FREN 100 AMU Week 1 Oral Exercise French I American Military University assistance is available on Domyclass.
Assignment Instructions
Please listen to the questions provided in this audio file:
Then, respond to the question orally in at least three correct French sentences using vocabulary from FREN100 that you have learned. Make your recording using either Kaltura (the multimedia application in Sakai) or http://vocaroo.com and then post the URL of your oral response.
Use this French Pronunciation Guide to help you with your French Pronunciation
Please note:
- If the quality of the recording is not good (perhaps because of the technology), you will need to resubmit the recording with a transcript.
- See the attached Oral Exercise rubric for grading guidance.
Supporting Materials
- kaltura_plugin.pdf (854 KB)
- Transcript for Week 1.docx (11 KB)
- Oral Exercises Rubric.pdf (181 KB)
Ou and u Pronunciation – How to say u in French
There are many ways to say the French u.
1. First say the sound eeeee like feel but feeeeeeel.
2. Next, as you say the eee sound round your lips to an o but you must still be
saying eeee.
3. When you say eee and at the same time round your lips, the sound that comes
out becomes the French u.
This sound does NOT exist in English.
For more info go to these websites:
Week 10 ou/u pronunciation
French vowels: http://www.cliffsnotes.com/study_guide/Vowels.topicArticleId-25559,articleId-25463.html
How to pronounce the French u at this link:
http://french.about.com/od/pronunciation/a/u_2.htm
- French R pronunciation – How to say the French R
- The French R like the French U
does not exist in English.
1. Put your tongue into the g or k gargling position.
2. Combine this gargling g position with vowel sounds like eee and she. to get the word “riche”.
3. Or combine with other vowel sounds like a or oi for radio or roi.
Combining the French r with the French u is the most difficult for Americans
1. First, put your tongue in the gargling position.
2. Then while your tongue is still in the gargling position say eee and then put your lips into an o.
You have to do all of this at the same time and quickly to get the word ‘rue’.
3. Practice doing this word many times in front of a mirror and you will get the idea.
To just do the French r
1. Just put your tongue in a gargling position and breathe out.
Follow the instructions step by step at this website:
http://french.about.com/od/pronunciation/a/r_2.htm
Nasal Sounds in French – Nasal sounds in French
I
find students do not have as much trouble with nasal sounds like they do with
the French r or the French u.
Basically you breathe through your nose as you pronounce vowel sounds in
French.
un /une
moyen/moyenne (men)/ man)
plein/pleine (plen/ plan)
The difference in French is that the nasal sound is on the vowel whereas the
nasal sound is on the consonant in English.
For example, the an in enfant:
1. Breathe down and say the ‘a’ sound
2. Do not pronounce the consonant ‘n’ in an just pronounce the a as you breathe
through your nose.
3. Put your tongue to the back of your mouth
4. It should sound like ‘on’ without the n sound and that’s the French ‘an
sound 🙂
Go to this website for more info:
http://french.about.com/od/pronunciation/a/vowels-nasal.htm
Excellent videos on French nasal sounds:
Andrew’s Old Oral Activities from an 2014 French classroom
/ou/ vs. /u/ and Phonétique, elision, liaison Phonetic Practice /ou/ vs. /u/ View Full Description
After reviewing the Lessons for Week
5. Using Audacity or audioboo.fm, record yourself practicing the examples that
are recited on the recording. Practice makes perfect. I would like for you to
post your recordings here in the Week 5 Forum. Please do not be shy. Have fun
with it. We can listen to each other and learn from our mistakes together. I
will offer feedback on your pronunciation in the Forum
Videos on how to say the U/ou sound:
A good list of word pairs that you should attempt to recite
during your weekly Forum Activity.
Video 1
Video 2
Video 3
Good website
Andrew’s Oral Activity 2
Please listen to the days of the week, the French alphabet, Salutations (Directly Below) Make a recording of the same using the instructions in the class announcements.
Days of the Week
French Alphabet
Salutations
French Tongue Twister Activity (my idea to Andrew which he liked)
If you find the first activity to be too hard, or for you more advanced French learners, or for adventurous or curious beginner French learners, try tongue twisters in French.
The idea is to record yourself saying a few of these. Let’s have fun with this activity!
For Help, try google translator!
