SUBJECT:

unEO

ELEMENTARY FRENCH A1 2017/2018 academic year

(Code:04780054)

1. INTRODUCTION

This First French Course (A1) is intended as an introduction to the knowledge and use of the basic structures of the French language,
in its oral and written aspects.

[Link]

General objectives

This First French Course (A1) is intended as an introduction to the knowledge and use of the basic structures of the French language,
in its oral and written aspects.

Its general objectives are:

a) From the approach of the study of language and its uses:

- That the student acquires level A1 as established in the Common European Framework of Reference for Languages (CEFR) of the
Council of Europe.

- That the student uses the language in an interactive, receptive and productive way, at the end of this level. Your use of the
language will be simple, but appropriate and effective.

- That the student understands and produces short texts, oral or written, about everyday matters. To do this, you will master a basic
repertoire of frequent linguistic resources in a standard language.

b) From a cultural approach:

- That the student acquires basic knowledge about the uses, customs and cultural aspects of the countries in which French is spoken,
especially France and French-speaking countries in Europe, so that, knowing and understanding them, they can function in them and
understand and accept them. the variety and differences of the world around us.

c) From a cognitive point of view:

- That the student develops cognitive skills that allow him to cope with the study of the foreign language in an autonomous or blended
regime and allow him to subsequently expand the acquired skills.

Specific objectives

Development of communicative competence

At the end of the First Course of French, the student must be able to put into practice the descriptors defined by the Council of Europe
in the Common European Framework of Reference for Languages (CEFR) as a Basic User (Level A1): Level A1 of the CEFR (Access) is
the lowest level of generative language use, the point at which the student can interact in a simple way. By acquiring this level, the
student knows how to ask and answer questions about himself, about the place where he lives, about the people he knows and about
the objects in his environment; makes simple statements in areas of immediate need or relating to very everyday topics and knows
how to respond to questions of this type when asked. The student has a certain autonomy, not depending on a limited repertoire
learned by heart, through phrases that are used in specific situations.

Common reference levels: global scale A1

 The student is able to understand and use very frequently used everyday expressions, as well as simple phrases intended to satisfy
immediate needs.
You can introduce yourself and others, ask for and give basic personal information about your home, your belongings and the people
you know.
You can relate in an elementary way as long as your interlocutor speaks slowly and clearly and is willing to cooperate.
The following descriptors, which relate to simple and general tasks, refer to "real life" tasks of an everyday nature and can be useful
objectives for beginners.

Common reference levels A1

Self-assessment table

Grasp Talk Write

Auditive Reading
oral interaction Oral expression Written expression
comprehension comprehension

I am able to write
I can participate in a short and simple
conversation easily as long as postcards; for
I recognize very basic
I understand well- the other person is willing to example, to send
words and expressions
known words and repeat what I have said or I use simple expressions congratulations.
that are commonly used,
names and very simple reword it at a slower speed, and and phrases to describe I know how to fill out
relating to myself, my
phrases; for example to help me formulate what I am the place where I live and forms with personal
family and my immediate
those found on signs, trying to say. I ask and answer the people I know. data; for example, my
environment when
posters and catalogues. simple questions about topics of name, my nationality
spoken slowly and clearly.
immediate need or very common and my address on a
issues hotel registration
form.

Qualitative aspects of spoken language use

Scope Correction Fluency Interaction Coherence

Ask and answer questions

He only handles very brief relating to personal data.
Shows limited control of
You have a basic expressions, isolated and He participates in a
a few simple It is capable of linking
repertoire of simple words prepared in advance, using conversation in a simple
grammatical structures words or groups of
and phrases related to many pauses to search for way, but communication
and sentence patterns words with very basic
your personal data and expressions, articulate less is based entirely on
within a memorized and linear connectors.
specific situations. common words and correct repetition, reformulation
repertoire.
communication. and correction of
sentences.

[Link]

Contents Level A1 Voyages I:

Units 1 to 7 complete

Unit 8: only COD-COI pronominal verbs and personal pronouns. Position of pronouns in the sentence. Double
pronominalization COD-COI and the use of personal pronouns with the imperative are excluded from this level.
 Units 11 and 12 (only the passé composé).

