At the C1 CEFR level, a language learner:
– Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
– Can express ideas fluently and spontaneously without much obvious searching for expressions.
– Can use language flexibly and effectively for social, academic and professional purposes.
– Can produce clear, well- structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors, and
cohesive devices.
At the B2 CEFR level, a language learner:
– Can understand the main ideas of a complex text on both concrete and abstract topics, including technical discussions in their field of
specialization.
– Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain
for either party.
– Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
At the B2 CEFR level, a language learner:
– Can understand the main ideas of a complex text on both concrete and abstract topics, including technical discussions in their field of
specialization.
– Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain
for either party.
– Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
At the B2 CEFR level, a language learner:
– Can understand the main ideas of a complex text on both concrete and abstract topics, including technical discussions in their field of
specialization.
– Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain
for either party.
– Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
At the B2 CEFR level, a language learner:
– Can understand the main ideas of a complex text on both concrete and abstract topics, including technical discussions in their field of
specialization.
– Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain
for either party.
– Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
At the B2 CEFR level, a language learner:
– Can understand the main ideas of a complex text on both concrete and abstract topics, including technical discussions in their field of
specialization.
– Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain
for either party.
– Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
At the B2 CEFR level, a language learner:
– Can understand the main ideas of a complex text on both concrete and abstract topics, including technical discussions in their field of
specialization.
– Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain
for either party.
– Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
At the B2 CEFR level, a language learner:
– Can understand the main ideas of a complex text on both concrete and abstract topics, including technical discussions in their field of
specialization.
– Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain
for either party.
– Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
At the C1 CEFR level, a language learner:
– Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
– Can express ideas fluently and spontaneously without much obvious searching for expressions.
– Can use language flexibly and effectively for social, academic and professional purposes.
– Can produce clear, well- structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors, and
cohesive devices.
At the C1 CEFR level, a language learner:
– Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
– Can express ideas fluently and spontaneously without much obvious searching for expressions.
– Can use language flexibly and effectively for social, academic and professional purposes.
– Can produce clear, well- structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors, and
cohesive devices.
At the C1 CEFR level, a language learner:
– Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
– Can express ideas fluently and spontaneously without much obvious searching for expressions.
– Can use language flexibly and effectively for social, academic and professional purposes.
– Can produce clear, well- structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors, and
cohesive devices.
At the C1 CEFR level, a language learner:
– Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
– Can express ideas fluently and spontaneously without much obvious searching for expressions.
– Can use language flexibly and effectively for social, academic and professional purposes.
– Can produce clear, well- structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors, and
cohesive devices.
At the C1 CEFR level, a language learner:
– Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
– Can express ideas fluently and spontaneously without much obvious searching for expressions.
– Can use language flexibly and effectively for social, academic and professional purposes.
– Can produce clear, well- structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors, and
cohesive devices.
Culture textuelle et iconographique du Moyen Âge : Arthur et sa Table Ronde
Ce semestre, nous allons suivre le roi Arthur et ses chevaliers dans leurs quêtes aventureuses. Nous explorerons avec eux un monde de contes de fées et de merveilles aux multiples facettes.
Nous lirons ensemble des extraits de romans du Moyen Âge que nous mettrons en rapport avec des extraits de productions modernes et
contemporaines, comme le dessin animé de Walt Disney, The Sword in the Stone (1963), la série Kaamelott (2004-2009)
par Alexandre Astier, les films Monty Python and the Holy Grail (1975), Excalibur (1981) par John
Boorman, et enfin The Green Knight (2021) par David Lowery.
Textual and Iconographic Culture of the Middle Ages: Arthur and the Round Table
This semester, we will follow King Arthur and his knights on their adventurous quests. Together, we will explore a multifaceted world of fairy tales and marvels.
We will read excerpts from medieval romances and connect them with excerpts from modern and contemporary works, such as Walt Disney’s animated film The Sword in the Stone (1963), the TV series Kaamelott (2004–2009) by Alexandre Astier, the films Monty Python and the Holy Grail (1975), Excalibur (1981) by John Boorman, and finally The Green Knight (2021) by David Lowery.
Un pacte d’amour existentialiste :
« L’union libre » de Simone de Beauvoir et Jean-Paul Sartre autour des événements historiques qui les touchent, 1929-1986
Description du cours : À travers leur correspondance publiée, leurs œuvres autobiographiques, certains chapitres dans
Tête-à-tête: un pacte d’amour (Grasset, Paris, 2006), des articles de presse et des entretiens audio et vidéo, nous allons explorer
comment la relation de ce couple français, intellectuel et célèbre, a pu durer si longtemps. Le cours va aussi examiner ce couple en
vue des événements marquants de leur temps – historiques, culturels et sociaux.
Objectifs du cours: À la fin de ce cours, les participant (e)s devraient bien connaître les événements marquants
historiques en France (1914-1986) autour du couple Sartre-Beauvoir, les personnages principaux impliqués dans la relation, des termes
existentialistes de base, tels que « l’union libre » selon Beauvoir et Sartre, les biographies de Sartre et Beauvoir et
leurs engagements politiques, sociaux et culturels tout au long du partenariat. À partir de ces connaissances, ils devraient pouvoir
formuler des arguments intellectuels, théoriques et scolaires pertinents.
En principe, des questions de réflexion et les lectures obligatoires seront fournies à l’avance de chaque séance.
N.B: Chaque participant(e) effectuera des recherches et présentera en classe un exposé (8 à 10 minutes) sur un sujet
autour des thèmes traités dans le cours, à discuter.
Claudia Brown, prof de langue française et littérature française/francophone depuis plus de 30 ans. Elle a consacré sa thèse de maîtrise au Jean-Paul Sartre d’après-guerre (Université de Paris X – Nanterre). https://www.linkedin.com/in/claudia-brown/