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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 IV (Intermediate High)
Course Description
French IV is a set of four one-quarter courses:
- Conversation and Composition: a review of grammar
and major cultural themes with guided practice in
techniques for writing and speaking with a special focus
on descriptions and circumlocution. Text:
Quant à moi (Third
Edition)
Bragger & Rice Supplemental Text: Reprises NTC
- History of France: Prehistoric times, Antiquity,
the Middle Ages, the Ancien Régime, and the 19th and 20th
centuries. Text: Tresors du Temps, Lenard
- Literature: a collection pf representative short
stories, plays, and poems from the 19th and 20th
centuries. Text: see syllabus
- Culture: an examination of how many French
institutions (the State, school system, economy, art,
language) have served to unify many diverse peoples and
create a French identity. Text: see syllabus
During the French IV course, there will be individual projects.
There will be an effort towards student handling of the class the
presentation of individual projects and reports in the French
language.
All Modern Language courses are based on proficiency
principles as promulgated by the American Council on the
Teaching of Foreign Languages (ACTFL).
Instructor: Mr.
Milton Alan Turner, NBCT
E-mail: MTurner@ignatius.edu, MAT@aol.com
WWW: www.maturner.com or
www.ignatius.edu/Turner/
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: HIGH
INTERMEDIATE LEVEL
LISTENING AND ORAL
COMPREHENSION
To understand French spoken at near-native
speed on topics familiar to the student.
To be able to sustain understanding of main
ideas on familiar topics in connected discourse of long paragraph
length.
COURSE OBJECTIVES
Students will ...
| Perform objectives of previous levels. |
| Understand verbal instructions and normal
conversation in standard French on familiar topics. |
| Understand brief lectures on known topics. |
| Infer meaning of simple new words from
context. |
| Infer meaning of new words belonging to
known word families. |
| Comprehend correctly the meaning of a word
with more than one meaning when used in context. |
| Begin to recognize and understand a
variety of voices and accents. |
| Understand authentic narrative and
dramatic passages within appropriate vocabulary and
grammar range. |
| Comprehend materials related to the text
presented by French native speakers at near-native speed. |
| Listen to and understand the major ideas
of short stories, speeches, lectures, and films in French. |
| Listen to and comprehend educated native
speakers of French using standard language, speaking at
normal speed, and speaking on familiar topics. |
SPEAKING AND ORAL
PROFICIENCY
To speak effectively enough to be understood by
a sympathetic French native speaker not accustomed to dealing
with non-natives on subjects familiar to the student.
To be able to handle successfully most
uncomplicated communicative tasks and social situations.
COURSE OBJECTIVES:
Students will ...
| Perform objectives of previous levels. |
| Pronounce known vocabulary with near-native
pronunciation. |
| Respond to questions in short phrases or
sentences. |
| Originate dialog with other students and
with teacher. |
| Give oral definitions and explanations in
French. |
| Give appropriate high-frequency commands. |
| Give oral presentations. |
| Perform simple original dialogs. |
| Originate questions to seek information or
clarification on a known topic. |
| Express self simply but clearly with
appropriate use of known vocabulary and idioms. |
| Re-tell or summarize short passages in
French. |
| Participate in informal discussions on
topics within the student's realm of vocabulary and
experience. |
| Initiate, sustain and close a general
conversation within range of vocabulary and experience. |
READING
To read materials in French with minimal
reference to the dictionary.
To use skills in reading to gain meaningful
information.
To read consistently with almost complete
understanding simple connected texts dealing with topics about
which the student has personal interest and/or knowledge.
To get main ideas and some details from longer
prose selections on familiar topics that have clear underlying
structure and that use familiar sentence patterns.
COURSE OBJECTIVES:
Students will ...
| Perform objectives of previous levels. |
| Read and comprehend edited and abridged
materials with minimal use of the dictionary. |
| Read and comprehend appropriate authentic
texts, such as letters, newspaper and magazine articles,
short stories, poetry, and excerpts from plays and novels,
with minimal use of the dictionary. |
| Comprehend new vocabulary in context. |
| Learn new vocabulary and idiomatic
expressions through reading. |
| Gain "knowledge of the world"
through reading in French. |
WRITING
To express impersonal information and personal
ideas through writing.
