French 112
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Course Syllabus
FRENCH 112 TEXTS:Thompson & Phillips. Mais oui! 3rd ed. CD and CD ROM (multimedia) Boston: Houghton Mifflin Co., 2004. Thompson, Phillips & Hirsch. Mais oui! Workbook, Laboratory Manual, Video Manual. 3rded. Boston: Houghton Mifflin Co., 2004 UNIVERSITY MISSION STATEMENT: Lee University seeks to provide education that integrates biblical truth as revealed in the Holy Scriptures with truth discovered through the study of the arts and sciences and in the practice of various professions. A personal commitment to Jesus Christ as Lord and Savior is the controlling perspective from which the educational enterprise is carried out. The foundational purpose of all educational programs is to develop within the students knowledge, appreciation, understanding, ability and skills which will prepare them for responsible living in the modern world. CATALOG DESCRIPTION: A continuation of the proficiency-oriented elementary course. Prerequisite: French 111 or placement exam. Elective credit only. No proficiency credit. One clock hour lab required per week. Offered spring semester every year. Credit Hours: Three I. PURPOSE The general purpose of Elementary French is to provide the student with a working knowledge of basic French grammar, a basic reading vocabulary, accurate pronunciation of the language, and oral proficiency in discussing selected basic topics so that the student will be prepared to enter the intermediate French course. II. OBJECTIVES OF THE COURSE A. General Learning Objectives This course seeks to: 1. Provide students with opportunities for developing first-year proficiency in the four basic skills areas: speaking, listening, reading, and writing. 2. Teach correct French pronunciation. 3. Teach the basic grammatical structure of the language. 4. Provide a vocabulary basic with which the students may speak, comprehend, read, and write at an appropriate level of proficiency. 5. Introduce students to the cultural characteristics of the people whose language they are studying and lead them in comparing the French culture to their own.
B. Specific Behavioral Objectives As a result of the activities and study in this course, the students should be able to: 1. Talk about themselves and their references, needs, and interests simply in present, past, and future time. 2. Greet others, introduce themselves, handle basic social situations, handle routine travel needs, obtain food and lodging. 3. Talk about a variety of topics of common interest and engage in simple conversations. 4. Verbally narrate and describe in limited detail. 5. Demonstrate understanding of main ideas and some detail of connected discourse at the elementary level on a limited number of topics. 6. Demonstrate understanding of description and narration in the present, past, and future tenses. 7. Demonstrate understanding of selected interviews, reports, and short lectures on familiar topics which use appropriate novice-level vocabulary. 8. Demonstrate the ability to follow the essential points of written discourse and to comprehend facts of appropriate elementary-level reading materials written in the present, past, and future tenses. 9. Write at the novice-level about personal experiences written in present, past, or future time. 10. Discuss and write about some aspects of French culture including history, geography, politics, art, and literature and compare them with their own. 11. Demonstrate beginning knowledge and understanding of some of the daily living patterns, societal structure, institutions, and value system of the French people. III. TOPICS TO BE COVERED
IV. INSTRUCTIONAL PROCEDURES A. Oral proficiency-oriented student dialogues, skits, role-playing, informal talks, prepared presentations, and other activities. B. Pair and small group practice C. Teacher modeling D. Collaborative learning activities E. Teacher explanation
V. RESPONSIBILITIES OF STUDENTS A. Careful reading, study and completion/correction of assigned material B. Oral proficiency demonstrations based upon vocabulary acquired in Chapters 1-8 of the text. C. Class attendance and participation in all class activities and work. VI. EVALUATION A. Evaluation activities 1. Participation 100 pts. 2. Tests (4 @ 100 pts. each) 400 pts. (Lab content will be tested with chapter tests) 3. Quizzes & Assignments (20: variable pt. value) 300 pts. 5. Oral presentations/speaking assignments
(4 @ 100 pts. each)
400 pts.