Sociocultural and sociolinguistic competence

— Become familiar with the most relevant social aspects of everyday life situations, as well as those that refer to one's own
environment, which will result in the basic adaptation of one's behavior to those situations and in the understanding or appropriate use
of the lexicon and functional exponents.
— Recognize and use the most common forms of social relationships and treatment, within a standard registry.
— Understand the behaviors and values different from one's own that underlie the most sociocultural aspects
everyday and obvious, such as:
• Social relationships: different treatments.
• Time customs.
• Family, friendship, and work relationships.
• Transactions in shops, hotels, travel agencies.
• Personal relationships, in the city, on the street.
• Trips.
— Regarding the development of pragmatic skills, the contents have an eminently practical aspect, of action and attention to
processes, as described in Level A1 of the CEFR (see table above).

LEVEL A1 LANGUAGE RESOURCES

— The linguistic resources detailed in this section must be programmed based on the communicative activities they express.
—Formal learning should not be intended, but rather its use should be integrated into communicative activities.

Grammar

The phrase

—Declarative, hortatory sentences. exclamatory.

— Interrogative sentences: different constructions and their relationship with the context: quel, qui, où, comment. combien de, quand,
pourquoi, quoi (que voulez-vous?. qu'est-ce que vous voulez?, vous voulez quoi? ...).
— Negation in declarative, interrogative and imperative sentences: order and forms: ne, non, pas, jamais, rien, personne (“of” in
negative phrases and behind expressions of quantity).
— Coordination with the most frequent conjunctions: et, ou, mais.
— Subject and verb agreement (on, vous).
— Impersonal forms (il est trois heures, il ya...).
— Subordination with the most frequent conjunctions: que, quand, parce que, si.

Nouns and adjectives

— Formation of the feminine in frequently used vocabulary.

— Formation of the plural: general case -s, and particular cases of very frequent use: -al/-aux.
— The comparison: aussí...que, plus...que, moins...que.

Determinants

— Determined, indeterminate and partitive articles: general forms and uses, contractions and elision.
— Demonstratives: general forms and uses.

— Possessives: forms and general uses. Use of the masculine singular in front of a vowel. Expression
— of possession: (ce livre est à moi / à Adrien).

— Ordinal and cardinal numerals: abbreviation of ordinals, reading of decimals Indefinite: tout, chaque, plusieurs, beaucoup de, peu
de, trop de.

Pronouns

— Personal: tonic, unstressed and reflective.

— COD-COI personal pronouns: position of the pronouns in the sentence. Double pronominalization COD-COI and the
use of personal pronouns with the imperative are excluded from this level.
— Impersonal forms (il ya, il fait...). Presentatives: c'est/ il est
— Relatives: qui, queImpersonal forms (il est trois heures, il ya...).
— Subordination with the most frequent conjunctions: que, quand, parce que, si.
Nouns and adjectives
— Formation of the feminine in frequently used vocabulary.
— Formation of the plural: general case -s, and particular cases of very frequent use: -al/-aux.
— The comparison: aussí...que, plus...que, moins...que. Determinants — Determined, indefinite and partitive articles:
general forms and uses, contractions and elision.

— Demonstratives: general forms and uses.

