ECTS - French I
French I (FRE201) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| French I | FRE201 | General Elective | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | French |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Demonstration, Discussion, Question and Answer, Drill and Practice, Problem Solving, Team/Group, Brain Storming, Role Play, Project Design/Management. |
| Course Lecturer(s) |
|
| Course Objectives | The aim of this course is to teach students beginner level French and help them reach A1 level according to Common European Framework of Reference. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Vocabulary, structure and communicative skills at beginners level; various topics such as countries, nationalities, jobs, family, feelings, food and drink, colors and clothes and daily routines. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Orientation | Brochure De Présentation Du Cours |
| 2 | Unité 0 / Leçon 1-2-3 / Commencez en français Écoute: Se présenter et présenter quelqu’un Lecture: Les chiffres de 1 à 10 en français Parole: Les instructions en français et leurs usages Écriture: Expressions de politesse Formules de salutation informelles et formelles | Manuel du cours 11-18 |
| 3 | Unité 1 / Leçon 1-2-3-4 / Arrivée dans un pays francophone Écoute: Présenter quelqu’un (apprendre sa nationalité, son âge, sa profession et son lieu de vie, etc.) Lecture: Conjugaison des verbes réguliers du 1er groupe en présent, terminant par "Être" et "-er", Féminin et Masculin Articles définis, indéfinis et composés (le, la, l’, les, un, une, des, du, de la, de l’, des) Écriture: Apprendre la structure négative Parole: Les verbes Connaitre, Comprendre et Écrire Formules avec Qui, Que, Où, Comment et Quel Questions et réponses | Manuel du cours 19-32 |
| 4 | Unité 2 / Leçon 1 / Découvrir une ville Lecture: Comprendre les indications de chemin, Écriture: Le verbe Aller, Écoute: Les nombres de 11 à 60 en français et les nombres ordinaux, Parole: Donner des indications de chemin. | Manuel du cours 33-35 |
| 5 | Unité 2 - Leçon 2 / Trouver une adresse Lecture: Comprendre une adresse Écriture: Les adverbes de lieu et de direction Les adjectifs placés devant les noms | Manuel du cours 36-37 |
| 6 | Unité 2 – Leçon 3 / Faire une rencontre Écoute: Commencer une conversation Parole: Formules de questions avec "Est-ce que" et l'intonation Répondre avec "Si", "Oui" et "Non" Dialogue pour se présenter au travail Écriture: Les verbes Venir, Voir, Dire | Manuel du cours 38-39 |
| 7 | Unité 2 – Leçon 4 / Connaître les manifestations de l’année Lecture: Comprendre le calendrier (mois, jours et saisons) Écoute: Comprendre la date des projets Parole: Demander et dire la date Écriture: Les nombres de 60 à 1000 Les verbes Parler, Travailler et Écouter | Manuel du cours 40-42 |
| 8 | EXAMEN INTERMÉDIAIRE | |
| 9 | Unité 2 – Projet / Présenter une ville Lecture: Présentation d’une ville La structure "Il y a" | Manuel du cours 42-44 |
| 10 | Unité 2 – Outils Lecture et Écriture : Activités liées aux points de grammaire appris dans l’unité 2 | Manuel du cours 44-46 |
| 11 | Unité 3 – Leçon 1 / Vivre dans une famille Écoute: Présenter sa famille en utilisant les adjectifs possessifs Lecture: Désigner les membres de la famille | Manuel du cours 46-48 |
| 12 | Unité 3 – Leçon 2 / Organiser son temps Écoute: Comprendre la date de naissance Écriture: Les verbes Avoir et Faire Lecture: Comprendre les informations dans la brochure | Manuel du cours 48-51 |
| 13 | Unité 3 – S’informer sur un horaire Écoute: Obtenir des informations sur les heures Écriture: Les verbes Commencer, Fermer, Ouvrir et Finir Parole: Questions et réponses sur les horaires d'ouverture des institutions | Manuel du cours 51-52 |
| 14 | Corrected Turkish text: Unité 3 – Leçon 3 / Prendre de nouvelles habitudes Leçon 4 / S’adapter à un rythme de vie Okuma: İnternet sitesinde bir form Konuşma: Hobilerini, sevmediği şeyleri ve günlük hayattaki alışkanlıklarını ifade etme Yazma: Prendre, Comprendre ve Apprendre fiilleri Dönüşümlü (Se ile olan) fiiller French translation: Unité 3 – Leçon 3 / Prendre de nouvelles habitudes Leçon 4 / S’adapter à un rythme de vie Lecture: Un formulaire sur un site internet Parole: Exprimer ses hobbies, les choses qu'il n'aime pas et ses habitudes quotidiennes Écriture: Les verbes Prendre, Comprendre et Apprendre Les verbes pronominaux (avec "se") | Manuel du cours 52-55 |
| 15 | RÉVISION GÉNÉRALE | |
