a) Can understand a wide range of demanding, longer texts, and recognise implicit meaning.
b) Can express ideas fluently and spontaneously without much obvious searching for expressions.
b) Can use language flexibly and effectively for social, academic and professional purposes.
c) Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
Âzar Babasafari Renani
Weekly - 3
Total - 280
CAUSA, M. et MÈGRE, B. (2009). Production écrite NIVEAUX C1 / C2 du Cadre européen de référence. Paris, France : Didier.
DIOME, F. (2005). Le Ventre de l´Atlantique. Paris, France : Livre de Poche
DOLLEZ,C. et alii (2010). Alter Ego C1. Paris, France : Hachette-FLE .
GUILLOU, M. et TRANG PHAN (2011). Francophonie et mondialisation - Histoire et institutions des origines à nos jours. Paris, France : Belin.
Communicative approach that strives to stimulate interaction and promote a growingly autonomous learning process.
Intercultural approach that promotes the student´s awareness toward a better perception of cultural diversity.
Tasks that imply the use of linguistics as well as extralinguistic competences.
2 written tests (60%) + 1 oral test (20%) (80%), Regular contribution during classes (10%) + homeworks (10%) (20%)
1 . Listening and reading comprehension activities
2 . Activities for oral communication (debate, presentation)
3. Activities for written communication: abstract writing, commentary, synthesis and dissertation.