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GST 122 COURSE COMPACT
Course Code:
GST 122
Course Title:
Communication in French (2 units)
Course Status:Compulsory
Course Duration:
2 Hours per week (30 Hours per semester)
LECTURER(S) DATA:
Mr. Babatunde, Olukayode T. (B.A, M.A French) [email protected]
Dr. (Mrs.) Nnabuike, Pauline (B.A, M.A, PhD French)
DEPARTMENT/FACULTY:
University Wide Courses Unit.
OFFICE LOCATION:
New College Building, Wing C Room C009
New College Building, Wing C Room C008
CONSULTATION HOURS:
10:00am to 4:00pm
(Mondays-Thursdays)
11:00am-12:00pm
(Fridays)
COURSE CONTENT (La table des matières)
Introduction, Les salutations en français, Vocabulaire de famille et d’amis, Les articles et
les pronoms personnels, Les verbes : être, avoir, s’appeler, travailler, voyager, parler, manger,
etc. au présent, Le, la, l’and les comme pronoms objets, Les professions et les nationalités, Se
présenter, Les nombres: cardinaux et ordinaux, Vocabulaire d’argent et de quantité, Quelle
heure est-il? Quel âge as-tu?, Les jours de la semaine/ les mois de l’année, Vocabulaire de
couleurs, Les prépositions, Emploi de « où se trouve/trouvent….? », Les adjectifs, Les adverbes,
Le Nigéria et la France, La CEDEAO, Vocabulaire de banque et d’ordinateur, La
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négation,Vocabulaire de manger et de cuisine, Exprimer ses goûts, Les parties du corps,
Vocabulaire de santé, Vocabulaire d’école et d’études, Révision/examen.
COURSE DESCRIPTION (Description du cours)
Communication in French is an integral part of the University Wide Courses Unit studies
programme of Landmark University, which aims at, apart from meeting the requirements for a
successful university education, grooming students who will be able to express themselves in
French, building their competence in all the four language skills: listening, speaking, reading and
writing. The course focuses on teaching the students to express themselves in basic French.
With this, it will serve as an added advantage of other foreign language for students in their
various fields of specialization.
COURSE JUSTIFICATION (Justification du cours)
Since the vision of the University is raising a generation of leaders, whose impacts will
positively and immensely be felt globally, this course presents a rare opportunity for students
who desire to make impact in French speaking nations, and those who may find themselves in
any French speaking environment or situation.
COURSE OBJECTIVES (Objectifs du cours)
At the end of this course, students would be able to:
i.
communicate in French and be sensitized of its importance and benefits which enhances
sweet, smooth, and productive interaction between us and our various French speaking
neighbours in Africa and beyond.
ii.
Use simple French as a linkage medium of integration into French and Francophone
countries, especially for those who desire or dream to live/work in French speaking
countries like France, Canada, Switzerland, Ivory Coast, Senegal, Togo, etc.
iii.
use French actively by being introduced to various French vocabularies, conversations
etc., and by also by being simulated to compose simple and concise dialogues,
interviews etc.
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COURSE REQUIREMENT
Today, globalization in every sector is gaining high waves by the day, more experts in
foreign languages like French, German, Spanish etc. are daily being clamoured for, for tasks in
countries where English is not the official language. To acquire full knowledge and the
opportunities that this course tends to offer, students are required to avoid truancy in classes
for cumulative growth of their linguistic status in French. Areas of French phonetics,
morphology and syntax require more attention from the students. These focus on the correct
pronunciation of words, correct formation of French words and their arrangements in simple
French sentences. Students who take this course are therefore expected to seize this
opportunity to make French an addition to their intellectual wealth, which can yield a great
measure of reward and privileges in their international endeavours.
METHOD OF GRADING
S/N
Grading
Score %
1
Mid-semester Test
2
1st C.A. Test
5
3
2nd C.A. Test
10
4
Final Examination
70
Total
15
100
Summary: Continuous Assessment: 30%
Examination: 70%
METHOD OF LECTURE DELIVERY/TEACHING AIDS
Guided instructions, interactive sessions, group work/project, take home assignments and joint
discussion/evaluation for students to discover by themselves their areas of mistakes.
Multimedia-assisted power-point presentation, audio discs or audiovisual materials will also be
used when the need arises.
