FRENCH 2001 R
PATTERNS OF FRENCH CULTURE I
Summer 2016, Georgia Tech Lorraine (GTL), Times TBA
REQUIRED ONLINE TEXTBOOK + WORBOOK and ATTENDANCE POLICY
INDICATED IN RED
Instructor: Dr. Chris Ippolito
Office: GT Atlanta: Swann Bldg., Room 226 – GTL: TBA, Office hours: TBA – GTL Tel. TBA
Email address: christophe.ippolito@modlangs.gatech.edu, Web: www.christopheippolito.com
MANDATORY PLACEMENT TEST FOR STUDENTS WHO NEVER TOOK FRENCH AT GT
(School of Modern Languages Policy). You may NOT enroll in a course lower than that indicated
by your placement test score. If you do, you will be asked to leave that course with no guarantee of
a seat available in the correct course. Print and bring a copy of your score to your language class
the first day in order to confirm you are eligible to remain in the course. BEFORE
REGISTERING,.SCAN + SEND TEST RESULT AS A PDF TO
christophe.ippolito@modlangs.gatech.edu
Go to http://www.modlangs.gatech.edu/student-resources/placement-tests (password: buzz1 -- or as
indicated on this web page)
If you scored:
0-150 points > you are eligible to register for 1001 classes
151-250 points > you are eligible to register for 1002 classes
251-400 points > you are eligible to register for 2001classes
401 or higher > you are eligible to register for any 3000-level class or higher
COURSE MATERIAL
• REQUIRED ONLINE TEXTBOOK + WORBOOK:
Required 1/ Textbook AND 2/ Quia Online Workbook Access Code:
Williams, Grace and Roche, Bien vu, bien dit : Intermediate French. McGraw Hill 1st edition 2008.
1/ Textbook ISBN-13 9780072897593. Online version available.
2/ Quia Online workbook/ Lab manual ISBN-13: 9780072897597
Again, buy this textbook with the QUIA Access Card for the online workbook.
Available at Barnes and Noble GT Bookstore. QUIA course code TBA
Film: Le chemin du retour ; at Gatech Library / Online Center : www.mhhe.com/bienvubiendit
• Course packet: Selected documents, forums and links on each unit studied on T-square
• Instructor’s website at www.christophe.ippolito.com (links to more material)
• Suggested: A good bilingual dictionary (Robert-Collins, Harraps…) and/or a French-French dictionary
(Petit Robert); online, use www.wordreference.com
COURSE DESCRIPTION
This course, the third in the language sequence, is designed as an intermediate course for students who
have completed French 1001 and 1002 or for freshmen with extensive prior French instruction. It is
designed to improve oral and written communication skills and further introduce to French-speaking
cultures. Class discussion and questions will take place in French. Credit Hours: 3. Prerequisite: FREN
1002 (2 semesters of French at the college-level or equivalent).
COURSE OBJECTIVES
A. General Objective: The mastery of the target language at the intermediate level through the critical
study of culture, cultural practices, and intercultural comparisons.
B. Specific Objectives: 1/ Enrichment of grammatical competency. 2/ Development of communicative
strategies through the 5 competencies (cultural understanding, listening, speaking, reading, and
writing). Towards the end of this course, a student should be able to do the following: 1. Participate in
complex conversations on topics related to daily activities and personal environment. Initiate, sustain and
bring to a close a number of challenging communicative exchanges. Satisfy simple personal needs and
social demands to survive in the target language. Obtain and give information by asking and answering
questions. 2. Create with the language and communicate personal meaning to sympathetic interlocutors
by combining language elements in discrete sentences and strings of sentences. [1-2 adapted from
ACTFL OPI Interview Tester Training Manual, 1999)]. 3. Develop/practice the use of grammar/syntax in
context, with focus on using tenses appropriately (past, future) and expressing one’s subjectivity 4.
