Your
enjoyment and success in this course depends mostly
on your attitude and the way in which you approach
the class. In this page, you will find suggestions
on how to best use your time in the classroom and
be as well prepared as you can before class and
before exams. Some of the study habits suggested
here may conflict with what you were doing (or told
to do) in previous language classes, or the way
in which you have been successfully studying in
other disciplines. However, keep an open mind! Language
learning is quite different from other disciplines,
and the advice provided here will best help you
prepare for the kind of methodology used in our
first year program at BRCC.
Attendance
The
first piece of advice is simple. Come to class.
In our program, attendance is not a matter of policy,
but of pedagogy. First, since language learning
crucially depends on the amount of French you hear
and process, there is no substitute for the kind
of "teacher talk" provided by your instructor.
Secondly, the activities students perform in class
are always interactive, and often done in groups.
It is therefore important that all students have
access to the same lexical, structural, and cultural
base, in order for the group to move forward. If
a single student is dragging behind, everyone's
progress is slowed. I am aware that students sometimes
feel that they are better off staying home and studying
the material than actually coming to class. In the
case of our program, this is not only false but
also unfair to your fellow classmates.
Attendance
Policy
Every
student is responsible for determining if he or
she is able to meet the attendance requirements
of each class prior to registration.
Withdrawal/Reinstatement
Because
attendance is a critical factor in meeting the academic
criteria required for successful completion of each
class, a student may be withdrawn from a class after
missing five of the thirthy-two meetings in the
class.
In
the event of extraordinary circumstances, consideration
for reinstatement may be requested in writing to
the instructor. Only the instructor may reinstate
a student. As a condition of reinstatement, a student
will be required to complete all work as assigned
by the instructor in order to successfully complete
the class. Failure to complete all assigned work
may result in an incomplete or failing grade for
the class.
Excused
Absences
The
following activities will not be counted as absences
if substantiating documentation is submitted to
the instructor before such events occur.
Military
Service/Training
Jury Summons
School Sponsored Activities
Excused
absences will not be used as a basis for withdrawing
a student from class.
A
student who is granted an excused absence will be
responsible for completing all work as assigned
by the instructor in order to successfully complete
the class.
Tardies
If
a student fails to report to class at the beginning
of the class period or leaves before the class has
ended, he/she is tardy. Three tardies equal one
absence. The student is responsible for informing
the instructor after missing a portion of a class.
Only then can the student be assured he/she is counted
tardy rather than absent.
Participation
Participation
is kept separate from attendance because, important
as it is, simply attending the course is not enough.
You need to take an active part in the class dynamics.
An active student is not satisfied with merely answering
questions from the instructor, but constantly interacts
with both instructors and classmates. Active participation
does not mean that each student should constantly
be speaking, but that s/he is always available for
discussion. This is particularly important during
group activities, where each person has to assume
responsibility for some of the group's task.
During
class
Our
classes are taught entirely in French. This is actually
a lot of fun when you get into it! You will not
be able to understand every single word (if you
do you are in the wrong class), but you should always
be able to understand the "gist" of the
message. It is quite important to accept the fact
that from the beginning, you will be able to understand
concepts directly in French, without resorting to
their English translation. Your goal in class should
be to focus on understanding, rather than translating.
Your French comprehension will increase more rapidly
if you simply "let go" of your native
language during the class period. This can only
be done if you are relaxed, and confident in your
own developing French abilities. Focus on the global
message, and the more fined grained lexical understanding
will come in due time.
The
same kind of attitude applies to speaking. One of
the most frustrating aspects of foreign language
learning for adults concerns not being able to speak
at the same level as we operate in our native language.
However, it is essential to restrict your communications
to what you can say in French, rather than look
for ideas in your native language and translate
them. You will be amazed how much you can actually
say in French, and you will avoid the frustration
of constantly looking for words and grammatical
structures. Also bear in mind that you can always
provide some kind of response. Some of these responses
may not be in the form of elaborate sentences, but
that's perfectly fine. It is more important to show
your understanding than worry about the formation
of your sentence. Also remember that our participation
in a discussion is not always fully grammatical,
even in our native language. Don't be afraid to
answer, react, question, participate, even if the
language you are using is not up to your standards
in your own language, and above all, do not hesitate
to ask anyone (especially your instructor) to repeat!
