Link to Grade 11-12 Curriculum - Ecole Bilingue Internationale

ECOLE BILINGUE INTERNATIONALE
SCHOOL YEAR 2012-2013
SECONDARY SCHOOL
CURRICULUM
GRADES
11 & 12
(PHYSICAL EDUCATION IS TAUGHT IN FRENCH CLASSES)
ENGLISH
TH
11 GRADE AP ENGLISH LANGUAGE AND COMPOSITION
TEACHER: MR. KEVIN CLARKE
Introduction
An AP course in English Language and Composition engages students in becoming skilled readers of prose written in
a variety of periods, disciplines, and rhetorical contexts, and in becoming skilled writers who compose for a variety of
purposes. Both their writing and their reading should make students aware of the interactions among a writer’s
purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language
contribute to effectivenessin writing.
Goals
The goals of an AP English Language and Composition course are diverse because the college composition course is
one of the most varied in the curriculum. The college course provides students with opportunities to write about a
variety of subjects and to demonstrate an awareness of audience and purpose. But the overarching objective in most
first-year writing courses is to enable students to write effectively and confidently in their college courses across the
curriculum and in their professional and personal lives. Therefore, most composition courses emphasize the
expository, analytical, and argumentative writing that forms the basis of academic and professional communication,
as well as the personal and reflective writing that fosters the development of writing facility in any context. In addition,
most composition courses teach students that the expository, analytical, and argumentative writing they must do in
college is based on reading, not solely on personal experience and observation. Composition courses, therefore,
teach students to read primary and secondary sources carefully, to synthesize material from these texts in their own
compositions, and to cite sources. The intense concentration on language use in the course enhances students’
ability to use grammatical conventions appropriately and to develop stylistic maturity in their prose. Stylistic
development is nurtured by emphasizing the following: • a wide-ranging vocabulary used appropriately and effectively;
• a variety of sentence structures, including appropriate use of subordination and coordination; • logical organization,
enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis; • a balance of
generalization and specific illustrative detail; and • an effective use of rhetoric, including controlling tone, establishing
and maintaining voice, and achieving appropriate emphasis through diction and sentence structure.
Fall Semester
In order to capitalize on what students already know, to encourage curiosity about language, and to create the
atmosphere that we are all writers, I like to begin with a mix of grammar skills, patterns of paragraph development,
and vocabulary skills. In a week, ideally, I like to practice one grammar skill and analyze and imitate two patterns of
paragraph development.
Grammar review/instruction: Classroom text:Lucile Vaughan Payne’s The Lively Art of Writing (LAW) covering
chapters 8-13. These chapters include such topics as passive voice, the sound of sentences which includes the
structure of the loose and periodic sentence, parallel structure, an introduction to diction, the effective use of simile
and metaphor.
•
Writing review/instruction
•
Paragraph development
•
Exposition
1. Using Illustration
2. Using Definition (What Is This?)
3. Using Identification (Who Is This?)
4. Using Classification and Division
5. Using Comparison and Contrast
6. Using Process Analysis
7. Analyzing Cause and Effect Relationships
8. Using Analogy as an Expository Device
9. Explaining Aided by Description
10. Explaining Aided by Narration
11. Reasoning by the Use of Induction and Deduction
12. Using Reflection
Class exercise: Establishing a pattern that connects reading and writing is a must. Therefore, after we have explored
a particular method, we imitate that pattern with teacher-suggested topics.
The argumentative and persuasive essay: Working with this form of essay is the obvious next step once we have
concluded these lessons on methods of exposition where we will explore the purpose of pro and con support for an
assertion, the thesis (and antithesis), effective introduction and conclusion, and the use of transitions.
Timed writings: The weeks between Thanksgiving and Christmas are used to begin to indoctrinate the students into
the dreaded timed writings. Taught through denotation-connotation and review of the “show me, don’t tell me”
technique and the use of AP questions.
Out-of-class assignments: As homework and on the days that we are not writing in class, students work with the
more traditional, more difficult essays developed through argument and persuasion.
Reading comprehension: This very brief activity allows the students to become acquainted with different periods and
forms. It also sends a subtle message about the student’s own responsibility to read more diligently.
