syllabus for ubc french 112 online course PDF

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syllabus for french 112 taken online with mr miller
good for overview of course and descriptions mix to see whether you are interested...

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FREN 111 (automne 2020) Instructor: A CKNOWLEDGEME NT UBC’s Point Grey Campus is located on the traditional, ancestral, and unceded territory of the xwm əθkw əyəm (Musqueam) people. The land it is situated on has always been a place of learning for the Musqueam people, who for millennia have passed on their culture, history, and traditions from one generation to the next on this site. Learning Outcomes and Course Format FRENCH 111/112 seeks to build on students’ writing and reading, speaking and listening skills through diverse activities:  an interactive approach to the review of French grammar, stressing communicative competence;  an emphasis on critical thinking and collaborative problem-solving;  an emphasis on expressing one’s opinion on different topics (work, culture, studies, leisure activities, travel and news);  a study of authentic documents (newspapers, blogs, music etc.) of the French-speaking world;  an introduction to self-expression in French. This is a highly participatory course and you are expected to work in small groups for a variety of class exercises. By actively participating in class you gain fluency and improve your comprehension competence more effectively than by just listening. Therefore, your regular attendance in class and your contribution to the many activities are essential to your progress in your acquisition of French language and culture. You are also strongly encouraged to speak French in class at all times as your continuous effort will result in a significant improvement in all language skills. Keep also in mind that when you preview all the relevant pages in your textbook and complete your homework and come to classes prepared, you are helping yourself to successfully achieve the course goals and outcomes and reach your own learning objectives. Hybridity factor: - a pre-recorded lecture on the following week’s grammatical material will be available every weekend. - small group discussion sessions (usually on Fridays) can be set up at different times of the day if the group members agree. - as much as possible, students may choose a group whose members are working from a similar time zone. - students who find it difficult because of scheduling issues to take part in the regularly scheduled class can contribute to weekly discussion fora, which can be weighted more heavily in their case. However, in accordance with FHIS policy, presence at a minimum of 40% of synchronous sessions – roughly 10 of the Monday and Wednesday classes -- is required, without which a student may be denied the privilege of taking the oral and written final exams. - on-line office hours will be staggered to fit as wide a range of time zones as possible. Assignments and Mark Distribution I. Individual Assignments (20%)  A Writing Assignment (submitted on Canvas on September 25) (5%)  A voice recording (submitted on Canvas on October 9) (5%)  Revised voice recording (submitted on Canvas on November 18) (5%)

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Carnet de bord* for the first six weeks of class (submitted on Canvas on October 16 (3%) Carnet de bord* for the last two weeks of class (submitted on Canvas on December (2%

* A « carnet de bord » is a personal log or journal. Each student is expected to note in their carnet once weekly what they have learned both inside and outside the classroom. Notations could include for example: grammar points that have been better understood, new words and expressions learned, personal contacts where French was heard and/or spoken, books or articles discovered, films watched, or French songs enjoyed. The quality of the observations is more important than the quantity, but each weekly entry should be around 50 words and should be in written in your own French without help from anyone (no marks will be deducted for mistakes). Please use an electronic format that can be posted on Canvas where it will available for the instructor to review. Students will also note, as part of their weekly log entries, their in-class activity: when they attended class (which should be all the time except for illness or similar circumstances), the material they worked on, the activities they took part in, and the group discussions they contributed to.

II. Community-based activity (15%) 1. Active and regular engagement in Collaborate Ultra full-class sessions on Monday and Wednesday. To receive full credit for this, you have to have your video on so that we can see each other. 2. Participation in group sessions (generally on Fridays) and oral reports on those discussions (given the following Monday).  a brief oral report from two groups will be presented to the full class on the following Monday (see Canvas Assignments to know when your group is expected to report to the full class).  students may, as much as possible, choose a group where members share similar time zones;  at their first meeting, the group members will arrive at a consensus as to the best time to meet;  the instructor or a teaching assistant will arrange to visit each group at least once during term  each group is requested to record one session (to be agreed on in advance by all group members) during the term. Note that this should not be a session when the instructor or a TA is scheduled to visit.  group members will be asked to make a self-evaluation based on the following questions: o was French used consistently as the language of communication in the group? o were all members of the group encouraged to participate in discussions? 3. Contributions to the weekly discussion forum on Canvas. Topics will be posted for each week. N.B.: These three activities (full class sessions, small groups and the Canvas discussion forum) will be weighted flexibly, taking into account different time zones and other such circumstances. Students are expected to be as regularly present and actively participating as possible in all three areas. However, in accordance with FHIS policy, presence at a minimum of 40% of synchronous sessions – roughly 10 of the Monday and Wednesday classes -- is required, without which a student may be denied the privilege of taking the oral and written final exams. III. Quizzes (25%)  Reading Comprehension and Grammar Test on Dossier 1 (September 30) (5%)  Oral comprehension test (October 5) (5%)  Reading Comprehension and Grammar Test on Dossier 2 (October 26) (10%)  Quiz: oral comprehension, “la Parure” and Dossier 3 (November 13) (5%) VI. Final oral examination on-line – 10-minute interview – (20%). You will be asked a series of questions based on themes, vocabulary and grammatical structures studied in Dossiers 1-4 of Cosmo 2. V. Final written examination (20%), testing themes, vocabulary and grammatical structures studied in Dossiers 1-4 of Cosmo 2. The exam will include a reading comprehension section, a section on grammatical structures and a writing section.

