Encore Intermediate French, Student Text,
1st Edition

CHAPITRE PRÉLIMINAIRE: PREMIÈRES RENCONTRES.
Vocabulaire: Nos amis francophones; Premières impressions. Grammaire: Idiomatic expressions with être and avoir; futur proche; present tense of stem-changing verbs; depuis; the imperative.
1. LES SYMBOLES.
Vocabulaire: La fleur de lys; graffiti, tag, tatouages, henna. Grammaire: The present tense of the irregular verbs offrir, plaire, soutenir, construire, servir; Definite, indefinite, and partitive articles; Pronominal verbs: reflexive, reciprocal, and idiomatic; s’agir de. Les cultures francophones: Que signifie la Tour Eiffel?; Le tatouage des îles Marquises. Lecture: Calligrammes, Guillaume Apollinaire (poems).
2. LES VALEURS.
Vocabulaire: Quelques valeurs du monde francophone; poser des questions sur des valeurs, c’est une bonne idée? Grammaire: Prepositions of location and for modes of transportation; the pronoun y; interrogative adverbs; the interrogative adjective quel; Interrogative pronouns. Les cultures francophones: Le Québec chante ses valeurs; Zachary Richard chante les valeurs des Amériques. Lecture: Les filles de Caleb, Arlette Cousture (excerpt from a novel).
3. LA FAMILLE.
Vocabulaire: La famille française en pleine évolution; L’influence de la famille sur qui nous sommes. Grammaire: Possessive adjectives and possessive pronouns; agreement and position of irregular adjectives; pronominal adjectives; le passé composé with avoir and être (including irregular past participles and reflexive verbs). Les cultures francophones: Vie de famille et une carrière professionnelle; l’adoption, un autre concept de la famille. Lecture: “Entretien avec Nathalie Monsaint-Baudry: L’éducation française, un modèle unique et supérieur?” (excerpt from a magazine interview).
4. L’IDENTITÉ.
Vocabulaire: Défense de l’identité culturelle; l’identité personnelle. Grammaire: Direct object pronouns with the present, the passé composé, and commands; the pronoun en; Indirect object pronouns with the present, the passé composé, and commands; The conditional: irregular verbs; double object pronouns. Les cultures francophones: Jamel Debbouze, humoriste d’identité franco-marocaine; Lalla Essaydi, photographe marocaine: L’identité de la femme. Lecture: Ru, Kim Thúy (excerpt from a novel).
5. L’AMITIÉ.
Vocabulaire: Et pour vous, qu’est-ce que l’amitié?; De la camaraderie à l’amitié. Grammaire: The passé composé of courir, rire, suivre, mourir, conduire, savoir, connaître; time expressions (pendant, depuis, il y a (que), ça fait que, voilà que); Adverbs: categories of; position; The imparfait and the passé compose. Les cultures francophones: L’amitié franco-québécoise; L’amitié entre les nations. Lecture: Une si longue lettre, Mariama Bâ (excerpt from a novel).
6. LES APPARENCES.
Vocabulaire: L’apparence physique dans le monde francophone; Notre apparence physique en fonction des circonstances. Grammaire: Comparatives and superlatives (nouns, adjectives, adverbs); Relative pronouns (qui, que, dont), and indefinite relative pronouns (ce qui, ce que, ce dont); Plus-que-parfait (form and use). Les cultures francophones: Chanel, symbole de l’élégance; La voile: mode (musulmane) ou religion. Lecture: La parure, Guy de Maupassant (excerpt from a short story).
7. LES DÉFIS.
Vocabulaire: Quelques défis du monde francophone; La vie n’est pas un long fleuve tranquille. Grammaire: The subjunctive: expressing obligation, will, and emotion; The subjunctive and the indicative expressing: opinion, doubt, and uncertainty; The subjunctive with conjunctions; the past subjunctive. Les cultures francophones: La langue française et ses défis; La rage de Katrina. Lecture: Entretien avec le chanteur Corneille: Corneille raconte son drame (excerpt from an online interview).
8. LA CONFIANCE.
Vocabulaire: Confiance ou méfiance?; Faire confiance aux gens. Grammaire: Futur simple (regular, spelling-change, irregular forms; usage); Negative expressions; Demonstrative pronouns (celui, celle, ceux, celles, ceci, cela, ça); the pronoun lequel. Les cultures francophones: Confiance en ”Made in France”; Antilles: Crise de confiance. Lecture: Le contrat de mariage, Honoré de Balzac (excerpt from a novel).
9. LES ATTRAITS.
Vocabulaire: Les grandes villes et leurs attractions; La beauté dans le monde francophone. Grammaire: Indefinite adjectives and pronouns; Prepositions followed by infinitives; Past conditional; si-clauses. Les cultures francophones: La beauté des paysages d’outre-mer; Sénégal: le mouton le plus attirant! Lecture: L’Avare (extrait de l’Acte I, Scène 2) de Molière (excerpt from a play).
10. LE BONHEUR.
Vocabulaire: Qu’est-ce que le bonheur?; Francophones: Fiers et heureux de l’être! Grammaire: Future perfect; Present participle; past infinitive; Causative faire. Les cultures francophones: Bonheurs d’écriture (Maryse Condé, auteur antillaise); Au pays du bonheur: La Suisse. Lecture: Le cancre de Jacques Prévert (poem).

