Familles de Compétences
Type de compétence:
TEC : Technique,
MET : Méthodologique,
MOD : Modélisation,
OPE : Opérationnel,
CF9 : Gérer des projets de toute nature
Niveau de compétence:
Description du programme de la matière
This is an ESP (English for Specific Purposes) course aimed at the improvement of the students’ language skills in the context of computing and information technology.
The course is focused on the four skills: listening and speaking, reading and writing in addition to a language focus aimed to cover key points of grammar.
The course is structured into units; each unit consists of a set of activities focused on five major components:
activities aimed to enhance the student’s ability to communicate about computing topics; (brainstorming in groups using mind maps, speaking in turns, role plays)
activities aimed to develop the students’ listening skill based on videos or listening trucks relevant to the topic of the unit studied. The listening tasks would increase the keenness of hearing so that students can associate meanings with sounds, infer meaning from the speaker's discourse, understand, evaluate, organize, take notes and retrieve information.
activities aimed to develop the skill of reading and understanding written material based on a variety of texts in the specialism; through reading-based tasks, students will learn some strategies of speed-reading as skimming and scanning. Students will also learn to recognize and understand the vocabulary required to function in a computing context.
activities aimed to help the students develop their overall knowledge and understanding of English grammar with specific focus on those key points in the English grammar appropriate for the decoding of texts in the specialism.
Academic writing (wring paragraphs and essays)
Warming up: introduce vocab. through speaking (brainstorming and mind mapping)
Writing: Introd. to Paragraph writing (lay out + content—introduce subject of 1st paragraph—computer users + drawing a graphic organizer + writing the 1st draft of the paragraph)
Listening: “computers are making us dump” listening truck+ quiz + debate
Reading: a selected text, “Computers Make the World Smaller and Smarter”
Gram. Revising Present Tenses
Writing: revising 1st draft (requirements of a topic sentence + supporting sentences + concluding sentence) + writing 2nd draft.
Listening: watching video “computer history” + quiz
Writing: editing the 2nd draft of paragraph (data show display of sample student compositions)
Reading: a selected text “Computers: 1950 to the Present”
Grammar: reviewing past tenses
Speaking: strategies of public speaking
Warming up: introduce vocab. through a reading text “What is inside the computer?”
Speaking: pair work—role play (exchanging technical information—computer shop assistant and customer)
Gram. Asking questions + Useful language functions in a computer shop
Listening (watching a video about computer architecture and answer quiz questions)
Reading: a selected text “Cache Memory”
Reading: How a laser printer works?
Listening: 3D printers
Gram. Comparison contrast structures + types of sentences (focus on compound sentence)
Listening: (1st mock test)
Reading: selected text: “Researchers store computer operating system and short movie on DNA”
Writing: how to write a comparative contrastive essay--writing an outline + writing the introduction (hook; thesis)
Warming up: vocab. Describing characteristics of different OS (grp.Work)
Grammar: -ing form + infinitives
Writing: revising the introduction of the comparative contrastive essay + writing body paragraphs + writing the conclusion
Listening: test (in class quiz)
Reading: selected text “Operating systems”
Writing: revising sample essays (data show display)
Warming up: Vocab. speaking: gp. Act. describe a computer application of your choice, describing a process
Gram.: passive constructions
Reading: selected text “Artificial intelligence”
Listening: Artificial intelligence a threat to humanity?
Followed by a debate
Writing: collect final drafts of essays
Written test (vocabulary and grammar--half an hour during lunch break)
Finish with oral presentations
Assessment of listening: 1quiz per semester. The quiz tests the student’s capacity to understand spoken English. (4 marks)
Assessment of speaking: a minimum of 5 minutes and a max. of 10 mnts. To speak before the class (topics are free). The speaking can be individual, pair work, or group work. (Though students are assessed according to a speaking rubric, a common mark—4 pts.—is attributed to each student). Students can choose the date when to speak; speaking presentations start week 3 until the end of the semester.
Assessment of writing: first year students should write a paragraph and an essay (1 pt. for the first paragraph + 3 pts. for the essay) (though written compositions are checked according to a detailed writing rubric, a common mark—4 pts.—is attributed to each student who writes his paragraph and essay).
Assessment of read/vocab and grammar: 1 quiz per semester assigned to test the vocabulary and grammar. (8 marks: 4 pts. vocab + 4 gram.)
The average of the assessment of the listening, speaking, writing, reading and grammar would constitute a mark over 20 which would constitute the mark of the midterm.
|Travail Personnel: ||
Glendinning, Eric H, John Mc Ewan. Oxford English for Information Technology.Student’s book. Oxford: Oxford University Press, 2005.
Esteras, Santiago Remacha. Infotech. English for Computer Users. Student's Book. Cambridge: Cambridge Univ. Press, 2008.
Beer, David F. David McMurrey. A Guide to Writing as an Engineer. NY: Willey & Sons, Fourth edition, 2014.
Parrot, Martin. Grammar for English Language Teachers. Cambridge: Cambridge Univ. Press, 2000.
Zemach, Dorothy E., Rumisek, Lisa A. Academic Writing , From Paragraph to Essay. Macmillan, 2005
G. Michael Schneider and Judith L. Gersting. Invitation to Computer Science. Course Technology, 2010.