Introducing French language and French culture to the students and to make sure they reach the entry-level language skill.
Lecturer Mehmet Sarıoğlu
Thursday 09-10.45 Friday 11-12.45 Ataköy 4B 04-06
Öğr.Gör.Mehmet Sarıoğlu Thursday 14.30-15 D4 D-12
Teaching Methods and Techniques
In the teaching period that starts with processing the subjects that are determined from the main book “Mauget Langue et Civilisation Francaise”, distributing subject memorized exercise papers, assignments and various question-answer exercises that are based on the subject to the students. Correction practices on the assignments that were given at the previous class. All the prepared copies that are based on the vocabulary exercise are given to the students. “Oral” question-answer exercises are being conducted to improve talking ability.
G.Mauger, Cours de Langue et de Civilisation Française, Librairie Hachette
Catherine Dollez, Sylvie Pons; Alter Ego:Methode de Français I, Librerai Hachette
J.Bady, I.Greaves, A. Petetin, Exerçons-nous Grammaire 350 Exercices Niv.Débutant. Librairie Hachette
Yves Loiseau, Régine Mérieux; Point par Point Exercices Grammaire Cahier Débutant , Librairie Didier
1. Introducing the books that will be used in the classes “French 1” and “French 2”, reading the related “Syllabus” to explain students what is wanted from them and what they will be responsible of, introducing how the midterms and finals will be graded and the general percentages of being present in the class and assignments. Introduction of the order of French phonetics- alphabet, sound unison, the phonetic structure of the simple words and the examples of the alphabetical readings.
Oral and written expression Audio cassette performance
2. Entering the “Article” subject after the reminding of alphabet information and phonetic order. The introduction of Articles with examples and exercises. Simple “sentence reading tryouts”. Studies on vocabulary and the readings of them.
Explanation of structures of word subordinates, foundation rules and “article” systems that are used in relation to this subject with examples.
Oral and written expression Listening to aodio cassette
3. “Avoir” and “etre” auxiliary verbs, a general look to the verb groups and the first group of inflection of verbs explanations.
There will be assignments given to the students on the subjects(The most used ones of Avoir-Etre and first group verbs will be chosen and Turkish-French translation assignments will be prepared.) Vocabulary papers that are including nationality and countries will be distributed. Related course works.
Reading performance Writting
4. Introducing of noun states and related article and preposition foundation studies. Conversation studies. Daily use, self-explaining question- answer structures will be given. New vocabulary papers distribution. Learning and practicing point adjectives. Conjugation of “Pouvoir-Devoir” auxiliary verbs, simple sentences with these verbs and question- answer studies.
Reading and writting exercices
5. Repetition of point adjectives, distribution a list of qualification adjectives. Using related adjectives and first group verbs in sentences. Sentences types(negative, question, negative question types). New reading articles distribution. Studying on the article with question-answers.
Name subordinates and the states of name related reminder assignments distributing and studies on the subject. Introducing the days of the week.
Reading and writting exercices
6. Introducing “Faire-Savoir” auxiliary verbs and how to use them in a sentence. Distributing new vocabulary copies on house and parts of the house, seasons and months and simple foundation studies on these vocabularies. Strengthening new words with name subordinates. Studies with distributed negative answer based question patterns. Extra studies on first group verbs. Introduction of the undocumented adjectives and follow up and reading exercises from the book on the subject.
Reading and writting exercices
7. Distributing new vocabulary copies based on professions. Continuing on the learning of the first group verbs. French-Turkish, Turkish-French translation studies. Question-answer practices. Reading and processing the new subject from the book. Exercises on finding the question based on the answer.
Reading and writting practices
8. Processing time and clock concept. Related question-answer exercises. Positive and negative sentence types reminding, distribution of the vocabulary copies based on the city, buildings in the city and various types of structures and related sentence exercises. Finding the question based on the answer practices.Finding the question based on the answer practices.
Written repetition practices
9. Introduction of the new vocabulary lists based on animals and nature. General repetition about midterm. In addition to that, deciding on the subject based on students’ wishes and conducting explaining practices on these subjects.
Reading writting practices
10. Midterm Exam
11. Detailed explanation of the topics asked in the exam. Distributing an assignment that is equal valued to the exam. Conducting the concept of route and directions and answering on the distributed exercise papers that are related to the subject. Introducing second group verbs, distributing related copies and sentence structure and development exercises. Entry to the personal pronouns, introduction and examples. Reading exercises.
Written and reading practices. Audio cassette performance
12. Distribution of the new reading pieces. Explanatory practices on pattern sentences that are related to weather. General repetition and the distribution of the assignment that include translating sentences to French language from a Turkish article that is formed by first, second and taught all auxiliary verbs. Repeating personal pronouns and examples. Explaining simple past tense and examples.
Oral and written expression Listening audio cassette
13. Generally repeating all the classes done in the term. Exampled practices of simple past tense. Application repetition of personal pronouns. Assignments.
