2202—Printemps 2008
Page 11 of 12
FREN 2202—Intermediate French II
Spring semester 200812-12:50 MWF
Martin 228
Instructor Dr. M. Laycox
Office Martin 236-J
Phone 543-8584
Office hours MW 11-12 / TTh 10:45-11:45
Required texts.
Jarausch, Hannelore and Clare Tufts. Sur le vif. 4th edition. Boston: Thomson, Heinle, 2006.
---. Sur le vif : Cahier d’exercices écrits et de laboratoire.
---. Sur le vif Set of 4 lab and text CDs.
Final grade distribution.
I. Final exam 25%
II. Chapter exams (2) 20%
III. Mini interros écrites (5 of 6) 15%
IV. Compositions (4) 20%
V. Pair interview 5%
VI. Presentation 5%
VII. Participation 10% (This component affected by attendance)
Classroom policies.
Attendance. Except for university-sponsored events, there are no excused or unexcused absences. Students may miss three classes with no effect on their participation grade. After the third absence, 3 points are deducted from the participation grade per absence, counting from the first absence. For example, assume that Jenny Muleskinner were to receive a 90% for participation at the end of the semester. Based on her absences, the actual grade would be
Number of absences / Points deducted / Participation grade0 / (0x0) = 0 / 90
1 / (1x0) = 0 / 90
2 / (2x0) = 0 / 90
3 / (3x0) = 0 / 90
4 / (4x3) = 12 / 78
5 / (5x3) = 15 / 75
Note that “participation” is not only an attendance grade; other factors that influence this grade are preparation for class, willingness to participate, and the use of French in class. A student who is never absent but speaks a great amount of English in class, for example, will not receive a 100% participation grade.
Students who miss 22 classes (i.e. 50% of the semester) will receive an “F” for the course.
Late work and make-ups.
· Compositions. Due dates for compositions are given in the daily schedule. These dates are understood to mean the beginning of class on those days. If you are absent, you may e-mail your compositions to me, but they must arrive by the end of class. COMPOSITIONS WILL NOT BE ACCEPTED AFTER THE END OF CLASS ON THE DAY THEY ARE ASSIGNED.
· Minis interros écrites. Missed quizzes may not be made up, but I will drop the lowest score.
· Chapter tests. There is no make up for the 2 chapter tests.
· Pair interviews and presentation. There is no provision to make these activities up. If you are absent, you will receive a zero; another student (or I) may be drafted to play the role of an absent student during the presentation.
Extra credit. There is no extra credit in this course.
Early alert. As part of the commitment of the Department of Modern Languages to building a positive, student-centered learning community that supports the success of every student, the faculty member instructing this course participates in the UCM Early Alert Program.
Office of Accessibility Services. If you have a learning disability that requires special accommodation, please inform your instructor at the end of the first class period. Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 220, Voice and TTY (660) 543-4421.
Academic Honesty. The University Academic Honesty policy will apply in this course. This policy is outlined in the Student Handbook, and online at ucmo.edu/Documents/rights_responsibilities.pdf.
CQIP and General Education Goals
A. Communicating
1. Students will develop their oral communication in both “everyday” and “idea-centered” conversational Chinese/French/German/Spanish. “Oral communication” does not mean perfection, but rather an increased ability to convey the speaker’s message in the foreign language.
2. Students will be able to understand and ask basic questions, and make simple statements related to the topics covered in the textbook.
3. Students will expand their vocabulary on topics such as: meeting and greeting people, giving personal information, describing themselves and other people; talking about their routines, their families, their classes; expressing likes and dislikes, etc.
4. Students will develop their reading proficiency
5. Students will develop their writing skills by writing journals about themselves and their activities.
6. Students will develop their speaking abilities by participating in class activities.
B. Valuing
1. Students will demonstrate an awareness of the cultural values of other communities
by reading the cultural information provided in the textbook.
2. Students will be introduced to some of the ways those living in other societies fulfill their needs, be they educational, social or cultural.
C. Humanities and Fine Arts
Students will understand the historical, linguistic and cultural contexts and expressions of the peoples where the target language is spoken, within the limits of the textbook and other materials introduced.
