By the end of the course, successful students should have a greater understanding of certain aspects of French and Francophone cultures and have continued to develop their communicative competence in French at the elementary level. They will have: described daily routines and personal hygiene; identified and reflected on cultural products practices and perspectives related to healthcare; described reflexive actions; understood idiomatic expressions; identified and reflected on attitudes around physical appearance; discussed health, illness, and treatment; talked about reflexive past actions; referred to previously mentioned information; listened for specific information; identified and reflected on cultural products and practices of la Normandie and la Bretagne; used background knowledge to increase reading comprehension; sequenced events in a narration; discussed technology and electronics; identified and reflected on cultural products and practices related to technology; expressed complex actions by using prepositions with infinitives; described reciprocal actions between two or more people or things by using reciprocal reflexives; discussed traffic, driving, transportation, and vehicle maintenance; identified and reflected on cultural products and practices related to vehicles; expressed opening and offering; expressed actions that would happen under certain circumstances; guessed the meaning of words from context in spoken French; identified and relected on cultural products and practices of la Nouvelle-Aquitaine and l'Occitanie; talked about errands and places around town; identified and reflected on cultural products and practices related to small businesses; described what people see and experience by using the verbs "voir," "croire," "recevoir," and "apercevoir"; confirmed or negated specific information; identified and reflected on attitudes around local businesses by watching a short film; asked for and given directions; identified and reflected on cultural products and practices related to city planning; said what will happen in the future by using the "futur simple"; used background information to understand a conversation; identified and reflected on cultural products and practices of Provence-Alpes-Côte d'Azur and la Corse; discussed professions and the workplace; identified and reflected on cultural products and practices related to work; described what would happen if an event or condition were to occur by using "si" clauses; connected pieces of information by using relative pronouns; used background knowledge and listened for specific information in an interview; identified and reflected on cultural products and practices of Auvergne-Rhône-Alpes; summarized a literary text in their own words; used note cards to organize their writing; talked about environmental problems and solutions; identified and reflected on cultural products and practices related to the environment; discussed nearby people and things by using demonstrative pronouns; said what is necessary, urgent, or important by using the subjunctive; identified and reflected on attitudes around food waste by watching a news report; discussed nature and ecology; identified and reflected on cultural products and practices related to national parks; expressed emotions and attitudes by using the subjunctive; compared quantities of various items; listened for the gist; identified and reflected on cultural products and practices of Bourgogne-Franche-Comté; recognized personification in literature; considered the audience and purpose of a written text; and investigated environmental preservation in francophone communities.
In keeping with Cal Poly's learning objectives, successful students should, moreover, better be able to: think critically and creatively; communicate effectively; work productively as individuals and in groups; use their knowledge and skills to make a positive contribution to society; and make reasoned decisions based on an understanding of ethics, a respect for diversity, and an awareness of issues related to sustainability. They should, more specifically, have made progress in: communicating effectively through speaking, listening, reading, and writing in authentic situations in French; developing communicative and intercultural competency in order to work productively both as individuals and in collaboration with others; gaining perspective on cultural and historical achievements in French-speaking cultures as well as on relevant issues of diversity; cultivating awareness of ethical and professional perspectives that reflect linguistic and cultural heritage; thinking critically and creatively using French and negotiating meaning between French and English; and developing the life-long ability to evaluate ways in which language and culture provide perspective/s on the larger world of the arts, science, and technology.
Required Text
Portails 2.0: Introductory French (Vista Higher Learning)
ISBN 978-1-54339-413-9 (print and digital access)
ISBN 978-1-54338-453-6 (digital access only)
The required text can be ordered directly from Vista Higher Learning for the best price.
Tech support phone number: 1-800-922-6003
Recommended
Morton, Jacqueline. English Grammar for Students of French
Please Note
Please reach out to me first and directly during my office hours with suggestions and/or concerns. If you are registered with the Disability Resource Center, please plan on meeting with me in person during my office hours no later than by the end of the first week of class to discuss how I might best accommodate your need/s.
Cheating and/or plagiarism will not be tolerated neither will the use of translation software . Please follow my policy regarding the use of Artificial Intelligence. Per California Education Code Section 78907, neither electronic listening nor recording devices should be used without prior written consent of the instructor.
In order to be successful in this class, students should make it a priority, put away their cellphones, and actively participate in person in each class session. They should meet with me to review tests, homework, and any concepts with which they might be struggling--including to discuss VHL assignments that may be unclear and for which partial credit may be warranted. Help is also available in the World Languages Lab.
Grade Breakdown
Online Activities for credit: 10%
Online Graded activities: 30%
Online Quizzes: 10 %
In-Class Quizzes 20%
Online Tests: 30%
Attendance and in-person engagement in classes is required. Each unexcused absence will reduce your total possible grade by 1%. No makeups for in-class quizzes.
Schedule
La santé
31 March: 10A
2 April: 10A
7 April: 10B
9 April: 10B
La technologie
14 April: 11A
16 April: 11A
21 April: 11B
23 April: 11B
En ville
28 April: 12A
30 April: 12A
5 May: 12B
7 May: 12B
L'avenir et les métiers
12 May: 13A
14 May: 13A
19 May: 13B
21 May: 13B
L'espace vert
26 May: 14A
28 May: 14A
2 June: 14B
4 June: No class
Updated 12 March 2026