This document provides guidelines for a written assignment in French for a high school course. It outlines the requirements, objectives, assessment criteria, and preparation steps for the assignment. The assignment has two parts: a 150-200 word rationale introducing the topic and sources, and a 300-400 word writing task on a topic related to materials from 3-4 sources. Sources must be in French and referenced. The goal is to demonstrate language skills and intercultural understanding. Teachers provide guidance but do not correct drafts.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor â writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor â writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
*A course book designed to improve language skills for advanced level learners.
*Texts highlight International Concerns, World Affairs, Life & Trends, Environment & Health, and Culture & Entertainment.
*Introduction of target vocabulary, idioms, and expressions.
This presentation was given at the South Carolina Technical Colleges 2-day October Institute and focuses on the strategies and methods around developing a hybrid-flexible course that empowers student choice and autonomy.
Good tidings,
Lance
Lance Eaton
he/him/his
http://www.ByAnyOtherNerd.com
https://twitter.com/leaton01
https://www.linkedin.com/in/leaton01/
____________________
I wish I had all the answers; better yet, I wish I knew all the questions to ask.
Teaching learning materials are supportive tools for effective and meaningful in teaching and learning process. Under such material, the role of print media is vital in developing language skills.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Niveau Moyen (SL)
⢠What is it?
⢠What are the requirements?
⢠Example
⢠Formal guidelines
⢠The role of the teacher
⢠Assessment criteria
⢠Step by step preparation
⢠Possible topics/subtopics
⢠Recommended resources and websites
⢠Text types
⢠Example (in detail)
⢠Questions and âhot topicsâ
⢠World Languages Policy
3. Written assignment
⢠What does it assess? Your receptive and written productive skills.
⢠What proportion of our final grade is it worth? Weighting: 20%.
⢠What does the Written Assignment consist of? This component
consists of inter-textual reading linked to the core, followed by a
written task of 300â400 words and a 150â200 word rationale. It
must be written during the final year of the course and is
externally assessed. It is not timed and must be the studentâs
own independent work, produced under the teacherâs guidance.
It is produced in the studentâs own time, at school or at home.
4. Objectives
The purpose of the written assignment is to:
⢠deepen understanding of a chosen topic(s) from the course
⢠develop inter-textual receptive and productive skills
⢠select, use and reference source texts appropriate to the chosen task
⢠produce an appropriate text in the selected text type
⢠organize writing purposefully and coherently
⢠extend language skills
⢠demonstrate intercultural understanding through reflection on the
assignment.
5. âInter-textual readingâ refers to the ability to read across
different texts one of which may be audio/audiovisual,
that may be linked by a common theme.
6. Requirements
The assignment has two parts: a rationale and the task.
The rationale (Le prĂŠambule):
Students must write a 150â200 word rationale introducing the assignment which
must include:
⢠the subject investigated
⢠a brief description of each of the sources
⢠the studentâs intended aim(s)
⢠explanation of how the student intends to achieve his or her aim(s)â choice of text
types, audience, register, style and so on.
You should also aim to demonstrate intercultural understanding through reflection on
the assignment.
7. The task: students produce a piece of writing that may
be chosen from the recommended text types listed for
paper 2, after discussion with the teacher as an advisor.
The task should be suitable for a piece of writing no more
than 400 words in length. The content must be linked to
one or more of the core topics and based on the
information gathered from the three (minimum) or four
(maximum) sources such as articles, blogs, audio/visual
materials and interviews selected by the student in
consultation with the teacher.
8. The student should:
⢠address the subject presented in the rationale
⢠organize the information from the sources in a
manner appropriate to the task
⢠use language appropriate to the text type and
communicative purpose.
10. Formal guidelines
⢠The assignment should be written in the final year of the course and is not timed.
⢠The subject of the written assignment must be the choice of the student in
consultation with the teacher, based on the three (minimum) to four (maximum)
sources selected by the student.
⢠The task and the rationale must be in the target language and word processed.
⢠The assignment must be the independent work of the student.
11. Formal guidelines
⢠Source texts must be relevant to the target culture, must be originally written in
the target language, and must be referenced by the student.
⢠Students may include illustrations in support of their work where this is appropriate,
however, artistic merit is not assessed. These must always be electronically
embedded, not separately reproduced and physically attached. Written assignments
submitted for assessment must be word processed and the electronic files must not
exceed a maximum size of 2 MB, including any images (a scanned text is around 600
KB).