— Indefinite: on, personne, rien, tout.
Verbs
Forms of regular verbs in -er, -ir and special cases (-cer / -ger. –yer).
Forms of irregular verbs frequently used in the tenses studied.
Use of the present
Use of the imperative (most frequent cases of use with the imperative (donne-moi).
Passé composé (aux. être and avoir).
Use of the conditional only with usual polite expressions.
Passé récent: come from + infinitive.
— Futur proche: aller + infinitive.
— Présent duratif: être en train de + Infinitif
— Modal verbs: vouloir, pouvoir, devoir
— Il faut + infinitive
Adverbs — Adverbs and phrases frequently used to express place (ici, là, près, devant...); time (aujourd'hui, demain,
hier); quantity (beaucoup, peu, three...); mode (good, bad...); affirmation and denial (oui, si, non, moi aussi, moi non
plus...).
— Position of the adverb in the sentence.
Connectors
— Most frequent discursive connectors (parce que, quand, maís...).
— Prepositions and prepositional phrases: most frequent forms and uses for the functions described at this level;
prepositions with place names.
— Conjunctions and links most frequently used for the functions to be studied.
LEXICON
— Travel-related vocabulary
— Vocabulary related to daily activities — Moments of the day
— The family
— Some professions
— Vocabulary linked to leisure activities
— The time
— Seasons
— The city and its organization
— Means of transportation
— Vocabulary related to housing
— Vocabulary related to the environment
— Frequent exponents for the functions to be discussed: allo, ça va, voílà, sil vous plait, avec plaisir, desolé(e),
excusez-moi, pas du tout.
— Usual vocabulary of the situations of the units of the “Nouveau” Voyages I method.
— Word families and value of the most frequent affixes.
— Associative fields of the topics discussed.
— Usual synonyms and antonyms.
— Most frequently used interjections.
PHONOLOGY AND SPELLING

The practice of all vowel phonemes is worked on with special attention to:
Vowel phonemes:
— vowels [y] / [u] / [i]
[e] / [e] / [e]
— Oral/nasal opposition (italian / italienne)
[a] / [e] / [o] (cent, cinq, son)
— Consonants:
[b] / [v] / [f]
[ch] / [g]
— Opposition [s] / [z]
— Pronunciation or not of final consonants (aimer, dix)
— Phonological processes: nasalization and denasalization in morphological derivation processes (bon / bonne, vient /
viennent).
 — Tonal patterns in declarative, interrogative and exclamatory sentences.
— Obligatory liaison, vowel and consonant chaining.
— Elision.
— Graphic representation of phonemes.
— Auxiliary signs (accents, cedilla, apostrophe).
— Division of words at the end of the line.
— Use of capital letters in proper names and nationality.
— Spelling of frequently used foreign words (sport, football).
— Correct spelling of the usual vocabulary used, focusing on the frequent words that offer the most difficulty.
COMMUNICATIVE ACTIONS
— Introduction, greetings, conversational markers to address someone [U1]
— Formal and informal speech marks (tu/vous, greetings) [U1]
— Express an indeterminate quantity [U2]
— Start talking, cooperating, reacting and interacting, likes, preferences, feelings [U2]
— Location in space [U2 / U3]
— Ask for help/information [U3]
— Ask / indicate an address [U3]
— Ask permission [U4]
— The need, the will, the “savoir-faire” [U4]
— The expression of time [U4]
— Description of the environment (the house, the furniture...) [U4]
— Expression of obligation [U4]
— Use of the courtesy conditional: j'aimerais, pourriez-vous [U4]
— Organization of the interrogative phrase [U5]
— Markers to organize the discourse and contextualize it in time and space (alors, d'abord, ensuite, enfin...) [U5]
— Expression of preferences, tastes [U6/U7]
— Expression of quantity, quality, intensity [U6/U7]
— Place yourself in the past, description of an event in the past [U11]
— Tonal patterns in declarative, interrogative and exclamatory sentences [U11]

[Link] BIBLIOGRAPHY

Comments and annexes:

Recommended text

— To respond to the previously stated objectives, a team of professors from the Department of French Philology of the UNED has
developed the “NOUVEAU” Method VOYAGES I, MÉTHODE DE FRANÇAIS LANGE ÉTRANGÈRE (self-apprentissage)
level I, A1, A2.
 Mercè BOIXAREU (coordinator), José Mª. ARESTÉ, Joaquín GIRÁLDEZ, Esther JUAN, Carmen DE SANTIAGO, Editorial
UNED, Madrid, 2012. Starting from scratch, progressive learning is planned.
— Material description:
— “Nouveau” Voyages I. Book + 1 CD for audio use and also to work with the computer.
Level A1: Units 1 to 7, Unit 8 (COD/COI personal pronouns and pronominal verbs only), Units 11 and 12 (passé composé
only).
— Each Unit has the same structure, covering the following points:
a) Dialogue.
b) Phonological Work
c) Grammar.
d) Exercises.
e) Activities.
In the three Review Units (5, 10 and 15), the Dialogue is replaced by an authentic Document and a descriptive or narrative text that
gives details about our characters.
At the end of each Unit, there are the Keys (corrigés) that consist of the correct answers to the Exercises and Activities, except for the
Activities to Send, which, being free-response, must be corrected by the teacher.

