NUS · Faculty of Arts & Social Sciences · Centre for Language Studies
Welcome to LAF3202 — French 4. This semester we work through L’atelier+ A2 Unités 5–8: travelling together, sensory experience, past narrative, and giving advice. You’ll also join the Bordeaux × Singapore telecollaboration. Homework is one project in two parts: an AI-assisted forum post (Unité 5 · Situations 1–3), then a short audio guide (Unité 6 · Situations 1–2). On y va.
Countdown · Singapore time · targets 18:00 (TC sessions at 18:30 where shown)
Course information
Get these done before our first class on Wed 12 August (Mon 10 Aug is a public holiday).
Units 5–8 · max 5 lessons per unit. Blue = telecollab virtual meet (evenings). HW Parts A & B + Test 1 all before recess.
SIO-051
Can-Do: I can say what kind of traveller I am, whether I prefer to go alone or with others, and talk about a trip I would like to take, if the other person helps me.
Linguistic competence: State travel preferences with je préfère / j'aime / je voudrais; use partir en/à/au/aux and partir de correctly in 6 sentences; use depuis / pendant / il y a correctly in 4 prompts.
SIO-052
Can-Do: I can describe people and places using adjectives in the right place and with correct agreement.
Linguistic competence: Place adjectives before/after the noun in 8 prompts; apply des → de before a plural adjective; note meaning shift for curieux/curieuse (2).
SIO-053
Can-Do: I can talk about people's character and say how someone has changed, using simple comparison.
Linguistic competence: Sort 8 adjectives into qualités/défauts; produce plus/moins + adj in 4 sentences; match adjective to person in 5 prompts.
SIO-054
Can-Do: I can name key steps and items when planning a trip abroad.
Linguistic competence: Use 5 travel-prep items correctly (visa, vaccin, budget, paysage, balade + 2 more from the unit); complete 5 gap-fill prompts.
SIO-057
Can-Do: I can explain why I chose a trip or activity, and give positive or negative reasons.
Linguistic competence: Use parce que + clause, grâce à + nom, and à cause de + nom correctly in 6 prompts; label each as neutral / positive / negative cause (6).
SIO-055
Can-Do: I can avoid repeating myself when talking about quantities and places I go to.
Linguistic competence: Replace de + NP with en and à + lieu/complément with y in 8 prompts; place en/y before the conjugated verb (5).
SIO-056
Can-Do: I can say what challenge or défi I took on and how hard I worked at it.
Linguistic competence: Conjugate se battre in all 8 persons; produce 2 sentences about a personal challenge using participer à + y/en.
SIO-058
Can-Do: I can say what I never do, know nobody, or am not interested in anything, when talking about travel or learning.
Linguistic competence: Rewrite 5 affirmative sentences with ne…jamais / ne…rien / ne…personne; place y between ne and the verb where needed (4).
SIO-051 ↻ · SIO-060 (prep) — depuis/pendant/il y a, y, futur-simple itinerary in podcast model.
SIO-059
Can-Do: I can encourage someone who is stressed and insist when inviting them to an event, using set phrases.
Linguistic competence: Match 5 situations to the correct fixed phrase (Courage ! / Je t'assure ! / Je compte sur toi ! / Vas-y ! / N'aie pas peur !); produce 2 encouragement + 2 insistence lines in a short dialogue.
SIO-060
Can-Do: I can write a short forum post explaining my difficulties learning French and giving simple advice, if I can prepare.
Linguistic competence: Write 60–80 words with 2 difficulties, 2 pieces of advice, and 3 negation/cause forms used correctly; use depuis at least once.
SIO-061
Can-Do: I can describe a sensation or experience using sight, smell, taste, touch, or hearing.
Linguistic competence: Name all 5 sens; describe 1 experience with 3 sense verbs (sentir, goûter, toucher, voir, entendre).
SIO-062
Can-Do: I can say what was the best or worst moment of an experience.
Linguistic competence: Form le/la/les plus/moins + adj in 6 prompts; use bon → le meilleur and mauvais → le pire correctly (5).
SIO-065
Can-Do: I can say where I sit and describe a calm or cultural moment.
Linguistic competence: Conjugate s'asseoir in all 8 persons, including i → y in plural forms (3).
SIO-063
Can-Do: I can ask and answer which item or option someone prefers.
Linguistic competence: Select lequel / laquelle / lesquels / lesquelles by gender and number in 8 prompts; state what each pronoun replaces (5).
