This level is designed for students who need systematic review or additional work on French grammar. The course will focus on verb tenses and moods, personal and relative pronouns, syntax and spelling and include written exercises and drill work.
Student Profile
Students entering this level must be able to fulfill the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies. Students at this level may succeed in partner university courses as long as such courses are primarily designed for international students and/or require passive student linguistic participation.
As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to make a special effort in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to recognize their autonomy. They will appreciate the value of these language and intercultural skills.
Prerequisites:
Proficiency at a level equivalent to IES Abroad’s Novice Abroad, as determined by placement test.
Attendance policy:
Class attendance is mandatory. Any absence that is not justified will have a negative effect on your grade.
Learning outcomes:
Students who are placed in this level should be capable of achieving the outcomes in the Novice 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 the outcomes for the Emerging Independent 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 be able to make informed comparisons between the host culture and the students’ home cultures.
B. Students will be able to distinguish and to imitate verbal and nonverbal communications that reflect politeness, formality, or informality.
C. Students will be able to recognize patterns of intonation, their meaning, and cultural implications.
Students will be able to solve most daily unexpected situations and meet needs with limited help.
II. Listening
A. Students will be able to understand some interactions of growing complexity, especially if the speaker is used to interacting with non-native speakers (conversations, speeches, etc.), and increasingly comprehend other types of verbal production (media, music, etc.).
B. Students will be able to understand direct requests, questions, and basic conversations on familiar and concrete topics.
C. Students sometimes will understand commonly-used colloquial expressions and popular phrases.
III. Speaking
A. Students will be able to talk about persons and things in their immediate environment, as well as their plans and their experiences, and they can provide some supporting details.
B. Students will be able to resolve moderately complicated situations involving familiar subjects.
C. Students will respond to some questions that ask for an opinion or a belief on a topic with assistance and practice.
IV. Reading
A. Students will be able to read passages and short texts (newspapers, lyrics, letters, short stories, etc.) and understand overall meaning.
B. Students will be able to support their understanding of texts through the use of context, dictionaries, or with the assistance of others at times.
C. Students will be able to read and understand most text messages on everyday topics.
V. Writing
A. Students will be able to communicate with increasing effectiveness through notes, emails, and simple online discussions and chats with sympathetic native speakers.
B. Students will be able to write short essays on concrete topics of limited levels of complexity and with less reliance on the communicative patterns of their native language.
C. Students will be able to describe things, relate ideas and emotions, and express simple opinions in concrete language.
This level is designed for students who need systematic review or additional work on French grammar. The course will focus on verb tenses and moods, personal and relative pronouns, syntax and spelling and include written exercises and drill work.
Student Profile
Students entering this level must be able to fulfill the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies. Students at this level may succeed in partner university courses as long as such courses are primarily designed for international students and/or require passive student linguistic participation.
As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to make a special effort in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to recognize their autonomy. They will appreciate the value of these language and intercultural skills.
Proficiency at a level equivalent to IES Abroad’s Novice Abroad, as determined by placement test.
Class attendance is mandatory. Any absence that is not justified will have a negative effect on your grade.
Students who are placed in this level should be capable of achieving the outcomes in the Novice 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 the outcomes for the Emerging Independent 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 be able to make informed comparisons between the host culture and the students’ home cultures.
B. Students will be able to distinguish and to imitate verbal and nonverbal communications that reflect politeness, formality, or informality.
C. Students will be able to recognize patterns of intonation, their meaning, and cultural implications.
Students will be able to solve most daily unexpected situations and meet needs with limited help.
II. Listening
A. Students will be able to understand some interactions of growing complexity, especially if the speaker is used to interacting with non-native speakers (conversations, speeches, etc.), and increasingly comprehend other types of verbal production (media, music, etc.).
B. Students will be able to understand direct requests, questions, and basic conversations on familiar and concrete topics.
C. Students sometimes will understand commonly-used colloquial expressions and popular phrases.
III. Speaking
A. Students will be able to talk about persons and things in their immediate environment, as well as their plans and their experiences, and they can provide some supporting details.
B. Students will be able to resolve moderately complicated situations involving familiar subjects.
C. Students will respond to some questions that ask for an opinion or a belief on a topic with assistance and practice.
IV. Reading
A. Students will be able to read passages and short texts (newspapers, lyrics, letters, short stories, etc.) and understand overall meaning.
B. Students will be able to support their understanding of texts through the use of context, dictionaries, or with the assistance of others at times.
C. Students will be able to read and understand most text messages on everyday topics.
V. Writing
A. Students will be able to communicate with increasing effectiveness through notes, emails, and simple online discussions and chats with sympathetic native speakers.
B. Students will be able to write short essays on concrete topics of limited levels of complexity and with less reliance on the communicative patterns of their native language.
C. Students will be able to describe things, relate ideas and emotions, and express simple opinions in concrete language.
