FRENCH 201 - 202 INTERMEDIATE FRENCH
OBJECTIVES - The aim of this course is to
develop and improve your ability to understand, speak, read and write in French
and to lay the foundation for a more thorough mastery of the language, and
civilization in the Francophone world.
Even if you just want to learn to speak the language, you will find
reading French contributes richly to your working vocabulary; and even if you
just want to learn to read in French, you will find that understanding and
using the language orally will contribute greatly to the development of your
ability to read.
THINKING IN
FRENCH
- You can neither understand, speak, read nor write in French without thinking
in French. At this stage, the ability to think in French
simply means (l) the ability to hear questions in French and to answer them in
French without consciously translating them into English, and (2) to read in
French and to understand in French what you are reading. If you have not already acquired the ability
to think in French to this extent, you should begin at once to try to develop
this ability, because you will learn not only much better, but also much faster
too and, once you get used to it, much more easily. The way to go about it is to work on each
lesson, either with QUIA or with a friend or even alone, until you can do each exercise correctly, promptly, effortlessly and with
confidence. Bit by bit, you will find
that if you try, you can actually carry on an extended line of thought in French
in your head without getting any outside stimulus.
DEVELOPING FLUENCY - Each exercise should be done
first carefully, then quickly, then with complete confidence. Bear in mind that if you master each lesson
as you proceed, the following ones will be easier
because each new lesson makes use of material introduced in earlier ones. If on the other hand, you fail to master each
lesson, the course will become increasingly difficult, and, eventually, quite
frustrating. Memorizing and cramming go
a long way in some courses, but it is impossible to master an entire course in
French by a cram session on the night before an exam. And in some fields, you merely need to
understand and be able to remember material; but in a foreign language, you
have to understand the material and practice using it until you can do it
yourself.
TRANSLATION - In reading in French, you may
sometimes find yourself translating an obscure phrase into English in your
effort to understand it; but if you do put it into English, be sure to reread
the phrase in French and to understand it in French. When (and if) you want to translate a passage
into English, be sure to make the effort to understand it in French before you
try to put it into English; for if you try to make an English translation by
merely looking up words and writing down an English equivalent for each French
word, your translation is not likely to make much sense. Even when you really understand a passage in
French, translation is difficult; if you do not understand the meaning in
French, translation is all but impossible.
IF YOU WANT TO DO WELL IN FRENCH AT THIS LEVEL - Never miss
a class. Make a real effort to give complete attention to the work throughout
the class. Do your homework; come to class prepared each day. Try to answer, subvocally, every question that the instructor asks. Master completely every detail of each lesson
as you go along. Remember that the
teacher, the book and other materials will help you learn to use French,
but that, in the last analysis, you yourself will have to do the actual
learning. NO ONE ELSE CAN DO IT FOR
YOU!!!
FRENCH
202: Intermediate French II Spring 2011
Performance objectives
l. Students
will be able to use the following verb tenses of regular and selected irregular
verbs with reasonable accuracy and in appropriate contexts in written and oral
forms: present, passé composé, and imperfect.
2. Students
will be able to use the above tenses with regular and selected irregular
reflexive verbs with reasonable accuracy in written and oral forms.
3. When
given two clauses, students will be able to join them
together
using the appropriate relative pronoun in written and
oral forms.
4. Students
will be able to use a variety of direct and indirect object pronouns, including
y and en, in both oral and written forms.
5. Students
will be able to form and use regular and selected irregular adjectives with
reasonable accuracy in both oral and written forms.
6. Students
will be able to expand their vocabulary on a variety of topics both orally and
in writing.
7. Students
will be able to use structures of varying complexity in expressing themselves
in the language in both oral and written forms.
8. Students
will be able to read controlled materials in French with speed and
comprehension.
9. Students
will be able to write paragraphs in French based on topics they have studied or
discussed in class.
10. Students will be able to discuss in French
several aspects of contemporary French
and
Francophone culture.
11. Students
will be able to discuss orally and in writing the
its
historical and cultural roots.
12. Students will be able to discuss orally and
in writing the text of Astérix chez
les Bretons.
