Practical French 4100-3SNJFO

Listening comprehension course objectives:
1. Developing students' auditory perception skills in relation to various types of audio material included in the textbook and authentic materials, using materials accompanying FLE methods.
2. Practicing selective listening skills to short materials, focused on selecting the most important information (taking notes, linking relevant information to present it in a structured oral presentation).
3. Practicing the ability to expand on the content covered in the recording.
4. Developing the ability to recognize colloquial language forms and distinguish between forms used in spoken and written language.
Reading comprehension course objectives:
1. Developing reading comprehension skills using various types of texts included in the textbook.
2. Familiarizing students with reading strategies necessary for developing the ability to understand original texts and practicing the ability to adapt the form of reading to the purpose of the reading.
3. Developing students' competences that determine reading comprehension, namely grammatical, lexical, and pragmatic competences. Practicing the ability to extract key information from a text and organize it into a plan.

Lesson objectives for developing speaking skills:
1. Developing students' skills in:
- formulating questions and precise answers
- conducting conversations (including telephone conversations) on everyday topics
- presenting their own opinions on topics covered in the texts and recordings from the textbook and others
- presenting a short statement based on topics covered in the text or recording
- participating in discussions (defending their own opinion, clarifying their thoughts, and opposing opposing opinions);
2. Practicing coherent oral expression on a selected topic in a foreign language while simultaneously checking linguistic and phonetic accuracy at a level appropriate to their language proficiency. Course objectives for developing writing skills:
1. To familiarize students with appropriate patterns, the analysis of which will allow them to master writing short letters, short descriptions, short stories, and texts presenting their own point of view on a given topic with a specific structure.
2. To introduce students to exercises involving correcting linguistic errors, developing and deepening students' knowledge of grammatical and stylistic correctness through transformational exercises.

In the third semester, the aim of the course is to further develop students’ language competence, from A2 to A2+ according to the Common European Framework of Reference for Languages (CEFR). The course provides an integrated development of all language skills, including reading and listening comprehension, speaking, writing, interaction, and linguistic mediation, with particular attention to grammatical, lexical, phonetic, and stylistic accuracy.

Particular emphasis is placed on developing effective communication skills in typical and predictable everyday, educational, and social situations. Students learn, among other things, to obtain and provide information, describe people, places, events, and experiences, express opinions, preferences, needs, and emotions, formulate simple requests, suggestions, and arguments, respond to problematic situations, and engage in short conversations on familiar topics. They also develop the ability to participate in conversations, ask questions, maintain interaction, clarify and specify information, and use basic communication strategies when experiencing language difficulties.

Throughout the course, students perform tasks aimed at developing reading and listening comprehension, in particular identifying detailed information, determining the main idea of a text, recognizing the speaker’s or writer’s intention, organizing information, and distinguishing relevant information from secondary details. They work with short practical and informative texts, such as emails, notices, forms, instructions, short articles, online posts, event programmes, timetables, advertisements and offers, as well as materials related to everyday and academic life. In listening comprehension activities, students work with dialogues, announcements, short interviews, radio recordings, and audiovisual materials appropriate to the A2 level.

In terms of oral production, students perform tasks involving the description of people, places, objects, and situations; reporting events and experiences; presenting plans and intentions; providing information; expressing opinions and preferences; and supporting their views with simple arguments. They prepare and deliver short presentations on familiar topics, participate in role-plays, and simulate communicative situations such as arranging a meeting, making a reservation, asking for information, making a complaint, communicating in an institution, organizing a joint activity, or discussing academic and professional matters.

In terms of written production, students produce short, coherent practical texts, in particular emails, short descriptions, accounts of events, notes, invitations, formal and informal messages, and texts expressing an opinion or providing a justification for a choice. They practise organizing their written production, using basic cohesive devices, an appropriate language register, and structures typical of particular text types.

An important element of the course is the development of interactional competence. Students work in pairs and small groups on tasks requiring the exchange of information, collaborative problem-solving, decision-making, negotiation of simple solutions, planning activities, and reaching agreement. The course makes use of dialogues, role-plays, simulations, communication games, information-gap activities, guided discussions, project work, and problem-solving tasks appropriate to the A2 level.

As part of linguistic mediation, students perform simple tasks involving the transmission of key information contained in a short text, announcement, or conversation; explaining basic information to another person; summarizing simple content; and conveying information between languages in everyday and academic contexts. They also practise identifying the most important information and presenting it in a simplified and comprehensible form.

Classes are conducted entirely in the language of the students’ specialisation, using communicative and task-based approaches. Various forms of work are employed, including individual work, pair work, small-group work, and whole-class activities. The course includes controlled and semi-controlled exercises, communicative tasks, role-plays, simulations, mini-projects, presentations, guided discussions, and activities aimed at developing learning strategies and self-monitoring skills.

An important component of the course is the use of authentic and adapted materials, such as short press articles, radio and television recordings, online materials, forms, notices, advertisements, menus, timetables, and other practical texts. These materials are used both to develop language competence and to introduce students to selected cultural aspects and the realities of the French-speaking world.

In terms of grammatical and lexical competence, students consolidate and expand their knowledge of structures and vocabulary appropriate to the A2 level. Activities include, among other things, sentence transformations, gap-filling exercises, selecting appropriate forms, constructing utterances based on given elements, contextualised lexical exercises, and tasks requiring students to use the structures and vocabulary acquired in communicative situations. Particular attention is paid to the practical use of grammatical structures and vocabulary in communication rather than solely to their declarative knowledge.

Students also develop the ability to monitor their own language production and identify the most frequent errors they make. Self-correction, peer correction, work with answer keys, remedial exercises, and brief reflection on the learning process are used for this purpose. Feedback is provided both by the instructor and through pair and group work.

The course is intended both to improve students’ overall communicative competence at the A2+ level and to prepare them for further language development. Particular emphasis is placed on gradually increasing language learner autonomy, developing communication strategies, expanding lexical resources, and developing the ability to use French in educational, social, and professional contexts.

Piotrowska-Skrzypek M., Deckert M., Gajos M., Kalinowska E., Sowa M. "C’est parti ! 2", Draco, 2019

Articles from French-language press, authentic radio and television recordings, and exercises prepared by course instructors

Available French–French dictionaries

Materials from other methods for learning French at A2 level

Himber, C., Hugot, C., & Waendendries, M. Mon Alter Ego A1. Hachette FLE, 2023.
Himber, C., Hugot, C., & Waendendries, M. Mon Alter Ego 2. Hachette, 2023.
Piotrowska-Skrzypek, M., Deckert, M., Gajos, M., Kalinowska, E., & Sowa, M. C’est parti ! 2. Draco, 2019.
Articles from the French-language press, authentic radio and television recordings, and exercises prepared by the course instructors.
Available French-French dictionaries.
Materials from other French language learning courses at A2 level.
Grammar and vocabulary exercises at A2 level.

Passing the previous components of a given course with a passing grade is required, in accordance with the sequence specified in the study programme.