Fiction: Obviously, this course design is heavily non-fiction because our students have not experienced much nonfiction. Yet fiction figures in the response text of the AP exam and therefore must find a place in the program
This outside reading is most successful for those who are taking responsibility for their education.
Spring Semester
Text: From the beginning of the second semester until the exam, we will use The McGraw Hill Reader — Themes in
the Disciplines because we can practice mastery of what we have learned about writing as we read essays centered
around a theme; for example, communication and the media.
AP questions and sample essays: During this time, I use as many samples of
AP Exam questions as possible.
After the AP Exam: After the exam we spend time on what the students like, and also on the creation of presentation
portfolios. I read these and write each student a note about my reaction to this writing/writer.
I don’t mark anything; the premise is that what is presented is as perfect as the writer has chosen to make it. It is a
culminating assessment because the writer has read and responded to something similar during the year.
TH
ENGLISH 12 GRADE:
AP ENGLISH LITERATURE AND COMPOSITION
TEACHER: MR. KEVIN CLARKE
Course Overview
This course provides students with in-depth studies of great literary classics, both pre-twentieth century and
contemporary. The literature is teacher-selected and represents a broad variety of genres and multicultural voices. A
primary textbook is not used. Selections of literature are grouped according to various common traits: author, theme,
or period. Full-length works of literature are provided, but students are expected to access certain short works and
literary criticism on their own, usually through the Internet. A class Web site is maintained by the teacher to provide
such links.
The writing component consists of a wide variety of genres, academic and casual. Students are expected to produce
written responses to their readings at least twice a week. Not all student writing is formally assessed.
During the opening weeks, we spend several days becoming familiar with the exam: its expectations, format, and
language.
Note: The Following is “model” of a typical AP Literature course. Works studies form one year to the next
will vary.
Summative Assessments: Weeks 1–3
For each of these works, students write one essay per week that is modeled after the free response question on the
AP Exam. Each week, the students review a model free- response essay. These essays come from our school’s
collection of essays from previous students.
Weeks 4–9: Two Jane Austen novels: Emma and Pride and Prejudice
Students are given two weeks to read each of these Jane Austen novels, with the third week designated for in-class
essays (free-response questions) and analysis of them.
In class, we focus our analysis on the following features of Jane Austen’s novels:
Depictions of social class, rules of courtship, women’s status, satire
Assessments
Formative: Students write a scenario depicting how modern American “courtship practices” play themselves out in
early adolescence. In their scenario, which can be narrative prose or a script, they must allude to Austen’s characters
and plot.
Short-answer comprehension tests on both novels (as a whole)
Summative: In-class essays patterned after free-response AP essay questions
First-Term Benchmark: At this point, students should be able to write a well-organized essay that responds
thoroughly and clearly to the kind of free-response essay question that appears on the AP English Literature
and Composition Exam.
Weeks 10–11
Poetry of Emily Dickinson, Allen Ginsberg (“Howl”), and Sylvia Plath (sonnets)
Focus: Poetic structure and how Dickinson, Ginsberg, and Plath work within traditional structures and poetic
conventions.
Assessments
Formative: Rewrite poems into another genre
Summative: In-class essays patterned after the poetry analysis question on the AP Exam
Weeks 11-12
What is literary criticism?
What are some different types of literary criticism? How does a particular work of literature look when examined under
the lens of different types of literary criticism?
Assessments
Formative: Working in cooperative learning groups, students research and report orally on a particular type of literary
criticism, explaining its key points to the class and giving examples of how their type of literary criticism would view
one of the works of literature studied in the curriculum.
Summative: Students explain in writing how a particular work of literature would be viewed from the lens of a given
type of literary criticism. Students must choose a type of literary criticism other than the one on which they gave their
oral reports.
Weeks 13–16: Two Novels of Self-Discovery
A Portrait of the Artist as a Young Man
Siddhartha
Emphasis: The features of the bildungsroman;
Assessments
Formative: analyzing and interpreting text
Formulating essential questions that arise from the novels
Dialectical journaling (reader response)
Summative: Students compose a textual analysis of an unfamiliar passage, simulating testing conditions (time
constraints).
Weeks 17–18
No Exit
Paradise Lost (selections)
Assessments
Formative: Dialectical journaling
Summative: Students write a documented essay that explains how one of the above works of literature reflects
the spirit of the times in which it was written.
