French II – Pacing Guide 2011-2012

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Loudoun County Public Schools French 2011‐2012 Levels I – V (AP) Sharon D. Ackerman Asst.Superintendent, Instruction Suzette F. Wyhs Foreign Language Supervisor Dr. Edgar B. Hatrick Superintendent Eric L. Stewart Director of Curriculum & Instruction Angelica L. Goetz Foreign Language Specialist
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ACKNOWLEDGEMENTS French I TEACHER Patti Massey* Timothy Rainey Sudha Regi SCHOOL Park View/Potomac Falls Tuscarora/Woodgrove Lunsford French II TEACHER Martin Fameni* Celeste Liscouski Claude Romeyer SCHOOL Harmony Sterling Woodgrove French III TEACHER Anita Richard* Marjorie Olorunniwo Maryvonne Beavers SCHOOL Stone Bridge Mercer Potomac Falls French IV TEACHER Kathleen McDermott* Lizzy Carrington Sarah Shelton Valerie Gloger Tripp DiNicola SCHOOL Dominion Stone Bridge Loudoun Valley Freedom Broad Run/Loudoun County *Denotes Curriculum Leader 4 of 224
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French I 5 of 224
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French I: VA SOL Alignment
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French I, VA SOLs
The student will exchange simple spoken and
written information in French.
Use basic greetings, farewells, and
expressions of courtesy both orally and in
writing.
Express likes and dislikes, requests,
descriptions, and directions.
Ask questions and provide responses about
self and other familiar topics, such as family
members, personal belongings, school and
leisure activities, time, and weather.
The student will demonstrate skills necessary
to sustain brief oral and written exchanges in
French, using familiar phrases and sentences.
Initiate, sustain, and close brief oral and
written exchanges with emphasis on the
present time.
Use formal and informal forms of address in
familiar situations.
Use gestures and simple paraphrasing to
convey and comprehend messages.
The student will understand simple spoken
and written French presented through a
variety of media and based on familiar topics.
Identify main ideas and some details when
listening and reading.
LCPS Curriculum French I
Quarterly PALS: written and spoken
Theme 1 – P. 26; Theme 4, Socal Life P. 43
Theme 4 Social Life, Topic 5 Interests,
Activities P. 49
Theme 2, Topic 3 school, classes, schedules.
P. 34Theme 3, Topic 1 family, home life,
daily dynamics identify French and American
Impressionist Art p. 37
Theme 1 – Theme 4, throughout year, oral
and written exercises taught and demonstrate.
Quarterly PALS
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Theme 1, Topic 2, Subject Pronouns P. 28
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Comprehend simple, culturally authentic oral
and written materials, such as
announcements, messages, and
advertisements that use familiar vocabulary
and grammatical structures.
Follow simple instructions, such as those
about classroom procedures or for using
computers and other classroom technology.
The student will use verbal and nonverbal
cues to understand simple spoken and written
messages in French.
Differentiate among statements, questions,
and exclamations.
Use basic gestures, body language, and
intonation to clarify the message.
Theme 1 – 4 TPR activities suggested for use
by teacher and students
Promothean Board, textbook, workbook,
internet resources suggested in curriculum
activities on Themes 1 – 4.
Curriculum Framework: students take written
dictation, spell common words P. 6, listen to
audio files from BV textbook conversations
for each chapter
Throughout Curriculum Topics 1 – 4
activities designed for vocabulary and
grammar. Theme 4, Topic 5 P. 53
Theme 2, Topic 3 Classes, Schedules and
Supplies P. 34
PALS quarterly tests verbal and nonverbal
cues taught in each topic and theme
Theme 1, Topic 1 Question words taught P.
28
Theme 1, Topic 1 describe personal and
physical attributes requires TPR P. 28
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PALS quarterly
“Lectures culturels” in Bon Voyage textbook
used and internet resources for readings,
media sources. Themes 1 – 4 inclusive
Theme 3, Family Life P. 37 Describe family
relationships, draw family tree. Discuss social
and school activities
Theme 1 – Theme 4 in Bon Voyage textbook
and curriculum
Theme 1 – Theme 4 Writing activities
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The student will present information orally
and in writing in French, using a variety of
familiar vocabulary, phrases, and structural
patterns.
Present information gathered from informal
conversations, class presentations, interviews,
readings, and/or a variety of media sources.
Describe basic information about such topics
as self, family members and others, events,
interests, school, recreational activities, and
personal belongings with emphasis on control
of the present tense.
Demonstrate increasing attention to accurate
intonation and pronunciation, especially
when presenting prepared material orally.
Demonstrate increasing attention to accurate
word order, punctuation, accents and other
diacritical marks, and spelling when writing.
The student will present rehearsed material in
French, including brief narratives,
monologues, dialogues, poetry, and/or songs.
Use appropriate verbal and nonverbal
techniques, such as voice inflection, gestures,
and facial expressions.
Communicate ideas in an organized manner,
using appropriate visual and/or technological
support.
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Theme 3, Family Life, Theme 4, Clothes
Shopping
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The student will develop an awareness of
perspectives, practices, and products of
francophone cultures.
Identify some viewpoints of francophone
cultures, such as those relating to time,
education, transportation, and the roles of
family members.
Identify some customs and traditions of
francophone cultures, such as greetings,
celebrations, holiday practices, and forms of
address that demonstrate politeness.
Identify some important historical and
contemporary individuals associated with
significant events from francophone cultures.
Themes 1 – 4 TPR and verbal techniques
used by teacher and student for
communication
Themes 1 – 4 projects are suggested for using
pictures and info from computer technology
throughout curriculum framework. P. 16
example
Theme 1, Cultures Demonstrate basic
knowledge of geography and history of
French speaking cultures
Theme 2, Topic 2 Calendar and Time; Theme
3 School – specific French celebrations
discussed. P. 30
Theme 2, School Life, Topic 1 Calendar and
Time P. 30
Theme 2, School Life, Topic 1, Calendar and
Time P. 30; Use momes.net for example
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Identify some products of francophone
cultures, such as natural and manufactured
items, creative and fine arts, forms of
recreation and pastimes, dwellings, language,
and symbols.
The student will recognize that perspectives,
practices, and products of francophone
cultures are interrelated.
Recognize that the viewpoints, customs and
traditions, and products of French speakers
shape francophone cultures.
Theme 14, Topic 5, Interests, Activities
Theme 4, Topic 1 Clothing P. 41;
Topic 2 Going out to café, P. 43; Theme 4,
Topic 3, Meals, Food Preferences P. 45;
Topic 4, Places, transportation P. 47, Topic 5
Interests, Activities P. 49
Theme 1, Topic 1 Name and locate
Francophone countries, demonstrate
knowledge of Fr. Speaking countries. P. 26
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Identify major cities and geographical
features in francophone countries and the
reasons they are significant in the cultures of
those countries.
The student will connect information about
the French language and francophone
culture(s) with concepts studied in other
subject areas.
Give examples of the use of French
vocabulary, phrases, proverbs, and symbols
in other subject areas.
Relate content from other subject areas to
topics discussed in French class, such as
current events from francophone countries or
the influence of French-speaking explorers
and settlers on various regions of the United
States.
The student will demonstrate understanding
of the significance of culture through
comparisons between francophone cultures
and the cultures of the United States.
Compare patterns of behavior and interaction
found in the United States with those of
francophone societies.
Demonstrate an awareness that social
practices and personal interactions differ
among cultures.
Demonstrate an awareness of unique
elements of the student’s own culture.
Theme 1 – 4 include topics on food, homes,
communication devices, Impressionist Art.
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Theme 2, School Life, Weather and Seasons
P. 32
Theme 2, School, Topic 3 School., classes,
schedules and supplies.
Theme 1, Topic 1 Francophone countries
explored P. 26; Theme 1, Topic 2, Personal
Life and La Francophonie identify and
describer famous French people P. 28
Theme 1, Topic 1 Francophone countries
explored P. 26; Theme 1, Topic 2, Personal
Life and La Francophonie identify and
describer famous French people P. 28
Theme 1, Topic 1 Personal Life and
Francophonie.
Francophone Societies in US explored. P. 28
Theme 3, Topic 1 Family Members. Develop
family tree.
Theme 4 Social Life, Topic 3, Meals.
Compare and contract French vs American
eating habits. P. 45
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The student will compare basic elements of
the French language to those of the English
language.
Audio text for all Bon Voyage chapters 1 – 7
played and discussed.
Theme 3, Topic 2 House – real estate ads
used to learn about French dwellings. P. 39
Theme 4, Topic 5 Interests, Activities. P. 30
Movies, music, shopping compared
Theme 4, Topic 5 Interests, Activities. P. 49
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Recognize cognates, genders, levelappropriate idioms, and differences in sound
systems and writing systems.
Recognize basic sound distinctions and
intonation patterns and their effect on the
communication of meaning.
The student will explore situations in which
to apply French language skills and cultural
knowledge beyond the classroom setting for
recreational, educational, and occupational
purposes.
Present examples of the French language and
the cultures of francophone countries evident
in and through media, entertainment, and
technology.
Use resources, such as individuals and
organizations in the community or accessible
through the Internet, to gain information
about the francophone world.
Themes 1 – 4 inclusive. Ex: Theme 3, Family
Life, Topic 2 House
agreement and placement of adjectives,
possessive forms p. 39
Theme 1, Topic 2, Physical Descriptions/.
Recognize roots and cognates. P. 28
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Theme 2, School Life, Topic 1 Calendar and
Time; Community resources used to gain
more info about celebrations in students’ own
culture and in French cultures. P. 30
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Pacing Guide French I D
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French I – Pacing Guide 2011-2012
The following is a list of themes required to be taught for Level I French 2011-2012. Teachers may not simply refer to the sequencing and pacing
of the district-adopted textbook to ensure that all county-wide standards are met to provide student opportunity for success on county-wide
assessments. All French I teachers should note that this guide aligns our program closely with the National and Virginia Standards of Learning.
All vocabulary, required and optional, is now posted on Vision. The vocabulary lists in the curriculum guide for each theme is
REQUIRED. The lists of useful vocabulary are OPTIONAL. Students will need to be able to perform proficiently in listening, speaking,
reading, and writing activities with this vocabulary in order to succeed with our county-adopted curricular standards.
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SEMESTER 1
THEME I: PERSONAL LIFE AND LA FRANCOPHONIE
TOPIC 2 : PHYSICAL DESCRIPTIONS,
PERSONALITY CHARACTERISTICS, FEELINGS AND
EMOTIONS
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TOPIC 1 : GREETINGS, INTRODUCTIONS AND
FRANCOPHONIE
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¾ Salutations, formal / informal address, (tu/vous, Monsieur,
Madame, etc.)
¾ Classroom expressions (Oral commands)
Teacher/Student talk
¾ French first names
¾ Alphabet
¾ Diacritical marks
¾ Geography and brief introduction of French speaking
countries
¾ Make the students aware that many words in English (40%)
come from French (same spelling different pronunciation)
¾ Introduce students to false cognates
¾ Introduce weather expressions
Use of “avoir” to express age, hair and eye color
¾ Etre (singular form)
¾ Adjectives: agreement
¾ Articles : definite and indefinite, singular only
¾ Negation
¾ Subject pronouns
¾ Descriptive vocabulary
¾ Question words (qui, où, comment…)
¾ Nationalities
¾ Countries and origins
¾ Identify cognates
¾ Numbers 0-30
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SEMESTER 1
THEME II: SCHOOL LIFE
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TOPIC 2 : SCHOOLS, CLASSES,
SCHEUDLES, AND SUPPLIES
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TOPIC 1 : CALENDAR AND TIME
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Numbers 31-100
Manipulate dates and calendar
Days of the week
Months of the year
Week starts with Monday
Days and months are not capitalized
Specific French celebrations (May 1st, la fête du travail, la fête de la Bastille,
fête de la musique
¾ Calculate/solve simple math problems
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School supplies
Classroom objects
Classroom commands
School and after school activities
School subjects
Descriptive adjectives
Shopping for school supplies
-er verbs, faire
Finir (je and tu form)
Il y a….Il n’y a pas de….
¾ Time (24 hour clock)
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SEMESTER II
THEME III: FAMILY LIFE
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Possession using de
Possessive adjectives
Avoir
Family vocabulary
¾ Descriptive adjectives
¾ Use irregular adjectives as predicates only*
*if time, introduce position of adjectives
TOPIC 2 : HOUSE
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TOPIC 1 : FAMILY MEMBERS
¾List rooms, furnishings, and what surrounds the house
¾ Agreement and placement of adjectives
¾ Recognition of irregular adjectives
¾ All forms of possession
¾ Reinforcement of –er verbs
¾ Il y a,….Il n’y a pas de….
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THEME IV: SOCIAL LIFE
TOPIC 1 : DINING OUT
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Beverages, food items, meals
Je voudrais
Table settings
Aller (all forms)
¾ Reinforce aller+ infinitive
¾ Prendre
¾ Contractions
TOPIC 2 : MEALS AND FOOD
SHOPPING
¾ Food shops:specialty , open-air markets
and supermarkets
¾ Faire-present
¾ Partitive (affirmative and negative)
¾ Definite articles for preferences
¾ Pouvoir,vouloir
TOPIC 3 : CLOTHING
¾ Clothing items, fabrics, designs,
sizes and fit
¾ Colors
¾ Identify different types of stores
¾ Reinforce weather/seasons
¾ Comparisons: expressing opinion
¾ Mettre, porter, trouver que, penser
¾ Choisir (full conjugation), voir, croire)
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THEME 1: PERSONAL LIFE AND LA FRANCOPHONIE
TOPIC 1: GREETINGS, INTRODUCTIONS AND FRANCOPHONIE
CULTURES
Recommended # 4 Lessons
COMMUNICATION:
CULTURES/
CONNECTIONS
Interpersonal Interpretive
Presentational
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¾ Ask and answer questions about
francophone countries
¾ Understand and respond to
cultural expressions and
gestures (“la bise”) for greetings
and farewells in appropriate
social situations
¾ Recognize French names for
males and females
¾ Name and locate Francophone
countries on a map
¾ Demonstrate basic knowledge of
the geography and history of
French speaking countries
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¾ Comprehend and respond to simple
greetings, farewells, courtesy phrases in
formal and informal situations.
¾ Present rehearsed or spontaneous
greetings and introductions
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National/State Standards:
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.7 The student will develop an awareness of perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
COMPARISONS/
COMMUNITIES
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Compare and contrast forms of
greetings and introductions
between U.S. and French
cultures
Recognize the importance of
social greetings in French
language countries
Introduce themselves in French
to native speaker in their school
and community
Compare names in English with
closest equivalent in French
Identify, understand, compare
spoken and written systems of
English and the French
Identify French influence in
America
Recognize words in the French
heard/seen outside of school (TV
“Caillou”, labels or instructions)
ESSENTIAL
KNOWLEDGE (FACTS &
SKILLS)
¾ Salutations, formal / informal
address, (tu/vous, Monsieur,
Madame, etc.)
¾ French first names
¾ Alphabet
¾ Diacritical marks
¾ Classrooms expressions
¾ Geography and brief introduction of
French speaking countries
¾ Make the students aware that
many words in English (40%) come
from French (same spelling,
different pronunciation)
¾ Introduce students to false
cognates
¾ Weather expressions
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THEME 1: PERSONAL LIFE AND LA FRANCOPHONIE TOPIC 1: GREETINGS, INTRODUCTIONS AND FRANCOPHONIE CULTURES
Salut!, Bonjour!, Bonsoir!, Bonne nuit!, Comment allez-vous ?,Comment vas-tu ?, Comment ça va ?, Ça va ?,Très bien.,
Bien., Pas mal., Pas trop mal., Comme ci, comme ça., Ça va mal., Ça ne va pas (du tout).Je ne vais pas bien., Et
vous ?, Et toi ?, Monsieur, Madame, Mademoiselle, Au revoir., Ciao !, A tout à l’heure !, A bientôt !, A plus tard !, A
demain !, Comment vous appelez-vous ?, Comment t’appelles-tu ?, Tu t’appelles comment ?, Je m’appelle…,
Enchanté(e), Moi aussi., S’il vous plaît. S’il te plaît., Merci (beaucoup)., De rien., Je t’en prie., Je vous en prie, l’été (m.),
en été, l’automne (m.) , en automne, le printemps , au printemps , l’hiver (m.), en hiver, Quel temps fait-il?, Il fait beau.,
Il fait du soleil., Il fait mauvais., Il fait chaud. , Il fait froid., Il fait frais, Il fait bon., ,Il neige. , Il pleut., Il gèle., Il fait du vent,
Il fait nuageux., Il y a un orage., Il fait du brouillard., Il y a une tornade., Il y a de la pluie., Il y a de la neige., Il y a des
éclairs., Il y a du tonnerre.
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VOCABULARY
BV I Prelim Lessons A-D. Greetings, Comparisons between US and French-speaking manner of greeting; tu vs vous
RESOURCES
ACTIVITIES
Choose French names, small group role play, crossword puzzles, graphic organizers, spelling bees, rhyming,
flashcards, dictées, storytelling, make a collage of borrowed words from French & illustrate them, map and slideshows
on different regions of France and French speaking countries ; video clip of “la bise” on www.youtube.com
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ASSESSMENTS
RUBRICS
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RECYCLED/ONGOING
TOPICS/STRUCTURES
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PALS (Speaking, Writing, Reading, Listening)
Traditional quizzes & tests
Alternate assessments (foldables, booklets, PowerPoint presentations, etc.)
www.rubistar.com; www.quia.com.
www.bbc.co.uk/languages/french
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Recommended #4 Lessons
TOPIC 2: PHYSICAL DESCRIPTIONS, PERSONALITY
CHARACTERISTICS.
FI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in French.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
COMMUNICATION:
Presentational
CULTURES/CONNECTIONS
COMPARISONS/COMMUNITIES
ESSENTIAL KNOWLEDGE (FACTS
& SKILLS)
physical appearance of people and
things
¾ Discuss cultural stereotypes
based on physical descriptions
¾ Identify unique character of self
and others, such as name and age
¾ Discuss traits of famous people
from French cultures
¾ Compare and contrast the
agreement of adjectives in French
and English
¾ Etre (singular)
¾ Adjectives: agreement
¾ Articles : definite and indefinite
(singular only)
¾ Negation
¾ Subject pronouns
¾ Descriptive vocabulary
¾ Question words (qui, où, comment…)
¾ Nationalities
¾ Countries and origins
¾ Identify cognates
¾ 0-30
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¾ Comprehend spoken and written
descriptions
¾ Present descriptions of people and
things
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¾ Describe physical and personal
attributes
*OPTIONAL: Ask and answer questions
about mood and emotional states
VOCABULARY
¾ Identify and describe famous people
in French
¾ Recognize roots and cognates
*Optional: Use of “avoir” to express age,
hair and eye color
un garçon, une fille, un ami, un amie, un élève, une élève, un frère, une soeur, une école, un collège
être, petit(e), grand(e), brun(e), blond(e),amusant(e), patient(e), intelligent(e), intéressant(e), sympathique; sympa, timide,
énergique, égoïste, dynamique, populaire, sociable, enthousiaste, français(e), américain(e), Qui?, Où?, D’où?, De quelle
nationalité?, assez, très, vraiment, voilà, aussi, secondaire,
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BV I Ch1. Group games, guessing games, flyswatter vocabulary game, oral presentations, graphic organizers, interviews,
conversational posters, description of people, role play, poetry, flashcards, Power Points, simple math problem
worksheets, identify new words using word recognition strategies.
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Alternate assessments (foldables, booklets, PowerPoint presentations, etc.): create your own number list, do
simple math problem worksheet, fill in conversation captions on pictures.
www.rubistar.com; www.quia.com
www.bbc.co.uk/languages/french
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ASSESSMENTS/RUBRICS
Numbers 1 – 20, basic spontaneous greetings and introductions
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RECYCLED/ONGOING/TOPICS/STR
UC-TURES
RESOURCES/ACTIVITIES
TOPIC 2: PHYSICAL DESCRIPTIONS, PERSONALITY CHARACTERISTICS.
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THEME 2: SCHOOL LIFE
TOPIC 1: CALENDAR AND TIME AND CULTURES
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FI.10 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and U.S.culture.
FI.11 The student will compare basic elements of the French language to those of the English language.
COMMUNICATION:
Presentational
CULTURES
CONNECTIONS
COMPARISONS/
COMMUNITIES
& SKILLS)
¾ Ask and answer questions about days
of the week and months of the year
¾ Identify and discuss important events
of the year (birthdays, holidays, etc.)
¾ Interpret announcements that use
dates
¾ Ask and answer questions about time
telephone numbers and addresses
¾ Present a schedule of activities and
information related to addresses and
events
¾ Interpret military time
¾ Compare and contrast different
calendars
¾ Name days of the week in
culturally correct order
¾ Establish connections through
common events
¾ Use resources in the community
to gain more information about
celebrations in students’ own
cultures and in the French
cultures
¾ Recognize that days and
months of the year are not
capitalized
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Identify important events in the
French cultures
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Relate products to celebrations
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¾
Numbers 31-100
Manipulate dates and calendar
Days of the week
Months of the year
Week starts with Monday
Days and months are not capitalized
st
French celebrations (May 1 , la fête
du travail, la fête de la Bastille, fête
de la musique)
¾ Calculate/solve simple math
problems.
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TOPIC 1: CALENDAR AND TIME AND CULTURES
lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche, C’est quel jour ?, aujourd’hui, demain, Quelle est la date ?,
Quelle est la date de ton anniversaire ?, C’est le…(#)…(mois)…(an)., janvier, février, mars, avril, mai, juin, juillet, août,
septembre, octobre,, novembre, décembre, Il est quelle heure ?, Il est ______ heure(s)..., du matin, de l’après-midi, du
soir, Il est midi., Il est minuit.
RECYCLED/ONGOING
TOPICS/STRUCTURES
Simple math sheets for numbers 1 – 20; greetings and introductions; geography of Francophone countries
BV I PrelimE-F. Represent a selected month of the French calendar , represent a schedule ,
Calculate/solve simple math problems, count to 100 by 1’s, 5’s, and 10’s. Internet: various activities on www.momes.net
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Alternate assessments (foldables, booklets, PowerPoint presentations, etc.) – Create school schedule. Create
your own calendar of months, labeling days of the week and some French celebrations with words and pictures
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ASSESSMENTS/RUBRICS
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VOCABULARY
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TOPIC 2: SCHOOL, CLASSES, SCHEDULES, SUPPLIES and AFTER
SCHOOL ACTIVITIES
FI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in French.
FI.10 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and U.S culture.
FI.12 The student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational,
educational, and occupational purposes.
CULTURES
CONNECTIONS
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¾ Recognize and discuss
educational requirements,
grades, activities, and attitudes
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Talk and write about the school day
Identify and shop for school supplies
Identify classroom objects
Identify school subjects
Ask and answer questions about a
typical school day
Express your opinion about school
subjects
Describe teachers and subjects
Describe after school activities
Understand and respond to simple
classroom commands and procedures
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COMMUNICATION:
Presentational
COMPARISONS/
COMMUNITIES
& SKILLS)
¾ Compare the characteristics of the
school system in France and
America (holidays, grades,
degrees, grading, etc.)
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¾ Compare the college selection
process and discuss the
importance of the International
Baccalaureate (Bac) exam.
School supplies
Classroom objects
Classroom commands
School and after school activities
School subjects
Shopping for school supplies
-er verbs
introduce faire--Je fais (to describe
activities); Ça fait combien?
¾ Finir (je and tu forms)
¾ Time 24 hour clock
¾ Il y a….Il n’y a pas de….
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TOPIC 2: SCHOOL, CLASSES, SCHEDULES, SUPPLIES and AFTER SCHOOL ACTIVITIES
ASSESSMENTS/RUBRICS
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BV I Ch 2 and Ch3 Students create school schedule on paper or in Word. http://www,st-jospeh-st-cloud.com/emploie _du_temps.htm
(middle school schedule) ;role play teacher and student going over vocab and verbs, fly swatter game on vocab, box with school
supplies for students to pull out object and describe it. Pairs discuss classes that they study and which ones they are strong or weak
in, like/dislike classes.
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RECYCLED/ONGOING
TOPICS/STRUCTURES
un professeur, un prof, une prof, un copain, une copine, un lycée, une salle de classe, un cours, une classe, une matière, les
sciences naturelles, la biologie, la chimie, la physique, les maths, les mathématiques, l’algèbre, la géométrie, la trigonométrie, le
calcul, les langues, le français, l’espagnol, l’italien, l’allemand, l’anglais, le latin, les sciences sociales, l’histoire, la géographie,
l’économie, d’autres matières, la littérature, l’informatique, la gymnastique, la musique, le dessin, facile, difficile, stricte, intéressant(e),
fort(e), mauvais(e), Tu es d’accord?, Vous êtes d’accord?, Oui, je suis d’accord., Non, je ne suis pas d’accord., C’est vrai., Ce n’est
pas vrai., C’est pas vrai., en cours de (français, maths, etc.), même, tous, trop, juste un peu, une maison, une rue, quitter, habiter,
arriver, passer la journée, parler, écouter, regarder, étudier, lever la main, poser une question, passer un examen, la récréation, la
récré, la cour, la cantine, jouer, rigoler, déjeuner, rentrer à la maison, écouter la radio, parler au téléphone, travailler, Qu’est-ce que
c’est ?, des fournitures scolaires (f. pl.), un cahier, un bloc-notes, un crayon, un stylo-bille, un feutre, une gomme, une règle, un livre,
un classeur, une calculatrice, une feuille de papier, un sac à dos, une cassette, une vidéo, un DVD, un CD, un magasin, une
papeterie, la caisse, acheter, payer, demander, coûter, C’est combien?, Ça coûte combien?, aimer, détester, après, pendant, entre,
chez, le matin, l’après-midi (m.), À quelle heure?, combien de (d’), beaucoup de (d’)
Numbers 30 – 100, greetings and basic introductions and descriptions using “être, days, weeks, months of the year
Alternate assessments: foldables, booklets, PowerPoint presentations, etc.
D
VOCABULARY
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THEME 3: FAMILY LIFE
TOPIC 1: FAMILY MEMBERS
AF
T
FI.6 The student will present rehearsed material in French, including brief narratives, monologues, dialogues, poetry, and/or songs.
FI.10 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and the cultures of the U. S.
FI.12 The student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational, educational,
and occupational purposes.
COMMUNICATION:
Presentational
R
Identify the members of the family
Ask and answer questions about
family members and pets (age,
physical descriptions)
¾ Identify some viewpoints of the
culture related to the roles of
family members
¾ Discuss the social importance
of family holidays and vacations
D
¾
¾
CULTURES
CONNECTIONS
COMPARISONS/
COMMUNITIES
ESSENTIAL KNOWLEDGE (FACTS &
SKILLS)
¾ Compare the definition of “la
famille” (extended and nuclear
family)
¾ Discuss and compare family
dynamics
¾ Compare ways of expressing the
possessive
¾ Compare origins of family names
¾ Identify the family theme in
French and American
Impressionist Art.
¾
¾
¾
¾
¾
¾
Possession using “de”
Avoir
Family vocabulary
Introduce irregular adjectives (beau,
vieux, nouveau)
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TOPIC 1: FAMILY MEMBERS
la famille, les parents (m. pl.), le père, la mère, le mari, la femme, le fils, la fille, l’enfant (m. et f.), les grands-parents
(m. pl.), le grand-père, la grand-mère, les petits-enfants (m. pl.), le petit-fils, la petite-fille, l’oncle, la tante, le neveu, la
nièce, le cousin, la cousine, un chat, un chien, un anniversaire, un cadeau, un gâteau, une bougie, une fête, donner,
inviter, avoir....ans, Quel âge … ?
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES
ACTIVITIES
Descriptions of oneself, courses and friends, likes and dislikes.
BV I Ch4. Design a family tree with photos or drawings, make a family album, pyramid poems, vocabulary bingo,
vocabulary mapping, le jeu des sept familles: http://www.hygiene-educ.com/fr/pdf/jeu-7familles.pdf
www.rubistar.com; www.quia.com; create a collage of family tree with magazine pictures or drawings.
PowerPoint of family members using TV or movie characters. Describe your family using pictures of five
family members.