The student knows previously, on an introductory page to each Unit, the communication objectives, the situation, the linguistic tools
and the new lexicon that is incorporated.

The lexicon of the basic level comprises about 1,200 words, 600 in Level A1 + 600 in Level A2 (around 80 per Didactic Unit), and the
basic grammatical structures presented observing a careful progression.

[Link] BIBLIOGRAPHY

Find it in the UNED virtual library

ISBN(13): 9788436268614 Search it in UNED libraries

Title: EXPRESSIONS ET COMPAGNIE A1
(001031CP01P01)
Find it in the Education Library
Author/s: José Mª Aresté Pifarré;
Publisher: Ed. UNED
Search it in the Bibliographic Heritage Catalog

Comments and annexes:

Expressions et Compagnie a pour objectif la comprehension et l'usage correct d'expressions idiomatiques que l'étudiant peut
commencer à employer dès le début de son apprentissage de la langue française. Nous prétendons facilitate le cheminement vers une
meilleure comprehension des éléments constitutifs de la phrase afin que les étudiants puissent donner une signification aux phrases
qu'ils construisent, la plupart du temps, dans un contexte à la fois situationnel et cognitif. Nous avons voulu chercher des proverbes
qui puissent serve pour éviter une situation délicate, des dictons qui puissent éclairer une idée, des expressions idiomatiques utilisées
dans la vie de tous les jours qui puissent distract de par leur humor et des phrases toutes faites qui puissent enrichir l
'intercommunication.

The “Nouveau” Voyages I method is sufficient for the type of learning that we propose.
For students who wish to expand their reading, we recommend the Textes en français facile. These are readings of texts adapted to
learning French (some collections include CD or mp3).

There are several publishers that publish this type of readings; The best known, Hachette, CLE, can be found in any of the French
bookstores in Madrid or Barcelona, through their distributors in the different provincial bookstores or online ( [Link] ,
[Link] ). . In this course we recommend texts containing 400 to 800 words.

Another very useful reference book is the Grammaire Pratique du Français en 80 fiches Yvonne DELA-TOUR, Dominique JENNEPIN, Maylis
LÉON-DUFOUR, Brigitte TEYSSIER, Paris, Hachette, 2000. It is a simple and active grammar, accessible to FLE students from the beginning
 of their learning.
Finally, the use of a dictionary becomes necessary; We recommend the Dictionnaire Larousse Poche espagnol (Broché) – collectif (auteur).
Paris, Larousse, 2012

Other means of support

It is also worth highlighting the existence of the virtual platform to help study the subject. This is virtual support material that includes
resources, activities and useful tools for following the course.

The virtual platform is attended by a Virtual Support Tutor (TAV) who answers students' questions, updates the consolidation exercises and
deepening activities available to all students.
This is support material that includes resources, activities and useful tools for following the course.
Many functionalities are offered through ALF; storage space for text-type content, video, activity planning, evaluation and self-assessment,
automatic notification service, discussion forums, etc.

[Link]

The methodology, especially designed for autonomous learning, is based on the acquisition of linguistic content presented in a highly
programmed way, which is updated in a guided communicative practice. The learning aims to follow a natural process of perception of
dialogues, global and analytical understanding, repetitions and memorization, phonological and grammatical reflection, with application
exercises that lead to a progressive practice guided towards free oral and written expression in situations similar to those of the dialogue,
which encourage the use and reuse of the structures and lexicon learned. This free communicative practice constitutes the final objective of
learning.

As we have indicated, “Nouveau” Voyages I is specially designed for autonomous learning, which is why each student can dose and choose
the work according to their interests, insisting on what is particularly difficult for them. However, the greatest performance will be obtained
by knowing the objectives of each of the parts and working on them as we indicate below.

