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Course
Description | General
Program Goal | Proficiency | Oral
Proficiency Expectations | Listening and Oral
Comprehension | Speaking and Oral Proficiency | Reading | Writing | Vocabulary | Grammar | Culture | Language
as Language | Supplemental Cultural
Content
French III (Intermediate Level French)
Course
Description
Emphasis is continued on speaking French with a greater focus
on reading and writing skills. Advanced grammar and the practice
of these skills are organized around four cultural themes:
careers and the job search; modes of travel; the French speaking
world (West Africa, North Africa, the Caribbean, Canada, and the
United States); and dining and telecommunications. During the
unit on the Maghreb (North Africa), the student will be introduced to elementary aspects of the Arabic language, such as
greetings and leave-taking expressions, the alphabet, and
borrowings into French.
All Modern Language courses are based on proficiency
principles as promulgated by the
American Council on the Teaching of Foreign Languages (ACTFL).
Textbook
C'est
à toi: Level Three EMC Publishers (Click
here for scope and sequence)
Instructor: Mr.
Milton Alan Turner, NBCT
E-mail: MTurner@ignatius.edu, MAT@aol.com
WWW: www.maturner.com or www.ignatius.edu/Turner/turner.htm
Phone:
(216) 651-0222
Homework Hotline (Voice Mail): (216) 651-0222 between
6:00pm and 7:30am.
 | to access, dial 411, then TUR (887), then 1
to confirm |
General Program Goal
Students will attain communicative proficiency in language
consistent with their level of study. Proficiency is the student's
relative ability to function properly in the target language in
specific communicative circumstances.
Proficiency
Proficiency is a measure of one's ability to use language.
Proficiency is assessed by considering content/context,
function and accuracy. The proficiency
rating generally falls into one of the broad levels of Novice,
Intermediate, Advanced or Superior. Novice
and Intermediate are further divided
into the categories of Low, Mid, and High.
Advanced is further divided into Advanced
and Advanced High. The proficiency that
students attain depends on such factors as time, level of control,
and classroom activities. A description of the four major levels
(from the 1986 ACTFL Proficiency Guidelines) are below.
| Novice |
Speakers can communicate only in common, highly
predictable daily situations using memorized and
formulaic speech. They may be difficult to understand,
even by those accustomed to interacting with nonnative
speakers. |
| Intermediate |
Speakers can ask and answer questions and can
maintain simple conversations on familiar topics using
sentences and strings of sentences. They can usually be
understood by those accustomed to nonnative speakers,
although some repetition may be needed. |
| Advanced |
Speakers can converse fluently and discuss topics of
personal interest. They cab describe and narrate events
in the past, present, and future using paragraph like
discourse. They can be understood without difficulty,
even by those unaccustomed to nonnative speakers. |
| Superior |
Speakers can
participate effectively in most formal and informal
conversations on practical, social, professional, and
abstract topics. They can explain in detail, hypothesize,
and support their opinions. At this level, errors never
interfere with communication. |
Oral Proficiency Expectations
Based on the ACTFL Oral Proficiency Guidelines, the following
levels can be reached by students in a five-year secondary
sequence of classroom instruction. One year is considered 120
hours of actual time on task in the classroom. An occasional very
superior student may, of course, reach the next higher level.
Expected outcomes are given for both Concept Control
and Partial/Full Control. Grades are based concept
control. Factors such as type of classroom activity, time,
motivation, independent practice, and special opportunities enter
into the partial and full control necessary to advance on the
ACTFL Oral Proficiency scale.
