In the interests of sharing resources, in case it helps others elsewhere and as this is a public university in a part of the world (BC, Canada) that’s keen on open education, I’m sharing some UBC FREN 101 things here. There’s a publicly-accessible version at UBC Blogs (this is just a copy from there). That site also has a password-protected area for other colleagues who are teaching the course—it’s a large multi-section course—and other materials for them in a shared Dropbox, and also other materials for students in another shared Dropbox and on UBC’s “Learning Management System” (yes, I know, sorry). These are just for my students (sorry). For more about how and why I’m over-complicating my own life, see this post from earlier in the week.

This syllabus follows UBC’s new format, via Senate.

UNIVERSITY OF BRITISH COLUMBIA, VANCOUVER
DEPARTMENT OF FRENCH, HISPANIC AND ITALIAN STUDIES
FREN 101: SYLLABUS, 2019 WINTER TERM 1

ACKNOWLEDGEMENT

UBC’s Point Grey Campus is located on the traditional, ancestral, and unceded territory of the xwməθkwəy̓əm (Musqueam) people. The land it is situated on has always been a place of learning for the Musqueam people, who for millennia have passed on their culture, history, and traditions from one generation to the next on this site.

NAVIGATION

• acknowledgement
• course information: contacts, prerequisites, corequisites, course structure
• learning: with which materials, what, how, why
• policies
• weekly schedule: including schedule of assessments

PDF of syllabus (Monday-Wednesday-Friday version; last updated 2019-08-24)

COURSE INFORMATION

Course title	Course code number	Credit value
Beginners’ French I	FREN 101	3 credits

CONTACTS

Your instructor	Contact details	Office location	Office hours
…	…	…	…
Coordinator	Contact details	Office location	Office hours
Dr Juliet O’Brien	juliet.obrien@ubc.ca	Ponderosa Annex E 222	by appointment (please email to arrange a time)

Your instructor and coordinator read correspondence during regular working hours: Monday to Friday, 9:00 a.m. to 6:00 p.m. We will respond to your emails as soon as possible, usually within 1-3 working days.

PREREQUISITES

This course is designed for students who have never learned any French before. It assumes no prior knowledge of French. If you are unsure if this is the appropriate level of French course for you—for example if you have already learned some French—please read UBC FHIS > Guidelines for Placement in French Language Courses and talk to the course coordinator.

COREQUISITES

This course must not be taken at the same time as other FREN courses. It is not available to students with the prerequisite for FREN 102. The Department of FHIS reserves the right to refuse enrollment to any of its language courses to a student who has, in the view of the Department, a level of competence unsuited to that course. Enrollment at or below the level the student has already attained is not permitted.

COURSE STRUCTURE

As this is a living language course, our classes are a fluid mix of—to translate other academic areas’ categories—interactive lectures, discussion, and improvisation. Classes are mostly conducted in French, with English as needed for explanation. Class locations are on the Student Service Centre.

.

LEARNING: WITH WHICH MATERIALS, WHAT, HOW, WHY

LEARNING MATERIALS

Required

Nathalie Hirschprung & Tony Tricot. Cosmopolite 1. Livre de l’élève. (Paris: Hachette, 2017).
ISBN 9782014015973
UBC Bookstore price on 2019-08-20: $36.50
Online prices around EUR 17.30 + shipping, sales tax, import taxes

and

Nathalie Hirschprung & Tony Tricot. Cosmopolite 1. Cahier d’activités. (Paris: Hachette, 2017).
ISBN 9782014015980
UBC Bookstore price on 2019-08-20: $21.50
Online prices around EUR 10.10 + shipping, sales tax, import taxes

You may share—and thereby share the cost of—the Cahier (workbook) with a colleague in the same class, as working on practice exercises with a peer is encouraged.

These materials are for both FREN 101 and 102.
FREN 101 = the first half of Cosmopolite 1, dossiers (chapters / units) 0-4.
FREN 102 = dossiers 5-8.