Weeks 19–20
Death of a Salesman
Emphasis: The nature of Miller’s tragedy, as opposed to classical tragedy
Assessment
Formative: Students identify speakers of key quotations.
Summative: Students write a documented essay that compares Death of a Salesman with The Great Gatsby in
terms of the portrayal and loss of the “American Dream.”
Second-Quarter Benchmark: At this point, students should be able to write a well-organized essay that
responds thoroughly and clearly to the kind of textual analysis essay question that appears on the AP
English Literature and Composition Exam.
Weeks 21–22
The Romantic poets: Byron, Keats, Shelley, Wordsworth
Emphasis: The sonnet form, the Byronic hero, values of the Romantics
Assessments
Formative: Students are given a poem that they have not seen before. Students are asked to provide detailed
annotations of a poem, using the Comment feature of Microsoft Word.
Summative: Students write an analysis of a poem that they have not seen before, simulating testing conditions
(time constraints).
Weeks 23–27
Hamlet
Emphasis: Themes of reality vs. imagination, Harold Bloom’s literary criticism, understanding production decisions
and how staging affects meaning
Assessments
Formative: Expressing a soliloquy through various forms and styles
Summative: Students write all three kinds of essays that appear on the AP Exam: poetry analysis, free-response,
and textual analysis (based upon literary criticism).
Weeks 28–31
Twelfth Night
Emphasis: Themes of fun vs. cruelty, themes of gender, themes of friendship, the nature of comedy
Assessments
Formative: Students analyze a character in terms of the four humours and four elements.
Summative: Students write a documented essay that compares Twelfth Night with A Midsummer Night’s Dream.
Third-Quarter Benchmark: At this point, students should be able to write a well-organized essay that responds
thoroughly and clearly to the kind of poetry analysis essay question that appears on the AP English Literature and
Composition Exam.
Note: Although not specifically mentioned above, students do practice and analyze the reading comprehension
short-answer segments of the AP Exam by doing past exams. Specific reading comprehension skills developed
are:
• Reading for implication
• Anticipating questions by understanding the categories of questions that are usually asked on this exam
(main idea, inference, vocabulary in context, relationship of part to whole, literary special effects, syntax,
diction)
U.S. GOVERNMENT
(Philosophy is offered as an alternative to U.S. Government every second year)
• Modern
Political
and
Economic
Systems
• The
Theory
of
the
State/Origins
• The
Colonial
Origin
of
the
State
• The
Constitution:
structure,
amendments
• Federalism
defined
• Civil
Rights:
Fundamental
Freedoms
• Civil
Rights:
Equal
Justice
under
law
• Political
Parties,
Voters
and
Voter
Behavior
• The
Electoral
Process
Practical US Government: participation in Harvard Model Congress Europe in either the Senate, the House of
Representatives or the Supreme Court
Text: Magruder’s “American Government”
INTRODUCTION TO ECONOMICS
TEACHER: MR. KEVIN CLARKE
Textbook: Principles of Economics / N. Gregory Mankiw
I Economic Concepts
The study of microeconomics requires students to understand that, in any economy, the existence of limited
resources along with unlimited wants results in the need to make choices. An effective economic’s course,
therefore, begins by introducing the concepts of opportunity costs and trade-offs, and illustrates these concepts
by using the production possibilities curve or other analytical examples. The course can then proceed to a
consideration of how different types of economies determine which goods and services to produce, how to
produce them, and to whom to distribute them. It is also important that students understand why and how
specialization and exchange increase the total output of goods and services.
Students need to be able to differentiate between absolute and comparative advantage, to identify
comparative advantage from differences in opportunity costs, and to apply the concept of comparative
advantage, in order to determine the basis under which mutually advantageous trade can take place between
countries. Specific examples from actual economic situations can be used to illustrate and reinforce the
principles involved. The importance of property rights, the role of incentives in the functioning of free
markets, and the principle of marginal analysis should be highlighted.