R
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¾
¾
¾
D
ASSESSMENTS
RUBRICS
AF
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VOCABULARY
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TOPIC 2: HOUSE
COMMUNICATION:
Presentational
¾
¾
¾ Identify different types of dwellings
in francophone world
VOCABULARY
D
R
¾
Describe where you live.
Describe functional furnishings of
the home.
Students will describe their
personal space (bedroom)
CULTURES
CONNECTIONS
AF
T
FI.10 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and U.S. culture.
COMPARISONS/
COMMUNITIES
ESSENTIAL KNOWLEDGE
(FACTS & SKILLS)
¾ Compare agreement and placement
of adjectives in Fr/Eng
¾ Discuss floor plans/design
differences
¾ Use authentic realtor
advertisements.
¾ Research through various methods
the background and importance of
castles (chateaux)
¾ List rooms, furnishings, and what
surrounds the house
¾ Agreement and placement of
adjectives
¾ Recognition of irregular adjectives
¾ All forms of possession
¾ Reinforcement of –“er” verbs
¾ Il y a,….Il n’y a pas de….
une pièce, une salle de séjour, une cuisine, une salle à manger, une chambre à coucher, une salle de bains, des toilettes (f.
pl.), une maison, un appartement, un immeuble, un quartier, une station de métro, une terrasse, un jardin, un arbre, une
fleur, un garage, une voiture, un balcon, une vue, le rez-de-chaussée, un étage, un escalier, un ascenseur, une entrée, un
code, une cour, un voisin, une voisine, beau, bel, belle, beaux, nouveau, nouvel, nouvelle, nouveaux, vieux, vieil, vieille,
premier, première, deuxième, troisième, (tout) près de, loin de, donner sur, monter, à pied, en ascenseur, une journée, tout
le monde, autour de (d’), il y a, C’est rigolo., C’est pas rigolo.
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TOPIC 2: HOUSE
RECYCLED/ONGOING
TOPICS/STRUCTURES
Describe family and friends, and holidays. Review before and after school activities and activities with family. Review
birthday party vocab, pets, and ages of self, family members, and friends.
RESOURCES
ACTIVITIES
BVI Ch4. Design a house floor plan, http://www.laforet.com/ (real estate web site), real estate ads,
http://www.123meuble.com/boutique/liste_rayons.cfm (furniture), rebus story, riddles, grid games
R
¾
Alternate assessments (foldables, booklets, PowerPoint presentations, etc.); design house with minimum eight
rooms using magazine pictures or drawing if talented. Present in front of class.
AF
T
¾
¾
¾
D
ASSESSMENTS
RUBRICS
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THEME 4: SOCIAL LIFE
TOPIC 1: GOING OUT: AU CAFÉ et AU RESTAURANT
COMMUNICATION:
AF
T
CULTURES
CONNECTIONS
Presentational
Order a beverage and small meal
¾
Initiate, sustain and close a brief
conversation with café staff
¾ Discuss the social importance
of spending time at a café
D
R
¾
COMPARISONS/
COMMUNITIES
¾ Compare and contrast habits of
teens in US and French countries
¾ Compare differences in
American/European table
manners/ table settings
¾ View authentic menus
ESSENTIAL KNOWLEDGE
(FACTS & SKILLS)
¾
¾
¾
¾
¾
¾
¾
¾
Beverages, food items
Meals
Je voudrais…
Table settings
Aller (all forms)
Reinforce aller+ infinitive
Prendre
Contractions (à / de)
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TOPIC 1: GOING OUT: AU CAFÉ et AU RESTAURANT
un café, la terrasse d’un café, une table, une table occupée, une table libre , un serveur, une serveuse, la carte,
l’addition (f.),l’argent (m.), le pourboire, aller, trouver une table, commander, inviter, payer, laisser, prendre, déjeuner,
dîner, avoir faim, avoir soif, Vous désirez?, Je voudrais..., quelque chose, quelque chose à manger, quelque chose à
boire, manger, boire, Le service est compris., une boisson, une consommation, un coca, une limonade, un caféun
exprès, un crème, un citron pressé, un jus de pomme, un jus d’orange, une tartine de pain beurré, un croissant, un
sandwich, un sandwich au jambon, un sandwich au fromage, un croque-monsieur, un steak, saignant, à point, bien
cuit, des frites (f., pl.), une soupe à l’oignon, une omelette, une omelette nature, une omelette aux fines herbes , une
saucisse de Francfort, un hot dog, une salade verte, une glace, une glace au chocolat, une glace à la vanille, À quel
parfum?, une crêpe, le couvert, un verre, une tasse, une fourchette, un couteau, une cuillère, une assiette, une nappe,
une serviette, un repas, le petit-déjeuner, le déjeuner, le dîner, tout(e) seul(e), toujours, souvent, quelquefois, peu.
RECYCLED/ONGOING
TOPICS/STRUCTURES
Numbers 1 - 100, telling time, ER verbs, être, avoir, aimer +l’ infinitif, la bise, greetings, question words
RESOURCES
ACTIVITIES
BV I Ch5. Role-play a trip to a café, skits, create a weekly school menu; create a café menu with minimum of five
breakfast items, five lunch items, five drinks and two desserts. Create10 PowerPoint slides of food and drink vocab with
20 words, 20 pictures and 2 sentences per slide.
http://www.cafedelagare.co.nz/; http://www.lesdeuxmagots.fr/; www.youtube.com “la bise en France”
Alternate assessments (foldables, booklets, PowerPoint presentations, etc.). Role play restaurant scene with
waiter and two customers. Memorize conversation and recite in front of class with waiter and two customers.
See www.rubistar.com; www.quia.com;
R
¾
¾
¾
D
ASSESSMENTS
RUBRICS
AF
T
VOCABULARY
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TOPIC 2: MEALS, FOOD SHOPPING
AF
T
FI.6 The student will present rehearsed material in French, including brief narratives, monologues, dialogues, poetry, and/or songs.
FI.10 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and the cultures of
the U. S.
FI.12 The student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational,
educational, and occupational purposes.
COMMUNICATION:
Presentational
CULTURES
CONNECTIONS
COMPARISONS/
COMMUNITIES
ESSENTIAL KNOWLEDGE
(FACTS & SKILLS)
¾ Identify the three main meals of the day
¾ Talk about food likes/dislikes
¾
¾ Compare and contrast meal
times/types
¾ Compare differences in
American/European table
manners/ table settings
¾
VOCABULARY
R
D
¾
Discuss typical French food
products: cheeses, breads,
chocolate, pastries
The importance of La Grande
Cuisine (Le Cordon Bleu)
¾
¾
¾
¾
Food shops: specialty, open-air
markets and supermarkets
Faire-present (all forms)
Partitive (affirmative and negative)
Definite articles for preferences
Pouvoir, vouloir
faire les courses, une boulangerie, une pâtisserie, une crémerie, une boucherie, une poissonnerie, une charcuterie,
une épicerie, un marché, un supermarché, le marchand, la marchande, un sac, surgelé(e), du pain, un pain complet,
un croissant, une baguette, une tarte aux pommes, de la crème, du lait, du beurre, du fromage, de la confiture, un
œuf, un yaourt, un poulet, de la viande, du boeuf, de l’agneau, du porc, du jambon, du saucisson, du poisson, une
crevette, un crabe, du sel, du poivre, de l’huile, du vinaigre, de l’eau minérale, de la moutarde, un fruit, une banane,
une pomme, une orange, une poire, une fraise, un melon, une tomate, un légume, une salade, une carotte, une
pomme de terre, des haricots verts, des épinards (m. pl.), des petits pois (m. pl.), un oignon, un paquet, un pot, un
gramme, un kilogramme, une livre, un litre, une douzaine, une boîte, une bouteille, une tranche, aller chercher, il n’y a
plus de, je regrette, C’est combien?, Ça fait combien?, bon(ne), Vous voulez autre chose?
Et avec ça?, C’est tout?, pourquoi, parce que.
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TOPIC 2: MEALS, FOOD SHOPPING
Food vocabulary, question words, il y a/il n’y a pas de, à/de contractions
RECYCLED/ONGOING
TOPICS/STRUCTURES
AF
T
¾
¾
¾
¾
R
ASSESSMENTS
RUBRICS
BV I Ch6. Student-made home menus, role play a trip to the marché/supermarché, shopping lists from recipes,
research recipes, poster of “good for you foods, bad for you foods” , student surveys about eating habits, French
market day – students set up store with homemade or store bought items and sell to classmates with fake euros, e.g,
breakfast items, sandwich au jambon, citron pressé, coca, etc. http://www.enjoyfrance.com/content/view/43/36/;
http://gofrance.about.com/od/culture/a/tablemanners.htm
D
RESOURCES
ACTIVITIES
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TOPIC 3: CLOTHING
AF
T
¾
¾ Discuss school-appropriate clothing
¾
¾ Discuss context-appropriate clothing
¾ (i.e. attire for beach, prom, church, sports)
¾
Identify famous/historic
couturiers
COMPARISONS/
COMMUNITIES
¾
Compare sizing differences.
¾
Discuss shopping habits,
types of stores/boutiques
¾
Use internet sources to roleplay on-line shopping
¾
School dress codes
Identify various styles of dress
in the francophone world.
D
¾ Identify and describe items of clothing,
materials, accessories and styles
R
CULTURES
CONNECTIONS
COMMUNICATION:
Presentational
Discuss importance of
fashion/perfume industry
ESSENTIAL KNOWLEDGE
(FACTS & SKILLS)
¾ Clothing items, fabrics, designs,
sizes and fit
¾ Colors
¾ Identify different types of stores
¾ Reinforce weather/seasons
¾ Comparisons: expressing opinion
¾ Mettre, porter, trouver que, penser
¾ -IR verbs (full conjugation)
¾ -RE verbs (fullconjugation)
¾ Optional : voir, croire
¾ Optional : demonstrative adjectives
(ce, cet, cette, ces)
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VOCABULARY
TOPIC 3: CLOTHING
les vêtements (m. pl.), un jean, un short, une casquette, un pull, une veste, un pantalon, un t-shirt, une sandale, un
sweat-shirt, un polo, un manteau, un anorak, un blouson, un survêtement, une basket, une chaussure, une
chaussette, une chemise, une cravate, un complet, une jupe plissée, un chemisier, une robe, un tailleur, une
boutique, un centre commercial, un grand magasin, une vitrine, une cabine d’essayage, un vendeur, une vendeuse,
un rayon, des soldes (m. pl.), le prix, cher, chère, faire des courses, essayer, entrer (dans), porter, trouver, mettre,
large, serré(e), habillé(e), sport, joli(e), favori(te), une manche, à manches longues, à manches courtes, la pointure,
la taille, la taille au-dessus, la taille au-dessous, De quelle couleur?, blanc(he), brun(e), vert(e), noir(e), gris(e),
bleu(e), jaune, rouge, beige, rose, bleu marine, marron, orange, Vous faites quelle taille?, Je fais du 40., en solde, à
mon avis, voir, croire
AF
T
RECYCLED/ONGOING
TOPICS/STRUCTURES
Colors, regular and irregular adjectives, -ER verbs, avoir, vouloir/pouvoir, Je voudrais, à/de contractions
RESOURCES
ACTIVITIES
BV I Ch7. Collage of 20 clothing items labeled in French, http://www.laredoute.fr/ ( on-line catalog) students create a
catalog page, surveys, interviews, calligrammes, battleships , crosswords, skits, writing school dress codes, guessing
games with Discovery I Spy boards, http://departmentstoreparis.printemps.com/
R
¾
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¾
D
ASSESSMENTS
RUBRICS
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4. Une prise du sang D
R
AF
T
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D
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AF
T
FRENCH II AF
T
D
R
French II Pacing Guide
34 of 224
35 of 224
The following is a list of themes required to be taught for Level II French 2011-2012. All French II teachers should note that there are
some changes in this guide which align our program more closely with the National and Virginia Standards of Learning. Students will
need to be able to perform proficiently in listening, speaking, reading and writing activities within these themes in order to be
successful with this curriculum. The vocabulary in the curriculum guide for each theme is REQUIRED and posted on Vision for
teachers. The lists of useful vocabulary are OPTIONAL and are also posted on Vision for teachers.
The teacher should review French I structures as noted in the Curriculum guide under the category
“Recycle/Ongoing/Topics/Structures”.
D
R
AF
T
UN ÉTÉ PAS COMME LES AUTRES is supplemental material. It is a Reader for the French II Curriculum. The pacing of the Reader is up to
the discretion of the teacher. It is suggested that it may be introduced beginning in the second quarter as a weekly silent reading exercise.
Additionally, the assessment of the reader is up to the discretion of the teacher.
36 of 224
SEMESTER 1
THEME II: LEISURE ACTIVITIES
TOPIC 1: L’AVION et LE TRAIN
¾ Travel Vocabulary
¾ Transportation Vocabulary
¾ Regular –IR verbs
¾ partir / sortir
¾ dormir / servir
¾ Regular –RE verbs
¾ dire/écrire/lire
¾ Interrogative Adjectives
¾ Demonstrative Adjectives
¾ Forms of Tout/Quel
¾ Plural forms of Masculine Adjectives/Nouns ending in
-al (e.g., journal, journaux; international, internationaux)
TOPIC 1: SPORTS AND HOBBIES
¾ Sports and Leisure Vocabulary
¾ passé composé of regular verbs Æ avoir
¾ passé composé of irregular verbs
¾ passé composé Æ être
¾ boire, devoir, recevoir
¾ Making negative statements
¾ Weather/seasons per sport
D
R
AF
T
THEME I: TRAVEL AND MODES OF
TRANSPORTATION
37 of 224
SEMESTER II
THEME 4: ENTERTAINMENT
TOPIC 1: DAILY ROUTINE
¾ Daily Routine and Chores Vocabulary
¾ Reflexive Verbs in Present and passé composé (Note
when to make agreement of reflexive verbs in passé
composé)
¾ Spelling-change verbs
TOPIC 1: MOVIES, THEATER, AND MUSEUM
¾ Movie Vocabulary
¾ Theater Vocabulary
¾ Museum Vocabulary
¾ connaître vs. savoir
¾ voir/croire
¾ Direct object pronouns
¾ Intro to indirect object pronouns
AF
T
THEME 3: EVERYDAY HABITS AND ROUTINES
R
THEME 5: PERSONAL HEALTH AND WELL-BEING
TOPIC 1: HUMAN BODY/HEALTH EXPRESSIONS
Human Body Vocabulary
Health Expressions
Imperatives
souffrir / ouvrir / offrir (related –er verbs)—present and passé composé
avoir mal à + BODY PART
Indirect Object Pronouns (lui/leur) (present tense and verb + infinitive only)
En
D
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¾
¾
¾
¾
¾
¾
38 of 224
FRENCH II – Curriculum Guide 2011 – 2012
THEME 1: TRAVEL AND MODES OF TRANSPORTATION
Recommended # of
Lessons : 25
¾ Discuss intra- and
intercontinental travel.
¾ Identify how people in the French
culture(s) interact with their
environment and how they travel.
COMPARISONS/
COMMUNITIES
¾
R
¾ Talk about air and train
travel.
CULTURES/ CONNECTIONS
¾
¾ Learn about French plane industry
AIRBUS.
¾
¾ Describe the regions of the French
cultures.
¾
¾ Learn about the SNCF and the TGV.
D
COMMUNICATION
-Interpersonal - Interpretive
-Presentational
AF
T
FII.1 The student will exchange spoken and written information and ideas in French.
FII.2 The student will demonstrate skills necessary to initiate, sustain, and close brief oral and written exchanges in French, using familiar and
recombined phrases and sentences.
FII.3 The student will understand basic spoken and written French presented through a variety of media and based on new topics in familiar contexts.
FII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in French.
FII.5 The student will present information orally and in writing in French, combining learned and original language in simple sentences and paragraphs.
FII.6 The student will present in French rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and/or songs.
FII.9 The student will demonstrate understanding of cultural similarities and differences between the francophone world and the United States.
¾ Link to French writer and pilot Antoine
de Saint-Exupery and his famous book
“Le Petit Prince”.
¾
¾
ESSENTIAL
KNOWLEDGE (FACTS &
SKILLS)
¾ Travel Vocabulary
¾ Transportation
Vocabulary:
¾ Regular –IR verbs
Read a train/plane
schedule
¾ partir / sortir
¾ dormir / servir
¾ Regular –RE verbs
Compare and contrast the
usage of 12/ 24-hour clocks ¾ dire/écrire/lire
¾ Interrogative Adjectives
¾ Demonstrative
Travel on vacation to a
Adjectives
country where French is
¾ Forms of Tout/Quel
spoken.
¾ Plural forms of
Masculine
Engage in simple
Adjectives/Nouns
conversations w/ nativeending in –
speaker personnel at a site
visited.
AL(international=
internationaux
Time Zones
Complete authentic travel
documents
39 of 224
En avion : à bord, un aéroport, un gilet de sauvetage, ramasser, un siège, un avion, un vol non-fumeur, être à
l’heure, le couloir, un comptoir, un vol à destination de, avoir du retard, la cabine de pilotage, une compagnie
aérienne, un vol en provenance de, (faire) enregistrer, une ceinture de sécurité, un passager, un pays, faire
ses valises, un coffre à bagages, une valise, une ville, rendre visite, un bagage à main, un billet, de chaque
côté, faire escale, un plateau, un passeport, annulé(e), embarquer, un agent, un vol intérieur/international,
sous/sur/devant/à côté de/derrière, débarquer, le personnel de bord, une porte d’embarquement, remplir,
contrôler, un/une pilote, une carte d’embarquement, atterrir, récupérer, un steward, une place côté couloir/côté
fenêtre, partir, fumer, une hôtesse de l’air, un atterrissage, sortir, il faut, le plateau, un décollage, dormir, , la
correspondance, une douane, servir, une annonce, un oreiller, grandir, le contrôle de sécurité, une couverture,
passer par, un départ, des écouteurs, vérifier, une arrivée, une collation, décoller, une piste, un masque à
oxygène, attacher
AF
T
USEFUL
VOCABULARY
RECYCLED/
ONGOING TOPICS/
STRUCTURES
D
R
À la gare: une gare : en première, écrire, un train, un aller simple, prendre, un quai, un aller-retour, vendre,
une voie, un voyageur / une voyageuse, attendre, un chemin de fer, debout, répondre, un guichet, assise, faire
la queue, un horaire, une ligne de banlieue, Arriver à + infinitive verb, un buffet, une grande ligne, Être en
avance, un kiosque, un compartiment, Être en retard, un journal/ un magazine / une carte postale, disponible ,
perdre patience, un snack-bar, complet, la plupart de(s), une salle d'attente, le paysage, quelque, un TGV,
faire la queue, depuis, un chariot, changer de, un wagon, rater, un contrôleur, composter , contrôler les billets,
monter en , une correspondance, descendre, un arrêt ; au prochain arrêt, lire, en seconde, dire
¾
¾
¾
¾
¾
¾
¾
¾
Regular ‘er’ verbs
Irregular verbs avoir, être, aller, faire, prendre, aller + infinitive
Identify French speaking countries and regions
Clothing vocabulary
Negation
Places in a city
Il y a; il n’ya pas de…
40 of 224
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
BV I Ch 8-9
Write, review, and edit own story about interesting travel.
Create and present travel posters on a French-speaking country.
Read authentic travel brochures and create an original for class presentation.
Design an imaginary trip to a French country.
Plan and coordinate a trip to a Francophone country.
Create a 3D-map of a French-speaking country.
Complete a passport application from a French-speaking country.
Request in writing information on a French-speaking country you'd like to visit.
Write a brief description of interesting sites in your state for a French-speaking audience.
ASSESSMENTS/
RUBRICS
¾
¾
¾
¾
¾
PALS (speaking, writing)
Traditional quizzes and tests
Alternate exams
www.rubistar.com
Creating a blog, a wiki, glogsters , discussion platform in Vision, Google Voice, text messages
D
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AF
T
RESOURCES/
ACTIVITIES
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Recommended # of Lessons: 20
THEME 2: LEISURE ACTIVITIES
AF
T
FII.2 The student will demonstrate skills necessary to initiate, sustain, and close brief oral and written exchanges in French, using familiar and recombined phrases and
sentences.
FII.8 The student will use information acquired in the study of French and information acquired in other subject areas to reinforce one another.
¾ Talk about sports. Give time
framework for sport activities.
¾ Relate favorite past times.
D
¾ Identify leisure activities by seasons.
¾Explain the relation of the
French to sports and
leisure.
¾Identify the role of athletics
in school in the
Francophone world.
¾Learn how French people
spend their summer and
winter vacations.
R
COMMUNICATION
-Interpersonal
-Interpretive
-Presentational
¾ Employ thematic vocabulary in
various structural patterns related to
grammatical topics introduced during
the unit
COMPARISONS/
COMMUNITIES
¾ Explain the similarities and
differences relating to
athletic competitions in the
Francophone world vs. the
native culture(s).
¾ Discuss the importance of
athleticism to the typical
Francophone student.
¾Identify the types of
seasonal activities in
which students participate
in the Francophone world.
¾Recognize Canadian sport
and leisure activities
8/2/2011 1:10 PM Page 4 of 13
& SKILLS)
¾ Sports and Leisure Vocabulary
¾ passé composé of regular verbs
Æ avoir
¾ passé compose of irregular verbs
¾ passé compose Æ être
¾ boire, devoir, recevoir
¾ Making negative statements
¾ Weather/seasons per sport
42 of 224
les sports: un stade, réussir un beau panier, bloquer, avant-hier, des gradins, servir, arrêter, la semaine dernière, un
spectateur/une spectatrice, envoyer, le volleyball, l’année dernière, un terrain, renvoyer, le tennis, une fois, une piste,
passer, le basket, par-dessus, un match, recevoir, la lutte, , un joueur/joueuse, égaliser, l’athlétisme, une équipe, gagner,
une piste , le camp (adverse), perdre, la course à pied, un arbitre, siffler, un entraineur, une pénalité, beaucoup de monde,
un vélo, un pénalty, comble , une bicyclette, le score, plein(e), un coureur cycliste, un(e) gagnant(e), contre, une coureuse
cycliste, une coupe, le football, un coureur/une coureuse, un panier, un ballon, le cyclisme, un filet, marquer un but, une
course, jouer à, un gardien de but, rouler vite, lancer, un coup de pied/de tête, hier, dribbler, un but, matin/soir
les expressions avec FAIRE :
AF
T
USEFUL
VOCABULARY
du cheval, du jogging, du jogging, du skateboard, du bateau, de la planche à voile, du surf, du ski nautique, de l’escalade, de
la spéléologie, du canyoning, de l’alpinisme, du ski alpin, de ski de fond, du ski de randonnée, du patin à glace.
RESOURCES/
ACTIVITIES
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vocabulaire de l’été et l’hiver: l'hiver, une patinoire, une station balnéaire, la natation, faire du ski, un télésiège, au bord de la
mer, prendre une leçon de natation, un skieur, une skieuse, un ski, la mer, un moniteur, une monitrice, la montagne, une
bosse, la plage, une piscine, la piste, la glace, une vague, un surfeur, une surfeuse, une station de sports d'hiver, faire du
patin à glace, des lunettes de soleil, les saisons: le printemps, l’été, l’automne, l’hiver, un sommet, des gants, de la crème
solaire, quel temps fait-il?, un(e) débutant (e), une écharpe, un maillot de bain, il fait beau/soleil/chaud/froid/frais/mauvais,
une bosse, un anorak, une serviette, il fait du vent, le ski alpin, un bonnet, nager, il pleut/neige/gèle/grêle, le ski de fond,
monter en télésiège, plonger, il y a des nuages, le ski de randonnée, descendre une piste, prendre un bain de soleil, le
temps est couvert/nuageux, des chaussures de ski, tomber, bronzer, le ciel est dégagé, un bâton, un moniteur, une
monitrice, attraper un coup de soleil, longtemps, tout le temps, de temps en temps, , les vacances, faire du surf, rester, l’été,
faire une promenade, faire attention
¾ BV chapters 10-11
¾ Prepare and present (orally or in written form) an explanation of how to play a sport.
¾ Create a radio broadcast of a sporting event.
¾ Research your favorite sport and its prominence in the French-speaking world.
¾ Create a fitness regime as a personal trainer for a local gym
¾ Create an original sport/game and relate it to the class so it may be played competitively.
¾ Play a French sport as a cultural activity, requiring French usage
¾ Have students research a sporting event in the Francophone world and report it back to the class for comprehension
check and discussion.
¾ Narrate a previous vacation in the past.
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PALS (speaking, writing) ; Mid-term and final assessments
Alternate exams
www.rubistar.com
See Vision for additional rubrics
Creating a blog, a wiki, glogsters, discussion platform in Vision, Google Voice, text messages
R
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ASSESSMENTS/
RUBRICS
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THEME 3: EVERDAY HABITS AND ROUTINES
Recommended # of Lessons:
10
AF
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sentences.
FII.10 The student will develop a deeper understanding the English language through study of French.
COMPARISONS/
ESSENTIAL KNOWLEDGE
COMMUNICATION
-Interpersonal
-Interpretive
COMMUNITIES
(FACTS & SKILLS)
-Presentational
¾ Employ thematic vocabulary in various
structural patterns related to
the unit
¾ Identify the types of activities
in which students take part
on a daily basis in the
Francophone world.
D
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¾ Discuss chores and family life.
¾ Discuss the typical
Francophone year in relation
to vacations/leisure/daily
activities.
¾ Discuss your daily routine and
personal grooming habits.
¾ Identify the
differences/similarities in the
daily routine activities
performed in the
Francophone and native
cultures.
¾ Compare and contrast time
schedules regarding daily
activities throughout the
various seasons of the year
in both the Francophone
and native cultures.
8/2/2011 1:10 PM Page 7 of 13
¾ Daily Routine and Chores
Vocabulary
¾ Reflexive Verbs in Present and
passé composé (Note when to
make agreement of reflexive
verbs in passé composé)
¾ Spelling-change verbs
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THEME 3: EVERYDAY HABITS AND ROUTINES
ASSESSMENTS/
RUBRICS
AF
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RESOURCES/
ACTIVITIES
¾
¾
¾
¾
¾
¾
Time (l’heure ; moments de la journée)
ER verbs endings
Family and house vocabulary
Mettre, servir, vouloir, pouvoir, faire
Passé composé with avoir et être
Food vocabulary
¾BV chapter 12
¾Create a film/poster illustrating daily routines and orally/visually present to others.
¾Keep a calendar of activities for a week; compare to a typical day for a French teen.
¾Create and maintain e-mail communications with native speakers of French on a regular basis.
¾Interview classmates about their daily routine and then report back orally/in written form to the full class.
¾Write an original story/dialogue composition where students discuss daily activities/routines.
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RECYCLED/
ONGOING
TOPICS/
STRUCTURES
du savon, se dépêcher, un magnétoscope / un lecteur DVD, néttoyer, du shampooing, se lever, mettre la table/le couvert,
passer l’aspirateur, un gant de toilette, se promener, un évier, laver le linge, une brosse à dent, se reposer, débarrasser la
table, repasser le lingedu dentifrice, s’appeler, faire la vaisselle, tondre la pelouse, une glace/un mir, prendre le petit-déjeuner ,
faire ses devoirs, nourrir les animaux, un rasoir, déjeuner , mettre la télévision, arroser les fleurs, un peigne, goûter, allumer /
éteindre, faire le jardín, une brosse, dîner, enregistrer, les toilettes, traîner avec des amis, zapper/ changer de chaîne, se
réveiller, d’abord, une emission / une chaîne, se brosser les dents / les cheveux, puis, une publicité, se doucher/prendre un
bain/prendre une douche, ensuite, tôt, s'habiller, enfin, tard, se raser, finalement, plus tard, se maquiller, tout de suite, après
ça / après cela, se déshabiller, un lave-vaisselle, finalement, se coucher, un frigidaire/ frigo/ réfrigérateur, sortir la poubelle, se
laver, une télé(vision), faire les courses, se peigner, une télécommande, faire le ménage
¾
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VOCABULARY
Alternate exams
www.rubistar.com
8/2/2011 1:10 PM Page 8 of 13
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10
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¾Employ thematic vocabulary in
various structural patterns related
to grammatical topics introduced
during the unit
¾Identify the relation of the
French culture to movies,
performance, theater, and
leisure.
