Summer 2016, Georgia Tech Lorraine (GTL), Times TBA

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: [email protected], 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 [email protected]

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/ BIEN VU, BIEN DIT: INTERMEDIATE FRENCH (student edition) 1st ed, 2008 - MC GRAW HILL / ISBN 9780072897593. Online version available. 2/ BIEN VU, BIEN DIT QUIA COMBINED ONLINE WORKBOOK/ LAB MANUAL ISBN 9780073259215 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 ML Learning Outcome 1 : Demonstrate FREN 2001: Students will demonstrate oral proficiency at the oral and aural proficiency in the target Intermediate level on the ACTFL scale 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 ML Learning Outcome 3: Demonstrate FREN 2001: Students will produce a variety of short (1- page) writing proficiency in the target language essays at the Intermediate High level on the ACTFL scale ML Learning Outcome 4: FREN 2001: Students will demonstrate comprehension of 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 ML Learning Outcome 5: Demonstrate in-depth knowledge n/a at this level 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 Additional Activities: culture and Homework/Devoirs (to prepare at home) readings The activities in this column are from various sources. Time- Submit your QUIA online Always prepare the activities for permitting, they may be added to homework by the date due the day before class, and read the the regular activities. Do the QUIA exercises for Learning textbook carefully, using the the day the corresponding Tips suggested dictionary as needed: Reading French regularly is activities in the textbook are this will make your learning essential at your level: consult with planned: this will make your much more effective instructor on optional additional learning much more effective 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 Presentation of useful web Introduction channels online: list on mn web Day 1 sites + T-square site Présentations Questionnaire site. List emails collected Groups: evaluation (time- permitting) QUIA registration for this clas Set up your QUIA account Chapitre 1, Les gens de Canal 7 for the semester Last Day to Register/Change - Vocabulaire : Les études, p. 2-7 Prepare questions on any Schedule Memorize the vocabulary p. 2-3 point of grammar/vocabulary Exs A & B p. 4 you are not comfortable with Day 2 and post them on the T- Studies and Students in France and the USA: PowerPoint presentations VIDEO ch. 1 square forum ‘essays’ @ https://t- and websites, additional square.gatech.edu/portal vocabulary, articles

L’article p. 11-14. Essay 1: Describe your first Restaurants, Menus, Web Ex. A p. 12 week at GT or at your new Present a French restaurant Day 3 C’est/il est p. 15-17 job. Essay 1 first draft due Meals in France Ex. « Aller à l’université » p. 15 in class and on T-square. Describe a friend, etc. Le nom p. 17-22 Famille Ex. A p. 19, Ex. A p. 21 Enfants, possessions, affaires Day 4 L’adjectif p. 24-31 Les personnes et objets Ex. « La vie de Rachid » p. 27 Bring your genealogical tree, electronic pictures Quia Workbook/Lab For each essay, post your Culture p. 31-35 : le boulanger Manual Exercises for preliminary drafts on t-square Day 5 Read the text and prepare the chapter 1 due Preparation in class : essay 1 questions p. 34-35 (submitted on Quia by 10 Education in France a.m.) Le bac Professions / your objectives Correction of Quia ch. 1 Essay 1 final draft due in Describe your house Day 6 Ch 1 Review class and on T-square. Look for housing ads online and Cultures en images p. 160 post some Day 7 QUIZ ch. 1 Chapitre 2, A chacun son secret Vocabulaire : La famille, p. 42- 43 Memorize the vocabulary p. 42- Day 8 43 Exs A & B p. 43

VIDEO ch. 2 Essay 2: A memorable family Verbes : présent, pronominaux, event (reunion, etc.). Essay 2 Day 9 p. 52-57 Preparation in class : essay 2 first draft due in class and Ex. A p. 53 + A p. 57 on T-square L’emploi du présent ; constructions avec l’infinitif p. Day 10 61-65 Ex. A p. 62 Cultures en images p. 60

Culture/Littérature p. 65-70, Day 11 Describe your day Conte du Burkina Faso Read the text and prepare the questions p. 69-70 Quia Workbook/Lab Manual Exercises for Ch. 2 review Day 12 chapter 2 due (submitted on Quia by 10 a.m.) Essay 2 final draft due in Day 13 Francophone culture and history Correction of Quia ch. 2 class and on T-square Day 14 QUIZ ch. 2 Chapitre 3, Camille pose des questions Vocabulaire : Le public et le privé p. 76-80 Day 15 Memorize the vocabulary p. 76- Interviews I 77 Exs A & B p. 76-77

VIDEO ch. 3 L’interrogation p. 85-91. Day 16 Preparation in class : essay 3 Ex. A p. 87 + B p. 88 Interviews II L’adjectif et les pronoms Mocked Job Interviews Day 17 interrogatifs p. 91-96. Ex. A p. 94 Progress Report Deadline