Getting
ready for class
 ASAP
or at least right after the first day, read
the requirements'
webpage |
 ASAP
or at least right after the first day,
read the online course syllabus |
I will cover Grammaire, Activités,Deux
Mondes Online Quizzes
+ listening comprehension. I will check, comment,
redo (part of) your homework. |
Effective
ASAP or at least right after the first day:
You
will start studying each chapter one week
ahead of time. |
You will study each chapter's vocabulary before
a chapter is being taught.
You
will study what is being taught by doing homework
and preparing for quizzes and tests. |
The
best preparation for class is to read the chapter
ahead. You do not need to do the exercises, but
you should familiarize yourself with the overall
chapter, the kind of vocabulary and grammatical
structures that will be presented to you (the grammar
is contained in the blue pages at the end of each
chapter). When you get to class, however, do not
be on the lookout for particular words or structures
you have read about. Remember, the emphasis is on
the message, not on the production of particular
structures.
Also
remember that pleasure activities in French (such
as reading or net surfing) also constitute very
good preparation for class. Even though the passage
you read or the sites you visited may not cover
the same lexical range as your lesson, any use of
French material will increase your confidence and
competence in the language.
Studying
for quizzes, tests and exams.
It
is impossible to cram for a language exam. The only
possible preparation is class attendance and participation,
as well as diligent work throughout the semester.
If you prepare for each class, you will find that
little specific preparation is necessary for the
exams. For the reading and listening quizzes, you
can prepare by reading and listening to French,
at home or in the language lab. This will familiarize
you with written or spoken French, and the quizzes
will seem easier. For the vocabulary quizzes (as
well as for studying in general), stay away from
translation. Rather, you should try to associate
specific words to images, contexts, or situations.
Contextualized learning will last much longer than
word for word translation. This means that the use
of the traditional translation-based flash cards
is strongly discouraged. Instead, a possible card
would include the French word and a picture (if
possible), a particular situation this word came
up in, or a specific sentence (or sentences) where
the word is used. Any trick is encouraged that associates
a French word to a context, and not an English word
(or any word in another language). Remember once
again that you are trying to increase your understanding
of French without invoking your native language.
As
indicated on the syllabus, there will be two exams
during the semester as well as tests and quizzes.
the dates are indicated on the syllabus, so that
you can prepare accordingly. If the instructor feels
the need to make a slight change to the syllabus,
you will be informed.
What
about grammar?
Unfortunately,
learning a foreign language has often been equated
with learning specific structures and grammatical
paradigms. These structures are indeed important,
but they do not have any particular status in the
language learning process. They contribute to meaning
in ways equally important (if different) to lexical
words, but they do "produce more learning".
Consequently, our approach does not grant them any
particular importance. You will be expected to be
able to use grammatical forms, not describe or recite
them. Our approach to grammatical phenomena will
be inductive, in the sense that your instructor
will lead you to infer the relevant grammatical
generalizations as they emerge from language use,
and not the reverse. Therefore, s/he will not give
you rules and ask you to apply them, but will point
to specific patterns of generality (rules) that
emerge from the language you have already produced.
Grammar, as everything else in language, contributes
to meaning, and will be presented as such.
Foreign
Languages Laboratory
The
audio part represents an important part of the first-year
program at BRCC. Deux Mondes comes with a very good
lab program. You need to listen to the tapes and
fill out the workbook. Audio and video files are
digitized and easily accessible on and off campus.
To access the files, go to:
http://highered.mcgraw-hill.com/sites/007287659x/student_view0/index.html
You
are encouraged to do the work in the workbook gradually,
as the corresponding lesson is presented in class,
rather than waiting until the day before the chapter
is due. Here again, last minute work does not pay.
After you have completed the exercises, check the
answer key at the back of your workbook.
Shoul
I be here?
The
following describes expected minimum student competence
for entry and exit of French 102.
