crédit photo: Sarah Buchanan
|
|
[retour
à la page d'accueil]
Retour en haut de la page
Description du cours:
Beginning French II is an important class, and not only because it satisfies
your FL general education requirement. According to a 2016
report by the American Academy of Arts and Sciences, the lack of world language
learning in the United States is at a crisis level that is negatively affecting
business and politics. The report states that, ““while English continues
to be the lingua franca for world trade and diplomacy, there is an emerging
consensus among leaders in business and politics, teachers, scientists, and
community members that proficiency in English is not sufficient to meet the
nation’s needs.” By taking French 1002, you are moving closer to
becoming someone who can mitigate this crisis by being able to speak this beautiful
Romance language that is shared by over 300
million people in the world.
This course is designed to cultivate your linguistic skills in French as well
as your intercultural competencies, thereby strengthening your ability to understand
and communicate with the diverse Francophone people and communities across the
globe. You will build up your vocabulary and your mastery of grammatical structures
as you continue moving towards the ability to express more complex and abstract
ideas with increasing ease and precision. You will also think about intercultural
differences in approaches to food, work, and art, and will learn some French
and Francophone history.
Course Required Materials:
- Wong, Wynne, Stacey Weber-Fève and Bill VanPatten. Liaisons:
An Introduction to French. 3rd Ed.
- You will need the textbook and full access code to the Cengage
MindTap website. To set up your account in the Cengage MindTap site,
you will need two different codes:
- Access code: The access code sets up your personal account with
Cengage. It is sold with the textbook, or you can purchase it online
at www.cengage.com.
- Course Key: The Course Key gets you into our particular class.
- For sections 1 and 3:
- The course key is MTPN-0GWQ-JM6Q.
- The course link is https://www.cengage.com/dashboard/#/course-confirmation/MTPN0GWQJM6Q/initial-course-confirmation
- For section 2:
- The course key is MTPP-1GLQ-JLXZ.
- The course link is https://www.cengage.com/dashboard/#/course-confirmation/MTPP1GLQJLXZ/initial-course-confirmation
- If you have questions, please click on the “Need help signing
in?” link at cengage.com.
- Flashcards
Course Optional Materials:
- Morton, Jacqueline. English Grammar for Students of French. Olivia
and Hill Press. ISBN: 0934034370, which contains excellent explanations of
fundamental grammar concepts.
- Kendris, Christopher; Kendris, Theodore. 501 French verbs. ISBN:
0764179837.
COVID-19, Spring 2021 UMN
Morris Principles for Planning and Decision Making:
Sections 1 and 2 of Fren 1002 will meet in person for the semester; section
3 will meet on-line concurrently with section 1. You must wear a clear mask
for in-person sections. If there are any outbreaks on campus, we may need to
move our course on-line for everyone. Here are the U of MN guiding principles
about COVID:
The safety, health, and well-being of our students, faculty, and staff is the
foundation upon which all decisions are made at the University of Minnesota
Morris. We commit to responding with flexibility and integrity to evolving conditions.
In that spirit we will:
- Prioritize the quality and continuity of student academic and co-curricular
experiences to support student learning and degree progress.
- Align all decisions to advance the UMN Morris mission, strategic vision,
and plan.
- Honor our commitments to equity, diversity, respect for differences, and
community.
- Enhance institutional viability and sustainability.
- Act with respect, transparency, and timeliness.
- Collaborate with our University of Minnesota System colleagues.
Covid-19 Protocols:
- Face coverings are required for all in-person and blended courses, as is
social distancing of at least 6’ between individuals. Please be sure
to wash hands often and self-monitor health every day for any of these critical
symptoms: fever, respiratory symptoms, sore throat, or dry cough. Be aware
of the broader list of COVID-19 symptoms: fever, cough, shortness of breath,
chills, headache, muscle pain, sore throat, loss of taste/smell; or nausea,
vomiting, or diarrhea
- Instructors will remind students without face coverings to put one on,
which they can obtain from Higbie’s or the division office. If an individual
refuses to wear a face covering or to leave the room, class may be adjourned
and continued via a remote delivery method. For repeated non-compliance or
if a class or event is adjourned because of a face covering compliance issue,
the instructor should report the incident to their Division Chair, and staff
should report to their supervisor. The non-compliant student may face disciplinary
measures through the UMN Student Conduct Code (see face-covering FAQ).