Each of the books above—textbook and workbook—also has a CD and a booklet at the back: audio tracks, videos, vocabulary, scripts for the textbook and workbook audio, sample answers for practice exercises. You can also download these files (printed materials are in PDF): more information is on Canvas.

Recommended

Sylvie Poisson-Quinton. La grammaire du français en 44 leçons et plus de 230 activités, niveau A1. (Paris: Éditions Maison des langues, 2014).
ISBN 9788415640127
Online prices around EUR 21.50 + shipping, sales tax, import taxes

Supplementary

Some other materials, such as supplementary resources, are available at UBC Blogs: FREN 101 & 102 resources. These resources are free, open, and publicly available. Your instructor might also supply you with further (free) resources for your class, using Canvas or email or otherwise; they will inform you accordingly.

LEARNING RESOURCES

The FHIS Learning Centre is a free service available for students of all levels and languages of the FHIS curriculum (French, Italian, Portuguese, and Spanish). We offer student- centered conversation practice, tutoring (i.e. grammar and vocabulary questions), and help with the continued development of core skills (i.e. speaking, listening, reading, and writing) necessary for students’ success in acquiring and becoming proficient in the languages that we teach.

The FHIS Cultural Club is a departmental club that meets once a week to facilitate conversations among students enrolled in FHIS courses or to offer special cultural lessons related to different Romance Language Contexts. Language specific sessions meet once a month, so check the schedule and follow the FHIS Learning Centre and FHIS Department on Facebook and Twitter for details about specific dates!

• Facebook: FHIS Learning Centre, FHIS Department
• Twitter: FHIS Learning Centre, FHIS Department

LEARNING OBJECTIVES

The Department of FHIS offers a series of eight courses designed to build students’ skills progressively in the four basic communicative functions of listening, reading, speaking, and writing. FREN 101 is the first of a pair of beginners’ courses—101 and 102—aligned with level A1 objectives of the Common European Framework of Reference: basic vocabulary, the rudiments of grammar, and familiarization with cultures of the French-speaking world.

FREN 101 introduces the French language and Francophone cultures, opening up their understanding in a worldwide context. With an approach that is communicative and collaborative, and inductive and interactive, the course develops students’ comprehension and the mobilisation of knowledge—savoirs—translated into the applied practice of savoir-faire.

French grammatical structures studied include: common verbs in the present tense, subject pronouns and adjectives for descriptions, prepositions for talking about places, simple negation, and asking questions. These will be applied in practice through:

• listening: understanding everyday communication about yourself, your family, and your immediate surroundings
• reading: understanding familiar vocabulary in simple communicative structures; such as advertisements, posters, menus
• speaking: asking questions for information or about familiar or everyday topics, and engaging with others in simple conversation using simple sentences and expressions to describe places and people
• writing: short observations and portraits of people and places; completing forms and questionnaires; discussing cultural differences; and expressing opinions, ideas, and dreams

By the end of the course, students should be able to understand simple communication and to communicate simply about familiar and frequently-encountered topics such as personal information, work, everyday life, identity, tastes, activities, travel, geography, and local environment.

More on the themes, vocabulary, and grammar objectives that are covered in FREN 101 is in the weekly schedule at the end of this syllabus, and is in greater detail in learning objectives.

LEARNING ACTIVITIES

In class

As it is a living language course, FREN 101 involves face-to-face work in class, with an emphasis on working collaboratively in pairs and small groups. Your active participation is expected. This includes speaking in class: interaction in French with instructor and peers, preparedness and willingness to ask and answer questions (not necessarily in French: this is a beginners’ class) and share ideas, and contribution to work in small groups.

Please bring the Livre (textbook) with you to class. Your instructor may also ask you to prepare work in advance for a specific class (ex. a question for discussion) or to complete online (ex. on Canvas); if that is the case, they will inform you accordingly.

Some assessed work is in class: quizzes, workshops, and tests. Revision guides and further specifics, including which learning obiectives are being assessed, will be on Canvas or otherwise provided to you by your instructor.