Entrance
level
Students
use basic vocabulary related to people, places,
things and actions close to their own lives. They
express themselves in phrases, short sentences and
memorized material. Their language is characterized
by an emerging control of the most common basic
grammatical forms and structures. Because comprehension
of oral and written language normally exceeds production,
students are able to comprehend simple descriptions,
narratives, and authentic materials such as advertisements,
on topics studied in class. Pronunciation and fluency
are such that students often might not be understood
by native speakers. They are able to write accurately
what they can say.
Exit
level
Students
use extended vocabulary related to people, places,
things and actions, all around the world. They express
themselves in phrases, sentences and memorized material.
Their language is characterized by an emerging control
of the most common grammatical forms and structures.
Because comprehension of oral and written language
normally exceeds production, students are able to
comprehend elaborated descriptions, narratives,
and authentic materials such as articles, novel
excerpts, on topics studied in class. Pronunciation
and fluency are such that students should be understood
by native speakers. They are able to write accurately
what they can say.
A.
COURSE DESCRIPTION AND EMPHASIS
FRENCH
102 is the second course of the Elementary French
sequence. It is designed to accommodate students
who have completed FRENCH 101.
B.
INSTRUCTOR’S EMPHASIS
The
instructor will introduce student to the basic sounds
(oral) and corresponding written structure of communication
using the Natural Approach (NA) as designed in the
class text. The Natural Approach classes develop
functional proficiency in listening and speaking
by exposing students to a wide variety of real vocabulary
that recurs often in many different contexts.
C.
METHOD and OBJECTIVES
METHOD
The
method used in the beginning French program is based
on the Natural Approach (Krashen and Terrell 1983).
Following the Natural Approach gives our classes
a distinct personality, which could be summarized
by the following points:
Language
acquisition is primarily a matter of comprehension.
The classes are structured so that the instructor
provides the desired input, and creates a positive
and stimulating classroom atmosphere.
Comprehension
precedes production. Students
must have the time and opportunity to hear and read
new vocabulary and new sentence structures in meaningful
context before they can produce them on their own.
The instructors will not demand immediate production,
but allow for speech to naturally emerge from classroom
participation. Students will gradually move from
understanding French to being able to express ideas
on their own. The structure of the course respects
that progression.
Some errors in production are unescapable! We recognize
that an important feature of the acquisition of
a language concerns the students' willingness to
take chances, and not be refrained by a possible
mistake. During oral activities, instructors do
not correct grammar for the sake of error correction.
The emphasis is placed on the meaning of the message,
and not on the form of what is said. Grammar is
however corrected if it impedes comprehension. Instructors
will strive to create a low anxiety environment,
where students feel they can express themselves.
Group
work fosters communication and a feeling of community.
An important portion of class time is devoted to
small group (2 to 4 students) activities. This gives
students a chance to practice among their peers
and take linguistic risks without fearing the instructor's
judgment. Students also learn to know each other
better, and this contributes to a more positive
classroom attitude.
Grammar
is not the primary focus of the course.
Grammatical constructions
are presented in a way similar to other linguistic
expressions, that is to say in a meaningful context.
Knowledge of the rules of a language is given less
importance than the ability to speak, read and understand.
Consequently, students will be evaluated on their
ability to produce language, not their demonstration
of the knowledge of the rules.
Cultural
awareness is a crucial component of second language
acquisition. Language
can best be acquired if presented in context, and
context is cultural by nature. Throughout the course,
particular importance is placed on presenting issues
relevant to different countries of the French-speaking
world.
In
order to achieve the objectives of the program in
the different skills, the following methods are
used:
Listening
Comprehension
The
basic skills of listening comprehension are taught
in the very first days of class through "input"
activities, "picture file" activities,
and interaction with other students. Specific exercises
from recorded tapes or videos are done in class
to improve listening skills, so that students can
learn to understand native speakers. The emphasis
is on the listening, and the answers are yes/no,
or multiple choice.
The
textbook is accompanied by a good audio program.
Students are expected to listen to the tapes, follow
along in the workbook, and turn in the relevant
sections of the workbook after each chapter.
Speaking
According
to the Natural Approach, the speaking skill emerges
from what is acquired from the instructor's input
(speech to the class). Students should be able to
demonstrate at all time their understanding of the
instructor and their fellow students. That demonstration
can be done through gestures, single word answers
at the beginning, and naturally evolves toward more
complex utterances. Here again, the emphasis is
not put on grammatical accuracy, but on communication.