Identify (and respond to) information in French on various supports, including the Internet. 5. Develop
his/her appreciation of French-speaking cultures (incl. through the final project). 6. Last but not least,
fulfill his/her own goals in this course or the necessary foundations for the major/minor in French: general
interest? potential professional interest? other? Please state your goals as they stand now: a. main
goal:
b. other goals:
COURSE EVALUATION / ASSIGNMENTS
10% Active Participation and in-class activities (preparation, lateness, unexcused absences…)
10% Quia Online Homework: Comprehension, Grammar, Vocabulary, Syntax, Listening, Phonetics
(average of 5 best electronic submissions)
20% Essays — Writing assignments (average of 5 best essays)
20% Quizzes (vocabulary and grammatical structures; average of 5 best quizzes; no make-ups)
15% Midterm (ch. 1-3)
15% Final (ch. 4-6)
10% Final Project (in groups)
ML PERFORMANCE GOAL #1: PROFESSIONAL COMMUNICATION
FREN 2001: Students will demonstrate oral proficiency at the
ML Learning Outcome 1 : Demonstrate
Intermediate level on the ACTFL scale
oral and aural proficiency in the target
language
ML Learning Outcome 2: Demonstrate
FREN 2001: Students will demonstrate the ability to present in
effective presentation skills in the target
class for 3 minutes or more without notes on an everyday topic
language
FREN 2001: Students will produce a variety of short (1- page)
ML Learning Outcome 3: Demonstrate
essays at the Intermediate High level on the ACTFL scale
writing proficiency in the target language
FREN 2001: Students will demonstrate comprehension of
ML Learning Outcome 4:
Demonstrate proficiency in comprehension
authentic texts related to familiar topics
of authentic written texts in the target lang.
ML PERFORMANCE GOAL #2: INTERCULTURAL SKILLS AND KNOWLEDGE
n/a at this level
ML Learning Outcome 5: Demonstrate in-depth
knowledge of a specific target-language country / region
ML Learning Outcome 6: Demonstrate the ability to
n/a at this level
analyze an issue from target-culture perspective(s)
ML Learning Outcome 7: Demonstrate critical reflection
n/a at this level
on cultural complexity and context
Calculate your grade:
15% Midterm:
15% Final:
20% Essays (drop the 2 lowest grades; a: 1st version; b: final version); ch. 12 extra-credit: a/
b/
1a
1b
2a
2b
3a
3b
4a
4b
5a
5b
Average
20% Quizzes (drop the lowest grade)
1
2
3
4
5
6
Average
10% Quia (drop the lowest grade; Quia grade taken at time indicated on syllabus schedule)
1
2
3
4
5
6
Average
10 % Final Project:
10 % Participation:
Participation and in-class activities including exercises assigned for a specific class; participation
required (quantity, quality; French only in class); see attendance/lateness policy for further details.
Participate in each class: practice of spoken French is essential.
Essays / Writing Assignments : You will write 5 papers this semester (1 page each). The quia essay
for ch. 6 is replaced by the text [slides, notes] of your final project (graded with the project).
However quia ch. 6 essay may be submitted as a an extra-credit essay. The essays will be typed,
double-spaced, with a margin of 1.25 inches on all sides. The papers must be your own work. Plagiarism
(as defined in the Student Handbook) is banned. Part of the assignment is to learn how to proof-read your
own work. A correction key will be handed out to you. You will submit a first draft. A week later, you
will submit a final version of the composition, according to the correction/comments provided. The grade
for each composition averages the grades for the 2 drafts. Accents must be typed in, not written in pen or
pencil. These papers cannot be made up; your 2 lowest grades including papers not completed if any will
be dropped. Papers turned in late will receive a penalty of one letter grade per 24 hour period (all due
dates on this syllabus). All essays have to be posted on T-square, printed AND given to instructor IN
CLASS.
Homework / Quia and Textbook: For each unit, you will have to read the corresponding pages in Bien
vu Bien dit. Pages to read for each day are indicated in the schedule below. Exercises on these
pages have to be prepared and may lead to short quizzes in class. For chapters 1-6, complete the
online exercises for chapters 1-6 on the required online Quia Workbook/Lab Manual at:
http://books.quia.com (key required) by the day indicated in the schedule below.
Tests / Quizzes, Midterm, Final, Optional Spoken French Evaluations. The average of your 5 best
grades (out of 6 quizzes) will determine your quiz grade. These exams will test grammar and
vocabulary. The more comprehensive Midterm and Final will also test your comprehension of the film
and knowledge of culture as presented in the textbook. Tests cannot be made up.