SIO-066
Can-Do: I can give a simple opinion about art, nature, or an object.
Linguistic competence: Use 8 appreciation adjectives with correct agreement (magnifique, délicieux, impressionnant, original, délicate, tendre…) in 6 sentences.
SIO-068
Can-Do: I can talk about nature and cultural experiences using basic art vocabulary.
Linguistic competence: Label 6 nature/art items; classify an object as art / nature / mode / vie quotidienne (10).
SIO-064
Can-Do: I can describe how something happens or how I feel, using adverbs.
Linguistic competence: Form adverbs from adjectives for 8 items, including -emment (récemment) and -amment (couramment) rules (2 each type).
SIO-067
Can-Do: I can name emotions I feel and say what I do when I feel them.
Linguistic competence: Match 5 emotions to situation (joie, peur, surprise, déception, dégoût…); produce 3 emotion + coping-strategy pairs.
SIO-069
Can-Do: I can reassure someone who is afraid or stressed before an event or purchase.
Linguistic competence: Match 5 situations to fixed phrases (N'aie pas peur ! / Je t'assure ! / Courage ! / Je compte sur toi ! / Vas-y !) (5); produce 2 reassurance lines in context.
SIO-070
Can-Do: I can write a short email giving advice about learning French or managing emotions, if I can prepare.
Linguistic competence: Use 3 advice frames (Je te conseille de… / Il faut… / Vous pourriez… / Ce serait mieux de…); include 1 superlative and 2 adverbs in -ment; 8–10 sentences with opening/closing formulas.
SIO-071
Can-Do: I can say how I or someone else has changed in appearance, work, or style.
Linguistic competence: Use change verbs (changer de, devenir, évoluer, transformer) in 4 sentences; pair antonyms correctly (moderne/traditionnel, futur/passé, déçu/ravi) (8).
SIO-072
Can-Do: I can tell a short story about the past, mixing background description with key events.
Linguistic competence: Use imparfait for description and passé composé for change/continuity in 8 verbs in a 6–8 sentence narrative; use finalement / toujours correctly (2).
SIO-077
Can-Do: I can talk about hairstyles, fashion, and changes in personal style.
Linguistic competence: Use 8 mode/style adjectives with agreement (moderne, classique, traditionnel, sophistiqué, original…) in 4 sentences describing one change of look.
SIO-076
Can-Do: I can name family members and explain how people are related.
Linguistic competence: Name 12 family members; answer C'est qui ? with relationship phrases (le fils de ma sœur → mon neveu) (12).
SIO-073
Can-Do: I can explain why something happened and what resulted from it.
Linguistic competence: Use 2 cause expressions (parce que, grâce à, à cause de) and 2 consequence expressions (donc, alors, c'est pourquoi) in 6 sentences.
SIO-075
Can-Do: I can use irregular past participles when talking about my past.
Linguistic competence: Produce correct participles for connaître → connu, grandir → grandi, offrir → offert in 8 prompts; use in passé composé sentences.
SIO-074
Can-Do: I can talk about how many people or things are involved in a family story or event.
Linguistic competence: Use quelques, chaque, tous/toutes, plusieurs, aucun(e) with correct agreement in 8 prompts.
SIO-078
Can-Do: I can describe a personal object and say why it matters to me.
Linguistic competence: Describe 1 object using 4 dimensions (forme, couleur, taille, matière, origine, importance).
SIO-072 ↻ — PC/imp applied in personal-museum / object narratives.
SIO-079
Can-Do: I can give and ask for news about someone I have not seen for a long time.
Linguistic competence: Produce 4 news items (Je suis marié(e), J'ai une fille, J'ai changé de travail, Je suis fiancé(e)…); react with 3 formulas (Félicitations ! / C'est génial ! / Mince !).
SIO-080
Can-Do: I can write a short account of a family memory or genealogical discovery, if I can prepare.
Linguistic competence: Write 8–10 sentences with PC + imparfait, 2 cause/consequence links, and 2 time markers (Il était une fois… / Un jour… / Finalement… / Depuis ce jour…); include 1 family proverb opening (Comme disait mon grand-père…).
SIO-081
Can-Do: I can say how I help people in my community and what kind of help is needed.
Linguistic competence: Use rendre service à, aider, avoir besoin de, être dans le besoin in 5 sentences; name 4 community-help contexts from the unit.
SIO-082
Can-Do: I can give someone practical advice using short command forms with -lui / -leur / -nous.