12. The role of the teacher
⢠The assignment should be defined with the teacherâs guidance to ensure
that it is the studentâs original choice of task, that it complies with the
requirements of the assignment, and that it is the studentâs own work.
⢠The teacher is an advisor who guides the student through the process.
The student is responsible for the entire process, but the teacher must
advise on the choice of subject, the choice of source texts, and the
choice of text type.
13. The role of the teacher
⢠It is not the role of the teacher to correct the written assignment but the
teacher can give verbal advice on a first draft of the task. This advice may
help the student to identify ways in which the work could be improved
but the first draft must not be annotated or edited by the teacher. After
making general comments on the first draft, teachers should not provide
any further assistance.
⢠Teachers should familiarize the students with the assessment criteria.
20. Choose wisely
⢠Read the news regularly in the summer between Y12-Y13 to be aware of
what is going on in Francophone countries (current affairs, new laws,
fashion, phenomenon, trends).
⢠Choose a topic from the core topics that you are personally interested in
(see list to follow).
⢠Within this topic, choose a precise subtopic, e.g. social relationships:
same sex marriage and adoption.
⢠Find a variety of reliable texts (see list of recommended websites and
sources), or audio/visual materials (songs, films, adverts) related to the
topic.
⢠Take plenty of notes and study the vocabulary carefully.
21. Core topics:
I - Communication and media
How people interact, transmit and gather data for the
purposes of information and entertainment.
Possible aspects to cover:
⢠advertising
⢠bias in media
⢠censorship
⢠internet
⢠mail
⢠press
⢠radio and television
⢠sensationalism in media
⢠telephone
22. II - Global issues
Current matters and future scenarios that have an impact at a regional,
national and/or international level, bearing in mind that they need to be
addressed from the perspective of the target languageâs culture(s).
Possible aspects to cover:
⢠drugs
⢠energy reserves
⢠food and water
⢠global warming, climate change,
natural disasters
⢠globalization
⢠international economy
⢠migration (ruralâurban, or
international)
⢠poverty and famine
⢠racism, prejudice, discrimination
⢠the effect of man on nature
⢠the environment and sustainability
23. III - Social relationships
How people interrelate and behaveâas members of a community,
individually and in groups.
Possible aspects to cover:
⢠celebrations, social and religious
events
⢠educational system
⢠language and cultural identity, or
self-identity
⢠linguistic dominance
⢠minorities
⢠multilingualism
⢠nationalism, patriotism, fanaticism
⢠relationships (friendship, work,
family)
⢠social and/or political structures
⢠social behaviours and stances
⢠taboos versus what is socially
acceptable
24. Some of these core topics may overlap with
option topics. It is not a problem. On the
contrary, it will help you deepen your
knowledge of cultural
diversity/health/leisure/customs and
tradition/technology topics studied in class.
25. Resources
⢠Le Monde en Français (textbook)
⢠Okapi / Phosphore (magazines)
⢠Past exam papers
⢠Films (library, cinema)
⢠Songs/adverts/trailer (spotify, YouTube, Daily Motion)
⢠Radio (online radio)
⢠Local exhibitions, events and festivals
⢠Trait dâUnion (le magazine de la communautĂŠ francophone Canton-Hong Kong-
Maco-PĂŠkin-Shanghai-Shenzhen-Wuhan) â may or may not be useful.
⢠Dictionary and Wordreference.com
26.
27. Useful websites: culture
⢠http://www.hku.hk/french/dcmScreen/lang2043/
Information about French culture & society.
⢠http://www.zigzag-francophonie.eu/
Online magazine about the French-speaking world.
⢠http://langmedia.fivecolleges.edu/collection/lm_french.html
Video clips of native French speakers in Canada, Martinique, Morocco, Senegal, and
Luxembourg organized into the same categories.
⢠http://www.commeaucinema.com/index.php
Whatâs on at the cinema at the moment. Choose "Bandes-Annonces" to see a list of
movie trailers en français!
⢠http://www.lautreafrique.eu/
Weekly article about the real news in Africa, often missed by the mainstream press.
⢠http://www.tv5.org/
Online magazine and resources for learners of French.