Content
I. Basic Economic Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A. Scarcity, choice, and opportunity cost
B. Production possibilities curve
C. Comparative advantage, absolute advantage, specialization, and trade
D. Economic systems
E. Property rights and the role of incentives
F. Marginal analysis
II. The Nature and Functions of Product Markets. . . . . . . . . . . . . . . . . . . . .
A. Supply and demand (15–20%)
1. Market equilibrium
2. Determinants of supply and demand
3. Price and quantity controls
4. Elasticity
a. Price, income, and cross-price elasticities of demand
b. Price elasticity of supply
5. Consumer surplus, producer surplus, and market efficiency
6. Tax incidence and deadweight loss
B. Theory of consumer choice (5–10%)
1. Total utility and marginal utility
2. Utility maximization: equalizing marginal utility per dollar
3. Individual and market demand curves
4. Income and substitution effects
C. Production and costs (10–15%)
1. Production functions: short and long run
2. Marginal product and diminishing returns
3. Short-run costs
4. Long-run costs and economies of scale
5. Cost minimizing input combination
D. Firm behavior and market structure (25–35%)
1. Profit:
a. Accounting versus economic profits
b. Normal profit
c. Profit maximization: MR=MC rule
2. Perfect competition
a. Profit maximization
b. Short-run supply and shutdown decision
c. Behavior of firms and markets in the short run and in the long run
d. Efficiency and perfect competition
3. Monopoly
a. Sources of market power
b. Profit maximization
c. Inefficiency of monopoly
d. Price discrimination
e. Natural monopoly
Microeconomics
4. Oligopoly
a. Interdependence, collusion, and cartels
b. Game theory and strategic behavior
5. Monopolistic competition
a. Product differentiation and role of advertising
b. Profit maximization
c. Short-run and long-run equilibrium
d. Excess capacity and inefficiency
III. Factor Markets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A. Derived factor demand
B. Marginal revenue product
C. Labor market and firms’ hiring of labor
D. Market distribution of income
IV. Market Failure and the Role of Government. . . . . . . . . . . . . . . . . . . . . . . (12–18%)
A. Externalities
1. Marginal social benefit and marginal social cost
2. Positive externalities
3. Negative externalities
4. Remedies
B. Public goods
1. Public versus private goods
2. Provision of public goods
C. Public policy to promote competition
1. Antitrust policy
2. Regulation
D. Income distribution
1. Equity
2. Sources of income inequality
MATHEMATICS
MATHEMATICS (11
TH
GRADE)
TEACHER: MRS LE GUEHENNEC
According to the level of the class, the students will either follow an Algebra 2 course or a PreCalculus course in Grade 11.
ALGEBRA 2
Text: Algebra 2, An Integrated Approach, DC Heath
Objectives:
- To understand and represent functions and analyze functional behavior.
- To model and evaluate situations using algebraic properties and graphing.
- To evaluate systems of equations.
Algebra review
Real numbers and order of operations
Equations and models
Solving linear equations
Systems of Linear Equations and Inequalities
Graphing linear equations and inequalities
Writing linear equations
Solving systems of linear equations
Linear programming
Quadratic Equations and Parabolas
Solving quadratic equations
Complex numbers
Graphing quadratic equations
Graphing quadratic inequalities
Functions
Relations and Functions
Function operations
Solving linear equations
Inverse functions
Recursive functions
Exponential and logarithmic Functions
Properties of exponents
Radical equations
Exponential functions and models
Properties of logarithms
Logarithmic functions
Polynomial Functions
Operations with polynomials
Graphing polynomial functions
Solving polynomial equations
Rational Functions
Graphing rational functions
Operations of rational functions
Solving rational functions
Sequences and Series
Arithmetic sequences and series
Geometric sequences and series
Binomial theorem
Trigonometry
Trigonometric functions
Graphing trigonometric functions
PRECALCULUS
Text: Precalculus - Graphical, Numerical, Algebraic, Pearson
Objectives:
- To understand the connections between graphical, numerical and algebraic representations
of functions
- To model and evaluate situations using algebraic properties and graphing.
- To use a graphical calculator effectively to solve problems.