Google Translator
The only drawback is that the Google Translation does say it very fast but the up side is you can press the ‘ecouter’–listen button as many times as you want 🙂
To hear the French Tongue twisters:
1. Cut and paste the tongue twisters into Google Traduction
2. Press on the Ecoute (listen) button and the tongue twister can be heard in native speaking French.
3. You can record yourself saying this in addition to your Oral Activity exercise just for fun (I will not grade you down if your pronunciation is off. I grade for effort.)
Just try one for fun 🙂
Here are some tongue twisters that you can try:
A chacun son choix » se dit sa sœur Sylvie, suivant son chemin.
Ah ! pourquoi Pépita sans répis m’épies-tu, dans le puits Pépita pourquoi te tapis-tu ? Tu m’épies sans pitié, c’est piteux de m’épier, de m’épier Pépita ne peux-tu te passer ?
Âne et vers et taupe ont-ils os? Âne a os, vers non, taupe si.
As-tu été à Tahiti ?
As-tu vu le tutu de tulle de Lili d’Honolulu ?
Babette a fait bombance à bord du bateau de Bob.
Bonjour Madame la saucissière, combien vendez-vous ces six saucisses-là ?
Je les vends six sous, six sous ci, six sous ça, six sous ces six saucisses-là.
Bonjour Madame Sans-Souci. Combien sont ces six saucissons-ci et combien sont ces six saucissons-là?
Six sous Madame sont ces six saucissons-ci et six sous aussi sont ces six saucissons là !
Bonjour Madame Sans-Souci. Combien sont ces soucis-ci?
Six sous, ces soucis-ci.
Six sous ?! C’est trop cher, Madame Sans-Souci.
Ce chasseur sait chasser sans son chien dit le sage garde-chasse, chasseur sachez chasser sans chien !
Ce glougu a voulu tout ce qu’il a vu sur le menu.
Ce ver vert sévère sait verser ses verres verts.
Ces Basques se passent ce casque et ce masque jusqu’à ce que ce masque et ce casque se cassent.
Ces cerises sont si sûres qu’on ne sait pas si c’en sont.
Ces cyprès sont si loin qu’on ne sait si c’en sont !
Ces six saucissons-ci sont si secs qu’on ne sait si c’en sont.
C’est l’évadé du Nevada qui dévalait dans la vallée, dans la vallée du Nevada, qu’il dévalait pour s’évader, sur un vilain vélo volé, qu’il a volé dans une villa, et le valet qui fut volé vit l’évadé du Nevada qui dévalait dans la vallée, dans la vallée du Nevada, qu’il dévalait pour s’évader sur un vilain vélo volé.
C’est pas beau mais tentant de tenter de tâter, de téter les tétons de tata quand tonton n’est pas là.
C’est trop tard pour le tram trente-trois.
Cette taxe fixe excessive est fixée exprès à Aix par le fisc.
Chat vit rôt. Rôt tenta chat. Chat mit patte à rôt. Rôt brûla patte à chat. Chat quitta rôt.
Chat vit rôt. Rôt plut à chat. Chat mit patte à rôt. Rôt brûla patte à chat.
Chez les Papous, il y a des Papous papas et des Papous pas papas et des Papous à poux et des Papous pas à poux. Donc chez les Papous il y a des Papous papas à poux et des Papous papas pas à poux et des Papous pas papas à poux et des Papous pas papas pas à poux.
Chouette chaussures !
Ciel, si ceci se sait ces soins sont sans succès.
Cinq chiens chassent six chats.
Cinq gros rats grillent dans la grosse graisse grasse.
Cinq pères capucins, sains de corps et sains d’esprit, le corps ceint d’une ceinture, portaient sur leur sein le sous seing des saints capucins.
Coco, le concasseur de cacao, courtisait Kiki la cocotte. Kiki la cocotte convoitait un caraco kaki à col de caracul ; mais Coco, le concasseur de cacao, ne pouvait offrir à Kiki la cocotte qu’un caraco kaki sans col de caracul. Le jour où Coco, le concasseur de cacao, vit que Kiki la cocotte arborait un caraco kaki à col de caracul il comprit qu’il était cocu.
Combien de sous sont ces saucissons-ci?
Ces saucissons-ci sont six sous.
Combien sont ces six saucissons-ci?
Ces six saucissons-ci sont six sous.
Si ces six saucissons-ci sont six sous, ces six saucissons-ci sont trop chers.
Comme il a soigné son piano, la sonorité en a gagné.
Croix crème, croix crème…
Dans ta tente ta tante t’attend.
Dépêchez-vous de finir votre café, et de débarasser la table et le buffet.