Outside class

As is usual with university-level courses, you should expect to spend at least TWO hours outside class (regular preparation, homework, and practice) for every hour spent in class. For a three-hour class, that is at least six hours’ work; or, a little over an hour every day during the week, and the weekend off. Language learning requires regular practice: like music, dance, martial arts, and sports. It is better to do some French every day than to try to cram all your homework into one session on Sunday afternoon (also, this wrecks your weekend). FREN 101 has workbook practice exercises (Cahier d’activités) and optional extra online exercises (Parcours digital) to provide you with this practice. Work outside class:

• Should be YOUR OWN work: you MAY NOT use tutors, Francophone friends, etc. to help. It is important to your learning to make your own mistakes, and to learn from them.
• You MAY, however, work with the FHIS Learning Centre.
• You are strongly encouraged to work together with peers in our class, in pairs or small study groups, on the Cahier d’activités. It is recommended that you do exercises regularly, after you have covered the work concerned in class—ideally every class day—to reinforce what you have learned in class while it is still fresh in your mind.
• You may use dictionaries and other resources; some assignments may explicitly ask you to do so.

Some assessed work is to be submitted online, via Canvas: a group project, a video presentation, your savoir-vivre regular weekly journal. Topics and further specifics, including which learning objectives are being assessed, will be on Canvas.

ASSESSMENTS OF LEARNING

Quick navigation:

• Regular active participation: 4 workshops + 4 quizzes, in class = 8%
• 2 visits to the FHIS Learning Centre or to your instructor’s office hours: 1 in weeks 3-7 of term + 1 in weeks 8-12 = 2%
• Workbook exercises (Cahier d’activités; individually or in pairs) = 4%
• 1 group project (in three stages), submitted via Canvas = 10%
• Savoir-vivre regular weekly journal, ePortfolio submitted via Canvas = 6%
• 3 tests in class (listening comprehension, reading comprehension, and writing) = 30 %
• Video presentation on Canvas (speaking) = 10%
• Final written examination (listening comprehension, reading comprehension, and writing) = 30%

Schedule of assessments:

• See the weekly schedule at the end of this syllabus.

REGULAR PARTICIPATION = 8%

• Some possible examples (the number and nature will vary from term to term, class to class, and instructor to instructor): workshops (ateliers) on listening comprehension, reading comprehension, open-ended writing, speaking and presentations; activities in the textbook, peer evaluation, a follow-up stage of posting on Canvas, rapid pop quiz (maximum 1 minute), preparatory work on Canvas reading and/or listening to a document from the next leçon, work after class on that class’s main “Focus langue” point, Canvas discussion, composing and sending an email in French, …
• Points per item: 0 = absent / not done 1 = done (Instructors are also at liberty to award bonus points.)
• Total of points tallied at end of week 13 of term, then translated to scores from 0 to 8%

FHIS LEARNING CENTRE / OFFICE HOURS = 2%

• Minimum 2 visits, 1% each
• The first visit in weeks 3-7 of term, the second in weeks 8-12
• See fhis.ubc.ca/learning-centre and the Learning Centre schedule (also linked from that main site), click “next” on there to see availability in other weeks)
• Bring your Cahier d’activités (workbook): these visits are, amongst other things, for working on it, on the activities associated with your class that week
• Alone, or in a pair/three with the person(s) with whom you are working on your Cahier
• Examples of Learning Centre work: writing practice, listening comprehension practice, checking answers (for the open-ended writing sections; or, elsewhere, if you had something different from the answers in the answer key provided and this has caused confusion), speaking practice: pronunciation, asking questions, answering questions, conversation, seeking alternative explanations and examples of grammar and structures, building vocabulary, working on the “Bilan” exercises, …
• Afterwards, add a comment about your Learning Centre session on Canvas: (1) and (2)
  
• You may also visit the Learning Centre more often if you wish: for workbook questions, to practice with your Projet group, to practice your Présentation, etc. 