Day 18 Lequel p. 98-102 Essay 3: Interview a Les personnes et objets classmate: submit your prepared questions and Ex. “Une journée typique” p. 99 summarize her/his answers. FILM (time-permitting) Essay 3 first draft due in class and on T-square Quia Workbook/Lab Manual Exercises for Correction of Quia ch. 3, Ch. 3 Day 19 chapter 3 due review (submitted on Quia by 10 a.m.) QUIZ ch. 3 Day 20

Cultures en images p. 97 Interculturel: Baudry, etc. Interculturel II: documents Culture : Tutoiements p. 102- Day 21 106. FILM Read the text and prepare the questions p. 106 Review ch. 1-3 + review of Overview + preparation ch. 4 Day 22 pronouns FILM (time-permitting) MIDTERM Day 23 (ch. 1-3; no make-ups) Midterm correction

Chapitre 4, Dans l’entourage de Camille. Vocabulaire : Moments à Essay 3 final draft due in Day 24 partager, 112-116 class and on T-square Memorize the vocabulary p. 112- 116 Exs A & B p. 114

VIDEO ch. 4 Les pronoms objet direct et indirect p. 123-129. Essay 4: Letter to, and Arbre généalogique, famille Ex A p. 127 answer from “Dear Abby.” Day 25 Grammar Practice Essay 4 first draft due in L’impératif p. 129-139. class and on T-square Ex A p. 131 Tournures équivalentes à Day 26 l’impératif p. 135 Preparation in class : essay 4 Ex A p. 136 Day 27 Cultures en images p. 134 Quia Workbook/Lab Etude d’un texte, document ou film Manual Exercises for Culture: “Délires à deux” p. 138- chapter 4 due 142 (submitted on Quia by 10 Read the text and prepare the a.m.) questions p. 141-142 Correction of Quia ch. 4, Ch. 4 review QUIZ ch. 4 Day 28 Chapitre 5, Histoires de famille. Vocabulaire p. 148-151 Memorize the vocabulary p. 148- Essay 4 final draft due in Day 29 149 Describe an event you attended class and on T-square Ex. A p. 149

VIDEO ch. 5 Le passé composé p. 157-163. Ex. A p. 161 L’imparfait p. 164- Day 30 Preparation in class : essay 5 167. Ex. “Le jour le plus long” p. 166 L’imparfait et le passé composé Memories from past vacations ensemble p. 169- bring/post pics Day 31 174. Exemple de récit: La dernière Ex. A p. 171 classe I Exemple de récit: La dernière Essay 5: Fiction on WWII. classe II Exemple de récit: La Essay 5 first draft due in dernière classe III Cultures en class and on T-square Quia images p. 168 Correction of Quia ch. 5, Ch. 5 Day 32 Workbook/Lab Manual review Exercises for chapter 5 due Culture : Journal d’une lycéenne p. (submitted on Quia by 10 175-178. a.m.) Read the text and prepare the questions p. 178

Day 33 QUIZ ch. 5

Chapitre 6, Les recherches s’organisent. Vocabulaire : Voyager, p. 184- 187 Essay 5 final draft due in Day 34 Memorize the vocabulary p. 184- class and on T-square 185 Ex. A p. 185 VIDEO ch. 6 Les prépositions et les noms géographiques p. 193-195. Ex. « Un semestre en mer » p. Day 35 194-195 Preparation in class : essay 6 Les pronoms y et en, L’ordre des pronoms objets p. 195-200. Ex. A p. 198 Day 36 Les adjectifs et les pronoms Essay 6 (not mandatory): Describe your travels / intercultural indéfinis p. 202-204 write 3 letters to your best issues and travel La négation p. 204-207, Ex. A p. friend on your vacation, to a Bring/post electronic pictures of former colleague to speak about your new job, to an employer to thank him for an 205 interview. Essay 6 first draft Les adverbes p. 207-211, Ex. A due in class and on T-square. your travels p. 210 Essay 6 is not mandatory if you have submitted 5 essays. It can be used as an extra-credit essay. Publicités, B.D. Quia Workbook/Lab Syntaxe, ordre des mots Manual Exercises for Correction of Quia ch. 6, Ch. 6 Jeux sur la négation Day 37 chapter 6 due review Résumé (submitted on Quia by 10 OR FILM/SONGS (time- a.m.) permitting) Essay 6 final draft due in Day 38 QUIZ ch. 6 class and on T-square Cultures en images p. 201 Culture/Littérature : Les vacances Review week for Final, Final Project preparations du petit Nicolas, p. 211-217 Day 39 Interviews Read the text and prepare the questions p. 216-217 Comment placer les adverbes Final Projects preparation / FINAL PROJECTS Day 40 FILM (time-permitting) Review PRESENTATIONS FINAL PROJECTS Day 41 Review week for Final FILM (time-permitting) PRESENTATIONS FINAL PROJECTS Day 42 FILM (time-permitting) PRESENTATIONS FINAL EXAMINATION (ch. Bonnes Vacances! TBA 3 hours 4-6; no make-ups)