In cases of concern for an imminent threat to the safety of yourself and others,
the instructor/staff or students may call UMN
Morris Public Safety for support in removing the person from the building.
- Do not attend in-person classes or student jobs if you have symptoms or
know you have been exposed to COVID-19. Contact Health Services or consult
with your healthcare provider if you feel sick or may have been exposed to
COVID-19. Follow guidance from Health Services or healthcare providers about
whether a test is needed and where to find testing site locations. Health
Services will refer students to Stevens Community Medical Center for testing.
- If after testing you have a confirmed positive test for COVID-19: isolate
as directed by health care professionals and public health officials. Contact
your instructor as needed to request accommodations for classes as guided
by UMN policy for make-up work for legitimate absences due to illness. If
exposed to COVID-19 (and have tested negative): quarantine as directed by
health care professionals and public health officials. Provide information
if requested by a public health investigator who will determine whether others
may have been exposed. Follow Health Service, healthcare provider, or public
health investigator guidance on when to return to in-person activities.
Retour
en haut de la page
UMM's Mission
Statement:
The University of Minnesota, Morris provides a rigorous undergraduate liberal arts education, preparing its students to be global citizens who value and pursue intellectual growth, civic engagement, intercultural competence, and environmental stewardship.
As a public land-grant institution, the University of Minnesota, Morris is a center for education, culture, and research for the region, nation, and world. University of Minnesota, Morris is committed to outstanding teaching, dynamic learning, innovative faculty and student scholarship and creative activity, and public outreach. Our residential academic setting fosters collaboration, diversity, and a deep sense of community.
UMM's
General
Education Requirements:
Successfully completing Fren 1002 satisfies your Foreign Language (FL) General
Education requirement. This course is also the first course that counts towards
the French major or minor!
Student
Learning Outcomes:
This course’s student learning outcomes define the goals of the class,
and align with UMN Morris’s Campus Student Learning Outcomes (CSLOs),
General Education learning outcomes, and the French discipline’s Program
Student Learning Outcomes (PSLOs). They also align with the National
Council of State Supervisors For Languages (NCSSFL) and the American
Council on the Teaching of Foreign Languages’ (ACTFL) Proficiency
Guidelines. Fren 1002 seeks to increase students’ French language
skills from a novice low to at least a novice high proficiency level via the
following course objectives, which are based on the NCSSFL-ACTFL
Can-Do Statements:
- Student Learning Outcome #1: Students will
be able to identify the general topic and some basic information in both very
familiar and everyday contexts by recognizing practiced or memorized words,
phrases, and simple sentences in texts that are spoken or written. This learning
outcome will help students achieve:
- UMN Morris CSLO: Career-Ready Scholar;
- Discipline PSLO: Students will be able to understand the main idea
and most supporting details of written or listening texts in the target
language.
- GenEd Outcome: Students will be able to apply effective verbal and
nonverbal concepts of communication in message reception. Student uses
appropriate verbal and nonverbal practices to understand basic messages.
- Student Learning Outcome #2: Students will
be able to communicate in spontaneous spoken and written conversations on
both very familiar and everyday topics, using a variety of practiced or memorized
words, phrases, simple sentences, and questions. This learning outcome will
help students achieve:
- UMN Morris CSLO: Community Contributor;
- Discipline PSLO: Students will be able to express themselves, in speaking
and in writing, in the past, present, and future in the target language;
- GenEd Outcome: Students will be able to formulate organized, clear,
and informative messages of basic information.
- Student Learning Outcome #3: Students will
be able to present information on both very familiar and everyday topics using
a variety of practiced or memorized words, phrases, and simple sentences through
spoken and written language. This learning outcome will help students achieve:
- UMN Morris CSLO: Community Contributor;
- Discipline PSLO: Students will be able to express themselves, in speaking
and in writing, in the past, present, and future in the target language;
- GenEd Outcome: Students will be able to formulate effective messages
appropriate to audience, medium and contexts, demonstrating appropriate
contextual and cultural awareness for a novice speaker, writer and listener.
- Student Learning Outcome #4: Students will
be able to identify products and practices to help understand other perspectives.