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Ground Rules
Students are to be seated at least 5 minutes to the time of lecture. Lecture door closes 5
minutes after the commencement of lecture. Students are to attend lectures with a copy of
relevant materials and texts. No form of misconduct will be tolerated in class.
Topics for Assignments/Student Activities
-
Oral presentations during classes by groups of students.
-
Assignments and class work to test their level of comprehension of some topics, as
observed and decided by the lecturer(s) in charge.
LECTURE CONTENT FOR GST 122
Week 1: Introduction
Brève histoire du français au Nigéria et l’introduction à la prononciation française (Brief
history of French in Nigeria and the introduction to French pronunciation)
Objective(s):
At the end of the lectures for the week, the students should be able to:
i.
Say briefly how French was introduced into Nigeria and why it is important for them to
learn it as an international foreign language.
ii.
Read or pronounce correctly the French alphabet and use the French letters to spell
their names or any other things they like.
Description
First hour: Brief history of French language in Nigeria before independence from 1859 and after
independence in 1960. Also, the help of international organizations like AU, ECOWAS, etc and
the presence of Francophone nations surrounding Nigeria which make Nigeria feel the needs
for the inclusion of French as the second foreign language and why the students themselves
need French in their various disciplines in Nigeria.
Second hour: Introduction to French alphabet and the spelling systems in French, French
phonetics and letters combination (phonology) for correct pronunciation of French words;
Distinction between masculine and feminine genders, between sounds /y/ and /u/, the
complete guides to French pronunciation.
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Study Question(s):
i.
In which areas do you feel that French will be necessary in your course of study?
ii.
Spell the following words in French:
MATANMI, MAISON, YALE, ZÈBRE, NIGÉRIA,
JEANNETTE, KATERINE, etc.
iii.
Comment vous appelez-vous? Épelez votre nom en français.
Reading List :
Ajiboye, Tunde (2002): Practice in Oral French, Ibadan, Bounty Press.
Chapman, R. H. B. (1971): A French Vocabulary for West Africa, London, Cambridge University
Press.
Fournier, Isabelle (1998): The Ideal Course for Absolute Beginners, London, BBC Books.
Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation.
Week 2 : Les salutations en français (Greetings in French)
Vocabulaire de famille et d’amis (Vocabulary of Family and Friends
Objective(s): At the end of the lectures for the week, the students should be able to:
i.
Say the French words for morning, afternoon and evening and exchange greetings with
one another. Examples: Bonjour Monsieur Kunle, Bonsoir Madame Dominique, Bonne
nuit mes amis, Au revoir! Bon noel ! Bonnes vacances ! etc.
ii.
Use the French words relating to families and friends. Examples: Le père et la mère sont
les parents, le frère, la sœur, l’oncle, la tante, etc.
Description:
First hour: The lecture is in form of dialogues which allow the students to see and learn the
words usage in greetings during the mornings, afternoons and evenings or during departures or
festivities; Bonjour Shadrach! Bonne nuit! Enchanté(e)! Bonnes vacances! A demain!, etc. List of
greeting expressions is given for practical experience of greetings in French.
Second hour: The students are introduced to a list of words and expressions relating to families
in French: la famille, le père, la mère, la maman, le fils, la fille, le garçon, le frère, la sœur, le
mari, la femme, l’époux(m), l’épouse (f), l’oncle, la tante, le neveu; la nièce.
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Study Question(s):
Traduisez les phrases suivantes en anglais.
i.
Bonjour mon ami, comment ça va ?
ii.
Nous allons très bien, merci beaucoup, monsieur, et au revoir!
iii.
Bonne journée, bonne soirée, bon appétit, à la prochaine !
Translate the following sentences into French
i.
My dad and my mum are at home
ii.
Where is my uncle?
iii.
My intimate friend is Patricia.
Reading List:
Ajiboye, Tunde (2002): Practice in Oral French, Ibadan, Bounty Press.
Chapman, R. H. B. (1971): A French Vocabulary for West Africa, London, Cambridge University
Press.
Fournier, Isabelle (1998): The Ideal Course for Absolute Beginners, London, BBC Books.
Week 3 : Les articles et les pronoms personnels (Articles and Personal Pronouns)
Les verbes : être, avoir, s’appeler, travailler, voyager, parler, manger, etc. au présent
(verbs : to be, to have, to work, to travel, to speak, to eat, etc. in present tense) Le, la, l’
and les as object pronouns
Objective(s): At the end of the lecture for the week, students should be able to:
i.