¾Read, listen to, and observe
expressions of the French
cultures (i.e. children's
literature, music, arts,
dance, movies)
¾Identify artwork as the
reflection of the French
culture.
¾Describe cultural
achievements of the
French culture (i.e. Mona
Lisa)
R
¾Discuss cultural activities (movies,
performance, theater, and
museums); use the Internet to
explore cultural activities.
AF
T
sentences.
FII.7 The student will demonstrate understanding of the perspectives, practices, and products of francophone cultures and the ways these cultural aspects are
interrelated.
FII.10 The student will develop a deeper understanding of the English language through study of French.
COMPARISONS/
COMMUNICATION
-Interpersonal
-Interpretive
COMMUNITIES
& SKILLS)
-Presentational
¾Use TV shows, videos,
artwork, music samples, etc.
to explore aesthetic
concepts of the French
culture.
¾Recognize cognates for
cultural activities.
¾Express differences and
similarities between French
and native cultures related
to film, theater, and
museums.
¾Watch and listen to
TV/radio/movies, etc. in
French
8/2/2011 1:10 PM Page 9 of 13
¾
¾
¾
¾
¾
¾
¾
Movie Vocabulary
Theater Vocabulary
Museum Vocabulary
connaître vs. savoir
voir / croire
Direct object pronouns
Intro to indirect object
pronouns
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ASSESSMENTS/
RUBRICS
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¾ Les verbes vouloir et pouvoir, aller, voir et regarder, avoir, aimer
¾ Il y a ; il n’y a pas de….
¾ Possessive adjectives
¾
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BV chapter 13
National Galleries of Art / Le Louvre websites
Virtual museum Web Quest
Memorization of French song and/or poem and perform for class
Attend a French cultural event related to movies
Performance theater, museum, role play buying movie/theater tickets
Use authentic texts such as movie schedules, museum brochures, etc.
Choose a famous French artist (singer, musician, painter, etc.); Write a two-page report with poster
Rent French movies
Make a poster for a play/movie
Re-create scenes from a French film
Write an alternate ending to a French film
Create a CD/DVD cover
www.tv5.org / www.tf1.fr
Alternate exams
www.rubistar.com
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RECYCLED/
ONGOING
TOPICS/
STRUCTURES
RESOURCES/
ACTIVITIES
un cinéma, commander un film, un tableau, une salle de cinéma, une pièce de théâtre, une sculpture, un guichet, un acteur,
une actrice, une statue, une place, un chanteur, une chanteuse, une peinture, une séance, un danseur, une danseuse, une
œuvre, un écran, un théâtre, une peintre, un film comique/policier/d’horreur/de science fiction/d’aventures/d’amour, un
entracte, un sculpteur, un documentaire, un acte, célèbre/connue, un dessin animé, une scène, ouverte, étranger, une
tragédie, fermé, en v.o., une comédie, sauf, doublé, un drame, ça m’est égal, les sous-titres, monter une pièce,
savoir/connaître, un lecteur DVD, un musée, louer une vidéo / un DVD, une exposition
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USEFUL
VOCABULARY
8/2/2011 1:10 PM Page 10 of 13
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TOPIC 1: HUMAN BODY/HEALTH EXPRESSIONS
10
AF
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sentences.
FII.8 The student will use information acquired in the study of French and information acquired in other subject areas to reinforce one another.
COMPARISONS/
ESSENTIAL KNOWLEDGE
COMMUNICATION
-Interpersonal
-Interpretive
COMMUNITIES
(FACTS & SKILLS)
-Presentational
¾ Identify human body parts
¾ Compare and contrast
American and French
healthcare systems.
¾ Discuss the medical
system in France.
¾ Recognize cognates for
health voabulary.
D
¾ Employ thematic vocabulary in various
structural patterns related to
the unit
¾ Identify practices and
beliefs with regard to body
hygiene.
R
¾ Talk about an illness.
¾ Discuss cultural
contributions of various
French medical
personnel/historical figures.
¾ Identify and describe medical
professions and the
similarities/differences of their
roles in the Francophone and
native cultures.
¾ Relate connections between
French language terminology
and biological sciences
8/2/2011 1:10 PM Page 11 of 13
¾
¾
¾
¾
¾
Human Body Vocabulary
Parts of the body
Health Expressions
Imperatives
souffrir / ouvrir / offrir (related –er
verbs)—present and passé
composé
¾ avoir mal à + BODY PART
¾ Indirect Object Pronouns
(lui/leur) (present tense and verb
+ infinitive only)
¾ en
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TOPIC 1: HUMAN BODY/HEALTH EXPRESSION
A. Vocabulaire essentiel, les fesses/le derrière, une grippe, de l'aspirine, la tête, la jambe, des frissons, du siropun œil, des
USEFUL
yeux, le genou, la santé: être en bonne/mauvaise santé, le pharmacien / la pharmacienne, les cheveux, le pied, un rhume, la
VOCABULARY
pharmacie, le nez, le doigt de pied/l’orteil, une angine, malade, la dent, le cœur, avoir le nez qui coule, allergique, une oreille,
éternuer, avoir les yeux qui piquent, viral(e), la bouche, tousser, avoir la gorge qui gratte, bactérien(ne), le bras, avoir de la
fièvre, avoir mal à la tête, enrhumé(e), la main, souffrir / ouvrir / offrir, avoir mal au ventre, Je me sens bien / Je me sens mal.,
le doigt, se casser, avoir mal aux oreilles, À tes souhaits!, le visage /la figure, se fouler, avoir mal à la gorge, Qu'est-ce que tu
as?, le cou, respirer (à fond), une sinusite aiguë, Où as-tu mal?, la gorge, avaler, un mouchoir / un kleenex, une épaule,
examiner, une allergie, la poitrine, ausculter, les médicaments, le dos, prescrire, une infection, le coude, faire un diagnostic, un
comprimé, un estomac, faire une ordonnance, un antibiotique, le ventre, le/la malade /patient(e), de la pénicilline
B. Vocabulaire facultatif : le poignet, le sourcil, le cil, la paupière, la joue, le menton, la taille, le nombril, une aisselle, la cuisse,
la hanche, le mollet, le talon, la cheville, un ongle
¾ Parts of the body
¾ Avoir, connaitre, savoir, faire, dire, les pronoms
¾ ER, IR and RE forms of the verbs (preparing them for l’impératif)
Role play doctor/patient story and visit to pharmacy.
Play Jacques a dit with appropriate verbs and body parts
Create a Venn diagram comparing Francophone and native culture medical systems
Keep a food diary
Serve in your community as a translator
Create prescription labels / directions in French for medicines.
Create posters which give precautions using commands regarding health conditions.
Research text reading Le médecin sans frontières
R
¾
¾
¾
¾
¾
¾
¾
¾
D
RECYCLED/
ONGOING
TOPICS/
STRUCTURES
RESOURCES/
ACTIVITIES
8/2/2011 1:10 PM Page 12 of 13
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TOPIC 1: HUMAN BODY/HEALTH EXPRESSION
¾ PALS (speaking, writing) ; Mid-term and final assessments
ASSESSMENTS/
¾ Traditional quizzes and tests
RUBRICS
¾ Alternate exams
¾ www.rubistar.com
¾ See Vision for additional rubrics
¾ Creating a blog, a wiki, glogsters, discussion platform in Vision, Google Voice, text messages
8/2/2011 1:10 PM Page 13 of 13
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French III
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AF
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French III Pacing Guide
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French III – Pacing Guide 2011 - 2012
The following is a list of themes and topics required to be taught for Level III French 2011 - 2012. All French III teachers should note that there
are some changes in this guide which align our program more closely with the National and Virginia Standards of Learning. Students will need to
be able to perform proficiently in listening, speaking, reading, and writing activities within these themes in order to be successful with the
curriculum. The vocabulary from the text for each theme is REQUIRED and posted on Vision for teachers. The lists of useful vocabulary are
OPTIONAL and posted on Vision for teachers.
The level three curriculum also includes the reader, Le mystère des faux billets, to enhance the reading comprehension skills of students. Teachers
will include the reader in the third level.
AF
T
SEMESTER 1
THEME I: TECHNOLOGY AND COMMUNICATIONS
TOPIC 1 : Communications: Emails, Texts,
Letters
TOPIC 2 :Banking and Post Office
¾ Technology Vocabulary and Expressions
(Computer/Internet/Electronic + Telecommunications)
¾ Banking and Post Office Vocabulary
¾ Ne…pas, ne…plus, ne…jamais, etc.
R
Review:
¾ Imperative
New Material :
D
¾ Indirect Object Pronouns (me, te, lui, nous, vous, leur)
(present tense and verb + infinitive)
¾ lire / dire / écrire
Review:
¾ Imparfait
SUGGESTED FRENCH II GRAMMAR REVISION:
Chapitre 8 – 14, passé composé, object pronouns
¾ Direct and indirect object pronouns
¾ Passé composé (être and avoir)
¾ Personne ne…, rien ne…
¾ Qui, que (relative clauses)
¾ Past participle agreement with DO pronouns
¾ Reciprocal action
SUGGESTED FRENCH II GRAMMAR REVISION:
Chapitre 8 – 14, passé composé, object pronouns
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SEMESTER 1: THEME 2 : FOOD
Topic 1 : Food, Cooking, Nutrition
(BV2 Ch 6)
¾ Food and food preparation vocabulary
Review :
¾ Futur proche
New Material :
¾ Future tense of regular verbs
¾ Double object pronouns
¾ Faire + infinitive
AF
T
¾ Imperative
D
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¾ Introduce imperative with object pronouns
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SEMESTER 2 :
THEME 3: Personal and Public Transportation/Travel
TOPIC 2 : Un accident et l’hôpital
¾ Driving vocabulary
¾ Hospital vocabulary
¾ Future tense: irregular verbs
Review:
¾ Conditional tense: regular and irregular verbs
¾ Comparative
¾ Qui & que
New Material:
¾ Interrogative and relative pronouns
¾ Superlative
R
¾ Meilleur vs. mieux
D
¾ Si Clauses
AF
T
TOPIC 1 : La voiture et la route
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TOPIC 3 : L’hôtel
TOPIC 4: Les transports en commun
¾ Hotel vocabulary
¾ Public transportation vocabulary
Review:
Review:
¾ Passé Composé (être ou avoir)
¾ Interrogative words
¾ Adjective formation
New Material:
AF
T
¾ Venir de + infinitive
New Material:
¾ Passé Composé (sortir, monter, descendre, etc)
¾ Time expressions
¾ Pronoun “y”
¾ Forming questions
¾ Pronoun “en”
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¾ Formation of adverbs
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French III – Curriculum Guide 2011-2012
THEME 1: TECHNOLOGY AND COMMUNICATIONS
TOPIC 1: Communications: Emails, Texts, Letters
9
National/State Standards: FIII.1, FIII.2, FIII.3, FIII.4, FIII.5, FIII.6, FIII.7, FIII.8, FIII.9, FIII.10
*Standards for Foreign Language Learning
D
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AF
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FIII.1 The student will engage in original and spontaneous oral and written communications in French.
FIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in French, applying familiar vocabulary and structures to
new situations.
FIII.3 The student will comprehend spoken and written French presented through a variety of media and based on new topics in familiar and unfamiliar contexts.
FIII.4 The student will present information orally and in writing in French, combining learned and original language in increasingly complex sentences and
paragraphs.
FIII.5 The student will present in French student-created and culturally authentic stories, poems, and/or skits.
FIII.6 The student will examine in French the interrelationships among the perspectives, practices, and products of francophone cultures.
FIII.7 The student will use French to reinforce and broaden knowledge of connections between French and other subject areas.
FIII.8 The student will discuss in French why similarities and differences exist within and among cultures.
FIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the French language.
FIII.10 The student will improve French language skills and expand cultural understanding by accessing information beyond.
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TOPIC 1: Communications: Emails, Texts, Letters
COMMUNICATION
CULTURES/
CONNECTIONS
Interpersonal, Presentational,
Interpretive
¾ Discuss today's forms of
communications.
¾ Narrate in the past, stressing the
usage of the imparfait
¾ Technology Vocabulary and
Expressions
(E-mail, Text, Formal and Informal
Letters)
¾ Engage in simple conversations via
phone and e-mail with native
speaker personnel
¾ Review imperative
¾ Identify and describe professions in
the US which require proficiency in
French.
D
R
the unit
ESSENTIAL
KNOWLEDGE
(Facts & Skills)
¾ Explore the changes in computer
technology and the prevalence of
English in the field of computer
science.
AF
T
¾ Discuss how people in the French
culture(s) interact with social
environment (at home and at work)
COMPARISONS/
COMMUNITIES
¾ Recognize cognates of
computer/electronic/internet and
telecommunications vocabulary
¾ Indirect Object Pronouns (me, te,
lui, nous, vous, leur) (present
tense and verb + infinitive)
¾ lire / dire / écrire
¾ Imparfait
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TOPIC1: Communications: Emails, Texts, Letters
un ordinateur, un clavier, un écran, une disquette, une souris, une imprimante, un nom d’utilisateur, un mot de passe, un logiciel,
allumer, mettre une disquette, taper, cliquer, envoyer, un e-mail, un mail, un mel, un courrier électronique, un courriel, un texte,
un text, un SMS, des données (f.pl.), sauvegarder, retirer, éteindre, appuyer (sur), envoyer, transmettre, un fax, une touche, un
téléphone (public), public, publique, un répondeur, automatique, une fente, un portable, une cabine téléphonique, un annuaire, le
numéro, l’indicatif du pays (m.), un indicatif régional, le bon numéro, le mauvais numéro, une erreur, téléphoner à, faire un appel,
téléphonique, donner un coup de fil, décrocher, composer le numéro, faire le numéro, sonner, raccrocher, rappeler, une télécarte,
une pièce de monnaie, la tonalité, occupé(e) , libre, Allô?, C’est de la part de qui?, Ne, quittez pas., Ce n’est pas grave, désolé(e), se
servir de, aider, se connecter, se déconnecter
RECYCLED/ONGOING
TOPICS/STRUCTURES
impératif
passé composé
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AF
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VOCABULARY
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TOPIC1: Communications: Emails, Texts, Letters
¾ BV II Chapter 3
¾ Create a user's guide for using an electronic/telecommunications device in French.
¾ www.french.about.com Æ Locate internet/communications lingo in the Francophone world and compare/contrast it with the
native cultures.
¾ Correspond with a French pen-pal/via e-mail/blogs/instant messaging
¾ Role-play parent/child telephone conversations using proper manners of Francophone world.
¾ Research on the internet companies that require French for employment
¾ Write a letter to those companies requiring French for employment about their international business.
¾ Keep a notebook in French of your daily communications.
¾ Create index cards of key cognates and definitions and have students play a memory game.
¾ Prepare a how-to guide explaining how to check the teacher’s web page at their school to look up class work, homework
¾ Prepare a pamphlet for French-speaking visitors to the United States, explaining how to make calls from a public phone and
send it to your local chamber of commerce or nearest student exchange organization
¾ Make a phone call to Google Voice and leave a message telling your teacher the steps that you made to leave him/her the
message.
¾ Tell a classmate how to text a message on your new cell
¾ Bank skit: talk to a teller, open a bank account and receive directions on writing and sending a check
¾ Conversation with partner on how to go to the post office, buy a stamp and mail a letter
ASSESSMENTS/
RUBRICS
¾
¾
¾
¾
¾
¾
R
AF
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RESOURCES/
ACTIVITIES
D
Alternate assessments (foldables, booklets, powerpoint presentations, etc.)
www.rubistar.com
www.quia.com
See vision for addtional RUBRICS
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TOPIC 2: Banking and Post Office
9
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new situations.
paragraphs.
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Interpretive
¾ Discuss today's forms of banking in
the bank and online.
¾ Narrate in the past, stressing the
usage of the imparfait
CULTURES/
CONNECTIONS
COMPARISONS/
COMMUNITIES
ESSENTIAL
KNOWLEDGE
(Facts & Skills)
¾ Discuss teen savings and spending
habits in the Francophone world
¾ Compare and contrast the saving
and spending habits of French and
American teens.
¾ Bank Vocabulary and expressions
AF
T
COMMUNICATION
¾ Engage in simple conversations in
a bank and a post office.
¾ Compare and contrast the
following: cash vs credit vs debit vs
smart card
D
R
the unit
¾ Recognize cognates of banking and
post office vocabulary
¾ Describe how to open a bank
account, write a check and save
money in a French bank
¾ Describe a visit to the post office to
buy a stamp and mail a letter in
France vs U.S.
¾ Post office vocabulary and
expressnions
¾ Personne…ne, rien ne….
¾ Qui, que
¾ Past participle agreement
¾ Reciprocal agreement
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RECYCLED/ONGOING
TOPICS/STRUCTURES
une banque, de l’argent (m.) liquide, un billet, une pièce, un euro, de la monnaie, un distributeur automatique, un compte d’épargne,
un compte courant, un chèque, verser, verser de l’argent sur son compte, retirer, toucher un chèque, faire la monnaie, prêter,
emprunter, devoir, rendre, un bureau de change, le cours du change, un caissier, une caissière, une monnaie, changer de l’argent,
compter, un porte-monnaie, faire des économies, mettre de l’argent de côté, dépenser, la poste, un bureau de poste, un guichet,
un(e) employé(e) des postes, un facteur, une factrice, une carte postale, une lettre, une enveloppe, une adresse, le numéro, la rue,
la ville, le code postal, un timbre, une boîte, aux lettres, un colis, une balance, peser, envoyer, mettre une lettre à la poste, distribuer
le courrier
AF
T
VOCABULARY
Imperative; passé compose; direct and indirect object pronouns (me, te, lui, nous, vous, leur; present tense and verb + infinitive),
past participle agreement; lire/dire/écrire
¾ BV II Chapter 5
¾ Role-play consumer/bank employee conversations using banking vocabulary
¾ Prepare a poser for French-speaking visitors to the United States, explaining how to buy a stamp and mail a letter via regular
mail vs express mail
¾ Conduct a survey to analyze spending habits of you and your friends and family
¾ Tell a classmate how to open a bank account at the bank or online
¾ Bank skit: talk to a teller, open a bank account for savings and checking. Give directions on writing and sending a check
¾ Conversation with partner on how to go to the post office, buy a stamp and mail a letter
ASSESSMENTS/
RUBRICS
¾
¾
¾
¾
¾
¾
D
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RESOURCES/
ACTIVITIES
www.rubistar.com
www.quia.com
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THEME 2: FOOD
TOPIC 1: Food, Cooking, and Nutrition
9
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new situations.
paragraphs.
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THEME 2: FOOD
COMMUNICATION
CULTURES/
CONNECTIONS
COMPARISONS/
COMMUNITIES
ESSENTIAL
KNOWLEDGE
(Facts & Skills)
Interpretive
Talk about foods and food
preparation
¾
Present how to cook a
French/Francophone recipe
¾
¾ Discuss the cuisine of various
French provinces and identify major
staples and dishes
¾
¾ Discuss the cuisine of Francophone
countries
¾
Describe future events
¾
RECYCLED/ONGOING
TOPICS/STRUCTURES
¾
Food and food preparation
vocabulary
¾
Future tense of regular verbs
Discuss metric system in relation
to measurements for recipes
¾
Double object pronouns
Discuss healthy eating habits
¾
Faire + the infinitive
¾
Imperative with object
pronouns
R
la cuisine, une cuisinière, un congélateur, un congel, un réfrigérateur, un frigidaire, un frigo, un four, un four à micro-ondes, une
poêle, une casserole, un couvercle, faire la cuisine, faire cuire (quelque chose), faire bouillir (quelque chose), éplucher, hacher,
couper, râper, ajouter, remuer, verser, un four à micro-ondes, une rondelle, un morceau, une recette, un plat, un aliment, un légume,
un poivron rouge (vert), un oignon, une gousse d’ail, un champignon, une pomme de terre, un haricot vert, un fruit, un citron, une
orange, un pamplemousse, du raisin, une herbe, des fines herbes, du persil, du laurier, du thym de l’huile (f.) d’olive, des pâtes, (f.
pl.), de la choucroute, une sauce, la viande, une saucisse, le bœuf, le veau, le porc, l’agneau (m.), une côtelette, un rôti, un gigot, un
poisson, un filet de sole, du saumon, des fruits (m. pl.) de mer, un homard, une moule, un crabe, une huître, à feu vif, à feu doux,
bouillant(e)
D
VOCABULARY
Compare and contrast
francophone and American
cuisine
AF
T
¾
Object pronouns
Imperatives
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THEME 2: FOOD
¾
¾
¾
¾
¾
¾
BV 2, Chapter 6
Create a presentation describing the preparation of a dish from a Francophone country
Conduct a survey related to eating habits
Watch a cooking show (Allô Sophie!) http://www.plurielles.fr/recettes-cuisine/allo-sophie/
Make predictions about their future or a friend’s (fortune tellers)
Un Voyage Gastronomique: students will research and prepare a dish from a specific French province
or francophone country, providing historical context.
¾ Visit a local French café/restaurant
ASSESSMENTS/
RUBRICS
¾
¾
¾
¾
¾
¾
AF
T
RESOURCES/
ACTIVITIES
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www.rubistar.com
www.quia.com
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THEME 3: PERSONAL AND PUBLIC
TRANSPORTATION/TRAVEL
TOPIC 1: Train, Plane, Car, Metro, Bus, Hotel
8
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new situations.
paragraphs.
68 of 224
THEME 3: PERSONAL AND PUBLIC TRANSPORTATION/TRAVEL
COMMUNICATION
CULTURES/
COMPARISONS/
CONNECTIONS
COMMUNITIES
Interpretive
¾
¾
¾
¾ Recognize and describe
geographic features of
Francophone countries
¾ Label and/or create several maps
of francophone countries (Use a
world map for geographic
instruction)
¾ Compare and contrast the usage
of 12/ 24-hour clocks
¾ Engage in simple conversations
with native-speaker personnel at a
site visited.
¾ Compare and contrast driving and
highways in France and U.S.
(driving styles, licensing
regulations, vehicles)
¾ Discuss price of gas and modes of
transportations
¾ Discuss pollution
¾ Compare and contrast
accommodations in France and
U.S.
¾ Describe a plane trip and activities
on plane to French-speaking trip
AF
T
¾
¾
¾
¾ Identify how people in the French
culture(s) interact with their
environment and how they travel.
¾ Describe the regions of the French
cultures.
¾ Talk about driving and highways in
France
¾ Identify laws and requirements for
driving in France
¾ Identify the major French car
companies
¾ Talk about hotels in France
R
¾
Talk about air and train travel.
Discuss intra- and intercontinental
travel.
Relate a story in the past,
stressing the
comparisons/contrasts in usage
of the passé composé vs.
imparfait.
Talk about cars & driving
Give directions
Talk about what will or would
happen under certain conditions
Describe future events
Check into and out of a hotel
Ask for things that you need while
at a hotel
D
¾
¾
ESSENTIAL
KNOWLEDGE
(Facts & Skills)
¾ Travel and Transportation
Vocabulary
¾ Continents, Countries, and
Geographical Terms
¾ partir / sortir
¾ dormir / servir
¾ Prepositions with geographical
locations
¾ venir
¾ Passé Composé vs. Imparfait
¾ Driving vocabulary
¾ Future tense: irregular verbs
¾ Conditional tense: regular and
irregular verbs
¾ Si Clauses
¾ y/en
¾ descendre, monter, passer,
rentrer, sortir (passé compose)
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R
AF
T
un tableau, une ligne de banlieue, une grande ligne, un TGV (train à grande vitesse), un compartiment, le couloir, un contrôleur, un
siège réglable, une place, disponible, complet, complète, assis(e), debout, embarquer, débarquer, récupérer les bagages, le
contrôle des passeports, un décollage, un atterrissage, un chariot, la douane, un oreiller, une couverture, des écouteurs (m.pl.), une
collation, le dossier du siège, un masque à oxygène, un gilet de sauvetage, une ceinture de sécurité, desservir, rouler, rater, faire
escale, venir, Il est interdit de fumer., un paysage, splendide, de chaque côté, annulé(e), sans escale, une voiture, une voiture de
sport, un break, une décapotable, un camion, une moto, un casque, une marque française, une auto-école, une leçon de conduite,
un permis de conduire, un conducteur, une conductrice, un / une automobiliste, une clé, une ceinture de sécurité, le réservoir, le
coffre, le pare-brise, un pneu, un pneu à plat, une roue de secours, un clignotant, une station-service, de l’essence (f.), un(e)
pompiste, l’air, faire le plein, vérifier la pression, les niveaux (m. pl.), conduire, mettre le contact, accélérer, freiner, ralentir, s’arrêter,
rouler, se garer, doubler, changer de voie, tomber en panne, brûler un feu rouge, tourner à gauche/à droite, aller tout droit, une
carte (routière), un plan (de la ville), une autoroute, une voie, un péage, une sortie, une flèche, un panneau, un bouchon, une file,
de voitures, une agglomération, un croisement, un rond-point, la limitation, de vitesse, un motard, une contravention, à (ta) place,
prudemment,, dangereusement, vide, respecter, oublier, réserver une chambre, verser, des arrhes, une chambre, une chambre à un
lit, une chambre à deux lits, une chambre avec salle de bains, compris, un hôtel, la réception, la réceptionniste, une fiche de police,
une clé, un bagage, une valise, monter, descendre, défaire (sa valise), libérer, la note, les frais (de téléphone), une carte de crédit,
en espèces (en liquide), le caissier/la caissière, une porte, un placard, un cintre, un drap, un couverture, un oreiller, l’air
climatisé, la climatisation, un gant de toilette, du savon, une serviette, un rouleau de papier hygiénique, propre, sale, une femme
de chambre, un séjour, absolument, soigneusement, poliment, se sécher, fermer la porte à clé, souhaiter du monde (beaucoup
de monde), le métro, une station (de métro), un guichet, un distributeur automatique, un ticket (de bus, de métro, de cinéma), un
carnet; (un carnet de 10 tickets de métro), un tourniquet, un escalier mécanique, le quai (métro ou gare), la queue / la ligne de
métro, une direction, un plan de métro, la correspondance (de bus, de métro, de train, d’avion), les heures de pointe, valider
changer de ligne (train ou métro), un autobus, un arrêt d’autobus, un numéro, un conducteur, une conductrice, une machine, un
appareil, une porte, un bouton, l’avant , le milieu, l’arrière, la descente, le terminus, un trajet, appuyer sur, venir de, se croiser,
pousser, s’appuyer, avoir/donner un rendez-vous, là-bas, au coin de, depuis longtemps, bondé (train ou métro), descendre à la
prochaine (station)
D
VOCABULARY
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¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
ASSESSMENTS/
RUBRICS
¾
¾
¾
¾
¾
¾
BV 2, Chapters 4, 7, 9, and 10
Write, review, and edit own story about interesting travel in the past.
Create and present travel posters on a French-speaking country.
Read authentic travel brochures and create an original for class presentation
Read train & plane schedules.
Create a PodCast/Video Cast to help Francophone visitors enjoy a visit to the Udvar-Hazy Air and Space Museum at Dulles
International Airport.
Plan and coordinate a trip to a Francophone country.
Complete authentic travel documents (ex: a passport application) from a French-speaking country.
Write a brief description of interesting sites in your state for a French-speaking audience.
Read and create maps for giving directions.
Create and conduct a survey: What kind of driver will I be? What kind of car will I buy/drive? What will I do?
If/then speaking prompt (Ex: If you won the lottery, what would you do?)
Write, review and edit story of an interesting travel experience in the future.
Read and create travel brochures.
Create posters illustrating good driving tips and label it in French and post it around the school for peers going behind the
wheel.
Call Google Voice & make a hotel reservation include what you will need in your room.
AF
T
¾
¾
¾
¾
¾
¾
R
RESOURCES/
ACTIVITIES
Object pronouns
D
RECYCLED/ONGOING
TOPICS/STRUCTURES
www.rubistar.com
www.quia.com
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THEME 4: PERSONAL HEALTH
TOPIC 1: Human Body, Personal Health, Hospital
Recommended # of Lessons: 8
D
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new situations.
paragraphs.