This learning outcome will help students achieve:
- UMN Morris CSLO: Creative Problem Solver;
- Discipline PSLO: Students will be able to interpret cultural artifacts,
texts, and films with accuracy, demonstrating knowledge of the target
cultures that produced them;
- GenEd Outcome: Students justifies cultural choices based on accurate
comparisons between the target culture and her/his own.
- Student Learning Outcome #5: Students will
be able to interact at a survival level in some familiar everyday contexts.
This learning outcome will help students achieve:
- UMN Morris CSLO: Creative Problem Solver;
- Discipline PSLO: Students will be able to understand the main idea
and most supporting details of written or listening texts in the target
language;
- GenEd Outcome: Students justifies cultural choices based on accurate
comparisons between the target culture and her/his own.
Assessment:
Student work from this class may be used anonymously by the French program or
UMN Morris to assess achievement of Campus or Program Student Learning Outcomes
(CSLOs or PSLOs). If you do not wish your work to contribute to learning assessment,
please inform the professor.
Course Structure and Expectations:
- This course will be conducted almost entirely in French because research
shows that immersion is the best way to acquire a language.
- Fren 1002 has a flipped structure:
- You will learn most of the material on your own by studying the textbook
and doing the assigned activities in the MindTap website. The MindTap
activities are a vital component of this class and you need to devote
considerable time to it. There will be about 15-20 MindTap activities
due every day, requiring about an hour and a half to complete.
- Class time will be spent reinforcing what you learned from your homework,
by practicing grammar and vocabulary, answering questions, and speaking
with each other in large and small groups. To be able to participate,
you are expected to come to class having finished all of the assignments
listed on the syllabus. Do not fall behind! You should be prepared to
actively participate in all class activities.
- NOTE: We may not cover all section of the
textbook in class, but you are still responsible for all the material
listed on the syllabus. In other words, you are responsible for your own
education.
- Because class time is devoted to essential language practice, attendance
is required (see details below). Your final grade will be reduced 5% per
absence after three absences (one week’s worth of class time).
Course Work Load:
Learning languages is like cracking a code, which is exciting and fun. It also
opens entirely new worlds to you and so is intellectually and socially rewarding!
Yet learning a new language, like mathematics, also requires precision.
You must pay attention to small details to avoid errors that can cause misunderstandings
and, sometimes, embarrassment. For example, “vieille” means “old,”
but “veille” means staying up all night. Similarly, “un livre”
is a book, while “une livre” is a pound. Learning languages therefore
requires intellectual rigor and “grunt work” in the form of memorizing
vocabulary and its exact spelling (NOT an approximation),
getting down precise grammatical froms, and practicing methodically.
It is important to keep up with this work, because concepts in this 4 credit
course will build upon each other, making it difficult to catch up if you fall
behind. Morris language courses follow the same pace as other American colleges
and universities across the nation. To keep up, you will need to put in about
9 hours of study time per week outside of class
to earn an average grade, which is on par with all University of MN courses
(see the Senate
Student Academic Workload Policy). Breaking up your 3+ hours per class into
smaller segments proves helpful to many learners of a second language, e.g.,
one hour for review of older material (going through your stack of flashcards,
practicing verb conjugations, reviewing grammatical structures); one hour to
study new material; and one hour to do your SAM and/or iLrn exercises.
Please don’t be afraid to
ask questions in class, even if you think everyone else already understands:
chances are good that at least one other person is as confused as you are.