Linguistic competence: Transform 8 prompts to impératif + IO pronoun (Explique-lui… / Parle-leur… / Aide-nous… / Envoie-lui…); hyphen and pronoun order correct (8).
SIO-084
Can-Do: I can talk about giving back, volunteering, or civic engagement.
Linguistic competence: Conjugate rendre in all 8 persons; produce 3 sentences with rendre service, volontaire, engagement, service civique.
SIO-087
Can-Do: I can talk about simple administrative steps when looking for housing or volunteering.
Linguistic competence: Use 5 admin/housing terms (locataire, propriétaire, travaux, rénovation, démarches, testament, héritage…) in context.
SIO-083
Can-Do: I can name rooms and parts of a home and say what needs improving.
Linguistic competence: Name 8 room/fitting items (cuisine, chambre, salon, bureau, toilettes, fenêtre, chauffage, parking…); match 5 renovation verbs (isoler, rénover, agrandir, aménager, ventiler) to need.
SIO-085
Can-Do: I can explain why I want to live somewhere or do something, stating my goal.
Linguistic competence: Complete 6 purpose sentences with pour / afin de + inf.; distinguish purpose vs cause in 4 prompts.
SIO-086
Can-Do: I can talk about hypothetical situations and what I would do.
Linguistic competence: Complete 6 si clauses with correct tense pairing: Si + présent → futur/présent and Si + imparfait → conditionnel (3 each type).
SIO-088
Can-Do: I can write a forum post complaining about a bad rental experience and warning others, if I can prepare.
Linguistic competence: Write 80–100 words with 3 complaint points, 1 recommendation, and 2 housing lexique items; use passé composé for what happened.
SIO-089
Can-Do: I can recommend a place to stay and describe its advantages.
Linguistic competence: Produce 4 recommendation lines (Je vous recommande… / C'est bien isolé / Il y a… / C'est proche de…); compare two housing types (3 criteria).
SIO-090
Can-Do: I can take part in a simple role-play about improving a home or making a conditional offer, from opening to agreement.
Linguistic competence: Complete all 6 steps: state wish → propose work → ask about parking/heating → use si + conditionnel → give advice with impératif + IO pronoun → close politely (6 steps with correct forms).
You need two items: the L’atelier+ A2 textbook (livre de l’élève) and the matching workbook (cahier d’activités). Both must be the 2022 edition with the “+” sign.
| Item | Edition |
|---|---|
| Textbook — Livre de l’élève + companion app | L’atelier+ A2 (2022) |
| Workbook — Cahier d’activités + companion app | L’atelier+ A2 (2022) |
Once you have your books, bookmark didierfle.app — scan any page for audio, video, and interactive activities.
This course is assessed by 100% continuous assessment — there is no separate exam period for French 4. Your grade is the sum of the items below.
Written tests 40%+ Oral / spoken 35%+ Quizzes 10%+ Assignment 10%+ Attendance 5%= 100%
Written tests (40%) and the oral bucket (35%) carry most of the weight. See Weights for dates and details.
| Component | When | Details | Weight |
|---|---|---|---|
| Listening 1 (midterm) | Wed 16 Sep (with Test 1) | In-class listening paper · Units 5–6 | 7.5% |
| Listening 2 (final) | Wed 11 Nov (with Final) | In-class listening paper · Units 7–8 | 7.5% |
| Telecollab (group presentation) | Tue 4 Nov, 23:59 | Online project with Bordeaux students · bilingual PowerPoint + group video · tab 05 | 10% |
| Speaking (final) | Wed 11 Nov | Two-part oral exam: monologue + role-play · Unités 5–8 · cards on Canvas · tab 06 | 10% |
| Component | When | Details | Weight |
|---|---|---|---|
| Mid-Term 1 | Wed 16 Sep, in class | Written test before recess · Units 5–6 | 20% |
| Final | Wed 11 Nov, in class | Written test · Units 7–8 | 20% |
| Component | When | Details | Weight |
|---|---|---|---|
| Quiz 1 | Wed 26 Aug, in class | Short in-class check · Unité 5 · Situations 1–3 | 5% |
| Quiz 2 | Mon 19 Oct, in class | Short in-class check · cumulative · Unités 5, 6 & 7 · Situations 1–3 each | 5% |
| Component | When | Details | Weight |
|---|---|---|---|
| Part A — Mon défi réel | Wed 9 Sep, 23:59 | Written forum post (80–100 words) + proof · Unité 5 · Sit. 1–3 · AI for questions/grammar only · tab 04 | 5% |
| Part B — Notre escapade sensorielle | Mon 14 Sep, 23:59 | 2–3 min audio recording + script · Unité 6 · Sit. 1–2 · tab 04 | 5% |
| Component | When | Details | Weight |
|---|---|---|---|
| Attendance & participation | Throughout semester | Regular attendance and active contribution in class | 5% |
Final speaking on Wed 11 November 2026, on the same day as the written Final and Listening 2. You speak alone with the examiner. This counts for 10% of your grade.