28. Useful websites: news
⢠http://www.france24.com/fr/# (France 24)
⢠http://lci.tf1.fr/france/ (TFI News)
⢠http://cours.funoc.be/essentiel/ (LâEssential)
⢠http://www.newsinslowfrench.com/ (News in Slow French)
⢠An excellent site for reading and listening comprehension and developing your vocabulary.
⢠http://www.bbc.co.uk/languages/french/news/topic_focus/index.shtm
⢠Le Mensuel: Texts arranged by topic. Includes audio features, songs, transcripts, activities
and quizzes.
⢠http://tempsreel.nouvelobs.com/ (Le Nouvel Observateur: left wing)
⢠http://www.liberation.fr/ (Liberation: left wing)
⢠http://www.lemonde.fr/ (Le Monde: centre left wing)
⢠http://1jour1actu.com/ (aimed at young teenagers)
29. Text types
⢠Article, editorial
⢠Blog, diary entry
⢠Brochure, leaflet, flyer, pamphlet, advertisement
⢠Essay
⢠Interview
⢠Introduction to debate, speech, talk, presentation
⢠News report
⢠Official report
⢠Review
⢠Set of instructions, guidelines
⢠Written correspondence
30. Example (in detail)
⢠A. âFemmes et publicitĂŠsâ (article explicatif/brochure)
http://www.french.hku.hk/dcmScreen/lang3033/lang3033_femmes_et_pub.
htm
(465 mots)
⢠B. âMa ContrexpĂŠrienceâ (publicitĂŠ)
http://www.youtube.com/watch?v=q_ydYr0MwUw
31. ⢠C. â99 francsâ (texte littĂŠraire, Le Monde en
Français, page 82)
⢠D. âL'image de la femme dans la publicitĂŠ
choque surtout ⌠les femmesâ (article)
http://www.ipsos.fr/ipsos-public-
affairs/actualites/2001-10-10-l-image-femme-
dans-publicite-choque-surtout-femmes
32.
33. Suggestions
⢠Editorial against advertising (in school)
⢠Blog on media trends and the rise/fall of sexist adverts*
⢠Essay (difficult)
⢠Interview with a sociologist (difficult) or a famous woman
⢠Speech against/for advertising (in school, on the school website, in HK)
⢠Written correspondence (formal letter to the ad agency)
* Example:
https://docs.google.com/a/webmail.sis.edu.hk/document/d/1tL4eN1Nwbb8v
GtwO4pju7n8SDhb9Es5wEkWBNUTS8iU/edit?usp=sharing
35. Some current âhotâ topics/ideas/suggestions
linked to Francophone countries
⢠Educational system: the 4.5 days a week model VS the 4 days: reforming
the typical French school week.
⢠Language and cultural identity, or self-identity: how Breton and other
regional languages are taught as a 1st language after decades or
persecution.
⢠Linguistic dominance: laws to protect the French language against the
âinvasion of Englishâ, e.g. 50% of songs on the radio have to be in French,
influence of the AcadÊmie Française (which tries to find new terms for
English words like âla Toileâ for the Web) etc.
⢠Minorities: discrimination against the Roms/gypsies.
⢠Relationships : rating your teachers on the internet, bullying etc.
36. ⢠Taboos versus what is socially acceptable: you could research one.
⢠Racism, prejudice, discrimination: difficulties for young people âissus de
lâimmigrationâ to find a job. No âpositive discriminationâ in France, as asking
people what ethnicity they belong to is against the law.
⢠The effect of man on nature, the environment and sustainability: should France
get rid of its nuclear factories? Have you ever heard of the âVĂŠlibâ? Should we
build wind farms?
⢠Food and water: organic food VS âlocavoreâ food, which is the most ethical?
⢠Drugs: possible comparison between France, Belgium, switzerland, Canada.
⢠Internet: heard of Hadopi? Can you download freely in France? Influence of
Facebook and âapĂŠro gĂŠantâ.
⢠Relationships: âmariage pour tousâ, adoption of children by homosexual couples,
what is the typical French family today, evolution of the family model.
37. Examples of texts (restricted access):
https://docs.google.com/a/webmail.sis.edu.hk
/document/d/1PY21ZLwNaQ4uhAW4UdqcVf1
doxFlmDQ9AlNomNJyzmg/edit?usp=sharing
