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 homes and their features; identified and reflected on cultural products and practices related to housing; described habitual past actions and situations; discussed past conditions and events; identified and reflected on attitudes around student housing; talked about household chores and appliances; identified and reflected on cultural products and practices related to home interiors; discussed past conditions and events; expressed familiarity with and knowledge of a variety of subjects; used visual cues to understand a conversation; identified and reflected on cultural products and practices of Paris and the Paris region; guessed the meaning of words from context; written a story about the past; talked about food and meals; identified and reflected on cultural products and practices related to food and meals; talked about recent past action and events; expressed needs, desires and abilities; watched a video about a farmers' market in Aix-en-Provence; discussed preferences around food and shopping; talked about eating out and shopping for food; identified and reflected on cultural products and practices related to traditional meals; compared people, things and actions; referred to previously-mentioned people and objects; taken notes while listening; identified and reflected on cultural products and practices of the Loire Valley; read for the main idea; written a restaurant review; 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)
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
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.
Communication
I want to help you succeed in this course. I encourage you to reach out to me first and directly during my office hours (which take place on Tuesdays and Thursdays during the two hours before class) with questions, suggestions and/or concerns. Once you have scheduled a time slot (or slots) with me using your Cal Poly email address, I will update my office hours accordingly to reflect slots that might remain open for other students to book.
You should expect email response/s from me within 24 hours.
In order to be successful in this class, you should make it a priority, put away your cellphone, and actively participate in person during each class session. You are encouraged to meet with me to review tests, homework, and any concepts with which you might be struggling--including discussing VHL assignments that may be unclear and for which partial credit may be warranted. Help will also available in the World Languages Lab.
Late Work
You might believe you have a bit more wiggle room in a semester-long course than in a quarter-long courses. Au contraire! It is crucial that you regularly come to class, actively participate, and not fall behind. Since learning a language is cumulative (with each class session building upon prior sessions), if you fall behind you run the risk of breaking the chain of comprehension, getting confused, and not internalizing more advanced materials. For more on this, feel free to meet with me during my office hours or check out resources available online (such as "tips and tools" for language learning).
Your VHL assignments should also be completed by their 11:59 p.m. deadline. Late activities will be accepted for 50% of their original point total only. But no late quizzes or tests will be accepted for credit.
Policy on Student Use of Generative Artificial Intelligence Tools
Generative AI tools—like ChatGPT for text or DALL·E for images—can create new writing, images, code, videos, and more. These tools are widely available and becoming more common.
In this class, you may only use AI tools for assignments if I specifically say it is allowed. If I have not given you permission, you should not use them.
You are not permitted to conceptualize, outline, draft, revise, and/or edit your work using AI. Neither are you allowed to use AI to correct grammar mistakes or to translate sources into English.
You are, however, permitted to use AI for research on papers--but only for the limited purpose of identifying (secondary) sources.
If you do use an AI tool (with permission), you must:
Cite the tool properly, following MLA format. https://style.mla.org/citing-generative-ai/Links to an external site.
Briefly explain how you used it—for example, to brainstorm ideas, check grammar, or generate a first draft.
Keep in mind:
AI tools aren’t always accurate. They may include outdated or incorrect information.
Many are trained on existing content, which could include copyrighted material—using them without care may lead to plagiarism.
Their main goal is to sound human—not necessarily to be correct—so you are responsible for checking facts, quality, and originality.
If you use an AI tool without permission or misuse it, I will follow Cal Poly's policies for cheating and plagiarism. https://academicprograms.calpoly.edu/content/academicpolicies/CheatingLinks to an external site.
In short: use AI responsibly, honestly, and only when allowed. Your academic integrity and personal character are what truly matter.
Nota Bene
Cheating and/or plagiarism will not be tolerated neither will the use of translation software . Per California Education Code Section 78907, neither electronic listening nor recording devices should be used without prior written consent of the instructor.
Schedule
Chez nous
le 26 janvier: 8A
le 28 janvier: 8A
le 2 février: 8B; In-class quiz (8 A.1)
le 4 février: 8B
La nourriture
le 9 février: 9A
le 11 février: 9A
le 16 février: 9B; In-class quiz (9 A.1)
le 18 février: 9B
La santé
le 23 février: 10A
le 25 février: 10A
le 2 mars: 10B; In-class quiz (10 A.1)
le 4 mars: 10B
La technologie
le 9 mars: 11A
le 11 mars: 11A
le 23 mars: 11B; In-class quiz (11 A.1)
le 25 mars: 11B
En ville
le 30 mars: 12A
le 1 avril: 12A
le 6 avril: 12B; In-class quiz (12 A.1)
le 8 avril: 12B
L'avenir et les métiers
le 13 avril: 13A
le 15 avril: 13A
le 20 avril: 13B; In-class quiz (13 A.1)
le 22 avril: 13B
L'espace vert
le 27 avril: 14A
le 29 avril: 14A
le 4 mai: 14B; In-class quiz (14 A.1)
le 6 mai: 14B
Les arts
le 11 mai: 15A
le 13 mai: 15A
Updated 17 September 2026