| Part | How long | Prep time |
|---|---|---|
| Whole exam | about 4–5 minutes | 10 minutes before you start |
| 1 · Monologue | about 2 minutes | included in the 10 min |
| 2 · Role-play | about 2 minutes | included in the 10 min |
Subject cards and the marking rubric are on Canvas. Practise with a classmate or record yourself.
You speak alone, without interruption (except 1–2 follow-up questions at the end). Your card tells you what to include — cover every bullet.
| Unit | Typical card theme |
|---|---|
| 5 | Voyage / défi — cause, en/y, qualités |
| 6 | Lieu — sensations, superlatif, opinion |
| 7 | Souvenir — imparfait / PC, cause |
| 8 | Projet — conseils, si + conditionnel |
You and the examiner act out a short conversation. Your card gives you a goal (e.g. fix a day and a meeting place). Finish the task in a few back-and-forth turns.
| Unit | Typical situation |
|---|---|
| 5 | Inviter / insister |
| 6 | Choisir entre deux options |
| 7 | Donner des nouvelles |
| 8 | Conseil rapide |
Teacher models on Canvas — below shows what each part can sound like. Use your own card in the exam.
Candidat :
Le mois dernier, je suis allée à Pulau Ubin avec une amie. On a choisi cette île parce qu’on voulait du calme et un peu de nature. Grâce au ferry de Changi, on y est en vingt minutes seulement.
D’abord, dans la forêt : on voit beaucoup d’arbres et on entend les oiseaux et le vent. À mon avis, c’est très calme et original — c’est l’endroit le plus tranquille de l’île.
Ensuite, au mangrove : ça sent un peu salé, un peu humide. Je touche les racines — elles sont dures et un peu glissantes.
Enfin, au déjeuner : on a goûté des nouilles au stand près du quai. C’était délicieux — le meilleur repas de la journée !
Entre la forêt et le mangrove, je préfère lequel ? Le mangrove, parce que c’est plus impressionnant et plus proche de la mer.
About 130 words = about 1 min 30 at A2 speed. For a full 2 minutes, add one more detail from your card (150–180 words total).
Examinateur :
Salut ! Tu es libre ce week-end ?
Candidat :
Oui, pourquoi ?
Candidat :
Tu veux venir à Pulau Ubin avec moi ? On peut prendre le ferry à Changi.
Examinateur :
Euh… je ne sais pas. J’ai beaucoup de travail en ce moment…
Candidat :
Allez ! Tu viens ? Je compte sur toi ! On y va samedi matin, c’est parfait.
Examinateur :
D’accord… mais on se retrouve où ?
Candidat :
À la station Bedok, à huit heures. Ça te va ?
Examinateur :
OK, à samedi !
Goal reached: day and meeting place agreed. Your card names the setting and goal; the examiner plays the other person.
| What we look at | What that means |
|---|---|
| Right units | Grammar and vocabulary from Unités 5–8 |
| Monologue | You speak for about 2 min and cover your card; you can answer 1–2 follow-ups |
| Role-play | You finish the task; you take turns politely |
| Language | You use the structures on your card; small mistakes are OK if we understand you |
| Pronunciation | Clear enough for A2 — rhythm and intonation matter more than a perfect accent |
One homework assignment, two submissions. Both are due before recess (19 Sep). You may use the same real outing for both parts, but each part is a different task.
| Part A — Mon défi réel | Part B — Notre escapade sensorielle | |
|---|---|---|
| Due | Wed 9 Sep, 23:59 | Mon 14 Sep, 23:59 |
| What you submit | Written forum post (100–120 words) + proof it happened | 2–3 min audio recording + script |
| Textbook | Unité 5 · Situations 1–3 | Unité 6 · Situations 1–2 |
| AI allowed? | Yes — to ask you questions and fix grammar (not to invent your story) | No for content; optional grammar check only |
Part A · Unité 5 · Situations 1–3
Write a short forum post in French about a real trip or a real challenge (voyage réel / défi réel). Use Unité 5 grammar only (Situations 1–3).
