Ce cours s’adresse à des élèves désireux d’acquérir rapidement les outils de base susceptibles de leur permettre de communiquer dans une langue simple mais efficace en Espagne ou dans les nombreux pays d’Amérique latine.
SPANISH. Level B1 Beginner 3
Description:
This course is intended for students who have taken beginners' courses in year 2 (periods 1.2.3) and who have not obtained the B2 level required at the end of S2 for beginners' courses.
Objectives:
- Mastery of basic grammar: present, past, future and subjunctive.
- Vocabulary for everyday life, comprehension of a news text (press articles, audio, video).
Objectives and general content for the 15-week course :
- Grammar exercises, focusing on mastery of the verbal and nominal systems, and sentence structure.
- Revision of basic lexical fields through the study of socio-linguistic situations specific to the culture of the language studied. General vocabulary of culture, economics, geography and politics.
- Language practice through exercises in listening, reading and writing simple texts.
Assessment :
Continuous assessment (oral, written and oral exams) = 40% of final grade
Oral final exam = 30% of final grade
Written final exam = 30% of final grade
This course is designed for students who have already acquired the grammatical and lexical bases of Spanish, but who still need to consolidate their written/oral expression in the language.
Le Concept Espagne une Transversalité à travers le temps
Des Ibères à aujourd'hui dans une construction historique, spirituelle identitaire à travers les trois monothèismes à une modernité contemporaine en lien en une pluridisciplinarité et interdisciplinarité à travers les sciences socies et humaines dont la langue cervantine des trois monothéismes est le contrefort
The aim of this course is to explore the intersection between two forms of knowledge, practice and discourse - that of literature and that of science - in the Latin American context of the 19th, 20th and 21st centuries. Through the concept of ‘imaginary’ (Baczko, Castoriadis), we will refer not only to the ‘image’, i.e. the purely reproductive gesture of one form of knowledge (science) over another (literature), but also to the heuristic potential of ‘imagination’, i.e. fiction, as an engine for the transformation of society. From a critical point of view, our general objective is to deconstruct the ‘civilisation & barbarism’ antinomy that has structured the collective Latin American social imaginary from independence (19th century) to the present day.
The course, which focuses on architecture, will also highlight the link between architecture and poetry within a pre-defined historical and cultural context.
Each sequence - of one or two classes, or even three - will attempt to identify the essential elements of an architectural style, and relate them to the historical and cultural context in which this style emerged. The approach will be chronological: Spain of the Three Cultures, the Renaissance, the Baroque, Neoclassicism, etc. Some sequences will be reserved for specific architects -Gaudí, Calatrava, for example. Each architectural stage will be complemented by a course devoted to poetry, in which a limited selection of representative poems will be used to explore the link between the forms of architecture and those of the poem, and to identify structural similarities (poetry and architecture in the Renaissance, poetry and Baroque architecture), contrasts (neoclassical architecture, Romantic poetry, etc.) or parallel shifts induced by the tension between attachment to the forms of the past and experimentation with new forms in the contemporary era.
The course offers an overview of the history and current state of Spanish-language cinema, while also reflecting on cinema as a mirror of the cultural and social reality of both the Hispanic world and the world in general. There will be discussions on films, directors, screenwriters, cinematographers, musicians, and all the professions or arts involved in cinema. Current film competitions, awards, and festivals in the Hispanic world will also be reviewed.
TUTORÍA (ESPAÑOL)
Nivel BILINGÜE
3A
Descripción:
Los tutores de español son alumnos bilingües. Realizan una labor de acompañamiento en el 3erA (periodo lectivo de 15 semanas) destinada a aquellos estudiantes de español (nivel INICIAL o INTERMEDIO) que desean mejorar su práctica del idioma.
Cada tutor acompaña a 2 o 3 estudiantes. El grupo así constituido se reúne dos veces por semana durante una hora.
El tutor organiza actividades lingüísticas centradas en la práctica oral del idioma, en estrecha coordinación con el responsable de la Sección de Español del Departamento de Lenguas y Culturas.
Al final del periodo lectivo presenta ante el coordinador de la Sección de Español un balance de las actividades llevadas a cabo en su tutoría y le entrega un informe escrito donde desarrolla en detalle las tareas realizadas.
Evaluación:
Los tutores convalidan, mediante su tutoría, la evaluación continua correspondiente a los semestres de Español que no han cursado.
TUTORAT (ESPAGNOL)
Niveau BILINGUE
3e Année : (15 semaines de tutorat au total)
Description :
Les tuteurs d'espagnol sont des élèves bilingues. Ils encadrent, en 3A, les élèves hispanisants (niveau DÉBUTANT ou INTERMÉDIAIRE) qui souhaitent améliorer la pratique orale de la langue.
Chaque tuteur a la charge de 2 à 3 élèves. Le groupe ainsi constitué se réunit deux fois par semaine, pendant une heure.
Le tuteur organise des activités linguistiques centrées sur la pratique orale de la langue, et en étroite coordination avec la responsable de la Section d'Espagnol du Département des Langues et Cultures.
A la fin de chaque semestre, le tuteur présente oralement au coordinateur de la Section d’Espagnol un bilan de son activité de tutorat et lui remet un rapport écrit détaillant les tâches accomplies.
Évaluation :
Les tuteurs valident, par leur travail de tutorat, la période de 15 semaines (3A) de la langue enseignée.