Algebra review
Real numbers
Linear equations and inequalities
Solving equations graphically, numerically and algebraically
Complex numbers
Functions
Modeling and equation solving
Characteristics and representations of functions
Twelve basic functions
Operations on functions
Polynomial and rational functions
Linear and quadratic functions and modeling
Power functions with modeling
Polynomial functions of higher degree with modeling
Real zeros of polynomial functions
Complex zeros
Graphs of rational functions
Solving equations and inequalities in one variable
Exponential, Logistic, and Logarithmic functions
Exponential and logistic functions
Exponential and logistic modeling
Logarithmic functions and their graphs
Properties of logarithmic functions
Equation solving and modeling
Mathematics of finance
Trigonometric Functions
Circular functions
Triangle trigonometry
Vectors
Problem situations
Inverse trigonometric functions
Conic sections, parametric representations and polar representations
Parametric Equations and Motion
Polar coordinates
Graphs of polar equations
De Moivre’s Theorem and nth root
Conic sections and parabolas
Ellipses
Hyperbolas
Polar equations of conics
TH
MATHEMATICS (12 GRADE)
TEACHER: MRS LE GUEHENNEC
Text: Calculus – Graphical, Numerical, Algebraic, Pearson.
Objectives:
- To understand the connections between graphical, numerical, and analytical representations of
functions
- To understand the meaning of derivatives and use derivatives to solve a variety of problems.
- To understand the meaning of a definite integral and be able to use integrals to solve a variety of
problems.
- To be able to communicate mathematics orally and in writing.
Pre-calculus review
Linear equations
Functions and graphs
Exponential and logarithmic functions
Trigonometric functions
Limits and Continuity
Rates of change
Limits at a point
Limits involving infinity
Continuity
Derivatives
Definition of the derivative
Derivatives of algebraic functions
Derivative rules when combining functions
Implicit derivatives
Derivatives of trigonometric functions
Derivatives of logarithmic and exponential functions
Applications of derivatives
Functions and graphs
Velocity and acceleration
Graphing using first and second derivatives
Optimization problems
Linearization models
Definite integrals
Approximating areas
Fundamental theorem of calculus
Definite integrals and antiderivatives
SCIENCE
IGCSE CHEMISTRY 11
TH
GRADE
TEACHER: MS GLENDA BURBRIDGE
Text book: Complete Chemistry; Gallagher & Ingram: Oxford
1. The Particulate Nature of Matter
2. Experimental Techniques
2.1 Measurement; 2.2 (a) Criteria of purity; (b) Methods of purification
3. Atoms, Elements and Compounds
3.1 Atomic structure and the Periodic Table; 3.2 Bonding: the structure of matter; (a) Ions and ionic bonds;
(b) Molecules and covalent bonds; (c) Macromolecules; (d) Metallic bonding
4. Stoichiometry
4.1 The mole concept
5. Electricity and chemistry
6. Chemical energetic
6.1 Energetics of a reaction; 6.2 Production of energy
7. Chemical reactions
7.1 Speed of reaction; 7.2 Reversible reactions; 7.3 Redox
8 Acids, bases and salts
8.1 The characteristic properties of acids and bases; 8.2 Types of oxides; 8.3 Preparation of salts; 8.4
Identification of ions and gases
9. The Periodic Table
9.1 Periodic trends; 9.2 Group properties; 9.3 Transition elements; 9.4 Noble gases
10. Metals
10.1 Properties of metals; 10.2 Reactivity series; 10.3 (a) Extraction of metals; (b) Uses of metal
11. Air and Water
12. Sulfur
13. Carbonates
14. Organic Chemistry
14.1 Names of compounds; 14.2 Fuels; 14.3 Homologous series; 14.4 Alkanes; 14.5 Alkenes;
14.6 Alcohols; 14.7 Acids; 14.8 Macromolecules; 14.8 (a) Synthetic polymers; (b) Natural macromolecules
SCIENCE IN SOCIETY 11TH & 12TH GRADE
TEACHER: MR. KEVIN CLARKE
TEXTBOOK: HEINEMANN: SCIENCE IN SOCIETY
A course designed to:
broaden the curriculum for those whose interests lie mainly in the arts or humanities
give those studying science the opportunity to reflect on their specialist studies in a wider context
develop the knowledge and skills that learners need to grapple with issues related to the science and
technology that they meet now and in their adult and working lives
provide insight into ideas about How Science Works to enable application of critical thinking skills in a
coherent way when reading, writing and talking about science
Unit 1 Exploring key scientific issues
The germ theory of disease; Infectious diseases now; Transport issues; Medicines; Ethical issues in medicine;
Reproductive choices; Radiation: risks and uses; Lifestyle and health; Evolution; The Universe; Who we are and
where we are: Are we alone?
