The Opening Day of a Foreign Language Class

Bring to class:

• Your class roster (in your mailbox)
• Textbook, Cahier, any required and recommended ancillaries (to show students)
• Syllabus and course policies (from your chair)
• Student formation cards or sheets (in your mailbox)

ON BOARD:
Français 101
Section 0009
8h00-8h50

[Your name, office hours and phone number]

CHAIRS:
If possible, arrange chairs in a semicircle. Unfortunately, some rooms have bolted down chairs or unusual table and chair layouts.. Think about where your students should be seated to best hear you and each other.

Greet students in French as they arrive.

8:00

Begin class in French by greeting students, introducing yourself, and pointing out the course information on the board.

In 101 teach (review in 102):

• Bonjour
• Je m'appelle...et toi? et vous? (Use "je" form only. Refer to your name on board to clarify meaning of "je m'appelle")
• Qui est-ce? C'est_________. (Use pictures and students in the class)
• Comment ça va? Comment allez-vous?

1. name
2. one thing you like to do
3. one thing you do not like to do. [The idea is to have students listen and react to one another. Avoid asking for names and majors: this will not help you remember who's who, nor will it foster much discussion. Your chair may have prepared an activity for you to use on the first day.]

Teach one new item that will come up in the chapter ahead.  In 101 do numbers, alphabet, or some classroom vocabulary. Have students read your office phone number. Have students count items (chaises, livres, étudiants/étudiantes, fenêtres, etc.) in the room.

8:15

Business matters.  Shift to English after taking role and congratulate students on all the French they have already used.

• Check roll. (You will have a computer printout in your mailbox before the first day of class.  If you have no printout, pass around a sheet of paper and have students sprint their names)
• Explain the waiting list policy.  Students will be dropped from waiting lists if they miss even one day of class during the first two weeks of class.  Ask students with questions about placement to talk to you (or the RCS Director) after class. Announce the College policy: students with two or more years of high school French may not take 101 for credit.
• Let students know what materials to buy.  Guide them to web sites and other resources of interest.

Foreign language study.  Discuss:

• The WHY of foreign language study
• The HOW of foreign language study, e.g.,
• Regular attendance
• Daily preparation
• Participation
• Practice
• Learning strategies

Discuss and compare aspects of French and English grammar

• French is not a "translation" of English ("Comment allez- vous?" is a good example)
• Language and culture are linked (Discuss register in French--"tu" and "vous"--and compare register in English/American contexts.)
• Determine how well students understand grammatical concepts.  Can they conjugate a verb in English? Show the importance of a small word, such as a preposition in English: You put on a hat, but you put up a fence.
• Ask students to list cognates that they know. (In elementary classes, ask students to list French words commonly used in English)

Discuss the goals of our courses:

• Learning to communicate and to understand
• Four skills and culture
• How these goals are reflected in our grade break-down, our tests, our policies, and in the textbook.
• Use of French in class. Ask students to be patient with themselves and with classmates.
• The text.  Make sure all students have it or will obtain it by next class period. Explain that the text will be used in class, the workbook at home and in the lab.
• Let students know that they should be sure to talk to right away about any problems or concerns they are having.

Hand out Student Information cards or sheets.

8:45

Go back to French.  Teach another brief vocabulary or grammar point. End French 101 by dictating the spelling of a few words they have learned.  Include "Au revoir."

[In Tuesday/Thursday classes continue to teach, or review material through guided discussion to get a sense of how much students remember.]

After class, read over the information cards. Try to match the names with the faces. Note any potential placement problems and any concerns that the students express about the course.

Record your total attendance (enrolled and waiting) on the chart near 302 Cabell Hall.