VII. STUDENTS WITH DISABILITIES: Lee University is committed to the provision of reasonable accommodations for students with disabilities, as defined in Section 504 of the Rehabilitation Act of 1973. Students who think they may qualify for these accommodations should notify their instructor immediately. Special services are provided through the Academic Support Program. VIII. ACADEMIC INTEGRITY: As a Christian community of scholarship, we at Lee University are committed to the principles of truth and honesty in the academic endeavor. As faculty and students in this Christian community, we are called to present our academic work as an honest reflection of our abilities; we do not need to defraud members of the community by presenting others’ work as our own. Therefore, academic dishonesty is handled with serious consequences for two fundamental reasons: it is stealing – taking something that is not ours; it is also lying – pretending to be something it is not. In a Christian community, such pretense is not only unnecessary, it is also harmful to the individual and community as a whole. Cheating should have no place at a campus where Christ is King because God desires us to be truthful with each other concerning our academic abilities. Only with a truthful presentation of our knowledge can there be an honest evaluation of our abilities. To such integrity, we as a Christian academic community are called.IX. Resources A. Required Texts and assigned handouts B. Bibliography Baron, Naomi S. Growing up with language: how children learn to talk. Reading, Mass.: Addison-Wesley Pub. Co., 1992. (Subject: Language acquisition.) Encyclopedia of contemporary French culture. London; New York: Routledge, 1998. (Subject: Popular culture--France). Freeman, Yvonne S. Whole language for second language learners. Portsmouth: Heinemann, 1992. (Subjects: languages--study and teaching; second language acquisition; education--bilingual). Hopkins, William. "The Acquisition of Foreign Languages as a National Priority or America". Foreign Language Annals (April 1992): 147-154. “Implications”. Foreign Language Annals (Sept. 1987): 317-322. Jay, Martin. Downcast eyes the denigration of vision in twentieth-century French thought. Berkeley: University of California Press, 1993. (Subjects: Vision; Cognition and culture; Philosophy, French--20th century; France--Civilization--20th century; France--Intellectual life--20th century.) Johnson, James H. Listening in Paris: a cultural history. Berkeley, Calif.: University of California Press, 1996. (Subject: Music--France--History and criticism.) Lamont, Michèle. Money, morals, and manners: the culture of the French and American upper-middle class. Chicago: University of Chicago Press, 1992. (Subject: Middle class--Moral and ethical aspects--France--Cross-cultural studies; Social values--France--Cross-cultural studies.) Mathy, Jean-Philippe. 750 French verbs and their uses. New York: Wiley, 1992. NgCheong-Lum, Roseline. France. Milwaukee: Gareth Stevens Publ., 1999. (Cleveland Public Library). (Subject: France.) Oxford, Rebecca and Roberta Lavine and David Crookall. “Language Learning Strategies, the Communicative Approach, and their Classroom”. Preston, Dennis Richard. Sociolinguistics and second language acquisition. Oxford, UK; New York, NY, USA: B. Blackwell, 1989. (Subjects: languages; acquisition of a second language) Reid, Joy M. Understanding learning styles in the second language classroom. Upper Saddle River, NJ: Prentice Hall Regents, 1998. (Subject: second language acquisition). Richard-Amato, Patricia A. Making it happen : interaction in the second language classroom: from theory to practice. White Plains, N.Y.: Longman, 1996. (Subjects: languages--study and teaching; second language acquisition). Schwartz, Vanessa R. Spectacular realities early mass culture in fin-de-siècle Paris. Berkeley: University of California Press, 1998. (Subjects: Popular culture--France; Leisure industry--France; The--Government policy--France--Paris.) Sookram, Brian. France. New York: Chelsea House, 1990. (Cleveland Public Library). Watson, Carol. 500 really useful French words and phrases. New York, NY: Hippocrene Books, 1993. (Cleveland Public Library). Wenden, Anita L. and Joan Rubin. Learner strategies in language learning. Englewood Cliffs, N.Y.: Prentice/Hall International, 1987. (Subjects: Language and languages--Study and teaching, Language acquisition. C. Web Sites Following are some sites offering additional language practice, grammar exercises, and many links to a wide variety of topics related to French studies (including literature, culture, pedagogy, and professional topics): http://college.hmco.com/languages/french/thompson/maisoui/2e/students/index.html (text website) http://www.laits.utexas.edu/tex/gr/ (excellent website for grammar practice; self-correcting exercises) http://polyglot.lss.wisc.edu/lss/lang/french.html (great site for French links of all kinds) http://www.quia.com/french.html (good site for practice activities; French language games) http://www.utm.edu/departments/french/french.html (Tennessee Bob! THE French language resource) http://hapax.french.sbc.edu (Good source page; interesting links, though not as numerous as chez Bob!) http://french.about.com/homework/french/ (A wonderful site for help and practice!!!)
PARTICIPATION AND ATTENDANCE POLICYIt is impossible to succeed in learning a foreign language if you do not attend class. In Elementary French you will learn new vocabulary and new concepts every class period and you will certainly not develop the oral skills you need to become proficient if you are not present.
To encourage your attendance, I want to reward your participation in my daily class practice activities. You will receive full participation credit just for taking part in these types of activities and for trying, even with mistakes. Obviously, however, you cannot participate if you are not in class, and so I have devised a chart of how I plan to reward your participation. Assuming you have taken part in the class activities when present, your grade for participation will be calculated as follows: # of absences participation grade (100 pts.) 0 - 3 100 4 70 5 25 6 or more 0 Since I believe that there is virtually no way anyone could succeed in this class after six absences, I will recommend that you drop the course. Tests and Activités orales may be made up only if permission to do so is obtained prior to the scheduled class date. Quizzes will not be made up, since opportunities exist for extra credit activities and more than the required number of quizzes. “Homework” assignments are due at the beginning of the class period, since class participation often involves the assignment. Points will be deducted for late assignments. Three tardies equal one absence. If you do not remain in class after the roll has been taken, it is your responsibility to come to me after class that day to have your absence changed to a tardy. It is a good idea for you to keep a record of your absences, but my record will be the official one. FINAL EXAM
The final exam for FRE112A is scheduled
for Friday, April 29, 1:00-3:00. The date and time are non-negotiable –
you must take the exam at that time. |
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