• Wynne Wong

  Wynne Wong is Professor of French and Director of French Language Instruction at the Ohio State University. She teaches undergraduate and graduate courses on second language acquisition and Quebec cultural studies, and is responsible for graduate teaching associate training. In addition to publishing in different areas of second language acquisition, she is known for her research in French on Processing Instruction and structured input, and for her award-winning article (with B. VanPatten) "The Evidence is IN: Drills are OUT" (Foreign Language Annals, 2003), winner of the 2005 Stephen A. Freeman Award. Dedicated to building bridges between theory and practice, she is also the lead author of the textbook LIAISONS (Cengage, 2013, 2017) as well as INPUT ENHANCEMENT: FROM THEORY AND RESEARCH TO THE CLASSROOM (McGraw-Hill, 2005) and FOCUSING ON FORM IN LANGUAGE INSTRUCTION (with D. Simard, Routledge, 2015).

• Stacey Weber-Fève

  Stacey Weber-Fève is Associate Professor of French at Iowa State University. She is a specialist of French cinema and has published books and articles on women's filmmaking and life writing and is currently researching French cinematic comedy and several French stars of comedy films. An award-winning teacher dedicated to "bridging the gap" between "language teachers" and "literature professors," she has also published and presented on the teaching of the French language, culture, literature, and film through integrated approaches and input-to-output processes at all levels of the foreign language curriculum, including advanced levels. She is co-author of the textbook LIAISONS and the recipient of the Nelson Brooks award (2015) given by ACTFL for excellence in the teaching of culture.

• Anne Lair

  Anne Lair directs the French Basic Language Program at the University of Utah where she also teaches undergraduate courses. In addition, she is the French Bridge Curriculum Director and State French Bridge Coordinator (continuation of the French Dual Immersion) in Utah. She has published on symbolism of food in France, and French culture, and co-authored INVITATION AU MONDE FRANCOPHONE (Heinle, 2005), and Liaisons [3rd edition (Cengage 2020)]. She is the recipient of several teaching awards including the ACTFL Nelson Brooks award (2013) for excellence in the teaching of culture. She has received the Palmes Académiques (2017), an award given by the French Government in recognition of her contribution to promoting the French language and culture. She has served as Honorary Consul to France in Utah since April 2017.

• Bill VanPatten

  Bill VanPatten is Professor of Second Language Studies at Michigan State University where he also directs the Spanish and French language programs. An international scholar with numerous awards for research, leadership, and teaching, Professor VanPatten is known not only for his work on theory and research in second language acquisition but also for the implications of second language research for language teaching.

• Chapter openers: Each chapter opener introduces students to the general theme of the chapter with a "Premières impressions" question to activate relevant background knowledge or initial thinking. A list of the chapter's learning objectives follows. Finally, "Un aperçu sur le film," a film teaser activity, prepares students to view/review a segment of the film ENCORE.

• Réflexion culturelle: This feature opens the vocabulary lessons in Partie 1 and Partie 2 of each chapter. It encourages students to reflect on the cultural topic of that lesson while also providing cultural information or insight related to France, Québec, and other Francophone countries or communities.

• Vocabulaire du texte: This feature contains active vocabulary used in the Réflexion culturelle text in Partie 1 and Partie 2 of each chapter.

• Vocabulaire complémentaire: This vocabulary list follows the "Vocabulaire du texte" in Partie 1 and Partie 2 and is composed of additional active vocabulary to facilitate discussion of chapter themes. Included in this list are expressions to help students fulfill the communicative objectives of the chapter.

