French in Action Newsletter #7, Spring 1995
Peggy Beauvois, assistant professor of French at the University of Tennessee in Knoxville, shares her French in Action instructor's notes for French 112 (second semester), which covers lessons 13-26. Beauvois has been teaching with French in Action since 1988. She uses the program for four semesters-as the core curriculum for the first three semesters, and in conjunction with other materials for the fourth.
We have written a 4-day syllabus per chapter which breaks down the study of each chapter in the following way:
Day 1 -- Monday: written quiz over previous lesson and video presentation of new lesson.
Day 2 -- Tuesday lab: Mise en Oeuvre of new lesson and oral quizzes on tape at the end, to be part of the weekly quiz grade.
Day 3 -- Wednesday: Mise en Question -- selected questions to be answered for homework and turned in to instructor. In class, students will do some group work on the two Mise en Question sections, watch part of the pedagogical video lesson, and have grammar structures contained in the video explained and practiced so they can do the appropriate sections in their workbooks for homework.
Day 4 -- Friday: Students will view the rest of the video, get explanations of the rest of the grammar lesson presented by the video, do a brief Réinvention de l'Histoire, and complete the workbook for homework as they study for the quiz on Monday.
After Monday's presentation of the new video teleplay, the students must read and study the text so as to come to lab on Tuesday ready to listen, practice, and learn. Keep emphasizing that Monday's homework is to read and study (look up new vocabulary, etc.) the new lesson in preparation for intense pronunciation and response practice on Tuesday, which will be followed by a part of their weekly quiz given in the lab on tape.
Note the addition of the Mise en Question questions as an integral part of each lesson. In the lab the students will work on pronunciation, the Mise en Oeuvre questions, and a short quiz at the end of the hour. This will entail a careful selection of Mise en Oeuvre questions since all cannot be covered in the time allowed. More emphasis on fewer questions will perhaps result in better pronunciation and response to questions.
Students will write out the answers to a pre-determined number of the Mise en Question questions for homework on Tuesday night to turn in Wednesday.
Variations on a theme: If most of the workbook lesson can be covered on Wednesday, leaving extra time on Friday, then the Reinvention can be followed up with some impromptu situational skits. For example: one person is a travel agent, the other person is a tourist with a weak stomach, who is afraid of heights, flying, and foreign places-create their encounter! This will give them some skit practice for the end of the year skits. But remember, no writing of skits -- this is a conversational exercise.
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