Unit 2 Reading and writing about science
Critical account of scientific reading; Study of a topical scientific issue
Unit 3 Exploring key scientific issues
Cells, chemicals and the mind; Nature and nurture; Watching the brain working; Responding to global climate
change; Energy futures; Sustaining the variety of life on Earth
Unit 4 Case study of a scientific issue
Case study of a scientific or technological issue
FRANÇAIS LANGUE ETRANGÈRE
TH
TH
TH
FLE – R /10 /11 /12
TH
GRADES
DÉBUTANTS ET FAUX-DÉBUTANTS
TEACHER: Mrs S. Léger
AIMS
LISTENING COMPREHENSION
1. Understanding phrases and expressions related to areas of most immediate priority (e.g. basic
personal and family information, shopping, local geography, employment) provided speech is clearly
and slowly articulated.
2. Identifying the topic of discussion around you when it is conducted slowly and clearly.
3. Catching the main point in short, clear, simple messages and announcements.
4. Understanding simple directions relating to how to get from X to Y, by foot or public transport.
5. Understanding and extracting the essential information from short, recorded passages dealing with
predictable everyday matters which are delivered slowly and clearly.
6. Identifying the main point of TV news items reporting events, accidents etc. where the visual
supports the commentary.
7. Following changes of topic of factual TV news items, and form an idea of the main content.
ORAL PRODUCTION
1. Giving a simple description or presentation of people, living conditions, daily routines, likes /dislikes,
etc. as a short series of simple phrases and sentences linked into a list.
2. Telling a story or describing something in a simple list of points. Describing everyday aspects of
your environment, family and living conditions.
3. Giving short, basic descriptions of events and activities.
4. Describing plans and arrangements, habits and routines, past activities and personal experiences.
5. Explaining what you like or dislike about something.
6. Describing people, places and possessions in simple terms.
7. Being able to cope with a limited number of straightforward follow up questions.
8. Giving a short, rehearsed, basic presentation on a familiar subject.
9. Answering straightforward follow up questions if you can ask for repetition and if some help with the
formulation of your reply is possible.
READING COMPREHENSION
1. Understanding short, simple texts on familiar matters of a concrete type which consist of high
frequency everyday language.
2. Understanding short simple personal letters and basic types of standard routine letters and faxes
(enquiries, orders, letters of confirmation etc.) on familiar topics.
3. Finding specific, predictable information in simple everyday material such as advertisements,
prospectuses, menus, reference lists and timetables.
4. Understanding everyday signs and notices: in public places, such as streets, restaurants, railway
stations; in school, such as directions, instructions, hazard warnings.
WRITTEN PRODUCTION
1. Writing a series of simple phrases and sentences linked with simple connectors like ‘and’, ‘but’ and
‘because’.
2. Writing about everyday aspects of your environment, e.g. people, places, a study experience in
linked sentences.
3. Writing very short, basic descriptions of events, past activities and personal experiences.
4. Writing a series of simple phrases and sentences about your family, living conditions, school.
5. Writing short, simple imaginary biographies about people.
OBJECTIFS COMMUNICATIFS
1. Comprendre des expressions et un vocabulaire très fréquent relatifs à moi-même, ma famille, mes
achats, mon environnement proche, à l’école, au travail. Saisir l'essentiel d'annonces et de messages
simples et clairs.
2. Lire des textes simples et courts. Pouvoir trouver une information particulière prévisible dans des
documents courants comme les publicités, les prospectus, les menus et les horaires et pouvoir
comprendre des lettres personnelles courtes et simples.
3. Poser des questions simples sur des sujets familiers ou sur ce dont j’ai immédiatement besoin,
ainsi que répondre à de telles questions.
4. Communiquer lors de tâches simples et habituelles demandant un échange d'informations simple
et direct sur des sujets et des activités familiers.
5. Prendre part à une conversation : être capable de communiquer de façon simple, à condition que
l'interlocuteur soit disposé à répéter ou à reformuler ses phrases plus lentement et à m'aider à
formuler ce que j’essaie de dire.
6. Pouvoir utiliser une série de phrases ou d'expressions pour décrire en termes simples ma famille et
d'autres gens, mes conditions de vie, ma formation actuelle ou récente.
