Vocabulaire progressif du français B2-C1.1 par Claire Miquel (review)
Bibliographic record
Abstract
Reviewed by: Vocabulaire progressif du français B2-C1.1par Claire Miquel Juliette D. Duthoit M iquel, C laire. Vocabulaire progressif du français B2-C1.1( 3rded.). CLE International, 2022. ISBN: 978-2-09-038199-3. The collection " Progressif du français" is a classic among French textbooks that covers different language aspects (grammar, pronunciation, communication) and different levels according to the European Framework (CEFR). This specific textbook focuses on vocabulary and aims to bring the learners toward the proficient learner level (C1.1), the equivalent of superior-low in the ACTFL framework. The textbook is a third edition with additional activities and an update on the vocabulary themes. The content is divided in 28 chapters, each chapter working on a specific theme (measures and quantities, gastronomy, etc.) and presenting two to four double pages with vocabulary input on the left and related activities on the right. The chapters are not continuous and can therefore be completed in any order, but the vocabulary and activities inside a chapter are increasingly difficult. Nine "communicative activities" are presented after the 28 chapters but turn out to be short reading comprehension texts with vocabulary and imitation activities. The recordings of those readings are available on an enclosed CD. Finally, at the end of the textbook, there is a four-page test on the book content. Note that the answers to that test are given in the textbook, but the answers to the activities are sold in a separate book. The textbook comes with online access. The e-book is non-interactive and has no extra features such as completing the activities online or listening to the texts or vocabulary—you cannot listen to the recordings that are given to you on the book CD. Yet, there are extra activities for each chapter (fill in the blank, matching games, etc.) that are interactive and have immediate feedback. Content-wise, the vocabulary selected is appropriate for the level and very specific. The vocabulary input is diversified with stories, in-context scenarios, dialogs, or annotated illustrations. We noticed a few cultural notes on the vocabulary pages. In addition, many chapters also present useful expressions full of imagery such as être au pied du mur. Those expressions are a good representation of modern standard French, although we regret the lack of diversity—an extra box with a Canadian or Senegalese expression would have been a plus. When it comes to the activities, they are varied and excellent for vocabulary learning. However, although the book introduction claims that the activities are communicative, there is little communication within the activity pages. Most activities are vocabulary learning activities: true or false, matching, multiple choice, fill in the blanks, reformulation, etc. Each chapter only has one to three communicative activities such as open questions, topics for debate, or small written productions. To conclude, this textbook is an excellent supplement for vocabulary learning—either in class or for self-learners. As a class textbook, it lacks diversity and representation (only standard French and only one illustration including non-white people—a soccer team…). I do believe it can be [End Page 204]a rich foundation for a course, but the instructor might need to provide extra activities to be more interactive, communicative, and representative of the true French-speaking world. [End Page 205] Juliette D. Duthoit Tennessee Tech University Copyright © 2023 American Association of Teachers of French
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.000 | 0.005 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.010 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".