Text Contacts
Valette & Valette (8th
edition) – book and QUIA
Astérix chez les Bretons -
Goscinny
Optional - ENGLISH
GRAMMAR FOR STUDENTS OF FRENCH, Morton
HOW TO BE A MORE SUCCESSFUL LANGUAGE LEARNER, Rubin and Thompson
Grading
20% Unit tests
20% Final exam - comprehensive
10% Written work: quizzes, compositions, QUIA
exercises
10% Astérix portfolio
20% Listening exercises: in class work, audio exercises on QUIA
Speaking:
10% Class Participation: Ÿ Student's
effort
Ÿ Student's
ability to master French sounds
Ÿ Student's
ability to perform grammar drills
Ÿ Student's
attendance - 3 unexcused absences
questions the
student's desire to succeed in the
course.
Ÿ Students who
arrive more than 10 minutes after
class begins will be
marked late. Lateness counts
as half an absence.
Ÿ Students are
expected to attend 2 activities
outside of class; 1
with a linguistic purpose and 1
with a cultural
purpose and write about them.
10% Formal speaking activities done in class and
/ or for the professor
* * * * * * *
A = 90 - l00 B
= 80 - 89 C = 70 - 79 D = 60 - 69
* * * * * * *
Quizzes
and tests will be announced in advance.
Any test or quiz must be made up within 5 days in order to receive
credit.
Homework
is due on the day it is assigned.
Assignments will be accepted late, with a loss of points, for one
week. After that, the student will
receive a zero for that particular assignment.
Each
student is expected to make use of QUIA for exercises coordinated with the
text. If you do not have regular and
consistent access to a computer, consider dropping this class.
During the course of the semester,
students are expected to attend 2 out of class activities. 1 of the activities should have a linguistic
purpose i.e. the possibility of improving students’ level of language and
comprehension. The second activity
should have a cultural purpose i.e. the possibility of improving students’
awareness of Francophone culture. A list
of possible activities, the format of the written report and a rubric will be
provided. One activity must be complete and written about by mid-semester; the
second activity must be completed and written about by the last day of class.
Astérix portfolio
1) Students will complete the introductory
worksheets on Brittany, la Gaule,
Vercingétorix and Julius Caesar.
Worksheets are due at the beginning of class each
Friday, beginning
the second week. Worksheets may
not be submitted electronically. Worksheets
will not be accepted late but would be accepted early.
2) Students will read, in French, Astérix chez les Bretons by Goscinny outside of class.
Accompanying the reading of the text will
be a series of worksheets which will
consist of
reading comprehension activities as well as activities that ask students to
analyze
elements of the text from a cultural and historical point of view. See #1
above
regarding due dates.
3)
After reading the story, students
will view a video of the same title outside of class.
The video will be made available in
the library. The video is in French with
no
English sub-titles. Students may want or have to view it several
times in order to
complete the
graphic organizer which is due the last class.
All
cell phones should be off and put away during class and exams.
Students
are expected to choose ONE of the following as a project:
l) Students may write a brief paper in
French on a topic of their choice. The
paper must be a minimum of 3 (entire) pages typed (maximum of 5 pages
typed). Some of the research must be
done in French and a bibliography must be included at the end. There is no limit to sources but at least
3 must be in French; a variety of sources must be used. Footnotes should be used if necessary. Topics and partial bibliography are due to
the professor Wednesday, February 9. A
typed copy of the rough draft is due Monday, March 14 and the final copy is due
at the beginning of class on or before Monday, April 25. Students must submit final copies on line via
Safe Assign as well as provide a paper copy in class. This
paper will count as a test grade and will be graded on content and style. Late
papers will not be accepted.
2. Students may participate in an all day
immersion-type experience Saturday, April 30 from l0 a.m. until
l0-ll get
acquainted activities/games
ll-l2 commercial
games (MONOPOLY, MILLE BORNES, TRIVIAL PURSUIT, etc.)
l2-l French lunch provided by the
French Club
l-2 PICTIONARY
2-4 role
plays and skits
4-5 simulation
5-6 dinner at an area restaurant (student to pay)
3. If
there are not enough students to participate in the immersion day option but
students are interested in another alternative that focuses
on conversation,
students can decide to have dinner with the professor for 8
weeks, 1 hour per week,
at a time and place that is mutually acceptable for all who
participate.
STUDENTS MAY
NOT CHANGE PROJECTS AFTER February 9.
NOTE: The professor
may contact the class via e-mail using SU e-mail addresses. Students who prefer to use their personal
e-mail addresses should forward information from their SU address in order to
remain current with class information.
