Second Foreign Language II, French
Code: 101174 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500894 Tourism | OB | 2 | A |
Contact
- Name:
- Laura Nieves de la Paz Vigo
- Email:
- laura.delapaz@uab.cat
Teaching groups languages
To check the language/s of instruction, you must click on "Methodolody" section of the course guide.
Teachers
- Mercè Oliva Bartolomé
- Genevieve Roubira
Prerequisites
There are no entry requirements but level A1 of the Common European Framework of Reference for Languages is recommended.
Objectives and Contextualisation
Students acquire the knowledge of the language and develop communicative competences in oral and written interaction, being able to do the following at the end of the second year:
1. Use French as a vehicular language in class.
2. Understand and use adequately simple formulas for social interaction.
3. Have interiorised the rhythm and intonation of the French language.
4. Read texts in specialised language (tourism).
5. Understand brief spoken messages (news items, announcements, telephone messages) given by speakers using standard forms of the language about topics from professional life. Copy and dictate telephone messages and answer the messages adequately. Transmit the information.
6. Select the relevant information from a longer spoken or written message according to needs.
7. Describe and compare people, places and things and, if necessary choose the best.
8. Fill in forms and other documents asking for personal information and an evaluation of services.
9. Have a conversation relation to situations of professional social interaction and topic of more personal interest.
10. Suggest, invite or advise in everyday situations both in personal and professional environments.
11. Write simple texts about everyday situations and professional reports.
12. Describe things related to personal experiences.
Competences
- Communicate orally and in writing in three foreign languages within the tourism field and others related to it.
- Develop a capacity for independent learning.
- Implement business communication techniques used by tourism organisations: internal, external and corporate.
- Self-assess the knowledge acquired.
- Use communication techniques at all levels.
- Work in a team.
Learning Outcomes
- Develop a capacity for independent learning.
- Identify vocabulary and grammar resources for use in the tourism sector, in three foreign languages.
- Self-assess the knowledge acquired.
- Use communication techniques at all levels.
- Use the idiomatic expressions typical of the tourism sector in three foreign languages, at upper intermediate level.
- Use tourism resources available on internet, in three foreign languages.
- Vary the discourse patterns used to fit different functions, contexts, media, activities and situations in the workplace.
- Work in a team.
Content
The nature of the learning process for languages in all the skills and abilities are continually related and so the contents below are all worked on together. The linguistic content is subdivided in function of language, grammar, vocabulary and phonetic and prosodic content.
Language functions
The communicative activities listed below have both general and specific language functions in the field of tourism.
1. Social function
* Say goodbye.
* Use the usual forms of courtesy (when interested in somebody, offering to do something, etc.).
* Apologise.
* Offer and reply to an invitation.
* Start and hold a telephone conversation.
2. Informative function
* Ask for and give information about objects, people and places.
* Ask for and give the necessary information about a product.
* Express a lack of awareness or a knowledge of something.
* Pass on information coming from other people.
* Ask for and give information about someone’s state of health or mood.
3. Expressive function (feeling and moods)
* Express obligation.
* Express desire or preference.
* Express necessity or interest.
4. Valorative function
* Ask for a give opinion and impressions about events, people or things.
* Show agreement or disagreement with somebody or with an idea.
* Express approval or disapproval.
5. Indicative function
* Express necessity, obligation or interest in doing something.
* Ask for, give and refuse permission to do something.
* Ask for and give instructions.
* Ask somebody to do something.
* Give advice, prevent something from happening, warn someone.
* Suggest an activity.
6. Metalinguistic function
* Ask for and provide the translation of a word or expression.
* Clarify the meaning of a word or expression.
Grammar content
Students must be able to recognise and adequately use the following grammatical structures:
1. Consolidation of the present indicative.
2. Consolidation of possessive adjectives.
3. Comparatives (introduction).
4. Extension and consolidation of masculine and feminine nouns and adjectives. Position of the adjective in the sentence.
