Teacher(s)
Neuenschwander Valérie (coordinator);
Language
French
Prerequisites
To take this course, students must have reached the level A2 of the Common European Framework of Reference for Languages. This should be attested by
- the ILV placement test organised during the 1st week of each semester OR
- a recent DELF A2 (less than 1 year) OR
- having obtained 12/20 or more at the LFRAN1201 course.
Main themes
Themes of level B1 (independent user, threshold level, cf. CEFR): to be able to stay in a French-speaking country. The B1 learner can express his/her feelings (hope, aim) and can have an intellectual exchange (reasons, explanations) on everyday, abstract or cultural topics.
Learning outcomes
At the end of this learning unit, the student is able to : | |
Grammar
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Conjugation and use
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Spelling
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Content
The design and aim of this course is to reinforce students' knowledge of grammar at B1 level.
Through activities offered in class or online, students are encouraged to act and use different strategies of research, induction or deduction, justification and explanation to understand how grammar, verb tenses and spelling work.
Using a corpus as a starting point, the students, like detectives of the French language, must undertake grammatical missions to be carried out collectively and collaboratively. The aim is to understand the meaning of a grammatical rule through the involvement of the learner-subject, supported by the group.
Students are invited to acquire, apply, summarise, demonstrate and explain grammatical rules in a fun and varied way, using mind maps, games, sketches and multiple intelligences, while collaborating with other students.
Through activities offered in class or online, students are encouraged to act and use different strategies of research, induction or deduction, justification and explanation to understand how grammar, verb tenses and spelling work.
Using a corpus as a starting point, the students, like detectives of the French language, must undertake grammatical missions to be carried out collectively and collaboratively. The aim is to understand the meaning of a grammatical rule through the involvement of the learner-subject, supported by the group.
Students are invited to acquire, apply, summarise, demonstrate and explain grammatical rules in a fun and varied way, using mind maps, games, sketches and multiple intelligences, while collaborating with other students.
Teaching methods
The teacher provides the tools and involves the student in reflection and creativity so that he or she can conceptualise spelling as a system and propose classifications, written justifications and oral interactions.
This is why the course is structured in different phases: discovery, in-depth study, automation, clarification, summary and presentation.
Class work is divided into three phases
This is why the course is structured in different phases: discovery, in-depth study, automation, clarification, summary and presentation.
Class work is divided into three phases
- Revision (presentation and exercises/games) prepared by the student.
- Discovery of new content and reinvestment, starting with comprehension documents and moving on to written and/or oral production.
- Recapitulation/summary of new knowledge by the student, using multiple intelligences, games, songs, slogans, mind maps, etc.
Evaluation methods
Certification is made up of continuous assessment on the one hand, and an examination performance in session on the other.
Continuous assessment during the term: 50 %
Final exam: 50 %
Continuous assessment during the term: 50 %
- Written work: 10
- Language test: 10
- Oral presentations: 10
- Formative tasks on Moodle: 10
- Attendance and active participation in class: 10
Final exam: 50 %
- Written exam only
Other information
- Mandatory class attendance (75% min.)
- Active participation in class.
Online resources
Bibliography
- Orthographe progressive du français, niveau intermédiaire, I. Chollet, J-M. Robert, (2e Éd.), mai 2013, CLE International.
- FLE Orthographe, niveau intermédiaire, N. Borelli, A. Borelli, novembre 2014, Ellipses (FLE).
- Un projet pour enseigner intelligemment l'orthographe, F. Drouard,2009, Guide de poche de l'enseignant, Ed. Delagrave.
- Enseigner l'orthographe autrement, sortir des idées reçues et comprendre comment ça marche, E. Charmeux, mai 2013, Chronique sociale (Pédagogie/Formation).
Teaching materials
- Syllabus : LFRAN 1305 Grammaire en collaboration
Faculty or entity