FRE 103 Intermediate French I (Section 020)

KUTZTOWN UNIVERSITY OF PENNSYLVANIA
Le professeur: Dr. Mary Theis
Le numéro de telephone: 610 683 4432
Courriel (courier électronique): [email protected]
Bureau: 11B de Francesco
Heures de bureau: MF 8:50 to 10:50 a.m. W 8:50 to 9:50 a.m.
Appointments in case of class conflicts when necessary.
Site sur le Web: http://faculty.kutztown.edu/theis
FRE 103 INTERMEDIATE FRENCH I TH Section
Catalog description: French III
Students who have satisfactorily completed six hours of elementary French, or who have had at least two years of French in high
school continue the development of the basic skills in aural comprehension, speaking, and writing. Emphasis is placed on
independent reading. Offered in two semesters of three hours each.
Disability Disclosure Statement
Any student who has a need for accommodation based on the impact of a disability
should contact the instructor privately to discuss the specifics as soon as possible.
Contact Disability Resources and Services to coordinate reasonable accommodations
with documented disabilities.
Course Objectives
This intermediate course, the first of two intermediate courses for
communication in French, further lays the foundation for all five of the departmental
mission-based goals of COMMUNICATIONS, CULTURES, CONNECTIONS,
COMPARISONS, and COMMUNITIES. To achieve their related ACTFL Standardsbased outcomes for those continuing their study of a second language, students
perform the communicative activities found in chapters nine through twelve and
select sections of subsequent chapters as well as the accompanying sections of the
workbook. Students develop an understanding of the underlying structural features
for those activities, master the relevant vocabulary, and progress to the intermediate
mid to high-level of proficiency in listening, speaking, reading and writing French.
Students demonstrate in writing (in the cultural sections of the chapter exams
and in the final exam) a greater awareness of how French culture as well as the
target language differs from their native cultures and languages. They also read
short passages and complete exercises that continue their exposure to the cultures
of the francophone world.
Forms of Assessment
Assessment is made on the basis of a subset of the following: chapter exams, final
oral and written exams, quizzes on communicative activities incorporating structural
elements, several brief compositions, completion of in-class exercises, vocabulary
quizzes, paired dialogue work, PowerPoint presentation of your best vacation, and a
brief 5-minute individual office presentation about what you did last summer
demonstrating mastery of both the complementary past tenses (the imparfait & the
passé composé) and what you plan to do during the semester break (simple future
[not near future]) Rubrics for these appear at the end of this syllabus.
Required Texts: Entre Amis, 5th edition by Michael D. Oates and Larbi Oukada
(Boston: Houghton Mifflin Company, 2006) with the accompanying CD and
workbook, Entre Amis Cahier d’Activités by Larbi Oukada et al. (Boston: Houghton
Mifflin Company, 2006). An excellent handbook for French verbs (at KU bookstore).
Words of caution: DO NOT BUY A USED BOOK THAT DOES NOT CONTAIN A CD, DO
NOT PURCHASE A PREVIOUS EDITION OF THIS TEXT AND DO NOT PURCHASE A
USED WORKBOOK. The required practice will be missed, and you will be missing
pages that must be turned in. The workbook is for one-time only use. Finally if you
are ordering your textbooks on line, by the time the books are received, students too
often have seriously compromised any possibility of a desirable grade in this course.
Workbook sections coordinated with communication goals in the text automatically
must be done at home as the material is introduced. Waiting to do this until the
night before a cahier check is equivalent to cramming and is not as effective in
preparing for exams.
Please BRING your assignments to class. Do not email them unless this has
been arranged for ahead of time with me. Assignments often become zeros
in the black holes of cyberspace.
Please respect the right of your classmates not to be distracted by phone
calls to you during class. Cell phones and other electronic devices should be
left in the car or at least turned off if you must bring them with you to class.
No electronic devices are permitted during exams.
