Бакалавриат
2023/2024
Иностранный язык (испанский)
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
Направление:
41.03.06. Публичная политика и социальные науки
Кто читает:
Факультет мировой экономики и мировой политики
Где читается:
Факультет мировой экономики и мировой политики
Когда читается:
4-й курс, 1-3 модуль
Формат изучения:
без онлайн-курса
Охват аудитории:
для своего кампуса
Язык:
английский
Кредиты:
7
Контактные часы:
224
Course Syllabus
Abstract
The course objective at the initial stage is to develop the social-cultural and profession-oriented communication competences. The language profession-oriented competence is the ability and readiness to interact in a foreign language during the intercultural professional communication (A1-B2). The course provides an opportunity to master any educational program and discipline in a foreign language, both within the framework of direct face-to-face interaction with teachers, and with the use of digital technologies. Teaching a foreign language is aimed at the complex development of communicative, cognitive, informational, socio-cultural, professional and general cultural competences of students. The course includes oral and written communication practice in Spanish. The interdisciplinary approach is used in order to provide an integration of different topics. Within the course the following aspects are combined, reflecting the generally accepted models of language use: EG (Español General or Spanish for General purposes (General literary language); EFE (Español con Fines Específicos or Spanish for special purposes). The combination of these models in the structure of training of future specialists creates a high motivational level associated with the pragmatics of professional, cognitive and communicative needs of students.
Learning Objectives
- copying the text and writing down its key words, key collocations, key sentences as required by the communicative task; compiling glossaries; making the plan of the text in question;
- to develop of communicative skills in four main types of speech activity (speaking, listening, reading, writing) within the selected subject content and communication situations
- Developing skills of reading to oneself and skills of understanding simple authentic texts of various genres and register: reading for gist; reading for details; reading for complete comprehension of the text.
- to familiarize students with the culture, traditions and realities of the Hispanic world
- In direct communication: understanding what has been said by the professor and other students; providing verbal or non-verbal feedback to what has been said.
- to understand the rules of speech behavior (speech etiquette) in the conditions of professional intercultural communication
- Developing conversational skills: initiating and maintaining small talk, giving instructions / orders, conducting interviews; initiating and maintaining conversations that feature various types of dialogues (small talk, instructions / orders, interviews).
- to acquire sufficient vocabulary in order to solve social and communicative tasks in various fields of everyday life
- to read authentic materiales and analyze them
- to develop universal and special educational skills
Expected Learning Outcomes
- conduct a conversation on a given topic
- Language skills. Phonetic, lexical and grammatical side of speech.
- Listening. Listening comprehension of teacher and student speech and verbal / non-verbal reaction to what they hear.
- maintain an informal discussion, taking into account features of national culture of the interlocutor
- make short reports in a foreign language
- pick up speaking skills which can allow students to use general language, to explain ideas and express opinions regarding different topics in a simple way
- Reading. The development of the ability to read to oneself and understand simple authentic texts of different genres and styles with different depths of penetration into their contents, depending on the communicative task.
- Speaking: the development of communicative skills of dialogic speech.
- summarize and comment adapted texts
- to ask and exchange information about other people including their names, ages, physical and personal characteristics, professions, preferences, etc
- to be able to describe different people
- to collect and analyze the collected data
- to communicate, express thoughts orally and in writing, lead a simple discussion in a foreign language
- to conduct a conversation with native and non-native speakers
- to describe different situations of everyday life
- to have a good command of Spanish grammar and vocabulary (at the A2 level)
- to interact in a simple way with native and non-native speakers of Spanish
- to introduce him/herself and be able to ask and answer questions about personal details
- to learn more about Spain's customs and traditions
- to learn the map of Spain
- to make short reports in a foreign language
- to pick up speaking skills which can allow them to use general language, to explain ideas and express opinions regarding different topics in a simple way
- to possess reading skills which can enable students to skim the text for main idea, to scan the text for specific information, and to deduce meanings from the context
- to read and understand texts of different genres with different levels of penetration into the content
- to summarize and comment adapted texts
- to understand and process the main content of oral mono-logical texts received from various sources of information (including the media)
- to understand emotionally charged information in direct communication with a native speaker
- to understand sentences and frequently used spoken expressions related to areas of most immediate relevance (basic personal and family information, shopping, employment, leisure activities, preferences, etc.)
- to work with information: to find, evaluate and use information from various sources
- write informal letters and e-mails
- Writing. Writing Skills Development.