The
students are also given opportunities to engage
in oral interaction in pairs or small groups. The
class size at BRCC represents a great advantage
for the success of these small group activities.
During the "activités orales",
the students have a chance to engage in task-based
activities that use the kind of vocabulary and structures
presented during the "input" phase. During
the activities, the instructor goes from group to
group to assist the students and make sure things
run smoothly.
Reading
The
purpose of reading instruction is to develop the
ability to understand the main ideas and important
details in a lengthy passage without translation
in the native language, and without spending too
much time using a dictionary. It is important that
the students understand the purpose of the assignments
before doing them, or they might get overwhelmed
at the quantity of reading assigned and resort to
translation.
Writing
Although
writing does not represent the priority of first
year instruction, specific writing exercises are
regularly scheduled in the classroom or as homework.
Foreign
Languages Laboratory
A
multimedia foreign language laboratory is available
for in class practice / use.
Website
Although
course materials are available on the present website
and are regularly updated, this is not a distance
learning class!
OBJECTIVES
The
beginning French program has three related objectives:
1)
Foster interest in the learning of French and the
cultures of the French-speaking world.
2)
Develop the skills needed to become successful 2nd&
3rd years students.
3)
Develop the skills which students need to use their
language skills in other disciplines.
With
respect to the specific skills involved in language
learning, the program's goals are as follows:
Listening
Comprehension: Students should be able to understand
an instructor in a language class, a native speaker
when speaking directly to them, and follow the gist
of a radio or television broadcast on a topic of
interest.
Speaking:
Students should be able to hold a conversation on
everyday topics of personal interest with a native
speaker. They should not be afraid to begin a conversation
with a native speaker.
Reading:
Students should be able to understand the gist of
newspaper articles, short stories and novels on
a topic of interest without translating to English.
Writing:
Students should be able to: (1) recognize different
forms of writing (2) use writing for a variety of
functional purposes (3) write an informal essay
on a topic of interest.
Writing:
Students should be able to: (1) recognize different
forms of writing (2) use writing for a variety of
functional purposes (3) write an informal essay
on a topic of interest.
Cultural
awareness: Students should be able to discuss the
most representative facets of different countries
of the French- speaking world. They should also
be able to discuss the ways in which the French-speaking
world differs from their own.
D.
PRIMARY GOALS
Every
student can / will …
A.
Chapter / Chapitre 6. L'enfance et la jeunesse
...
learn to talk about what you used to do and how
you felt in the past.
B.
Chapter / Chapitre 7. A table!
...
learn to talk about food, purchasing ingredients,
preparing meals, and eating in restaurants.
C.
Chapter / Chapitre 8. Parlons de la Terre.
...
talk about geographical features of the Earth and
about ecological and environmental issues.
...
learn more about the Francophone world and more
about how to describe past time.
D.
Chapter / Chapitre 9. L'enseignement, les carrières
et l'avenir.
...
talk about university life, jobs, and career plans.
...
learn more about how to express future time.
E.
Chapter / Chapitre 10. Les voyages.
...
talk about travel experiences, needs, and situations
that arise during trips.
...
learn a new way to express necessity.
F.
Chapter / Chapitre 11. Les moyens de communication.
...
talk about the Internet, cinema, and broadcast media.
...
learn about trends in electronics and the pleasures
and pitfalls of the information highway.
...
learn how to say what you would do in certain situations,
using the conditional mood.
G.
Chapter / Chapitre 12. La santé et les urgences.
...
talk about fitness and staying healthy.
...
learn how to describe illness and accidents, and
more ways to talk about past experiences.
E.
