Elementary French I
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.
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%
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.
† PARTICIPATION / PREPARATION CRITERIA
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.
* ORAL COMPOSITION & COMPREHENSION
will be assigned every 2-3 weeks. The evaluation format below will be used for the compositions.
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
1 Responses always Utterances are Complete Few examples of Few examples of
inappropriate almost incom- communication correct usage correct grammar