No make-ups allowed. Mark your calendar.
Spoken French Evaluations (optional, not for grade, towards end of semester, 12 minutes, appointment to
take with instructor)
Final Project (in groups). To be prepared in groups of 3 or 4, the project will address a particular
aspect of French and/or Francophone culture to be determined by the students in each group. Each student
will present a section of the group project (5 minutes max.). Delivery, originality of the material
presented, and sources will be subject to peers and instructor’s evaluation. Particular attention will be
paid to the coherence of the group project as a whole, and to visuals used. Practice and time yourself to 5
minutes. Use any props which will make you talk more interesting and easy to follow for the audience:
pictures, maps, charts, realia, etc. Be attentive when taking notes; it is best to put the information into
your own words as you are taking notes from your sources. Prepare documentation of your sources to
turn it, including Internet sites. Do not read the report. Reading a report will result in a reduction of one
letter grade on the project. You may have brief notes, but they must be on index cards. The text of your
group’s PowerPoint slides will be your last (collective) essay, graded with the project.
Intercultural Sessions with SUPELEC-Metz students
(strongly suggested; attendance to at least one session is mandatory and may replace attendance to a
class session)
COURSE POLICIES:
Welcome to my office!
Do not hesitate to come and see me as often as you want! You can also take an appointment if office
hours are not convenient to you, or just drop by. Especially, come as soon as you feel you have any
problem and/or need help with anything. Take at least two appointments with me to discuss honestly
your progress and difficulties. I will make sure your questions, concerns or suggestions get the attention
they deserve. I will be happy to inform you on your grades. I will also be happy to help you as much as I
can with your homework assignments, your latest essay/project, any issue pertaining to the course, the
French program at Georgia Tech, or queries on France and Francophone cultures. When I am not in my
office, the best way to reach me is to email me, rather than leave a message on my office voice mail.
Attendance, Academic Honesty
Your presence and active participation in class are essential. Daily class attendance is required. Please be
on time too. Being late once or twice is understandable, but half a point off will be deducted from
your final grade for each additional occurrence of lateness. Three unexcused absences allowed (an
excused absence has to be documented by a letter from a doctor/GT administrator); one point off
your final grade for each additional unexcused absence. Cell phones off in class. Georgia Tech offers
accommodation to students with disabilities: please see www.adapts.ga.edu. This course complies with
GT Academic Honor Code: please see www.honor.gatech.edu. I am interested in your work, and not in
that of a friend or material copied form the internet or any other source. Avoid plagiarism at all costs, and
always quote all your sources. Any form of cheating (be it on an essay or a test or any other assignment)
is discouraged and will affect your grade. Internet-based tools make it extremely easy today to find out
whether somebody pasted material from the internet or other sources.
Organization
The work on each of the 6 chapters is task-oriented (see schedule below). Prepare these tasks well in
advance, especially when you have to present in groups. You need up to an hour a day to prepare for
each class session, and three more for completing the assignments. Read the pages assigned for each
day thoroughly. You will have not only to know the material but also to apply it. Use your dictionary (ies) especially at the end of each chapter to look up for words and their constructions with prepositions
used and/or irregular stems (a good dictionary will give you constructions, stems and examples of
sentences). Take a study partner and work with her/him, especially on activities and
presentations. However, the written work given to me should be your own (see above). Reading French
regularly is essential at your level: consult with instructor on optional additional readings, and check the
links on media and culture on his website. Also, take advantage of the opportunities to speak French on
campus with the French club or tutors, or any Francophone student; you may also apply to go to France
(Paris LBAT, GTL Metz) or Senegal (ask your instructor).
STUDY TIPS
1. Never miss class. Use every opportunity to speak, hear and read French. Keep on trying to keep a conversation
going. This course will use the latest ACTFL-designed techniques in order to enhance your oral proficiency. Be
willing to take risks, trying out the new structures and vocabulary you are learning. Students who play it safe (stick
to the simple, reliable forms instead of trying new ones) will only hold themselves back. There is no disgrace
goofing with something you didn’t know; but progress comes from learning from it and doing better next time.
