Intermediate French II

While studying culture, literature and language, students will review basic structures in French with a variety of contextualized activities and ample communicative practice.

By the end of the course, successful students should have a greater understanding of certain aspects of French and Francophone cultures and have developed their communicative competence in French at the intermediate level. They will have: learned vocabulary related to the law, legal rights, politics, public officials, and national security; watched the short film L'hiver est proche; read about piracy in the Antilles; been introduced to the dancer Léna Blou; learned the pluperfect tense; learned about negation and indefinite adjectives and pronouns; learned about irregular -ir verbs; read an article on the history and culture of Haiti; read writer Victor Hugo's speech "Détruire la misère"; learned vocabulary related to immigration, diversity, social problems, and change; watched the short film Samb et le commissaire; learned about western Africa; learned about Oxfam; learned and practiced partitives; learned and practiced the pronouns y and en; learned and practiced the order of pronouns; read an article about education in western Africa; read Ghislaine Sathoud's story "Le marché de l'espoir"; learned vocabulary related to family life, food, personality, and stages of life; watched the short film De l'autre côté; learned about North Africa and Lebanon; read about the designer Yves Saint Laurent; studied the subjunctive; studied demonstrative pronouns; studied irregular -re verbs. Successful students will also--independently--have read an article about a wedding in Algeria and read Olivier Charneux's "La logique des grands."

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: Intermediate French 2 (available directly from Vista Higher Learning)

ISBN 978-1-54330-591-3

Tech support phone number: 1-800-922-6003

Recommended

Morton, Jacqueline. English Grammar for Students of French

Links

Please Note

Diversity (age, race, ethnicity, faith, gender identity, sexual orientation, physical or mental ability, and perspectives) is welcomed in this course. If you have a preferred pronoun of which you would like me and the other students in the course to be aware, please notify us on the first day of class.

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 meet 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. The use of translation software or artificial intelligence to complete your homework and/or tests/quizzes is forbidden. 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 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 via 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%. There will be no makeups for in-class quizzes.

Schedule

La valeur des idées

7 January: Pour commencer

9 January: Court métrage ; Qui sont les Roms?

14 January: Imaginez; Est-ce que les pirates ont vraiment existé?; Qui étaient les vrais pirates des Caraïbes?; Les yoles rondes; Le carnaval de Guyane; Léna Blou; Les Antilles françaises

16 January: Structures; Le plus-que-parfait (additional practice)

21 January: No class (Monday schedule)

23 January: Structures; La négation (additional practice)

28 January: Culture; Histoire d'Haïti; Haïti (France24); In-class quiz (4.3)

30 January: Littérature; Avec 4,8 millions de pauvres en France, « la misère persiste dans notre pays »; Victor Hugo : « Détruire la misère » (9 juillet 1849); Discours de Victor Hugo sur la misère du peuple à l’Assemblée nationale législative, 9 juillet 1849

La société en évolution

4 February: Pour commencer; Le conformisme, c'est quoi?