Concept Control
Average student
1st year
|
0
|
Novice-Mid
|
2nd year
|
1-
|
Intermediate-Low
|
3rd year
|
1
|
Intermediate
|
4th year
|
1+
|
Intermediate-High
|
5th year
|
2
|
Advanced
|
Advanced student
1st year
|
0+
|
Novice-High
|
2nd year
|
1
|
Intermediate
|
3rd year
|
1+
|
Intermediate-High
|
4th year
|
2
|
Advanced
|
5th year
|
2+
|
Advanced-High
|
Partial/Full
Control
Average student
| 1st year |
0 |
Novice-Mid |
| 2nd year |
0+ |
Novice-High |
| 3rd year |
1- |
Intermediate-Low |
| 4th year |
1 |
Intermediate |
| 5th year |
1+ |
Intermediate-High |
Advanced student
| 1st year |
0+ |
Novice-High |
| 2nd year |
1- |
Intermediate-Low |
| 3rd year |
1 |
Intermediate |
| 4th year |
1+ |
Intermediate-High |
| 5th year |
2 |
Advanced |
FRENCH:
INTERMEDIATE LEVEL
LISTENING AND ORAL COMPREHENSION
To understand spoken French in sentence-length utterances (one
or more) consisting of recombined learned materials.
To understand the essential information from French spoken in
original sentences (one or more) such as dialogs and narratives
using mostly familiar vocabulary, and on familiar topics and/or
topics of high personal interest.
To understand instructions and directions on familiar topics
given in French.
COURSE OBJECTIVES
Students will ...
| Perform objectives of previous level. |
| Take spot dictation on previously-learned materials. |
| Listen to oral directions (to exercises and activities)
in French and respond appropriately (by actions, orally,
or in writing). |
| Listen to and comprehend dialogs and presentations
performed by classmates. |
| Listen to and comprehend anecdotes and narratives spoken
by the teacher or by another French language speaker used
to dealing with foreigners. |
| View, listen to, and comprehend instructional foreign
language films in French. |
| Listen to tapes and/or records or simple dialogs, reports,
narratives, and/or stories in French with at least
partial comprehension. |
SPEAKING AND ORAL PROFICIENCY
To speak French within a controlled framework, making
statements, asking questions, an/or giving rejoinders based on
learned materials.
To begin to create with the language by combining and
recombining learned elements, primarily in a reactive mode.
To participate in simple conversational situations.
COURSE OBJECTIVES
Students will ...
| Perform objectives of previous level. |
| Originate short sentences, questions, and/or commands in
the affirmative and negative. |
| Perform original dialogs and/or very short oral
presentations. |
| Perform basic interactive tasks: for example, introduce
self, order a meal, and make purchases. |
| Participate in uncomplicated conversation in social
situations by talking about, for example, self, family
and friends; personal likes and dislikes; personal
activities. |
| Initiate, minimally sustain, and close basic
communicative tasks in a very simple way. |
| Ask and answer basic questions needed for survival. |
| Be understood by French language speakers used to dealing
with foreigners. |
READING
To understand main ideas and some facts from simple dialogs
and texts using mainly recombined materials.
To read and comprehend structured non-complex authentic texts
dealing with very familiar topics, such as basic and social needs.
COURSE OBJECTIVES
Students will ...
| Perform objectives of previous level. |
| Read directions in the target language. |
| Infer meaning of simple new words from context. |
| Infer meaning of new words belonging to known word
families. |
| Identify main idea and some facts from selected
appropriate texts. |
| Read materials related to the textbook. |
| Read simple materials from sources outside the textbook. |
WRITING
To recombine in writing learned vocabulary and structures into
simple sentences on familiar topics and personal experiences.
To create simple dialogs or paragraphs.
To write simple practical messages.
To be understood in writing by French native speakers used to
the writing of non-natives.
COURSE OBJECTIVES
Students will ...
| Perform objectives of previous level. |
| Do sentence completions, sentence transformations,
sentence expansion, multiple item substitutions, answer
according to suggested patterns. |
| Translate simple sentences into the target language or
English. |
| Write simple sentences to express personal feelings and
thoughts, or to describe personal experiences in daily
routines and everyday events. |
| Write simple messages such as notes, postcards, telephone
messages, shopping lists, etc. |
| Write letters and/or very short compositions in the
target language with vocabulary and grammar appropriate
to level using mostly previously learned vocabulary. |
VOCABULARY
To develop an active and passive vocabulary in French of
common topics and expressions of high interest and/or of everyday
situations.
To begin to learn French vocabulary of average frequency.
