FRE 104 Intermediate French

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: MWF 9:50-10:50 a.m. TH 1-1:20 p.m. and 2:50-3:30 p.m.
Appointments in case of class conflicts when necessary.
Site sur le Web: http://faculty.kutztown.edu/theis
Catalog description: Intermediate French I and II
Students who have satisfactorily completed 6 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 3 hours
each. 6 hours credit.
FRE 104 intermediate French II
Course Objectives
This intermediate course, the second of two such courses for communication
in French, has been designed to complete the structural foundation for all five of the
departmental mission-based goals of COMMUNICATIONS, CULTURES,
CONNECTIONS, COMPARISIONS, AND COMMUNITIES. To achieve their related
ACTFL Standards-based outcomes for those continuing their study of French and
francophone cultures, students perform the communicative activities in the text and
workbook. Students develop and confirm their perception of the underlying
structural features for those activities, master the relevant vocabulary, and progress
to the intermediate mid to high level in the four skill areas of listening, reading,
writing and speaking French as well as to a broader cultural expertise.
Students demonstrate in speech and in writing that they can express
themselves in interpersonal situations, interpret written and spoken French, and
present information about themselves to others in French. Progress in reading and
listening comprehension are also monitored throughout this course.
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 specific situation as soon as
possible. Contact Disability Resources Services to coordinate reasonable
accommodations for students with documented disabilities.
Forms of Assessment
Assessment is made on the basis of completion of a subset of the following: in-class
exercises from the text/workbook, and instructor-generated activities about the
structure of the language and about francophone cultures, frequent quizzes, final
oral and written exams, as wells as written compositions, including a five-year plan
for the future, an ideal vacation, a brief composition about what led up to an
amusing event in your life (PQP), another about what you would have done
differently looking back at that event, a letter to the President about what should be
done in Haiti, a two-page composition (300 words) about the most important past
event in one’s life, and reports on assigned outside class events. The 300-word
composition becomes a 6- to 8-minute presentation given from notes, NOT JUST
READ, to the class with VISUAL illustrations (cf. rubrics on web site).
Students who appear to be reading will automatically lose A FULL LETTER GRADE.
Required Texts, Software, and Other Resources
À VOTRE TOUR! Intermediate French. Second Edition by Jean-Paul Valette
and Rebecca M. Valette. New York: Houghton Mifflin, 2007. A French verb
reference. The Language Resource Center has Système D to assist you in writing
your compositions for this and other courses. Cultural handouts will be provided.
French videos shown campus-wide and lectures on francophone cultures at
the International Studies MENA Conference are also required resources.
A few words of caution:
*Please do NOT BUY A USED BOOK that does not contain a CD, and do not purchase
a previous edition of this text or a used workbook. The workbook is for one-time only
use. Also when students order their textbooks on line, by the time they receive the
books, they too often have seriously compromised any possibility of a desirable
grade because the course work starts the first day.
* The pace of this course favors the new material (not the structural elements
covered extensively in your first three college-level courses: the present tense, the
passé composé, and the imparfait). During the first few weeks we will complete
relatively quickly a brief review of these previously learned elements and expand on
them with new vocabulary and greater refinement of communicative skills. For
instance, the present tense will be reviewed, but the unit will include quite a few
additional crucial irregular verbs and the basic patterns for stem-changing verbs.
These must be mastered completely and fairly quickly at home since they provide
the skeleton for the other tenses. Then there will be a similar review of the two past
tenses: le passé composé and the imparfait. The pace will depend in part on you.
Significant parts of our book will be excluded, and frequent short quizzes will be used
to maintain the rhythm of the course so that we may spend more time on new
material, such as the conditional and subjunctive moods, essential for further study
of French. The tentative schedule here might be adjusted, so attendance is required
for continuity, meeting new deadlines for assignments, and of course, a solid
foundation in French.
* Please DO NOT E-MAIL ASSIGNMENTS to me unless you have arranged to do so
ahead of time with me. I much prefer that they be submitted in class on hard copy,
TYPED AND DOUBLE-SPACED. That way they are definitely handed in on time and
not lost in the black holes of cyberspace. This also helps both of us stay organized.
*Finally, 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. Electronic devices may not be used during interros and exams.
Expectations and Attendance Policy:
For continuity and success in this course, students are naturally expected
always to attend class. More than three unexcused absences usually result in the
loss of at least 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 whenever reasonably possible.
Also sending an e-mail to indicate that you have dropped the course 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 does not call me,
nor I do not call the registrar, so you must drop the course officially before the WF
deadline at the registrar’s office if that is your intention. Please come to see me in
my office if you need help or have questions that you would prefer to discuss outside
of class. If you need a large block of time, it would help if you would kindly let me
know to schedule this so that other students are not inconvenienced.
