Notes: French

Instructor and Class Identity

• The speaker introduces themselves implicitly as Jeffrey: "What is my name? … Jeffrey. This is Jeffrey. Right?"

• Audience interacts: students are asked if they know the speaker; uncertainty about recognition is acknowledged.

• The course subject mentioned: Sport Management (referred to as "Sport Management" and "JTD Sports Management").

• Some unintelligible or garbled phrases likely due to transcription (e.g., "Shape two d" and names like "Macom Economy" and "Sheikh GT"). These appear to be student questions or fragmented notes rather than clear content. They are recorded here as observed in the transcript.

Course Focus and Language Topics

• Primary aim appears to be language practice within a sports management context, including how to express past actions in English ("how to say something that you have done in the past").

• Some explicit prompts or topics:

  • "Shape two d. What does it mean shape two d? I study. I study. Shape two d. Just the two. JTD Sports Management. Sport Management." (Potential discussion of two-dimensional shapes or a mispronounced/garbled topic; kept as observed.)

  • Mention of studying Sport Management.

• Repeated emphasis on speaking rather than formal writing: the class is described as focusing on speaking activities.

Schedule, Office Hours, and Course Logistics

• Office hours are mentioned for this class: "My office hours are For this class" (content partially garbled).

• Course activities and assessment framework described:

  • At least five activities are required: "we need to do at least five activities"; these include online homework and in-class or online tasks.

  • Homework policy: due by midnight. The homework is described as constituting 10% of the total grade. Specifically: "we can write in a stock compositions that 10% of the total grade"; interpreted as short compositions contributing $0.10$ of the total grade (i.e., 10%).

  • Topic for homework will be provided in advance; students may brainstorm on that topic.

• Types of assignments:

  • Five total activities (minimum).

  • Online homework due by midnight.

  • Short compositions (homework) contributing $0.10$ of the total grade.

  • Speaking activities: two-person conversations and four journaling entries.

• Scheduling and collaboration:

  • Speaking activities require two-person conversations; a partner can be from outside this class (external to the course).

  • The focus of these speaking activities is on speaking proficiency rather than formal coursework.

• Absence policy:

  • Explicitly stated: "Doesn't mean … we don't have absence policy for this class." This line indicates a lack of a formal absence policy in the transcript; interpreted as no strict absence policy.

• Daily prep and materials:

  • A note to review some materials every day before coming to class: "This is the overall … This one we need to look at every day before we come to class."

Assessment Details and Numerical References

• Homework: $1<br>ight)$ 10% of total grade, i.e., $0.10$ of the grade.

• Minimum activities: $5$ activities.

• Speaking tasks: $2$ conversations.

• Journaling: $4$ journaling entries.

• Deadlines: Homework due by midnight (specific time not translated into a numeric hour).

• The transcript includes other numerical references that are garbled or unclear; the primary clear figures are $5$, $0.10$, $2$, and $4$ with the associated descriptions above.

Speaking Activities: Format and Rules

• Two-person conversations are required for speaking activities.

• Partners for conversations do not need to be from within this class; cross-class pairing is allowed.

• The course positions speaking as the primary activity focus ("speaking focus"), rather than a formal writing or literature emphasis.

• Four journaling tasks accompany the two conversation sessions.

Daily Class Preparation and Materials

• A strong emphasis on daily pre-class review of the course content or materials.

• The class seems to rely on some kind of worksheet or structured content (e.g., the line about a first column and expressions) that students should examine before class.

• The transcript shows some on-the-fly corrections and self-corrections: e.g., "Are you wrong? We should have thought. We should talk. Okay. Sorry. Shut up. I'm wrong. We should talk. Okay." These lines illustrate a live-giving example of conversational practice or in-class reflection.

Language Notes and Examples from the Transcript

• French-English code-switching or comparison appears in the discussion:

  • The class mentions that some expressions are used in French or English, with a note that in French a word is used to express certain situations about you.