Expressions et Compagnie A1 will provide the student with a certain amount of expressions, idioms, globalizations, idioms, proverbs, etc.
which will help you understand and be understood, in part, as the French express themselves in interlocution.

The learning process aims to follow, in a simulated and pedagogical way, what the learning process is in the natural environment, although
trying to overcome the shortcomings of the natural environment. This process is approximately: exposure to the foreign language → global
or diffuse understanding → analytical understanding → incorrect production (interlanguage) → correction by didactic intervention (the
teacher in the face-to-face) or self-correction by confrontation with models (the natives in a natural environment). In our pedagogical
action, we are going to reduce the exposition in a pedagogical microlanguage, and we are going to follow the understanding → production
process in a selected and progressive way, taking into account the absence or reduction of didactic interventions, typical of face-to-face
teaching, or the plural models of native speakers of the natural environment, always privileging orality over writing (secondary code).

[Link]

~~Expressions et Compagnie a pour objectif la comprehension et l'usage correct d'expressions idiomatiques que l'étudiant peut commencer
à employer dès le début de son apprentissage de la langue française. Nous prétendons facilitate le cheminement vers une meilleure
comprehension des éléments constitutifs de la phrase afin que les étudiants puissent donner une signification aux phrases qu'ils
construisent, la plupart du temps, dans un contexte à la fois situationnel et cognitif. Nous avons voulu chercher des proverbes qui puissent
serve pour éviter une situation délicate, des dictons qui puissent éclairer une idée, des expressions idiomatiques utilisées dans la vie de
tous les jours qui puissent distract de par leur humor et des phrases toutes faites qui puissent enrichir l 'intercommunication. MOTS CLÉS:
Proverbe - Dicton - Expression idiomatique - Phrase toute faite - Globalization - Vérification de l'apprentissage. Throughout the course, the
student will be able to verify in each Didactic Unit, in a kind of continuous self-assessment, the skills acquired in the different skills: oral
comprehension and expression and written comprehension and expression. Your own assessment will be very useful to the student so that,
aware of his or her acquisitions and/or shortcomings, he or she will be encouraged by the former and do everything possible to compensate
for the latter. In this aspect, the tutor teacher acquires all its meaning as a guide and encouragement for his students in the face of real
difficulties that may arise in learning the language. During the Course, the tutor will propose a series of tests and practical exercises whose
corrections will be of great importance for the student's preparation for the final evaluation.
Description of the in-person test

At CUID the exams take place in June, in an ordinary session, and in September, in an extraordinary session. The final evaluation will be
based on the results of the following tests:

WRITTEN EXAM

The student must pass each of the skills to obtain the Pass grade.

1. READING/WRITTING COMPREHENSION AND LANGUAGE USE : It consists of three sections. On the one hand, two reading
comprehensions (1.1. and 1.2.) each of them with a minimum of 200 words and a maximum of 250 words (with a maximum of 500 in
total). On the basis of a text, authentic or adapted, written in French, of a non-specialized common language, the student must answer
some questionnaires related to said texts. Written or reading comprehension, as well as vocabulary knowledge, will be measured through
multiple choice questions. The questionnaires will have 5 items with three options, for each text (10 items in total). And, on the other hand,
a language use test (1.3.) with 10 items with three options (7 items on grammar + 3 items on expressions and/or idioms and/or set
phrases, etc.). The student must transfer their answers to an Optical Reading Sheet. The three tests will, therefore, have 20 items and a
maximum value of 10 points. Each correct answer will add 0.5 point; In order to reduce random guesses, each error will be penalized .
Blank answers will count as an error. At least 5 points will be necessary to pass this part of the exam.

2. WRITTEN EXPRESSION : two communication situations will be proposed. Their essays will contain a minimum of 30 words in order to
test the student's written expression and communicative ability: write a short text related to daily life, a letter, an email message, complete
a form or questionnaire, etc. The student must complete the TWO proposed tasks . The student must write them on a separate sheet
that the Court will give them and must return it, duly completed with the name and surname, to be scanned. Each task will score out of
5 points (2 x 5 points = 10 points). The written exam (Written Comprehension and Expression) will have a maximum duration of 2 hours.
The written expression will have a total value of 10 points. (See test grading criteria below). At least 6 points out of 10 will be necessary to
pass this skill.