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TOPIC 1: Human Body, Personal Health, Hospital
COMMUNICATION
CULTURES/
CONNECTIONS
COMPARISONS/
COMMUNITIES
ESSENTIAL
KNOWLEDGE
(Facts & Skills)
Interpretive
¾
Discuss the medical system and
the emergency unit procedures
¾ Talk about emergency room
procedures
¾
Discuss the organization of
Doctors Without Borders
¾
R
¾
¾
¾
¾
¾
¾
Hospital vocabulary
Interrogative and relative
pronouns
Superlative
meilleur vs. mieux
Imperative with object pronouns
Discuss emergency room visits
and SOS Médecins
¾ Identify medical discoveries made
by French individuals (Louis
Pasteur)
glisser, se blesser, se faire mal, se fouler la cheville, un accident, une blessure, tomber, se couper, se casser, se tordre le genou,
une fracture (compliquée), appeler police secours, une ambulance, un fauteuil roulant, un hôpital, la salle d’opération, remplir un
formulaire, un chirurgien, un brancard, une béquille, le service des urgences, un infirmier / une infirmière, la douleur, une crise,
soigner, faire une piqûre, faire un point de suture, faire une prise de sang, prendre la tension, une anesthésie
plâtrer, ausculter, faire un pansement, faire une radio(graphie), prendre le pouls, remettre l’os en place, mettre dans le plâtre, le
corps, le bras, le genou, la cheville, le doigt de pied, la tête , le doigt, la jambe, le pied, un os, un squelette, Qu’est-ce qui t’est
arrivé ?, Ce n’est pas grave, aller mieux, montrer, Ne t’en fais pas., avoir mal à + body part , emmener
J’ai mal à la gorge et aux yeux
D
VOCABULARY
Compare and contrast:
• the organizations Doctors
Without Borders and Peace
Corps
• Social Security and Sécurité
Sociale
• the health care systems in
France and the U.S.
AF
T
¾ Talk about accidents and medical
problems
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Topic 1: Human body, Personal Health, Hospital
RECYCLED/ONGOING
TOPICS/STRUCTURES
Parts of the body, minor illness, doctor’s office, pharmacy
Imperative
Comparative
¾
¾
¾
¾
¾
¾
BV II, Chapter 8
Play Simon Says
Create a skit where one student acts as an interpreter in an emergency room
Fill out a medical form
http://www.sosmedecins-france.fr/
http://www.paris.msf.org/?gclid=CKWy9Iy3o5sCFQhdswodXiFCCw
¾ Create a Loudoun County brochure that helps francophone visitors find medical care
ASSESSMENTS/
RUBRICS
¾
¾
¾
¾
¾
¾
AF
T
RESOURCES/
ACTIVITIES
D
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www.rubistar.com
www.quia.com
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AF
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Honors French IV
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AF
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Pacing Guide Honors French IV
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French IV – Pacing Guide 2011-2012
The following is a list of themes required to be taught for Level IV French 2011-2012. All French IV teachers should note that there are some
changes in this guide which align our program more closely with the National and Virginia Standards of Learning. Students will need to be able to
perform proficiently in listening, speaking, reading, and writing activities within these themes in order to be successful with this curriculum.
SEMESTER 1
THEME I : LA VIE CONTEMPORAINE
TOPIC 2 : LES FÊTES
AF
T
TOPIC 1: LA VILLE ET LA CAMPAGNE
¾ City and Country/Animal vocabulary
¾ Infinitives following a preposition
¾ suivre, vivre, conduire
¾ Review interrogative pronouns and demonstrative adjectives
¾ celui and lequel
¾
¾
¾
¾
Birth vocabulary
Wedding vocabulary
Death/funeral vocabulary
Review of passé composé, imparfait and plus-que-parfait
Review of conditional
Introduction of past conditional
Les phrases conditionnelles (Si + PRÉS,
PRES/FUT/IMPERATIF / Si + IMPARFAIT, COND / Si +
PQP, CP)
D
¾
¾
¾
¾
¾
¾
¾
R
TOPIC 3 : LES RITES DE PASSAGES
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
Holiday vocabulary
Past tense expressions
Review passé composé and Imparfait
Introduction of Plus-Que-Parfait
TOPIC 4 : LE SAVOIR-VIVRE
Parts of the Body
Polite / Rude Behaviors
Table Etiquette
Social Activities With Friends
Emotions
Introductions
avoir idioms
Present Subjunctive: Opinions, Potential Occurrences,
Emotions
être expressions
Descriptive Adjectives
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French IV – Pacing Guide 2011-2012
SEMESTER 2
THEME I : LA VIE CONTEMPORAINE
THEME II : LA SCIENCE ET LA TECHNOLOGIE
TOPIC 5 : LE MONDE DU TRAVAIL
TOPIC 1 : L’AVENIR DE LA TECHNOLOGIE
Professions and Trades
Office and Office Personnel
Jobs and Job Opportunities
Present Subjunctive: Doubt, Emotions, and
Certainty/Uncertainty (Relative Prepositions)
¾ Infinitive vs. Subjunctive
¾ Past Subjunctive
See Bon Voyage 3 p. 158
¾
¾
¾
¾
¾
¾
D
Immigration
Review of partitive
Review of pronouns
Me, te, nous, vous
Le, la, les
Lui, leur
Y
en
R
THEME III: LA QUETE DE SOI
TOPIC 1: LE PLURICULTURALISME
¾
¾
¾
¾
¾
¾
¾
¾
Technology vocabulary
Science vocabulary
Comparative and superlative of adjectives and adverbs
Review of future tense
Future antérieur
Relative pronouns: (qui, que, dont, lequel (et variations
avec à / de), ce qui, ce que, ce dont)
AF
T
¾
¾
¾
¾
THEME IV: L’ESTHETIQUE
TOPIC 1: LA MODE
¾
¾
¾
¾
¾
¾
Vocabulary
Clothing
Accessories
Review reflexive verbs
Review adjective/noun agreement
Introduction of passé simple
78 of 224
THEME : CONTEMPORARY LIFE
TOPIC: LA VILLE ET LA CAMPAGNE
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
COMPARISONS/ COMMUNITIES
Students will make connections to their other
curricular studies by relating the theme of city
and country in Francophone countries to their
own personal experiences.
Students will compare and contrast
city and country life in the
Francophone world with their own
communities.
CULTURES:
• Discuss how topics such as the European
Union and people of French heritage in
the United States illustrate the viewpoints,
patterns of behavior, and products of the
cultures.
• Engage in authentic or simulated
situations that demonstrate understanding
of culturally appropriate practices.
COMPARISONS:
• Discuss the role of culture in the
development of relationships
between the United States and
francophone countries.
• Analyze how members of
francophone cultures perceive
the United States.
• Examine local, regional, and
national differences in the
cultures of francophone
countries and the culture(s) of
the United States.
national differences in sound
systems, pronunciation,
vocabulary, and usage in
francophone countries and in the
United States.
R
D
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
Students will interpret texts aurally, visually,
and orally in the target language concerning
the topic of the city and the country. Students
will perform interpersonal conversations with
their classmates and instructor concerning
this theme. They will also create original
presentations in expository, persuasive,
comparison/contrast, cause and effect, and
descriptive modes regarding the theme and its
subthemes.
AF
T
FIV.1
The student will exchange information orally and in writing in French on a variety of topics related to contemporary and historical events and issues.
FIV.2
The student will demonstrate skills necessary to sustain extended oral and written exchanges in French.
FIV.3
The student will comprehend spoken and written French found in a variety of authentic sources.
FIV.4
The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity.
FIV.5
The student will present in French student-created and culturally authentic essays, poetry, plays, and/or stories.
FIV.6
The student will analyze in French how various perspectives reflect the practices and products of francophone cultures.
FIV.7
The student will demonstrate increased understanding of the connections between content studied in French class and content studied in other subject
areas.
FIV.8
The student will discuss in level-appropriate French the effects of cultural similarities and differences on social, economic, and political relationships in the
global community.
FIV.9
The student will expand understanding of the English language through study and analysis of increasingly complex elements of the French language.
FIV.10 The student will apply French language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
occupational purposes.
INTERPERSONAL MODE:
• Express and support opinions, and elicit
those of others.
• Exchange personal reactions to spoken
and written information related to
• Exchange information from sources such
as newspapers, magazines, broadcasts,
and Web sites.
• Use a full range of vocabulary, structures,
and past, present, and future time frames.
• Exchange ideas clearly, based on Level V
material.
CONNECTIONS:
• Use French to discuss examples of the
French language and francophone
culture(s) found in other subject areas,
focusing on a variety of topics such as
political systems and world literature.
• Use French to relate topics discussed in
other subject areas to those discussed in
French class, such as authors and artists
ESSENTIAL KNOWLEDGE
(Facts & Skills)
¾
¾
¾
¾
¾
City and Country/Animal
vocabulary
Infinitives following a
preposition
suivre, vivre, conduire
Review interrogative
pronouns and
demonstrative adjectives
celui and lequel
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INTERPRETIVE MODE:
• Identify various literary elements, such as
plot, theme, setting, and characters, in
spoken and written texts.
• Understand subtleties of meaning, such
as intent, humor, and tone, in a variety of
culturally authentic materials, such as
radio and television segments or literary
passages.
• Understand and respond appropriately to
instructions presented in informational
materials, such as instructions for
completing a customs declaration or
creating a Web page.
•
Compare linguistic elements of
French and English, such as
time, tense, and mood, and
understand how each language
uses different grammatical
structures to express these
relationships, such as depuis +
present tense and passé
composé vs. imparfait.
COMMUNITIES:
• Analyze in French information
obtained through media,
entertainment, and technology.
Use French-language resources,
such as individuals and
organizations in the community or
accessible through the Internet, to
enhance cultural understanding.
D
PRESENTATIONAL MODE:
• Deliver presentations containing welldeveloped ideas on a variety of topics,
using familiar vocabulary and structures
and with minimal errors in spelling,
punctuation, and pronunciation.
• Use style, language, and tone appropriate
to the audience and the purpose of the
presentation.
• Produce well-organized presentations,
using appropriate visual aids and/or
technological support.
• Use appropriate verbal and nonverbal
presentational techniques.
•
from francophone countries or political
and historical events that involve
Use French-language resources to
continue expanding knowledge related to
other subject areas.
AF
T
Use paraphrasing, circumlocution, and
other creative means to express and
comprehend ideas.
R
•
80 of 224
USEFUL VOCABULARY
Describing a city
Describing the country
la campagne
une étable
une ferme
un hangar
un fermier
une fermière
du matériel agricole
un agriculteur
une agricultrice
une récolte
un champ
la terre
un pré
le blé
de l’herbe (f)
les céréales
un vignoble
entreposer
une grange
cultiver
un village
le paysage
AF
T
la ville
le centre-ville
un quartier d’affaires
la banlieue
une rue
une avenue
un boulevard
un coin
un trottoir
un piéton
une piétonne
un passage pour
piétons
un bâtiment
une tour
un bureau
une usine
un ouvrier
une ouvrière
un gratte-ciel
une tour
traverser la rue
un feu
un parcmètre
un horodateur
un parking
un agent de police
le code de la route
conduire
*régler
circuler
suivre
respecter
stationner
se garer
Giving
directions/Prepositions
R
sur
sous
dans
devant
derrière
à côté de
en face de
près de
loin de
faire un demi-tour
le bon sens
le mauvais sens
Getting around by
car
D
une rue à sens
unique
un carrefour
un rond-point
la circulation
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
¾
¾
¾
¾
Identifying some farm
animals
une vache
un veau
un mouton
un agneau
une poule
un coq
un lapin
Infinitives following a preposition
suivre, vivre, conduire
Review interrogative pronouns and demonstrative adjectives
celui and lequel
¾ Illustrate idiomatic expressions containing animal vocabulary.
¾ Fables de la Fontaine http://ngfl.northumberland.gov.uk/languages/Fables/
¾ Animal sound website http://www.bebetes.net/divers-cris.php
¾ Choices: Describe choice of particular items using celui.
¾ Make a survey about where you would like to live and why
¾ Debate the advantages and disadvantages of rural and urban life.
¾ Civilation Progressive du Français Intermédiaire, Chapitre 14, pp.88-90
¾ http://www.lafrancebis.com/neoruraux.html
un cochon
un cheval (des chevaux)
un âne
le canard
un dindon
un taureau
un troupeau (de)
Other useful words and
expressions
suivre
vivre
faire du cheval
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¾
¾
¾
¾
¾
D
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AF
T
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the PALS Upper
Level rubrics for speaking and writing
assessments
http://www.lafrancebis.com/paris.html
http://www.campagnard.net/
http://referaty-seminarky.cz/vivre-a-la-campagne-ou-en-ville/
http://cr.middlebury.edu/public/french/lexique/habitat/hab_qualite.html
http://www.habiter-en-ville.fr/vivre-en-ville/avantages/les-avantages-de-vivre-en-ville.php
¾ http://ielanguages.com/frenchlistening.html
¾
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students read the article Vivre à la
Students compare and contrast in
Students compose a persuasive
groups / teams the
essay, referencing each of the
ville ou à la campange?
They answer a series of teacheradvantages/disadvantages of living in
examined resources and using their
created comprehension questions
the city or the county from their
created tables of advantages /
based on the above resources to
personal perspectives. They may
disadvantages to answer the following
check for understanding of the
create tables of advantages /
questions: Est-ce qu’il vaut mieux
presented material.
disadvantages of each system to set
d’habiter en ville ou à la campagne ?
into play in a debate setting as well.sk Task
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TOPIC: LES FÊTES
Recommended No. of Lessons: 10
lessons* Teachers need to appropriate
the number of lessons to the caliber of
students in the class so long as they are
being given opportunities to meet the
objectives of the unit.
INTERPERSONAL MODE:
• Express and support opinions,
and elicit those of others.
• Exchange personal reactions to
spoken and written information
related to francophone cultures.
• Exchange information from
sources such as newspapers,
magazines, broadcasts, and Web
R
Students will make connections to their
other curricular studies by relating the
theme of holidays in Francophone
countries to their own personal
experiences.
D
COMMUNICATION
-Presentational
Students will interpret texts aurally,
visually, and orally in the target
language concerning the topic of the
holidays. Students will perform
interpersonal conversations with their
classmates and instructor concerning
this theme. They will also create
original presentations in expository,
persuasive, comparison/contrast,
cause and effect, and descriptive
modes regarding the theme and its
subthemes.
AF
T
FIV.1
FIV.2
FIV.3
FIV.4
FIV.5
FIV.6
FIV.7
areas.
FIV.8
global community.
FIV.9
CULTURES:
• Discuss how topics such as the
European Union and people of
French heritage in the United States
illustrate the viewpoints, patterns of
behavior, and products of the
cultures.
situations that demonstrate
understanding of culturally
appropriate practices.
CONNECTIONS:
• Use French to discuss examples of
the French language and
francophone culture(s) found in
ESSENTIAL KNOWLEDGE
(Facts & Skills)
holidays in the Francophone world
with their own communities.
VOCABULARY/THEMES:
¾ Holiday vocabulary
¾ Past tense expressions
COMPARISONS:
francophone cultures perceive the
United States.
national differences in the cultures
of francophone countries and the
culture(s) of the United States.
United States.
GRAMMAR:
¾ Review passé composé and
Imparfait
¾ Introduction of Plus-QueParfait
83 of 224
INTERPRETIVE MODE:
• Identify various literary elements,
such as plot, theme, setting, and
characters, in spoken and written
texts.
• Understand subtleties of
meaning, such as intent, humor,
and tone, in a variety of culturally
authentic materials, such as radio
and television segments or
literary passages.
• Understand and respond
appropriately to instructions
presented in informational
completing a customs declaration
or creating a Web page.
• Deliver presentations containing
well-developed ideas on a variety
of topics, using familiar
vocabulary and structures and
with minimal errors in spelling,
• Use style, language, and tone
appropriate to the audience and
the purpose of the presentation.
• Produce well-organized
presentations, using appropriate
visual aids and/or technological
support.
• Use appropriate verbal and
nonverbal presentational
techniques.
•
•
French and English, such as time,
tense, and mood, and understand
how each language uses different
grammatical structures to express
these relationships, such as depuis
+ present tense and passé
COMMUNITIES:
AF
T
•
•
other subject areas, focusing on a
variety of topics such as political
systems and world literature.
Use French to relate topics
discussed in other subject areas to
those discussed in French class,
such as authors and artists from
francophone countries or political
continue expanding knowledge
related to other subject areas.
R
•
sites.
Use a full range of vocabulary,
structures, and past, present, and
future time frames.
Exchange ideas clearly, based on
Level V material.
Use paraphrasing, circumlocution,
and other creative means to
express and comprehend ideas.
D
•
84 of 224
*Hanoukka (huit jours en décembre)
garder la menora allumée
échanger des cadeaux
*Le 14 juillet décorer les maisons de
drapeaux et de lampions
danser dans les bals populaires
regarder les feux d’artifice
regarder le défilé
les anciens combattants
les militaires
les scouts
la fanfare municipale
une tribune
les notables (le maire)
*Noël (le 25 décembre)
Offrir (donner) des cadeaux
Mettre des chaussures (des
chaussettes) pour le Père Noël
Décorer un sapin (un arbre) de Noël
Aller à la messe de minuit
Le réveillon (un grand repas servi
normalement après la messe de
minuit)
*Pâques (fin mars / début avril)
Offrir aux enfants des œufs en sucre
ou en chocolat
Aller à l’église
Le Mardi Gras
Le Mercredi des Cendres
Le dimanche des Rameaux
Le Vendredi saint
Le dimanche de Pâques
R
AF
T
une fête (religieuse, civile)
un jour de fête
un jour férié (un jour de fête où on ne travaille
pas)
célébrer une fête
Fêter (Noël, la Toussaint, etc)
*La fête de l’Armistice (le 11 novembre –
commémorer la fin de la Première Guerre
mondiale)
une cérémonie du souvenir
*La fête de l’Assomption (le 15 août – la fête
de la Sainte-Marie)
décorer des bateaux
célébrer la messe en mer
organiser un feu d’artifice
*La fête d’Halloween
une citrouille
creuser
découper
éclairer de l’intérieur
se déguiser
mettre un costume
demander des bonbons
menacer de jouer un tour à quelqu’un
er
*Le Jour de l’An (le 1 janvier)
se souhaiter une bonne et heureuse année
s’embrasser à minuit
donnes des étrennes (petits cadeaux ou petites
sommes d’argent) aux enfants, au facteur, au
concierge
envoyer une carte à ses amis qui sont loin
D
USEFUL VOCABULARY
*La Pâque juive (huit
jours au mois de mars
/ d’avril)
Célébrer avec un dîner
rituel en famille
Eviter de manger du
pain au levain
*Le Ramadan (fête
musulmane, trente
jours parois en hiver,
parfois en été)
Jeûner depuis le lever
jusqu’au coucher du
soleil
Etudier le Coran
Donner à manger à
ceux qui ont faim
*La Saint-Valentin (le
14 février)
Envoyer des cartes
aux messieurs et aux
dames de son choix
Donnes des fleurs (des
roses) ou des bonbons
à son (sa) bien-aimé(e)
*La fête de
Thanksgiving (le
quatrième jeudi du
mois de novembre)
Se retrouver en famille
Manger de la dinde
*Le Carnaval (40 jours
avant Pâques)
Le Mardi Gras
Un char
Lancer des confettis
Un groupe masqué
*La Toussaint
er
(le 1 novembre
/ le jour des
Morts le 2
novembre)
Aller au
cimetière
Mettre / déposer
des fleurs sur la
tombe du
quelqu’un
*La fête du
er
Travail (le 1
lundi de
septembre aux
Etats-Unis)
*Yom Kippour
(en septembreoctobre) (fin de
la semaine qui
fête le nouvel an
juif)
Prier et
demander
pardon à Dieu
pour ses péchés
Jeûner depuis la
veille au coucher
du soleil jusqu’à
la nuit suivante
*Le 4 juillet (la
fête national aux
Etats-Unis)
Situer les
actions dans le
passé
Aujourd’hui (ce
matin, cet aprèsmidi, ce soir)
Hier (hier matin,
hier après-midi,
hier soir)
Avant-hier
Lundi dernier
Le week-end
85 of 224
dernier
La semaine
dernière
Le mois dernier
L’année dernière
Il y a une heure
(trois jours, deux
mois, cinq ans)
AF
T
NOTE: Teachers should use
the PALS Upper Level rubrics
for speaking and writing
assessments
Students read the article Résultat des
courses de Noël? Ce sera 550 €.
http://ns22335.ovh.net/~arcadesr/ia/355329
70645864aa78b786/index.html
They answer a series of teacher-created
comprehension questions based on the
above resources to check for
understanding of the presented material.
Suggestsed Interpersonal Task
Students interview each other about a
holiday that is celebrated in a Francophone
country and then summarize what they
learned from the interview.
R
Passé composé
Imparfait
Plus-que-parfait
Create party invitations for particular celebrations and then make a plan of attack for the activity.
Make a scrapbook based on a particular celebration.
Quant à moi – chapitre 3 (page 96-124)
Video about a festival at Verseilles http://culturebox.france3.fr/#/fetes/37375/vivaldi-et-les-fetes-venitiennes-au-chateau-de-versailles
Video about an animated French film about Père Noël http://culturebox.france3.fr/#/noel/30118/l_apprenti-pere-noel-un-filmd_animation-francais-de-luc-vinciguerra
Explanation of various holidays http://www.teteamodeler.com/culture/fetes/index.asp
D
RECYCLED/ONGOING
TOPICS/STRUCTURES
Students compose a persuasive essay
and/or power point presentation about a
Francophone holiday that should be
adopted as a holiday in the United States.
Task
86 of 224
TOPIC: LES RITES DE PASSAGE
Recommended No. of Lessons: 10 lessons*
Teachers need to appropriate the number of
lessons to the caliber of students in the class so
long as they are being given opportunities to meet
the objectives of the unit.
INTERPERSONAL MODE:
• Express and support opinions,
and elicit those of others.
sources such as newspapers,
magazines, broadcasts, and
COMPARISONS/
COMMUNITIES
curricular studies by relating the theme of
holidays in Francophone countries to their
Students will compare and
contrast holidays in the
Francophone world with
their own communities.
R
CULTURES:
• Discuss how topics such as the
European Union and people of French
heritage in the United States illustrate
the viewpoints, patterns of behavior, and
products of the cultures.
situations that demonstrate
understanding of culturally appropriate
practices.
D
COMMUNICATION
-Presentational
visually, and orally in the target
language concerning the topic of the
holidays. Students will perform
interpersonal conversations with
their classmates and instructor
concerning this theme. They will also
create original presentations in
expository, persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
AF
T
FIV.1
FIV.2
FIV.3
FIV.4
FIV.5
FIV.6
FIV.7
areas.
FIV.8
global community.
FIV.9
CONNECTIONS:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
VOCABULARY/THEMES:
¾ Birth, wedding, death vocabulary
¾
COMPARISONS:
• Discuss the role of
culture in the
development of
relationships between
the United States and
• Analyze how members
of francophone
cultures perceive the
United States.
• Examine local,
regional, and national
differences in the
cultures of
francophone countries
and the culture(s) of
the United States.
¾
¾
GRAMMAR:
Review of passé composé, imparfait and plusque-parfait
Review of conditional
Introduction of past conditional
87 of 224
Web sites.
Use a full range of vocabulary,
structures, and past, present,
and future time frames.
• Exchange ideas clearly, based
on Level V material.
• Use paraphrasing,
circumlocution, and other
creative means to express and
comprehend ideas.
INTERPRETIVE MODE:
characters, in spoken and
written texts.
• Understand subtleties of
meaning, such as intent, humor,
and tone, in a variety of culturally
authentic materials, such as
radio and television segments or
literary passages.
materials, such as instructions
for completing a customs
declaration or creating a Web
page.
• Deliver presentations containing
well-developed ideas on a
variety of topics, using familiar
vocabulary and structures and
with minimal errors in spelling,
appropriate to the audience and
the purpose of the presentation.
support.
techniques.
•
•
other subject areas to those discussed
in French class, such as authors and
artists from francophone countries or
political and historical events that
involve francophone countries.
continue expanding knowledge related
to other subject areas.
•
D
R
AF
T
•
Examine local,
regional, and national
differences in sound
systems,
pronunciation,
vocabulary, and usage
in francophone
countries and in the
United States.
Compare linguistic
elements of French
and English, such as
time, tense, and mood,
and understand how
each language uses
different grammatical
structures to express
these relationships,
such as depuis +
present tense and
passé composé vs.
imparfait.
COMMUNITIES:
• Analyze in French
information obtained
through media,
entertainment, and
technology.
Use French-language
resources, such as
individuals and
organizations in the
community or accessible
through the Internet, to
enhance cultural
understanding.
88 of 224
USEFUL VOCABULARY
La naissance
Le mariage
announcement (birth, death)
la naissance
le faire-part
la marraine
le parrain
naître
baptiser
le baptême
un bébé
la nourriture pour bébé
une lingette
une couverture
un biberon
un berceau
une couche de bébé
le lait en poudre
l’hôpital
le nouveau-né
l’infirmier(ière)
une sucette
pleurer
crier
un jouet
R
AF
T
le/la marié(e)
le banc
le/la défunt(e)
la mairie
la couronne de fleurs
l’enterrement (m)
le témoin
le rang
le cercueil
le mariage civil
un époux
le corbillard
le mariage religieux
une épouse
le décès
le parvis de l’église
l’inhumation
le prêtre
féliciter
la mise en terre
la demoiselle d’honneur
livrer
les obsèques
le garçon d’honneur
remercier
une cimetière
l’alliance (f)
épouser
une crémation
l’amande (f)
une apologie
la pièce montée
un funérarium
décoré(e) de
une nécrologie
enrobé(e)
la tristesse
le riz
une pleureuse
le ruban
pleurer
la dragée
une pierre tombale
une famille
un spectacle familial
une fille des fleurs
une veillée
une lune de miel
un testament
une réception
pleurer
un porteur d’alliance
un mariage
une cérémonie
les fleurs
heureux/ heureuse
l’amour
le mari
la musique
la femme
la robe de mariée
¾ Review of passé composé, imparfait and plus-que-parfait
¾ Review of conditional and introduction of conditionnel passé
¾ Les phrases conditionnelles (Si + PRÉS, PRES/FUT/IMPERATIF / Si + IMPARFAIT, COND / Si + PQP, CP)
¾ Students peform a wedding/funeral
¾ Create birth/wedding announcements/obituaries
¾ www.le-mariage.com
¾ www.mariage.fr
¾ http://www.vanin.be/cms_master/images_sub/Arcades/ia/IA-AR185EnfantsFamille.htm
¾ http://ns22335.ovh.net/~arcadesr/ia/1916221670440c2cc771aa3/index.html
¾ www.internetactuel/be
¾ http://www.lafrancebis.com/mariage.html
¾ http://www.lafrancebis.com/bebes.html
¾ http://web.cortland.edu/flteach/civ/famill/famill.htm
¾ Bon Voyage 3, Chapitre 6
D
RECYCLED/ONGOING
TOPICS/STRUCTURES
La mort
89 of 224
Students compare and contrast in groups /
teams the advantages/disadvantages of
marriage from their personal perspectives.
They may create tables of advantages /
disadvantages of each system to set into
play in a debate setting as well.
R
AF
T
Students read the article Les Français
sont-ils allergiques au mariage ?
http://www.lafrancebis.com/mariage.html
They answer a series of teacher-created
comprehension questions based on the
above resources to check for
understanding of the presented material.
D
NOTE: Teachers should use the
PALS Upper Level rubrics for
speaking and writing assessments
Students create a wedding or funeral,
including an invitation, wedding
announcement, etc. Students “perform”
the wedding or funeral to the class.
Task
90 of 224
TOPIC: LE SAVOIR-VIVRE
Teachers need to appropriate the number of lessons to
the caliber of students in the class so long as they are
being given opportunities to meet the objectives of the
unit.
D
R
AF
T
FIV.1
FIV.2
FIV.3
FIV.4
FIV.5
FIV.6
FIV.7
areas.
FIV.8
global community.
FIV.9
FIV.10
The student will apply French language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
COMMUNICATION
ESSENTIAL KNOWLEDGE
(Facts & Skills)
-Presentational
Students will compare and
VOCABULARY/THEMES:
visually, and orally in the target language
savoir-vivre practices to those in Francophone
contrast savoir-vivre of the
¾ Parts of the Body
concerning the topic of savoir-vivre.
countries.