To write French with minimal use of the
dictionary.
To write French well enough to be understood by
sympathetic educated native speakers.
To be able to meet most practical written needs
and limited social demands.
COURSE OBJECTIVES:
Students will ...
| Perform objectives of previous levels. |
| Take adequate notes in French during
lectures or discussions. |
| Write short essays and compositions. |
| Write essay answers to written questions. |
| Write simple and moderately complex
answers to evaluate prior reading comprehension. |
| Re-tell or summarize reading materials. |
| Express the ideas of a paragraph written
in one language in the other language by using paraphrase,
equivalent expressions, and circumlocution. |
| Use new vocabulary and grammar effectively
in writing French. |
| Write original stories and/or poems. |
VOCABULARY
To develop an active vocabulary for basic
personal and social needs.
To broaden passive vocabulary understanding of
low-frequency words and expressions in order to permit students
to learn through use of the French language.
COURSE OBJECTIVES:
Students will ...
| Perform objectives of previous levels. |
| Learn low-frequency vocabulary in selected
areas of personal interest. |
| Learn vocabulary in areas such as the
following:
 | historical terms |
| literary terms |
| musical terminology |
| art terminology |
| legal terminology (judge, jury,
prison, etc.) |
| university vocabulary (courses,
dorm, roommate, etc.) |
| vocabulary for major life events (weddings,
funerals, baptisms, etc.) |
| biology vocabulary (flowers, trees,
birds) |
| specific cultural areas (i.e.
fashion terms in French) |
| telephone vocabulary |
| mass media vocabulary |
| low-frequency adjectives for
detailed description |
| more detailed vocabulary in topics
suggested for Novice and Intermediate Levels. |
|
GRAMMAR
To begin to internalize earlier grammar studies
for use in the skill areas and to help in the study of more
advanced grammar.
To learn and begin to use more advanced grammar
concepts.
To understand the value of grammar knowledge in
helping one to learn to speak, understand, read, and write the
language.
To learn alternate patterns to express ideas.
COURSE OBJECTIVES:
Students will ...
| Perform objectives of previous levels. |
| Learn additional verb tenses such as:
| Additional past tenses |
| Additional subjunctive |
| Commands |
| Future |
| Conditional |
| Perfect tenses |
|
| Learn differences between usages of
various tenses such as:
| Past tenses |
| Future and conditional |
| Present and past subjunctive |
|
| Learn passive constructions. |
| Learn adjectives such as:
| Irregular adjectives |
| Placement/meaning |
|
| Learn pronouns such as:
| Double object pronouns |
| Possessive pronouns |
|
| Learn and use subordinate conjunctions. |
| Spell, capitalize, and punctuate with
reasonable accuracy |
| Use nominalization where appropriate. |
CULTURE
To develop an awareness of the contemporary
values and behavioral patterns of the people who speak French.
To develop an awareness of the different
behavior in foreign cultures as a natural reflection of cultural
differences.
To become familiar with the history, heritage,
and formal civilization of French countries.
COURSE OBJECTIVES:
Students will ...
| Perform objectives of previous levels. |
| Recognize impact/influence of Americans of
French heritage (i.e., French Americans). |
| Recognize important dates and places in
Francophone history and culture. |
| Identify selected major artists and their
major works. |
| Identify selected major historical figures
and periods of history. |
| Identify selected authors and major
literary works. |
| Identify selected major composers and/or
performers and their major works. |
| Become informed about current issues and
events in countries where French is spoken. |
| Gain "knowledge of the world" of
French culture through reading and listening skills. |
| Listen to or talk to native speakers in
French about differences in customs and beliefs between
French culture and the United States. |
LANGUAGE AS LANGUAGE
To begin comparative language study, using
knowledge of the grammar, vocabulary and culture of the United
States and French countries.
To understand the value of language in human
society.
To be able to use the bilingual dictionary
effectively.
COURSE OBJECTIVES:
Students will ...
| Perform objectives of previous levels. |
| Compare English grammar and French grammar. |
| Learn to select the appropriate listing
under a single word in the dictionary. |
| Learn to select the appropriate usage of
word from dictionary. |
| Study examples of the history and
etymology of language. |
| Recognize that the people of any culture
attach their own meaning to their environment and
behavior. |
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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