Untitled document
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.
Untitled document
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.
Untitled document
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.
Untitled document
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.
