Content

The linguistic content is subdivided in accordance with language, grammar, vocabulary and phonetic and prosodic content.

LINGUISTIC FUNCTIONS
The communicative activities listed below have both general and specific language functions in the professional field.

Social function
Get in touch: specific forms of communication in the hotel work world.
Make apologies appropriate to the situation.
Use expressions of courtesy towards clients.
Apologize more elaborately.
Order someone to carry out an action.

Give advice to someone.
Use general courtesy formulas.
Ask permission or prohibit something.

Informative function
Engage in a dialogue at a reception with a higher level of precision and correction.
Make, modify and cancel a room reservation with all the details.
Narrate experiences in the personal and professional field and express your feelings about these.
Describe different types of hotels and professional functions.
Analyse different hotel services.
Prepare a personnel recruitment questionnaire.

Expressive function
Express interest.
Express an apology,
Express your gratitude.
React to opinions.
Express dissatisfaction with a job done wrong.
Express a physical ailment.

Inductive function (feelings and sentiments)
Ask more complex questions.
Formulate proposals.
Plan an activity.
Verify the feasibility of a specific action.
Formulate hypotheses.
Make a complaint.
Suggest or advise what to do or force someone to do something.
Offer to do something or refuse.
Reassure a person.

Metalinguistic function
Request and provide clarification.
Ask a person what they said or what someone said.
Sort vocabulary according to various criteria.
Create word networks.

GRAMMATICAL CONTENTS
Students should be able to recognise and use the following grammatical structures properly.
* Adjectives and demonstrative pronouns.
* Adjectives and indefinite pronouns
* Review of simple relative pronouns (qui, que, où) systematization of “dont”.
* Relative compounds (duquel, auquel, desquels, ...)
* Chronological indicators
* Logical connectors
* Review of pronouns: direct and indirect object, en, y, double pronoun
* Prepositions
* Review of the comparative

* Review of the past tenses: present perfect, imperfect
* Past perfect (plus-que-parfait)
* Present perfect, imperfect, past perfect within the story
* Review of the gerund/imperative
* Present and past conditional (le conditionnel présent et passé)

* Presentation of the hypothetical system
* si + présent + futur
* si + imparfait + conditionnel
* si + plus que parfait + conditionnel passé
* Introduction of the présent du subjonctif (je veux que, il faut que, J'aimerais que etc.)

* Negation and restriction: ne ... plus, ni .... rien, ne ........ jamais, ne ........ personne, ne ...... que.
* Sustained interrogative form
* Expressions of time (cela fait, depuis, il y a, etc.)
* Expressions of opinion (je trouve que, je considère que, je suis pour, je suis contre etc.)
* Introduction of a comment with verbs followed by the conjunction: que (avouer que, trouver que, avoir l’impression que + indicatif)
* Introduction of the comment with adjectives followed by the conjunction: que (c'est étonnant que, c'est intéressant que, être surpris que + subjonctif)
* Phrases in the passive voice
* Reported speech: introductory verbs in present and past
* Subordinates clauses (the relative subordinates of time, goal, consequence, etc.)

VOCABULARY 
The vocabulary content of the fourth course comes from the following semantic fields: daily experiences, sports activities,health and the French health system, travel (car rental, itineraries, etc.), the French education system, recruitment issues labour, banking, organization of the company, architecture, hotel (departments, functions, personnel, employment rate, type of clientele, etc.), hotel equipment and tourism geography. Customs of the different nationalities.

PHONETIC AND PROSODIC CONTENTS 
Students must recognise and appropriately use the prosodic features (intonation, rhythm, etc.) of the language. The pronunciation should be clear enough for a native to understand without effort.
They must also speak more fluently and improve the degree of correction in pronunciation.
* Review the main difficulties
* Discrimination of all vowels
* Production of one [Y] opposite to [ i ] and [u]
* The nasal vowels  
* The consonants [f] [v] [s] [z]
* Phonic units: more frequent and important "liaison" phenomena.
* Relate phonetics and spelling: S, Z, SS, TI

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 usedin 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 encouraged on non-sexist language and its uses.