¾ Polite / Rude Behaviors
Students will perform interpersonal
communities.
¾ Table Etiquette
conversations with their classmates and
CULTURES:
¾ Social Activities With
instructor concerning this theme. They will • Discuss how topics such as the European
COMPARISONS:
Friends
also create original presentations in
¾ Emotions
Union and people of French heritage in the
• Discuss the role of culture in
¾ Introductions
United States illustrate the viewpoints,
the development of
comparison/contrast, cause and effect,
relationships between the
and descriptive modes regarding the
GRAMMAR:
cultures.
United States and
theme and its subthemes.
¾ avoir idioms
• Engage in authentic or simulated situations
¾ Present
that demonstrate understanding of culturally
INTERPERSONAL MODE:
Subjunctive:
appropriate practices.
Opinions, Potential
• Express and support opinions, and
the United States.
Occurrences,
elicit those of others.
CONNECTIONS:
Emotions
¾
être expressions
French language and francophone culture(s)
¾
Descriptive
found in other subject areas, focusing on a
Adjectives
• Exchange information from sources
variety of topics such as political systems and
the United States.
such as newspapers, magazines,
world literature.
broadcasts, and Web sites.
• Use French to relate topics discussed in other
• Use a full range of vocabulary,
subject areas to those discussed in French
structures, and past, present, and
class, such as authors and artists from
future time frames.
francophone countries or political and
francophone countries and in
91 of 224
INTERPRETIVE MODE:
characters, in spoken and written
texts.
• Understand subtleties of meaning,
such as intent, humor, and tone, in a
variety of culturally authentic
materials, such as radio and
television segments or literary
passages.
presented in informational materials,
such as instructions for completing a
customs declaration or creating a
Web page.
•
the United States.
understand how each
language uses different
grammatical structures to
express these relationships,
such as depuis + present
tense and passé composé vs.
imparfait.
COMMUNITIES:
Use French-language
resources, such as individuals
and organizations in the
community or accessible
through the Internet, to enhance
cultural understanding.
D
• Deliver presentations containing welldeveloped ideas on a variety of
topics, using familiar vocabulary and
structures and with minimal errors in
spelling, punctuation, and
pronunciation.
appropriate to the audience and the
purpose of the presentation.
support.
•
historical events that involve francophone
countries.
Use French-language resources to continue
expanding knowledge related to other subject
areas
AF
T
•
Exchange ideas clearly, based on
Level V material.
Use paraphrasing, circumlocution,
and other creative means to express
and comprehend ideas.
R
•
92 of 224
Parts of the body
Polite and rude behavoir
Table manners
Going out with friends
la joue
la bouche
la lèvre
le doigt
le pouce
la main
le poignet
l’avant-bras
le coude
mal élevé(e)
malpoli(e)
bien élevé(e)
poli(e)
bruyant(e)
bousculer
resquiller
la bouche fermée
la bouche ouverte
la bouche pleine
une serviette
se tenir à table
s’essuyer
faire du bruit
Describing emotions
presenter
faire la connaissance de
je suis enchante(e)
moi de meme
se tutoyer
les amis se tutoient.
le tutoiement
le tutoiement est entre
amis.
se vouvoyer
on se vouvoie les adultes.
le vouvoiement
le vouvoiement est pour les
adultes ou les personnes
qu’on ne connaît pas.
avoir rendez-vous
se retrouver
rencontrer
se serrer la main
s’embrasser
partager les frais
Introducing people
AF
T
USEFUL VOCABULARY
NOTE: Teachers should use the PALS
Upper Level rubrics for speaking and
writing assessments
R
D
RECYCLED/ONGOING
TOPICS/STRUCTURES
une émotion/un sentiment
étonné(e)/surpris(e)
content(e)/heureux(euse)
Other useful words
furieux(euse)/fâché(e)
triste
Il vaux mieux
dégoûtant(e)
jaloux(se)
inquiet (inquiète)
désolé(e)
regretter
avoir peur (de)
¾ Introduction of the formation of the subjunctive
¾ Impersonal expressions
¾ Emotions
¾ Desires
• Students create a PSA video for une personne bien/mal élevée
• Bon Voyage 2, Chapter 13
• http://www.toutpratique.com/12-Savoir-vivre/
• http://www.francaisfacile.com/exercices/exercice-francais-2/exercice-francais-11009.php
• http://www.youtube.com/watch?v=Z1H_UxE60xE&safety_mode=true&persist_safety_mode=1
• http://www.youtube.com/watch?v=aousco6IKv4&safety_mode=true&persist_safety_mode=1
• Reading http://ns22335.ovh.net/~arcadesr/ia/842197911456403866815d/index.html
Students read the article
Students compare and contrast in groups /
http://www0.hku.hk/french/dcmScre teams the etiquette in Francophone countries essay, referencing each of the
en/lang2043/etiquette.htm
and in their communities. They may create
They answer a series of teachertables of advantages / disadvantages of each created tables of advantages /
system to set into play in a debate setting as
disadvantages to answer the
well.g
following questions:
Est-ce qu’il est important d’être une
presented material.
personne bien élevée pour réussir
dans la vie ?
93 of 224
TOPIC: LES PROFESSIONS ET LES MÉTIERS
Recommended No. of Lessons: 10 lessons* Teachers
need to appropriate the number of lessons to the caliber
of students in the class so long as they are being given
opportunities to meet the objectives of the unit.
curricular studies by relating the theme of
professions and work in Francophone
countries to their own personal experiences.
professions and work in the
communities.
CULTURES:
cultures.
COMPARISONS:
the United States.
the United States.
United States.
R
D
COMMUNICATION
-Presentational
the topic of the professions and work.
Students will perform interpersonal
conversations with their classmates and
instructor concerning this theme. They will
also create original presentations in
expository, persuasive, comparison/contrast,
cause and effect, and descriptive modes
regarding the theme and its subthemes.
AF
T
FIV.1
FIV.2
FIV.3
FIV.4
FIV.5
FIV.6
FIV.7
areas.
FIV.8
global community.
FIV.9
INTERPERSONAL MODE:
those of others.
and Web sites.
material.
CONNECTIONS:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
VOCABULARY/THEMES:
¾ Professions and Trades
¾ Office and Office
Personnel
¾ Jobs and Job
Opportunities
GRAMMAR:
¾ Present
Subjunctive:
Doubt, Emotions,
and
Certainty/Uncertain
ty (Relative
Prepositions)
¾ Infinitive vs.
Subjunctive
¾ Past Subjunctive
See Bon Voyage 3 p. 158
94 of 224
INTERPRETIVE MODE:
passages.
•
COMMUNITIES:
D
presentation.
•
AF
T
comprehend ideas.
R
•
95 of 224
Les métiers et les
professions
un(e) fabricant(e)
un(e) bibliothécaire
un facteur / une
factrice
un cadre
un facturier / une
facturière
un cadre supérieur
un(e) fonctionnaire
un cassier / une
caissière
un fournisseur
un chanteur / une
chanteuse
un(e) garagiste
mécanicien(ne)
un chargeur
un(e) gérante(e)
un chauffeur
un(e) grossiste
un chef de cuisine
un(e) historien(ne)
un chercheur / une
chercheuse
un homme (une
femme) politique
un(e) cinéaste
un infirmier / une
infirmière
un(e) commerçant(e)
un(e) informaticien(ne)
un compositeur / une
compositrice
un ingénieur / une
femme ingénieur
un(e) comptable
un(e) journaliste
un acteur / une actrice
un contremaître
un agent de change
un courtier / une courtière
un agent de conduite
un couturier / couturière
un agent de voyage
un(e) dactylo
un agent immobilier
un agriculteur /
une agricultrice
un cultivateur / une
cultivatrice
un fermier / une fermière
un(e) dentiste
un(e) détaillant
un(e) anthropologue
un éboueur
un(e) apprenti
un écrivain / une femme
écrivain
un(e) artisan(e)
un(e) employé(e)
un(e) artiste
un peintre/ une femme
peintre
un(e) employé(e) du bureau
un(e) assistant(e) de
direction
un(e) employé(e) de maison
un(e) astronaute
un(e) avocat(e)
un employeur / une
employeuse
un banquier /
une banquière
• Present subjunctive
• Doubts, emotions, uncertainty
• Infinitive vs. subjunctive
• Indicative vs. subjunctive
• Introduction of Past subjunctive
un conducteur / une
conductrice
un livreur
un conseiller / une conseillère
un médecin / une femme
médecin
un(e) militaire, un soldatun(e)
psychologue
un(e) musicien(ne)
un rédacteur / une rédactrice
un ouvrier / une ouvrière
une sage-femme
un(e) patron(ne)
un scientifique / une femme
scientifique
un(e) pharmacien(ne)
un(e) secrétaire
un(e) pilote
un(e) sociologue
un poète / une femme poète
un travailleur (une
travailleuse) à la chaîne
un policier / une femme
policier
une vedette, une star
un agent de police
un vendeur / une vendeuse
un pompier
un viticulteur / une viticultrice
un postier / une postière
un professeur
un programmeur / une
programmeuse
un(e) propriétaire
D
R
AF
T
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
un(e) psychiatre
un(e) chômeur
un(e) concessionnaire
un juge / une femme juge
Lieux de travail
une agence
un atelier
un bureau
un cabinet d’affaires
un chantier
une compagnie
une entreprise
une société
une usine
Les verbes
être dans (la vente, les
achats, l’informatique, les
affaire, la chimie, etc)
travailler pour + nom de
l’employeur ou de l’entreprise
trouver son travail…
embêtant
ennuyeux
fascinant
intéressant
passionnant
stressant
être au chômage
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D
R
assessments
Quant à moi, Chapitre 4
Students create a company and search for an employee through a job fair simulation.
Students write a French-style resume and look for a job during the job fair simulation
http://www.lafrancebis.com/salaires.html
http://www.lafrancebis.com/patrons.html
http://www.bbc.co.uk/languages/french/news/topic_focus/
http://ielanguages.com/frenchlistening.html
http://www.laits.utexas.edu/passe_partout/partone/06.php
http://culturebox.france3.fr/#/travail
http://www.bbc.co.uk/schools/gcsebitesize/audio/french/
Podcast on the concours (competitive exams) to become a fonctionnaire (civil servant) for the French government
http://www.ielanguages.com/podcast/les-concours/
Students read and/or listen to the
Students create a company and
Students compose a cover
article
interview candidates for an open
letter/email in search of a particular
http://ielanguages.com/listen_carrossie position in their company. Students
job. In this letter/email they explain
r.html
will also interview for positions
why they are the best person for the
They answer a series of teacheramongst the companies their
job.
classmates created.
presented material.
AF
T
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THEME: SCIENCE AND TECHNOLOGY
TOPIC: L’AVENIR DE LA TECHNOLOGIE
unit.
curricular studies by relating future
technologies in Francophone countries to their
future technologies in the
communities.
CULTURES:
cultures.
COMPARISONS:
the United States.
the United States.
R
D
COMMUNICATION
-Presentational
the topic of the future technologies. Students
will perform interpersonal conversations with
their classmates and instructor concerning
this theme. They will also create original
subthemes.
AF
T
FIV.1
FIV.2
FIV.3
FIV.4
FIV.5
FIV.6
FIV.7
areas.
FIV.8
global community.
FIV.9
INTERPERSONAL MODE:
those of others.
and Web sites.
CONNECTIONS:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
VOCABULARY/THEMES:
¾ Technology vocabulary
¾ Science vocabulary
GRAMMAR:
¾ Comparative and
superlative of adjectives
and adverbs
¾ Review of future tense
¾ Future antérieur
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INTERPRETIVE MODE:
passages.
•
United States.
COMMUNITIES:
D
presentation.
•
AF
T
material.
comprehend ideas.
R
•
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La technologie
une adresse e-mail
un appareil (photo)
un cd-rom
un correcteur
orthographique
le cyberespace
l’informatique (f.)
un lecteur de dvd
un mot de passe
un moteur de recherche
un ordinateur portable
un outil
un (téléphone) portable
une puce (électronique)
effacer
graver (un cd)
sauvegarder
télécharger
avancé(e)
innovant(e)
révolutionnaire
cloner
contribuer (à)
créer
guérir
inventer
prouver
soigner
biochimie
contraire à l’éthique
éthique
spécialisé(e)
l’univers et l’astronomie
une fusée
un lancement
une navette spatial
un programme spatial
une sortie dans l’espace
une station spatial
un trajet
s’associer à
avouer
écraser
envahir
un atout
un cerveau
un fonds (funds)
un laboratoire
un matériau
une matière première
un procédé
la recherche appliqué
la recherche
fondamentale
s’appuyer sur
disposer de
faire une expérience
miser sur
incontournable
cepedant
en outre
AF
T
USEFUL VOCABULARY
Les gens dans la science
R
Les inventions et la
science
l’espace (m)
une étoile (filante)
un(e)extraterrestre
la gravité
un ovni
la survie
un téléscope
atterrir
explorer
D
l’adn (m)
un brevet d’invention
une cellule
une découverte
un gène
la génétique
une invention
la recherche
une théorie
RECYCLED/ONGOING
TOPICS/STRUCTURES
¾
¾
un(e) astrologue
un(e) astronaute
un(e) astronomie
un(e) biologist
un chercheur/une
chercheuse
un(e) chimiste
un(e) ingénieur
un(e) mathematicien(ne)
un(e) scientifique
Technology vocabulary
Science vocabulary
GRAMMAR:
¾ Comparative and superlative of adjectives and adverbs
¾ Review of future tense
¾ Le futur antérieur
¾ Relative pronouns: (qui, que, dont, lequel (et variations avec à / de), ce qui, ce que, ce dont)
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¾ Imaginez, Chapitre 7
¾ AP French: Preparing for the French Language and Culture Exam:
Presentational Writing, Persuasive Essay: Sélection 6: pp. 188-189 – La science et la technologie
¾ http://www.bbc.co.uk/languages/french/news/topic_focus/mobiles.shtml
¾ http://ns22335.ovh.net/~arcadesr/ia/1429241fff1b57c944/index.html
¾ http://ns22335.ovh.net/~arcadesr/ia/1132841fff1b4edbe2/index.html
¾ Students invent a new technology/device and explain it and present it to the class
¾ Student debate/discussion on whether new technologies are a benefit to society
Students read and/or listen to the
article Le jeu sera-t-il l'avenir du
portable ?
http://www.bbc.co.uk/apps/ifl/language
s/french/news/quizengine?quiz=frnews
_mobile_games;templateStyle=frnews
_mobile_games
They answer a series of teachercreated comprehension questions
presented material.
D
R
assessments
Students discuss with each other
whether new technologies are a
benefit to society. The can present a
debate on this topic as well.
AF
T
disadvantages to answer the
following question: Are the new
technologies making society a better
place for mankind?
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THEME: PERSONAL AND PUBLIC IDENTITIES
TOPIC: LE PLURICULTURALISME
Teachers need to appropriate the number of
lessons to the caliber of students in the class so
long as they are being given opportunities to meet
the objectives of the unit.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
curricular studies by relating to
multiculturalism in Francophone countries to
their own personal experiences.
multiculturalism in the Francophone
world with their own communities.
VOCABULARY/THEMES:
Vocabulary
¾
Immigration
R
CULTURES:
cultures.
D
COMMUNICATION
-Presentational
the topic of multiculturalism. Students will
perform interpersonal conversations with their
classmates and instructor concerning this
theme. They will also create original
subthemes.
AF
T
FIV.1
FIV.2
FIV.3
FIV.4
FIV.5
FIV.6
FIV.7
areas.
FIV.8
global community.
FIV.9
INTERPERSONAL MODE:
those of others.
and Web sites.
CONNECTIONS:
COMPARISONS:
the United States.
the United States.
United States.
GRAMMAR:
¾ Review of partitive
¾ Review of pronouns
me, te, nous, vous
le, la, les
lui, leur
y / en
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INTERPRETIVE MODE:
passages.
•
COMMUNITIES:
D
presentation.
•
AF
T
material.
comprehend ideas.
R
•
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En mouvement
Les problèmes et les
solutions
Les changements
l’assimilation (f.)
s’adapter
un but
le chaos
appartenir à
une cause
la compréhension
dire au revoir
le développement
le courage
s’enrichir
la diversité
un dialogue
s’établir
un(e) émigré(e)
une incertitude
manquer à
une frontière
l’instabilité
parvenir à
l’humanité (f)
la maltraitance
projeter
l’immigration (f)
un niveau de vie
quitter
un(e) immigré(e)
une polémique
réliser (un rêve)
l’intégration (f)
la surpopulation
rejeter
une langue maternelle
un travail manuel
une langue officielle
une valeur
le luxe
un voeu
la mondialisation
avoir le mal du pays
la natalité
faire sans
le patrimoine culturel
faire un effort
les principes (m)
lutter
aller de l’avant
du/due à
s’améliorer
surpeuplé(e)
attirer
augmenter
baisser
deviner
prédire
exclu(e)
(non-) conformiste
polyglotte
prévu(e)
seul(e)
¾ Review of partitive
¾ Review of pronouns
me, te, nous, vous
le, la, les
lui, leur
y / en
¾
Imaginez, Chapitre 5
¾ Listening and reading selection Les camps de harkis : un provisoire qui s'éternise
http://www.bbc.co.uk/languages/french/news/society/immigrants_france.shtml
¾ Song Double peine par Zebda http://www.youtube.com/watch?v=VWFTmz7YipA
¾ Various songs linked by theme and grammar topic
¾ http://www.haverford.k12.pa.us/192320821114424193/lib/192320821114424193/French_songs_for_grammar_and_
vocab.pd
¾ Reading “Le racisme dans mon quartier http://zdc.free.fr/htm/travele/racisme/race.htm
¾ http://1jour1actu.com/ Website for up-to-date news, etc.
D
R
AF
T
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
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Students read the article France,
langue officielle européenne
http://www.infogrece.com/agora.php?read,29,3351
1
They answer a series of teachercreated comprehension questions
presented material.
groups / teams the policy of an official
language in the United States and in
France by looking at the advantages
and disadvantages of each from their
disadvantages of each system to set
into play in a debate setting as well.
D
R
AF
T
assessments
disadvantages to answer the following
questions: Est-ce qu’il est important
que les États-Unis aient une langue
officielle?
Task
105 of 224
THEME: BEAUTY AND ESTHETICS
TOPIC: LA MODE
unit.
curricular studies by relating to fashion in
Francophone countries to their own personal
experiences.
fashion in the Francophone world
R
CULTURES:
cultures.
D
COMMUNICATION
-Presentational
the topic of fashion. Students will perform
interpersonal conversations with their
classmates and instructor concerning this
theme. They will also create original
subthemes.
AF
T
FIV.1
FIV.2
FIV.3
FIV.4
FIV.5
FIV.6
FIV.7
areas.
FIV.8
global community.
FIV.9
INTERPERSONAL MODE:
those of others.
and Web sites.
CONNECTIONS:
COMPARISONS:
the United States.
the United States.
United States.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
¾
¾
VOCABULARY/THEMES:
Vocabulary
Clothing
Accessories
GRAMMAR:
¾ Review reflexive verbs
¾ Review adjective/noun
agreement
106 of 224
INTERPRETIVE MODE:
passages.
•
COMMUNITIES:
D
presentation.
•
AF
T
material.
comprehend ideas.
R
•
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Les vêtements
Les accessoires
Les adjectifs
Vocabulaire utile
le bas
la botte
le caleçon
la chaussette
la chaussure
la chemise
la chemise de nuit
le chemisier
le col
le collant
le costume
la culotte (de femme)
le jean
la jupe
la laine
le maillot de bain
la manche
le manteau
le pantalon
la pantoufle
la poche
le pyjama
la robe
la sandale
le short
les sous-vêtements
le soutien-gorge
le tee-shirt
le gilet
l’imperméable (m)
le tricot
le tricot de corps
l’uniforme (m)
la veste
le voile
l’anneau (m)
les bijoux
la boucle d’oreille
le bracelet
la ceinture
le chapeau
le collier
la cravate
le lacet
la lanière
les lunettes (f)
les lunettes de soleil
la montre
le mouchoir
la parapluie
le parfum
le portefeuille
le porte-monnaie
le sac à main
l’écharpe (f)
la fermeture éclair
la fourrure
le gant
argenté(e)
attrayant(e)
blanc/blanche
bleu(e)
brun(e)
confortable
court(e)
doré(e)
doux/douce
élégant(e)
en argent
en cuir
en or
épais(e)
étoit(e)
gris(e)
jaune
lisse
long(ue)
mince
noir(e)
nu(e)
orange
rose
rouge
rugueux/rugueuse
vague
vert(e)
violet(te)
l’aiguille
le bouton
le coton
la couleur
le cuir
la laine
le maquillage
à la mode
le nylon
la soie
la machine à coudre
la tache
la doubleur
l’épingle (f)
le fil
le tissu
le velours
le mannequin
D
R
AF
T
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
¾
¾
Les verbes
boutonner
coudre
déboutonner
déchirer
dénouer
se déshabiller
nouer
réparer
teindre
enlever
s’habiller
user
Clothing
Accessories
GRAMMAR:
¾ Review reflexive verbs
¾ Review adjective/noun agreement
¾ Introduction of passé simple
French Level IV (Honors) – SY 2011 - 2012
¾
D
R
assessments
Young people and fashion http://www.adoskuat.com/article-ados-7722fashion_goth_skateur_les_jeunes_et_la_mode.html
¾ Interview with Frédéric Monneyron: «La mode vient des jeunes et de la banlieue»
http://www.joc.asso.fr/actualite/frederic-monneyron-la-mode-vient-des-jeunes-et-de-la-banlieue-157.html
¾ http://www.dailymotion.com/video/xd43bw_les-mannequins-de-louis-vuitton-san_news
¾ Devneir manngequin http://www.italiq-expos.com/blog-shopping/2006/06/14/257-devenir-mannequin
¾ Article « 15 mannequins «trop maigres» exclues d'un défilé à Rome »
http://www.20minutes.fr/article/170088/Monde-15-mannequins-trop-maigres-exclues-d-un-defile-a-Rome.php
Students read the article Article « 15
Students interview each other about
Students debate whether models have
their favorite style is and report back
gotten to thin, using the resources the
mannequins «trop maigres»
to the class .
have already read. They answer the
exclues d'un défilé à Rome »
http://www.20minutes.fr/article/170088
following questions in their debate : La
/Monde-15-mannequins-trop-maigresmort d'une jeune mannequin de 18
exclues-d-un-defile-a-Rome.php
ans, qui pesait 40 kilos pour 1,74m,
They answer a series of teacherrelance la polémique sur la maigreur
des modèles. Pensez-vous que les
mannequins sont trop maigres? Selon
vous, faudrait-il surveiller leurs poids
presented material.
et les interdire de défiler comme cela
a été décidé lors de la semaine de la
mode à Madrid en septembre?
AF
T
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French VH – Pacing Guide 2011-2012
The following is a list of themes required to be taught for Level IV French 2011-2012. All French IV teachers should note that there are some
SEMESTER 1
THEME I : COMTEMPORARY LIFE
TOPIC 1: EDUCATION
TOPIC 2 : TRAVEL
¾
Le monde francophone
o (1) Countries and Capitals of Francophone World
o (2) Famous cultural sites
¾ Modes of Transportation
o (1) Urban vs. Rural Transportation
o (2) Air Travel
o (3) Land Travel
o (4) Water Travel
¾ Hospitality / Hotel Reservation Practices
o Trip Planning via Travel Agencies
¾ REVIEW: Le passé compose / L’imparfait / Le futur / Le
conditionnel
¾ Le plus-que-parfait / Le futur antérieur / Le conditionnel
passé / Les phrases conditionnelles
R
AF
T
Day Care Æ High School
o Public educational structure in modern
Francophone societies
o Le baccalauréat
¾ University System
o Les grandes écoles
o Les universités
¾ REVIEW: Le présent et l’impératif / Le passé compose /
L’imparfait / Le futur / Le conditionnel
D
¾
110 of 224
THEME 2 : GLOBAL CHALLENGES
TOPIC 1 : ECONOMY AND ECONOMIC ISSUES
¾
¾
¾
¾
Current world conflicts
Effects of war
How to avoid war
Important historical events related to warfare in the
Francophone world and beyond
Le participe présent et le gérondif
Les pronoms relatifs / L’emploi des pronoms demonstratifs
avec les pronoms relatifs
AF
T
¾
¾
R
¾
¾
¾
¾
European Union
History of the Euro
Unemployment
o Compare/contrast rates in US/France/African
countries, etc.
Economic Partner – Canada
Free trade
REVIEW: Le subjonctif, Le subjonctif au passé
NEW STRUCTURES: Le passif, le passif au passé, Le
discours indirect
D
¾
¾
¾
TOPIC 2: PEACE AND WAR
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SEMESTER 2
THEME 2 : GLOBAL CHALLENGES
TOPIC 3 : NUTRITION AND FOOD SAFETY
French / Francophone World Cuisine and Recipes
Global Food Safety issues / potential solutions
Health / Nutrition Values in Francophone societies
L’infinitif et les propositions infinitives
Les pronoms accentués
¾
¾
¾
¾
¾
¾
¾
¾
Level ii and level iv h vocabulary associated with technology
Des appareils photographiques
Les communications
Television
Audio
Les nouvelles technologies
Les possesifs
Les interrogations exceptionnelles
AF
T
¾
¾
¾
¾
¾
THEME 3 : SCIENCE AND TECHNOLOGY
TOPIC 1 : DISCOVERIES AND INVENTIONS/
INTELLECTUAL PROPERTY
THEME 4: PERSONAL AND PUBLIC IDENTITIES
TOPIC 1: ALIENATION AND ASSIMILATION
¾
¾
¾
Gender/Sexuality vocabulary
Le negative
R
¾
Immigration
Emigration
International relations
Acceptance and Rejection of Illegal Aliens / New Members of
Francopjhone Society
Political, Social, and Cultural Institutions in Francophone
society and their relationships to the theme of alienation and
assimilation in the modern world
Les conjonctions
D
¾
¾
¾
¾
TOPIC 2: GENDER AND SEXUALITY
THEME 5: BEAUTY AND AESTHETICS
TOPIC 1: VISUAL AND PERFORMING ARTS
•
•
•
•
•
Historical and modern contributions to the world of visual and performing arts
Stage, screen, and cinema
Classical and popular music
Museums, urban architectural landmarks by visual artists
Full Review of Grammar, Levels I-V in Contextualized Format
112 of 224
THEME: CONTEMPORARY LIFE
TOPIC: EDUCATION
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level V:
Person-to-Person Communication
Listening and Reading for Understanding
FV.3
Oral and Written Presentation
FV.4
FV.5
Cultural Perspectives, Practices, and Products
FV.6
Making Connections through Language
areas.
D
FV.7
AF
T
R
FV.1
FV.2
Cultural and Linguistic Comparisons
FV.8
FV.9
global community.
Communication across Communities
FV.10
113 of 224
ACTFL National Standards for Foreign Language Learning:
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
•
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
•
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
AF
T
•
•
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
•
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
R
CONNECTIONS
Connect with Other Disciplines and Acquire Information
•
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
•
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
D
COMPARISONS
Develop Insight into the Nature of Language and Culture
•
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
•
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
•
Standard 5.1: Students use the language both within and beyond the school setting
•
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
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COMMUNICATION
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
the education of Francophone
students as well as their own
system(s) of education.
Students will perform
interpersonal conversations
with their classmates and
instructor concerning this
theme. They will also create
original presentations in
subthemes.
Students will make connections to their other curricular
studies by relating the theme of educational practices in
Francophone countries to their own personal academic
experiences. They will also discuss the types of
programs and degrees (products), the attitudes of
students and professional educators (perspectives),
and the educational structures in place (practices) in
Francophone societies.
the educational systems of the
communities.
•
•
INTERPERSONAL MODE:
• Express and support
opinions, and elicit those of
others.
• Exchange personal
reactions to spoken and
written information related
to francophone cultures.
sources such as
newspapers, magazines,
• Use a full range of
vocabulary, structures, and
past, present, and future
time frames.
