The students will be capable of forming sentences using the 1st and 2nd group verbs including the continuous tense in the reported speech and they will be able to express their wishes with their own sentences. They will also be aware of distinguishing and using descriptive adjectives, demonstrative adjectives and possessive adjectives in their own sentences. They will be capable to reply in an understandable level of French when asked for locations.
Prerequisite(s)
French I
Corequisite(s)
Course Code Course Name…
Special Requisite(s)
The minimum qualifications that are expected from the students who want to attend the course.(Examples: Foreign language level, attendance, known theoretical pre-qualifications, etc.)
-In the teaching period that starts with processing the subjects that are determined from the main book “Mauget Langue et Civilisation Francaise”, distributing subject memorized exercise papers, assignments and various question-answer exercises that are based on the subject to the students. Correction practices on the assignments that were given at the previous class. All the prepared copies that are based on the vocabulary exercise are given to the students. “Oral” question-answer exercises are being conducted to improve talking ability.
Principle Sources
-G.Mauger, Cours de Langue et de Civilisation Française, Librairie Hachette
Catherine Dollez, Sylvie Pons; Alter Ego:Methode de Français I, Librerai Hachette
-Yves Loiseau, Régine Mérieux; Point par Point Exercices Grammaire Cahier Débutant , Librairie Didier
Course Schedules
Week
Contents
Learning Methods
1. Week
Introducing the books that will be used in the classes “French 1” and “French 2”, reading the related “Syllabus” to explain students what is wanted from them and what they will be responsible of, introducing how the midterms and finals will be graded and the general percentages of being present in the class and assignments. Introduction of the order of French phonetics- alphabet, sound unison, the phonetic structure of the simple words and the examples of the alphabetical readings.
Oral presentation, Written examples, Redaction.
2. Week
Entering the “Article” subject after the reminding of alphabet information and phonetic order. The introduction of Articles with examples and exercises. Simple “sentence reading tryouts”. Studies on vocabulary and the readings of them. Explanation of structures of word subordinates, foundation rules and “article” systems that are used in relation to this subject with examples.
Oral presentation, Written examples, Redaction.
3. Week
“Avoir” and “etre” auxiliary verbs, a general look to the verb groups and the first group of inflection of verbs explanations. There will be assignments given to the students on the subjects(The most used ones of Avoir-Etre and first group verbs will be chosen and Turkish-French translation assignments will be prepared.) Vocabulary papers that are including nationality and countries will be distributed. Related course works.
Oral presentation, Written examples, Redaction.
4. Week
Introducing of noun states and related article and preposition foundation studies. Conversation studies. Daily use, self-explaining question- answer structures will be given. New vocabulary papers distribution. Learning and practicing point adjectives. Conjugation of “Pouvoir-Devoir” auxiliary verbs, simple sentences with these verbs and question- answer studies.
Oral presentation, Written examples, Redaction.
5. Week
Repetition of point adjectives, distribution a list of qualification adjectives. Using related adjectives and first group verbs in sentences. Sentences types(negative, question, negative question types). New reading articles distribution. Studying on the article with question-answers. Name subordinates and the states of name related reminder assignments distributing and studies on the subject. Introducing the days of the week
Oral presentation, Written examples, Redaction.
6. Week
Introducing “Faire-Savoir” auxiliary verbs and how to use them in a sentence. Distributing new vocabulary copies on house and parts of the house, seasons and months and simple foundation studies on these vocabularies. Strengthening new words with name subordinates. Studies with distributed negative answer based question patterns. Extra studies on first group verbs. Introduction of the undocumented adjectives and follow up and reading exercises from the book on the subject.
Oral presentation, Written examples, Redaction.
7. Week
Distributing new vocabulary copies based on professions. Continuing on the learning of the first group verbs. French-Turkish, Turkish-French translation studies. Question-answer practices. Reading and processing the new subject from the book. Exercises on finding the question based on the answer.
Oral presentation, Written examples, Redaction.
8. Week
Processing time and clock concept. Related question-answer exercises. Positive and negative sentence types reminding, distribution of the vocabulary copies based on the city, buildings in the city and various types of structures and related sentence exercises. Finding the question based on the answer practices.
Oral presentation, Written examples, Redaction.
9. Week
Introduction of the new vocabulary lists based on animals and nature. General repetition about midterm. In addition to that, deciding on the subject based on students’ wishes and conducting explaining practices on these subjects.
Oral presentation, Written examples, Redaction.
10. Week
Midterm Exam
11. Week
Detailed explanation of the topics asked in the exam. Distributing an assignment that is equal valued to the exam. Conducting the concept of route and directions and answering on the distributed exercise papers that are related to the subject. Introducing second group verbs, distributing related copies and sentence structure and development exercises. Entry to the personal pronouns, introduction and examples. Reading exercises.
Oral presentation, Written examples, Redaction.
12. Week
Distribution of the new reading pieces. Explanatory practices on pattern sentences that are related to weather. General repetition and the distribution of the assignment that include translating sentences to French language from a Turkish article that is formed by first, second and taught all auxiliary verbs. Repeating personal pronouns and examples. Explaining simple past tense and examples
Oral presentation, Written examples, Redaction.
13. Week
Generally repeating all the classes done in the term. Exampled practices of simple past tense. Application repetition of personal pronouns. Assignments.
Oral presentation, Written examples, Redaction.
14. Week
Repetition based on student wishes for the final exam, question-answer practices, general repeating. Practicing on “participle passé accord” about personal pronouns and simple past tense examples.
Oral presentation, Written examples, Redaction.
15. Week
A class to relieve student’s mind before the finals: Edith Piaf, Nana Mouskouri vs concerts…PS: Distributing scripted French-Turkish translation of the music that will be listened to. Class notes that are about all the subjects that are included in the program that will be prepared by me will be given to the students.
16. Week
Final Exam
17. Week
Assessments
Evaluation tools
Quantity
Weight(%)
Midterm(s)
1
30
Quizzes
2
10
Homework / Term Projects / Presentations
2
10
Final Exam
1
50
Program Outcomes
PO-1
Integrate knowledge of child development and learning, subject-matter/disciplinary content, interdisciplinary themes, research and inquiry methods to early childhood pedagogy.
PO-2
Create developmentally and culturally appropriate early childhood learning environments that encourage individual and collaborative learning.
PO-3
Cooperate and collaborate with colleagues, families, community, other individuals and agencies in ways that contribute to development and learning of young children.
PO-4
Use multiple tools and methods of early childhood assessments to continuously monitor and document children’s progress and to guide instruction.
PO-5
Utilize appropriate pedagogical and professional knowledge and skills in planning, implementation, and evaluation of early childhood curriculum and services.
PO-6
Demonstrate commitment to early childhood profession, professionalism, lifelong learning, personal and professional growth.
PO-7
Demonstrate commitment to the ethical principles of early childhood profession.
PO-8
Value diverse opinions, belief systems, cultures and contribution of others.
PO-9
Demonstrate critical thinking skills, inquiry, creativity, initiative and innovation to solve a range of problems in everyday situations.
PO-10
Access and analyze information from a variety of sources, including information and communication technology, to attain personal and professional goals.
PO-11
Demonstrate skills in self-discipline, time and information management, individual and team work in interdisciplinary projects.