Identify the personal pronouns in French. i.e. Je, tu, il/elle, nous, vous, ils/elles.
ii.
Use the personal pronouns correctly to form simple sentences in French. i.e. Je suis
professeur de français, Nous sommes étudiants de collège de sciences et génie, etc.
iii.
Conjugate the given verbs and use them correctly to form simple sentences in French.
iv.
Distinguish the object pronouns le, la, l’ and les from the definite articles and use them
correctly in French simple sentences. Exemples: Je regarde la radio = Je la regarde, Elle
écoute les enfants = Elle les écoute, etc.
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Description:
First hour: The verbs être and avoir are introduced to students in their conjugated forms,
showing the personal pronouns. i.e. Je suis, nous sommes, ils/elles sont, J’ai, tu as, il/elle a, vous
avez, etc., Je suis étudiant et j’ai les livres, Vous êtes professeur de microbiologie et vous avez le
bureau personnel, etc. The listed verbs être, avoir, s’appeler, travailler, voyager, parler,
manger are to be conjugated in the present tense to form simple sentences in French. i.e. Je
m’appelle Jacques, Je travaille à Lagos, Je parle anglais et yorouba, Je mange du riz et des
bananes. Second hour: Using the object pronouns le, la, l’and les to make simple sentences in
French. Exemples: Nous mangeons les arachides = Nous les mangeons, Le professeur appelle
Bernard le responsable = Le professeur l’appelle, etc.
Study Question(s):
i.
Tell me your name and the language you speak in French.
ii.
Tell me what you are eating in French.
iii.
Tell me what you want in French.
Traduisez correctement en anglais :
1. Qu’est-ce que tu veux? –Je veux un paquet de chocolat.
2. Qu’est-ce que les médecins font à l’hôpital? Ils travaillent ou ils jouent à l’hôpital?
3. Est-ce que vous comprenez la leçon? Oui, nous comprenons.
4. Les soldats marchent avec toute leur force vers la caserne.
Reading List:
Harrap’s Compact, Bilingual dictionary, French/English, Great Britain, Chambers Harrap
Publishers Ltd.
Ojo, Ade (2002): A Comprehensive Revision Handbook of French Grammar, Ibadan, Signal
Educational Services Ltd.
Week 4 : Les professions et les nationalités (Professions and Nationalities)
Se présenter (Introducing Yourself/Others)
Objective(s): At the end of the lecture for the week, students should be able to:
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i.
List a number of professions and nationalities in French, taking note of the masculine
and feminine genders. Examples: Médecin, pompier, ingénieur, boucher/bouchère,
comptable, garagiste, boulanger/boulangère, mécanicien/mécanicienne.
Nigérian/Nigériane, Ivoirien/Ivoirienne, Béninois/Béninoise,
Camerounais/Camerounaise, etc.
ii.
Introduce themselves or their professions in simple French sentences. Examples: Je suis
avocat, mon amie Anita est avocate, Elle est Nigériane et pharmacienne.etc.
Description:
First hour: The study of a list of professions and adjectives of nationalities in French denoting
their masculine and feminine genders. Exemples: journaliste, vendeur/vendeuse,
politicien/politicienne, serveur/serveuse, économiste, dentiste, fermier/fermière,
chômeur/chômeuse, footballeur/footballeuse, coiffeur/coiffeuse), policier/policière,
ambassadeur/ambassadrice
Second hour: A form of dialogue where people introduce themselves and others in simple
French with the adjectives of nationalities (se presenter). Exemples: Je suis Nigérian, mon amie
est aussi Nigériane, Mon oncle est ambassadeur du Nigeria au Sénégal.
Study Question(s):
Translate the following sentences into English
i.
Mon père est ingénieur.
ii.
Quelle est l’occupation de ton oncle?
iii.
Mon oncle est pharmacien.
iv.
Comment s’appelle la responsable des inscriptions de l’Université Landmark?
v.
Les enfants veulent devenir médecins, mais ils aiment dessiner les bâtiments.
vi.
On cherche un bon informaticien pour réparer les ordinateurs.
vii.
Mon frère est architecte, mais moi je suis traducteur.
viii.
Les banquier travaillent à banque, mais où travaillent les caissiers?
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Reading List:
Harrap’s Compact, Bilingual dictionary, French/English, Great Britain, Chambers Harrap
Publishers Ltd.