• Exchange ideas clearly,
based on Level V material.
creative means to express
CONNECTIONS:
• Use French to discuss examples of the French
language and francophone culture(s) found in other
subject areas, focusing on a variety of topics such
as political systems and world literature.
subject areas to those discussed in French class,
such as authors and artists from francophone
countries or political and historical events that
• Use French-language resources to continue
areas.
COMPARISONS:
the United States.
the United States.
United States.
• Compare linguistic elements of
COMMUNITIES:
• Use French-language resources,
organizations in the community
or accessible through the
Internet, to enhance cultural
understanding.
INTERPRETIVE MODE:
• Identify various literary
D
R
AF
T
CULTURES:
• Discuss how topics such as the European Union
and people of French heritage in the United States
illustrate the viewpoints, patterns of behavior, and
• Engage in authentic or simulated situations that
demonstrate understanding of culturally appropriate
practices.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Day Care Æ High School
(1) Public educational
structure in modern
(2) Le baccalauréat
University System
(1) Les grandes écoles
(2) Les universités
• Deliver presentations
containing well-developed
ideas on a variety of topics,
using familiar vocabulary
and structures and with
minimal errors in spelling,
punctuation, and
pronunciation.
• Use style, language, and
tone appropriate to the
audience and the purpose
of the presentation.
presentations, using
appropriate visual aids
and/or technological
support.
techniques.
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elements, such as plot,
theme, setting, and
written texts.
Understand subtleties of
meaning, such as intent,
humor, and tone, in a
variety of culturally
radio and television
segments or literary
passages.
Understand and respond
materials, such as
instructions for completing
a customs declaration or
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la vie active
L’enseignement
une conférence
un congrès
une leçon particulière
facultatif/facultative
obligatoire
les frais d’inscription
une matière
la note
se spécialiser en
assister à un cours
se débrouiller
manquer un cours
réviser (pour)
sécher un cours
passer un examen
réussir à un examen
rater
rattraper
redoubler un cours
tricher à
faire une option
R
RECYCLED/ONGOING
TOPICS/STRUCTURES
la cité universitaire
**un IUT (institut universitaire
une classe préparatoire
de technologie)
une conférence
**la licence
un conseiller/une conseillère
la maîtrise
**le contrôle continue des
une majeure
connaissances
une manifestation
une copie
une matière
**un cours magistral
**une mention
**un cursus
une mineure
**le DEUG (Diplôme d’études
**le ministère de l’Éducation
universitaires générales)
nationale
**le deuxième cycle
**un module
un diplôme
une moyenne
un dossier
un niveau
**le DUT (Diplôme
une note
universitaire de technologie)
**une orientation
l’enseignement
**un polycopié
une épreuve
la première
les études supérieures
A la fac
**le recueil de vœux
un amphithéâtre (un amphi)
une fiche
le repêchage
un apprentissage
une formation
le Resto U
un bachelier/une bachelière
les frais d’inscription
une spécialisation
**le BTS (Brevet de
** HEC (école des hautes
la terminale
technicien supérieur)
études commerciales)
les travaux pratiques
l’informatique (f)
une unité de valeur
les inscriptions (f)
** une insertion
REVIEW: Le présent et l’impératif / Le passé compose / L’imparfait / Le futur / Le conditionnel
Les activités
apprendre par cœur
assister à
échouer
faire des études (de)
former
s’inscrire
**se préinscrire
loger
**s’orienter
se rattraper
recevoir un diplôme
régler
remplir
retirer
sécher un cours
subir
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USEFUL VOCABULARY
o Bravo, pp. 73-74 (Vocabulary and Reading)
o Interaction, Chapitre 8, pp. 250
Cultural focus and literary reading
o Song : Si J’étais Président by Gerard Lenorman
o Article : « Zappe ton prof » http://megamaths.perso.neuf.fr/echo/echo0057.html
o Podcast : Vox Pop Nouveaux Savoirs (Université de Montréal) Pourquoi les étudiants étrangers choisissent-ils l’Université
de Montréal
http://www.youtube.com/watch?v=7iIUvuFAuGg&safety_mode=true&persist_safety_mode=1
o Civilisation Progressive du Français – Niveau Intermédiaire, Chapitre 18, À l’école, p. 110-115
o L’Enfant noir : Le départ pour l’école, reading by Camara Laye
o Watch and respond to questions about Daniel Pennac « Chagrin d’école » (questions on Vision). There is also a PowerPoint
(on Vision) to introduce Daniel Pennac
http://www.youtube.com/watch?v=JkE4njEGS5o&safety_mode=true&persist_safety_mode=1
o « Partir étudier aux Etats-Unis » (article on Vision)
o « Les étudiants repoussent leur travail » (article on Vision)
o Le système éducatif en France http://www0.hku.hk/french/dcmScreen/lang2043/systeme_educatif.htm
o Article : « Le retour de l’école du passé (article on Vision)
117 of 224
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the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
perform the assessment
procedures for all similar tasks
at this level.
o Article : « L'iPod utilisé comme antisèche » (on Vision)
o Article : « Internat: pension magique? » (on Vision)
o Students read poem and respond to questions. They then write their own poem about their school experience « GRAND
CŒUR MALADE – L’éducation Nationale » (on Vision)
o Read article « Les Ecoles en France » and answer questions. (worksheet on Vision)
http://www.cortland.edu/FLTEACH/civ/ecoles/ecoles.htm
Students read a text from Le Nouvel Observateur
Students compose a persuasive essay,
« Faut-il supprimer le bac?», a survey from Le
groups / teams the American vs.
referencing each of the examined
Figaro,
French educational systems by
resources and using their created tables
http://assets.pearsonschool.com/asset_mgr/curre
looking at the advantages and
of advantages / disadvantages to
nt/20116/PresentationalWriting20.pdf and an
disadvantages of each from their
answer the following questions :
audio source from Canal Académie « Le
(1) Est-ce que le bac reste une
Baccalauréat doit-il disparaître ? »
marque d’excellence à laquelle
http://www.canalacademie.com/apprendre/fiche.p disadvantages of each system to set
on aspire à la fin des études
hp?id=36. They answer a series of teacherinto play in a debate setting as well.
secondaires ou est-ce que les
created comprehension questions based on the
nouvelles formules du bac ont
above resources to check for understanding of the
amoindri l’importance de
presented material.
l’examen jusqu’à le rendre
inutile ?
(2) Est-ce un héritage du passé
d’être mis au goût du jour ?
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Text: Sélection 6: pp. 14-15 – L’école
Interpretive Communication, Print Texts: Sélection 32: pp. 68-69 – L’école
Interpretive Communication, Print and Audio Texts: Sélection 2: pp. 88-89 – Le bac
Interpretive Communication, Audio Texts: Sélection 28: p. 154 – L’université
Interpersonal Writing, E-mail Reply: Courriel No. 9: p. 172 – L’université
Presentational Writing, Persuasive Essay: Sélection 4: pp. 184-85 – Le bac
118 of 224
TOPIC: TRAVEL
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global community.
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COMMUNICATION
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CULTURES
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COMMUNITIES
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INTERPRETIVE MODE:
studies by relating the theme of travel domestically and
internationally in Francophone countries to their own
personal academic experiences. They will also discuss
the types of transportation (products), the attitudes of
Francophones towards the travel industry
(perspectives), and the methods of arranging travel
(practices) in Francophone societies.
the domestic and international travel
plans of the Francophone world with
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
understanding.
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CULTURES:
practices.
CONNECTIONS:
areas.
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INTERPERSONAL MODE:
others.
sources such as
time frames.
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COMMUNICATION
-Presentational
domestic and international
modes of travel. Students will
perform interpersonal
conversations with their
classmates and instructor
concerning this theme. They
will also create original
presentations in expository,
persuasive,
subthemes.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•
•
•
•
•
•
•
•
•
•
Le monde francophone
(1) Countries and Capitals
of Francophone World
(2) Famous cultural sites
Modes of Transportation
(1) Urban vs. Rural
Transportation
(2) Air Travel
(3) Land Travel
(4) Water Travel
Hospitality / Hotel
Reservation Practices
Trip Planning via Travel
Agencies
punctuation, and
pronunciation.
support.
techniques.
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theme, setting, and
written texts.
passages.
materials, such as
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at this level.
le panneau d’affichage électronique
le quai
les renseignements
un vol
Pour voyager
une agence de voyage
le bureau de renseignements
le comptoir
une correspondance
le haut-parleur
la valise
le chemin de fer
la SNCF
une carte d’embarquement
de location
rater un avion
à destination de
en provenance de
disponible
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Les activités
appuyer
attacher
atterir
composter
décoller
se déplacer
enregistrer
enteindre
faire une escale
se rendre à
valider
REVIEW: Le passé compose / L’imparfait / Le futur / Le conditionnel
Le plus-que-parfait / Le futur antérieur / Le conditionnel passé / Les phrases conditionnelles
o Interaction, pp. 214-215
o Song : Hiro by Soprano (plus-que-parfait and past conditional) : Students discuss what they would do if they could travel
through time
http://www.youtube.com/watch?v=7iIUvuFAuGg&safety_mode=true&persist_safety_mode=1
o « If you had 15 days paid vacation, which destination would you choose and why ? »
o Students will write a travel article on a destination from a recent trip or next planned trip
o Quant à moi, pp. 216-223, Documents et Lectures
o Reading « Les Petits secrets des chambres d’hôtes » (on Vision)
o Podcast : http://www.ielanguages.com/podcast/le-tour-du-monde/
Students listen to / read Les vacances
Students create a dialogue between a Students perform dialogue skits
composed as their interpersonal tasks
(http://web.cortland.edu/flteach/civ/vacance/va travel agent and a prospective
can.htm) and Les Transports
traveler to a Francophone country or
as observing students write questions
(http://web.cortland.edu/flteach/civ/transpor/transp region of the world, discussing what
and answers based on what they hear /
.htm) and complete the associated listening /
they will do or will have done /
see to be posed to their classmates as
reading / writing exercises contained within the
could do or could have done as part an interactive assignment in conjunction
site pages.
of the trip ahead citing experiences
with the presentational task.
from past experiences to support
plans for the trip being discussed.
Interpretive Communication, Print Text: Sélection 11: pp. 24-25 – Les Taxis
Interpretive Communication, Print and Audio Texts: Sélection 12: pp. 108-109 – SNCF
Interpretive Communication, Audio Texts: Sélection 17: p. 144 – Une visite guide
Interpretive Communication, Audio Texts: Sélection 27: p. 154 – Le voyage
Interpretive Communication, Audio Texts: Sélection 31: p. 158 – Un trajet en métro
Interpersonal Writing, E-mail Reply: Courriel No. 10: p. 173 – L’environnement
Interpersonal Speaking, Conversation: Sélection 1: p. 200 – Le voyage
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TOPICS/STRUCTURES
Les voyages
un aller-retour
un billet aller simple
valable
l’arrivée
le départ
partir en voyage d’affaires
un tarif
un demi-tarif
une réduction
annuler
les frais d’annulation
le guichet
desservir une gare, un village
un horaire
indiquer
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THEME: GLOBAL CHALLENGES
TOPIC: ECONOMY AND ECONOMIC ISSUES
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COMMUNICATION
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CULTURES
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COMPARISONS
•
•
COMMUNITIES
•
•
125 of 224
INTERPRETIVE MODE:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
studies by relating the theme of economic issues in
experiences. They will also discuss the types of
economies in the Francophone world (products), the
attitudes of Francophones towards domestic and
international economic policy (perspectives), and the
methods of paying for goods (practices) in
Francophone societies.
the economy of the Francophone
•
•
•
COMPARISONS:
the United States.
the United States.
United States.
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CULTURES:
practices.
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
economic issues in the
Francophone world. Students
will perform interpersonal
persuasive,
subthemes.
COMMUNITIES:
understanding.
•
•
European Union
History of the Euro
Unemployment
o Compare/contrast
rates in
US/France/African
countries, etc.
Economic Partner –
Canada
Free trade
punctuation, and
pronunciation.
support.
techniques.
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theme, setting, and
written texts.
passages.
materials, such as
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une étude
être feignant
une subvention
un centre d’hébergement
bénéficier de droits sociaux
le travail au noir
fuir la misère
les bénéfices
le budget
la consummation
le développement
une enterprise
exporter
importer
les impôts
le marché
aller de mal en pis
s’impirer
un restaurant du Coeur
le SMIC
le chômage
le/la chômeur(-euse)
un sans domicile fixe (SDF)
l’augmentation (f.) / la diminuation de taux de chômage
“Les Restos du Coeur”
“la soupe populaire”
vivre dans les rues
les couches favorisés / défavorisés (m.)
faire face à
se prendre en charge
dépendre de quelqu’un
s’abriter
la précatité
se rendre compte
action / aide scolaire
le progrès
s’améliorer
RECYCLED/ONGOING
TOPICS/STRUCTURES
REVIEW: Le subjonctif, Le subjonctif au passé
NEW STRUCTURES: Le passif, le passif au passé, Le discours indirect
• Bravo, p. 278 – Reading L’argent
• Civilisation Progressive du Français – Niveau Intermédiaire -- Chapitre 11 -- La France dans l’Europe et dans le
monde, pp.72-75
• Student Debate : Keep the euro or return to the franc ?
• Read L’homme d’affaires from Le Petit Prince
• Read Les lettres persanes by Montequieu
• Website for current events www.1jour1actu.com
Students listen to / read Passer à l’euro
Students write a dialogue between a
Students write an persuasive essay
(http://www.bbc.co.uk/languages/french/news/ banker and a homeless man sitting on incorporating previous research and
economy/euro_france.shtml) and complete the
the front steps of the local bank who
readings from the unit to provide
associated listening / reading / writing exercises
has only francs, but no Euros,
justification for their viewpoint
contained within the site pages. Teachers may
incorporating as much vocabulary and concerning the maintenance of the Euro
also choose to create content / application
structures related to the unit as
versus the return of the franc in France.
questions related to the listening / reading
possible. Students also want to tackle
exercise for checking comprehension.
the issue of homelessness and the
ways in which society may help
someone in such unfortunate
conditions of unemployment and
financial struggle.
Interpretive Communication, Print Text: Sélection 30: pp. 62-63 – Le microcrédit
Presentational Writing, Persuasive Essay: Sélection 1: pp. 176-179 – L’économie
Interpersonal Speaking, Conversation: Sélection 9: p. 208 – La banque
Interpersonal Speaking, Conversation: Sélection 10: p. 209 – Les SDF
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at this level.
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TOPIC: PEACE AND WAR
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COMMUNICATION
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COMMUNITIES
•
•
130 of 224
INTERPRETIVE MODE:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
studies by relating the theme of international relations
among nations of the Francophone world and beyond to
their own personal academic experiences. They will also
discuss historical events of war and their aftermath /
effects (products), the attitudes of Francophones
towards war and peace in the global society
(perspectives), and international policies / relations
the historical and modern day events
of peace / wartime within the
Francophone world and beyond with
•
•
•
•
COMPARISONS:
the United States.
the United States.
United States.
AF
T
CULTURES:
practices.
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
international relations among
nations of the Francophone
world and beyond. Students will
persuasive,
subthemes.
COMMUNITIES:
Current world conflicts
Effects of war
How to avoid war
Important historical events
related to warfare in the
Francophone world and
beyond
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punctuation, and
pronunciation.
support.
techniques.
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understanding.
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theme, setting, and
written texts.
passages.
materials, such as
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Les attentats
une explosion
exploser
un explosif
l’auteur d’une bombe
une alerte à la bombe
un canular
une bombe à retardement
un engin au plastic
une lettre (un paquet) piégé
une voiture piégée
une bombe téléguidée
un attentat aveugle
faire sauter une bombe
destruction gratuite
les décombres
un ravisseur
prendre quelqu’un en otage
un réseau terroriste
un acte criminel
AF
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Les opérations terrorists
un attentant (terroriste)
exécuter un attentant terroriste
viser
abattre
au nom de
rejeter la responsabilité de l’attentant sur
être impliqué(e) dans
attribuer
nier toute responsabilité dans
accorder l’asile aux terrorists
être l’œuvre de
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USEFUL VOCABULARY
Les victimes
une cible civile
un otage
un(e) passant(e) innocent(e)
un prisonnier / une prisonnière
une opération de sauvetage
libérer un otage
une victime
le nombre des victimes
un témoin
le choc
être en état de choc
une image traumatisante, effrayante
le terrorisme écologique
le terrorisme biologique
menaçant
menacer
la menace
la destruction
détruire
un blaste
être en feu
un acte de terreur
une attaque « suicide »
un avion détourné
un détournement
une attaque aérienne
le fanatisme
tuer
un tireur fou / une tireuse folle
un fusil
un revolver, un pistolet
se réfugier
la sécurité
avoir du mal à comprendre
les tours jumelles
un nuage de fumée (noire, épiasse)
se sentir menacé(e)
s’effondrer, s’écrouler
le chaos
la panique
être (se sentir) terrorisé(e)
craindre
la crainte, la peur
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un crash
un incendie
vivre un cauchemar
Les mesures anti-terroristes
renforcer la sécurité
être soucieux (soucieuse) de sécurité
inspecter les passagers
fouiller les bagages à main
franchir un portique détecteur de métaux
traquer les terroristes
avoir un plan d’évacuation
evacuer
un portable
la protection des citoyens
la police
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La guerre
l’armée
les armes (f) de destruction massive (ADM)
les forces (f)
le front
le soldat
les combats (m)
le conflit
une embuscade
libérer
livrer
se produire
prendre en otage
attaquer
un attentat
insensé(e)
la mort
les morts
la peine de mort
le terrorisme
tuer
céder à
la négociation
la paix
la polémique
les pourparlers (m)
NEW STRUCTURES: Le participe présent et le gérondif
Les pronoms relatifs / L’emploi des pronoms demonstratifs avec les pronoms relatifs
• Quant à moi, Chapitre 5, p. 181, readings
o L’Amérique touchée au cœur
o New York, la ville qui ne dort jamais, est devenue fantôme !
o 11 septembre un an déjà
o Le terrorisme : A qui la faute ?
• Allons au-delà – Chapitre 6
• Civilisation Progressive du Français – Niveau Intermédiaire -- Chapitre 7 -- La France Moderne, pp. 50-51
RECYCLED/ONGOING
TOPICS/STRUCTURES
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•
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at this level.
Chanson :
Tryo « Toi et moi »
http://www.youtube.com/watch?v=LloxpbkJpJg&safety_mode=true&persist_safety_mode=1
in response to the lyrics, students will develop a list of « social » concerns or problems as viewed
by the French. Students wil then evaluate if their home country places more or less importance
on these listed items. By comparing, students will explore the values of the contrasting society.
Students listen to / read Le jour “J,” Le grand
Students write a conversation
Students present their own personal
between a news journalist and an
perspective in a persuasive essay to
jour de la libération
justify their position on ways in which
(http://www.bbc.co.uk/apps/ifl/languages/frenc important historical figure associated
the world may prevent further breakouts
h/news/quizengine?quiz=frnews_d_day;templa with D-day / World War II in France.
teStyle=frnews_d_day) and complete the
of war and to maintain peace in
societies that are in consistent strife.
• AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Text: Sélection 28: pp. 58-59 – La guerre
135 of 224
TOPIC: NUTRITION AND FOOD SAFETY
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COMMUNICATION
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CULTURES
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•
•
COMMUNITIES
•
•
137 of 224
INTERPRETIVE MODE:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
studies by relating the theme of nutrition and food safety
of the Francophone world and beyond to their own
the essential elements of good nutrition and health
(products), the attitudes of Francophone people
towards the food industry (perspectives), and the ways
in which Francophone cultures approach food
preparation and nutrition (practices) in Francophone
societies.
types of food / cuisine in the
•
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
understanding.
•
AF
T
CULTURES:
practices.
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
nutrition and food safety in the
beyond. Students will perform
subthemes.
•
French / Francophone
World Cuisine and
Recipes
Global Food Safety issues /
potential solutions
Health / Nutrition Values in
punctuation, and
pronunciation.
support.
techniques.
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•
theme, setting, and
written texts.
passages.
materials, such as
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139 of 224
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TOPICS/STRUCTURES
la faim
végétarien(ne)
anti-oxydant(e)
la soif
végétalien(ne)
le système immunitaire
la famine
la nutrition
l’obésité
le jeune
l’alimentation
en bonne forme
l’appétit (m.)
la sous-alimentation
le fer
des produits biologiques
le régime
une carence
des saletés chimiques (f.)
mordre
la prévention
les graines (f.)
croquer
la croissance
le blé
mâcher
le bien-être
l’avoine (f.)
avaler
l’alcool
le seigle
mordiller
la masse corporelle
le son
dévorer
un programme minceur
le pain complet
englouttir
un régime personnalisé
le pain blanc
se gaver
prendre du poids
les laitages (m.)
des calories (f.)
grossir
le lait entière
des matières grasses
maigrir
le lait écrémé
les ingrédients
l’anorexie
pasteurisé(e)
une vitamine
le diabète
la saveur
un complément vitaminé
le cholestérol
salé(e)
la fibre
sucré(e)
la protéine
nourrissant(e)
NEW STRUCTURES: L’infinitif et les propositions infinitives
Les pronoms accentués
• Allons au-delà: pp. 66-71 Rêves amers : une jeune fille Haïtienne parle de son travail dans un fast-food à Port –
au-Prince
o Les exercices « pour communiquer » aux pages 72&73
o « Une génération élevée au fromage pasteurise et au soda » aux pages 74-77
• http://www.doctissimo.fr/
• Bravo :
o « Comment offrir à boire ou à manger » aux pages 60-70
o Sujet : Savoir/Vivre à table en France. aux pages 61-69
• http://www.mels.gouv.qc.ca/sections/viragesante/ good big site discussing health and nutrition in
schools
• http://www.passeportsante.net/fr/Maux/Problemes/Fiche.aspx?doc=allergie_vue_ensemble_pm allergie
aliment
• http://www.youtube.com/watch?v=oqcdpSamzgw&safety_mode=true&persist_safety_mode=1taires
definitions + nutritioniste videos (recettes) ….from Canada – fun
• http://www.youtube.com/watch?v=Q1FgR9Mdo6c&safety_mode=true&persist_safety_mode=1 you tube
- allergy explanation
• http://www.youtube.com/watch?v=oqcdpSamzgw&safety_mode=true&persist_safety_mode=1 canadian
video about allergies – song and funny!
•
http://www.obesite.com/dietetique/generalites/principes.htms.aspx recettes saines….bon pour la
santé
• http://www.femmeactuelle.fr/cuisine/recettes-de-cuisine/recettes-pas-cher-12472 des recettes saines et
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USEFUL VOCABULARY
140 of 224
bon marché…the site has videos….
http://www.obesite.com/index2.php santé/obesité/ nourriture/diététique….good vocabulary….
http://www.vivre-talant.org/article-ecoles-alimentation-et-sante-67054734.html article ci-dessous
http://www.cyberpresse.ca/actualites/quebec-canada/sante/201104/25/01-4393058-virage-sante-dansles-ecoles-la-reforme-du-cabaret.php article sur la nourriture et la santé dans les écoles
o http://www.bbc.co.uk/languages/french/news/topic_focus/healthy.shtml BBC website on allergies/foods
etc….to be explored
Students listen to / read Les vertus cachées du
Students organize a debate regarding Students write a persuasive essay citing
the nutrition value of foods in their
information from the three sources
sucre
(http://www.bbc.co.uk/apps/ifl/languages/french/n
native cultures versus those in the
previously utilized for the interpretive
ews/quizengine?quiz=frnews_sugar;templateStyle target culture and ways in which one
task and the debate activity to defend
=frnews_sugar), Maigrir, pour qui et pourquoi?
may stay in good physical and mental their point of view regarding the nutrition
health.
value of foods in the native culture vs.
ews/quizengine?quiz=frnews_diet;templateStyle=f
the target culture and ways in which an
rnews_diet) and L’obésité
individual can reach optimal physical
and mental health.
ews/quizengine?quiz=frnews_obesity;templateStyl
e=frnews_obesity) to complete the associated
listening / reading / writing exercises contained
within the site pages. Teachers may also choose
to create content / application questions related to
the listening / reading exercise for checking
comprehension.
Interpretive Communication, Print Text: Sélection 15: pp. 32-33 – Une recette
Interpretive Communication, Print Texts: Sélection 36: pp. 74-75 – La gastronomie française
Interpretive Communication, Print and Audio Texts: Sélection 1: pp. 86-87 – Bien manger
Interpretive Communication, Print and Audio Texts: Sélection 6: pp. 96-97 – Restaurant Gilles
Interpretive Communication, Print and Audio Texts: Sélection 14: pp. 112-113 – Un menu
Interpretive Communication, Print and Audio Texts: Sélection 17: pp. 118-119 – Les Brownies
Interpretive Communication, Print and Audio Texts: Sélection 20: pp. 124-125 – Les fajitas
R
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at this level.
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•
o
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TOPIC: DISCOVERIES AND INVENTIONS / INTELLECTUAL PROPERTY
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areas.
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FV.7
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FV.1
FV.2
FV.8
FV.9
global community.
FV.10
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COMMUNICATION
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CULTURES
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CONNECTIONS
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COMPARISONS
•
•
COMMUNITIES
•
•
143 of 224
INTERPRETIVE MODE:
studies by relating the theme of inventions and
intellectual property of the Francophone world and
beyond to their own personal academic experiences.
They will also discuss the technological discoveries and
inventions of the modern age (products), the attitudes
of Francophone people towards scientific discoveries
and protection of personal, intellectual property
(perspectives), and the ways in which Francophone
cultures approach advancement of technology
attitudes towards technological
advancement in the realm of
discoveries and inventions in the
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
AF
T
CULTURES:
practices.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
CONNECTIONS:
areas.
D
COMMUNICATION
-Presentational
discoveries, inventions, and the
protection of intellectual
property in the Francophone
world. Students will perform
subthemes.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•
•
•
How does devlopment in
technology affect our everyday
life ?
What motivates the
continuation of the invention of
new technologies? Does it
satisfy our appetite for new
gadgets ?
What is the role of morality
and the law in the utilization of
modern technology ?
144 of 224
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punctuation, and
pronunciation.
support.
techniques.
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•
understanding.
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•
theme, setting, and
written texts.
passages.
materials, such as
145 of 224
REVIEW/RECYCLE: Level II and Level IV
H vocabulary associated with technology
NEW VOCABULARY:
DES APPAREILS PHOTOGRAPHIQUES
LES APPAREILS / CAMÉRAS
LES COMMUNICATIONS
un satellite
un réseau privé
un réseau national
une antenne parabolique
le fournisseur d’accès
l’appliquette
le signet
le navigateur
la causette
l’internaute (m.)
la domaine
glisser-déposer
la frimousse
le pare-feu
le cadre
la foire aux questions
le fouineur
la page d’acceuil
le forum
le serveur
le mandataire
le fil de la discussion
une adresse universelle
le visionneur
une fenêtre
les hyperliens
un fichier
un modem
un ordinateur de bureau
le clavardage
un blogue
des jeux en ligne
la baladodiffusion
le fournisseur de services Internet
un port USB
un adaptateur de courant
le bouton de démarrage
le pavé tactile
une adresse e-mail
s’afficher
l’auteur
un article
un blog
une boîte aux lettres
cliquer
un compte
les conditions d’utilisation
déconnecter
envoyer
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TELEVISION
un téléviseur à plasma
une télécomande
l’interrupteur
la lecture
l’arrêt
le réglage du volume
la recherche des canaux
la selection des canaux
le cinéma maison
LES NOUVELLES TECHNOLOGIES
AF
T
un appareil jetable
un appareil compact
un caméscope
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USEFUL VOCABULARY
AUDIO
un baladeur numérique (un iPod)
la touche de selection
la touche suivant/avance rapide
la touche precedent/retour rapide
la touche menu
l’écran (m.)
le cordon
la fiche (pour jack)
les écouteurs (m.)
enregistrer
l’identifiant
une image
l’interface
un lien
mis un page
les modèles
un mot de passe
le nom d’affichage
la page d’accueil
les paramètres
publier le message
rafraîchir
sauvegarder
la souris
supprimer
le texte
le titre du blog
copier
couper
coller
parcourir
le ménu déroualt
réduire
un brouillon
supprimer
une imprimante
146 of 224
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at this level.