2. Make a constant effort to participate in each class. The classroom is the primary focus for all second-year
work. As you are intermediate speakers, you should not be afraid to make mistakes. They are a necessary part of
the learning process. Never fear to ask for help: often the same thing puzzling you is confusing others too. Get help
fast when you need it; do not let problems develop. Take at least two appointments with the instructor to discuss
honestly your progress and difficulties.
3. Do not fall behind in your work. Be organized: do your homework in time. ‘Catching up’ is extremely difficult
in an intermediate language course. Success depends largely on regular contact with the material (In practicing a
skill, four 15 minute-study periods with full concentration may work better for you than one-hour sessions). Don’t
be satisfied with knowing the material. Be sure to practice enough times to be able to perform it with relative ease
and fluency. Tests examine not only what you know, but how well you know it and how quickly you can put it into
use.
4. Watch yourself as a learner: try to determine what type of material helps you learn best and what doesn’t. Ask for
help from your instructor. Avoid translation at all costs: you want to develop skills in French, and it doubles your
processing time. It is more useful to develop the ability to paraphrase (‘circumlocute’).
5. Design your own learning aids: flashcards, charts, lists, repertories, website, etc. This will help you memorize
and recycle the material. Take advantage of cognates while building your vocabulary. Put tricky points on cards to
carry with you and take advantage of those mentally idle moments in your day (walking, standing in line, eating
breakfast, etc.) to practice the language. Memorize not only vocabulary, but useful formulas you can rely on to get
things done.
6. Assume that grammar and syntax do mean something. In Romance languages, among others, place, form and
endings of words can make a huge difference in meaning, and have for hundreds of years. Use the hand-outs and
the course Internet site on the Blackboard.
7. Practice out loud. Read the material and learn the spelling of the words. Use the website’s suggestions to
improve on your speaking and listening abilities.
Some of these suggestions come from the Middlebury College Summer Language School Handbook, 1997, the
Wake Forest University Romance Languages Home Page and the following individuals: Kara Rabitt, Joan McRae,
Lucile Duperron. Also see Joan Rubin & Irene Thompson, How to be a More Successful Language Learner, Heinle
& Heinle, 1982, or H. Douglas Brown, A Practical Guide to Language Learning, McGraw Hill, 1989). I am
indebted to Dr. Blackbourn-Jansma, Dr. Boulard and Dr. Gall for their invaluable advice on this course.
FRENCH 2001 / PATTERNS OF FRENCH CULTURE I: SCHEDULE
The following schedule is subject to changes. Any changes will be announced in class, ahead of
time. Should you be absent on a day a change is announced, it is your responsibility to remain apprized
of all changes.
T-square : Forums: All postings
In-Class Activities, Readings
(to prepare at home)
Always prepare the activities for
the day before class, and read
Learning the textbook carefully, using the
Tips
suggested dictionary as needed:
this will make your learning
much more effective
Day 1
Day 2
Introduction
Présentations Questionnaire
Chapitre 1, Les gens de Canal
7
- Vocabulaire : Les études, p. 27
Memorize the vocabulary p. 2-3
Exs A & B p. 4
VIDEO ch. 1
Day 3
Day 4
Homework/Devoirs
Submit your QUIA online
homework by the date due
Do the QUIA exercises for
the day the corresponding
activities in the textbook are
planned: this will make your
learning much more effective
Presentation of useful web
sites + T-square site
List emails collected
Set up your QUIA account
for the semester
Prepare questions on any
point of grammar/vocabulary
you are not comfortable with
and post them on the Tsquare forum ‘essays’ @
https://tsquare.gatech.edu/portal
L’article p. 11-14.
Essay 1: Describe your first
Ex. A p. 12
week at GT or at your new
C’est/il est p. 15-17
job. Essay 1 first draft due
Ex. « Aller à l’université » p. 15
in class and on T-square.
Additional Activities: culture
and readings
The activities in this column are
from various sources. Timepermitting, they may be added to
the regular activities.