Students are required to participate in class discussions, complete on time
assigned written exercises in the text and workbook and other assignments (a 5-year
plan, letter, 1-page report, and major event narrative/presentation). They are to
present (not simply read from note cards) this past major event in their lives with
visual aids (6-8 minutes), take interros and tests on the days that they are
scheduled, and complete both the oral and written final exam: the oral exam is held
in my office, and the written final is held in the classroom. Students will receive a
coupon that allows them to retake only one of the quizzes with no questions asked.
If they do not use this coupon, they may earn 5% extra credit on the final written
exam. Medical excuses for missing a quiz must be accompanied by appropriate
documentation.
Students are required to attend several of the free lectures and if possible the
evening musical event (also free) on Monday March 22. The Middle East and North
Africa at the Crossroads continues on Tuesday. Two lectures are required. Students
are invited to attend the entire conference. Extra credit will be given for three and
more lectures toward their final exam. Sign-in sheets will be available.
The KU French Film Festival immediately follows the International Studies
Conference: The list of films will be published shortly with the times of the movies.
Reaction papers to more than one of these films will earn extra credit toward your
quiz average. Details will follow as we get nearer to the dates of these films.
Components of the Course Grade:
5% Participation in small group work: This component includes class
participation in small and large group work. If you never volunteer answers or are
not in class to participate, do not expect more than a C here.
20% Cahier and worksheets: Completed as assigned for class on time.
20% Compositions in Portfolio: 2% Future composition and 2% Future
perfect (5-year plan), 3% Conditional composition on ideal vacation, 5%
Major past event (written and presented) (2% Plus-que-parfait: What led up to
one of your more amusing or even embarrassing moments 15 verbs in this tense
1% Conditional past What you would have done differently), 5% Subjunctive
composition: What should be done to … (25 sentences in the subjunctive)(Add
other tenses and moods.)
Descriptions of the components of this portfolio and their rubrics are posted on my
faculty website. http://faculty.kutztown.edu/theis
25% 10 INTERROS. The lowest grade will be dropped IF all were taken seriously.
There is no midterm exam.
10% Final oral (in my office).
20% Final written exam (in class).
EC Reaction papers to conference sessions (1% per extra session to
final exam grade.)
EC Reaction papers to Festival (> one film; +2% to quiz average)
Failure to take the oral and written finals may result in failure in the course.
Groupe I: ÉTUDIANTS 1-6
Groupe II: ÉTUDIANTS 7-12
Groupe III: ÉTUDIANTS 13-18
Groupe IV: ÉTUDIANTS 19-24
Groupe V: ÉTUDIANTS 25-30
Le sommaire du cours pour le printemps 2010
Semaine 1 UNIT I Review of the present, the past tenses (PC and imparfait)
Jour 1 (1-20)Introduction. Coupons. Cards (instead of école put pourquoi le
français) p. 4 #1. 6-person pods (bleu, blanc, rouge). Lisez #2.
Compare les mères idéales des filles et des garcons, puis leurs pères.
Qu’est-ce que ça veut dire à propos des garçons? Et vos parents
idéals? DEVOIRS: In the Student Activities Manual (C) pp. 3-8.
Jour 2 (1-22) Depuis +combien de temps/quand Que préférez-vous faire?
Cahier Check for Reprise A DEVOIRS: interro 1 Dictée des adjectifs
Faites pp. 12 & 13 dans le manuel : #1 and #2. Check sheet for the
PC.
Semaine 2
Jour 3 (1-25) Interro 1. Pp. 12 and 13 #1 & 2. Il y a DEVOIRS: Lecture: Haiti
pp. 338-341 Handout on this francophone country.
Jour 4 (1-27) Manuel pp. 16 and 17 PC vs imparfait. Chart of tenses and moods
DEVOIRS: Cahier Reprises B & C pp. 12-20
Jour 5 (1-29) Revision des pronoms pp. 24-26. Cahier check for Reprises B & C.
DEVOIRS: Lisez 338-341 & 410-417.
Interro sur le choix de l’imparfait ou PC et l’accord des participes
passés.
Semaine 3
Jour 6 (2-1) Interro 2 sur le choix de l’imparfait ou PC.
La voix passive. pp. 338-341 & 410-417 Trouvons des exemples.
Résumons cette histoire.
Jour 7 (2-3). Quel tableau aimez-vous le mieux? Récrivez la chronologie
d’Haiti au passé composé pour un tableau d’affichage
Jour 8 (2-5) Cahier check for pp. 22-26. Posez les questions!
Semaine 4
Jour 9 (2-8) Le plus-que-parfait: la formation et l’usage pp. 308-309
Jour 10 (2-10) Le rapport du PQP avec l’imparfait et le PC
Jour 11 (2-12) Cahier pp. 79-81. Cahier check.
Rédaction sur un événement important dans votre vie.(Date limite)
Semaine 5
Jour 12 (2-15) Interro 3 sur les verbes au singulier et au pluriel (le présent) Le
verbes se trouvent R2, R3, R8, R9, R20 & R21 (et croire, voir, dire,
devoir, prendre)
Interro 4 sur le PQP (a take-home) (date limite 2-17).