NEW STRUCTURES: Les possessifs
Les interrogations exceptionnelles
• Allons au dela, Chapitre 8, Toutes ces inventions technolgiques !
• Podacast : http://www.journaldunet.com/management/dossiers/enquete/0410technostress.shtml
• http://www.editeurjavascript.com/scripts/scripts_autres_3_347.php
• http://www.doctissimo.fr/test-psychologie-PORTABLE_ACCRO.htm
• Essay/Presentation : Imagine how your life would be without technology. Compare pros and cons
• Discussion groups : How has technology changed our personal relationships ?
• Debate : Choose three new inventions. Debate why these are or are not good or necessary objects
• Student voice thread : « What is the most important piece of technology (device) for you ? Could you live
without it ? Expalin »
• Student essay : « Do you think that new technologies improve relationships between people ?
• Read article from le Nouvel Observateur : Le Bourget LE BOURGET : un avion-fusée pour relier Paris à
Tokyo en 2h30 (see article in Vision if link doesn’t work) and watch video
http://www.youtube.com/watch?v=zFVK7a-Tekc&safety_mode=true&persist_safety_mode=1
Students listen to / read Les pirates de la carte à Students hold a debate proposing
Students write a persuasive essay citing
alternate viewpoints regarding
information from sources previously
puce
intellectual property and the ability of
utilized for the interpretive task and the
ews/quizengine?quiz=frnews_credit_cards;templa the average citizen to download
debate activity, as well as those utilized
teStyle=frnews_credit_cards) to complete the
music, video, and other media without in class or via their own research, to
monetary dispensation.
defend their point of view regarding the
protection of intellectual property.
Interpretive Communication, Print and Audio Texts: Sélection 3: pp. 90-91 – Ipod App
Interpretive Communication, Print and Audio Texts: Sélection 7: pp. 98-99 – Téléphone mobile
Interpretive Communication, Print and Audio Texts: Sélection 10 p. 104-105 – Propriété Intellectuelle
Interpretive Communication, Audio Texts: Sélection 2: p. 129 – La technologie moderne
Interpretive Communication, Audio Texts: Sélection 9: p. 136– Le science-fiction
Interpretive Communication, Audio Texts: Sélection 22: p. 149– Les satellites
Interpersonal Writing, E-mail Reply: Courriel No. 166: p. 166 – Un courriel
Interpersonal Speaking, Conversation: Sélection 3: p. 202 – Les textos
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RECYCLED/ONGOING
TOPICS/STRUCTURES
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TOPIC: ALIENATION AND ASSIMILATION
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areas.
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FV.2
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FV.9
global community.
FV.10
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COMMUNICATION
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CONNECTIONS
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COMPARISONS
•
•
COMMUNITIES
•
•
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INTERPRETIVE MODE:
studies by relating the theme of alienation and
assimilation in the Francophone world and beyond to
their own personal academic experiences. They will also
discuss the institutions and political, social, and cultural
elements in society surrounding alienation and
assimilation (products), the attitudes of Francophone
people towards the acceptance of new cultures and
integrating them into modern society (perspectives),
and the ways in which Francophone cultures approach
working with new members of society and those who
are illegally living in a foreign country (practices).
attitudes towards alienation and
assimilation in the Francophone
world and beyond with their own
communities.
•
•
•
•
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
•
AF
T
CULTURES:
practices.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
CONNECTIONS:
areas.
D
COMMUNICATION
-Presentational
alienation and assimilation in
the Francophone world.
subthemes.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Immigration
Emigration
International relations
Acceptance and Rejection of
Illegal Aliens / New Members
of Francopjhone Society
Political, Social, and Cultural
Institutions in Francophone
society and their relationships
to the theme of alienation and
assimilation in the modern
world
150 of 224
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T
punctuation, and
pronunciation.
support.
techniques.
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•
understanding.
D
•
theme, setting, and
written texts.
passages.
materials, such as
151 of 224
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at this level.
LECTURE 1 : Gabrielle Roy : Vincento
LECTURE 2 : Azouz Begag : Béni ou le paradis privé
LECTURE 3 : Immigration : Ces étrangers, élèves modèles
Liens électroniques
1. La ‘dolce invasione’ – Les Italiens à Paris
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_italians;templateStyle=frnews_italians
2. Le menace Al-Qaida est réelle en France
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_fundamentalists;templateStyle=frnews_fund
amentalists
Students read Béni ou le paradis arrivé and
Students write an e-mail to their
Students present a persuasive plan of
complete a series of content-based and
teacher regarding the treatment of a
action to their classmates about ways in
application/analysis questions regarding the story. new classmate from Sénégal in their
which to learn from each others’
French class from their personal
differences in order to create a
perspective culturally.
comfortable classroom environment for
new students.
Interpretive Communication, Print Texts: Sélection 37: p. 76 – L’aliénation et l’assimilation
Interpretive Communication, Print Texts: Sélection 39: p. 80 – L’aliénation et l’assimilation
Interpretive Communication, Audio Texts, Sélection 20, p. 147– L’aliénation et l’assimilation: L’écrivain maghrébin
Tahar Ben Jelloun
Interpretive Communication, Audio Texts, Sélection 27, p. 154– L’aliénation et l’assimilation: Les Français qui
cherchent à s’expatrier au Brésil
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RECYCLED/ONGOING
TOPICS/STRUCTURES
immigrer / un(e) immigrant(e) / empêcher / s’acclimater / transformer / l’arrivée / le départ / une identité (f.) / réagir / améliorer /
étranger / étrangère / le désarroi / une nationalité / traîner / la frayeur / un cauchemar / souffreteux(se) / honteux(se) / la douleur / le
racisme / la paix / préjugé(e) / humilier / un pied-noir / se forcer à / surmonter / s’écraser / coincer / vicieux(se) / se vanter / une carte
verte / l’ethnicité (f.) / raciste / un(e) résident permanent(e) / s’intégrer / expluser / déporter / une mulâtre(sse) / l’adhésion / une
évolution / appartenir à / un abus / survivre / une norme / la société d’accueil / accueillir / le respect / traiter / gêner / taquiner /
accepter / rejeter / interdire / un obstacle
Vocabulaire Recyclé : Les continents, les pays, les villes, les nationalités
NEW STRUCTURES: Les conjonctions
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USEFUL VOCABULARY
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TOPIC: GENDER AND SEXUALITY
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FV.7
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FV.1
FV.2
areas.
FV.8
FV.9
global community.
FV.10
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COMMUNICATION
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CULTURES
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CONNECTIONS
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COMPARISONS
•
•
COMMUNITIES
•
•
154 of 224
INTERPRETIVE MODE:
studies by relating the theme of gender and sexuality
issues in the Francophone world and beyond to their
own personal academic experiences. They will also
discuss the political, social, and cultural
ramifications/institutions in place regarding gender
equality and sexuality (products), the attitudes of
Francophone people towards gender issues and
sexuality (perspectives), and the ways in which
Francophone cultures promulgate and discuss sexism
and personal relationships (practices) in Francophone
societies.
attitudes towards gender and
sexuality in the Francophone world
and beyond with their own
communities.
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
AF
T
CULTURES:
practices.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
CONNECTIONS:
areas.
D
COMMUNICATION
-Presentational
sexual identity, gender issues,
and equality in the
persuasive,
subthemes.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•
•
•
How do Francophone cultures
view sexuality in their
societies ?
What is the condition of
equality between genders at
the workplace and in society in
general ?
How do American attitudes
and Francophone attitudes
differ when it comes to gender
and sexuality (i.e. sexism,
media, Internet, educational
programs at school)?
155 of 224
AF
T
punctuation, and
pronunciation.
support.
techniques.
R
•
understanding.
D
•
theme, setting, and
written texts.
passages.
materials, such as
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USEFUL VOCABULARY
l’égalité (f.) / le sexe / homosexuel(le) / un homosexuel / hétérosexuel(le) / un hétérosexuel / le féminisme / un union civile / des
propos homophobes / (un) mâle / (une) femelle / cohabiter avec / bisexuel(le) / le mariage religieux / le mariage civile / la
discrimination sexuelle / l’éducation sexuelle(f.) / violer / avoir des relations sexuelles / une attirance / lutter contre - pour / se défendre
/ le masochisme / la circoncision / l’excision (f.)
RECYCLED/ONGOING
TOPICS/STRUCTURES
NEW STRUCTURES: Le négatif
R
1. La parité des sexes au travail
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_discrimination;templateStyle=frnews_discri
mination
2. Le mariage homo – une victoire symbolique ?
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_gay_marriage;templateStyle=frnews_gay_ma
rriage
3. Allemagne : Le marché du mariage sur catalogue
http://www.bbc.co.uk/languages/french/news/lifestyle/marriage_germany.shtml
4. Les nouveaux contrats de complaisance
http://www.bbc.co.uk/languages/french/news/lifestyle/marriage_france.shtml
Students read La parité des sexes au travail
Students work in male vs. female
and complete a series of content-based and
teams and elect a student leader to
previously researched sources in the
application/analysis questions regarding the story. act as a talk show host, holding a
target language concerning the equality
debate/discussion on the equality of
of genders at the work place and in
genders at the work place and in
modern society. They may also work in
modern society.
teams to perform this task since the
debate would be the oral component of
this written presentational task.
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at this level.
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LECTURE 1 : Dépénaliser l’homosexualité
http://www.lemonde.fr/idees/article/2011/06/23/depenaliser-l-homosexualite_1539857_3232.html
LECTURE 2 : Combattre mondialement l’homophobie
http://www.lemonde.fr/idees/article/2011/06/23/combattre-mondialement-l-homophobie_1539781_3232.html
LECTURE 3 : L’implication des hommes , nouveau levier dans la lutte pour l’égalité sexuelle
http://www.lemonde.fr/idees/article/2011/06/20/l-implication-des-hommes-nouveau-levier-dans-la-lutte-pour-l-egalite-dessexes_1538115_3232.html
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THEME: BEAUTY AND AESTHETICS
TOPIC: VISUAL AND PERFORMING ARTS
FV.3
FV.4
FV.5
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areas.
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R
FV.1
FV.2
FV.8
FV.9
global community.
FV.10
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COMMUNICATION
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CULTURES
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CONNECTIONS
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•
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COMPARISONS
•
•
COMMUNITIES
•
•
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INTERPRETIVE MODE:
studies by relating the theme of visual and performing
arts in the Francophone world and beyond to their own
the significant contributions in the realm of visual and
performing arts (products), the attitudes of
Francophone people towards visual and performing arts
(perspectives), and the ways in which Francophone
cultures celebrate artistic achievement in the visual /
performing sector (practices) in Francophone societies.
attitudes towards visual / performing
arts in the Francophone world and
beyond with their own communities.
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
understanding.
AF
T
CULTURES:
practices.
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
visual and performing arts in
subthemes.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•
•
•
•
Historical and modern
contributions to the world of
visual and performing arts
Stage, screen, and cinema
Classical and popular music
Museums, urban architectural
landmarks by visual artists
punctuation, and
pronunciation.
support.
techniques.
R
•
D
•
theme, setting, and
written texts.
passages.
materials, such as
AF
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RECYCLED/ONGOING
TOPICS/STRUCTURES
un billet/ticket
rénover
une comédie
un gâchis
une exposition
honteux/honteuse
un groupe
insupportable
un(e) musicien(ne)
laid(e)
une pièce du théâtre
moche
un spectacle
chouette
un spectacteur/une spectatrice
passionnant(e)
un tableau
remarquable/spectaculaire
un vernissage
réussi(e)
applaudir
super
faire la queue
obtenir (des billets)
Pour parler du théâtre: (pg 416 « Allons
complet
au-delà »)
divertissant(e)
l’accessoire
émouvant(e)
l’acte
la conception
adapter
concervoir
l’aparté
en verre
la comédie
en metal
le confident
en terre battue
les coulisses
une oeuvre
le coup de théâtre
Full Review of Grammar, Levels I-V in Contextualized Format
•
•
•
•
•
•
le dénouement
les décors
dramatique
le dramaturge
le drame
l’entracte
la farce
l’intermède
le metteur en scène
la mise en scène
un monologue
les péripéties
la pièce
le protagoniste
le régisseur
la répartie
la réplique
le soliloque
la stichomythie
la tirade
tragique
Class Art Museum : students each choose a painting by a French artist and learn about it ; bring a copy of it to class
to be the museum guide for your painting ; explain how his/her era influenced his/her art
Visit a virtual museum from a francophone county ; share your observations with the class
Essay : Dans une société qui devient de plus en plus technologique, quelle est l’importance des arts (cinéma, danse,
littérature, musique, peinture, sculpture, etc.) dans votre vie ?
Podcast : Canal Académie , Uderzo et Goscinny : génies de la BD
o http://www.canalacademie.com/apprendre/fiche.php?id=43
Interview with Alain Jaubert http://www.youtube.com/watch?v=-DuRQzCT1I&safety_mode=true&persist_safety_mode=1
Interview with Zazie http://www.youtube.com/watch?v=5Y68AfeOOt0
Reading : http://ns22335.ovh.net/~arcadesr/ia/163164150843feeade41228/index.html
Allons au-delà, Chapitre 28, Les trois coups
Presentation : Students each choose an artist and give a presentation about the life of the artist ; students also
create an orginial work of art based on the style of the artist they chose
D
USEFUL VOCABULARY
French Level V (Honors) – SY 2011 - 2012
Students listen to the interview with Zazie as listed
above and take detailed notes demonstrating
comprehension of what they have heard…They
may also answer comprehension/application
questions based on the texts.
R
AF
T
•
Students watch several videos as
Students present a talent show that
performed by Zazie and discuss
features original songs / art work to be
artists who have had the same impact criticized in written format by
in the native society. They choose a
classmates observing the
particular song of Zazie’s and critique presentations. These may be filmed and
it together in a “Siskel and Ebert” sort used for further activities in AP.
of format.
Interpretive Communication, Print Text: Sélection 31: pp. 64-65 – Une choréographe
Interpretive Communication, Audio Texts: Sélection 3 p. 130 – Les bandes dessinées
Interpretive Communication, Audio Texts: Sélection 26: p. 153 -- L’art
Interpersonal Writing, E-mail Reply: Courriel No. 7: p. 170 – Le téléchargement
Presentational Writing, Persuasive Essay: Sélection 2: pp. 180-181 – L’art
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at this level.
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French Advanced Placement
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Advanced Placement French
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Pacing Guide
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French AP – Pacing Guide 2011-2012
The following is a list of themes required to be taught for Level AP French 2011-2012. All French IV teachers should note that there are some
SEMESTER 1
THEME I : GLOBAL CHALLENGES
TOPIC 1: TOLERANCE
TOPIC 2 : ENVIRONMENT
¾
Tolerance Vocabulary
R
¾ Grammaire / Structure en Contexte :
o Le genre des noms
o Les articles définis, indéfinis, partitifs
o Le présent
o L’impératif
o Le passif
D
TOPIC 3 : HEALTH
¾
¾
Grammaire / Structure en Contexte :
o Le passé récent
o Le passé composé
o L’accord du participe passé avec les temps
composés
o Le passé simple
Environment
AF
T
¾
Health vocabulary
o L’imparfait
o Le plus-que-parfait
o Le passif au passé
¾
THEME 2 : SCIENCE AND TECHNOLOGY
TOPIC 1 : TECHNOLOGY AND ITS EFFECT ON
SOCIETY/MORAL CHALLENGES
¾
¾
Science and technology vocabulary
o Le futur proche
o Le futur
o Le futur antérieur
o Le conditionnel présent
o Le conditionnel passé
166 of 224
THEME 3 : CONTEMPORARY LIFE
TOPIC 1 : PUBLICITY AND MARKETING
TOPIC 2 : HOUSING
¾
¾
Publicity and marketing vocabulary
o Les phrases conditionnelles
o L’emploi du verbe devoir
Housing vocabulary
o Le subjonctif
o La concordance des temps au subjonctif
o Comment éviter le subjonctif
AF
T
¾
¾
TOPIC 3: LEISURE ACTIVITIES AND SPORTS
Leisure activities vocabulary
Sports vocabulary
o L’infinitif et les propositions infinitives
o Le participe présent et le gérondif
o Le discours indirect
R
¾
¾
¾
SEMESTER 2
D
THEME 4: PUBLIC AND PERSONAL IDENTITIES
TOPIC 1: LANGUAGE AND IDENTITY
¾
¾
Language and identity vocabulary
o Les pronoms compléments
o Les pronoms accentués
TOPIC 2: PATRIOTISM AND NATIONALISM
¾
¾
Patriotism and nationlism vocabulary
o Les possessifs
o Les démonstratifs
167 of 224
THEME 5: FAMILY AND COMMUNITY
TOPIC 1: FAMILY
¾
¾
¾
Family vocabulary
o Les adverbes interrogatifs
o Les adjectifs interrogatifs
o Les pronoms interrogatifs
o Les interrogations exceptionnelles
Friendship and love vocabulary
o Les pronoms relatifs simples
o Les pronoms relatifs où, dont, quoi, et l’emploi de
lequel
o L’emploi des pronoms démonstratifs avec les
pronoms relatifs
AF
T
¾
¾
TOPIC 2: FRIENDSHIP AND LOVE
THEME 6: BEAUTY AND AESTHETICS
TOPIC 1: CONTEMPORARY FRANCE
R
Contemporary France vocabulary
o Les adverbes négatifs : ne...pas / ne…point / ne…pas
du tout
o Les pronoms négatifs : ne…personne / ne…rien
o L’adjectif négatif : aucun(e)
o La conjonction négative : ne…ni…ni
o Les négations multiples
o Les négations indépendantes
o Les expressions restrictives
o Les expressions non restrictives
D
¾
¾
TOPIC 2: MUSIC
¾
¾
Music vocabulary
o Les adjectifs
o Les adverbes
o Les comparatifs et les superlatifs
o Les prépositions
o Les conjonctions
French Level AP– SY 2011 - 2012
TOPIC: TOLERANCE
168 of 224
ACTFL STANDARDS
•
•
•
CULTURES
R
•
•
AF
T
COMMUNICATION
CONNECTIONS
D
•
•
COMPARISONS
•
•
COMMUNITIES
•
•
INTERPRETIVE MODE:
theme, setting, and
studies by relating the theme tolerance in Francophone
countries to their own personal academic experiences..
tolerance of the Francophone world
CULTURES:
practices.
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
understanding.
AF
T
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
the tolerance Students will
persuasive,
subthemes.
169 of 224
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•
•
Grammaire / Structure en
Contexte :
o Le genre des noms
o Les articles définis,
indéfinis, partitifs
o Le présent
o L’impératif
o Le passif
USEFUL VOCABULARY
AF
T
punctuation, and
pronunciation.
support.
techniques.
R
•
D
•
written texts.
passages.
materials, such as
170 of 224
•
o Le genre des noms
o Les articles définis, indéfinis, partitifs
o Le présent
o L’impératif
o Le passif
• Alerte à L’antisémitisme en France:
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_antisemitism;templateStyle=frnews_antisemitism
• Le racisme dans mon quartier
• http://zdc.free.fr/htm/travele/racisme/race.htm
AF
T
RECYCLED/ONGOING
TOPICS/STRUCTURES
171 of 224
FILM:« Entre les murs » (2008)
Students discuss the questions and
Students film their own alternate ending
their responses in pairs/groups and
to the film in their respective groups /
present their viewpoints to the class in pairs.
a dialogue/debate setting. They also
compare and contrast present-day
multiculturalism in their own
community versus the school featured
in the film.
• Interpretive Communication, Print Text: Sélection 1: pp. 4-5 – La paix et la guerre / Les droits
de l’être humain / La tolerance
• Interpretive Communication, Audio Text: Sélection 20: pp. 147 – Le magrébain
R
Students view « Entre les murs » and answer
comprehension and application/analytical
questions based on the film in pairs / groups.
D
at this level.
172 of 224
TOPIC: ENVIRONMENT
•
•
•
CULTURES
•
•
R
CONNECTIONS
D
•
•
AF
T
COMMUNICATION
COMPARISONS
•
•
COMMUNITIES
•
•
COMMUNICATION
ESSENTIAL KNOWLEDGE
INTERPRETIVE MODE:
theme, setting, and
studies by relating the theme of the environment in
experiences.
the environment of the Francophone
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
understanding.
AF
T
CULTURES:
practices.
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
(Facts & Skills)
D
-Presentational
the environment. Students will
persuasive,
subthemes.
173 of 224
•
•
Contexte :
o Le passé récent
o L’accord du participe
passé avec les temps
composés
o Le passé simple
Environment vocabulary
•
written texts.
passages.
materials, such as
AF
T
•
D
R
punctuation, and
pronunciation.
support.
techniques.
USEFUL VOCABULARY
Environment Vocabulary
RECYCLED/ONGOING
TOPICS/STRUCTURES
•
o Le passé récent
o L’accord du participe passé avec les temps composés
o Le passé simple
174 of 224
Civilisation Progressive du Français, Niveau Intermédiare
• “L’énergie” -- Repères Economiques pp. 94-95
• “L’industrie agro-alimentaire et le monde rural” -- Repères Economiques pp. 90-91
• Encore de beaux jours pour le nucléaire
• http://www.bbc.co.uk/languages/french/news/environment/nuclear_power_france.shtml
• Mini-marées noires
• http://www.bbc.co.uk/languages/french/news/environment/oil_spill.shtml
• Parier sur l’énergie nucléaire
• http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_nuclear;templateStyle=frnews_nuclear
• Le recyclage en France
• http://www.consoglobe.com/recyclage-france-croule-dechets-1686-cg
• Replanter les arbres du Palace de Versailles
• http://www.bbc.co.uk/languages/french/news/environment/versailles.shtml
• Le développement durable
• http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sustaindev;templateStyle=frnews_sustai
ndev
• De l’électricité grâce à la mère nature
• http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_green_energy;templateStyle=frnews_gre
en_energy
• Prendre la vache folle par les cornes
• http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_bse;templateStyle=frnews_bse
• Zazie : « Je suis un homme »
• http://www.youtube.com/watch?v=anp4zcjFrAE&safety_mode=true&persist_safety_mode=1
• Mickey 3D : « Respire »
• http://www.youtube.com/watch?v=IEexx5BR5eY&safety_mode=true&persist_safety_mode=1
• Christophe Maé : « C’est ma terre »
• http://www.youtube.com/watch?v=MgMjWccKqwU&safety_mode=true&persist_safety_mode=1
Students listen to / read Replanter les arbres du Students compose an e-mail to
Students create a brochure or publicityPalace de Versailles (see above) and respond to request becoming part of the
related presentation to propose an
content / analysis questions based on the reading. restoration project at Versailles to the environmental project in their own
director of the program.
community.
• Interpretive Communication, Print Text: Sélection 19: pp. 40-41 – L’environnement
• Interpretive Communication, Print and Audio Texts: Sélection 5: pp. 94-95 – L’environnement
• Interpretive Communication, Print and Audio Texts: Sélection 19: pp. 122-123 – L’environnement
• Interpretive Communication, Audio Texts: Sélection 14: p. 141 – L’environnement
• Interpretive Communication, Audio Texts: Sélection 21: p. 148 -- L’environnement
• Interpretive Communication, Audio Texts: Sélection 29: p. 156 – L’environnement / La santé
• Interpersonal Writing, E-mail Reply: Courriel No. 10: p. 173 – L’environnement
at this level.
D
R
AF
T
175 of 224
TOPIC: HEALTH
176 of 224
COMMUNICATION
CULTURES
•
•
R
CONNECTIONS
D
•
•
AF
T
•
•
•
COMPARISONS
•
•
COMMUNITIES
•
•
INTERPRETIVE MODE:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
studies by relating the theme of health issues in
experiences.
health issues of the Francophone
•
•
COMPARISONS:
the United States.
the United States.
United States.
AF
T
CULTURES:
practices.
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
health issues in the
persuasive,
subthemes.
177 of 224
COMMUNITIES:
understanding.
Health vocabulary
Contexte :
o L’imparfait
punctuation, and
pronunciation.
support.
techniques.
R
•
D
•
theme, setting, and
written texts.
passages.
materials, such as
AF
T
178 of 224
o L’imparfait
Civilisation Progressive du Français, Niveau Débutant
“Le système de santé” – L’Organisation Sociale pp. 124-127
“Se soigner à tout prix” -- Repères Quotidiens pp. 172-173
“Se soigner auterment” -- Repères Quotidiens pp. 174-175
1. La Sécurité et La Médicine
http://web.cortland.edu/flteach/civ/secu/secu.htm
2. Ecastacy: Savoir plus, risquer moins
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_ecstasy;templateStyle=frnews_ecstasy
3. Réapprendre la vie, sans alcool
http://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_france.shtml
4. L’alcoolisme féminin
http://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_uk.shtml
5. Les vertus cachées du sucre
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sugar;templateStyle=frnews_sugar
6. Le téléphone mobile, un danger pour la santé
http://www.bbc.co.uk/languages/french/news/health/mobile_phones_france.shtml
7. L’obésité : Le débat
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_obesity;templateStyle=frnews_obesity
8. Fumer tue!
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_cigarettes;templateStyle=frnews_cigarettes
9. Les fumeurs à l’hôpital
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_smoking_hospital
10. Maigrir: Pour qui et pourquoi?
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_diet;templateStyle=frnews_diet
11. Etat des lieux sur l’IVG
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_abortion;templateStyle=frnews_abortion
12. L’anorexie: une pathologie en progression
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_anorexia;templateStyle=frnews_anorexia
13. Les embryons au laboratoire
http://www.bbc.co.uk/languages/french/news/science/bioethics_france.shtml
14. L’information au compte-gouttes
http://www.bbc.co.uk/languages/french/news/science/medicine_france.shtml
15. Euthanasie: L’exaltation de la vie
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_euthanasia;templateStyle=frnews_euthanasia
16. La bioéthique en Europe
http://www.bbc.co.uk/languages/french/news/science/bioethics.shtml
AF
T
•
R
RECYCLED/ONGOING
TOPICS/STRUCTURES
Health vocabulary
D
USEFUL VOCABULARY
179 of 224
Students listen to / read Fumer tue! and compose
a summary of the article for a teaser for a news
program to highlight the main points of the article.
Students perform a debate
concerning the rights of the individual
to smoke in public places.
the viewpoints found in several
researched articles in the target
language and personal experiences
related to smoking in public and then
pick a side to defend.
R
AF
T
• Interpretive Communication, Audio Texts: Sélection 33: p. 160 – La santé
• Interpretive Communication, Audio Texts: Sélection 29: p. 156 – L’environnement / La santé
• Interpersonal Writing, E-mail Reply: Courriel No. 2: p. 165 – La santé
• Presentational Writing, Persuasive Essay: Sélection 5: pp. 186-187 – La santé
D
at this level.
180 of 224
TOPIC: TECHNOLOGY AND ITS EFFECT ON SOCIETY/MORAL CHALLENGES
181 of 224
•
•
•
CULTURES
•
•
R
CONNECTIONS
D
•
•
AF
T
COMMUNICATION
COMPARISONS
•
•
COMMUNITIES
•
•
INTERPRETIVE MODE:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
studies by relating the theme technology and its effect
on societies of the Francophone world and beyond to
their own personal academic experiences.
technology and its effect on societies
within the Francophone world and
•
CULTURES:
practices.
COMPARISONS:
the United States.
the United States.
United States.
AF
T
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
technology and its effect on
societies of the Francophone
world and beyond. Students will
persuasive,
subthemes.
182 of 224
COMMUNITIES:
•
Science and technology
vocabulary
Contexte :
o Le futur proche
o Le futur
o Le conditionnel
présent
o Le conditionnel
passé
AF
T
punctuation, and
pronunciation.
support.
techniques.
R
•
understanding.
D
•
theme, setting, and
written texts.
passages.
materials, such as
183 of 224
o Le futur proche
o Le futur
o Le conditionnel présent
o Le conditionnel passé
•
“Les médias” – Le Temps Libre pp. 90-93
AF
T
•
• “La communication” – Repères Économiques pp. 96-97
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Les pirates de la carte à puce
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_credit_cards;templateStyle=fr
news_credit_cards
Auriane, la fée de l’Internet
http://www.bbc.co.uk/languages/french/news/lifestyle/women_france.shtml
Les animaux à louer sur l’Internet
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_animals;templateStyle=frnews
_animals
4. La fin du miracle.com
http://www.bbc.co.uk/languages/french/news/economy/internet_france.shtml
Les textos : Le nouveau langage du pouce
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_text_messages;templateStyle=f
rnews_text_messages
La musique au bout du portable
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_mobilemusic;templateStyle=fr
news_mobilemusic
Le jeu sera-t-il l’avenir du portable ?
