Module LCF-1004:
Ffrangeg i Ddechreuwyr II

Module Facts

Run by School of Languages, Literatures and Linguistics.

20 Credits or 10 ECTS Credits

Semester 2

Organiser: Ms Sian Beidas

Overall aims and purpose

  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).

Course content

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.

Assessment Criteria

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.

Learning outcomes

  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).

Assessment Methods

Type Name Description Weight
AURAL Prawf Gwrando 10
COURSEWORK Tasgau wedi'u hasesu

Tasgau gwaith cartref wythnosol.

10
ORAL Arholiad Llafar 20
EXAM Arholiad Ysgrifenedig

Dau gyfeithiad (o'r Ffrangeg ac i'r Ffrangeg) a thraethawd.

40
Written assignment, including essay Cyfieithiad i'r Ffrangeg 10
GRAMMAR TEST Prawf Gramadeg 10

Teaching and Learning Strategy

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

Transferable skills

  • 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

Subject specific skills

  • 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)

Resources

Pre- and Co-requisite Modules

Courses including this module

Compulsory in courses:

Optional in courses: