This course is organized around themes found throughout daily life in France: finding your way around Paris, taking public transportation, reading the newspaper and analyzing a film. Each theme is studied in regards to the four fundamental linguistic skills: reading, writing, listening and speaking. The focus is put on motivation, creativity, and group work: presentation of a book or film, ideas to become better acquainted with Paris, investigating and reporting, etc.
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad are able to learn how to produce language in a variety of situations, such as the making of requests, the use of compliments and apologies, and they also may develop skills to interpret such interactions within the local cultural context…In short, study abroad has been show to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
Student Profile
Students who enter this course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous, and self-reliant as they solve problems, interpret texts, negotiate, and express their opinions, likes, and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic advisor on course selection.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Students at this level begin to understand some local cultural attitudes, values, beliefs, and behavior patterns. However, there will be numerous gaps and inconsistencies in their knowledge, and they lack the depth of understanding and sophistication of those who have sp ent more time living and working in the local context.
Prerequisites:
Proficiency at a level equivalent to IES Abroad’s Independent Abroad, as determined by placement test.
Learning outcomes:
Students who are placed in this level should be capable of achieving the outcomes in the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve some of the outcomes for the Emerging Competent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will begin to recognize and describe key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to reflect on and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with those of the host cultures.
C. Students will demonstrate openness toward different beliefs and styles even when they do not agree with them.
D. Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
II. Listening
A. Students will be able to understand many complex communications on a wide range of everyday topics as well as abstract topics covered in classes.
B. Students will be able to understand a variety of native speakers and non-native experts and comprehend an array of moderately complex interactions.
III.Speaking
A. Students will participate reasonably well in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
B. Students will be able to make arguments and form opinions on almost any topic of their interest.
IV. Reading
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as some popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals, etc. on abstract and unfamiliar topics with some assistance at times.
V. Writing
A. Students will be able to write for certain native audiences (resumes, applications, administrative documents) and express themselves somewhat clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
Method of presentation:
Special focus is given to oral comprehension and expression. Knowledge of codes of behavior and everyday culture is an essential component of this course. After a period of adapting to daily life in Paris, the group chooses a CORE project. Each student will take his/her specific interests into account in order to determine the role of each student involved in the project and the specific skill to acquire. Evaluations are conducted throughout the semester as well as through midterm and final exams.
Required work and form of assessment:
The evaluation focuses on what has been taught and takes into account the level of each group and each student. Investment and progress are taken into account as well as the success of graded exercises.
Evaluation:
Intensive session: 20%
(Investment, participation, devotion to work, written and spoken exercises)
Throughout semester: written skills 20% (Written exercises, personal CORE work...)
Throughout semester: oral skills 20% (Oral CORE presentation, listening comprehension, in class discussion)
Mid-term exam: 20% (Evaluation of linguistic and cultural understanding)
Final exam: 20% (Evaluation of linguistic and cultural understanding)
content:
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1 Intensive Session
1.Functional: introducing yourself; taking notes ; situating Parisian monuments; adapting to life in Paris
2.Grammatical: verb conjugation in the present indicative (review of difficulties); telling a story in the past tense; placement of adverbs (review)
3.Vocabulary: vocabulary specific to the history of Paris; vocabulary of transportation
4.Culture: construction of Paris (history of Paris); Visit of the Marias; intercultural: greetings; how to get around in Paris
Presentation of monuments;
Short paper: personal story
Grammar and vocabulary exercises
I. A, C, D
II. A, B
III. A
IV. A
V. A
Week 2 Intensive Session
1.Functional: raconter une expérience dans un café, présentation de monuments
2.Grammatical: conjugation of present subjunctive (review of difficulties), using the auxiliary être or avoir
