignments, accounting for 1/3 (26.7%) of the total grade for the module.
Example Continuous Assessment activities and/or assignments : Written analyses; Short oral tasks; Case-studies; Mock Exams; Vocabulary Tests. etc.)
2. A general ‘Participation’ grade, as defined by the teacher, accounting for up to 1/6 (16.7%) of the total grade for the module.
3. A ‘Presence’ grade, accounting for up to 1/6 (16.7%) of the total grade for the module.
The following information should be taken into account:
a. Full grades for this element can be attained by arriving on time for each session.
b. Late arrivals incur a penalty for the session.
c. Unauthorized absences incur a 0 (Zero) for the session.
d. Justified absences are not counted for a ‘full’ grade for the session.
The teacher may organize CC activities at will, in any class session, including without warning. Attendance is thus obligatory for ALL class sessions, and unauthorized absences for any CC activity will result in a grade of 0 (zero) for the activity in question.
Typical CC & CF exercises (Subject to change without warning)
CC1 (Knowledge): Makes up 26.7% of the total grade for the course. A short in-class test assessing command of the structural framework, rhetorical appeals, and task-specific vocabulary covered for the target task, through identification, evaluation, or advisory exercises based on a model performance or case study.
CF (Performance): Makes up 40% of the total grade for the course. An individual oral performance (length appropriate to the target task) delivered under realistic time and audience constraints.
CF2: Learners will have one week to study selected exercises on public-speaking and rhetorical organisation towards a given task (e.g. Interviews, Presentations). The exam then requires that learners conceive and produce an individual oral performance integrating the public-speaking and rhetorical organisation skills (via webcam recording) directly onto the learning management system. The exam is subject to strict time limits, and questions may be selected randomly, and be previously unseen by the learner.
Online CF2s are subject to strict proctoring rules that must be respected in their entirety for any grading to take place.
PLEASE NOTE: a separate CF2 will be organised for each of the two ‘cycles’. Certain learners must thus complete 2 CF2s to attain a passing grade.
Une absence au non justifiée au CF1 par le service de scolarité centrale entraîne la note 0/20.
En cas d’échec (note finale inférieure à 10) au CF1, un Contrôle Final 2 (CF2) est organisé.
CEFR Evaluations (A1–C2)
Teachers will assess the CEFR language level based on formal and informal observations during class sessions and activities. Assessments will be conducted to the best of each teacher’s ability but may not be completed if there is insufficient data (e.g., repeated absences).
Note: There is no direct relation between individual learner grades (e.g., CC/CF activities) and their CEFR level.
Validating the Tandem Programme will add 2 bonus points to a student’s CC grade.
Règlement du module
Students are expected to show self-respect, respect for others, and give their best at all times.
Students 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.
Students should arrive to class ready to participate with the necessary materials
Attendance and Punctuality
Students are responsible for making up any missed work to minimize the impact of absences on their final grade.
Absence justifications for LSH courses are not automatically transmitted. They must be sent to the relevant teacher via the central academic office within 7 calendar days of the absence. After this deadline, the absence will be systematically considered unjustified.
An unjustified absence in CF1 by the central academic office results in a grade of 0/20. In case of failure (final grade below 10) in CF1, a Final Assessment 2 (CF2) is organized.
(FR) Les justificatifs d’absence pour les cours LSH ne sont pas transmis automatiquement.
Ils doivent être adressés à l’enseignant·e concerné·e, via la scolarité centrale, dans un délai de 7 jours calendaires suivant l’absence. Passé ce délai, l’absence sera systématiquement considérée comme non justifiée.
(FR) Une absence non justifiée en CF1 par le service de scolarité centrale entraîne la note 0/20.
En cas d’échec (note finale inférieure à 10) en CF1, un Contrôle Final 2 (CF2) est organisé..
Academic Integrity
Each assignment submitted for grading must be created solely by the learner, without the use of automatic language correctors, translators, or generative text tools, unless explicitly permitted by the teacher. Work showing evidence of such use, and inconsistent with the learner’s level, will receive a grade of 0/20. The final decision rests with the teacher and the course coordinator.
(FR) Chaque travail soumis pour notation doit être réalisé uniquement par l’apprenant, sans l’aide de correcteurs ou de traducteurs automatiques de langue, ni d’outils de texte génératif, sauf indication expresse et contraire de l’enseignant·e. Tout travail présentant des signes d’utilisation de tels outils, non conforme au niveau de l’apprenant, se verra attribuer la note 0/20. La décision finale sera prise par l’enseignant·e et le·a coordinateur·rice du cours.
The use of all electronic devices during course time is expressly forbidden unless otherwise mentioned by the class teacher. Learners failing to respect this rule may be marked absent or given a penalty on their participation grade.
The teacher will communicate important information via the Moodle course forum or another pre-agreed method. Students must regularly check the LMS and their email to avoid missing critical updates.
Students requesting academic accommodations (amenagements) must inform their teacher during the first class session or as soon as the accommodation is approved, whichever is later. Students are responsible for ensuring accommodation agreements are provided to the teacher.
For further details, refer to the academic regulations of your programme and institution.
Mots-clés
Communication; Culture