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LISTENING: Understand virtually all face to face conversation in
standard dialect delivered with normal clarity and speed; demonstrate
familiarity with many idiomatic expressions and phrasal verbs;
respond appropriately, verbally and non-verbally, to various levels
of politeness, formality and register, especially academic; identify
and comprehend main ideas and most supporting details in lectures
and discussions; recognize verbal and nonverbal signals of organization
and importance in lectures; and understand new vocabulary in context
using guessing strategies.
SPEAKING: Use French for a variety of purposes: describing,
narrating, arguing, and persuading; self monitor and peer evaluate
for effective speech in formal as well as informal interactions;
use nonverbal communication appropriately: posture, gestures, facial
expression, and eye contact; speak fluently on general topics of
current interest in French culture; maintain a conversation and use
many idiomatic expressions; demonstrate awareness of levels of
politeness, formality, and register, including inappropriate language
such as racist or sexist terms; use discussion and conversational
strategies effectively; and use intonation, pitch and pause to
enhance or emphasize the message.
READING: Skim for main idea; scan for information; differentiate
between main idea and supporting points; take notes, summarize and
paraphrase for various purposes; read between the lines for inference,
assumption and presupposition; read critically; identify author's
point of view, tone and purpose; recognize bias when it exists;
demonstrate significant library research skills; analyze rhetorical
patterns, discourse cues and structural pointers to follow the
development of the author's ideas; increase reading speed; vary
speed and methods according to type of material and purpose for
reading; use French college level dictionary effectively; guess
word meanings by analyzing prefixes, suffixes, and roots; infer
meaning of unknown vocabulary by using contextual clues; evaluate
the relevance of textual material to particular research goals and
identify sources that support particular arguments; and understand
the organization of books, journals, newspapers, and essays.
COMOPOSITION: Revision for organization, style, and content;
mastering the five-paragraph essay to include thesis statement and
adequate paragraph development; develop and logically support a main
idea in an expository essay; consider audience and intention; support
a focus statement with original ideas and information from text,
synthesize; employ essay examination skills by: synthesizing
relevant information from reading and lectures and writing under
time pressure; write a short research paper summarizing journal
articles and other sources, paraphrasing, synthesizing information
from a minimum of three sources, avoiding plagiarism, documenting
sources, and using a variety of clause patterns and subordination;
and exhibit a sense of literary style.
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CONTENT (Listening): Technical reports; recorded and live lectures;
announcements; instructions; telephone communications; radio and
television broadcasts; movies and plays; face to face conversations;
practical, social, cultural, abstract, and professional topics;
special fields of competence; particular fields of interest.
(Speaking): Most practical, social, abstract, and academic topics;
special fields of competence; particular fields of interest.
(Composition): Broadens to include: academic content areas as
determined by student, text, and teacher; expanded use of literary
schemes such as poetry, short novel, and essays; a wide range of
practical, social, and professional topics.
(Reading): Adapted and unadapted text as appropriate including
academic materials, newspaper articles, editorials and commentaries,
technical reports, novels, short stories, drama, and poetry; content
now includes most practical, social, abstract, and professional
topics determined by student needs and interests.
(Grammar): Grammar content is determined by student, text, and
teacher. Grammar content is more individual and specific in nature
rather than group structured.
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In preparation for the 50 minute lecture class, students are expected
to have:
1. studied, prepared, and reviewed 10-20 pages from class text.
2. completed 10-20 pages from required readings.
3. listened to and reacted to about 30-50 minutes of language
lab material.
4. spent 15-50 minutes praticing and memorizing vocabulary
phrases and cultural material.
5. prepared 1-5 pages of assigned essay or term paper.
In preparation for the lecture class, students are recommended to
have:
1. worked 10-50 minutes cooperativley with a fellow French student
or another French-speaking person.
2. worked as a French tutor for the SRJC Tutorial Service.
3. listen to or view 10-50 minutes of French media other than
that provided by the SRJC Language Lab.
4. established a pattern of reading French language newspapers,
magazines, and books as available at the SRJC Library, or
within the Santa Rosa Community.
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COLLAGE: LECTURES LITTERAIRES by Baker, etc. 2nd Ed.
COLLAGE: REVISION GRAMMATICALE by Baker, etc. 2nd Ed.
COLLAGE: EXERCISES ECRITS ET DE LABORATOIRE by Baker, etc. 2nd Ed.