101 (KAU)

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					Kaua‘i CC
                                              FR 101
                                         Elementary French I

Course Description:
Beginning French, a course for students with little or no previous experience of French language.
Covers basic grammar and introduction to French geography, history, and culture.

Prerequisites: none

Specific Course Objectives:
After completing the course, the student should be able to:
    1. Understand, with much repetition, simple questions and statements involving learned material;
    2. Comprehend the topic upon listening to a simplified passage;
    3. Read and understand the information given in a simple sentence;
    4. Pronounce the language well enough to be intelligible to the teacher;
    5. Answer simple questions using material presented;
    6. Write short sentences on a familiar topic.

Textbooks: Manley, et al.: Horizons 3e &          Quia Online Activities

Auxiliary Materials and Content:
Music tapes & transcripts. Various maps. Various cultural materials, such as menus, transportation
schedules & tickets, theater programs, handwriting samples, etc. French movies.
Guest speakers (when available).

Methods of instruction:
Large-group lectures, drill; small-group practice sessions; individual written exercises; question-answer
sessions; oral & written compositions; cultural exercises.

In language learning, it is essential to practice the language. Do not worry about whether you are doing
it right, forge right ahead and try anything you can think of to communicate in your new language.
Words are good, but remember that the whole body, and any props you can think of, are all tools to get
your message across. You will not speak French fluently and grammatically at the end of this one year,
but you will gain the skills to communicate with what language you have acquired.

To enable the class to progress smoothly, lessons must be done on time. Written assignments for a
chapître will not be accepted after the quiz for that chapître has been given. The textbook comes with
CD-Rom and an audio CD to enable you to practice understanding the audio, written, and visual cues
involved in language. The time you put in to practicing the language will be reflected in your facility with
the language. As with music, exercise, and many other facets of life, consistency pays off-- plan to
spend 45 min ± daily on your language for optimum results.

        Effort                           30%              Résultat                          70%
        participation & preparation †    20%              written & oral compositions*      40%
        homework assignments 10%                  quizzes                 30%

        KCC policies

        Academic Dishonesty: Academic dishonesty cannot be condoned by the University. Such dishonesty
        includes cheating and plagiarism (examples of which are given on p. 47 of the Kaua'iCC 2002-2003
        Catalog) which violate the Student Conduct Code and may result in expulsion from the University.

        Disability: If you have a disability and have not voluntarily disclosed the nature of your disability and the
        support that you need, you are invited to contact the Student Services Office, 245-8314 or 245-8212.


        A maximum of 30 percentage points can be earned for class participation and preparation. Students will
        be evaluated based on the following criteria:

                  points                                             Use of French
Excellent           15     I used only French during the class period. I was fully prepared.
Good              12-14    I used mostly French but sometimes English (for clarification, with classmates, etc.) I was
                           well-prepared most days.
Weak               9-11    I used quite a bit of English on several occasions. I was not fully prepared every day.
Poor               6-8     I spoke as much French as English. My preparation was poor.
Unacceptable       0-5     I used English and/or did not speak much at all. I seemed totally unprepared most of the
                                                    Interaction: Group Work/Whole Class Work
Excellent           15     I took a leadership role and had a very positive impact on          getting tasks done. I listened
                           carefully when others were         speaking and volunteered eagerly and often. I was fully
Good              12-14    I participated actively and contributed as much as other members in the group. I volunteered
                           occasionally and generally listened to others.
Weak               9-11    I participated little due to my lack of out of class preparation but was attentive in class. I was
                           interested in classroom activities but did not actively contribute.
Poor               6-8     I was not strongly interested or motivated and/or was distracting to others. I was not strongly
                           interested or motivated. Poor preparation hurt my performance.
Unacceptable       0-5     I was not interested during group activities and/or was distracting to others. I distracted
                           others, spoke in English, did homework, studied for another class, slept, etc. During class. I
                           was not prepared enough to perform most tasks appropriately.
      will be assigned every 2-3 weeks. The evaluation format below will be used for the compositions.

      Speaker:                                                                                 date:

      topic:                                                                                   score:

     comprehension          pronunciation               fluency             vocabulary                  grammar
5   Responses always       Little or no        No hesitation, natural     Accurate usage         No significant errors
    appropriate            interference        pauses
4   Responses mostly       Occasional          Slight hesitation, but     Mostly accurate        One or two
    appropriate            interference        rephrases                                         significant errors
3   Responses often in-    Substantial         Frequent hesitation, but   Frequent errors        Several errors;
    appropriate            interference        no significant break-                             some breakdown of
                                               down of                                           communication
2   Responses mostly       Severe interference Many pauses with           Substantial errors     Many errors affect
    inappropriate                              communication                                     ability to
                                               breakdown                                         communicate
1   Responses always       Utterances are      Complete                   Few examples of        Few examples of
    inappropriate          almost incom-       communication              correct usage          correct grammar
                           prehensible         breakdown