Tu es un ami francophone curieux sur un forum. Pose-moi des questions en français sur UN voyage ou UN défi réel que j'ai vraiment vécu. Pose une question à la fois. N'invente rien sur mon expérience. Attends ma réponse avant la question suivante. Après 8–10 questions, résume ce que tu as compris en 5 bullet points (français simple).
Voici mon brouillon en français (écrit par moi). Corrige la grammaire et le vocabulaire pour un forum A2. Ne change pas les faits (noms, dates, lieux). Montre les corrections « avant / après ».
Situation 1 — Deciding to go
Situation 2 — Explaining a choice
Situation 3 — A difficulty
Part B · Unité 6 · Situations 1–2
Record a 2–3 minute audio guide about a real place you visited. You may use the same outing as Part A or a new one. Solo or with one partner. Use Unité 6 grammar only (Situations 1–2, not Situation 3).
| Section | Time | What to include |
|---|---|---|
| 1. Intro | ~20 s | Name the place briefly |
| 2. Three stops (Situation 1) | ~70 s | D’abord / ensuite / enfin — at each stop: a sense verb + what you notice; include one superlative |
| 3. Your opinion (Situation 2) | ~60 s | One lequel / laquelle choice; two opinion adjectives; one opinion phrase (À mon avis…) |
| 4. Sign-off | ~10 s | Short closing |
Situation 1 — Describing sensations
Situation 2 — Giving your view
Full teacher model on Canvas. Below shows who speaks when — copy the structure, not our story.
| Segment | Léa | Tom |
|---|---|---|
| Intro | Joint | |
| Stop 1 — forêt (vue, ouïe) | reacts (1 line) | leads (solo) |
| Stop 2 — mangrove (odeur, toucher) | leads (solo) | lequel solo |
| Stop 3 — déjeuner (goût + superlative) | — | leads (solo) |
| Sit. 2 — second lequel | laquelle solo | — |
| Sign-off | Joint | |
Léa :
Bonjour ! Nous, c’est Léa et Tom. Aujourd’hui, on vous emmène à Pulau Ubin, une petite île près de Singapour.
Tom :
On est allés samedi dernier, ensemble, à vélo. D’abord les vélos, ensuite la forêt, enfin Chek Jawa.
Tom — Stop 1 (solo) :
Premier moment : la forêt. On voit beaucoup d’arbres. On entend les oiseaux et le vent. À mon avis, c’est original et très calme.
Léa — réaction :
Oui, magnifique !
Léa — Stop 2 (solo) :
Deuxième moment : le mangrove. Ça sent un peu salé. Je touche les racines — elles sont dures.
Tom — lequel (solo) :
Entre la forêt et le mangrove, je préfère lequel ? Le mangrove — c’est plus impressionnant.
Tom — Stop 3 (solo) :
Troisième moment : le déjeuner. On a goûté des nouilles. C’était délicieux — le meilleur repas du week-end !
Léa — laquelle (solo) :
Entre le vélo et la randonnée à pied, je préfère laquelle ? Le vélo — c’est plus pratique et plus amusant.
Léa / Tom — sign-off :
Voilà ! Amusez-vous bien à Pulau Ubin. — À bientôt !
Working alone? One voice does all three stops and one lequel turn. No role table needed.
| What we look at | Part A (5%) | Part B (5%) |
|---|---|---|
| Is it real? | Fiche and proof match your post | Real place; script matches recording |
| Checklist | Unité 5 · Sit. 1–3 items present | Unité 6 · Sit. 1–2 in your voice(s); pair = each person’s solo parts |
| Right task? | Forum about a défi réel + question to readers | Audio guide: senses, then opinion |
| Honest process | Fiche before AI; draft + correction log | You wrote the content; say if AI polished grammar |
| Accuracy | Not the main mark — AI may fix your French | Counts — pronunciation, fluency, grammar in the recording |
Part A and Part B are marked separately (5% + 5%). You must submit both for full homework credit.
C.A. · 10%
You work online with students from Université de Bordeaux. Together you make a bilingual PowerPoint and a group video.
Read this before Session 1. It explains roles, deadlines, and how the recording works.
If the embed does not load, open the flipbook in a new tab.
