Run by School of Arts, Culture and Language

20.000 Credits or 10.000 ECTS Credits

Semester 2

Organiser: Dr Jonathan Lewis

1. Cynyddu dealltwriaeth o'r iaith Ffrangeg, a datblygu dealltwriaeth fwy manwl o elfennau gramadegol.
2. Datblygu sgiliau cyfieithu testunau byr o'r Ffrangeg a chynhyrchu darnau ehangach, megis traethodau byr a llythyrau yn Ffrangeg.
3. Datblygu sgiliau llafar a hyder wrth siarad Ffrangeg.
4. Datblygu dealltwriaeth o Ffrangeg ysgrifenedig ac ehangu geirfa.
5. Datblygu'r gallu i ddeall ac ymateb i wybodaeth fwyfwy cymhleth mewn Ffrangeg ffurfiol ac anffurfiol.

Bydd myfyrwyr ar y modiwl hwn yn aneli at gyrraedd safon B1 ar y Fframwaith Ewropeaidd Cyffredinol ar gyfer Ieithoedd (CEFR).

Mae'r modiwl hwn ar gyfer myfyrwyr yn y flwyddyn gyntaf sydd wedi cwblhau Ffrangeg i Ddechreuwyr 1 (LCF-1003).

Nod y modiwl yw datblygu'r sgiliau siarad, gwrando ac ysgrifennu sylfaenol a ddysgwyd yn semester 1 er mwyn cyrraedd lefel sy'n cyfateb i Lefel A.

Bydd myfyrwyr yn defnyddio'r ramadeg a ddysgwyd yn semester 1 wrth ysgrifennu darnau mwy estynedig, gan ganolbwyntio ar gystrawennau mwy cymhleth ac ehangu geirfa.

Caiff sgiliau gwrando eu datblygu trwy ymarferion sain a fideo. O ran datblygu sgiliau llafar, bydd y myfyrwyr yn trafod mwy yn yr iaith darged.

Testunau allweddol:

Action Grammaire! 3ydd argraffiad gan Phil Turk & Geneviève García Vandaele (Hodder Education, 2006).

The French Experience 1, Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003)

Rhoddir y cyngor canlynol ynghylch prynu geiriadur:

Efallai y bydd geiriadur cryno (nid geiriadur poced) yn ddigon, ond dylech ystyried cael geiriadur cyfieithu 'go iawn' fel Collins-Robert neu Oxford-Hachette, a dysgu ei ddefnyddio'n effeithiol ac yn rheolaidd.

threshold

40-49%: I ennill credyd, bydd angen i'r myfyrwyr gael gwybodaeth sylfaenol, ond cynyddol, o eirfa a gramadeg, rhywfaint o allu i gyfieithu a thrin testunau, a gallu sylfaenol ar lafar ac wrth wrando.

good

50-69%: Bydd perfformiad gwell i'w weld drwy wybodaeth gynyddol o eirfa a gramadeg, gallu da i gyfieithu ac aralleirio testunau Ffrangeg, a gallu da ar lafar ac wrth wrando.

excellent

70+%: Bydd y myfyrwyr gorau wedi datblygu gwybodaeth a dealltwriaeth o Ffrangeg ysgrifenedig a llafar ar lefel sy'n cyfateb i Lefel A, a byddant yn gallu mynd ymlaen yn hyderus i astudio yn yr ail flwyddyn gyda myfyrwyr sydd wedi gwneud Lefel A.

1. Cyfathrebu'n fedrus yn Ffrangeg ynghylch nifer o bynciau mwy cymhleth.

2. Cyfuno cystrawennau gramadeg a geirfa er mwyn mynegi barn ynghylch themâu newydd a / neu anghyfarwydd.

3. Gallu ysgrifennu darnau mwy estynedig mewn Ffrangeg cywir a dealladwy.

4. Darllen amrywiaeth o destunau mewn Ffrangeg safonol, e.e. papurau newydd, cylchgronau, nofelau ayb.

5. Datblygu sgiliau gwrando a deall drwy wrando ar y radio neu ar gerddoriaeth, gwylio teledu a ffilmiau ayb.

6. Adeiladu ar y sgiliau a ddatblygwyd yn ystod semester 1 (modiwl LCF/LZF-1003).

Type	Name	Description	Weight
	Assignment		20.00
	Test		20.00
	Oral Exam		20.00
	Written Exam		40.00