Reading French regularly is
essential at your level: consult
with instructor on optional
additional readings, and check the
links on media and culture on his
website
*Review Promenades as needed
during the first 3 weeks of class
French newspapers, radio, TV
channels online: list on mn web
site.
Groups: evaluation (timepermitting)
QUIA registration for this clas
Last Day to Register/Change
Schedule
Studies and Students in France and
the USA: PowerPoint
presentations and websites,
additional vocabulary, articles
Restaurants, Menus, Web
Present a French restaurant
Meals in France
Describe a friend, etc.
Famille
Enfants, possessions, affaires
Les personnes et objets
Bring your genealogical tree,
electronic pictures
Le nom p. 17-22
Ex. A p. 19, Ex. A p. 21
L’adjectif p. 24-31
Ex. « La vie de Rachid » p. 27
Day 5
Culture p. 31-35 : le boulanger
Read the text and prepare the
questions p. 34-35
Quia Workbook/Lab
Manual Exercises for
chapter 1 due
(submitted on Quia by 10
a.m.)
For each essay, post your
preliminary drafts on t-square
Preparation in class : essay 1
Education in France
Le bac
Day 6
Correction of Quia ch. 1
Essay 1 final draft due in
Professions / your objectives
Ch 1 Review
Cultures en images p. 160
Day 7
Day 8
class and on T-square.
Describe your house
Look for housing ads online and
post some
QUIZ ch. 1
Chapitre 2, A chacun son secret
Vocabulaire : La famille, p. 4243
Memorize the vocabulary p. 4243
Exs A & B p. 43
VIDEO ch. 2
Day 9
Essay 2: A memorable
Verbes : présent, pronominaux,
family event (reunion, etc.).
p. 52-57
Essay 2 first draft due in
Ex. A p. 53 + A p. 57
class and on T-square
Day 10
L’emploi du présent ;
constructions avec l’infinitif p.
61-65
Ex. A p. 62
Preparation in class : essay 2
Cultures en images p. 60
Day 11
Day 12
Day 13
Day 14
Day 15
Culture/Littérature p. 65-70,
Conte du Burkina Faso
Read the text and prepare the
questions p. 69-70
Ch. 2 review
Correction of Quia ch. 2
Describe your day
Quia Workbook/Lab
Manual Exercises for
chapter 2 due
(submitted on Quia by 10
a.m.)
Essay 2 final draft due in
class and on T-square
Francophone culture and history
QUIZ ch. 2
Chapitre 3, Camille pose des
questions
Vocabulaire : Le public et le
privé p. 76-80
Memorize the vocabulary p. 7677
Exs A & B p. 76-77
Interviews I
VIDEO ch. 3
Day 16
L’interrogation p. 85-91.
Ex. A p. 87 + B p. 88
Preparation in class : essay 3
Day 17
Day 18
Day 19
Day 20
Interviews II
Mocked Job Interviews
L’adjectif et les pronoms
interrogatifs p. 91-96.
Ex. A p. 94
Progress Report Deadline
Essay 3: Interview a
classmate: submit your
Lequel p. 98-102
prepared questions and
Ex. “Une journée typique” p. 99 summarize her/his answers.
Essay 3 first draft due in
class and on T-square
Correction of Quia ch. 3, Ch. 3
review
Quia Workbook/Lab
Manual Exercises for
chapter 3 due
(submitted on Quia by 10
a.m.)
QUIZ ch. 3
Cultures en images p. 97
Day 21
Les personnes et objets
FILM (time-permitting)
Interculturel: Baudry, etc.
Interculturel II: documents
Culture : Tutoiements p. 102106.
Read the text and prepare the
questions p. 106
Day 22
Review ch. 1-3 + review of
pronouns
Day 23
MIDTERM
(ch. 1-3; no make-ups)
FILM
Overview + preparation ch. 4
FILM (time-permitting)
Midterm correction
Day 24
Chapitre 4, Dans l’entourage
de Camille.
Vocabulaire : Moments à
partager, 112-116
Memorize the vocabulary p.
112-116
Exs A & B p. 114
Essay 3 final draft due in
class and on T-square
VIDEO ch. 4
Day 25
Les pronoms objet direct et
indirect p. 123-129.