3.Vocabulary: vocabulary of everyday life (in a café, in a store); language registers
4.Culture: culture of everyday life, politeness and manners “à la française”, visite of the Latin Quarter
Presentation of monuments;
Go to a café and present to the class about your experience; Grammar and vocabulary exercises
I. B, D
II. B
III. B
IV. B
V. B
Week 1
1.Functional: Phonetics: difficult sounds (1); class discussion; oral comprehension (video)
2.Grammatical: use of the past and present subjunctive; agreement of tenses
3.Vocabulary: reading of a short story: rhetoric of discourse (structure and style); synonyms
4.Culture: great contemporary speeches influential in France (appel du 18 juin, appel de l’abbé Pierre)
Preparation for exposés and debates;
Reading of a short story (written comprehension)
Grammar and vocabulary exercises
I. A
II. A, B
III. A
IV. B
V. B
Week 2
1.Functional: Phonetics : difficult sounds (2); exposé-debates by students on a current event or societal theme (1); field trip to the cinema
2.Grammatical: use of past tenses; agreement of tenses
3.Vocabulary: telling in writing, critiquing a film (vocabulary for expressing appreciation and opinion)
4.Culture: the cinema in France (directors and the public)
Exposé-debate (1)
Reading of a news article (written comprehension)
Write a film review
Grammar and vocabulary exercises
I. A, C
II. B
III. A, B
IV. B
V. A
Week 3
1.Functional: Phonetics: intonation and melody of sentence structure (1); exposés-debates on a current event or societal theme, (1); listening comprehension (news story)
2.Grammatical: conjugation of the conditional; expression of time
3.Vocabulary: reading of a literary text; giving your opinion: nuancing the expression of your thoughts
4.Culture: les grandes écoles; student life; working life
Exposé- debate (2)
Reading of a literary text (written comprehension)
Write a literary review
Grammar and vocabulary exercises
I. A, B, C
II. A, B
III. A, B
IV. A, B
V. A, B
Week 4
1.Functional: Phonetics : intonation and melody of sentence structure (2) exposé-debate on a current event or societal theme (2); listening comprehension (news story).
2.Grammatical: use of the present and past conditional, expression of condition
3.Vocabulary: how young people speak, reading of a newspaper or magazine article
4.Culture: Paris et the suburbes; Islam in France ; secularism
Exposé-debate (3)
Reading of a literary text (written comprehension)
Grammar and vocabulary exercises
I. A, B, C
II. A, B
III. A, B
IV. A, B
V. B
Week 5
1. Functional: intonation and melody of sentence structure (3) exposé-debate on a current event or societal theme (3); listening comprehension (news story)
2.Grammatical: agreement of the past participle; expression of opposition
3.Vocabulary: preparing for an interview; expressing and nuancing your agreement or disagreement
4.Culture: discussion of personal themes for CORE projects; the theater in Paris
Revision of all lessons for the midterm exam
I. A, B, D
II. A, B
III. A, B
IV. A, B
V. A, B
Week 6
Midterm exam
The test will involve:
- Listening comprehension;
- Grammar exercises;
- Text analysis (vocabulary comprehension) ;
- Essay on one or more cultural themes discussed in class
1.Functional: listening comprehension (video)
2.Grammatical: conjugations, uses of modes and tenses, of condition, of opposition
3. Vocabulary: all vocabulary covered in class
4.Culture: all cultural themes covered in class
Oral presentation for the CORE
Reading of a literary text (written comprehension)
Grammar and vocabulary exercises
I. A, B, C
II. A, B
III. A, B
IV. A
V. A, B
Week 7
1.Functional: Oral presentation 1. (CORE); listening comprehension (audio); discussion on “bonnes manières” (good manners) (giving your opinion); field trip to the theater
2.Grammatical: language registers (2); writing simply (short and clear sentences)
3.Vocabulary: formal (salutations…) and informal informelle (texto, email) written communication; synonyms (enhancing, depreciative)
4.Culture: Savoir-vivre “à la française”; “bonnes manières” (good manners); intercultural work
Oral presentation for the CORE
Reading of an news article (written comprehension)
3.Vocabulary: word play (jokes, spoonerisms…) other vocabulary used in humor; vocabulary of advertising
4.Culture: intercultural: French humor, anglo-saxon humor, humor in publications and advertising
Reviews all course content in preparation for the final exam
I. A, B
II. B
III. A
IV. A
V. B
Week 12
Final Exam
The test will involve:
- Listening comprehension
- Grammar exercises
- Text analysis (vocabulary comprehension)
- Essay on one or more cultural themes discussed in class
1.Functional: listening comprehension (audio)
2.Grammatical: expression of logical relationships, syntax
3.Vocabulary: synonyms and language registers; expressing yourself clearly, with nuance and opinion
4.Culture: synthesis of knowledge acquired in the form of a quiz
I. A, B, C
II. A, B
III. A, B
IV. A, B
V. A, B
Required readings:
A conjugation book: Le Nouveau Bescherelle, Hatier
A French language dictionary: Le Robert micro, édition de poche
Three novels or short stories: their titles are chosen on account of the level and personal
interests of the students.