Attend all four sessions with your Bordeaux partners.
| Session | When | What you do |
|---|---|---|
| 1 | Wed 30 Sep · 18:30–20:30 · virtual meet | Introduce yourselves; choose a topic |
| 2 | Mon 5 Oct · 18:00–20:00 · virtual meet | Find common ground; draft bilingual text |
| 3 | Wed 14 Oct · 18:30–20:30 · virtual meet | Exchange information; agree on PPT title and outline |
| 4 | Wed 21 Oct · 18:00–20:00 · virtual meet | Finish the PowerPoint |
canvas.nus.edu.sg/courses/97266
Assignments, gradebook, official announcements.
The invite link is sent to your NUS email; message @frenchatnus if it doesn't arrive. Day-to-day questions, peer help.
Companion web app for L’atelier+ — bookmark it. Scan any page of your textbook for audio, video, and interactive activities. (See FAQ for how to use.)
laf3202.withdrchan.com/fluolingo — unit hub for reading, listening, writing, speaking, and grammar (Unités 5–8). Use after each unit to reinforce class work; also for make-up when public holidays or telecollab sessions replace face-to-face class time.
Coming soon — graded French reader for extra reading practice.
Coming soon — French songs with lyrics for listening and culture.
tts.withdrchan.com — text-to-speech for checking pronunciation and listening to your own writing.
leconjugueur.lefigaro.fr — full conjugation for any French verb in any tense.
wordreference.com/fren — dictionary + conjugation + forum discussions.
youglish.com/french — hear any word pronounced in real video clips, in context.
forvo.com/languages/fr — pronunciation by native speakers, word by word.
savoirs.rfi.fr — slow news in French, designed for learners.
apprendre.tv5monde.com — graded video exercises.
No. There is no separate eligibility declaration form for LAF3202.
Yes — if you have passed LAF3201 French 3, or if you have taken the placement test and been placed at this level.
Yes — both. The livre contains the lessons; the cahier has the exercises we work through in and out of class. They’re designed as a pair. The workbook is mostly self-correcting (answers are at the end of the book).
didierfle.app is a web app — no install needed. Open didierfle.app in your browser and bookmark it. Allow camera access, then scan any page of your coursebook to get the audio, video and interactive activities for that page automatically — no separate login.
Fluolingo is our all-skills unit practice hub — reading, listening, writing, speaking, and grammar tied to each unit. Use it to reinforce what we do in class; also for make-up when public holidays or telecollab sessions replace face-to-face class time. It supports every skill area, not just oral work.
A2 (CEFR — Common European Framework). You’ll be able to handle routine social exchanges, describe experiences and events in the past, give reasons and opinions, narrate and compare, and manage familiar travel and daily-life situations at upper-elementary level — including the intercultural work with our Bordeaux partners.
Attendance counts for 5% of your grade, and participation matters: speaking up, asking questions, working with partners — especially in a course that meets twice a week.
Attendance is 5% of your grade and the semester moves quickly. If you miss a class for medical or compelling reasons, contact me and the Telegram group as soon as possible. Use Fluolingo for make-up practice across reading, listening, writing, and speaking where relevant.
French is the only language other than English taught in every country in the world — official in 29 states and a working language of the EU, UN, Olympics and African Union; by 2050 it may be spoken by ~700 million people. In Singapore it opens doors in luxury, hospitality, diplomacy, NGOs and the arts, and lays a foundation for the other Romance languages. The smaller reason: a year from now you’ll read a menu in Lyon, follow a film without subtitles, and chat with a stranger in Montréal.
The best moment to ask for help is the moment you feel confused. Post on the Telegram group, email me, or come to me after class — “I’ll catch up later” is risky when small confusions compound quickly. Don’t wait.
Dr Daniel K.-G. Chan is Senior Lecturer in French at the NUS Centre for Language Studies and Assistant Dean (Undergraduate Matters) at the Faculty of Arts & Social Sciences. He has been teaching French at NUS for many years and has a particular interest in how technology can support — without replacing — genuine language learning.
How I teach: I think of beginner French as a set of patterns rather than rules to memorise. We'll spend more time noticing how French works than drilling conjugation tables. Expect a lot of speaking from day one — in pairs, in groups, sometimes in front of the class. It's faster, and more honest, than learning silently.
If you're curious about my writing on language, education, and AI, you can find published pieces at oped.withdrchan.com.
CLS podcast on French — a short reel from the Centre for Language Studies.