Pair Interviews (after ch. 1-3)
Choose a partner from class and prepare the questions below together in French so that you will be able to come to my office and talk about them. You will pull one of the topics out of a box and you won’t know in advance which one it will be, so you must be prepared to talk about any of the six listed below. These are topics related to those in Chapters 1-3 of Sur le vif, so you will want to return to those chapters for specific vocabulary relavant to your discussion. The most important aspect of the interview is how well you are able to communicate using the French that you already know from these first chapters. At the end of the interview, you must each also ask me a question, one related to the topic.
Each of you will need to talk for about 5 minutes. Your oral French will be evaluated individually based on the following criteria:
· clarity and quality of your communication (ability to elaborate clearly in more than simple sentences)
· fluency (little hesitation, but this does not mean racing through utterances)
· vocabulary (appropriate to the topic and no English!)
· accuracy of forms (verbs, adjectives, etc.), distinction between verb tenses: present, past (passé composé / imparfait), future (futur proche: aller + infinitive), questions
· pronunciation (doesn’t have to be perfect, but must be understandable; no pronunciation of silent final consonants or the –ent ending on verbs! You are also expected to distinguish between the nasal vowels and to make the obligatory liaisons (these elements were in the labs for Chapters 2 and 3)
Topics:
Ch. 1: Comparez votre expérience à l’école secondaire (high school) et ce que vous faites maintenant à l’université. Parlez des différences et des similarités : les cours, les profs, les devoirs, les examens, les autres élèves / étudiants.
Ch. 1: Comparez deux universités que vous connaissez. Quelles sont les différences et les ressemblances entre elles ?
Ch. 2: À votre avis, quelle est l’importance de la mode dans la vie des jeunes (élèves et étudiants) aux États-Unis ? Justifiez votre point de vue en donnant des exemples.
Ch. 2: Est-ce que la recherche de la beauté est une obsession aux États-Unis ? Justifiez votre point de vue en donnant des exemples.
Ch. 3: Aux États-Unis il y a un grand nombre d’immigrés. Quels sont les problèmes qu’ils rencontrent en s’installant ici ?
Ch. 3: Le chômage aux États-Unis est un problème pour certaines personnes. Pour quelles raisons est-ce qu’on peut se trouver au chômage dans ce pays ? Qu’est-ce qu’on peut faire pour sortir de cette situation ?
Presentations (after ch. 4-7)
In groups of two, three, or four, choose one of the topics below. The number at the end of the topic indicates the number of students that should work together. Prepare a skit based on the topic. You may NOT use notes during your presentation. You may include props if appropriate (their presence or absence will not affect your grade). Each presentation should be about 10 minutes long. You will receive individual grades, so be sure that each person in the group has an equal part. Grading will be based on use of vocabulary and structures reviewed up to this time, and on your ability to get your ideas across and to make yourself understood by your classmates.
Topics:
1. You have borrowed a friend’s car and had an accident. Explain to your friend what happened. The friend will react and ask questions. (2)
2. Create a scene for a soap opera. (3-4)
3. Create a television commercial. (2-3)
4. A family tries to agree onwhere to go on vacaation (see ch. 5 for details). (3-4)
5. A person (you determine age and gender) connot decide which of two people to marry, so a family discussion ensues with each member contributing suggestions. (3-4)
6. A fervent environmentalist (un écolo) argues with a techno-freak about cars. (2)
Compositions
The following abbreviations will be used on the first draft:
AA adjective agreement wrong
AC accent wrong or missing
ADV adverb wrong
ART article (definite, indefinite, partitive) wrong or missing; incorrect form after negative or expression of quantity (beaucoup, un peu, assez, etc), or before plural adjective
AUX auxiliary verb problem
COM Combine sentences
CONJ Conjuction wrong or missing
CONT Contraction necessary or wrong
E Failure to make elision, or inappropriate elision
ENG Obvious translation from English to French, resulting in French nonsense
GN Gender wrong
INC Incomprehensible—unable to pinpoint error
MD Mood incorrect (indicative, imperative, subjunctive, infinitive, conditional)
NB Number wrong—sing./pl.
