KUTZTOWN UNIVERSITY OF PENNSYLVANIA

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: M 2:50-4:50 p.m., W 9-10 a.m. & WF 2:50-3:50 p.m.
Appointments in case of class conflicts when necessary.
Site sur le Web: http://faculty.kutztown.edu/theis
FRE 012 ELEMENTARY FRENCH II
Catalog description: Elementary French I and II
A course for beginners to develop basic skills in pronunciation, aural comprehension,
speaking and reading. The selection of course materials emphasizes social and
cultural values. Offered in two semesters of three hours each. 3 semester hours
credit. No prerequisites.
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 introductory course, the second of two elementary courses for
communication in French, helps lay the foundation for all five of the departmental
mission-based goals of COMMUNICATIONS, CULTURES, CONNECTIONS,
COMPARISIONS, AND COMMUNITIES. To achieve their related ACTFL Standardsbased outcomes for those beginning a second language, students perform the
communicative activities found in chapters five through eight of the text (and in the
workbook). Students develop an understanding of the underlying structural features
for those activities, master the relevant vocabulary, and progress to the novice-high
to intermediate low level in the four skill areas of listening, reading, writing and
speaking 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: participation in
the completion of in-class exercises from the text and instructor-generated activities,
completion of workbook exercises and compositions as wells as a food-related
project, a brief presentation of the 15 most important events in one’s life (stated in
the passé compose) with visual illustrations, quizzes, chapter exams, and final oral
and written examinations.
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).
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 you receive the books, students too
often have seriously compromised any possibility of a desirable grade in this course.
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 2007
Semaine 1
Jour 1 (8-29) Introduction. Révision orale: les verbes du singulier au pluriel et du
pluriel au singulier (être, avoir, faire, aller, parler, aimer) et le register
(level of formality: tu/vous: singulier/pluriel, informel/formel).
Révision écrite (p. 108, Ex. 17, p. 110 Ex. 19) Les numéros 0-30.
Jour 2 (8-31) Révision (suite) Les numéros (31-1.000), les pronoms, les adjectives:
la place, l’accord et les types: les couleurs, les adjectifs démonstratifs,
possessifs, et qualificatifs). Les questions. Film.
Semaine 2
Jour 3 (9-4) Tuesday with a Monday schedule. Ch. 5 Coup d’envoi pp. 123-126.
Jour 4 (9-5) Ch. 5 But communicative (Bc 1) aller (suite)
Jour 5 (9-7) Bc I. dans le cahier. Bc II. Telling time. Les jours de la semaine.
Semaine 3
Jour 6 (9-10) Bc II dans le cahier. Bc III. Telling your schedule. Le verbe DEVOIR
Jour 7 (9-12) Bc III dans le cahier. Où se trouve A? Où se trouvent A et B?
L’impératif.
Jour 8 (9-14) Les prépositions de lieu avec une ville, un état, une province, un pays,
et un continent. Où et quand. Devoirs (Homework): Bc IV dans le
cahier. Note: Apportez la liste en français de vos cours pour ce
semester. Cherchez-les sur la liste donnée à vous en classe si vous
ne trouvez pas ces cours dans le livre.
Semaine 4
Jour 9 (9-17)
Bc IV dans le cahier. Qu’est-ce que vous allez faire? Où allez-vous
aller le week-end prochain? Intégrations. Négotions.
Jour 10 (9-19) Lecture I et Lecture II (Le Cameroun) CAHIER CHECK
Jour 11 (9-21) Practice test. Examen sur Chapitre 5
Semaine 5
Jour 12 (9-24) Chapitre 6: Coup d’envoi.
Jour 13 (9-26) Bc I Le Passé Composé (compound past tense with 2 parts)
Jour 14 (9-28) Bc I dans le cahier. DEVOIRS: Étudiez pour une interrogation
rapide (une interro [quiz]) sur le passé compose avec le verbe avoir.
Semaine 6
Jour 15 (10-1) Interro sur le passé composé. Bc II. Describing your study habits.
Jour 16 (10-3) Bc II dans le cahier. Bc III. Describing your weekend activities. Les
verbes pronominaux (infinitives that are preceded by a pronoun with
a reflexive or reciprocal meaning).