Le sommaire du cours pour l’automne 2009
Semaine 1
9-1
Warm-up and review:
ASKING QUESTIONS. Qui est-ce qui ….? De quelle couleur est votre X?
avoir expressions (present and past tense) pp 229-230.
prendre with food [partitive]/suivre with classes Review of the PC.
Team quiz for going and coming verbs & individual diagnostic quiz.
DEVOIRS: QUIZ ON THE PC. PREPARE FOR VOCABULARY QUIZ DAY 5
9-3
Quiz on the pc. A propos. Conjugation of re verbs. Vendre (Les pronoms
objets indirects. Lui/leur).
Semaine 2
9-10 Qu’est-ce qu’on vend. Quiz on re verbs. Ex. #2 SKETCHS Acheter (Les
pronoms objets indirects suite).
DEVOIRS: Composition 1 using the PC.
Semaine 3
9-15 Bc 2 & Bc 3 Si on a mal à ……
Depuis Qui/Que
9-17 Cahier check. Vocab quiz
Lecture I et Lecture II
Semaine 4
9-22 EXAMEN CH. 9 Coup d’envoi Ch. 10
DEVOIRS Bc 1 & 2 Vouloir. Pouvoir. Connaître. Exercises pp. 275-276.
9-24 Faisons les exercises pp. 275-276. Qu’est-ce que vous savez à propos du
Président de la France? Quelles fêtes françaises connaissez-vous?
Qui est-ce que vous connaissez dans cette salle de classe?
Les pronoms objets directs. Révision et suite.
Exercises 5-8. L’impératif. Révision et suite.
Semaine 5
9-29 Vocab quiz. Les pronoms à l’impératif. Les nombres ordinaux.
Bc 4. Comment? Conduire.
10-1 Verb quiz. Ex. 15-17. Cahier check. Lecture 1.
Semaine 6
10-6 EXAMEN CH. 10 Ch. 11 Coup d’envoi.
10-8 Quand vous étiez jeune…. Ne … que
Semaine 7
10-13 Setting the scene Contrasting the imparfait and the pc.
10-15 Making comparisons.
Semaine 8
10-20 Quiz on the imparfait. Le superlatif. CAHIER CHECK
DEVOIRS: Short composition for peer editing.
10-22 Intégration Réalités culturelles. Vocab quiz. Peer editing.
Composition using the imparfait.
Semaine 9
10-27 EXAMEN CH. 11 Coup d’envoi Ch. 12 (au téléphone)
10-29 Coup d’envoi (suite) Making a Request. Savoir.
Semaine 10
11-3 Making a Restaurant or Hotel Reservation. Description of vacation due.
11-5 Quiz on vocab and savoir. Les verbes réguliers en ir (iss).
Semaine 11
11-10 Tout. Making a Transportation reservation. Le futur et le futur avec “si” et
“quand.” Exercises 18, 20, and 21.
11-12 Quiz on ir verbs. DEVOIRS: Ex. 19 Write ten sentences in the lab and give
them to your partner to take home and edit. You will get the grade for how
many of his/her sentences are turned in and correct and vice versa.
Semaine 12
11-17 Intégration Ex. B & D in class. Négociations p. 342 & Lecture I A
DEVOIRS: Composition on the future: see rubric.
ORAL EXAM A2 & A3 (avec un partenaire dans mon bureau) p. 341. Sign-up.
11-19 Réalités culturelles. Lectures II A, B, C. CAHIER CHECK
Semaine 13
11-24 EXAMEN CH. 12 EN pp. 400-401
Handout for oral and written final. Review for finals.
11-26 Vacances pour le Jour d’Action de Grâce
Semaine 14
12-1 Mettre pp. 352-352. Les verbes pronominaux (suite) au passé composé
Dire p. 385. Croire. Voir pp. 393-395
12-3 Review of qui, que. QUEL, LEQUEL, and DONT
Semaine 15
12-8 PowerPoint Presentations of your best vacation ever.
12-10 PowerPoint Presentations of your best vacation ever.
Semaine 16
Written final.
