This intensive review of French Grammar is designed to allow students to attain a higher level of proficiency through in-class learning as well as immersion in the Parisian culture. To make the most of this unique opportunity, class time is spent learning knowledge essential to daily life in Paris and encounters outside the classroom. Students are expected to keep a blog/journal with the theme of “survival tactics” in French of their linguistic and cultural experiences in Paris. Students discuss occurrences they experienced in Paris that they would never expect to see in the United States and should detail any words or phrases that seem typically French and why the seem that way. In addition, student blogs should discuss coping with cultural differences and should incorporate new vocabulary and grammar learned in the classroom.
Method of presentation:
Assigned readings from local papers, magazines, travel sources, the web as well as student-kept blog
Required work and form of assessment:
Participation and attendance (25%); in-class course work (20%); student blog/journal (25%); exams (30%)*
*Exams: Three exams total, one at the end of each two-week period.
content:
Week 1
Present verbs and expressions using « avoir » et « être » ; Marché boulevard Edgar Quinet
Assignment: Take a photo of an unknown person (or group of persons) and describe them in a short oral presentation to the class; write blog on your first impressions of Paris and thoughts on the visit to the boulangerie Mauclerc
Visit: Pavillon de L’Arsenal; Visite de la boulangerie Mauclerc
Week 2
Exam 1
Oral presentation of weekend activities; work on adverbs; regions of France
Assignment: Prepare for oral presentation based on the website for la Cité nationale de l’histoire de l’immigration (http://www.histoire-immigration.fr/main.php?period=0&sous_sequence=0); write blog entry for visit to Musée Galleria
Visit: Visite du musée de la mode de Paris , Palais Galleria
Week 3
Imparfait, Passé Composé, plus que parfait, passé simple, relatifs simples ; study of text from Victor
Hugo ; les temps du passé
Assignment: For blog entry, write a comparison of the Musée Cognac-Jay and la maison moderne
Visit: Visit home of Victor Hugo; place des Vosges; Musée Cognac-Jay XVIII ème siècle
Week 4
Exam 2
relatifs composés, temps de l’indicatif
Assignment: Attend a recording of a radio program (http://www.radiofrance.fr/rf/cparf/emission/); write a blog entry about the weeks activities, including a presentation of the radio program activity
Week 5
Discours indirect, le subjonctif ; le système éducatif français ; les relations logiques
Assignment: Blog entry
Week 6
Review of the subjonctif, indicatif, or infinitif
Final Exam
Required readings:
Grégoire, Maïa & Odile Thiévenaz. Grammaire progressive du français. CLE International.
Leroy-Miquel, Claire & Anne Goloit-Lété. Vocabulaire progressif du français, niveau intermédiaire. CLE International.
*Bilingual dictionary
Notes:
This course is offered during the regular semester and in the summer. For summer sections, the course schedule is condensed, but the content, learning outcomes, and contact hours are the same.
This intensive review of French Grammar is designed to allow students to attain a higher level of proficiency through in-class learning as well as immersion in the Parisian culture. To make the most of this unique opportunity, class time is spent learning knowledge essential to daily life in Paris and encounters outside the classroom. Students are expected to keep a blog/journal with the theme of “survival tactics” in French of their linguistic and cultural experiences in Paris. Students discuss occurrences they experienced in Paris that they would never expect to see in the United States and should detail any words or phrases that seem typically French and why the seem that way. In addition, student blogs should discuss coping with cultural differences and should incorporate new vocabulary and grammar learned in the classroom.
Assigned readings from local papers, magazines, travel sources, the web as well as student-kept blog
Participation and attendance (25%); in-class course work (20%); student blog/journal (25%); exams (30%)*
*Exams: Three exams total, one at the end of each two-week period.
Week 1
Present verbs and expressions using « avoir » et « être » ; Marché boulevard Edgar Quinet
Assignment: Take a photo of an unknown person (or group of persons) and describe them in a short oral presentation to the class; write blog on your first impressions of Paris and thoughts on the visit to the boulangerie Mauclerc
Visit: Pavillon de L’Arsenal; Visite de la boulangerie Mauclerc
Week 2
Exam 1
Oral presentation of weekend activities; work on adverbs; regions of France
Assignment: Prepare for oral presentation based on the website for la Cité nationale de l’histoire de l’immigration (http://www.histoire-immigration.fr/main.php?period=0&sous_sequence=0); write blog entry for visit to Musée Galleria
Visit: Visite du musée de la mode de Paris , Palais Galleria
Week 3
Imparfait, Passé Composé, plus que parfait, passé simple, relatifs simples ; study of text from Victor
Hugo ; les temps du passé
Assignment: For blog entry, write a comparison of the Musée Cognac-Jay and la maison moderne
Visit: Visit home of Victor Hugo; place des Vosges; Musée Cognac-Jay XVIII ème siècle
Week 4
Exam 2
relatifs composés, temps de l’indicatif
Assignment: Attend a recording of a radio program (http://www.radiofrance.fr/rf/cparf/emission/); write a blog entry about the weeks activities, including a presentation of the radio program activity
Week 5
Discours indirect, le subjonctif ; le système éducatif français ; les relations logiques
Assignment: Blog entry
Week 6
Review of the subjonctif, indicatif, or infinitif
Final Exam
Grégoire, Maïa & Odile Thiévenaz. Grammaire progressive du français. CLE International.
Leroy-Miquel, Claire & Anne Goloit-Lété. Vocabulaire progressif du français, niveau intermédiaire. CLE International.
*Bilingual dictionary
This course is offered during the regular semester and in the summer. For summer sections, the course schedule is condensed, but the content, learning outcomes, and contact hours are the same.