5. Consolidation and extension of prepositions of place and time.
6. The imperfect: conjugation and use.
7. The passé composé: conjugation and uses.
8. Expressions of time: quand, il y a, depuis.
9. Future and near future.
10. The imperative.
11. Expressions of obligation: falloir, devoir (+ infinitif).
12. Adverbial pronouns: y, en.
13. Direct and indirect object pronouns.
14. Consolidation of reflective and tonic pronouns.
15. The conditional (limited use).
16. Relative pronouns: qui, que, où.
Vocabulary
Students should be able to recognise, name, remember, explain and choose the right word, and use it in the communicative situation in which it is required. The vocabulary is basically framed in the following two fields:
1. Landscape, description, geography, artistic and cultural heritage.
2. Leisure and sports activities.
3. Travel: means of transport, accommodation, food (gastronomy), souvenirs and shopping, special diets, types of organisation.
4. Everyday life.
5. People’s character and behaviour.
6. Weather and climate.
Phonetic and prosodic content
Student should be able to recognise and adequately use the prosodic elements (intonation, rhythm, etc.) of the language. Students should also be able to recognise and adequately use basic sounds in French as they apply to the following:
1. Consonant endings (s, t, r).
2. Distinction between /y/, /i/, /u/.
3. Double vowels.
4. Nasals.
5. Typical consonants (ch, ll, b, v, ç, s, ss, r, g, j, qu, x).
6. Phonetic units: the most frequent liaisons.
Methodology
Language of instruction
Bachelor's Degree in Tourism (GT / GTA): French
On the French courses the intention is that students should be able to actively use the Language in class and in their practice outside the classroom to carry out tasks which resemble everyday situations in different contexts. Teachers encourage students to use the language actively in order to learn by designing and promoting activities for students to participate in the class and become the main focus of their own learning.
The methodology is basically interactive. The students put all their knowledge of the language into practice in order to accomplish a set of oral and written tasks, both of a general nature and specifically related to tourism. The emphasis is placed on the learning process rather than on theoretical input from the teachers.
In this subject:
− Classes include a gender perspective to promote equality between women and men and avoid producing gender stereotypes.
− Strategies to promote the participation of women in the classroom are used and they promote equal gender relations.
− Knowledge of the social and cultural differences between men and women and gender inequalities in the structure of society and in cultural production is offered.
− Knowledge is also offered on sexual and emotional diversity, gender identity and expression, knowledge and reflection on feminist thought and movements, the history of movements for womern’s rights, its evolution and critical repercussions in society, culture and philosophical and scientific thought, and the knowledge of the values of gender equality in professional practices.
− Non-sexist and non-androcentric language is used in written, visual and audiovisual documents and other class materials. Since this is a langauge class specific resources are also provided in the language being studied for non-sexist language and critical reflection is encouragedon non-sexist language and its uses.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Classroom based | 56.5 | 2.26 | 5, 7, 2, 4, 8, 6 |
| Non-classroom based | 56 | 2.24 | 5, 1, 7, 2, 4, 3, 8, 6 |
| Type: Supervised | |||
| On line | 5 | 0.2 | 3 |
| Tutorials classroom based | 3 | 0.12 | 3 |
| Type: Autonomous | |||
| Activities | 10 | 0.4 | 5, 1, 7, 2, 4, 3, 8, 6 |
| Theory | 10 | 0.4 | 5, 1, 7, 2, 4, 3, 6 |
Assessment
Continuous assessment option
Students must have attended at least 80% of their classes in order to be included in the continuous assessment process.
Continuous assessment activities: 60%
Writing activities. Between two and five writing tasks are performed. Students may be asked to rewrite their texts to improve on the first version.
Portfolio. The portfolio contains between six and eight tasks, covering the four language skills. These may be done at home or in class. The following are examples of these tasks.
Transformation exercises
Mini tests
Exercises.