WORKBOOK EXERCISES = 4%

• It is recommended that you do Cahier d’activités (workbook) exercises regularly, after you have covered the work concerned in class—ideally every class day—to reinforce what you have learned in class while it is still fresh in your mind.
• You are strongly encouraged to work on these exercises together with peers in our class, in pairs or small study groups (a maximum of 3 is recommended)
• 1 point per dossier (4 total)
• For feedback and to discuss questions, bring your workbook to your instructor’s office hours the week that you have a test; otherwise, just for completion to be recorded, bring your workbook to the test. Your instructor will simply check that you’ve completed most of the exercises and give you a point.
• You may also visit the FHIS Learning Centre for help (as well as the 2 visits that count towards your final grade)
• NB: some of the “Nous agissons” exercises can sensibly be left until revision for the final exam, and some can be ignored; if in doubt, and if an exercise is taking a long time and looks like it requires a lot of extra research, STOP (and take a break and have some rest) and then talk to your instructor and/or the coordinator.
• NBB: the answer key is provided, in a booklet inserted in the back of your workbook and also online, in the interests of promoting student autonomy and encouraging responsibility for this part of your own progress.

GROUP PROJECT = 10%

• Stage 1: form project groups and record video introducing yourselves; on Canvas = 1%
• Stage 2: includes grammar and structures from dossiers 1-2; written; on Canvas = 4%
• Stage 3: includes grammar and structures from dossiers 3-4; written; on Canvas = 5%
• With a choice of topics.

SAVOIR-VIVRE = 6%

• Carnet de bord (regular weekly journal) = 5%
  (at least one journal entry every week)
  individual curated collection of your own found materials in and on French, creating an environment of personal wellbeing—l’art et la joie de vivre—that is 50% soundscape, 50% visual and other senses
• Réflexion = 1%
  (at least one journal entry every dossier)
  reflection and commentary on your learning in French: what you are learning, how, and why; how your perception of French is changing over the course of the course; what connections you have found between French and your other UBC courses. This part of your FREN 101 work may include English or other languages other than French—all other work produced in this course is in French—so that you can express yourself fully.
• format and mode of submission: ePortfolio via Canvas

This assignment is a combination of reflection about learning and language—a savoir- apprendre that complements the savoirs of this course—and an individual curated collection of your own found materials in and on French, creating an environment of personal wellbeing—l’art et la joie de vivre—a savoir-être that complements the savoir-faire of your course and its materials.

This is not a point-scoring box-ticking exercise; it’s about quality, engagement, depth, enrichment; and acquiring habits of regular reading—in its broad sense, including all other sensory interactions with the world around you—and writing and reflection. The idea is that this is a regular journal, so it’s building up a whole larger continuous work (like any other portfolio, journal, diary, etc.), which you can also read, going from page to page, as a continuous narrative; reading your past self and seeing how you and your thinking are changing. For more about the raison d’être for the savoir-vivre (and savoir-être and savoir-apprendre) part of our course, see: “Savoir-vivre plurilingual intercultural learning portfolios” (O’Brien, 2018) and information about the UBC Faculty of Arts ePortfolios … for this course, for other courses, and for life …