Retour en haut de la page
Devoirs du cours :
Examens
écrits :
|
There will be four chapter exams, for chapters
6-9. All exams will cover vocabulary, grammar, reading, writing, and listening
skills. The lowest chapter exam score will be dropped from your final
grade calculation. Make-up exams are not allowed, except with an official
excuse and then the exam must be made up within a week of the original
test date. All exam dates can be found on the syllabus |
| Examen
final :
|
The final exam will be comprehensive, covering material from
chapters 6-10. It will be weighted towards chapter 10, since its chapter
exam is rolled into the final. The final exam score cannot be dropped. |
Examens
oraux :
|
There will be three oral exams this semester,
to test your mastery of vocabulary, grammar, pronunciation, comprehension,
and communicative success. Make-up exams are not allowed, except with
a Chancellor’s excuse and then the exam must be made up within a
week of the original test date. Approximate dates for your oral exams
can be found on the course calendar, below, but the actual date and time
will be determined by sign-up sheets. |
MindTap
& devoirs divers (misc.) : |
This course is premised on the assumption
that you will study and learn key concepts on your own, so that we can
work with them in class. Doing your MindTap activities is therefore your
main learning activity for Fren 1002 and sets the stage for everything
else. Please take these activities seriously, like a pianist takes practicing
scales or an athlete takes lifting weights: these are foundational activities
that set the stage for success. |
Rédactions
(papers): |
You will write several short assignments in
French this semester on different topics and two formal papers of increasing
length and complexity. In all writing, you are expected to use current
vocabulary and grammatical constructions to show your mastery of the concepts
we are studying. |
Participation
: |
Developing your speaking and listening skills,
which is a crucial goal in French 1002, requires daily practice. A portion
of your grade is therefore based upon daily attendance, preparedness,
and participation. Do not fall behind: language learning is cumulative,
so the more you miss class or arrive late or unprepared, the less likely
you will be to do well.
SCALE:
- You will earn up to ten points for participation. Please see the hand-out
on Criteria
for grading in-class performance for details.
- If you are in class but fall asleep, text, or do not participate,
you will be counted as absent and will receive zero
participation points.
- Absences do not override due dates: if
you miss class on a day an assignment is due, please email the assignment
to me that day or send a friend with the physical copy.
- If you miss class, you may make up your participation points by:
- attending the other section of Fren 1002, OR
- attending and actively participating in 2 conversation tables per
absence.
- If you do not make
up your absences, your final grade will be reduced 5% per absence after
three absences.
|
Répartition
de la note :
Distribution des notes :
Examens écrits : |
25% |
| Examen final : |
5% |
Examens oraux : |
25% |
MindTap/quizzes/misc. : |
15% |
Rédactions : |
20% |
Participation : |
10% |
TOTAL :
|
100% |
|
94-100 = A |
77-79 = C+ |
90-93 = A- |
74-76 = C |
87-89 = B+ |
70-73 = C- |
84-86 = B |
67-69 = D+ |
80-83 = B- |
64-66 = D |
|
0-63 = F |
|
University Grading Scales:
The University has two distinct grading scales: A-F and S-N.
The A-F grading scale:
The A-F grading scale allows the following grades and corresponding GPA points:
| Grade
| GPA Points
| Definitions for Undergraduate Credit
|
A |
4.000 |
Represents achievement that significantly exceeds expectations in the
course. |
A- |
3.667 |
|
B+ |
3.333 |
|
B |
3.000 |
Represents achievement that is above the minimum expectations in the
course. |
B- |
2.667 |
|
C+ |
2.333 |
|
C |
2.000 |
Represents achievement that meets the minimum expectations in the course. |
C- |
1.667 |
|
D+ |
1.333 |
|
D |
1.000 |
Represents achievement that partially meets the minimum expectations
in the course. Credit is earned but it may not fulfill major or program
requirements. |
F |
0.000 |
Represents failure in the course and no credit is earned. |
The S-N grading scale:
The S-N grading scale allows the following grades and corresponding GPA points:
Grade |
GPA Points
|
Definitions for Undergraduate Credit
|
S |
0.000 |
Satisfactory (equivalent to a C- or better) |
N |
0.000 |
Not satisfactory |
Other
U niversity of Minnesota Policies
Help is available: If
you find that you are struggling please do not wait
to get help! Here are some good resources to use regularly:
- My office hours are times set aside for YOUR
questions. Please drop in as often as you’d
like!
- Tutoring:
- The Office of Academic Success offers tutoring for Fren 1002. Once you
complete a tutor
request form, you will be matched with an advanced student in French
who was recommended by the French faculty to be a tutor. You, the tutor,
and other interested students will choose a time to meet consistently
once or twice per week for 50-minutes/session. Scheduled tutoring can
have up to 5 students per session. Scheduled tutoring requires regular
attendance throughout the duration of the semester.
- For more information about scheduled tutoring, see https://academics.morris.umn.edu/office-academic-success/office-academic-success-tutoring
or contact the Office of Academic Success at (320) 589-6178, Briggs Library
240.