EVALUATION / GRADING
| Grades
should be online soon. Please visit (x) |
| Tests
are announced in the Announcements
or Detailed
Program sections |
| Teacher's
evaluation takes place in the classroom unless
accomodations are granted to attending students.
|
| 1st
Nine Weeks |
2nd
Nine Weeks |
| Class
Participation (1) = 20 % |
Mid
Term Average = 20% |
| Class
Practices (2) = 15 % |
Class
Participation = 15% |
| Quizzes
and tests = 40 % (Quiz 10, Test 20) |
In
Class Practices = 10 % |
| Mid
Term Unit Test = 25 % |
Quizzes
= 35 % |
| |
Final
Exam = 20% |
| When
a graded exercise implies %, like our (wwws),
then, i.e., 80% to 84% = 8/10; 85% to 94%
= 9/10. |
| |
| A
= 90-100 |
| B
= 80-89 |
| C
= 70-79 |
| D
= 60-69 |
F
= 59 +  |
|
| Make
up tests-quizzes / during the next class
directly following the one the student missed
and was excused for. |
| (1)
Class Participation = graded exercises on
board, homework, and vocabulary tests. |
| (2)
Glass Practices = graded exercises on www
(Deux Mondes) + cultural practices |
|
F.
COURSE REQUIREMENTS
The
student who enrols in French 102 is expected to
:
1. ATTEND all class sessions / meetings regularly
and be on time;
2. PURCHASE the required Textbooks:
-Terrell, Tracy D., Mary B. Rogers,
et al. Deux Mondes, A Communicative Approach. Fifth
Edition. Boston: Mc Graw Hill, 2005
-Cahier d’exercices to accompany “Deux
Mondes”.
-Optional: French / English Dictionary
-Manila Folder
-Loose leaf paper
-Pack of Scantron;
3. STUDY/PREPARE/WRITE the daily practice activities
and exercises;
4. TAKE weekly skill practices, quizzes and vocabulary
tests;
5. PASS the mid-term unit test and final exam;
6. USE the multimedia foreign language laboratory
for skills enhancement and oral practices.
|
TextBook
: Deux Mondes, A Communicative Approach,
Fifth Edition, Terrell, Rogers, Kerr,
Spielman, MacGraw/Hill, NY, NY, 2005.
Exercises Book : Cahier d'exercices
to accompany Deux Mondes.Deux
Mondes Online.
|
Tuesdays-Fridays 1330-1445
See
also Detailed
Programs
| Week(s)
of … |
TOPIC
LESSON |
| 1.
08/21/07-08/23/07 |
Revising
101 - Révisions 101 |
| 2.
08/28/07-08/31/07 |
Chapter
/ Chapitre 6. L'enfance et la jeunesse |
| 3.
09/04/07-09/06/07 |
Chapter
/ Chapitre 6. L'enfance et la jeunesse
(Cont’d) |
| 4.
09/11/07-09/13/07 |
Chapter
/ Chapitre 7. A table! |
| 5.
09/18/07-09/20/07 |
Chapter
/ Chapitre 7. A table! (Cont’d) |
| 6.
09/25/07-09/27/07 |
Chapter
/ Chapitre 8. Parlons de la Terre |
| 7.
10/02/07-10/04/07 |
Chapter
/ Chapitre 8. Parlons de la Terre (Cont’d) |
| 10/06/07-10/12/07 |
Mid-Semester
Examinations |
| 8.
10/16/07-10/18/07 |
Chapter
/ Chapitre 9. L'enseignement, les carrières
et l'avenir |
| 9.
10/23/07-10/25/07 |
Chapter
/ Chapitre 9. L'enseignement, les carrières
et l'avenir (Cont’d) |
| 10.
10/30/07-11/01/07 |
Chapter
/ Chapitre 10. Les voyages |
| 11.
11/06/07-11/08/07 |
Chapter
/ Chapitre 10. Les voyages (Cont’d) |
| 12.
11/13/07-11/15/07 |
Chapter
/ Chapitre 11. Les moyens de communication |
| 13.
11/20/07 |
Chapter
/ Chapitre 11. Les moyens de communication
(Cont’d) |
| 11/21/07-11/24/07 |
Thanksgiving
Holiday |
| 14.
11/27/07-11/29/07 |
Chapter
/ Chapitre 11. Les moyens de communication
(Cont’d) |
| 12/04/07-12/06/07 |
Revision
/ Review |
| 12/08/07-12/14/07 |
Final
exam |
| |
E-Mail:
fdepues@(no
spam)cox.net - depuesf@(no spam)mybrcc.edu
- fdepues@(no spam)fred-e.net
Office Hours: by appointment
Detailed
and up-to-date class activities are available
at http://fred-e.net/BRCC.html
|