Jour 17 (10-5) Bc III dans le cahier. Les pronoms accentués. Dormir, sortir, and
partir. Nettoyer and envoyer. Étudiez pour l’interro sur les verbes
pronominaux et les verbes: dormir, partir, sortir; nettoyer et
envoyer.
Semaine 7
Jour 18 (10-10) Les autres exercises dans le cahier. Interro sur les verbes
pronominaux; dormir, partir, et sortir; envoyer et nettoyer.
Jour 19 (10-12) CAHIER CHECK. Practice test. Examen sur Chapitre 6.
Semaine 8
Jour 20 (10-15) Chapitre 7: Coup d’envoi.
Jour 21 (10-17) Bc I Relating past events (suite). Le pronom “y.”
Jour 23 (10-19) Bc I dans le cahier. Bc II. Describing your background. Venir.
Les prépositions de lieu: Les mois, les saisons, le temps.
Semaine 9
Jour 24 (10-22) Bc II (suite) Bc III. Expressing an opinion.
Jour 25 (10-24) Bc II dans le cahier. Bc III. Stating what you just did (the most
recent past) with “venir de.” DEVOIRS: Étudiez pour une interro
sur le passé composé avec être.
Jour 26 (10-26) Bc III dans le cahier. Interro sur le passé composé avec être.
Semaine 10
Jour 27 (10-29) Practice test. Examen sur Chapitre 7 Le verbe “prendre.”
Jour 28 (10-31) Chapitre 8 Coup d’envoi. Explanation of Projet I. (cf. my web site)
Jour 29 (11-2) Bc I Ordering a French meal. Explanation of Projet II (cf. web site)
L’article partitif, ne … plus.
Semaine 11
Jour 30 (11-5) Bc I dans le cahier. Bc II. Discussing quantities. Le verbe “boire.”
Jour 31 (11-7) Bc II dans le cahier. Bc III Expressing an opinion. Les pronoms
objets directs. Bc IV Expressing a preference.
Jour 32 (11-7) Bc III & IV dans le cahier. CAHIER CHECK. Projet I DUE
Semaine 12
Jour 33 (11-12) Projet II DUE. Practice test. Examen sur Chapitre 8.
Jour 34 (11-14) Consultations FILM
Jour 35 (11-16) FILM Extra credit sheet with questions on the film.
Semaine 13
Jour 36 (11-19) Signup, handout, and review for the oral final.
Handout on written final
Jour 37 (11-21) Vacances pour le Jour d’Action de Grâce
Jour 38 (11-23) Vacances pour le Jour d’Action de Grâce
Semaine 14
Jour 39 (11-26) Projet I Groupe I
Jour 40 (11-28) Projet I Groupe II
Jour 41(11-30) Projet I Groupe III
Semaine 15
Jour 42 (12-3) Projet I Groupe IV
Jour 43 (12-5) Projet I Groupe V
Jour 44 (12-7) Review for the written final
Semaine 16 Final exams
Oral exams are completed in my office at a time and date mutually agreed
upon but given priority according to a lottery. 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 often results
in failure in the course.
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
affect your grade. Volunteering answers significantly improves your class
participation grade.
2. Memorize some of the 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, complete workbook
activities, take notes in their journals, and complete two small projects on time
(ordering a French meal with the help of a plate designed for this purpose and
presenting to the class a timeline of the 15 most important events in their lives),
work in small groups to create their own dialogs, 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 and the attached sheet for details and a
helpful glossary for the in-class presentation (not read): no notes allowed.
Components of the course grade:
18 % 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), quizzes (announced and surprise interros)
3% , a small project (plate to be used in ordering a meal 2%), workbook exercises
(10%). For full credit, workbook exercises must be done on time and outside of
class. Those done with extra care get 100%; those that are quickly done or done in
class and on time 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 if any will be determined by the instructor.
50 % Four exams (The lowest grade may be dropped at the discretion of the
instructor if all four exams have been taken.)
12% Final oral (5% Project I oral presentation, presented on the agreed-upon date
for full credit; 2% class schedule orally presented to me in French according to the
guidelines on the website; 5% oral final).
20% Final written exam taken on the regularly scheduled day for the final.
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 21-25+)
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 legibly. If I have to
guess what you are writing, I will assume that you are.
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.