TESTS IN CLASS (3) = 30%

• Each test is worth 10%.
• Test 1 is on dossier 1, test 2 on dossier 2, test 3 on dossier 3. As language knowledge and learning is cumulative, tests 2 and 3 also build on knowledge and know-how acquired in previous dossiers (ex. the test on dossier 3 will assume and include grammar, vocabulary, etc. from dossiers 0-2).
• Tests will be in French; they will use simple language that you have already met in the textbook and workbook. For any questions that have more complex instructions, these will be both in French and in English. All answers should be in French.
• Length: 30-45 minutes
• Test format:
  • Test 1: listening comprehension, reading comprehension, grammar
  • Test 2: listening comprehension, grammar, open-ended writing / composition
  • Test 3: reading comprehension, grammar, open-ended writing
• Learning objectives being assessed:
  • COMPRÉHENSION DE L’ORAL (listening) Listening comprehension. Each audio recording (this exercise may have one or two, depending on their length) will be played twice. A first set of multiple-choice questions will be about global, general understanding. A second set of questions will ask you to locate specific information. This will include grammar.
  • COMPRÉHENSION DES ÉCRITS (reading) This will be a previously-unseen text, at the same level as those in your textbook. A first set of multiple-choice questions will be about global, general understanding. A second set of questions will ask you to locate specific information in the text. A third set of questions will be on closer reading. Each one will be a sentence which (in relation to the text or to French grammar and spelling) is true or false. If it is true, tick “vrai”; if it is false, tick “faux” and write in a corrected version of the sentence in the space provided below. These changes will include applying grammatical knowledge from the dossier in question.
  • PRODUCTION ÉCRITE (writing) Short writing related to the topic of the reading comprehension text and to the “production écrite” writing in the “DELF” pages at the end of each dossier. This question will specifically ask you to put into applied practice grammar and lexical elements from the dossier(s) in question.
• PREPARATION (also for the final exam, which has all three elements above but is scaled up from 45 minutes to 150, and is on everything in the course)
  • Regular attendance, participation, and work in every class; including before and after
  • Regular workbook practice, ideally with a colleague from class, in a peer pair
  • Practice tests: the “DELF” page at the end of each dossier in the textbook and the “Bilan” at the end of each dossier in the workbook
  • The Tableau des contenus at the start of your textbook works well as a checklist

VIDEO PRESENTATION = 10%:

• an individual video recording, in which you will talk for a maximum of one minute about yourself OR a fictionalised version of yourself OR a fictional character (but speaking in the first person). Who are you? What are your defining characteristics? For example: academic, intellectual, creative, and work interests; hobbies, sports, music; likes and dislikes, tastes, preferences, and habits; anything that defines you (or the fictionalised version of yourself, or the fiction) as you.
• format and mode of submission: recording on Canvas.

FINAL EXAMINATION = 30%

• The final examination will be in the exam period in December.
• Length: two and a half hours
• It is cumulative, on everything in this course, and its purpose is for you to put into applied practice what you have learned in the course.
• Closed book, and following the usual UBC regulations on student conduct during examinations
• A similar format to the three tests, but scaled up.
• Preparation: practice exam (with sample answers) and other revision materials (on Canvas).

POLICIES

UNIVERSITY POLICIES

UBC provides resources to support student learning and to maintain healthy lifestyles but recognizes that sometimes crises arise and so there are additional resources to access including those for survivors of sexual violence. UBC values respect for the person and ideas of all members of the academic community. Harassment and discrimination are not tolerated nor is suppression of academic freedom. UBC provides appropriate accommodation for students with disabilities and for religious observances. UBC values academic honesty and students are expected to acknowledge the ideas generated by others and to uphold the highest academic standards in all of their actions. Details of the policies and how to access support are available on the UBC Senate website.

COURSE POLICIES

In addition to UNIVERSITY POLICIES above, Syllabus (3): HELP provides links to help you and for you to find advice and assistance:

• French advising via the department of FHIS
• Academic advising in the Faculty of Arts and throughout UBC
• Where to find information and help for everything in UBC life: well-being, accessibility, health, security, finance, being an international student, and other matters of identity and being
• UBC policies and procedures, rules and regulations, and the Ombuds office

If in doubt, if you have any questions or worries about anything, please ask! This course, your class, your instructor, and your coordinator are a safe space and here to help. If we don’t know an answer—we’re human—we’ll help you to find someone who does. This is a community of care.

Policies specific to this course:

• Attendance is required.
• Such details as workshop activities, quizzes, tests, and project topics may vary somewhat from section to section at the discretion of individual instructors. They may not, however, vary from student to student within a section.
• An instructor can only do for one student what they can also do for every other student in the class/course; and they cannot do something for one student that they could not also do for every other student (ex. individual tutoring). Please note that an instructor’s office hours are NOT for individual tutoring or catching up on missed classes. For catching up with missed classes, we would recommend working with peer colleagues from your class, with the FHIS Learning Centre (free) or, if you need more time and attention, with the FHIS tutors (not free).
• No extra credit.
• No re-weighting of marks (ex. from a missed assessment onto a later assessment).
• Late work will not be accepted.*
• No make-up alternatives for missed in-class assessments.*
• No re-grading of marked work.*

