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| Module Availability |
Semester 1 & 2 |
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| Assessment Pattern |
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Unit(s) of Assessment
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Weighting Towards Module Mark (%)
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Coursework (writing and oral tasks)
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40%
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Test
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60%
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Qualifying Condition(s)
A weighted aggregate of 40% is required to pass the module
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| Module Overview |
| Modules in the Global Graduate Awards programme cover the four core skills of speaking, listening, reading and writing in the target language. They also offer an introduction to the cultures and societies in which the target language is spoken and aim to raise a sense of cultural awareness. Students prepare for everyday communications in the target countries, and for work or study periods abroad. |
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| Prerequisites/Co-requisites |
| Stage 5 French or equivalent |
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| Module Aims |
At the end of the module students will be able to:
- understand in depth and draw inferences from complex spoken language
- communicate and respond orally with ease and fluency, showing the ability to negotiate and debate
- understand and analyse in depth complex material written in a variety of registers
- write extensively in the target language with a high degree of accuracy and using a wide variety of structures and lexis.
Students will have acquired a sophisticated understanding of the advanced structures of the language and a very good awareness of nuance and register, with particular reference to the topic areas under "Content" below. They will have broadened and deepened their understanding of French language and culture, especially within the context of the areas studied. |
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| Learning Outcomes |
Linguistic and intercultural competence:
Students are equipped with the linguistic means to communicate successfully in the target language. Students achieve a high level of accuracy and fluency at a given level of proficiency and are able to
- understand and evaluate information
- present information
- communicate using appropriate registers
- produce texts at varying levels of formality
Students are encouraged to
- take a different perspective and view the world from different cultural viewpoints
- analyse and understand linguistic and cultural barriers
- reflect on the influence of cultural values on behaviour
- become conscious of stereotypes and prejudices
- communicate with others using their ways of expression, both verbally and non-verbally
Study skills and transfer of skills and competencies:
The acquisition of language learning strategies and techniques is an integral part of GGA modules. Learning strategies also aim to support independent learning and to facilitate the acquisition of other foreign languages.
Students are encouraged to self-assess their progress and to map their linguistic competence against the descriptors of the Common European Framework of Languages.
The development of independent learning strategies, research skills and transferable skills is supported by the use of learning technology. |
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| Module Content |
Topic areas
· extension of Stage 5 topics (science & technology, environment, French society)
· social and economic issues
Grammar
Advanced grammar and lexical work to develop a sense of register and sophisticated written and speaking skills, such as:
- uses of subjunctive and indicative
- imperative with personal pronouns
- how to express a cause, a consequence, a condition, an hypothesis, a comparison, an opposition, a concession, an aim
- prepositions
- modal verbs
- adverbs
- relative pronouns
- interrogative pronouns and advanced negation
extension of the passive |
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| Methods of Teaching/Learning |
Emphasis is placed on training in listening and speaking by means of group work, such as role play, and presentation in the language. Teaching will be in the target language as far as possible, and material drawn from a variety of sources, including audio and video tapes, CDs and DVDs, will be exploited. Consolidation of learning will be by the practice of language skills inside and outside the classroom, using a variety of means, including computer-assisted language learning. |
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| Selected Texts/Journals |
Extracts from books, newspapers and magazines, selected by the tutor |
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| Last Updated |
02/09/10 |
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