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Course Syllabus

Бакалавриат 2020/2021

Иностранный язык (французский)

Лучший по критерию «Полезность курса для Вашей будущей карьеры»
Лучший по критерию «Полезность курса для расширения кругозора и разностороннего развития»
Лучший по критерию «Новизна полученных знаний»
Статус: Курс по выбору (Программа двух дипломов НИУ ВШЭ и Лондонского университета по международным отношениям)
Направление: 41.03.05. Международные отношения
Кто читает: Факультет мировой экономики и мировой политики
Где читается: Факультет мировой экономики и мировой политики
Когда читается: 2-й курс, 1-4 модуль
Формат изучения: без онлайн-курса
Охват аудитории: для своего кампуса
Преподаватели: Бартенева Ирина Юрьевна, Ерыкина Мария Андреевна, Самсонова Ольга Борисовна, Хараузова Валерия Витальевна
Язык: английский
Кредиты: 7
Контактные часы: 232

Course Syllabus

Full SyllabusAsk Question

Abstract

The French language course is intended for 2nd year students of the direction of preparation on International Relations as part of the HSE and University of London's International Relations Parallel Degree Program. Special requirements for the input knowledge, skills and competencies of the student are not provided, since this program is intended for the initial stage of learning the French language. By the end of the second semester, students are expected to master the French language in an amount corresponding to level B1 of the Common European Framework of Reference for Foreign Languages ​​(CEFR).
Learning Objectives

Learning Objectives

  • teach students to work with authentic socio-political, journalistic (media) written texts (understand the general / detailed content, extract the requested information).
  • to form skills of adequate perception (to understand the general / detailed content, to extract the requested information) of oral authentic texts of various types (monologue, dialogue, etc.), socio-cultural / socio-political / social and economic topics.
  • to form the skills of analysis / synthesis of information in the form of a computer presentation.
  • to form the skills of producing written texts in accordance with the communicative task (abstract / résumé, reasoned statement on a given topic, writing, etc.).
  • introduce students to the sociocultural stereotypes of speech behavior in French and their native language, the degree of their compatibility / incompatibility.
  • to form students' skills in the productive use of basic lexical units, grammatical forms and constructions within the framework of the topics studied.
Expected Learning Outcomes

Expected Learning Outcomes

  • Speaking: within the framework of the studied subjects and in accordance with the stage of training - produces a monologue-narration, a monologue-description; - participates in the dialogue; - participates in the discussion.
  • writing: writes a postcard to a friend. writes email letter to a friend; letter to relatives.
  • composes a motivation letter in the proposed communicative situation
  • highlights the main and related information, elements of argumentation; - Highlights keywords / expressions and logical connectors; - uses the basic methods of reformulating the semantic elements of the text.
  • within the framework of the studied subjects and in accordance with the stage of training - transfers the content of the sounding text using the compte-rendu / résumé technique (abstracting / annotation); - produces monologue speech, demonstrating the ability to productively use the basic lexical units, grammatical forms and constructions within the framework of the topic under study; - participates in the dialogue in accordance with the communicative task; - participates in the discussion
Course Contents

Course Contents

  • Man and his income Types of income. Remuneration of employees (forms, establishment procedure, structure). Equality / inequality in pay for men and women. Types of allowances. Active Solidarity Income (RSA): goals, recipients, sources of funding.
  • Man and society. Culture: theater, cinema. Media: press, radio, television.
  • Rules for writing a motivation letter The role of motivational writing. Logical structure and mandatory components of motivational writing. Compliance of the competencies of the candidate of the proposed position.
  • Man and his work Unemployment: The most vulnerable social categories. Employment: job search, hiring and dismissal, organization of working time. Job interview.
  • A human and his life style. My work day. My house. My region. Vacation at home. Seasons. Close relatives.
  • Man and his income The minimum wage. Factors affecting the size of salaries. Differences in wage levels. Types of income. Illegal work and illegal income. Types of savings. Household propert
Assessment Elements

Assessment Elements

  • non-blocking exam
    In case of online learning, the exam is conducted via Google-forms platform (written test) and via Zoom (oral part).
  • non-blocking written test
    In case of online learning, the written test is conducted on the platform Google-forms.
  • non-blocking Oral test (retelling / abstracting / annotation of text, audio-video document)
    In case of online learning, skills`assessment is conducted on the platform Zoom.
  • non-blocking presentation
  • non-blocking Written test for general / detailed understanding of the sounding text
    In case of online learning, skills`assessment is conducted on the platform Google-forms.
  • non-blocking Written test for a general / detailed understanding of the written text
    In case of online learning, skills`assessment is conducted on the platform Google-forms.
  • non-blocking Written text production according to communicative task
    In case of online learning, skills`assessment is conducted on the platform Google-forms.
  • non-blocking exam
    In case of online learning, the exam is conducted via Google-forms platform (written test) and via Zoom (oral part).
  • non-blocking written test
    In case of online learning, skills`assessment is conducted on the platform Google-forms.
  • non-blocking Oral test (retelling / abstracting / annotation of text, audio-video document)
    In case of online learning, skills`assessment is conducted on the platform Zoom.
  • non-blocking presentation
  • non-blocking Written test for general / detailed understanding of the sounding text
    In case of online learning, skills`assessment is conducted on the platform Google-forms.
  • non-blocking Written test for a general / detailed understanding of the written text
    In case of online learning, skills`assessment is conducted on the platform Google-forms.
  • non-blocking Written text production according to communicative task
    In case of online learning, skills`assessment is conducted on the platform Google-forms.
Interim Assessment

Interim Assessment

  • Interim assessment (2 module)
    0.4 * exam + 0.1 * Oral test (retelling / abstracting / annotation of text, audio-video document) + 0.1 * presentation + 0.2 * written test + 0.1 * Written test for a general / detailed understanding of the written text + 0.1 * Written test for general / detailed understanding of the sounding text
  • Interim assessment (4 module)
    0.4 * exam + 0.1 * Oral test (retelling / abstracting / annotation of text, audio-video document) + 0.1 * presentation + 0.2 * written test + 0.1 * Written test for a general / detailed understanding of the written text + 0.1 * Written test for general / detailed understanding of the sounding text
Bibliography

Bibliography

Recommended Core Bibliography

  • Diallo, I. (2018). Geopolitics of French in Francophone Sub-Saharan Africa : Attitudes, Language Use, and Identities. Newcastle-upon-Tyne: Cambridge Scholars Publishing. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=2000115
  • Phillips, D. (2013). Recent English financial terms in French-language, Dutch-language and German-language financial publications: borrowing versus translating. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.E0EF17ED
  • St. Martin, G. (1995). Preparation for International Business: A Cultural Immersion Model in French. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED388075

Recommended Additional Bibliography

  • Alberta Dept. of Education, E. L. S. B. (1992). French as a Second Language Program of Studies: Intermediate Level. Year 4 to Year 12 = Francais langue seconde programme d’etudes: niveau Intermediaire de la 4e a la 12e annee. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED354733
  • Dincă Violeta Mihaela, Bogdan Anca, Zottu-Z Monica, & Floricel Teodora. (2018). The economic impact of the French language. Proceedings of the International Conference on Business Excellence, (1), 324. https://doi.org/10.2478/picbe-2018-0029