Recommended readings:
A language book: Grammaire en dialogues, niveau intermédiaire, Claire Miquel, ed. CLE International
A book of pleasure reading is proposed, consisting of short modern novels, news articles and poetry
Brief Biography of Instructor:
Florence Benoit has taught French as a foreign language to international students at the Ecole Nationale d’Administration as well as at Sciences Po Paris in addition to her courses at IES Abroad. Her recent publications include Pratique de l’écrit juridique et judiciaire, Lefebvre, Paris (2009).
French Language in Context: Emerging Competent Abroad I
This course is organized around themes found throughout daily life in France: finding your way around Paris, taking public transportation, reading the newspaper and analyzing a film. Each theme is studied in regards to the four fundamental linguistic skills: reading, writing, listening and speaking. The focus is put on motivation, creativity, and group work: presentation of a book or film, ideas to become better acquainted with Paris, investigating and reporting, etc.
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad are able to learn how to produce language in a variety of situations, such as the making of requests, the use of compliments and apologies, and they also may develop skills to interpret such interactions within the local cultural context…In short, study abroad has been show to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
Student Profile
Students who enter this course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous, and self-reliant as they solve problems, interpret texts, negotiate, and express their opinions, likes, and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic advisor on course selection.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Students at this level begin to understand some local cultural attitudes, values, beliefs, and behavior patterns. However, there will be numerous gaps and inconsistencies in their knowledge, and they lack the depth of understanding and sophistication of those who have sp ent more time living and working in the local context.
Proficiency at a level equivalent to IES Abroad’s Independent Abroad, as determined by placement test.
Students who are placed in this level should be capable of achieving the outcomes in the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve some of the outcomes for the Emerging Competent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will begin to recognize and describe key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to reflect on and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with those of the host cultures.
C. Students will demonstrate openness toward different beliefs and styles even when they do not agree with them.
D. Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
II. Listening
A. Students will be able to understand many complex communications on a wide range of everyday topics as well as abstract topics covered in classes.
B. Students will be able to understand a variety of native speakers and non-native experts and comprehend an array of moderately complex interactions.
III.Speaking
A. Students will participate reasonably well in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
B. Students will be able to make arguments and form opinions on almost any topic of their interest.
IV. Reading
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as some popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals, etc. on abstract and unfamiliar topics with some assistance at times.
V. Writing
A. Students will be able to write for certain native audiences (resumes, applications, administrative documents) and express themselves somewhat clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
Special focus is given to oral comprehension and expression. Knowledge of codes of behavior and everyday culture is an essential component of this course. After a period of adapting to daily life in Paris, the group chooses a CORE project. Each student will take his/her specific interests into account in order to determine the role of each student involved in the project and the specific skill to acquire. Evaluations are conducted throughout the semester as well as through midterm and final exams.
The evaluation focuses on what has been taught and takes into account the level of each group and each student. Investment and progress are taken into account as well as the success of graded exercises.
Evaluation:
(Investment, participation, devotion to work, written and spoken exercises)
(Written exercises, personal CORE work...)