• Les cultures francophones: These short cultural readings begin Partie 3 of each chapter. The cultural information is related to the lesson theme and gives students a focused opportunity to learn about topics as they relate to French and other varied Francophone cultures. The included "Avez-vous compris?" questions allow instructors and students to work on reading comprehension while the personalized "Qu'en pensez-vous?" questions invite students to make cross-cultural comparisons and reflect on their own and these Francophone communities' practices, products, and perspectives.

• Préparation: At the beginning of each grammar presentation, a student note refers students to an online review section called "Préparation." Here, students prepare themselves for ENCORE's in-class grammar explanations and activities by reviewing and practicing grammar points already studied in first-year courses. The explanations are brief and clear; the activities are all auto-scored. Instructors may also choose to integrate the "Préparation" into classroom instruction or assign it as outside-of-class course work.

• Encore un pas vers la grammaire: Lines from the movie or a narrative description of a scene from the movie are used to illustrate grammatical forms that are the focus of the grammar lesson. Students are invited to think about or try to recall what the form means or why a form is used in a particular way before reviewing or discovering the form or structure. This is followed by a more in-depth explanation of the grammar topic and practice activities.

• Coin culturel: This floating sidebar presents short tidbits of cultural information to enhance vocabulary and grammar lessons. These sidebars may appear in vocabulary and grammar sections.

• Un pas vers la musique: This floating sidebar may appear in vocabulary or grammar sections and introduces students to songs by artists in the Francophone world. Song choices are motivated by lesson themes or grammar content. Students are guided to search for song lyrics online and answer a question that engages them with either the targeted vocabulary or grammar of that corresponding lesson.

• Journal de bord: This optional assignment at the end of each grammar lesson gives students the opportunity to record what they have learned in the lesson, to talk about what made an impression on them, to keep them accountable for what classmates share in class, and to start to learn the skill of summarizing, a second-year skill that should be developed.

• Encore film spread: This two-page spread contains pre-viewing, viewing, and post-viewing activities to help students comprehend and appreciate the film segment. Students watch each segment of the film twice; the activities for each viewing are different. For the first viewing, "Vocabulaire du film" lists key vocabulary from the film segment, and activities assess general comprehension. In the second viewing, activities are more analytical and include guiding students to analyze technical aspects of the film. A "La culture dans le film" box provides cultural information inspired by the film.

• Synthèse: This section is composed of two features that tie the chapter together: a unique assessment tool that is loosely modeled on the ACTFL "can do" statements and entitled "Oui, je peux!" (OJP), and a communicative task entitled "Activité du film."

• Oui, je peux! (OJP): OJP invites students to self-assess their abilities after going through a chapter's vocabulary and grammar. Next, students perform two activities in which they carry out the "can do" statements communicatively in French. Students can then see how accurate their initial self-assessment was and better understand what they are able to accomplish and in what areas they need more practice. OJP also allows students to request clarification and redo the communicative tasks with different partners to help them assess whether their abilities improved during their second attempt.

• Oui, je peux! assignment options: The OJPs may be used in a variety of ways, either as an in-class activity or as actual oral formative or summative assessment. They are flexible and adaptable and can accommodate a variety of curricular objectives.

• Activité du film: The "Activité du film" feature that follows OJP in "Synthèse" is a communicative task inspired by the film ENCORE. It encourages students to access and combine cumulatively the vocabulary and grammar they have learned in the chapter while providing more opportunities to engage with the film.

• Un pas vers la lecture: Inspired by approaches in Foreign Language Literacy, this section employs a process-oriented approach to an authentic reading related to the chapter's theme. Readings include excerpts from French or Francophone literature and texts from diverse popular media sources. "Avant de lire" provides background information, and a "Prélude" activity activates students' prior knowledge of and/or experience with the genre or topic. "Après avoir lu" activities promote development of reading comprehension and critical-thinking abilities as well as practice in interpersonal, interpretive, and presentational modes of communication.

• Un pas vers l'écriture: This one-page process writing activity follows and is related to the "Un pas vers la lecture." The writing tasks invite students to apply the theme, topic, or genre to their own lives and/or life in their culture or on their campus. They include collaborative pair- or small-group writing tasks and individual writing tasks. The "Avant d'écrire" activity helps students prepare preliminary thoughts and ideas; the "Écrire" activity guides their attention to vocabulary or grammar that will facilitate their writing. An optional peer-editing activity is also included.

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