Course Description | General Program Goal | Proficiency | Oral Proficiency Expectations | Listening and Oral Comprehension | Speaking and Oral Proficiency | Reading | Writing | Vocabulary | Grammar | Culture | Language as Language | Supplemental Cultural Content
French II (Intermediate-Low Level French)
Course
Description
Emphasis is continued on speaking French with a greater focus on reading and listening skills. Advanced grammar and the practice of these skills are organized around eleven cultural themes: holidays, the city of Paris, the country of France, daily routines, sports & pastimes, North African (the Maghreb), the Loire Valley, traveling, famous people in the French-speaking world, French-speaking nations throughout the world, and contemporary
France.
All Modern Language courses are based on proficiency principles as promulgated by the American Council on the Teaching of Foreign Languages (ACTFL).
Textbook
C'est à toi: Level Two EMC Publishers
Instructor: Mr.
Milton Turner
E-mail: MTurner@ignatius.edu, MAT@aol.com
WWW: www.maturner.com, www.ignatius.edu/Turner/
Phone:
(216) 651-0222
Homework Hotline (Voice Mail): (216) 651-0222 between
6:00pm and 7:30am.
 | to access, dial 411, then TUR (887), then 1 to confirm |
Students will attain communicative proficiency in language consistent with their level of study. Proficiency is the student's relative ability to function properly in the target language in specific communicative circumstances.
Proficiency is a measure of one's ability to use language. Proficiency is assessed by considering content/context, function and accuracy. The proficiency rating generally falls into one of the broad levels of Novice, Intermediate, Advanced or Superior. Novice and Intermediate are further divided into the categories of Low, Mid, and High. Advanced is further divided into Advanced and Advanced High. The proficiency that students attain depends on such factors as time, level of control, and classroom activities. A description of the four major levels (from the 1986 ACTFL Proficiency Guidelines) are below.
| Novice | Speakers can communicate only in common, highly predictable daily situations using memorized and formulaic speech. They may be difficult to understand, even by those accustomed to interacting with nonnative speakers. |
| Intermediate | Speakers can ask and answer questions and can maintain simple conversations on familiar topics using sentences and strings of sentences. They can usually be understood by those accustomed to nonnative speakers, although some repetition may be needed. |
| Advanced | Speakers can converse fluently and discuss topics of personal interest. They cab describe and narrate events in the past, present, and future using paragraph like discourse. They can be understood without difficulty, even by those unaccustomed to nonnative speakers. |
| Superior | Speakers can participate effectively in most formal and informal conversations on practical, social, professional, and abstract topics. They can explain in detail, hypothesize, and support their opinions. At this level, errors never interfere with communication. |
Based on the ACTFL Oral Proficiency Guidelines, the following levels can be reached by students in a five-year secondary sequence of classroom instruction. One year is considered 120 hours of actual time on task in the classroom. An occasional very superior student may, of course, reach the next higher level.
Expected outcomes are given for both Concept Control and Partial/Full Control. Grades are based concept control. Factors such as type of classroom activity, time, motivation, independent practice, and special opportunities enter into the partial and full control necessary to advance on the ACTFL Oral Proficiency scale.
Concept Control
Average student
1st year |
0 |
Novice-Mid |
2nd year |
1- |
Intermediate-Low |
3rd year |
1 |
Intermediate |
4th year |
1+ |
Intermediate-High |
5th year |
2 |
Advanced |
Advanced student
1st year |
0+ |
Novice-High |
2nd year |
1 |
Intermediate |
3rd year |
1+ |
Intermediate-High |
4th year |
2 |
Advanced |
5th year |
2+ |
Advanced-High |
Partial/Full Control
Average student
| 1st year | 0 | Novice-Mid |
| 2nd year | 0+ | Novice-High |
| 3rd year | 1- | Intermediate-Low |
| 4th year | 1 | Intermediate |
| 5th year | 1+ | Intermediate-High |
Advanced student
| 1st year | 0+ | Novice-High |
| 2nd year | 1- | Intermediate-Low |
| 3rd year | 1 | Intermediate |
| 4th year | 1+ | Intermediate-High |
| 5th year | 2 | Advanced |
FRENCH: INTERMEDIATE LEVEL
LISTENING AND ORAL COMPREHENSION
To understand spoken French in sentence-length utterances (one or more) consisting of recombined learned materials.
To understand the essential information from French spoken in original sentences (one or more) such as dialogs and narratives using mostly familiar vocabulary, and on familiar topics and/or topics of high personal interest.
To understand instructions and directions on familiar topics given in French.
COURSE OBJECTIVES
Students will ...
| Perform objectives of previous level. |
| Take spot dictation on previously-learned materials. |
| Listen to oral directions (to exercises and activities) in French and respond appropriately (by actions, orally, or in writing). |
| Listen to and comprehend dialogs and presentations performed by classmates. |
| Listen to and comprehend anecdotes and narratives spoken by the teacher or by another French language speaker used to dealing with foreigners. |
| View, listen to, and comprehend instructional foreign language films in French. |
| Listen to tapes and/or records or simple dialogs, reports, narratives, and/or stories in French with at least partial comprehension. |
To speak French within a controlled framework, making statements, asking questions, an/or giving rejoinders based on learned materials.
To begin to create with the language by combining and recombining learned elements, primarily in a reactive mode.
