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FRE1065 : Level A (HE Entry Level) French I

  • Offered for Year: 2024/25
  • Module Leader(s): Dr Cécilia Gil
  • Owning School: Modern Languages
  • Teaching Location: Newcastle City Campus

Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 20
ECTS Credits: 10.0
European Credit Transfer System


In consonance with the overall aims of the degree offered in SML this module will:

- Focus on developing the students' communicative competence in the foreign language (including fluency, grammar and lexical accuracy, range and pronunciation);
- Prepare students for the future study of the language (written communicative and oral / aural skills);
- Facilitate students' ability to establish and maintain effective social and working relations with speakers of the foreign language in written and spoken output.
- Develop independent language learning strategies.

This module is intended for students wishing to study French at beginner level, both true beginners and students with a limited prior knowledge of French. This is a general language class offering students the opportunity to study and practise French (speaking, reading, writing and listening skills) for four weekly contact hours. Themes and communication skills addressed in the language classes include: talking about yourself; expressing opinions: agreement and disagreement; and referring to past and future events (including plans and intentions).

Outline Of Syllabus

Examples of themes and communication skills addressed in the language classes include:

- Talking (including listening) and writing about yourself (personal information, likes and dislikes etc).
- Socializing (including both speaking and listening): making appointments, making/ accepting/ declining invitations.
- Talking (including listening) and writing about other people: family relationships etc.
- Expressing opinions: agreement and disagreement in speaking and writing.
- Making requests formally and informally.
- Referring to present, past and future events (including plans and intentions, in speaking and writing).
- Writing informal letters, descriptions, simple reports and narratives.
- Talking (including listening) and writing about landscape and climate.
- Talking (including listening) and writing about careers and professions.
- Talking (including listening) and writing about university life.
- Talking (including listening) and writing about travel.

Please note that tasks concerning talking involve both speaking and listening.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion123:0023:00N/A
Structured Guided LearningLecture materials331:0033:00* See Rationale below
Scheduled Learning And Teaching ActivitiesLecture221:0022:00Present-in-person if possible
Scheduled Learning And Teaching ActivitiesSmall group teaching221:0022:00Present-in-person if possible
Guided Independent StudySkills practice150:0050:00N/A
Guided Independent StudyIndependent study150:0050:00N/A
Teaching Rationale And Relationship

- Linguistic knowledge and the ability to use language effectively (i.e. linguistic skills) are intrinsically linked.
- Teaching and learning these outcomes (knowledge and skills) effectively implies presenting, practising and consolidating them via language classes and private study as indicated above.

Relationship of Teaching and Learning Methods to Learning Outcomes:
- The integration of linguistic knowledge i.e. vocabulary, grammar, functions, notions and knowledge of the cultures in French-speaking countries and the key skills of reading, writing, speaking and listening is appropriately served by the language classes through suitable presentations and plenty of practice through individual, pair and group work.
- In common with other foreign languages, French requires substantial ’structured guided learning’ and ‘guided independent study’. Through this study:
(1) the knowledge introduced and practised in the classes is previewed, revised, consolidated and expanded.
(2) students are also given opportunities to practise further reading, writing and listening skills.
(3) students learn to evaluate their own performance and develop a range of strategies for language learning.
-To ensure the learning of the above outcomes is effective, formative feedback is given in two ways:
(1) indirectly through self-assessment e.g. through internet and commercially available answer keys and
(2) directly by the teacher e.g. in the writing skills exercises which students carry out on a regular basis.


If necessary, all teaching can be delivered online

*Includes ‘readings from published work authored for this purpose covering key concepts and content; a curated set of external resources or activities; student tasks to support and reinforce understanding of key concepts’

Assessment Methods

The format of resits will be determined by the Board of Examiners

Description Length Semester When Set Percentage Comment
Written Examination901A60Assesses writing, reading and grammar. Conducted on campus if possible (otherwise conducted as a 24-hour take-home exam)
Aural Examination301M20Assesses listening skills.
Other Assessment
Description Semester When Set Percentage Comment
Oral Examination1M20Video recorded by students.
Assessment Rationale And Relationship

Knowledge outcomes will be assessed by each of the modes of assessment defined above.

- Reading, grammar and writing – written examination. The written examination will test students’ ability to read and understand texts in the target language, and to write in the target language. Students may be allowed to type their own answers provided that spell check / grammar check has been disabled.

-Listening – aural examination. This assessment will test students’ ability to listen and to understand audio sources and to respond appropriately in written form.

- Speaking: Oral examination. This assessment will test students’ ability to produce and present their own output orally.

These assessment methods are commonly used in language testing and are appropriate to the individual skills being assessed.

Reading Lists