In addition to the taped pair activity (whose rubric is below), individual oral
exams are completed in my office at a time and date mutually agreed upon
but given priority according to a lottery the first day of class. The written
final will be in our classroom according to the university schedule for all
finals. Please be aware that these are not optional exams. Failure to take
them results often in failure in the course.
Study tips
1. Answer in a sufficiently loud voice and listen so that you can maximize the
value of class time for everyone. Corrections in class do NOT affect your
grade. Volunteering answers improves your class participation grade a lot.
2. Memorize some vocabulary (with their genders in case of nouns) at the end of
each chapter every day with the help of flash cards. Correct spelling of these
words includes their accents. (Accents do not indicate the stress in the word;
they indicate a change in pronunciation and/or meaning). This builds up
momentum for superior test taking.
3. Complete journal entries for each class consisting of at least the question(s)
required for that day’s communicative task and three possible answers. This
note taking will really help you study for chapter tests and enable you to
reach our minimal goal of intermediate performance in French, which is
necessary for successful completion of FRE 103 and 104.
4. Complete the workbook sections as the corresponding section is taught in
class and before the workbook is corrected. Turn in the last page of the
workbook on time so that you can correct your mistakes (without penalty)
BEFORE you have to write a similar composition on the graded chapter test.
5. Ask questions if you did not understand a section (after checking the key) so
that everyone hears the answers. You may not be alone.
6. Listen regularly to the CD that comes with the text. Your pronunciation
improves as you associate French sounds with French letter combinations.
7. Get a study buddy right away even if you know that you are good with
languages or form a study group that meets at the library at 11 on Tuesdays
or Thursdays when no one has classes.
8. Do not miss class and do not coast if you already had some high school
French. Often those who coast end up at the bottom of the hill.
9. Something important happens everyday as you can see from the outline for
the course above. Continuity is maintained by not missing a single class and
letting me know when you do not understand.
10. Individualized help is free and available in my office. I cannot help you if you
do not help me know what you need. If you know, however, that you may
want a tutor later on during this class, get one right away and develop a good
relationship with that person. Do not wait until you are lost or way behind.
Expectations and Attendance Policy
For continuity and success in this course, students are expected to attend
every class. New material is taught every day. More than three unexcused
absences usually result in the loss of a letter grade. Absences are excused for
serious illnesses, deaths in the family, university scheduled breaks and events (with
the consent of the instructor), and cancellations due to severe weather.
Being more than ten minutes late for class is counted as an absence although
students may remain in class. Should it become necessary to leave class early, it is
considered good form and a sign of respect to inform the instructor ahead of time.
Also sending an email to indicate that you have dropped the course officially
(by seeing the registrar) or are intending to do so is greatly appreciated: it helps me
serve better the students who remain because I do care how each of you is
progressing. The registrar will not inform me when you drop, and I do not inform
the registrar. That is your business. Simply telling me does not constitute officially
dropping the course, however.
Please come to see me during my office hours if you need help. If there is a
conflict between these hours and your class schedule, we can find a time outside of
these hours. See me after class or send me an email.
Students are required to participate in class discussions, take notes, write
several brief compositions, complete workbook activities, take very brief quizzes on
structural points and vocabulary in each chapter, and cooperate in peer editing, work
in small groups to create their own dialogs (practice for the final oral pair work in my
office), take the four chapter tests on the days that they are scheduled unless they
have an excused absence), and take the oral and written final. See my website for
the key to workbook exercises.
Components of the course grade:
20 % Homework and participation: This component includes class participation in
small group (Entre amis activities in the text) and whole group work (oral responses,
exercises in the text and on the board), peer editing, compositions for mastery of
le passé composé, l’imparfait, and le futur, quizzes (announced and surprise
interros) 10% (the lowest grade will be dropped at the discretion of the professor).
For full credit, workbook exercises (10%) must be done on time and outside of
class. Those done on time with extra care get 100%; those that are quickly done on
time or done in class will get 80%. Workbook pages handed in the day after the
exam will receive 70% if complete. Credit for workbooks turned in later than this
generally will not be given; the amount of credit to be determined by the instructor.