Retour en haut de la page
Academic Integrity in French:
Automatic translators are everywhere: in Google, in your word processors, in your
email, in your apps. They can be helpful tools to navigate the world and to communicate
with people in other nations. However, when learning a language, they are not
helpful, but, rather, a crutch that enables you to write something without understanding
it. They are, therefore, strictly off-limits in
this class, where you need to show what YOU know, not what the
computer can translate for you. The French discipline has adopted the following
policy for all French courses:
- You may use these on-line dictionaries for looking up single nouns (nothing
longer and no grammatical structures):
- Linguee.com
is an excellent on-line dictionary, created by linguists. This is an encouraged
dictionary to use.
- Wordreference.com
is another on-line dictionary with discussion forums, but it is crowd-sourced
and can be more colloquial. It is also fine to use.
- For advanced students who would like to use a French-French dictionary,
please consult Trésors
de la langue française or the Larousse
dictionary.
- Do not use automatic translators of any kind
(including the translator your word processor may have) under any circumstances.
You will fail this course if you do.
- Do not enlist people in or outside of this class to line-edit your work
without your collaborative input.
- The feedback must be collaborative: you cannot simply forward work
to someone and expect it to be corrected;
- The editor must sign the draft they work on with you and you must turn
that draft in to me;
- The editor should provide a brief description of your activities, via
email.
Retour en haut de la page
Programme
du cours
Introduction et Révision
|
1e
semaine
Le mercredi
20 janvier |
|
Activités
en classe :
- Introduction au cours
- Révision et présentations
|
|
Le vendredi
24 janvier |
À
faire (to do before class) :
- Read pages 1-5 of the syllabus with attention to detail and then do
the syllabus test.
- Set up your MindTap
account
- Watch “Getting Started” video (5 mins.)
- Practice conjugating the following verbs in the present tense
at https://www.laits.utexas.edu/fi/vp/:
- « --er verbs »
- « --ir verbs »
- « Major irregulars »
- « Verbs like venir »
|
Activités
en classe :
- Syllabus test due
- Conjugation quiz
- Révision
|
Retour en haut
de la page
Chapitre
6 :
« Du marché à la table »
|
2e
semaine
Le lundi
25 janvier |
À
rendre (due) :
|
Activités
en classe :
- Conjugation quiz
- En bref, p. 227
- Vocabulaire 1, pp. 228-231
|
|
Le mercredi
27 janvier
|
À
rendre (due) :
- Étudiez la grammaire 1, pp. 232-233
- MindTap
:
- Vocabulaire 1, Practice It! (≈ 63 mins.)
- Grammaire 1, Learn It! (≈ 24 mins.)
|
Activités
en classe :
- Grammaire 1 : Les verbes comme vendre et mettre, pp. 232-237
|
|
Le vendredi
29 janvier
|
À
rendre (due) :
- La rédaction 1
- Mémorisez le vocabulaire 2, pp. 238-239
- MindTap
:
- Grammaire 1, Practice It! (≈ 69 mins.)
- Vocabulaire 2, Learn It! (≈ 22 mins.)
|
Activités
en classe :
- Vocabulaire 2, pp. 238-241
|
|
3e
semaine
Le lundi
1 février |
À
rendre (due) :
|
Activités
en classe :
- Grammaire 2 : Le passé composé avec être, pp.
242-247
|
|
Le mercredi
3 février
|
À
rendre (due) :
|
Activités
en classe :
- Grammaire 2 : Le passé composé avec être, pp.
242-247
|
|
Le vendredi
5 février
|
À
rendre (due) :
- Mémorisez le vocabulaire 3, pp. 248-249
- MindTap
:
- Grammaire 2, Practice It! (≈ 66 mins.)
- Vocabulaire 3, Learn It! (≈ 25 mins.)
|
Activités
en classe :
- Conjugation quiz
- Vocabulaire 3, pp. 248-252
|
|
4e semaine
Le lundi
8 février
|
À
rendre (due) :
- Étudiez la grammaire 3, pp. 254-255
- MindTap
:
- Vocabulaire 3, Practice It! (≈ 62 mins.)