COURSE OBJECTIVES
Students will ...
| Perform objectives of previous level. |
| Give polite responses in social situation, including
meeting other people. |
| Learn common vocabulary from the remaining topics listed
in the Novice-level Course Objectives. |
| Learn common vocabulary from 10 (or more) basic areas:
 | professions |
| shops and shopping |
| travel vocabulary: hotel, car, airport, traffic |
| feelings |
| numbers to 1.000.000 |
| weights and measures |
| furniture |
| geographical terms |
| adjective vocabulary |
| comparative and superlative expressions |
| additional foods |
| additional school vocabulary |
| interrogative vocabulary |
| illnesses and accidents |
| music (instruments) |
| art expressions |
| extended family |
| adverbs |
| impersonal expressions |
|
| Learn additional high- and medium-frequency expressions:
| verbs |
| rejoinders |
| idiomatic expressions |
| isolated vocabulary items |
|
| Distinguish between common frequently confused verbs: i.e.,
to know. |
GRAMMAR
To identify learned grammatical patterns and to use them
correctly in previously learned but recombined materials.
To begin to apply (in exercises and in writing) basic French
grammatical rules in recombined materials.
To understand additional grammatical concepts, such as
distinguishing different kinds of pronouns, placement of pronouns,
identifying tenses, and using limiting or quantitative adjectives.
COURSE OBJECTIVES
Students will ...
| Perform objectives of previous levels. |
| Learn verb forms such as:
| Additional present tense irregular verbs |
| Progressive tense |
| Past tense of verbs: regular and high- frequency
irregulars |
| Subjunctive tense: regular and high- frequency
irregulars |
| Selected stem-changing and orthographic-changing
verbs |
|
| Learn to use infinitives in place of nouns. |
| Learn pronouns such as:
| Direct object pronouns |
| Indirect object pronouns |
| Reflexive pronouns |
| Relative pronouns |
|
| Learn adjectives such as:
| Demonstratives |
| Possessives |
| Quantitative adjectives |
|
| Learn and use interrogatives. |
CULTURE
To develop an awareness of the contemporary ideas and behavior
of the people who speak French.
To recognize ;and compare additional surface-level cultural
differences between the French culture and the culture of the
United States.
Begin to develop tolerance and appreciation for linguistic and
cultural differences.
COURSE OBJECTIVES
Perform objectives of previous level.
Become familiar with various specific aspects of French
culture: i.e., special events, sports, education, easily
identifiable beliefs and attitudes about such areas as leisure
activities, extended family, animals, etc.
Begin to recognize cultural differences among various regions
where French is spoken.
Begin to study the formal culture of French countries: famous
landmarks, famous people, art, music, etc.
Listen to French native speakers speaking English about their
native culture.
Read short dialogs and/or passages about everyday cultural
situations.
Demonstrate knowledge of countries and capitals.
Write a report (English or French).
LANGUAGE AS LANGUAGE
To recognize the interaction between various language
components (vocabulary, grammar, the language skills--speaking,
reading, etc.), and to realize that the interaction can aid in
learning language.
To begin to utilize the interactive components of language. (For
example: 1) difference in prefixes for nouns vs. prefixes for
adjectives; 2) synonyms are not always the same grammatically.)
To begin to recognize linguistic components of language.
To understand that many components of language are applicable
to English as well as to French.
COURSE OBJECTIVES
Students will ...
| Perform all objectives of previous level. |
| Understand prefixes and suffixes. |
| Learn word families. |
| Recognize parts of speech and learn how they interact. |
| Study tense concepts and identify tenses in English and
French. |
| Use learned grammar concepts to improve writing and
speaking skills. |
| Recognize that there is more than one way to express an
idea. |
| Begin to learn paraphrasing and circumlocution. |
Supplemental Cultural Content
The student will be exposed to basic linguistic notions such
as language families and relatedness, stages of L2 learning,
cognates and borrowings.
The student will also be introduced to fundamentals of the
Arabic language and its contribution to the development of French.
This will include an introduction to the Arabic alphabet (one and
two-way connectors), basic greetings and leave-taking expressions,
classroom vocabulary, and vocabulary borrowed by French.
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