		Hours
Seminar	Seminarau - 4 awr yr wythnos am 11 wythnos (3 gwers gramadeg / sgiliau ysgrifennu, 1 dosbarth gwaith llafar).	44
Private study	Adolygu ac ymarfer sgiliau iaith drwy ddefnyddio ystod o ddeunyddiau, gan gynnwys Blackboard. Cwblhau aseiniadau gwaith cwrs.	156

• Literacy - Proficiency in reading and writing through a variety of media
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

• Studying the countries or regions where the target language is used, including aspects of their literatures, cultures, linguistic contexts, history, politics, geography and social or economic structures. (Benchmark statement 5.10)
• The ability to extract and synthesise key information from written and spoken sources in the target language. (Benchmark statement 5.3, 5.4, 5.14)
• The ability to use the target language creatively and precisely in short written assignments in the target language. (Benchmark statement 5.14)
• The ability to translate short passages into and out of the target language. (Benchmark statement 5.3, 5.4)
• Engaging with, interpreting and critically evaluating short and longer contemporary texts (short stories, films, novels) in the target language (Benchmark statement 5. 8, and 5.9)
• Effective oral communication and presentation skills (including delivery and argument development, discussion and defence) in the target language through individual and/or group discussions. (Benchmark statement 5.3, 5.4)
• The ability to use the target language creatively and precisely in oral assignments, showing familiarity with a range of topics and registers in formal and informal situations. (Benchmark statement 5.3, 5.4)
• Develop aural comprehension skills in the target language, supported by a wide range of appropriate materials in different media. (Benchmark statement 5.3, 5.4)
• The ability to read, understand and summarise written texts in the target language. (Benchmark statement 5.3, 5.4)
• Sensitivity to and analysis of grammar and syntax in the target language, as well as basic morphology and phonology. (Benchmark statement 5.8, and 5.9)
• Basic reading and listening skills in the target language as well as vocabulary acquisition. (Benchmark statement 5.3, 5.4, 5.7, and 5.10)
• The ability to make effective use of notes and to carry out independent study. (Benchmark statement 5.15)
• Develop verbal communication skills in the target language through group work and class discussions. (Benchmark statement 5.8)
• The ability to read, understand, translate, and write short texts in the target language (benchmark statement 5.13, 5.14, 5.15 and 5.16)
• Sensitivity to and analysis of more advanced grammar and syntax in the target language, as well as morphology and phonology. (Benchmark statement 5.8, and 5.9)
• More advanced reading and listening skills in the target language as well as more advanced vocabulary acquisition. (Benchmark statement 5.3, 5.4, 5.7, and 5.10)
• Further develop students's verbal communication skills through group work and class discussions.
• The ability to read, understand, translate, and write more complex texts in the target language. (Benchmark statement 5.13, 5.14, 5.15, and 5.16)
• 1. The ability to use the target language creatively and precisely in short written assignments in the target language. (Benchmark statement 5.14)
• 2. The ability to translate short passages into and out of the target language. (Benchmark statement 5.3, 5.4)
• 3. Engaging with, interpreting and critically evaluating short and longer contemporary texts (short stories, films, novels) in the target language (Benchmark statement 5. 8, and 5.9)
• 4. Effective oral communication and presentation skills (including delivery and argument development, discussion and defence) in the target language through individual and/or group discussions. (Benchmark statement 5.3, 5.4)
• 5. The ability to use the target language creatively and precisely in oral assignments, showing familiarity with a range of topics and registers in formal and informal situations. (Benchmark statement 5.3, 5.4)
• 6. Develop aural comprehension skills in the target language, supported by a wide range of appropriate materials in different media. (Benchmark statement 5.3, 5.4)
• 7. The ability to read, understand and summarise written texts in the target language. (Benchmark statement 5.3, 5.4)
• Sensitivity to and analysis of more advanced grammar and syntax in the target language, as well as morphology and phonology. (Benchmark statement 5.8, and 5.9)

Talis Reading list

http://readinglists.bangor.ac.uk/modules/lcf-1004.html

Pre-requisites:

• LCF-1003: Ffrangeg i Ddechreuwyr I

Pre-requisite of:

• LCF-2020: Sgiliau Iaith Ffrangeg-3 Iaith
• LXF-2105: Race and Immigration in France
• LCF-2040: Sgiliau Iaith Ffrangeg

Co-requisites:

• LCF-1003: Ffrangeg i Ddechreuwyr I