Oral and written expression
14. Repetition based on student wishes for the final exam, question-answer practices, general repeating. Practicing on “participle passé accord” about personal pronouns and simple past tense examples.
Oral and written expressions
15. A class to relieve student’s mind before the finals: Edith Piaf, Nana Mouskouri vs concerts…PS: Distributing scripted French-Turkish translation of the music that will be listened to.
Class notes that are about all the subjects that are included in the program that will be prepared by me will be given to the students.
Homework / Term Projects / Presentations
Critical Thinking: Ability to inquire, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions.
Communication: Ability to use appropriate representational media to transmit essential formal elements at design process.
Investigation: Ability to gather, record, apply, and comparatively evaluate relevant information within design processes.
Design: Ability to reproduce the design information in the creative thinking process, to reach new and original results through universal design principles such as sustainability and accessibility.
World Architecture: Understanding world architecture in terms of their historical, geographical and global factors.
Local Architecture / Cultural Diversity: Understanding the architectural formations and samples of a geography through its historical and cultural context. Understanding the divergent canons of cultural values, behavioral, social and spatial patterns.
Cultural Heritage and Conservation: Understanding of conservation discourses and methods, and the subjects of cultural heritage, conservation awareness, environmental concerns and ethical responsibility.
Sustainability: Ability to design projects by using the information regarding the natural and built environment to reduce the undesirable environmental impacts on future generations through means.
Social Responsibility: Understanding of the architect’s responsibility about protecting the commonweal, having respect for historical/cultural and natural resources and improving the life quality.
Nature and Human: Understanding of the relationship between human, the natural environment and the design of the built environment.
Geographical Conditions: Understanding the relationships of site selection, settlement and building design by considering the cultural, economical and social properties as well as the natural characteristics such as soil, topography, vegetation and watershed.
Life Safety: Understanding the basic principles of security and life-safety systems in the conditions of natural disasters, fire, etc. through building and environment scales.
Structural Systems: Understanding of the basic principles of structural behavior in withstanding gravity and lateral forces and the evolution, range, and appropriate application of contemporary structural systems.
Environmental Systems: Understanding the principles of physical environmental systems’ design such as lighting, acoustics, climatization and the use of appropriate performance assessment tools.
Building Envelope Systems: Understanding of the basic principles involved in the appropriate application of building envelope systems and associated assemblies.
Building Service Systems: Understanding of the basic design principles of building service systems such as plumbing, electrical, vertical transportation, security, and fire protection systems.
Building Materials and Assemblies: Understanding of the basic principles utilized in the appropriate selection of construction materials, products, components and assemblies, based on their inherent characteristics and performance, including their environmental impact and reuse.
Integration of Building Service Systems: The ability of assessing, selecting and integrating the structural, environmental, security, envelope and service systems of the buildings for building design.
Programming and Evaluation: Ability to prepare and evaluate an architectural project program by considering the public benefits in regards of client and user needs, appropriate examplers, space and equipment requirements, financial limitations, site conditions, relevant codes, laws and design principles.
Comprehensive Project Development: Ability to produce a comprehensive architectural project that demonstrates to make design decisions across various scales.
Considering Building Costs: Understanding the fundamentals of building construction and use costs.
Architect-Client Relationship: Understanding of the responsibility of the architect to elicit, understand, and reconcile the needs of the client, owner, user groups, and the public and community domains.
Collaboration: Ability to work in collaboration with others and in multidisciplinary teams to successfully complete design projects.
Project Management: Understanding of the methods for competing for commissions, selecting consultants and assembling teams, and recommending project delivery methods.
Practice Management: Understanding the basic principles in the architectural practice processes like financial management, business planning, quality management, risk management, discussion and reconciliation.
Leadership: Understanding of the techniques and skills architects use to work collaboratively in the building design and construction process and on environmental, social, and aesthetic issues in their communities.
Legal Rights and Responsibilities:
Understanding of the architect’s responsibility to the public and the client as determined by regulations and legal considerations involving the practice of architecture.
Professional Practice: Understanding and fulfillment of employer and intern rights and responsibilities for development of profession.
Ethics of Profession: Understanding of the ethical issues involved in profession regarding social, political and cultural issues in architectural design and practice.
The students are capable of forming sentences using the 1st and 2nd group verbs including the continous tense in reported speech and therefore express their wishes with their own sentences. They are also capable of distinguishing and using in their own sentences the descriptive adjectives, demonstrative adjectives and possessive adjectives.
The student is capable of replying to her peer in an understandable level of French when asked for locations.
The student achieves the capacity of forming sentences for introducing and describing herself.
Through vocabulary studies, the student is capable of learning and using in her own sentences words pertaining to parts of a house and the acquisitions of concepts of occupation and nationality.
The pronounciation skills of students are improved through reading activities on beginner level texts in French given as appendices for phonetic studies and Q&A exercises on the text.