Ojo, Ade (2002): A Comprehensive Revision Handbook of French Grammar, Ibadan, Signal
Educational Services Ltd.
Sonaiya, R. (2008) : Je Démarre! Méthode de français pour débutants, Ibadan, Dokun Publishing
House.
Week 5 : Week 5 : Les nombres (Numbers) : cardinaux et ordinaux (Cardinal and Ordinal)
Vocabulaire d’argent et de quantité (Vocabulary of Money and Quantity)
Objective(s): At the end of the lecture for the week, students should be able to:
i.
Read the numbers from one to one thousand in French.
ii.
Distinguish between ordinal and cardinal numbers in French. Exemples un, deux, huit,
vingt, premier, huitième, quarantième, etc.
iii.
Count in French, using expressions denoting money and quantity.
Description:
First hour: A list of numbers from one to hundreds and thousands for easy learning of French
counting systems in cardinal and ordinal formats. Exemples: un, huit, onze,…..quarante, cent,
cinq cents, troisième, vingtième, centième, etc. Students repeat after the teacher for correct
pronunciation.
Second hour: Students learn the expressions denoting quantity and money with the help of the
numbers through a list of French sentences provided in the note. Exemples: Beaucoup d’argent,
un peu d’eau, etc.
Study Question(s):
(a) Ecrivez les nombres de vingt à cinquante en cardinaux et ordinaux.
(b) Traduisez les phrases suivantes en anglais :
i.
Deux garçons sont dans la classe, le premier est plus intelligent.
ii.
Il y a vingt-trois candidats pour le poste, mais il y a seulement cinq qui sont
compétents.
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iii.
Mon deuxième jour à l’école est inoubliable.
iv.
Il y a cent oranges dans le panier, mais les enfants sont deux cent quarante.
v.
Dieu finit la création du monde le sixième jour. Le septième jour, il se repose.
vi.
Parmi les huit soldats en voyage, quatre sont Chinois.
Reading List:
Ojo, Ade (2002): A Comprehensive Revision Handbook of French Grammar, Ibadan, Signal
Educational Services Ltd.
Sonaiya, R. (2008) : Je Démarre! Méthode de français pour débutants, Ibadan, Dokun Publishing
House.
Week 6: Quelle heure est-il? (What Is the Time?)
Quel âge as-tu? (How Old Are You?)
Objective(s): At the end of the lecture for the week, students should be able to:
i.
Ask for the time politely and say the time correctly in French.
ii.
Mention the periods of the days and the seasons in French.
iii.
Tell their age correctly in French.
Description:
First hour: Detailed notes on the timing systems in French (GMT Time) and how to ask for the
time in French in a polite manner or how to say the time correctly in French. Exemples: Quelle
heure est-il s’il vous plait? or Il est quelle heure s’il vous plait ? Il est deux heures ou Il est
quatorze heures, etc. The periods of the days and the seasons of the year: le matin, l’après-midi,
le soir/la soirée, etc., Il fait froid, il pleut, il neige, il fait chaud, etc.
Second hour: A short dialogue displaying the questions and answers about age and time in
French to teach the students practically and orally. Emphasis is placed here on the verb avoir
for students to conjugate effectively.
Study Question(s):
(a) Study the dialogue in the note to be practised in the next class
(b) Traduisez les phrases suivantes en anglais:
i.
le lever du jour
le lever du soleil
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ii.
le soleil levant
le matin
iii.
hier matin
hier soir
iv.
la journée
la soirée
v.
le midi
l’après-midi
vi.
Il fait du vent, il fait froid et il fait du brouillard.
Reading List:
Ajiboye, Tunde (2002): Practice in Oral French, Ibadan, Bounty Press.
Chapman, R. H. B. (1971): A French Vocabulary for West Africa, London, Cambridge University
Press.
Fournier, Isabelle (1998): The Ideal Course for Absolute Beginners, London, BBC Books.
Week 7: Les jours de la semaine/ les mois de l’année (Days of the Week/ Months of the Year)
Vocabulaire de couleurs (Vocabulary of Colours)
Objective(s): At the end of the lecture for the week, students should be able to:
i.
Mention the days of the week and the months of the year in French
ii.
Say different colours in French and compare them with one another
Description:
First hour: The days of the week and the months of the year in French. Exemples: lundi,
mercredi, samedi, etc., janvier, février, juin, octobre, etc. expressions on the time and days;
questions and answers on the dates and weeks in French. Exemples: Quelle est la date
d’aujourd’hui? Aujourd’hui est mardi le trois mars, deux mille treize, etc.