(Oral CORE presentation, listening comprehension, in class discussion)
(Evaluation of linguistic and cultural understanding)
(Evaluation of linguistic and cultural understanding)
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1 Intensive Session
1.Functional: introducing yourself; taking notes ; situating Parisian monuments; adapting to life in Paris
2.Grammatical: verb conjugation in the present indicative (review of difficulties); telling a story in the past tense; placement of adverbs (review)
3.Vocabulary: vocabulary specific to the history of Paris; vocabulary of transportation
4.Culture: construction of Paris (history of Paris); Visit of the Marias; intercultural: greetings; how to get around in Paris
Presentation of monuments;
Short paper: personal story
Grammar and vocabulary exercises
I. A, C, D
II. A, B
III. A
IV. A
V. A
Week 2 Intensive Session
1.Functional: raconter une expérience dans un café, présentation de monuments
2.Grammatical: conjugation of present subjunctive (review of difficulties), using the auxiliary être or avoir
3.Vocabulary: vocabulary of everyday life (in a café, in a store); language registers
4.Culture: culture of everyday life, politeness and manners “à la française”, visite of the Latin Quarter
Presentation of monuments;
Go to a café and present to the class about your experience; Grammar and vocabulary exercises
I. B, D
II. B
III. B
IV. B
V. B
Week 1
1.Functional: Phonetics: difficult sounds (1); class discussion; oral comprehension (video)
2.Grammatical: use of the past and present subjunctive; agreement of tenses
3.Vocabulary: reading of a short story: rhetoric of discourse (structure and style); synonyms
4.Culture: great contemporary speeches influential in France (appel du 18 juin, appel de l’abbé Pierre)
Preparation for exposés and debates;
Reading of a short story (written comprehension)
Grammar and vocabulary exercises
I. A
II. A, B
III. A
IV. B
V. B
Week 2
1.Functional: Phonetics : difficult sounds (2); exposé-debates by students on a current event or societal theme (1); field trip to the cinema
2.Grammatical: use of past tenses; agreement of tenses
3.Vocabulary: telling in writing, critiquing a film (vocabulary for expressing appreciation and opinion)
4.Culture: the cinema in France (directors and the public)
Exposé-debate (1)
Reading of a news article (written comprehension)
Write a film review
Grammar and vocabulary exercises
I. A, C
II. B
III. A, B
IV. B
V. A
Week 3
1.Functional: Phonetics: intonation and melody of sentence structure (1); exposés-debates on a current event or societal theme, (1); listening comprehension (news story)
2.Grammatical: conjugation of the conditional; expression of time
3.Vocabulary: reading of a literary text; giving your opinion: nuancing the expression of your thoughts
4.Culture: les grandes écoles; student life; working life
Exposé- debate (2)
Reading of a literary text (written comprehension)
Write a literary review
Grammar and vocabulary exercises
I. A, B, C
II. A, B
III. A, B
IV. A, B
V. A, B
Week 4
1.Functional: Phonetics : intonation and melody of sentence structure (2) exposé-debate on a current event or societal theme (2); listening comprehension (news story).