The University’s official mode of communication with students is your
campus e-mail account on GroupWise. All
campus offices use this mode of communication.
Failure to read notices sent to your campus e-mail account is not an
excuse for missing deadlines.
Tentative
weekly schedule
- this schedule may be changed to better suit students' needs
Week l Leçon
22
2 Leçon 22 / Worksheet – La Bretagne
3 Leçon 22 / EXAMEN
/ Worksheet – La Gaule / Les Gaulois
4 Leçon 23 / Worksheet – Vercingétorix et Jules César
5 Leçon 23 /
Astérix Worksheet 1
6 Leçon 24 / Astérix
Worksheet 2
7 Leçon 24 /
Astérix Worksheet 3 / 1st supplemental
activity due
8 Leçon 24 /
EXAMEN / Astérix Worksheet 4
9 Leçon 25 /
Astérix Worksheet 5
l0 Leçon 25 / EXAMEN
/Astérix Worksheet 6
ll Leçon 26 / Astérix
Worksheet 7
l2 Leçon 26 /
Astérix Worksheet 8
l3 Leçon 27 /
Astérix Worksheet 9
l4 Leçon 27 / Astérix
Worksheet 10 / 2nd supplemental
activity due
l5 Leçon 27 / Astérix
Video + graphic organizer
EXAMEN FINAL – compréhensif – le mercredi 18 mai, 13h30 à
16h00
DO
NOT BE AFRAID TO MAKE MISTAKES!!! - even your teacher
makes them! You are learning a foreign
language. It is not always easy but it
is not just something that only natives can do - you can too!!
Office hours
Mon., Wed.,
Fri. 11:00
– 11:45 am
Tues., Thurs. 9:30 am
-10:45 pm
other hours by
appointment 410-543-6253
Holloway Hall
105 e-mail:
afwhite@salisbury.edu
This course fulfills the General
Education requirement I-B.
Homework,
dictations and compositions are assigned with Writing Across
the Curriculum in mind. The transfer of
writing skills from one language to another enhances the ability to write well
in both English and French. Evaluation
of written assignments will be based on both form and content.
Academic integrity – The best
learning environment is one based on mutual respect and trust. However, the desire to achieve a good grade
without doing the necessary work may tempt some students to cheat on exams or
to represent the work of others as their own.
At
Instances
of academic dishonesty include all, but are not limited to, the following:
*** Plagiarism – presenting as one’s own work,
whether literally
or in
paraphrase, the work of another author
*** Cheating on exams, tests, quizzes; the
wrongful giving or
accepting of
unauthorized exam material; and the use of
illegitimate
sources of information
*** unsanctioned
collaboration with other individuals in the
completion of
course assignments
*** Falsifying excuses for non-attendance or
completion of
assignments
There
are no mitigating circumstances to justify academic dishonesty. IF you
are unclear about what constitutes academic dishonesty or plagiarism, please
ask. Ignorance is no excuse. Discovery of academic dishonesty will bring
stiff penalties, including a failing grade for the assignment in question and
possibly a grade of F for the course.
The maximum penalty at
Students
are responsible for all adjustments to their schedules. All changes such as
drops and adds must be made through the Office of the
Registrar. Failure to drop a course officially or withdraw officially from school will
result in the issuance of the grade of "F" for all courses
involved. Remember, simply stopping your
attendance of a class is not an official drop or withdrawal.
In
case of inclement or severe weather, students should use their best judgment
regarding their class attendance.
In
case of fire, exit the classroom and then the building using the exterior door
opposite the classroom. Proceed to the
parking lot and await your professor and / or instructions from the Fire
Department.
***** ***** ***** ***** *****
NATIONAL STANDARDS
This
course provides opportunities for students to achieve the National Standards
for Foreign Language Learning in
COMMUNICATION: Communication in
languages other than English
1.1 Interpersonal
communication
1.2 Interpretive
communication
1.3 Presentational
communication
CULTURES: Gain knowledge and
understanding of other cultures
2.1 Practices of culture
2.2 Products of culture
CONNECTIONS: Connect with other
disciplines and acquire information
3.1 Furthering connections
3.2 Acquiring information
COMPARISONS: Develop insights into the
nature of language and culture
4.1 Language comparisons
4.2 Cultural comparisons
COMMUNITIES: Participate in
multilingual communities at home and around the world
5.1 School and community
5.2 Life-long learning