During the exam, the student will not be able to have any materials at hand nor will they be able to enter the exam room with electronic
devices (phone, tablet, etc.).

ORAL EXAM.

It will be held at the Associated Center, on the dates to be determined.

3. ORAL COMPREHENSION : On the basis of two brief short documents (3.1 and 3.2.) (authentic or with the possibility of adaptation)
recorded (audio), the student must answer two questionnaires with 5 items and three options each, in order to check oral comprehension of
everyday life situations, information, songs, etc. This comprehension test has 10 items in total and a maximum value of 10 points. Each
valid answer will have a value of 1 point. It will be necessary to obtain at least 5 points out of 10 to pass this skill. The duration of
this test will be 10-15 minutes.

4. ORAL EXPRESSION AND INTERACTION: The teacher will evaluate the student's oral expression individually (directed interview,
simulated dialogue, exchange of information, etc.). The teacher will present the student with 5 photos, the student will choose one of them
and must talk about it for around 3 minutes. The teacher will also ask the student a series of questions for the student to answer. This
interaction will last around 4 minutes per candidate. The presentations will be recorded. During the periods of listening
comprehension and oral expression and interaction, the student will not have any printed or electronic material available. See
qualification criteria below. This test will be graded with a maximum of 10 points and at least 6 points out of 10 will be necessary to pass
this skill.

SUMMARY

Written exam Oral exam

Reading comprehension Written Auditive Oral expression and

Abilities
and language use expression comprehension interaction

No. texts 2 2 2 -

No. questions 20 - 10 -

Maximum rating 10 10 10 10
 5/10 6/10 5/10 6/10
Minimum to approve

Hit value 0.5 - 1 -

Error value -0.16 - -0.33 -

If you fail to pass any of the two tests (written/oral) in the ordinary call, the grade for the part passed in June will be saved for September.
Notes will not be kept from one year to the next.

TEST QUALIFICATION CRITERIA:

Evaluation criteria for written production for each of the tasks:

■ Suitability: 1 point
■ Coherence: 1 point
■ Cohesion: 1 point
■ Correct use of structures: 1 point
■ Correct use of vocabulary: 1 spot

Monologue and dialogue evaluation criteria (role play, communication situations, etc.)

Appropriateness to the topic / coherence: 1 point

Pronunciation: 1 point
Correct use of structures: 1 point
Correct use of vocabulary: 1 point
Fluency: 1 point

To guarantee quality in the evaluation processes, CUID oral exams must be recorded; UNED undertakes not to disseminate
these recordings or give them any use other than the evaluation of the student's performance. Enrollment in this course
implies acceptance of this condition.

[Link]

For students enrolled in the blended course, it is highly recommended to attend the in-person tutorials given in the associated Centers that
have a UNED professor-tutor and which constitute very useful support in following the course.

The associated centers, which have a teacher-tutor for each of the levels, appear on the CUID main page ("Associated Centers" Section).

To enhance the effectiveness of face-to-face tutorials (or in case of not being able to attend them), there is online support material, called
"Virtual Course", through ALF, which is the platform used by UNED for Degrees. and Master.

Through this platform, the student will be able to find complementary activities, spaces for communication with other students (forums),
audiovisual resources and useful tools for following the course.

The Network Support Tutor (the TAR) is a UNED professor who, from the platform's forum, is responsible for answering questions and
resolving doubts related to the operation of the course. The TAR is accessible from the Uned Login login page with your access codes,
starting October-November, after registration.

The teacher-coordinator can also clarify specific doubts during your learning, preferably by email or by telephone during tutoring hours
[Tuesdays from 11:00 a.m. to 12:00 p.m.]

Coordinating teacher of French at level A1

Dr. José María Aresté Pifarré
jareste@[Link]
Tf. 91.398.9437