Second hour: List of sentences showing the adjectives of colours in French. Emphasis is on
masculine and feminine genders in comparison to those of English language. Exemples:
vert/verte, bleu/bleue, le drapeau du Nigeria est vert, blanc, vert, etc.
Study Question(s):
(a) Décrivez la couleur de votre université en français.
(b) Translate into English
i.
Donnez-moi une chemise blanche, je vais acheter un pantalon blanc.
ii.
Les filles sont noires, mais elles n’aiment pas les vêtements noirs.
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iii.
Les mangues sont toujours vertes. Les ananas aussi sont verts.
iv.
J’aime les fleurs en couleur rose.
v.
Ma couleur favorite c’est la pourpre.
Reading List:
Chapman, R. H. B. (1971): A French Vocabulary for West Africa, London, Cambridge University
Press.
Fournier, Isabelle (1998): The Ideal Course for Absolute Beginners, London, BBC Books.
Harrap’s Compact, Bilingual dictionary, French/English, Great Britain, Chambers Harrap
Publishers Ltd.
Week 8: Les prépositions (Prepositions).
Emploi de « où se trouve/trouvent….? »
Objective(s): At the end of the lecture for the week, students should be able to:
i.
Identify the prepositions in French and use them correctly.
ii.
Form their own sentences with the interrogative adverbs où se trouve/ ouu se
trouvent….?
Description:
First hour: Notes on exemples of prepositions in French; sur, en face, en, dessus, après, à
sous, au-dessous de, avec, etc. and the interrogative adverbs où se trouve(nt)……. ? which
determine the position of the objects involved.
Second hour: The class reads the dialogue put in place for practical usage of the preposition
and the interrogative adverbs involved.
Study Question(s):
(a) Répondez correctement en français
i.
Où se trouve l’auditorium Multipurpose ?
ii.
Décrivez comment arriver a votre département
iii.
Où se trouve les banques a l’université Landmark ?
(b) Traduisez en anglais:
i.
L’hôpital se trouve loin du quartier universitaire de Landmark
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ii.
Kenneth est avec son amie.
iii.
Le bic est sur la table alors que le livre est sous la chaise.
Reading List:
Ajiboye, Tunde (2002): Practice in Oral French, Ibadan, Bounty Press.
Sonaiya, R. (2008) : Je Démarre! Méthode de français pour débutants, Ibadan, Dokun Publishing
House.
Week 9: Les adjectifs (Adjectives)
Les adverbes (Adverbs)
Objective(s): At the end of the lecture for the week, students should be able to:
i.
Mention the adjectives and adverbs in French.
ii.
Differentiate between the masculine and the feminine genders of the adjectives in
French.
iii.
Form the adverbs from the feminine genders of the adjectives in French.
Description:
First hour: Some examples of adjectives in French are given, placing emphases on their
masculine and feminine genders. Exemples: petit/petite, beau/belle, grand/grande,
nouveau/nouvelle, court/courte, courageux/courageuse, bref/brève, heureux/heureuse
intelligent/intelligente, travailleur/travailleuse, méchant/méchante, paresseux/paresseuse,
actif/active, rapide, agréable, -lent/lente, confortable, ancien/ancienne, occupé/occupée.
Second hour: Formation of adverbs from the existing feminine genders of the adjectives in
French and their appropriate uses. Exemples: lent-lente- lentement, heureux-heureuseheureusement, actif-active-activement.,etc.
Study Question(s):
Translate the following sentences into English:
i.
Monsieur Jean-Claude est petit, sa femme aussi est petite. Mais à notre surprise,
leurs garçons ne sont pas petits, aussi les filles, elles ne sont pas petites.
ii.
Mon père est très occupé ce soir, mais ma mère n’est pas très occupée. Nous, les
enfants, nous sommes aussi très occupés.
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iii.
Les saints aiment la Sainte Bible, mais les hommes méchants ne l’aiment pas.
iv.
Les femmes méchantes sont aussi belles; les hommes méchants sont aussi beaux. La
beauté ne détermine pas la sainteté!
v.
Après le match, tous les joueurs sont fatigués.
Reading List:
Ajiboye, Tunde (2002): Practice in Oral French, Ibadan, Bounty Press.