Information search
Production of documents
Oral activities. Over the year, between one and two speaking activities will be conducted. These may be individual or group activities. Depending on the level, they could be monologues, dialogues, presentations, etc.
Tests. One or more tests are held during the year, consisting of a writing test and a speaking test. You may be required to do one of these tests during the exam period at the end of the first term. These tests are in the same format as the final exam.
Attitude and participation. Students' degree of effort, attitude, and participation are assessed.
Final continuous assessment test: 40%. This final test assesses the two skills of writing and speaking. This test is on the same day as the final single assessment exam.
To pass the course an overall mark of 60% must be obtained (continuous assessment activities plus final test.) Students who have failed are entitled to a reassessment.
Reassessment
In order to be eligible for reassessment, it is necessary to obtain at least a 3.5 in the set of evidence included in the continuous assessment (continuous activities and final test).
Reassessment involves retaking the parts of the final test in which their scores were below the overall average mark, in other words, the parts in which they obtained scores below 60%.
Single-assessment option
The single assessment to pass the course is based on the completion of a final exam. This final exam consists of two parts: writing and speaking. The exam is on the same day as the final continuous assessment test.
The writing part consists of a test of written expression and a test of use of language.
To pass the final exam, and therefore the course itself, the following is required:
a minimum mark of 50% must be obtained in each skill (each part of the exam).
An overall average grade of 60% is required.
Students who have failed are entitled to a reassessment.
Reassessment
The reassessment exam, when the student is evaluated through a single assessment, will be the same as that of the rest of the students: that is, in order to be eligible for reassessment exam, it is necessary to obtain at least a 3.5 in the set of evidence included in the single assessment.
Reassessment involves retaking the parts of the final exam in which their scores were below the overall average mark, in other words, the parts in which they obtained scores below 60%.
Changing the exam date
Students who cannot take the exam on the set dates due to health, work (trips or other similar obligations) or on compassionate grounds may ask their teacher for a change of date, supplying any necessary documents, and giving notice of at least seven calendar days except in extreme cases such as accidents. If the request is accepted, the exams must still be taken within the period set bythe School of Tourism and Hotel Management.
Further points regarding assessment
No level certificates of any kind are issued.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attitude and participation | 10% | 0 | 0 | 5, 1, 7, 2, 4, 3, 8, 6 |
| Final test | 40% | 1.5 | 0.06 | 5, 7, 2, 4, 6 |
| Mid-course tests | 10% | 1 | 0.04 | 5, 7, 2, 4, 6 |
| Portfolio | 20% | 5 | 0.2 | 5, 1, 7, 2, 4, 3, 8, 6 |
| Speaking activities | 5% | 0.5 | 0.02 | 5, 1, 7, 2, 4, 3, 8, 6 |
| Writing tasks | 15% | 1.5 | 0.06 | 5, 1, 7, 2, 4, 3, 8, 6 |
Bibliography
Essential Bibliography:
- Textbook (finish the book started in the first year: Illico A1, livre de l’élève). ISBN: 978-2-01-513538-0
- Textbook DUSSAC, Elisabeth:Bon Voyage!, CLE International, (started in second year). ISBN : 978-2-09-034890-3
- Grammar exercise book: Focus Grammaire du français multiniveaux A1, A2, B1. Hachette ISBN: 978201155964 (Used in first, second and third year).
- Dossier with texts, exercises, ideas for classroom work and homework which students should download from Moodle and bring to class.
- Online multimedia learning materials and Websites .
- Online resources of the Centre for Independent Language Learning of the Language Service: http://pagines.uab.cat/cal/content/francès, and then the specific section Francès a Turisme.
Supplementary Bibliography:
- Le nouveau BESCHERELLE: L’art de conjuguer.
- MIQUEL, Claire : Vocabulaire Progressif du Français- Niveau Débutant avec 250 exercices, Paris, CLE International. ISBN : 978-209-033878-2
Software
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