| 16 | EXAMEN FINAL |
Sources
| Course Book | 1. Tendance méthode de français A1 CLE INTERNATIONAL ( Jacky Girardet-Jacques Pécheur-Colette Gibbe-Marie Louise PARİZET.) |
|---|---|
| Other Sources | 2. MDB Diğer Dil görevlileri tarafından hazırlanan ek materyaller |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 2 | 30 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | 1 | 40 |
| Toplam | 4 | 100 |
| Percentage of Semester Work | 60 |
|---|---|
| Percentage of Final Work | 40 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Integrates and utilizes the information, skills, and approaches obtained from basic, clinical, and medical sciences, behavioral sciences, and social sciences when offering healthcare services. | |||||
| 2 | Offers healthcare services to patients with a biopsychosocial approach where the sociodemographic and sociocultural backgrounds of these individuals are taken into consideration, focusing on the universal human values, ethical principles, and professional duties; without exercising discrimination on the basis of language, religion, race, or sex. | |||||
| 3 | Aims to protect, improve, and develop individual and public health when offering healthcare services. | |||||
| 4 | Performs the necessary studies in sustaining and improving health, taking into the individual, public, social, and environmental factors to affect it. | |||||
| 5 | Trains healthy individuals/ patients, their relatives, and other healthcare workers in healthcare upon determining the features, requirements, and expectations of their target audience. | |||||
| 6 | Exercises a safe, rational, and effective approach in the procedures of prevention, diagnosis, treatment, follow-up, and rehabilitation; while offering healthcare services. | |||||
| 7 | Implements interventional and/or non-interventional practices in a way that is safe and effective for patients during the procedures of diagnosis, treatment, follow-up, and rehabilitation. | |||||
| 8 | Offers healthcare services taking into account the health and safety of patients and employees. | |||||
| 9 | Takes the regional and global changes in physical and socioeconomic settings to affect health, as well as the changes in the individual features and behaviors of patients referring to them into account, while offering healthcare. | |||||
| 10 | Takes the good medical practices into account while performing their duties. | |||||
| 11 | Undertakes the tasks and duties within the framework of their professional ethical rules, as well as their legal rights and duties. | |||||
| 12 | Stands for the improvements in the manner in which healthcare services are offered, taking into account the concepts of social reliability and social duty, in an effort to protect and improve individual and public health. | |||||
| 13 | Evaluates the effects of health policies and healthcare practices on public health indicators, and, where required, amends their evaluation on the grounds of scientific and social needs; in an effort to help improve the quality of healthcare services. | |||||
| 14 | Leads their healthcare team while offering healthcare services, in a participative, and collaborative manner. | |||||
| 15 | Establishes positive relationships within their healthcare team; and where needed, easily adapts to various positions among their team. | |||||
| 16 | Exercises effective communication with patients, the relatives of patients, healthcare professionals, and groups from other professions, as well as institutions and organizations. | |||||
| 17 | Plans and conducts scientific studies on the society to which they serve, and use the results of these, or those from other studies, to benefit the society. | |||||
| 18 | Accesses the current literature on their profession, and evaluates them with a critical approach. | |||||
| 19 | Chooses the correct sources of learning to improve the healthcare services that they offer, and regulates their own learning process. | |||||
| 20 | Demonstrates the skills of obtaining and evaluating new information, integrating newer pieces of information with their current ones, as well as adapting to changing conditions throughout their professional life. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 16 | 2 | 32 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 2 | 5 | 10 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 5 | 5 |
| Prepration of Final Exams/Final Jury | 1 | 5 | 5 |
| Total Workload | 100 | ||