Chapman, R. H. B. (1971): A French Vocabulary for West Africa, London, Cambridge University
Press.
Week 10: Le Nigéria et la France, La CEDEAO (ECOWAS)
Vocabulaire de banque et d’ordinateur
Objective(s): At the end of the lecture for the week, students should be able to:
i.
Say something about Nigeria and France, , and the Franco-Nigerian relationship.
ii.
Mention some Francophone countries under ECOWAS of which Nigeria is a member.
iii.
Use the expressions in French on banking and computer systems.
Description:
First hour: A brief note on the socio political setups in Nigeria and France, ECOWAS and the list
of Francophone countries introducing students to French and francophone cultures and
civilization. For example the names of the president of Nigeria and France, population, etc.
Second hour: A list of expressions in French on banking and computing to make the students
familiar with some of the terms in French. Exemples: le Bénin, le Burkina Faso le Cap-Vert, la
Côte d’Ivoire, la Gambie, le Ghana, la Guinée, etc. Emphasis is on the gender of the countries in
French.
Study Question(s):
i.
Combien des pays sont anglophone ou francophone en Afrique de l’ouest?
ii.
L’indépendance du Nigeria est en année _______.
iii.
L’hymne national de la France est _________.
iv.
Les couleurs du drapeau du Nigeria sont _________ et celles de la France sont ______
v.
Le sens complet de CEDEAO est ___________________________.
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vi.
Mentionnez six pièces de rechange d’ordinateur en français.
Reading List:
Chapman, R. H. B. (1971): A French Vocabulary for West Africa, London, Cambridge University
Press.
Fournier, Isabelle (1998): The Ideal Course for Absolute Beginners, London, BBC Books.
Week 11: La négation (Negation)
Vocabulaire de manger et de cuisine (Vocabulary of Eating and Cooking)
Objective(s): At the end of the lecture for the week, students should be able to:
i.
Identify and use correctly the negation determinants ; ne…..pas, ne….plus, ne….jamais,
etc., to form sentences in French.
ii.
Use in their own sentences the French expressions on cooking and eating.
Description:
First hour: Notes on negation determinants and their syntax ; ne…..pas, ne….plus, ne….jamais,
etc., to form sentences in French for students. Exemples: Je regarde ; Je ne regarde pas, Nous
mangeons ; Nous ne mangeons plus, etc.
Second hour: List of expressions and their uses in French on the cooking and the feeding
patterns in French. Exemples: Elle prepare du riz et des haricots, Vous mangez du gâteau, Ils
achètent des légumes, etc. Emphasis is laid on the definite and the partitive articles.
Study Question(s):
(a) Translate the following sentences into English:
i.
Les soldats ne marchent plus en ville, ils marchent maintenant dans la caserne.
ii.
Je ne mange jamais des nourritures pourries.
iii.
Les polices cherchent partout mais ils ne trouvent personne dans le quartier.
iv.
Les pasteurs ne mangent guère le dimanche.
v.
Les étudiants de l’Université Landmark n’écoutent plus des chansons charnelles.
Les enfants de cet âge n’étudient pas aussi sérieusement que les enfants des autres siècles
(b) Mentionnez cinq ingrédients du gâteau.
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Reading List:
Fournier, Isabelle (1998): The Ideal Course for Absolute Beginners, London, BBC Books.
Harrap’s Compact, Bilingual dictionary, French/English, Great Britain, Chambers Harrap
Publishers Ltd.
Ojo, Ade (2002): A Comprehensive Revision Handbook of French Grammar, Ibadan, Signal
Educational Services Ltd.
Week 12: Exprimer ses goûts (Expressing One’s Likes or Dislikes)
Les parties du corps (Parts of the Body)
Objective(s): At the end of the lecture for the week, students should be able to:
i.
Express him/herself in French, showing his/her likes and dislikes.
ii.
Mention his/her parts of the body in French.
iii.
Use correctly the verbs relating to parts of the body.
Description:
First hour: The lecture is based on self expression in French with the dialogues laying emphases
on the verbs of preference, likes, and dislikes aimer, préférer, detester for practical experience
of their uses in French.
Second hour: A list of the parts of the body in French, laying emphases on the genders.
Exemples: le bras, la main, l’oreille, les yeux, etc. Action verbs are used with the parts of the
body to form correct sentences in French. Exemples: Je regarde avec les yeux, Elle parle avec la
bouche, Nous ecoutons avec les oreilles, etc.