- Grammaire 3, Learn It! (≈ 15 mins.)
|
Activités
en classe :
- Grammaire 3 : Les pronoms d’objet, pp. 254-257
|
|
Le mercredi
10 février |
À
rendre (due) :
- Étudiez la grammaire 3, pp. 254-255
- MindTap
:
- Grammaire 3, Practice It! (≈ 90 mins.)
|
Activités
en classe :
- Le film Liaisons, pp. 258-259
- Les mots et les sons, p 253
|
|
Le vendredi
12 février
|
À
rendre (due) :
- MindTap
:
- Pronunciation (≈ 41 mins.)
- Étudiez tout le chapitre 6
|
Activités
en classe :
|
Retour en haut de la page
Chapitre
7 :
« La vie professionnelle »
| 5e semaine
Le lundi
15 février |
À
rendre (due) :
- Mémorisez le vocabulaire 1, pp. 268-269
- MindTap
:
- Vocabulaire 1, Learn It! (≈ 17 mins.)
- Vocabulaire 1, Practice It! (≈ 8 mins.)
|
Activités
en classe :
- En bref, p. 267
- Vocabulaire 1, pp. 268-271
|
| Le mercredi
17 février
|
À
rendre (due) :
- Étudiez la grammaire 1, pp. 272-273
- MindTap
:
- Vocabulaire 1, Practice It! (≈ 59 mins.)
- Grammaire 1, Learn It! (≈ 24 mins.)
|
Activités
en classe :
- Présentation du Concours de poésie
- Grammaire 1 : Les pronoms d’objet indirect, pp. 272-277
|
| Le mercredi 17 février ou le vendredi
19 février |
À
passer (to take) : |
|
| Le vendredi
19 février
|
À
rendre (due) :
- Mémorisez le vocabulaire 2, pp. 278-279
- MindTap
:
- Grammaire 1, Practice It! (≈ 71 mins.)
- Vocabulaire 2, Learn It! (≈ 14 mins.)
|
Activités
en classe :
- Travail sur les poèmes
- Vocabulaire 2, pp. 278-281
|
| 6e
semaine
Le lundi
22 février
|
À
rendre (due) :
- Select your poem and make two copies
of it
- Étudiez la grammaire 2, pp. 282-283 ; 287
- Practice conjugating “pouvoir, vouloir, devoir” in the
present and in the passé composé at
https://www.laits.utexas.edu/fi/vp/ and at conjuguemos.com.
- MindTap
:
- Vocabulaire 2. Practice It! (≈ 44 mins.)
- Grammaire 2, Learn It! (≈ 19 mins.)
|
Activités
en classe :
- Deux copies de votre poème
- Conjugation quiz
- Travail sur les poèmes
- Grammaire 2 : Vouloir, pouvoir, devoir ; y et en, pp. 282-286
- L’ordre de pronoms multiples, p. 287
|
| Le mercredi
24 février
|
À
rendre (due) :
- MindTap
:
- Grammaire 2, Practice It! (≈ 74 mins.)
|
Activités
en classe :
- Travail sur les poèmes
- Grammaire 2 : Vouloir, pouvoir, devoir ; y et en, pp. 282-286
- L’ordre de pronoms multiples, p. 287
|
| Le vendredi
26 février
|
À
rendre (due) :
- Écrivez la rédaction 1
- Mémorisez le vocabulaire 3, pp. 288-289
- MindTap
:
- Vocabulaire 3, Learn It! (≈ 16 mins.)
|
Activités
en classe :
- Travail sur les poèmes
- Les mots et les sons, 293
- Vocabulaire 3, pp. 288-292
|
7e
semaine
Le lundi
1 mars |
À
rendre (due) :
- Écrivez la rédaction 1
- Étudiez la grammaire 3, pp. 294-295
- MindTap
:
- Vocabulaire 3, Practice It! (≈ 57 mins.)
- Grammaire 3, Learn It! (≈ 17 mins.)
|
Activités
en classe :
- La rédaction 1 est à remettre
- Travail sur les poèmes
- Grammaire 3 : Le comparatif, pp. 294-297
|
Le mercredi
3 mars |
À
rendre (due) :
- MindTap
:
- Grammaire 3, Practice It! (≈ 87 mins.)
