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Session: 2022/23
Last modified: 14/06/2022 10:15:42
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Title of Module: French 2.2 |
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Code: FREN08002 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | L
Giraud |
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| Summary of Module |
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This module, aimed at students who have successfully completed French 2.1 or have reached an equivalent level in French, will continue to develop understanding and use of the French language. As in French 2.1, the themes covered in this module include matters regularly encountered in work and leisure. These themes are designed to equip students with a wide range of situations which they are likely to encounter when living in France in 3rd year: discussing newspaper reading and television viewing habits, expressing wishes and aspirations, expressing views about the environment and gender equality, making complaints and reproaches about antisocial behaviour.
The main grammar points to be revised are: the conditional mood. New grammar points include: the passive voice; the subjunctive mood to express wish, doubt and purpose; reported speech in the past; the indirect pronoun y.
The classes are practical and student-centred. Class time will be devoted mostly to listening, speaking, and some grammar teaching and practice. Debating tasks and role-plays will improve fluency. Reading and writing will be done mostly outside the classroom, but students will also be expected to do some specific listening practice on their own. Students will be expected to do a presentation on one of the themes studied.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
answer questions on a French film, comment on the cultural issues raised by the two works, take part in discussion in specific contexts and situations related to the themes studied and do a short presentation.
L2.
show understanding of the main points of an authentic radio or TV programme of general interest
L3.
write texts demonstrating use of the lexicon and the grammatical features studied
L4.
demonstrate comprehension of texts concerned with contemporary problems and understand more complex literary prose |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
Understanding grammatical concepts and the structure of the French language. Knowledge of some aspects of French culture. Awareness of the sounds of French |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Application of these concepts in demonstrating receptive and productive skills in the language |
| Generic Cognitive skills |
SCQF Level 8.
Use of a range of resources to develop language learning |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Retrieval and use of on-line materials as a means to understanding grammatical concepts, and for supplementary information for use in debates |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Management of one’s owns learning and the meeting of deadlines. Awareness of one’s own and others’ linguistic ability |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | or equivalent competence in the language |
| Co-requisites | Module Code:
FREN08001
| Module Title:
French 2.1
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| This module is a practical language class which provides the students with the opportunity to develop greater fluency and accuracy. The study of a contemporary novel and/or film, as well as the choice of topics will develop understanding of cultural differences. Students engage in a variety of activities in class and in independent study to practise their language skills. Skills are developed though class activities (listening to audio and video recordings; working in small groups and taking part in group or pair discussions) and weekly assignments (thorough study of grammar points; listening to audio and video recordings; writing of short texts; reading of articles and literary prose). Students will make use of the Language Centre to select and study appropriate audio materials and make use of language reference tools. They will be strongly encouraged to make use of the University Library resources, in particular newspapers and magazines, to develop an interest in current affairs and get an insight into the French press. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 36 |
| Asynchronous Class Activity | 40 |
| Independent Study | 112 |
| Personal Development Plan | 12 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Alter ego A2, by Annie Berthet & al. (Hachette, 2006)
Alter ego A2: Cahier d’activités, by Annie Berthet & al. (Hachette, 2006)
Grammaire Progressive du Français avec 600 exercices, by Maïa Grégoire and Odile Thiévenaz (Clé International, 2003)
Oxford-Hachette French Dictionary, 4th edition, 2007 (or equivalent)
Phonétique Progressive du Français, by L. Charliac & A.-C. Motron (Clé International, 2001)
The French Experience 1 by Bougard and Bourdais (BBC, 1994)
The French Experience 2 by M. Garnier & J. Picard (BBC, 1996)
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Languages |
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| Moderator | S Wylie |
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| External Examiner | JM DesJacques |
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| Accreditation Details | |
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| Version Number | 2.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Coursework (40%) A portfolio of written work |
| Class test (60%): Reading test (15%), Writing test (15%); Listening Test (15%) and oral presentation or individual interview (15%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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