Study Question(s):
(a) Mentionnez 5 choses que vous aimez et 5 choses que vous détestez.
(b) Translate the following questions into English:
i.
On parle avec la bouche. On sent avec le nez.
ii.
Je me brosse les dents chaque matin. Elle se coupe les cheveux chaque semaine.
iii.
Il se peigne toujours. Tu te laves le visage.
iv.
Je me lave les mains. Il se baigne avant d’aller au lit.
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Reading List:
Ajiboye, Tunde (2002): Practice in Oral French, Ibadan, Bounty Press.
Chapman, R. H. B. (1971): A French Vocabulary for West Africa, London, Cambridge University
Press.
Fournier, Isabelle (1998): The Ideal Course for Absolute Beginners, London, BBC Books.
Week 13: Vocabulaire de santé (Vocabulary of Health)
Objective(s): At the end of the lecture for the week, students should be able to:
i.
Talk about their health and how they feel
ii.
Use the expressions on health to form simple sentences in French.
Description:
First hour: A list of expressions in French on health and the body state is provided for practical
use in class. These include the formation of simple sentences on the health situation to be
provided in English by the lecturer in charge for the students to translate or interpret into
French. Exemples: I am feeling cold, My body aches, I am healed, I am safe and sound, etc.
Study Question(s):
Traduisez correctement en anglais:
i.
J’ai mal aux dents.
ii.
Elle tousse grièvement.
iii.
Ils ont mal à la tête.
iv.
Tu te blesse la jambe.
v.
Je cherche un pharmacien.
vi.
Chaque famille a besoin de moustiquaire.
vii.
Son frère a mal aux yeux.
viii.
L’infirmière soigne les malades.
Reading List:
Ojo, Ade (2002): A Comprehensive Revision Handbook of French Grammar, Ibadan, Signal
Educational Services Ltd.
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Sonaiya, R. (2008) : Je Démarre! Méthode de français pour débutants, Ibadan, Dokun Publishing
House.
Week 14: Vocabulaire d’école et d’étude / Révision générale (Vocabulary for School and
Study/ General Revision)
Objective(s) : At the end of the lecture for the week, students should be able to:
i.
Talk about their school and the academic activities in which they engage.
ii.
List the objects found or used in class.
Description:
First hour: A detailed list of the people and the learning activities involved in the school system
in French for practical use by the students to form their own sentences. The lecturer makes
some sentences and encourages the students to translate or interpret them in their simple
French. Exemples: The school principal, School fees, I am literate, University Education, Teaching
and Learning, etc.
Second hour: Students are to form their own sentences to be shown for approval by the
lecturer in charge. Errors on grammar or syntax are to be corrected after the students present
their own work. The remaining period is reserved for general revision of the semester’s work.
Study Question(s):
Translate the following sentences into French.
i.
Do not rub off!
ii.
I look at the notice board.
iii.
Economics Department.
iv.
College of Science and Engineering.
v.
The assignment is difficult.
vi.
I am sorry, she is sick.
vii.
We need pencil and eraser.
Reading List:
Ajiboye, Tunde (2002): Practice in Oral French, Ibadan, Bounty Press.
Chapman, R. H. B. (1971): A French Vocabulary for West Africa, London, Cambridge University
Press.
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Fournier, Isabelle (1998): The Ideal Course for Absolute Beginners, London, BBC Books.
Week 15: Examen
Objective(s) : to examine the students on all that has been taught during the semester.
Reading List:
Ajiboye, Tunde (2002): Practice in Oral French, Ibadan, Bounty Press.
Chapman, R. H. B. (1971): A French Vocabulary for West Africa, London, Cambridge University
Press.
Fournier, Isabelle (1998): The Ideal Course for Absolute Beginners, London, BBC Books.
Harrap’s Compact, Bilingual dictionary, French/English, Great Britain, Chambers Harrap
Publishers Ltd.
Ojo, Ade (2002): A Comprehensive Revision Handbook of French Grammar, Ibadan, Signal
Educational Services Ltd.
Sonaiya, R. (2008) : Je Démarre! Méthode de français pour débutants, Ibadan, Dokun Publishing
House.
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Lecturers: Mr. Babatunde, O.T. & Dr. (Mrs.) Nnabuike, A.P.
Semester: Omega
Venue:
Multipurpose Hall
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