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For further information on specific assignments and tests, please consult the Assignments section on the course’s Canvas site.

14 Leçon 2, pp. 14-15 21 Rapports des groupes N.B. there will be two group reports each time (see Canvas assignments for schedule). The report should be about 2 minutes in length. Members of the reporting group should also be ready to answer follow-up questions in French. Leçon 4, pp. 18-19 28 Rapports des groupes Leçon 6 (fin) (révisions)

9 septembre introduction/révision 16 Leçon 3, pp. 16-17 23 Leçon 6, pp. 22-23

30 Reading and Grammar Test dossier 1

7 (Dossier 2) Leçon 1, pp. 30-31

12 congé Action de grâce

14 Rapports des groupes Leçon 2, pp. 32-33 21 Leçon 6 p. 41 – les marqueurs temporels

26 Reading and Grammar Test (dossier 2)

28 Rapports des groupes (Dossier 3) Leçon 1, pp. 48-49

2 novembre Rapports des groupes Leçon 2, pp. 50-51 articulateurs 9 Rapports des groupes Leçon 5, pp. 56-57 16 Rapports des groupes (Dossier 4) Leçon 1, pp. 66-67

4 Leçon 4, pp. 54-55 (hypothèses) 11 Jour du souvenir

23 Rapports des groupes Leçon 4, pp. 72-73

30 Rapports des groupes Leçon 6, pp. 76-77

18 Petits groupes (Activité 9, p. 13) 25 Petits groupes : Projet : « Nous planifions un voyage », p. 26. Discutez des questions a, b et c.

Writing Assignment 1 due (submit on Canvas)

5 Test de compréhension orale (voir p. 27)

19 Rapports des groupes Leçon 3, pp. 34-35

11 (Dossier 1) Leçon 1, pp. 12-13

18 Leçon 3, pp. 70-71 Production orale, 2e version, due (submit on Canvas) 25 Leçon 5, pp. 74-75

2 décembre Révisions Carnet de bord 2 (for the last two weeks of class) due (submit on

2 octobre Petits groupes : Chaque membre du groupes racontera aux autres une expérience insolite qu’il a eue, aimerait avoir ou préférerait éviter (voir pages 28-29). Amusez-vous (en français). No report is required for this discussion, but make sure everybody tries to take part! 9 Petits groupes : Imaginez une histoire qui s’est passée dans votre quartier. Utilisez le passé composé. Try to come up with several of these stories, then choose your favorite to present to the class. Production orale 1 due (submit on Canvas) 16 Petits groupes. Atelier : Projet sur « La Parure » : Rédiger une version de cette histoire telle qu’elle pourrait se produire en 2020. First instalment of the Carnet de bord due (submit on Canvas) 23 Petits groupes: Each member of the group will prepare and present to the group a “petit témoignage” similar to the ones found in Document 2, p. 35. Use the passé composé and the imparfait. Choose two or three témoignages to share with the larger class on October 28 (if it’s your group’s turn). 30 Petits groups: Une discussion générale sur la recherche d’un emploi. Comment l’entreprendre ? Quelles méthodes employer ? Comment combattre le découragement si cela devient difficile ? Reports to the larger class should include general ideas discussed in the group. Deadline for submission of Group texts from the Atelier of Oct. 16. 6 Petits groupes : Créer un CV original, qui risque d’attirer l’attention d’un employeur, pour une personne imaginaire. 13 Quiz : compréhension orale,« La Parure » , dossier 3. 20 Petits groupes : Chacun présente et décrit son film préféré. The report to the class should try to capture the common threads of the discussion and reflect the diversity of the group’s preferences. It should not just be a list of the films mentioned. 27 Petits groupes : Interviewez-vous les un(e)s les autres sur vos intérêts culturels (musique, danse, sculpture, cinéma, livres… ). Utilisez les formes de l’interrogation décrites à la page 75. If it’s your turn to report to the larger class, choose two members from the group to present: one to ask the questions and the other to answer.

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