NC Not clear
NEG Negative word wrong, misplaced, or missing
NL Not logical in terms of paragraph development
OP Object pronoun wrong or missing
PARA Paraphrase. Trying to say something we have not learned yet
PP Past participle in wrong form or has wrong agreement
POL Incorrect or inconsistent level of politeness (make more or less polite)
POS Possessive adjective wrong or missing, lacks agreement
PR Preposition wrong or missing
PRO y or en wrong or missing
REL Relative pronoun wrong or missing
REP Use pronoun to avoid repetition
RP Reflexive pronoun wrong or missing
RS Repetitive structure
SP Spelling error
SPN Subject pronoun problem
SVA Subject/verb agreement lacking
SYN Find synonym to avoid repetition
TN Tense incorrect (for indicative mood)
VC Vocabulary wrong, wrong word choice
VS Verb stem wrong
WO Word order wrong
PCs (any application) / MS Word for PCs / MS Word for Macsé / Alt + 0233 / Ctrl + ‘ ; e [press Ctrl and ‘ simultaneously, release, and press e] / option + e ; e
è / Alt + 0232 / Ctrl + ` ; e [‘ and ` are two different keys; ` is to the left of the number 1] / option + ` ; e
à / Alt + 0224 / Ctrl + ` ; a / option + ` ; a
ù / Alt + 0249 / Ctrl + ` ; u / option + ` ; u
â / Alt + 0226 / Ctrl + ^ ; a / option + I ; a
ê / Alt + 0233 / Ctrl + ^ ; e / option + I ; e
î / Alt + 0238 / Ctrl + ^ ; I / option + I ; i
ô / Alt + 0244 / Ctrl + ^ ; o / option + I ; o
û / Alt + 0251 / Ctrl + ^ ; u / option + I ; u
ç / Alt + 0231 / Ctrl + , ; c / option + c
ë / Alt + 0235 / Ctrl + : ; e / option + U ; e
ï / Alt + 0239 / Ctrl + : ; I / option + U ; i
œ / Alt + 0156 / Ctrl + & ; o
FREN 2202
Programme—Printemps 2008
M 1/14 / Présentation du cours ; Prélude (2-4)W 1/16 / Prélude (4-7)
HW Texte / p. 142-147 : I. Verbe review, II. Present indicative, III. Infinitives
HW Cahier / p. 7-9 : ex. I(A), II/III (B-G)
F 1/18 / Ch. 1—Vocabulaire (8-11)
HW Texte / p. 147-149 : IV. Imperatives, V. Faire causatif
HW Cahier / p. 5-6 : A-D ; p. 12-14 : IV (L, M) ; V (O) ; p. 121-124 : ex. A-D
Monday, January 21—MLK, Jr. Holiday—No Classes
W 1/23 / Ch. 1—Les petits enfants du siècle (12-16)HW Cahier / p. 125-126 : ex. A, B
F 1/25 / Ch. 1—Témoignage d’une jeune Française (17-19)
HW Cahier / · p. 15-16 : Choose one exercise (A, B or C). Some students will be selected at random on Monday to read their paragraphs aloud.
· p. 126 : Dictée
M 1/28 / Ch. 1—Activités d’expansion (20-21)
HW Texte / p. 150-155 : I. Verbe review, II. Descriptive adjectives
HW Cahier / p. 21-23 : I (A), II (B, C)
W 1/30 / Ch. 2—Vocabulaire (22-26)
Mini interro écrite / Ch. 1
HW Texte / p. 155-159 : III. Comparative and superlative of adjectives, IV. Tout, V. Interrogatives
HW Cahier / p. 17-19 : A-E ; p. 24-28 : III (F, G), IV (J), V (L, M)
F 2/1 / Ch. 2—Victime de la mode (26-30)
HW Texte / p. 159 : VI. Il (Elle) est vs. C’est
HW Cahier / p. 28-29 : VI (P) ; p. 127-130, ex. A-C
M 2/4 / Ch. 2—Sympas, les Français, mais un peu sérieux ! (30-33)
HW Cahier / · p. 29-30 : Choose one exercise (A, B or C). Pre-writing exercises and 1st draft to be turned in on Wednesday.