  • Verb example: dormir (to sleep) is cited, indicating a focus on French vocabulary or grammar within the context of language practice.

• French verb example: dormir (to sleep) is explicitly introduced: "dormir. Yes."

• A colloquial expression appears: "Shit.", indicating informal language or real-life dialogue used in practice or in-class speech.

• A composite or confusing phrase about tenses or forms is present: "I feel like yeah. Why would we be the third day instead of, like, like, like, a coffee?" illustrating natural but garbled conversational samples.

• Verb and pronoun usage questions emerge:

  • Example prompt: "We have some verbs. Going to get in prison things. I am your friend and you tell me go exercise or go sell. How you say that?" (likely a prompt about expressing commands or suggestions in English/French.)

  • Question about feminine forms for a name: "For feminine name, we have what? Prima. What's the feminine form of Lu? Lu. Lu. Okay." (indicates an exercise on gender forms or name forms, albeit with unclear context.)

Key Names and Phrases Mentioned (Observations)

• Jeffrey is identified as the instructor.

• Student names or references include Logan and Logan’s subject area: "Logan, sports management. Sports management."

• Recurrent references to sport management curriculum and branding: JTD Sports Management; Sport Management.

• Fragmentary proper nouns like "Macom Economy" and "Sheik GT" appear, but their exact meaning is unclear from the transcript.

Ethical, Philosophical, and Practical Implications Mentioned or Implied

• Emphasis on active participation and speaking practice indicates a pedagogical stance that prioritizes communicative competence over rote memorization.

• The absence policy discussion (or lack thereof) suggests a flexible approach to attendance, though the instructor notes that there is no formal absence policy, which could have implications for fairness and assessment consistency.

• Flexibility in partner selection for speaking tasks (partners can be from outside the class) supports inclusive and practical language use in real-world contexts.

• The use of informal language and code-switching (French-English) reflects authentic classroom practice aimed at building practical communication skills and comfort with multilingual expressions.

Connections to Foundational Principles and Real-World Relevance

• The structure mirrors common language-learning pedagogy: frequent spoken practice, clear assessment components, and opportunities to interact with diverse partners.

• The inclusion of real-world tasks (e.g., speaking with partners outside class) aligns with communicative competence goals relevant to sports management professionals who must communicate with a variety of stakeholders.

• The focus on expressing past actions and forming future/command structures (as suggested in the garbled examples) connects to foundational grammar topics that underpin professional communication in any field.

Summary of Key Takeaways (Concrete Items to Remember)

• Course subject: Sport Management; emphasis on speaking and practical language use.

• Primary instructor: Jeffrey.

• Coursework components:

  • Minimum of $5$ activities (online or other).

  • Homework due by midnight; counts for $0.10$ of the total grade (10%).

  • Topic provided in advance; brainstorming encouraged.

  • Speaking activities: two-person conversations; partners may be outside the class.

  • Journaling: four entries.

• Attendance policy: Informal or no explicit absence policy mentioned.

• Daily preparation: Review course materials content daily before class.

• Language notes from the transcript highlight French-English usage, vocabulary like dormir, and typical classroom language dynamics (corrections, informal discourse).

• Some content is garbled or unclear (e.g., proper nouns, phrases like "Shape two d"), so follow-up with the instructor for clarification.

Quick Reference (Formulas and Numerical Details)

• Minimum activities: $5$

• Homework weight: $0.10$ of total grade (i.e., 10\%)

• Speaking conversations: $2$

• Journaling entries: $4$

• Deadlines: midnight (time not numerically specified in transcript)

Notes for Study and Reflection

• Review the language structures related to expressing past actions in English, as mentioned in the transcript.

• Prepare to discuss how to set up a speaking partner (within or outside class) and how to structure two-person conversations.

• Be ready to engage with basic French vocabulary and verb forms, notably dormir (to sleep), and consider how French-English code-switching might appear in classroom practice.

• Seek clarification on garbled items (e.g., Shape two d, Macom Economy, Sheikh GT) to ensure alignment with the actual course topics.