To participate in simple conversational situations.
COURSE OBJECTIVES
Students will ...
| Perform objectives of previous level. |
| Originate short sentences, questions, and/or commands in the affirmative and negative. |
| Perform original dialogs and/or very short oral presentations. |
| Perform basic interactive tasks: for example, introduce self, order a meal, and make purchases. |
| Participate in uncomplicated conversation in social situations by talking about, for example, self, family and friends; personal likes and dislikes; personal activities. |
| Initiate, minimally sustain, and close basic communicative tasks in a very simple way. |
| Ask and answer basic questions needed for survival. |
| Be understood by French language speakers used to dealing with foreigners. |
To understand main ideas and some facts from simple dialogs and texts using mainly recombined materials.
To read and comprehend structured non-complex authentic texts dealing with very familiar topics, such as basic and social needs.
COURSE OBJECTIVES
Students will ...
| Perform objectives of previous level. |
| Read directions in the target language. |
| Infer meaning of simple new words from context. |
| Infer meaning of new words belonging to known word families. |
| Identify main idea and some facts from selected appropriate texts. |
| Read materials related to the textbook. |
| Read simple materials from sources outside the textbook. |
To recombine in writing learned vocabulary and structures into simple sentences on familiar topics and personal experiences.
To create simple dialogs or paragraphs.
To write simple practical messages.
To be understood in writing by French native speakers used to the writing of non-natives.
COURSE OBJECTIVES
Students will ...
| Perform objectives of previous level. |
| Do sentence completions, sentence transformations, sentence expansion, multiple item substitutions, answer according to suggested patterns. |
| Translate simple sentences into the target language or English. |
| Write simple sentences to express personal feelings and thoughts, or to describe personal experiences in daily routines and everyday events. |
| Write simple messages such as notes, postcards, telephone messages, shopping lists, etc. |
| Write letters and/or very short compositions in the target language with vocabulary and grammar appropriate to level using mostly previously learned vocabulary. |
To develop an active and passive vocabulary in French of common topics and expressions of high interest and/or of everyday situations.
To begin to learn French vocabulary of average frequency.
COURSE OBJECTIVES
Students will ...
| Perform objectives of previous level. | ||||||||||||||||||||||||||||||||||||||
| Give polite responses in social situation, including meeting other people. | ||||||||||||||||||||||||||||||||||||||
| Learn common vocabulary from the remaining topics listed in the Novice-level Course Objectives. | ||||||||||||||||||||||||||||||||||||||
| Learn common vocabulary from 10 (or more) basic areas:
| ||||||||||||||||||||||||||||||||||||||
| Learn additional high- and medium-frequency expressions:
| ||||||||||||||||||||||||||||||||||||||
| Distinguish between common frequently confused verbs: i.e., to know. |
To identify learned grammatical patterns and to use them correctly in previously learned but recombined materials.
To begin to apply (in exercises and in writing) basic French grammatical rules in recombined materials.
To understand additional grammatical concepts, such as distinguishing different kinds of pronouns, placement of pronouns, identifying tenses, and using limiting or quantitative adjectives.
COURSE OBJECTIVES
Students will ...
| Perform objectives of previous levels. | ||||||||||
| Learn verb forms such as:
|
| Learn to use infinitives in place of nouns. | ||||||||
| Learn pronouns such as:
|
| Learn adjectives such as:
| ||||||
| Learn and use interrogatives. |
To develop an awareness of the contemporary ideas and behavior of the people who speak French.
To recognize ;and compare additional surface-level cultural differences between the French culture and the culture of the United States.
Begin to develop tolerance and appreciation for linguistic and cultural differences.
COURSE OBJECTIVES
Perform objectives of previous level.
Become familiar with various specific aspects of French culture: i.e., special events, sports, education, easily identifiable beliefs and attitudes about such areas as leisure activities, extended family, animals, etc.
Begin to recognize cultural differences among various regions where French is spoken.
Begin to study the formal culture of French countries: famous landmarks, famous people, art, music, etc.
Listen to French native speakers speaking English about their native culture.
Read short dialogs and/or passages about everyday cultural situations.
Demonstrate knowledge of countries and capitals.
Write a report (English or French).
To recognize the interaction between various language components (vocabulary, grammar, the language skills--speaking, reading, etc.), and to realize that the interaction can aid in learning language.
To begin to utilize the interactive components of language. (For example: 1) difference in prefixes for nouns vs. prefixes for adjectives; 2) synonyms are not always the same grammatically.)
To begin to recognize linguistic components of language.
To understand that many components of language are applicable to English as well as to French.
COURSE OBJECTIVES
Students will ...
| Perform all objectives of previous level. |
| Understand prefixes and suffixes. |
| Learn word families. |
| Recognize parts of speech and learn how they interact. |
| Study tense concepts and identify tenses in English and French. |
| Use learned grammar concepts to improve writing and speaking skills. |
| Recognize that there is more than one way to express an idea. |
| Begin to learn paraphrasing and circumlocution. |
The student will be exposed to basic linguistic notions such as language families and relatedness, stages of L2 learning, cognates and borrowings.
The student will also be introduced to fundamentals of the Arabic language and its contribution to the development of French. This will include an introduction to the Arabic alphabet (one and two-way connectors), basic greetings and leave-taking expressions, classroom vocabulary, and vocabulary borrowed by French.