If you do the math, you can see that to receive an A in the course, you must
complete this work on time.
40 % Four exams (The lowest grade may be dropped at the discretion of the
instructor if all four exams have been taken with care.)
10% Description of your very best vacation (a total of 25 sentences using both past
tenses).
Rubric
Exceeds the standard: More than 25 correct choices for form and tense
Very cohesive, clear pronunciation, and interesting descriptions.
Meets the standard: A minimum of 20 correct choices for form and tense.
Adequate connections between cohesive sentences and clear pronunciation. Evident
effort to describe (adjectives, adverbs, etc.).
Approaches the standard: Less than 20 correct choices for form and tense. Lack of
correct syntax; insufficient connections between sentences; lack of clarity due to
excessive errors in pronunciation. Little attention to effective description.
10% Final oral (5% Recorded pair work on assigned date; 5% oral final).
20% Final written exam taken on the regularly scheduled day for the final.
100%
Key to lottery for oral presentations:
Group I (Students 1-5),
Group II (Students 6-10),
Group III (Students 11-15),
Group IV (Students 16-20)
Group V (Students 21+)
The password for the website is given during the first week of class. If you have
joined us later than this, see me.
For those of you with difficult-to-read handwriting, I do not give multiple-choice tests
or electronically read tests, so it is your responsibility to print or write legibly. If I
have to guess what you are writing, I will assume that you are.
Finally, if you do email me, please respect the time that it takes for me to
answer the volume of such email from my students: identify who you are
and which class you are in. I cannot always guess this from your email
address or the message you leave, and it is more likely that I can help you
right away if I know who you are.
Quizzes generally may not be made up, but your coupon entitles you to
make up one of the four major exams.
If this coupon is used, you will not be entitled to 5% extra credit on the final exam.
Documented illnesses, deaths in the family, car accidents, excluded.
Instructional Resources
American Association of Teachers of French National Commission on Cultural
Competence. Acquiring Cross-Cultural Competence: Four Stages for Students of
French. Ed. Alan J. Singerman. Lincolnwood, Illinois: National Textbook
Company, 1996.
Besco, Anne. Cette semaine sur le net. Boston: Thomson Heinle, 2003.
Besnard, Christine and Marie-France Silver. Apprivoiser l’écrit: techniques de l’écrit
et stratégie d’auto-perfectionment. Toronto: Canadian Scholars Press, 1997.
Brook, Amanda W. and S. Prosper Sanou. Qu’en pensez-vous? Écriture critique et
sociale. Orlando, Florida: Holt, Rinehart and Winston, 2000.
Calvez, Daniel J. French Reference Grammar: A Complete Handbook of the French
Language. Lincolnwood, Illinois: National Textbook Company, 1993.
Coffmann Crocker, Mary E. Schaum’s Outline of French Grammar. Fourth Edition.
New York: McGraw-Hill, 1999.
_ Schaum’s Outline of French Vocabulary. Second Edition. New York: McGrawHill,1998.
Dejy-Blakeley and Sylvie Rosienski-Pellerin. Voyage au bout de l’écrit. De
l’exploitation à la production de texts. Toronto: Éditions du GREF, Centre
Universitaire Glendon, Université York, 1999.
Fletcher, Jean, Hervé de Fontenay, and Loretta Hyrat. Des Mot Pour L’Écrire. Second
Edition. Montreal: Chenelière/McGraw-Hill, 1997.
Fouquet, Emmanuel et al., eds. Le Dictionnaire Hachette Encyclopédique Illustré.
Paris: Hachette Livre, 2000.
Gaillard, Bénédicte et Jean-Pierre Colignon. Toute l’Orthographe. Paris: Albin
Michel/Magnard et Dicos d’or, 2005.
Gac-Artigas, Priscilla and Gustavo Gac Artigas. Sans Détour. A Complete Reference
Manual for French Grammar. Englewood Cliffs, New Jersey: Prentice-Hall, 2000.
Hamadou, Joann. Liens: Par écrit. Boston: Heinle & Heinle, 1994.