2.Grammatical: use of the present and past conditional, expression of condition
3.Vocabulary: how young people speak, reading of a newspaper or magazine article
4.Culture: Paris et the suburbes; Islam in France ; secularism
Exposé-debate (3)
Reading of a literary text (written comprehension)
Grammar and vocabulary exercises
I. A, B, C
II. A, B
III. A, B
IV. A, B
V. B
Week 5
1. Functional: intonation and melody of sentence structure (3) exposé-debate on a current event or societal theme (3); listening comprehension (news story)
2.Grammatical: agreement of the past participle; expression of opposition
3.Vocabulary: preparing for an interview; expressing and nuancing your agreement or disagreement
4.Culture: discussion of personal themes for CORE projects; the theater in Paris
Revision of all lessons for the midterm exam
I. A, B, D
II. A, B
III. A, B
IV. A, B
V. A, B
Week 6
Midterm exam
The test will involve:
- Listening comprehension;
- Grammar exercises;
- Text analysis (vocabulary comprehension) ;
- Essay on one or more cultural themes discussed in class
1.Functional: listening comprehension (video)
2.Grammatical: conjugations, uses of modes and tenses, of condition, of opposition
3. Vocabulary: all vocabulary covered in class
4.Culture: all cultural themes covered in class
Oral presentation for the CORE
Reading of a literary text (written comprehension)
Grammar and vocabulary exercises
I. A, B, C
II. A, B
III. A, B
IV. A
V. A, B
Week 7
1.Functional: Oral presentation 1. (CORE); listening comprehension (audio); discussion on “bonnes manières” (good manners) (giving your opinion); field trip to the theater
2.Grammatical: language registers (2); writing simply (short and clear sentences)
3.Vocabulary: formal (salutations…) and informal informelle (texto, email) written communication; synonyms (enhancing, depreciative)
4.Culture: Savoir-vivre “à la française”; “bonnes manières” (good manners); intercultural work
Oral presentation for the CORE
Reading of an news article (written comprehension)
Write a one page synthesis of your CORE project
Grammar and vocabulary exercises
I.A, B, C
II. A, B
III. A, B
IV. A, B
V. B
Week 8
1.Functional: Oral presentation 2. (CORE); listening comprehension (video)
2.Grammatical: personal pronouns; expression of intensity and comparaison
3.Vocabulary: vocabulary of politics, implicit and explicit expressions in political discourse.
4.Culture: French politics in everyday life; intercultural discussion: parties, elections, strikes, demonstrations etc.
Oral presentation for the CORE
Reading of an news article (written comprehension)
Grammar and vocabulary exercises
I.A, B, C
II. A, B
III. A, B, D
IV. B
Week 9
1.Functional: Oral presentation 3. (CORE); listening comprehension (audio); analysis or current stories in local newspapers
2.Grammatical: relative pronouns; expression of cause
3.Vocabulary: vocabulary of the media
4.Culture: French media; analysis of major headlines; intercultural discussion
Oral presentation for the CORE
Write a one page synthesis of your CORE project
I. A, B, D
II. A, B
III. B
IV. B
V. B
Week 10
1.Functional: Oral presentation 4. (CORE); listening comprehension (audio et video);
2.Grammatical: adapting your style to the context; expression of consequence
3.Vocabulary: vocabulary of song and poetry
4.Culture: contemporary French music; intercultural discussion (English language music)
Reading of humorous texts (literary and non-literary)
Writing of a literary or film review
Grammar and vocabulary exercises
I. A, B, C
II. B
III. B
IV. A, B
V. A, B
Week 11
1.Functional: French humor: (political cartoons, texts, songs); humorous videos enjoyed by young French
2.Grammatical: nominal sentences; synthetic phrases
3.Vocabulary: word play (jokes, spoonerisms…) other vocabulary used in humor; vocabulary of advertising
4.Culture: intercultural: French humor, anglo-saxon humor, humor in publications and advertising
Reviews all course content in preparation for the final exam
I. A, B
II. B
III. A
IV. A
V. B
Week 12
Final Exam
The test will involve:
- Listening comprehension
- Grammar exercises
- Text analysis (vocabulary comprehension)
- Essay on one or more cultural themes discussed in class
1.Functional: listening comprehension (audio)
2.Grammatical: expression of logical relationships, syntax
3.Vocabulary: synonyms and language registers; expressing yourself clearly, with nuance and opinion
4.Culture: synthesis of knowledge acquired in the form of a quiz
I. A, B, C
II. A, B
III. A, B
IV. A, B
V. A, B
Florence Benoit has taught French as a foreign language to international students at the Ecole Nationale d’Administration as well as at Sciences Po Paris in addition to her courses at IES Abroad. Her recent publications include Pratique de l’écrit juridique et judiciaire, Lefebvre, Paris (2009).