- Révisez tout le chapitre 7
|
Activités
en classe :
- Grammaire 3 : Le comparatif, pp. 294-297
|
Le vendredi
5 mars |
À
rendre (due) :
- Étudiez tout le chapitre 7
|
Activités
en classe :
|
Retour en haut de la page
Chapitre
8 :
« Les événements
marquants »
8e
semaine
Le lundi
8 mars |
À
rendre (due) :
- Répétez votre poème
- Mémorisez le vocabulaire, pp. 306-307
- MindTap
:
- Vocabulaire 1, Learn It! (≈ 16 mins.)
|
Activités
en classe :
- Travail sur les poèmes
- En bref, p. 305
- Vocabulaire 1, pp. 306-309
|
| Le mercredi
10 mars |
À
rendre (due) :
|
Activités
en classe :
- Travail sur les poèmes
- Grammaire 1 : l’imparfait, pp. 310-315
|
| Le vendredi
12 mars |
À
rendre (due) :
- Mémorisez le vocabulaire 2, pp. 316-317
- MindTap
:
- Grammaire 1, Practice It! (≈ 72 mins.)
- Vocabulaire 2, Learn It ! (≈ 17 mins.)
|
Activités
en classe :
- Travail sur les poèmes
- Vocabulaire 2 : pp. 316-319
|
9e
semaine
Le lundi
15 mars |
À
rendre (due) :
|
Activités
en classe :
- Travail sur les poèmes
- Grammaire 2, L’imparfait et le passé composé,
pp. 320-325
|
Le mercredi
17 mars
|
À
rendre (due) :
|
Activités
en classe :
- Travail sur les poèmes
- Vocabulaire 3, pp. 326-330
|
| Le vendredi
19 mars
|
Jour
de
congé ! |
Jour
de
congé !
|
| 10e
semaine
Le lundi
22 mars
|
À
rendre (due) :
|
Activités
en classe :
- Travail sur les poèmes
- Grammaire 3 : Les verbes connaître et savoir, pp. 332-335
|
Le mercredi
24 mars
|
À
rendre (due) :
- MindTap
:
- Grammaire 3, Practice It! (≈ 56 mins.)
|
Activités
en classe :
- Travail sur les poèmes
- Les mots et les sons, 331
- Le film Liaisons, pp. 336-337
|
| Le vendredi
26 mars
|
À
rendre (due) :
- MindTap
:
- Pronunciation (≈ 34 mins.)
- Révisez tout le chapitre 8
|
Activités
en classe :
|
Retour en haut de
la page
Chapitre
9 :
« Les arts et les médias »
|
11e
semaine
Le lundi
29 mars
|
À
rendre (due) :
- Écrivez la rédaction 2
- Mémorisez le vocabulaire 1, pp. 344-345
- MindTap
:
- Vocabulaire 1, Learn It! (≈ 13 mins.)
|
Activités
en classe :
- La rédaction 2 est à remettre
- Travail sur les poèmes
- En bref, p. 343
- Vocabulaire 1, pp. 344-349
|
|
Le mercredi
31 mars
|
À
rendre (due) :
|
Activités
en classe :
- Travail sur les poèmes
- Grammaire 1 : Le conditionnel, pp. 350-353
|
Le vendredi
2 avril
|
À
rendre (due) :
|
Activités
en classe :
- Travail sur les poèmes
- Vocabulaire 2, pp. 354-359
|
|
12e
semaine
Le lundi
5 avril
|
À
rendre (due) :
|
Activités
en classe :
- Examen oral 2 (Lecture des poèmes)
- Continuation du vocabulaire 2
|
|
Le mardi
6 avril |
35e Annuel
Edith R. Farrell
Concours de poésie française ! |
35e Annuel
Edith R. Farrell
Concours de poésie française !
|
Le mercredi
7 avril
|
À
rendre (due) :
- Étudiez la grammaire 2, pp. 360-361
- MindTap
:
- Vocabulaire 2. Practice It! (≈ 57 mins.)
- Grammaire 2, Learn It! (≈ 14 mins.)
|
Activités
en classe :
- Grammaire 2 : Les phrases avec si, pp. 360-363
|
|
Le vendredi
9 avril
|
À
rendre (due) :
- Mémorisez le vocabulaire 3, pp. 364-365
- MindTap
:
- Grammaire 2, Practice It! (≈ 81 mins.)