• For exceptions to the three last policies above, in exceptional circumstances and with supporting evidence for your absence, see syllabus (2): The Rules:

• late work, extensions, and making up for missed work
• rescheduling tests and examinations
• and quick links to UBC rules, policies and procedures: including how to make a formal request for a review of an assigned grade

These rights, rules, and responsibilities are in addition to, not instead of, all policies and guidelines as supplied by the University, Faculty of Arts, and Department of FHIS. They apply generally across all sections of FREN 101. You are expected to be cognizant with University rules and regulations: this is part of the contractual agreement every student enters into with the University when they register.

LEARNING ANALYTICS

This course will be using the following digital learning technologies:

• Canvas
• UBC Blogs (WordPress)

Your instructor and the course coordinator will not use your analytics data. It is possible that your analytics data might be used by others in the university; this should be for purposes of teaching and learning, subject to your consent, and open to FOI request.

COPYRIGHT

All materials of this course (course design and assessments; syllabus; class handouts, slides, notes, photographs of work on the board; etc.) are the intellectual property of (as appropriate) the Course Coordinator or Instructor, or licensed to be used in this course by the copyright owner. Students may (this may vary from instructor to instructor, as it is their decision) have permission to record classes, but not to redistribute or sell these course materials. Cosmopolite 1 is copyright Hachette Livre. Redistribution of these materials by any means without permission of the copyright holder(s) constitutes a breach of copyright and may lead to academic discipline.

WEEKLY SCHEDULE

Including schedule of assessments: assessed work is in bold and underlined.

SEMAINE 1 du 3 au 6 septembre 2019

MONDAY: NO UBC CLASSES, LABOUR DAY
TUESDAY: NO UBC CLASSES, IMAGINE UBC DAY

• Topics (thèmes): Découvertes
• Grammar (grammaire): Verbe s’appeler, pronoms sujets, épeler
• WORK IN CLASS (travail en classe):
  • Introduction
  • Cosmopolite 1, Dossier 0 leçons 1-2

SEMAINE 2 du 9 au 13 septembre 2019

• Thèmes : Découvertes – Présentations et identification
• Grammaire : Le genre des noms de pays, l’article défini – L’article indéfini
• EN CLASSE :
  • Practice quiz (on Dossier 0 leçons 1-2)
  • Dossier 0 leçons 3-4
  • Dossier 1 leçon 1

SEMAINE 3 du 16 au 20 septembre 2019
TUESDAY: DEADLINE FOR CHANGES OF REGISTRATION (SSC, ONLINE) WITHOUT A “W”

• Thèmes : Présentations et identification
• Grammaire : Les mots interrogatifs, le verbe être au présent, les verbes en -er, les adjectifs
• EN CLASSE :
  • Quiz 1 = 1% of final grade:
    on Dossier 0; a quick quiz—maximum 5 minutes long—at the start of your first class this week
  • Dossier 1 leçons 2-4

SEMAINE 4 du 23 au 27 septembre 2019

• Thèmes : Présentations et identification
• Grammaire : Le verbe avoir au présent, les adjectifs possessifs, l’adjectif interrogatif
• EN CLASSE :
  • Dossier 1 leçons 5-6
  • Atelier (workshop) 1 = 1%
    on listening and reading comprehension, based on Dossier 1 (Cultures) or an alternative (your instructor will inform you accordingly if there is other material to prepare, and provide it to you); in your last class this week

SEMAINE 5 du 30 septembre au 4 octobre 2019

• Thèmes : Voyages et logement
• Grammaire : Les prépositions, les articles définis et indéfinis, les prépositions de lieu, l’article contracté
• EN CLASSE :
  • Test 1 = 10%
    on Dossier 1; DELF-format listening comprehension and reading comprehension + grammar; closed book; in your first class this week
  • Cahier d’activités (workbook), dossier 1 = 1%
    for feedback, bring your workbook to your instructor’s office hours in the previous week; otherwise, just for completion to be recorded, bring it to class on the day of your test to show your instructor
  • Dossier 2 leçons 1-2