7. Ecrire une lettre personnelle, des notes et messages simples et courts.
LEXIQUE
L’alphabet, le matériel scolaire, quelques professions, les nombres, les matières scolaires, l’école, les
jours de la semaine, la description physique, la famille, les lieux de vacances, les moyens de
transport, quelques loisirs et activités sportives, l’heure, les moments de la journée, les repas, la
météo.
GRAMMAIRE
L’interrogation, les pronoms personnels, les articles définis et indéfinis, la négation, l’accord des
adjectifs, les adjectifs possessifs, les prépositions de lieu, le présent, le futur proche, le passé récent,
l’impératif, le passé composé et l’imparfait.
PHONETIQUE
L’intonation de l’interrogation et de l’affirmation, Le « e » final muet, les consonnes finales muette,
l’opposition [s] / [z], [y] / [u], [ ] , les oppositions [f] / [v], [b] / [p], [b] / [v], les voyelles nasales.
EXPRESSION ORALE
Communiquer en classe, parler de soi et des autres, de ses goûts, de son environnement, de ses
activités.
Travail sur des dialogues et des interactions simples de la vie quotidienne.
EXPRESSION ÉCRITE
Présentations, descriptions, correspondance simple, recettes, production de textes courts.
CIVILISATION FRANÇAISE
L’école, quelques personnalités françaises du monde politique, culturel et sportif, la vie de famille, la
gastronomie, quelques villes françaises, les fêtes saisonnières, les activités culturelles, les
expressions idiomatiques, extraits d’œuvres et de journaux.
Bibliographie
- Alter Ego 1+ et Agenda 1 – Hachette FLE
- Belleville 1 – CLE international
- Activités pour le CECR niveau A1 et A2 – CLE International
- Documents authentiques simples.
TH
TH
FLE – SS & 12 GRADES (.INTERMEDIATES – TERMEDIAT- TE)
TEACHER: MS. GHISLAINE ROLLAND
AIMS:
The aims are to:
1 develop the ability to use the language effectively for purposes of practical communication;
2 form a sound base of the skills, language and attitudes required for further study, work and leisure;
3 offer insights into the culture and civilisation of the country;
4 encourage fuller integration into the local community;
5 develop a fuller awareness of the nature of language and language learning;
6 encourage positive attitudes towards language learning and towards speakers of other languages and a
sympathetic approach to other cultures and civilisations;
7 provide enjoyment and intellectual stimulation;
8 complement other areas of study by encouraging skills of a more general application (e.g. analysis,
memorising...)
WRITTEN EXPRESSION:
Understanding and writing a short text, describing someone and somewhere, taking notes, writing a postcard/a
letter, writing an invitation. Writing short paragraphs relating to the stories read in literature class.
VOCABULARY:
Area A: Everyday activities: Home life and school; food; health and fitness.
Area B: Personal and social life: Self, family and personal relationships; holidays and special occasions.
Area C: The world around us: Home town and local area; natural and made environment; people, places and
customs.
Area D: The world of work: Continuing education; careers and employment; language and communication in the
work place.
Area E: The international world: Tourism at home and abroad; life in other cuntries and communities; world
events and issues.
GRAMMAR:
Masculine/feminine, singular/plural, prepositions of time and place, the negative form, possessive adjectives and
pronouns, adjectives, pronominal verbs, comparatives and superlatives, demonstrative adjectives, homophones,
units of quantities.
Conjugaisons: The present, near future, future, and past tenses.
LITERATURE:
Short stories written for adolescents leaning French – Alex Leroc series (levels A2 and B1)
CULTURE:
Situation of France in Europe, main big towns in France, the Auvergne region, famous French people,
celebrations.
ASSESSMENT:
Each week, the student’s homework is graded. Tests are carried out weekly (vocabulary and grammar)
At the end of this course, those who wish to take the IGCSE examinations may do so.
FRENCH 12
TH
TH
/11 (AVANCÈS) NIVEAU B1/B2
TEACHER: MS. VALERIE PANIAGUA
OBJECTIFS GENERAUX :
1.
2.
3.
4.
5.
6.
Développer une autonomie orale, favoriser la prise de parole;
Améliorer la compréhension orale et l'expression écrite;
Acquérir des outils pour maîtriser la langue;
Travailler régulièrement à l'acquisition d'un vocabulaire diversifié et nouveau;
Approcher et être capable d’analyser des morceaux de littérature choisis
Sensibilisation à la culture française.