Larger, Nicole and Reine Mimran. Vocabulaire expliqué du français. Paris: Clé
International, 2004.
Le Robert & Collins. Senior. Seventh Edition. Toronto: Harper Collins Publishers,
2005.
Lively, Madeleine, Mary K. William and Jane Harper. Liens: En paroles. Boston:
Heinle & Heinle, 1994.
Maley, Catherine A. Dans le Vent. Orlando, Florida: Holt Rinehart & Winston, 1999.
Malher, Marguerite. Grammaire expliquée du français contemporain. Nouvelle
edition revue et corrigée. Toronto: Canadian Scholar’s Press, 2003.
Merimier, Guy et al. Analyse de Texte. Théorie et Pratique. New York: Peter Lang,
1996.
Morton, Jacqueline. English Grammar for Students of French. Ann Arbor, Michigan:
The Olivia and Hill Press, n.d.
New, Elizabeth and Virginia M. Scott. Traitement de texts: Une introduction à
l’espression écrite. Uper Saddle River, New Jersey: Prentice Hall, 2000.
Perramond, Dany B. Composition et Grammaire de Texte. Toronto: Canadian
Scholars’ Press, Inc., 1997.
Renaud Dietiker, Simone. En bonne forme. Lexington, Kentucky: D.C. Heath,
1992.
Rochat, Denise. Contrastes: Grammaire du français courant. Upper Saddle River,
New Jersey: Pearson Education, Inc., 2005.
Ruetten, Mary K. Developing Composition Skills: Rhetoric and Grammar. Boston:
Heinle & Heinle, 1997.
Seutine, Christine et Jacqueline Zorlu. Annales Bac 2004 Corrigés Français 1res,
series L, ES, S. Paris: Éditions Vuibert, 2003.
St. Onge, Susan and Ronald St. Onge. Interaction: Révision de grammaire
française. Septième edition. Boston: Thomson Higher Education, 2007.
Van Pattem, Bill. From Input to Output: A Teacher’s Guide to Second Language
Acquisition. Boston: McGraw-Hill, 2003.
SOFTWARE
Sans Faute: Interactive Writing Environment for French. Boston:
McGraw-Hill, Lingua, 2000.
Système D CD-ROM Le Robert & Nathan. Conjugaison for Windows #DAY 8382.
EVALUATION OF THE COMPOSITIONS
(Each correctly formed & used verb = 8% for a mazimum of 80%.)
APPROACHES the target: < 80%
MEETS the target: 80 %
EXCEEDS the target: 90 % +
RUBRIC FOR COMPOSITION IN THE PC
1. includes 20 different verbs accurately formed in the pc (40)
2. appropriate use of the pc for these verbs (40)
3. coherent and summary of an event (10)
4. grammatical lexical accuracy (10)
RUBRIC FOR COMPOSITION IN THE IMPARFAIT
1. includes 20 different verbs accurately formed in the imparfait (40)
2. appropriate use of the imparfait (40)
3. coherent description of scene & state of mind during an event (10)
4. grammatical lexical accuracy (10)
RUBRIC FOR COMPOSITION ON THE FUTURE
1. includes 20 different verbs accurately formed in the future (40)
2. appropriate use of the future (40)
3. coherent narration about what you will do during the break (10)
4. grammatical and lexical accuracy (10)
RUBRIC FOR ORAL PAIRED ACTIVITY: MAKING RESERVATIONS
1. complete the assigned communicative task (40)
2. attention to grammatical accuracy (30)
3. attention to accurate pronunciation (20)
4. interesting and creative content (10)
RUBRIC FOR THE FINAL ORAL EXAM IN MY OFFICE
1. The content is adequate (5 minutes long), coherent, and
comprehensible to listeners accustomed to nonnative discourse
(30).
2. The narrative includes correct formation and usage of the two past
tenses (40).
3. The narrative includes correct formation and usage of the simple
future (10).
4. The narration is free from other grammatical errors (10).
5. Pronunciation does not affect comprehension (10).