SEMAINE 6 du 7 au 11 octobre 2019
FRIDAY: DEADLINE FOR CHANGES OF REGISTRATION (SSC, ONLINE) WITH A “W”

• Thèmes : Voyages et logement
• Grammaire : Les prépositions de lieu ; les verbes aller, prendre, et venir au présent ; la négation ; les adjectifs démonstratifs
• EN CLASSE :
  • Quiz 2 = 1%
    on Dossier 2 leçons 1-2; a quick quiz—maximum 5 minutes long—at the start of your first class this week
  • Dossier 2 leçons 3-5
• TRAVAUX À SOUMETTRE :
  • Projet (étape 1) = 1%
    the first stage of your group project, to be submitted on Canvas by the end of this week

SEMAINE 7 du 14 au 18 octobre 2019
MONDAY: NO UBC CLASSES, THANKSGIVING

• Thèmes : Voyages et logement
• Grammaire : Poser des questions
• EN CLASSE :
  • Atelier 2 = 1%
    workshop on writing, based on Dossier 2 leçon 6; in your last class this week
• TRAVAUX À SOUMETTRE :
  • FHIS Learning Centre / office hours visit (1) + report on Canvas = 1%
    to be done by the end of this week

SEMAINE 8 du 21 au 25 octobre 2019

• Thèmes : Parler de soi (famille, travail, loisirs)
• Grammaire : Les adjectifs possessifs, le masculin et féminin des adjectifs
• EN CLASSE :
  • Test 2 = 10%
    on Dossier 2; DELF-format listening comprehension and open-ended writing + grammar; closed book; in your first class this week
  • Cahier d’activités, dossier 2 = 1%
    for feedback, bring your workbook to your instructor’s office hours in the previous week; otherwise, just for completion to be recorded, bring it to class on the day of your test to show your instructor
  • Dossier 3 leçons 1-2

SEMAINE 9 du 28 octobre au 1er novembre 2019

• Thèmes : Parler de soi (famille, travail, loisirs)
• Grammaire : Les verbes de préférence en -er, le présent des verbes en -er, le verbe faire au présent, les pronoms toniques
• EN CLASSE :
  • Quiz 3 = 1%
    on Dossier 3 leçons 1-2; a quick quiz—maximum 5 minutes long—at the start of your first class this week
  • Dossier 3 leçons 3-5
• TRAVAUX À SOUMETTRE :
  • Projet (étape 2) = 4%
    to be submitted on Canvas by the end of this week

SEMAINE 10 du 4 au 8 novembre 2019

• Thèmes : Parler de soi (famille, travail, loisirs)
• Grammaire : Avoir mal + les parties du corps
• EN CLASSE :
  • Atelier 3 = 1%
    workshop on writing, based on Dossier 3 (Cultures) or an alternative (your instructor will inform you accordingly if there is other material to prepare, and provide it to you); in your first class this week
  • Dossier 3 leçon 6
  • Test 3 = 10%
    on Dossier 3; DELF-format reading comprehension and open-ended writing + grammar; closed book; in your first class this week
  • Cahier d’activités, dossier 3 = 1%
    for feedback, bring your workbook to your instructor’s office hours in the previous week; otherwise, just for completion to be recorded, bring it to class on the day of your test to show your instructor

SEMAINE 11 du 11 au 15 novembre 2019
MONDAY: NO UBC CLASSES, REMEMBRANCE DAY

• Thèmes : Le quotidien (horaires, habitudes, sorties)
• Grammaire : L’heure, les verbes pronominaux
• EN CLASSE :
  • Dossier 4 leçons 1-2
  • Quiz 4 = 1%
    on Dossier 4 leçons 1; a quick quiz—maximum 5 minutes long—at the start of your last class this week