Exercise avec la concordance des temps.
Jour 13 (2-17) au LABO rédaction au PQP
Jour 14 (2-19) Le futur (Reprise) pp. 201-205 dans le manuel. CAHIER pp. 57-62.
DEVOIRS: Lisez mes feuilles sur ce temps et le futur antérieur.
Finissons le cahier sur le futur.
Semaine 6
Jour 15 (2-22) Le futur antérieur Les phrases avec quand et lorsque; Si…(ensuite);
aussitôt que et dés que; après que DEVOIRS: Mes exercises
supplémentaires au futur Interro 5 (take-home) sur le futur et le
futur antérieur
Jour 16 (2-24) au LABO
Jour 17 (2-26) Cahier check. Rédaction sur l’avenir (Partie 1:le voyage prochain.
Partie 2 ce que vous aurez fait dans 5 ans ou avant de commencer
votre famille) (date limite aujourd’hui)
Semaine 7
Jour 18 (3-1) Le Conditionnel au présent pp. 207 & 314-319
Jour 19 (3-3) Le Conditionnel au passé DEVOIRS: pp. 82-88 dans le cahier
Jour 20 (3-5) Cahier check. Rédaction sur les vacances idéales (date limite 3/15)
Vacances de mi-semestre
Semaine 8
Jour 21 (3-15) Interro 6 sur le conditionnel (au présent et au passé)
Subjonctif pp. 78-81 dans le manuel.
Jour 22 (3-17) Subjonctif pp. 86-91 dans le manuel.
Jour 24 (3-19) Cahier pp. 30-35 Packet on the subjunctive mood.
Semaine 9
3-22 and 3-23 International Studies Conference Reaction papers due 3-29.
KU French Film Festival begins Tuesday evening and continues throughout the week. The films include
Azure et Asmar (animated), Entre les Murs, Les Chansons d’Amour, El Dorado, and Les Amours d’Astrée et
de Celadon
Jour 25 (3-24) Le passé composé du subjonctif
Jour 26 (3-26) Le passé composé du subjonctif
Semaine 10
Jour 27 (3-29) DISCUTONS LES FILMS. Les rapports sur la conférence
Jour 28 (3-31) DISCUTONS LES FILMS. Les rapports sur la conférence
Jour 29 (4-2) Les rapports sur la conférence. Interro 7 sur le subjonctif: la
formation
Semaine 11
Jour 30 (4-5) Les rapports sur la conférence.
Les temps littéraires: l’imparfait et le PQP au subjonctif (Recognition)
Jour 31 (4-7) au LABO Que faire en Haïti?
Jour 32 (4-9) Passé simple (PS) and le passé antérieur (PA). Contrast with passive
voice and the PC. Interro 8 sur le subjonctif: l’usage
Semaine 12
Jour 34 (4-12) Lectures avec le PS pp. 43-44 in C (date limite).
Turn in take-home Interro 9 (recognition of the passive voice).
Guides for the oral and written finals.
Jour 35 (4-14) Exposés et l’examen oral
Jour 36 (4-16) Exposés et l’examen oral
Semaine 13
Jour 37 (4-19) Exposés et l’examen oral
Jour 37 (4-21) Exposés et l’examen oral
Jour 38 (4-23) Exposés et l’examen oral DEVOIRS: 20 questions différentes
Semaine 14
Jour 39 (4-26) Révision pour l’examen final Interro 10. 20 questions différentes
Jour 41 (4-28) Révision pour l’examen final: Practice for the test. Film.
Jour 42 (4-30) Révision pour l’examen final: Practice for the test. Film.
Study Tips
1. Answer in a sufficiently loud voice and listen well so that you can maximize
the value of class time for yourself and others. Corrections in class do not
2.
3.
4.
5.
6.
7.
affect your grade. Volunteering answers significantly improves your class
participation grade.
Memorize some of the vocabulary and verb conjugations each day with full
conjugations of the verbs (all tenses) and the genders of nouns by using flash
cards. Time on task is the key. Do not expect to pass quizzes by cramming
verb conjugations on the night before them. Even gifted students of French
need three repetitions. Le bachotage ne marche pas trop souvent.
Listen to the CD that comes with the text. Pronunciation is important since
you will not recognize oral French if you do not associate the sounds with the
letters yourself. Complete the phonetics section of the cahier with care.
Get a study buddy or two early on even if you know that you are good at
languages and/or work with your small team members.
Do not miss class and do not coast if you already had high school French.
Those who do not stop coasting end up at the bottom of the hill, not the top.
Something important happens each day. Continuity can be maintained only if
you do not miss class and let me know when you do not understand.
Individualized help is free and available in my office. If, however, you know
right away that you will need a tutor during the course, get one now and
develop a working relationship with this person. Do not wait until you are
clueless or way behind.
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.