Intermediate French III

While studying culture, literature and language, students will review basic structures in French with a variety of contextualized activities and ample communicative practice (mostly available on the Vista Higher Learning website, and many of which will be used during in-class meetings).

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 progress, technology, inventions, science, astronomy, the universe, and people in science; watched the short film Le Manie-Tout; learned about Belgium, Switzerland, and Luxembourg; learned about a robot that supports la téléprésence in French schools; studied the comparative and superlative of adjectives and adverbs; studied the futur simple; studied the subjunctive with conjunctions and expressions of doubt; studied the past subjunctive; learned about CERN, the European Organization for Nuclear Research; read Didier Daeninckx's short story Solitude numérique; learned vocabulary related to sports, leisure time, arts, and theater; watched the short film Le ballon prisonnier; read about the Indian Ocean; learned about the poet Khaleel Torabully; studied infinitives; studied prepositions with geographical names; studied the conditionnel; read an article about recreation in la Réunion; read Jean-Jacques Sempé and René Goscinny's story Le football; studied vocabulary related to work, people at work, and finances; watched the short film Bonne nuit Malik; learned about Brazzaville and Kinshasa; watched an advertisement for Oui Marketing, a Canadian company specializing in marketing campaigns; studied and practiced relative pronouns; studied and practiced the present participle; studied and practiced irregular -oir verbs; read an article about women entrepreneurs in Africa; and read an excerpt from Anna Sam's Les tribulations d'une caissière.

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 (Vista Higher Learning)

ISBN 978-1-54330-591-3

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

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 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. Translation software or AI 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.

Grade Breakdown

Online Activities for credit: 10%

Online Graded activities: 30%

Online Quizzes: 10 %

In-Class Quizzes 20%

Online Tests: 30%

Schedule

A la recherche du progrès

le 1 avril: Pour commencer; À quoi ça sert la science?; Racistes, sexistes, classistes: comment les biais algorithmiques creusent les inégalités ; Avantages et désavantages de l'intelligence artificielle

le 3 avril: Court métrage; Voyager dans le temps

le 8 avril Imaginez; Le Manneken-Pis, un symbole désormais éco-responsable ; Luxembourg: qu'est-ce qui attire les gens au Grand-Duché? ; "Suisse?" C'est quoi l'accent suisse?

le 10 avril: Structures