 Expression orale
Faire accéder l’élève à la maîtrise des formes fondamentales de discours afin de le rendre capable de
comprendre et de s’exprimer clairement à l’oral et à l’écrit.
Objectifs:
Prendre place dans un dialogue et dans un échange collectif: parler, oser s'exprimer, exposer son point
de vue, argumenter, demander des explications, écouter, répondre aux questions et relancer la
conversation.
Savoir rapporter un récit, un événement, restituer une expérience.
Communiquer dans le cadre d’un échange et s’exprimer de façon ordonnée.
Raconter, décrire, questionner, expliquer.
Saisir l'essentiel d'un texte en répondant oralement ou par écrit à des questions.
Acquérir une autonomie de compréhension et d’expression orale.
Etre capable de présenter ses recherches, faire une présentation orale de type examen.
 Expression écrite
Développer la capacité de s’exprimer et de communiquer par écrit, maîtriser la production de phrases,
l’articulation des idées, l’organisation d’un paragraphe.
Objectifs:
Elaborer et écrire une dissertation de 250 à 400 mots en respectant les contraintes de syntaxe et de
ponctuation, de présentation et de lisibilité.
Relater par écrit un événement, une expérience, une visite, une lecture en faisant ressortir l'essentiel.
Insérer dans une narration des notations descriptives.
Comprendre et analyser un énoncé.
Faire une synthèse de plusieurs documents.
Comptes-rendus et analyses littéraires de certaines œuvres.
 Compréhension de texte et lecture suivie
Objectifs:
Développer le goût de la lecture.
Etudes de différentes nouvelles.
Compte-rendu de lecture
Analyser une œuvre
Comprendre un texte audio et savoir l’analyser.
 Conjugaison
Objectif:
Initier l'élève à l'usage des temps et des modes afin d'appréhender progressivement la signification et
l'utilisation.
PROGRAMME DE L'ANNÉE:
- Révisions et approfondissement du programme de l’an dernier
- Les modes de conjugaison et leur utilisation.
- Les expressions de temps (se situer dans le temps, l’expression de la durée …)
- Tous les temps de l’indicatif: présent, passé composé, futur simple, imparfait, plus-que-parfait, futur
antérieur, passé simple.
- L’impératif présent et passé
- Le conditionnel présent et passé
- Le subjonctif présent et passé
- La concordance des temps
 Grammaire, Vocabulaire et Orthographe Grammaticale
Objectif :
L'objectif majeur de la grammaire et de l'orthographe sera de permettre à l'élève d'avoir une
maîtrise accrue de la langue à travers la révision et l’approfondissement de tout ce qui a été présenté les
années précédentes.
PROGRAMME DE L'ANNEE:
Révisions et approfondissement du programme de l’an dernier
Consolider la connaissance de la ponctuation, en relation avec les structures et les types de phrases.
Les principales fonctions (la fonction sujet - la fonction complément d’objet directe et indirecte - la fonction
complément circonstanciel de temps et de lieu ...- les pronoms relatifs - les pronoms personnels
compléments - les adjectifs et pronoms possessifs et démonstratifs, les adverbes ..) pour savoir les identifier
dans une phrase.
Les accords (accorder le déterminant avec le nom, accorder un adjectif qualificatif, accorder le verbe et son
sujet, accorder un participe passé, ...)
Les prépositions
Les pronoms personnels sujets, réfléchis et compléments
Les pronoms relatifs.
Les styles de discours (le style direct et indirect)
Le gérondif
La forme passive
La cause et la conséquence
L’expression de la comparaison
L’expression de la cause, de la conséquence, de l’oppositions, de la concession, du but et de l’hypothèse.
Dossiers de vocabulaire: l’actualité, la vie citoyenne, les medias, l’opinion, la vie culturelle, la
différence…(Thèmes de l’examen AS French)
 Culture
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-
Manifestations culturelles diverses (cinéma, exposition, courts métrages à « La Jetée »…)
Travaux divers sur l’actualité et différents thèmes de sociétés du programme AS Level French et AP French
Language and Culture..
La culture française et en particulier l’Auvergne.(“Portrait de la France”, étude sur la région, le département,
les curiosités régionales…).
La France à travers les thèmes imposés par l’examen AS Level ou AP French Language and Culture.