SEMAINE 12 du 18 au 22 novembre 2019

• Thèmes : Le quotidien (horaires, habitudes, sorties)
• Grammaire : Les verbes lire et écrire au présent ; la fréquence ; les verbes pouvoir, devoir, et vouloir au présent
• EN CLASSE :
  • Dossier 4 leçons 3-4
  • Atelier 4 = 1%
    workshop on speaking, based on Dossier 4 (Cultures) or an alternative (your instructor will inform you accordingly if there is other material to prepare, and provide it to you); in your last class this week
• TRAVAUX À SOUMETTRE :
  • FHIS Learning Centre / office hours visit (2) + report on Canvas = 1%
    to be done by the end of this week
  • Projet (étape 3) = 5%
    to be submitted on Canvas by the end of this week

SEMAINE 13 du 25 au 29 novembre 2019

• Thèmes : Le quotidien (horaires, habitudes, sorties)
• Grammaire : Les verbes choisir et sortir au présent, poser des questions, l’impératif
• EN CLASSE :
  • Dossier 4 leçons 5-6
  • Révisions
• TRAVAUX À SOUMETTRE :
  • Présentation vidéo = 10%
    to be submitted on Canvas by the end of this week

PÉRIODE DES EXAMENS du 3 au 18 décembre 2019

• Savoir-vivre = 6%
  ePortfolio to be submitted on Canvas by 3 December
• Workbook (cahier) – Dossier 4 = 1%
  for feedback, bring your workbook to your instructor’s office hours in the previous week; otherwise, just for completion to be recorded, bring it to the final exam to show your instructor
• Examen final (écrit) = 30%
  final written examination, 2.5 hours long, closed book, on everything in the course; DELF-format listening comprehension, reading comprehension, and open-ended writing + grammar

FINAL FINAL FINAL AMNESTY DEADLINES FOR ASSESSED WORK…

All work must be completed by the day of your final exam at the very latest. This is for a practical reason: your instructor has to submit their final grades for your class shortly after that final exam, and as it will take them at least a couple of days to mark the final exam (and they may have other exams to mark from other classes they’re teaching), they need all marks for all other work from the course to be ready by the time they have finished marking the exam and are calculating and calibrating final grades. That having been said, individual instructors’ policies may vary on amnesties for late work, ranging from none at all (all term work due by the end of the teaching term) to a few days after the final exam.

ABOUT THE FINAL EXAM DATE

The date of the final examination is not yet known. It is not set by your instructor, the course coordinator, or the Department of French, Hispanic and Italian Studies; nor by the Faculty of Arts. They have no control over it. It is set by the Higher Authority that is Enrolment Services. The examination schedule will be available around half-way through the term, and exam locations will be posted shortly after. For more, see:

• Courses & Registration > Exam overview

Information will be added and updated here accordingly, once it is known. Your personal examination schedule will be at the Student Service Centre; the complete examination schedule for all UBC courses may be consulted at

• Courses & Registration > Exam schedule.

The examination period for this term runs from 3 to 18 December 2019 inclusive. It is strongly recommended that you not make any travel plans or purchase tickets until the examination schedules have been published: vacation or other travel is not an acceptable reason for absence from an examination.

Document last revised: 2019-08-31.

This is the open public version of a general syllabus for all sections of a course that has multiple sections and multiple instructors. The syllabus may vary from section to section; if / once you are registered in this course, your instructor will provide you with their syllabus. Details of the weekly schedule, for example, may vary somewhat from section to section and from instructor to instructor, but following the same general structure and order. 

Sometimes a syllabus will need to be adjusted over the course of the term; that is in the nature of a flexible, responsive, interactive course in live action with human beings. Changes will only ever be in your favour: ex. if a deadline is changed for your class, it will only ever be moved forwards in time to a later date—never to an earlier one—and this will be done in consultation with you and your whole class.

If your instructor or coordinator sees a need to change anything after the syllabus has been distributed at the beginning of term, they will discuss the proposal with the class and then, if you agree to the proposed change, they will update the syllabus. A new, dated electronic syllabus will be emailed to you and provided on Canvas.