Ex A p. 127
L’impératif p. 129-139.
Ex A p. 131
Day 26
Tournures équivalentes à
l’impératif p. 135
Essay 4: Letter to, and
answer from “Dear Abby.”
Essay 4 first draft due in
class and on T-square
Arbre généalogique, famille
Grammar Practice
Preparation in class : essay 4
Ex A p. 136
Cultures en images p. 134
Day 27
Culture: “Délires à deux” p.
138-142
Read the text and prepare the
questions p. 141-142
Quia Workbook/Lab
Manual Exercises for
chapter 4 due
(submitted on Quia by 10
a.m.)
Etude d’un texte, document ou
film
Essay 4 final draft due in
class and on T-square
Describe an event you attended
Correction of Quia ch. 4, Ch. 4
review
Day 28
Day 29
QUIZ ch. 4
Chapitre 5, Histoires de
famille.
Vocabulaire p. 148-151
Memorize the vocabulary p.
148-149
Ex. A p. 149
VIDEO ch. 5
Day 30
Le passé composé p. 157-163.
Ex. A p. 161 L’imparfait p. 164167.
Ex. “Le jour le plus long” p. 166
Preparation in class : essay 5
Day 31
L’imparfait et le passé composé
ensemble p. 169174.
Ex. A p. 171
Memories from past vacations
bring/post pics
Exemple de récit: La dernière
classe I
Day 32
Correction of Quia ch. 5, Ch. 5
review
Day 33
QUIZ ch. 5
Day 34
Chapitre 6, Les recherches
s’organisent.
Vocabulaire : Voyager, p. 184187
Memorize the vocabulary p.
184-185
Ex. A p. 185
VIDEO ch. 6
Essay 5: Fiction on WWII.
Essay 5 first draft due in
class and on T-square Quia
Workbook/Lab Manual
Exercises for chapter 5 due
(submitted on Quia by 10
a.m.)
Essay 5 final draft due in
class and on T-square
Exemple de récit: La dernière
classe II Exemple de récit: La
dernière classe III Cultures en
images p. 168
Culture : Journal d’une lycéenne
p. 175-178.
Read the text and prepare the
questions p. 178
Day 35
Les prépositions et les noms
géographiques p. 193-195.
Ex. « Un semestre en mer » p.
194-195
Les pronoms y et en, L’ordre
des pronoms objets p. 195-200.
Ex. A p. 198
Preparation in class : essay 6
Day 36
Essay 6 (not mandatory):
write 3 letters to your best
friend on your vacation, to a
former colleague to speak
Les adjectifs et les pronoms
about your new job, to an
indéfinis p. 202-204
employer to thank him for an
La négation p. 204-207, Ex. A
interview. Essay 6 first
p. 205
draft due in class and on TLes adverbes p. 207-211, Ex. A
square.
p. 210
Essay 6 is not mandatory if
you have submitted 5
essays. It can be used as an
extra-credit essay.
Describe your travels /
intercultural issues and travel
Bring/post electronic pictures of
your travels
Day 37
Correction of Quia ch. 6, Ch. 6
review
Quia Workbook/Lab
Manual Exercises for
chapter 6 due
(submitted on Quia by 10
a.m.)
Day 38
QUIZ ch. 6
Essay 6 final draft due in
class and on T-square
Publicités, B.D.
Syntaxe, ordre des mots
Jeux sur la négation
Résumé
OR FILM/SONGS (timepermitting)
Cultures en images p. 201
Culture/Littérature : Les vacances
du petit Nicolas, p. 211-217
Read the text and prepare the
questions p. 216-217
Comment placer les adverbes
Day 39
Review week for Final,
Interviews
Final Project preparations
Day 40
Final Projects preparation /
Review
FINAL PROJECTS
PRESENTATIONS
FILM (time-permitting)
Day 41
Review week for Final
FINAL PROJECTS
PRESENTATIONS
FILM (time-permitting)
FINAL PROJECTS
PRESENTATIONS
FILM (time-permitting)
Day 42
TBA
FINAL EXAMINATION (ch.
3 hours
4-6; no make-ups)
Bonnes Vacances!