· p. 131-132, ex. A, B
W 2/6 / Ch. 2—Activités d’expansion (33)
Turn in today
/ Pre-writing exercises and 1st draft, cahier p. 29-30, ex. A, B or C.HW Texte / p. 160 : I. Verb review
HW Cahier / p. 34 : I (A)
F 2/8 / Ch. 3—Vocabulaire (34-37)
Mini interro écrite / Ch. 2
HW Texte / p. 161-165 : II. Passé composé, III. Imperfect (Imparfait), IV. Passé composé vs. imperfect ; p. 167 : VI. Past infinitives
HW Cahier / p. 31-32 : A-E ; p. 34-40 : II (B, C), III (E, F), IV (I, J), VI (O)
M 2/11 / Ch. 3—À la recherche d’un travail (38-41)
Turn in today
/ 2nd draft, ch. 2 paragraphs. 2nd drafts must be typed, double spaced, 12-point font. Accents must be typed (see shortcuts for how to include accents).HW Texte / p. 166-167 : V. Pluperfect (Plus-que-parfait); p. 167-168 : VII. Le mot juste
HW Cahier / p. 39 : V (M, N) ; p. 41 : Q; p. 133-136, ex. A, B
W 2/13 / Ch. 3—Printemps (41-44)
HW Cahier / · p. 42-44 : Choose one exercise (A, B or C). Some students will be chosen at random to read their paragraphs aloud.
· p. 137, ex. A, B
F 2/15 / Ch. 3—Activités d’expansion (45)
HW Cahier / p. 138 : Dictée
M 2/18 / Interlude 1 (48-51)
Sign up for pair interviews
W 2/20 / Interrogation écrite, ch. 1-3
HW Texte / p. 169-172 : I. Verb review, II. Articles
HW Cahier / p. 49-51 : I (A), II (B, C)
F 2/22 / Ch. 4—Vocabulaire (52-55)
HW Texte / p. 172-177 : III. Object pronouns, y and en, IV. Order of pronouns
HW Cahier / p. 47-48 : A-D ; p. 52-55 : III/IV (F-L)
Monday 2/25-Friday 2/29—Pair interviews in my office (Martin 236-J)
M 2/25 / Ch. 4—Souriez, vous avez été piégé ! (55-60)HW Texte / p. 177-178 : V. Disjunctive pronouns, VI. Le mot juste : se moquer de
HW Cahier / p. 55 : V (M) ; p. 139-141, ex. A-C
W 2/27 / Ch. 4—La 2 CV de ma sœur (61-64)
HW Cahier / p. 57-58 : choose one exercise (A, B or C). Pre-writing exercises and first draft to be turned in on Friday
F 2/29 / Ch. 4—Activités d’expansion (64-65)
Turn in today in class.
/ Pre-writing exercises and 1st draft, cahier p. 57-58, ex. A, B or C.HW Texte / p. 179-181 : I. Verb review, II. Prepositions with geographical names
HW Cahier / p. 61-62 : I (A), II (B) ; p. 143-144 : Dictée
M 3/3 / Ch. 5—Vocabulaire (66-69)
Mini interro écrite / Ch. 4
HW Texte / p. 181-187 : III. Future tense and conditional forms, IV. Future perfect and past conditional, V. If-clauses (le “si” de condition)
HW Cahier / p. 59-60 : A-D ; p. 63-69 : III (D, E, H-J, M), IV (O), V (Q, R)
W 3/5 / Ch. 5—243 cartes postales en couleurs véritables (70-76)
Turn in today in class
/ 2nd draft of ch. 4 paragraphs. 2nd drafts must be typed, double spaced, 12-point font. Accents must be typed (see shortcuts for how to include accents).HW Texte / p. 188-189 : VI. Passé simple and passé antérieur
HW Cahier / p. 71 : VI (U, V) ; p. 145-148 (A-D)
F 3/7 /
Ch. 5—Il se pourrait bien que les arbres voyagent (76-81)
HW Cahier / p. 149 : A, B ; p. 72 : Choose one exercise (A, B or C). Pre-writing exercises and paragraphs will be turned in on Monday.Monday, March 10-Friday, March 14—Spring Break—No Classes