Course Contents
- Greetings. Acquaintance. Cities, countries, languages.
- Acquaintance. The interview when applying for a job.
- A story about yourself. My family. Leisure and hobbies.
- Leisure time. Journeys. Life experience.
- The daily routine. Weekly planning.
- Personal diary. Blog. The recent experience. Types of families in modern society.
- Hotel. Orienteering in the city. Sights.
- Childhood memory. The “Movida madrileña”.
- Food and drinks. Food preferences. In the restaurant.
- Biographies of famous people. Personal biography. Drawing up a summary.
- The working day. Items in the office. Departments at the company.
- Travelling at home and abroad.
- Technological progress and gadgets. Weddings and other traditions in different countries.
- Life in the city. Types of residence. Flat.
- Fairy tales and fairy-tale characters. The character and appearance of a person.
- Visit to the doctor.
- Environmental problems. Recycling and other methods of improving the environment.
- Holidays.
- Education. Education system.
- Visit to the doctor, description of a disease’s symptoms. The health care system in Spain and Latin America.
- Money and shopping.
- Household chores and responsibilities. Healthy habits and lifestyle.
- Economy of Spain
- The mass media: Internet, radio, television, and press. Stories from celebrities’ lives.
- Sports and sporting achievements. Non-governmental organizations.
- Spanish area studies: introduction
Assessment Elements
- Oral control, written control, attestation, independent work, winter/summer examThe final exam consists of two parts: written and oral. The written test is performed in Socrative and Zoom simultaneously, the oral part is held in Zoom. The student is required to have a stable Internet connection and a working webcam.
- ExamThe exam will be conducted via Zoom (oral part) in specified period of session.
- Essay, tests
- ExamThe final exam consists of two parts: written and oral. The written test is performed in Socrative and Zoom simultaneously, the oral part is held in Zoom. The student is required to have a stable Internet connection and a working webcam.
- Essay, tests
- ExamThe final exam consists of two parts: written and oral. The written test is performed in Socrative and Zoom simultaneously, the oral part is held in Zoom. The student is required to have a stable Internet connection and a working webcam.
Interim Assessment
- 2020/2021 2nd moduleO interim = 0.2*o.c.e. + 0.2*w.c.e. + 0.1*att. + 0.1*ind.work + 0.4w.ex.
- 2020/2021 4th moduleO final = 0.2*o.c.e. + 0.2*w.c.e. + 0.1*att. + 0.1*ind.work + 0.4w.ex.
- 2021/2022 2nd moduleO final = 0.2*o.c.e. + 0.2*w.c.e. + 0.1*att. + 0.1*ind.work + 0.4*w.ex.
- 2021/2022 4th moduleO final = 0.2*o.c.e. + 0.2*w.c.e. + 0.1*att. + 0.1*ind.work + 0.4*w.ex.
- 2022/2023 2nd module
- 2022/2023 4th module
- 2023/2024 2nd module
- 2023/2024 3rd module
Bibliography
Recommended Core Bibliography
- Carlos Hugo Soria Cáceres. (2011). Las plataformas tecnológicas en Europa y España. Una iniciativa para la transferencia de conocimiento aplicado a la economía y el territorio. Revista de Estudios Andaluces, (2011). https://doi.org/10.12795/rea.2011.i28.04
- La traducción funcional en los libros didácticos de español del pnld 2012 ; Functional translation in spanish textbooks of PNDL 2012. (2019). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.7FE5EA08
Recommended Additional Bibliography
- Juan de Dios Villanueva Roa, & Victoria Rodrigo. (2018). Reading in Spanish language textbooks for immigrants. Doblele, (1), 82. https://doi.org/10.5565/rev/doblele.42
- Mugüerza, P. (2012). A1. Ejemplos comentados. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrac&AN=edsrac.253506
- Nebrija, A. de. (1517). Reglas de ortographia en la lengua castellana. [Alcala de henares : por Arnao guille[n] de brocar]. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsred&AN=edsred.10366.118580
- Puentes Cociña, B. (2018). ¿España Circular 2030? Comentario al borrador de la estrategia española de economía circular. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrac&AN=edsrac.348634
- Santi Cantarero Sanz, Miguel González-Loureiro, & Francisco Puig Blanco. (2016). Territorio y creación de empresas de economía social. Estudio a nivel de las Comunidades Autónomas de España. Pampa: Revista Interuniversitaria de Estudios Territoriales, (13), 97. https://doi.org/10.14409/pampa.v0i13.5908