| Course Description |
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| Course Name |
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Second Foreign Language: French II |
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| Course Code |
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YDF304 |
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| Course Type |
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Optional |
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| Level of Course |
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First Cycle |
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| Year of Study |
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3 |
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| Course Semester |
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Spring (16 Weeks) |
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| ECTS |
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2 |
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| Name of Lecturer(s) |
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InstructorDr. HELENE BAYARD ÇAN
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| Learning Outcomes of the Course |
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Acquires commonly occurring grammatical patterns and vocabulary items in written texts such as newspapers, magazines and short stories
Writes some tasks given
Improves his/her speaking and listening skills
Gets information about the target culture and life style through the use of authentic materials
Expands his/her vocabulary knowledge through longer dialogues and reading texts
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
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None |
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| Aim(s) of Course |
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To provide communicative tasks for students to actually communicate in the target language |
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| Course Contents |
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Teach commonly occurring grammatical patterns and vocabulary items in written texts such as newspapers, magazines and short stories |
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| Language of Instruction |
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French |
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| Work Place |
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R1 Classrooms |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Subject: Comparing information
Listening to five people talking about their bad experiences about poor customer service and answering to the questions. Matching suggestions to the problems to say how the businesses can improve their customer service. Completing the sentences with the words in the box. Matching the verbs with the nouns. Choosing expressions to complete the frequently asked questions to a company about its services. Homework: Reading the text entitled Customer service and the Internet quickly and finding answers to the questions. |
none |
Lecture / Practice |
|
2 |
Checking the homework. Underlining the correct word in italics to complete the statements about the text. Key grammar: Studying the comparative and superlative form of adjectives. Completing the text with an appropriate form of the adjective in brackets. Explaining your opinions about where you do your food shopping by taking some factors into consideration such as time/speed, distance, prices. |
Reading about the topic before the lesson |
Lecture / Practice |
|
3 |
Focusing on expressions about asking for and giving opinions
By looking at the picture, finding the word each person around the table using to ask for and give opinions. Telling the expressions which are used to 1 ask for an opinion 2 give an opinion 3 agree 4 disagree. Expressing your thoughts about the ideas written. Exchanging your opinions with a partner or in groups of three. Matching the words and phrases in the box to the definitions. |
Reading about the topic before the lesson |
Lecture / Practice |
|
4 |
Subject: Dealing with problems
Focusing on words about ordering and delivering. Thinking of common problems people can have with orders for goods, for example: goods are damaged when you receive them. Homework: Reading the text and matching the words in italics to the definitions. |
Reading about the topic before the lesson |
Lecture / Practice |
|
5 |
Checking the homework. Completing the word formation table. Choosing words to complete the flow chart which shows a typical order process then listening to a supplier describing the process and checking your answers. Telling your partner about the process. For example; I placed an order for……. . I ordered it on the internet. The company sent me an e-mail to confirm my order…. . Using the ideas in the box such as cancel/change your order, track, your order, ask for a refund….etc to say what you would do in the situations given. |
Reading about the topic before the lesson |
Lecture / Practice |
|
6 |
Focusing on grammar: discussing plans and making promises: will and going to
Listening to a customer phoning a supplier about a delivery and complete the information on the message pad. Listening again to the second half of the conversation and completing the sentences. Studying the difference between the use and function of futur Matching the sentences to the responses then putting the verb in brackets into an appropriate form, using will or going to. Review of the topics studied prior to mid-term examination. |
Reading about the topic before the lesson |
Lecture / Practice |
|
7 |
Focusing on expressions about giving bad news and saying sorry.
Listening to three people who are all trying to resolve problems with customers or suppliers and thinking about what the problems are. Listening and matching each conversation to the cartoons and trying to figure out which two people are customers, and which is a supplier. Listening to the conversations again and trying to understand the solutions that are offered and the responses. Completing the sentences. Situation: A supplier has to give bad news to his/her customers, then offer a solution. Matching sentences with solutions. Then making sentences as in the example. I’m sorry, but I’m afraid your delivery will be a day or two late. Shall I call again when I know the exact time? Taking it turns to be the supplier and customer and developing the conversations by using the key expressions. |
Reading about the topic before the lesson |
Lecture / Practice |
|
8 |
Midterm |
Revision |
Sit-down exam |
|
9 |
Predicting: will and going to
Reading about the four people and making predictions. Thinking about your office and making some predictions about how it will be different in twenty years’ time, as in the example. There won’t be fax machines because we will send everything by email. Studying the second use and function of will and going to. Completing the sentences with be/not be going to or will/won’t.