Des blancs pains, des bancs peints, des bains pleins.
Didon dîna, dit-on, de dix dos dodus de dix dodus dindons
Didon dîna, dit-on, du dos dodu d’un dindon.
Didon dîna, dit-on, du dos d’un dodu dindon, don dû d’un don.
Didon dîna, dit-on, du dos d’une dinde, don d’un don du Doubs, à qui Didon a dit : Donne, donc, don, du dos d’une dinde.
Dinon dîna, dit-on, du dos dodu d’un dodu dindon du don, et dit : dit donc c’est bon le dos dodu d’un dodu dindon du Don.
Dis-moi, gros gras grand grain d’orge, quand te dégrogragrangraindorgeras-tu ? Je me dégrogragrangraindorgerai quand tous les gros gras grands grains d’orge se seront dégrogragrangraindorgés.
Dites à Dédé de dire adieu sans se dandiner !
Dix verres six tasses, lait gâté pot en terre (diversitas legate potenter).
Douze douches douces.
Écartons ton carton car ton carton nous gêne.
Elle est partie avec tonton, ton Taine et ton thon.
Et si la cathédrale se décathédralisait comment la recathédraliserions-nous?
Étant sorti sans parapluie, il m’eût plus plu qu’il plût plus tôt.
Introducing the Kaltura Plugin
Adding video content to the classroom is a simple process. Your classroom is currently equipped with the tools needed to add video today. In this quick reference guide we will leverage the Kaltura plugin to add video to the classroom in two different ways. First we will record a video using our webcam and mic. Lastly we will browse our local machine and upload an .mp4 video.
Please note that the Kaltura video plugin is in all rich text editors (RTEs) meaning that you can add video to Messages, Forums, Exams, Lessons, Announcements and Assignments.
Step by Steps: Webcam and Mic
Create a new Announcement (or access any rich text editor) Click the Kaltura Plugin
Drop down the Add New menu and select Webcam Recording Some browsers may require you to activate Flash first (ie Firefox)
Allow Flash to access your Webcam and Mic Position yourself in front of the camera, be mindful of the lighting, your background and any ambient background noise. Click anywhere to start the recording
When you are finished recording, click anywhere to stop the recording Now that the recording is completed, click Save
Now give the video an accurate title, tags, and brief description. The tile will display to students After saving, another confirmation messaging will display
Go back to the browse and embed screen
Select size and your video will embed in the RTE
A thumbnail image will display in the RTE. Note: This is only a thumbnail and not the video. Post to see the video. Now we have posted the Announcement and the video player displays.
For more information about your video, click the information icon
Congratulations! You’ve just added video to your classroom! Step by Steps: Upload MP4 Start by clicking the Kaltura plugin in the RTE
Drop down the Add New menu and select Media Upload
Choose a file to upload Browse and select the video file from your local machine
After the video upload process completes fill out the Description and optionally add a Tag and then press Save. After your changes have been saved click the Back to Browse and Embed link
Select the size You video will appear in the RTE as a Thumbnail. Add any additional text and post.
Congratulations! You have just uploaded a video in Kaltura and added it to the classroom!
Oral Exercise Rubric
| Exemplary 4.0 points | Accomplished 3.4 points | Developing 3 points | Beginning 2.6 points | Did not attempt 0 points | |
| Content & Word Choice 50% | The student used a broad range of vocabulary, there is variety in the word choice, and the message is clear and focused. Student made no vocabulary or grammar mistakes. | The student used an acceptable range of vocabulary, there is some variety in the word choice, and the message is focused. Student made a few vocabulary and/or grammar mistakes. | The student used basic vocabulary, there is little variety in the word choice, and the message is understandable but may be off topic. Student made numerous vocabulary and grammar mistakes. | Little control of level- appropriate vocabulary, repetitious, and the message is not clear or focused. Student made so many vocabulary and grammar mistakes that it obscured the message. | Student did not attempt. |
| Communication Fluency 50% | The student communicates the message smoothly, transitions are excellent, there are no pronunciation mistakes, and there is ease with the target language. | The student communicates the message, transitions are good for the most part, there are a few pronunciation mistakes, and there is familiarity with the target language. | The student struggles to communicate the message, the transitions are awkward, there are pronunciation mistakes, and there is discomfort with the target language. | The student does not communicate the intended message, the transitions do not work, there are many pronunciation mistakes, and there is no communication fluency with the target language. | Student did not attempt. |