Tests (listening, speaking, reading, writing, intercultural communication)
Grades breakdown:
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
1.Functional: Introducing yourselves
2.Grammatical: Articles, interrogation, pronouns, negation
3.Vocabulary: Physical description, personality
4.Culture: Habits and routine, activities in France
- Questioning families
- Describing someone
- Getting to know each other’s abilities
I.A., II.A.,III.A., V.A.
Week 2
1.Functional: Describing places
2.Grammatical: Present tense, regular and irregular verbs, capacity - obligation
3.Vocabulary: In town – shopping, asking for information
4.Culture: Nantes: a French city, tourism, shopping areas
- Writing about a place you like in Nantes
- How to use a map
- Reading newspaper articles about Nantes
I.B., II.B., III.A., IV.A., V.A.
Week 3
1.Functional: Talking about jobs and occupations on Sundays, forming opinions
2.Grammatical: Relative pronouns, comparatives / superlatives
3.Vocabulary: Studies, jobs, employment, unemployment
4.Culture: The debate over Sunday. Observing and analyzing attitudes
- Learning argumentative skills by writing about the topic
- Comparisons between family life and habits in France and in the USA on Sundays
I.B., II.A., III.A., V.A.
Week 4
1.Functional: Expressing agreement and disagreement
2.Grammatical: Future tense, imperative
3.Vocabulary: Foreign languages, national identity, patriotism, symbols
4.Culture: Social problems
- Giving opinions (oral work)
- Interviewing people
- Writing about an article (summary)
- Talking about your own experience
Mid Term 1
I.A., II.B., III.A., V.B.
Week 5
1.Functional: Suggesting solutions, addressing different problems, talking about past events
2.Grammatical: Past tense
3.Vocabulary: School / violence
4.Culture: The French school system, parents – teachers’ relationships, absenteeism, parental implication
- Role play
- Compare the French and the American school system
- Write about your own scholastic experience
I.B., II.B., III.A., IV.A., V.B.
Week 6
1.Functional: Expressing interest
2.Grammatical: Quantities, reported speech
3.Vocabulary: Food, ingredients, tv reality programs
4.Culture: Importance of French gastronomy
- Writing a recipe
- Imagine a typical French meal for a special event
- Differences, table manners (a list)
- A field trip:
“the bakery”
I.B., II.A., III.B., IV.A., V.A.
Week 7
1.Functional: Forming opinions, formulate hypothesis structures
2.Grammatical: Hypothesis, review of the Future(s)
3.Vocabulary: New technologies, computers
4.Culture: Teenagers and Facebook, dangers
- Imagine a dialogue between a mother and a teenager
- Defend your point of view
- Write an e-mail
I.B., II.A., III.A., IV.A., V.A.
Week 8
1.Functional: Tell a story about…
2.Grammatical: Time expressions, how to express cause and consequences, subjunctive
3.Vocabulary: Environment / ecology, protection of nature
4.Culture: Different French organizations, ex.: “Restos du Cœur”
- Study a movie
« The Cove »
Summary, analysis
- Create your own organization to defend a cause
Mid Term 2
II.B., III.A., IV.B., V.B.
Week 9
1.Functional: How to take part in a conversation, relate stories in the past
2.Grammatical: Use of Preterite, Imperfect and Past Perfect
3.Vocabulary: Gender: men – women, equality / rights
4.Culture: Social questions in France
- Oral presentations after choosing a topic (research)
- Talking about stereotypes
I.B., II.B., III.A.
Week 10
1.Functional: How to give advice, expressing an opinion about actions and behavior
2.Grammatical: Relative structures with prepositions to describe Indicative / Subjunctive in relative clauses
3.Vocabulary: Fashion (clothes), Sports (variety)
4.Culture: Fashion and sport for boys or / and girls
- Oral presentations (research)
- Talking about the generation gap
- Interviewing people
I.B., II.B., III.B., IV.A., V.A.
Week 11
1.Functional: Expressing imaginary situations…
2.Grammatical: Conditional, Conditional clauses (if)
3.Vocabulary: Reading, gardening…
4.Culture: Activities, entertainment, free time, vacation in France
- Expressing wishes
- The job I would like to have…
- Talking about one of my favourite pastimes
I.A., II.A., III.A., IV.A., V.B.
Week 12
1.Functional: Review, expressing needs and demands
2.Grammatical: Structures to express feelings
3.Vocabulary: Music, theatre, cinema
4.Culture: Cultural topics in France, cultural life
- Viewing a play at IES Nantes (students’ performance)
- Learning adjectives to express emotions
- Writing a small biography
Final exam
I.B., II.B., III.A., IV.B., V.A.
Grégoire M. & Thievenaz O., Grammaire progressive du Français, (nouvelle édition) CLE International, Niveau Intermédiaire
Certified English teacher, Lycée La Perverie, Nantes. Instructor of French at IES Abroad Nantes since 2009.