- Vocabulaire 3, Learn It! (≈ 9 mins.)
|
Activités
en classe :
- Vocabulaire 3, pp. 364-368
|
| 13e semaine
Le lundi
12 avril |
À
rendre (due) :
|
Activités
en classe :
|
Le mercredi
14 avril
|
Undergraduate
Research
Symposium !
|
Undergraduate
Research
Symposium ! |
Le vendredi
16 avril
|
À
rendre (due) :
- Étudiez la grammaire 3, pp. 370-371
- MindTap
:
- Vocabulaire 3, Practice It! (≈ 47 mins.)
- Grammaire 3, Learn It! (≈ 9 mins.)
|
Activités
en classe :
- Grammaire 3 : Les verbes croire, recevoir, voir, pp. 370-373
|
| 14e semaine
Le lundi
19 avril |
À
rendre (due) :
- MindTap
:
- Grammaire 3, Practice It! (≈ 57 mins.)
- Révisez tout le chapitre 9
|
Activités
en classe :
|
Retour en haut de
la page
Chapitre
10 :
« Les relations interpersonnelles »
| Le mercredi
21 avril
|
À
rendre (due) :
- Mémorisez le vocabulaire 1, pp. 384-385
- MindTap
:
- Vocabulaire 1, Learn It! (≈ 17 mins.)
|
Activités
en classe :
- En bref, p. 343
- Vocabulaire 1, pp. 384-387
|
Le vendredi
23 avril
|
À
rendre (due) :
|
Activités
en classe :
- Grammaire 1 :
- Les verbes réfléchis, pp. 388-393
|
| 15e
semaine
Le lundi
26 avril
|
À
rendre (due) :
- Mémorisez le vocabulaire 2, pp. 394-395
- MindTap
:
- Grammaire 1, Practice It! (≈ 73 mins.)
- Vocabulaire 2, Learn It! (≈ 17 mins.)
|
Activités
en classe :
- Vocabulaire 2, pp. 394-399
|
Le mercredi
28 avril
|
À
rendre (due) :
- Étudiez la grammaire 2, pp. 400-401
- MindTap
:
- Vocabulaire 2. Practice It! (≈ 65 mins.)
- Grammaire 2, Learn It! (≈ 14 mins.)
|
Activités
en classe :
- Grammaire 2 : Les verbes réfléchis au passé composé,
pp. 400-403
|
| Le vendredi
30 avril
|
À
rendre (due) :
- Mémorisez le vocabulaire 3, pp. 404-405
- MindTap
:
- Grammaire 2, Practice It! (≈ 68 mins.)
- Vocabulaire 3, Learn It! (≈ 22 mins.)
|
Activités
en classe :
- Grammaire 2 : Les verbes réfléchis au passé composé,
pp. 400-403
|
| 16e semaine
Le lundi
3 mai
|
À
rendre (due) :
- Mémorisez le vocabulaire 3, pp. 404-405
- MindTap
:
- Grammaire 2, Practice It! (≈ 68 mins.)
- Vocabulaire 3, Learn It! (≈ 22 mins.)
|
Activités
en classe :
- Vocabulaire 3, pp. 404-408
|
Le mardi
4 mai |
À
passer :
|
|
Le mercredi
5 mai |
À
rendre (due) :
- Étudiez la grammaire 3, pp. 410-411
- MindTap
:
- Vocabulaire 3, Practice It! (≈ 72 mins.)
- Grammaire 3, Learn It! (≈ 17 mins.)
|
Activités
en classe :
- Evaluation du cours
- Grammaire 3 : Les expressions négatives, pp. 410-413
|
Le vendredi
7 mai
|
À
rendre (due) :
- MindTap
:
- Grammaire 3, Practice It! (≈ 90 mins.)
|
|
Retour en haut de la page
Examen final
(chapitres 6 à 10, avec emphase sur le chapitre 10)
Fren 1001-1 et 1001-3
(09h15 à 10h20) :
|
le mardi
11 mai |
13h30 à 15h30 |
Fren 1001-2
(10h30 à 11h35) :
|
le vendredi
14 mai |
11h00 à 13h00 |
The final exam will be open in Canvas from
Tuesday, May 11th at 1:30pm until Friday, May
13th at 1:00pm.