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_mobile_games;templateStyle=f
rnews_mobile_games
Un appareil qui retranscrit du texte en braille consacré au Concours Lépine
http://www.lemonde.fr/societe/article/2010/05/09/un-appareil-qui-retranscrit-du-texte-en-braille-consacre-auconcours-lepine_1348727_3224.html
La mauvaise surprise Kindle
http://www.parismatch.com/Culture-Match/Livres/Actu/La-mauvaise-surprise-Kindle.-Par-MaximeChattam-144903/
R
RECYCLED/ONGOING
TOPICS/STRUCTURES
Science and technology vocabulary
D
USEFUL VOCABULARY
184 of 224
•
•
•
•
•
•
Pris en Flag’ de Fraude par SMS
http://lci.tf1.fr/france/societe/2009-06/fraude-par-sms-prise-en-flag-4888953.html
Et si vous jardiniez avec votre iPhone ?
http://www.rtl.fr/actualites/vie-pratique/article/et-si-vous-jardiniez-avec-votre-iphone-7663316504
Olivier Miller : « Génération Virtuelle »
http://www.youtube.com/watch?v=P1OmrdxMxqQ&safety_mode=true&persist_safety_mode=1
Students compose a dialogue between two
individuals using French-styled informal
language in texting format and then redraft
it in everyday, conversational speech.
Students then discuss the advantages and
disadvantages of cell phones in the modern
world.
AF
T
Students listen to / read Les textos : Le nouveau langage
du pouce, La musique au bout du portable, Le jeu sera-til l’avenir du portable ? and answer questions related to the
activity.
R
• Interpretive Communication, Print Texts: Sélection 4: p. 10 – La technologie
• Interpretive Communication, Print and Audio Texts, Sélection 13, p. 110 – La technologie
• Interpretive Communication, Audio Texts: Sélection 4: p. 131 – La science
• Interpretive Communication, Audio Texts: Sélection 25: p. 152 – La technologie
• Interpersonal Writing, E-mail Reply: Courriel No. 7: p. 170 – La technologie
• Presentational Writing, Persuasive Essay: Sélection 7: pp. 190-191 – La technologie
• Presentational Writing, Persuasive Essay: Sélection 8: pp. 192-193 – La science
• Interpersonal Speaking, Conversation: Sélection 3: p.202 – La technologie
D
at this level.
185 of 224
Students write a persuasive essay citing the
viewpoints found in several researched
articles in the target language and personal
experiences related to cell phone usage in the
modern world and what will or could happen to
society as a result of their dominance.
TOPIC: PUBLICITY AND MARKETING
186 of 224
COMMUNICATION
CULTURES
•
•
R
CONNECTIONS
D
•
•
AF
T
•
•
•
COMPARISONS
•
•
COMMUNITIES
•
•
INTERPRETIVE MODE:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
studies by relating the theme of publicity and marketing
in the Francophone world and beyond to their own
personal academic experiences.
publicity and marketing in the
•
CULTURES:
practices.
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
understanding.
AF
T
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
publicity and marketing in the
beyond. Students will perform
subthemes.
187 of 224
•
Publicity and marketing
vocabulary
Contexte :
o Les phrases
conditionnelles
o L’emploi du verbe
devoir
punctuation, and
pronunciation.
support.
techniques.
R
•
D
•
theme, setting, and
written texts.
passages.
materials, such as
AF
T
188 of 224
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
189 of 224
Publicity and Marketing vocabulary
•
o Les phrases conditionnelles
o L’emploi du verbe devoir
•
“Les médias” – Le Temp Libre pp. 90-93
• “Une économie qui s’exporte” – Repères Économiques pp. 84-85
• “Une puissance commerciale” – Repères Économiques pp. 86-87
•
•
Students work in male/female teams
Students film a commercial advertising
to discuss issues regarding sexism
products of their own creation that
and publicity in modern media to
support the celebration of the male /
design a list of rules and regulations
female viewpoints regarding ideal ways
for what should and should not be
in which to present the product and
shown on the air and the potential
maintain respect for personal identity.
consequences of such regulations.
• Interpretive Communication, Print Texts: Sélection 13: p. 28 – Le marketing
• Interpretive Communication, Print Texts: Sélection 27: p. 56– Le marketing social
• Interpretive Communication, Print Texts: Sélection 40: p. 82 – La publicité
• Interpretive Communication, Print and Audio Texts, Sélection 8 p. 100– La publicité
• Interpretive Communication, Print and Audio Texts, Sélection 18, p. 120 – La publicité
• Interpersonal Writing, E-mail Reply: Courriel No. 1: p. 164 – Le marketing
• Interpersonal Speaking, Conversation: Sélection 3: p.202 – La technologie
R
Students listen to / read Quelle image de la
femme la publicité nous renvoie-t-elle ? and
take structured, organized summarization notes
regarding the main points discussed in the article.
D
at this level.
Apple introduit le blocage des publicités dans Safari
http://www.lemonde.fr/technologies/article/2010/06/09/apple-introduit-le-blocage-des-publicites-danssafari_1369901_651865.html
Quelle image de la femme la publicité nous renvoie-t-elle ?
http://www.bbc.co.uk/languages/french/news/media/women_advertising_france.shtml
AF
T
•
•
TOPIC: HOUSING
190 of 224
COMMUNICATION
CULTURES
•
•
R
CONNECTIONS
D
•
•
AF
T
•
•
•
COMPARISONS
•
•
COMMUNITIES
•
•
INTERPRETIVE MODE:
theme, setting, and
studies by relating the theme housing in the
Francophone world and beyond to their own personal
academic experiences.
attitudes housing in the Francophone
communities.
CULTURES:
practices.
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
understanding.
AF
T
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
housing in the Francophone
subthemes.
191 of 224
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•
•
Housing vocabulary
Contexte :
o Le subjonctif
o La concordance des
temps au subjonctif
o Comment éviter le
subjonctif
USEFUL VOCABULARY
AF
T
punctuation, and
pronunciation.
support.
techniques.
R
•
D
•
written texts.
passages.
materials, such as
Housing vocabulary
192 of 224
RECYCLED/ONGOING
TOPICS/STRUCTURES
•
• “Collectif ou individuel” – Repères Quotidiens pp. 154-155
• “L’espace de la maison” – Repères Quotidiens pp. 156-157
• “Les épuipements ” – Repères Quotidiens pp. 158-159
193 of 224
o Le subjonctif
o La concordance des temps au subjonctif
o Comment éviter le subjonctif
Students read A la « Péniche », l’esprit de
Coluche toujours au service des sans-abri and
Qui sont les SDF ? and respond to content /
application questions regarding the reading.
Students work in teams to discuss
previous experiences in their own
communities with those who are
homeless or out of a job in the
modern world. They compose an email to send to their local government
to propose what must be done / might
be done / they would like to see done
in regards to ways to help alleviate
the pressure for those without
employment and living on the streets.
• Interpretive Communication, Print Texts: Sélection 2: p. 6 – Le logement
• Interpretive Communication, Print Texts: Sélection 35: p. 72 – Le logement
• Interpretive Communication, Audio Texts, Sélection 8 p. 100– La publicité
D
at this level.
R
AF
T
• L’habitat
• http://web.cortland.edu/flteach/civ/habitat/habita1.htm
• L’habitat intérieur
• http://web.cortland.edu/flteach/civ/habitat2/habita2.htm
• Les sans-abri
• http://www.vanin.be/cms_master/images_sub/Arcades/ia/IA-AR2511SansAbri.htm
• A la « Péniche », l’esprit de Coluche toujours au service des sans-abri
• http://www.rtl.fr/actualites/article/a-la-peniche-l-esprit-de-coluche-toujours-au-service-des-sans-abri-5932795089
• Qui sont les « SDF » ?
• http://www.lien-social.com/spip.php?article27&id_groupe=3
Students create and present a
persuasive ad campaign in video or
picture format to celebrate a political
candidate for a local government office
who has the protection of the homeless
as a major portion of his/her platform.
TOPIC: LEISURE ACTIVITIES AND SPORTS
194 of 224
COMMUNICATION
•
•
•
CULTURES
R
•
•
AF
T
•
•
D
CONNECTIONS
COMPARISONS
•
•
COMMUNITIES
•
•
INTERPRETIVE MODE:
studies by relating the theme of leisure activities and
sports in the Francophone world and beyond to their
own personal academic experiences.
attitudes towards leisure activities
and sports in the Francophone world
communities.
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
AF
T
CULTURES:
practices.
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
leisure activities and sports in
subthemes.
195 of 224
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•
•
•
Leisure activities vocabulary
Sports vocabulary
Contexte :
o L’infinitif et les
propositions infinitives
o Le participe présent et
le gérondif
AF
T
punctuation, and
pronunciation.
support.
techniques.
R
•
understanding.
D
•
theme, setting, and
written texts.
passages.
materials, such as
196 of 224
197 of 224
USEFUL VOCABULARY
Leisure activity vocabulary
Sports vocabulary
RECYCLED/ONGOING
TOPICS/STRUCTURES
•
• “Les loisirs ” – Le Temps Libre pp. 82-87
• “Les pratiques culturelles” – Repères Culturelles pp. 140-143
• Histoire de la pétanque
• http://www.petanque710.com/histoire-s-de-la-petanque.html
• La bagatuelle la plus sérieuse du monde
• http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_football_supporters;templateStyle=frnew
s_football_supporters
• La défaite de Paris aux Jeux Olympiques 2012
• http://www.bbc.co.uk/languages/french/news/entertainment/paris2012.shtml
at this level.
Students read Histoire de la pétanque and
respond to content / application questions
regarding the reading.
D
R
AF
T
o L’infinitif et les propositions infinitives
o Le participe présent et le gérondif
Students create an interview
sequence between a reporter and a
famous sports player / athlete as a
dialogue composition.
Students create a sport or French
language game of their own and
present the rules/regulations to the
class prior to demonstrating it with their
classmates.
• Interpretive Communication, Print Texts: Sélection 12: p. 26 – Les sports –la pétanque
• Interpretive Communication, Print Texts: Sélection 40: p. 82 – Les sports –le vélo
• Interpretive Communication, Audio Texts, Sélection 11: p. 138 – Les sports – le marathon
• Interpersonal Speaking, Conversation: Sélection 4: p.203 – Les sports – le hockey
TOPIC: LANGUAGE AND IDENTITY
198 of 224
COMMUNICATION
CULTURES
•
•
R
CONNECTIONS
D
•
•
AF
T
•
•
•
COMPARISONS
•
•
COMMUNITIES
•
•
INTERPRETIVE MODE:
studies by relating the theme of language and identity in
the Francophone world and beyond to their own
attitudes towards language and
identity in the Francophone world
communities.
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
AF
T
CULTURES:
practices.
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
language and identify in the
persuasive,
subthemes.
199 of 224
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•
•
Language and identity
vocabulary
Contexte :
o Les pronoms
compléments
o Les pronoms
accentués
USEFUL VOCABULARY
AF
T
punctuation, and
pronunciation.
support.
techniques.
R
•
understanding.
D
•
theme, setting, and
written texts.
passages.
materials, such as
Language and identity vocabulary
200 of 224
201 of 224
RECYCLED/ONGOING
TOPICS/STRUCTURES
•
• “La francophonie” – La France dans le Monde pp. 52-53
• “La France Multiculturelle” – Les Évolutions Récentes -- pp. 140-143
• “La francophonie” – Repères Politiques pp. 78-83
• “Les religions du <<livre>>” – Repères Quotidiens pp. 176-179
• Qu’est-ce que l’aguichage et le poste-à-poste ?
• http://lci.tf1.fr/france/societe/qu-est-ce-que-l-l-aguichage-ou-le-poste-a-poste-5917569.html
• Les langues par le biais de jeux
• http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_languages;templateStyle=frnews_langua
ges
• Roule, roule, mais vas-y cool !
• http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_swearing;templateStyle=frnews_swearin
g
• Ras-le-bol ? Quel galère !
• http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_expressions;templateStyle=frnews_expre
ssions
• Le bréton à Paris
• http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_breton;templateStyle=frnews_breton
• Faut-il simplifier l’orthographe ?
• http://www.lexpress.fr/actualite/societe/faut-il-simplifier-l-orthographe_486271.html
at this level.
Students listen to / read Roule, roule, mais vas-y
cool ! and Ras-le bol ? Quel galère ! and
respond to content / application questions
regarding the reading.
D
R
AF
T
o Les pronoms compléments
o Les pronoms accentués
Students compose an e-mail from
their own point of view to the principal previously researched resources
regarding the communication among
regarding their viewpoint on the usage
students in their school setting and
of formal vs. informal language in
whether or not students should be
Francophone cultures versus their
penalized for inappropriate language. native culture / society.
• Interpretive Communication, Print Texts: Sélection 9: p. 20 – La langue et l’identité
• Interpretive Communication, Print Texts: Sélection 25: p. 52 –le français au Canada
• Interpretive Communication, Print Texts: Sélection 38: p. 78 – L’Etranger de Camus
• Interpretive Communication, Print and Audio Texts, Sélection 9, p. 102 – Le francophone et l’anglais
• Interpretive Communication, Audio Texts, Sélection 1, p. 128– L’amour du Québec et de la langue française
• Interpersonal Writing, E-mail Reply: Courriel No. 8: p. 171 – Des cours d’anglais
• Presentational Writing, Persuasive Essay: Sélection 3: pp. 182-183 – L’identité
TOPIC: PATRIOTISM AND NATIONALISM
202 of 224
•
•
•
CULTURES
•
•
R
CONNECTIONS
D
•
•
AF
T
COMMUNICATION
COMPARISONS
•
•
COMMUNITIES
•
•
•
INTERPRETIVE MODE:
studies by relating the theme of patriotism and
nationalism in the Francophone world and beyond to
their own personal academic experiences.
attitudes towards patriotism and
nationalism in the Francophone
communities.
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
AF
T
CULTURES:
practices.
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
patriotism and nationalism in
subthemes.
203 of 224
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•
•
Patriotism and nationlism
vocabulary
Contexte :
o Les possessifs
AF
T
punctuation, and
pronunciation.
support.
techniques.
R
•
understanding.
D
•
theme, setting, and
written texts.
passages.
materials, such as
204 of 224
USEFUL VOCABULARY
Patriotism and nationlism vocabulary
RECYCLED/ONGOING
TOPICS/STRUCTURES
•
AF
T
Students listen to and watch the songs for “Mon
Pays,” “Douce France” and subsequently read
“Les symboles.” Students then work in teams to
summarize in five to ten sentences regarding the
main themes of each of the presented excerpts /
readings / videos / songs.
Students are grouped into teams to
Students perform their songs for the
compose a song celebrating their own class. Observing students choose a
country / personal identity. They may
song and write a critique of the
use current pop songs for melodies or lyrics/song/performance for a music
create one of their own as long as the media outlet (i.e. newspaper, TV
lyrics are original and apply their own
program) citing support for their points
personal beliefs collectively or
of view.
individually.
• Interpretive Communication, Print Texts: Sélection 22: p. 46 – Le patriotisme aux États-Unis
• Interpersonal Writing, E-mail Reply: Courriel No. 8: p. 171 – Des cours d’anglais
R
at this level.
o Les possessifs
• “Les Échanges Politiques” – La France dans le Monde pp. 48-49
• L’état
• http://web.cortland.edu/flteach/civ/etat/etat.htm
• Le mythe de Jean Moulin
• http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_moulin;templateStyle=frnews_moulin
• Les enfants du Pays : « Douce France »
• http://www.youtube.com/watch?v=gWyimZwdWoA&safety_mode=true&persist_safety_mode=1
• Faudel : « Mon pays »
• http://www.youtube.com/watch?v=BGhxQb56__4&safety_mode=true&persist_safety_mode=1
• Les symboles
• http://web.cortland.edu/flteach/civ/symbol/symbol.htm
D
205 of 224
THEME: FAMILY AND COMMUNITY
TOPIC: FAMILY
206 of 224
COMMUNICATION
CULTURES
•
•
R
CONNECTIONS
D
•
•
AF
T
•
•
•
COMPARISONS
•
•
COMMUNITIES
•
•
INTERPRETIVE MODE:
theme, setting, and
studies by relating the theme of family in the
attitudes towards family in the
CULTURES:
practices.
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
understanding.
AF
T
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
family in the Francophone
subthemes.
207 of 224
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•
•
Family vocabulary
Contexte :
o Les adverbes
interrogatifs
o Les adjectifs
interrogatifs
o Les pronoms
interrogatifs
o Les interrogations
exceptionnelles
USEFUL VOCABULARY
AF
T
punctuation, and
pronunciation.
support.
techniques.
R
•
D
•
written texts.
passages.
materials, such as
Family vocabulary
208 of 224
209 of 224
RECYCLED/ONGOING
TOPICS/STRUCTURES
•
• “Familles” – L’organisation sociale pp. 106-111
• “En famille” – Repères Sociaux pp. 104-109
• La vie familiale
• http://web.cortland.edu/flteach/civ/famill/famill.htm
• Le vin : Une affaire de famille
• http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_landowners;templateStyle=frnews_lando
wners
• L’adoption : La fin de l’accouchement anonyme
• http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_adoption;templateStyle=frnews_adoption
• J’ai eu des bleus partout
• http://www.bbc.co.uk/languages/french/news/society/violence.shtml
• Le rôle des grands-parents
• http://www.france-info.com/chroniques-tout-comprendre-2011-02-17-le-role-des-grands-parents-516286-81-333.html
at this level.
Students read “Le role des grands-parents” and
create a ten item interactive / question and
answer quiz for a classmate based on the article.
Students then take the quizzes of their classmates
after the teacher assesses the content of their
creations.
R
AF
T
o Les adverbes interrogatifs
o Les adjectifs interrogatifs
o Les pronoms interrogatifs
o Les interrogations exceptionnelles
D
Students work in pairs to create a
Students research a particular
dialogue between an elderly individual Francophone country and discuss
(grandparent) and his / her
differences and similarities between the
grandson(daughter) placed in a
treatment and level of respect for
thematic area of their choice, but also elderly people to write a persuasive
relating viewpoints regarding the
essay defending their viewpoint on the
treatment of elderly people in
theme.
Francophone cultures versus their
own communities.
• Interpretive Communication, Print Texts: Sélection 5: p.12 – La famille
• Interpretive Communication, Print Texts: Sélection 17: p. 36 –Des contes de fées
• Interpretive Communication, Print Texts: Sélection 34: p. 70 – La famille au Moyen Age
• Interpretive Communication, Audio Texts: Sélection 2: p. 129 –La famille
THEME: FAMILY AND COMMUNITY
TOPIC: FRIENDSHIP AND LOVE
210 of 224
COMMUNICATION
CULTURES
•
•
R
CONNECTIONS
D
•
•
AF
T
•
•
•
COMPARISONS
•
•
COMMUNITIES
•
•
INTERPRETIVE MODE:
studies by relating the theme of friendship and love in
attitudes towards friendship and love
in the Francophone world and
CULTURES:
practices.
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
understanding.
AF
T
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
friendship and love in the
persuasive,
subthemes.
211 of 224
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•
•
Friendship and love
vocabulary
Contexte :
o Les pronoms relatifs
simples
o Les pronoms relatifs
où, dont, quoi, et
l’emploi de lequel
o L’emploi des pronoms
démonstratifs avec les
pronoms relatifs
punctuation, and
pronunciation.
support.
techniques.
R
•
D
•
theme, setting, and
written texts.
passages.
materials, such as
AF
T
212 of 224
213 of 224
Friendship and love vocabulary
• Grammaire / Structure en Contexte :
o Les pronoms relatifs simples
o Les pronoms relatifs où, dont, quoi, et l’emploi de lequel
o L’emploi des pronoms démonstratifs avec les pronoms relatifs
• “Familles” – L’organisation sociale pp. 106-111
• “En famille” – Repères Sociaux pp. 104-109
• Les nouveaux droits de complaisance
• http://www.bbc.co.uk/languages/french/news/lifestyle/marriage_france.shtml
• Le divorce en France
• http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_divorce_france;templateStyle=frnews_div
orce_france
at this level.
Students read “Le divorce en France” and
summarize the article’s main points for discussion.
D
R
AF
T
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
Students create a love story between
two star-crossed individuals who then
face the challenges presented in
everyday life as their relationship
progresses.
• Interpretive Communication, Print Texts: Sélection 18: p.38 – L’amitié et l’amour
Students create Facebook pages for
their characters from their story,
presenting them to their classmates and
what characteristics of their
backgrounds make them unique
individuals and how they connected in
their relationship. Observing students
pose questions about the characters
and their pages and whether or not they
might be able to “friend” other
classmates’ characters to become part
of their pages.
TOPIC: CONTEMPORARY FRANCE
214 of 224
COMMUNICATION
CULTURES
•
•
R
CONNECTIONS
D
•
•
AF
T
•
•
•
COMPARISONS
•
•
COMMUNITIES
•
•
INTERPRETIVE MODE:
studies by relating the theme of contemporary France in
attitudes towards contemporary
France in the Francophone world
communities.
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
AF
T
CULTURES:
practices.
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
contemporary France in the
persuasive,
subthemes.
215 of 224
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•
Contexte :
o Les adverbes
négatifs : ne...pas /
ne…point / ne…pas
du tout
o Les pronoms négatifs :
ne…personne /
ne…rien
o L’adjectif négatif :
aucun(e)
o La conjonction
négative : ne…ni…ni
o Les négations
multiples
o Les négations
indépendantes
o Les expressions
restrictives
o Les expressions non
restrictives
AF
T
punctuation, and
pronunciation.
support.
techniques.
R
•
understanding.
D
•
theme, setting, and
written texts.
passages.
materials, such as
216 of 224
Contemporary France vocabulary
•
o Les adverbes négatifs : ne...pas / ne…point / ne…pas du tout
o Les pronoms négatifs : ne…personne / ne…rien
o L’adjectif négatif : aucun(e)
o La conjonction négative : ne…ni…ni
o Les négations multiples
o Les négations indépendantes
o Les expressions restrictives
o Les expressions non restrictives
AF
T
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
217 of 224
Students read “Où se trouve la France des
racines?” and cite comparisons / contrasts with
the origins of their native countries.
Students compose an e-mail to their
principal proposing a multicultural
celebration and what could be
presented and should not be
presented at the event to unify the
school as a whole.
• Interpretive Communication, Print Texts: Sélection 7: p.16 – L’amour et du pain
• Interpretive Communication, Print Texts: Sélection 26: p. 54– Patrimoine mondial
• Interpretive Communication, Print Texts: Sélection 32: p. 66– Le petit prince
• Interpretive Communication, Print and Audio Texts, Sélection 16, p. 116 – La vie
• Interpretive Communication, Audio Texts, Sélection 3, p. 130 – les bandes dessinées
• Interpretive Communication, Audio Texts, Sélection 8, p. 135 – Camus
• Interpretive Communication, Audio Texts, Sélection 17, p. 144 – Jeanne d’Arc
D
at this level.
R
1. Où se trouve La France des racines ?
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_north_south;templateStyle=frnews_
north_south
2. La Réunion : Perle de l’humanité
http://www.lefigaro.fr/culture/2010/08/03/03004-20100803ARTFIG00359-la-reunion-perle-de-l-humanite.php
3. Maigret, un detective exceptionnel
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_maigret;templateStyle=frnews_maig
ret
Students write an article on the ideal,
fictitious multicultural celebration at their
schools and what did and did not /
should / should not happen at the event
and any future similar events.
TOPIC: MUSIC
218 of 224
COMMUNICATION
CULTURES
•
•
R
CONNECTIONS
D
•
•
AF
T
•
•
•
COMPARISONS
•
•
COMMUNITIES
•
•
INTERPRETIVE MODE:
theme, setting, and
studies by relating the theme of music in the
attitudes towards music in the
CULTURES:
practices.
COMPARISONS:
the United States.
the United States.
United States.
COMMUNITIES:
understanding.
AF
T
CONNECTIONS:
areas.
R
INTERPERSONAL MODE:
others.
sources such as
time frames.
D
COMMUNICATION
-Presentational
music in the Francophone
subthemes.
219 of 224
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•
•
Music vocabulary
Contexte :
o Les adjectifs
o Les adverbes
o Les comparatifs et les
superlatifs
o Les prépositions
o Les conjonctions
punctuation, and
pronunciation.
support.
techniques.
R
•
D
•
written texts.
passages.
materials, such as
AF
T
220 of 224
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
Music vocabulary
• Grammaire / Structure en Contexte :
o Les adjectifs
o Les adverbes
o Les comparatifs et les superlatifs
o Les prépositions
o Les conjonctions
221 of 224
AF
T
“La culture vivante” – Repères Culturelles pp. 130-137
“Les grands courants artistiques” – Repères Culturelles pp. 122-129
1. Accorder l’accordéon : Une histoire d’amour
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_accordion;templateStyle=frnews_ac
cordion
2. Marion Cotillard : Piaf réincarnée
http://www.lefigaro.fr/culture/20070214.FIG000000186_marion_cotillard_piaf_reincarnee.html
3. Le reggae Gainsbarre
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_remix;templateStyle=frnews_remix
R
Students read “Le reggae Gainsbarre” and
answer questions related to the cultural
significance of the genre of music in the
Francophone world.
D
at this level.
Students create a dialogue sequence
between a journalist and a
fictitious/real Francophone musical
performer with a partner / group.
• Interpretive Communication, Print Texts: Sélection 10: p.22 – La musique acadienne
• Interpretive Communication, Audio Texts: Sélection 32: p. 159 –Une cantatrice d’opéra
Students present their dialogues / skits
to their classes while observing
students cite what would be the best /
worst part about listening to the
performer’s music and how it may fit
better with certain listeners / cultures.
222 of 224
AF
T
FRENCH TEXTBOOKS D
R
223 of 224
French I-AP Basal Text Chapter Correlations / 2011-2012 School Year
NOTE : There is an expectation that teachers will expand curricularly from the textbook resources to include supplemental vocabulary, expressions, and themes which build language proficiency in all levels, French I‐AP French French I BASAL TEXT: Bon Voyage, Level I (1 text + workbook issued to each student) Semester 1: Leçons Préliminaires – Chapters 1, 2, 3 T
Semester 2: Chapters 4, 5, 6, 7 AF
French II BASAL TEXT: Bon Voyage, Level I (1 text + workbook retained by student from Level 1) R
Semester 1: REVIEW French 1 + Chapters 8, 9, 10 Semester 2: Chapters 11, 12, 13, 14 D
READER: Un été pas comme les autres (1 class set per French II teacher) French III BASAL TEXT: Bon Voyage, Level II (1 text + workbook issued to each student) Semester 1: REVIEW French 2 + Chapters 3, 4, 5 Semester 2: Chapters 6, 7, 8 READER: Le mystère des faux billets (1 class set per French III teacher) 224 of 224
French IV BASAL TEXT: Bon Voyage, Level II (1 text + workbook issued to each student) BASAL TEXT : Bon Voyage, Level III (1 text + workbook issued to each student) Semester 1: REVIEW French 3 + BV2, Chapters 11, 12, 13, 14 + Additional Required Grammar READER: Le petit Nicolas AF
(1 class set per French IV teacher) T
Semester 2: BV3, Chapters 1‐2‐3‐4 + Additional Required Grammar FILMS: Entre les murs (2008) / Au revoir, les enfants (1987) / Les choristes (2004) AP French R
BASAL TEXT: En Bonne Forme, Chapters 1 – 23 (1 text + workbook issued to each student) D
BASAL TEXT: AP French : Preparing for the Language Examination (1 consumable workbook issued to each student) BASAL TEXT: Une fois pour toutes (1 consumable workbook issued to each student) SUPPLEMENTALS: Bravo! (1 class set per French VAP teacher) (Workbook available) Quant à moi (1 class set per French VAP teacher) (Workbook available) Barron’s AP French (1 class set per French VAP teacher) Explorations (1 class set per French VAP teacher) (Workbook available)

French II – Pacing Guide 2011-2012

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