Focus on Communication: Conversations about everyday work situations
Looking at the cartoons and brainstorming about how you would respond to the different questions and comments. Trying to develop each conversation in the cartoons with a partner by the conversation ideas given. |
Reading about the topic before the lesson |
Lecture / Practice |
|
10 |
Subject: Food and Drink
Focusing on words about eating out. Looking at the pictures and giving answers to the questions such as What are these people having for lunch? What do you usually have for lunch and where do you eat? Describing the food with appropriate adjectives. Adding as many more items as you can to each food category. Matching the words about food in the box to the illustration and finding the ones that are difficult to eat. Listening to a host and guest discussing the menu in a restaurant. Ticking four of the dishes they discuss in the list and finding out what they decide to order. Working with a partner: A visitor is coming to your region. Think of a typical three-course meal to offer him/her. Describe your menu to the partner, explaining what the dishes are and how they are cooked. |
Reading about the topic before the lesson |
Lecture / Practice |
|
11 |
Focusing on expressions about restaurant language
Looking at the expressions and telling who says them in a restaurant- the waiter or the customer? Matching the expressions in A to the descriptions in B. Working with a partner. Having short conversations using the given prompts then changing roles. Listening to three people who are discussing where to take some visitors for dinner and completing the table. Listening to sentences from the conversation again and completing the gaps.
Focusing on key grammar: 1st conditional
Studying the form and use of 1st conditional. Working with a partner. For each situation, one person asks a question using if and the other replies, as in the example. A If you cut your prices, what will the customers think? B Our customers will be very happy if we cut our prices. |
Reading about the topic before the lesson |
Lecture / Practice |
|
12 |
Focusing on expressions about Likes and dislikes
Listening to four people who are discussing their likes and dislikes and writing down the things they do /don’t like doing. Listening again and completing the scale with the expressions they use to talk about their likes and dislikes. e.g. I’m keen on /I’m fond of…..., I’m not very keen on……, I can’t stand…….. Looking at the list of activities and deciding how much you like them. Ranking them from 0(hate) to 5(love). |
Reading about the topic before the lesson |
Lecture / Practice |
|
13 |
Focusing on Grammar: 2nd Conditional
Saying what would you do in the given situations, as in the example. If someone offered me insects to eat, I would say, ‘Sorry, I’m a vegetarian.’ Studying the form and use of 2nd conditional. Listening to an extract from a training seminar and trying to figure out what the two difficult situations are. Listening again and completing the sentences. Working with a partner and completing the sentences. For example, I would be happier if ……………
Communication: Planning a social programme. Writing an invitation
Reading an e-mail and giving answers to those two questions: Why is Jeremy writing to his guests? What will they do if the weather is bad? Homework: Writing a similar e-mail to your partner, inviting them to do some things around your town. |
Reading about the topic before the lesson |
Lecture / Practice |
|
14 |
Checking the homework and letting some students read their e-mails aloud in front of the class. Review of the topics studied prior to final examination. Giving a pop-quiz to make sure students have understood everything. |
Reading about the topic before the lesson |
Lecture / Practice |
|
15 |
Revision |
Revision |
Practice |
|
16/17 |
Final |
Revision |
Sit-down exam |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Defines literary terms. |
0 |
|
2 |
Distinguishes characteristic features of different age groups. |
0 |
|
3 |
Benefits of basic concepts and principles while practicising. |
2 |
|
4 |
Distinguishes basic concepts and principles in language teaching. |
3 |
|
5 |
Transfers knowledge according to the characteristic features of specific age groups. |
2 |
|
6 |
Students list testing and assessment methods. |
0 |
|
7 |
Applies appropriate testing and assessment methods within context. |
0 |
|
8 |
Distinguishes methods of material development, use and adaptation. |
0 |
|
9 |
Chooses among methods and materials according to the needs (age, environment and physical conditions) of students
|
0 |
|
10 |
Adapts and develops materials according to needs. |
0 |
|
11 |
Evaluates course books according to the suitability for students´ profile. |
0 |
|
12 |
Criticises and chooses course books from different aspects. |
0 |
|
13 |
Gains theoretical knowledge of teaching language skills. |
3 |
|
14 |
Analyzes and interprets literary texts.. |
0 |
|
15 |
Translates from native language to foreign language and from foreign language to native language. |
0 |
|
16 |
Gains theoretical knowledge of translation. |
0 |
|
17 |
Reflects theoretical knowledge of language teaching skills in practice. |
0 |
|
18 |
Explains subfields of linguistics, distinguish basic terms and theories. |
0 |
|
19 |
Interprets how linguistic theories work in various languages. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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