French 1H2 syllabus - Chelmsford Public Schools

WORLD LANGUAGE DEPARTMENT
COURSE SYLLABUS
Course Title: French 1H2
Department: World Language
Primary Course Materials:
DeMado, John, Severine Champeny, Marie Ponterio, and Robert Ponterio. Bien Dit. Level 1. 1st ed. Austin: Holt,
Rinehart and Winston, 2008.
Additional Resources:
Bien Dit textbook ancillaries: workbooks, assessment program, audio program, video program, and reader
Internet resources and Web 2.0 tools
Sanako 1200: language lab activities
Course Description: This introductory course is designed to expose students to the language and cultures of the
French-speaking world. Students will develop basic proficiency in the four modalities of language learning:
listening, speaking, reading, and writing. In highly structured and contextualized situations, students will learn to ask
and answer simple questions as they learn to communicate about themselves, their families, and their friends.
Students will respond to oral and written prompts about their daily lives and responsibilities. There is a strong
emphasis on vocabulary acquisition and verb conjugation at this level. Students will be exposed to authentic
material and various media sources in the target language. French will be used as much as possible during
classroom instruction.
Essential Questions:
Who am I?
What is culture?
How am I influenced by culture?
How do I interact with others?
Learning Skills Objectives: Upon completion of French 1H2, students will be able to:
Understand and participate in basic structured conversations.
Write a basic paragraph or short response in French.
Make rudimentary linguistic and cultural connections and comparisons.
Formulate basic questions to solicit opinions and gather information.
District-Based Common Goals:
Thinking and Communicating
1)
Read information critically to develop understanding of concepts, topics and issues.
2) X Write clearly, factually, persuasively and creatively.
3) X Speak clearly, factually, persuasively and creatively.
4) X Use computers and other technologies to obtain, organize and communicate information and to
solve problems.
5)
Conduct research to interpret issues or solve complex problems using a variety of data and
information sources.
Gain and Apply Knowledge in and across the Disciplines
6) X Gain and Apply Knowledge in:
a)
X Literature and Language
b)
Mathematics
c)
Science and Technology
d)
X Social Studies, History and Geography
e)
X Visual and Performing Arts
f)
Health and Physical Education
Work and Contribute
7) X Demonstrate personal responsibility for planning one’s future academic and career options.
8)
Participate in a school or community service activity.
9)
X Develop informed opinions about current economic, environmental, political and social
issues affecting Massachusetts, the United States and the world and understand how citizens
can participate in the political and legal system to affect improvements in these areas.
Massachusetts Curriculum Framework Learning Standards:
Target Language Proficiency Level: Stage 1 Language Learner
COMMUNICATION
PreK-12 Standard 1: Interpersonal Communication
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
x
Greet and respond to greetings
1.1
x
Introduce and respond to introductions
1.2
x
Ask and answer questions
1.3
x
Make and respond to requests
1.4
x
Exchange information and knowledge
1.5
x
Express likes and dislikes
1.6
x
Express needs and emotions
1.7
PreK-12 Standard 2: Interpretive Communication
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
Follow directions
2.1
x
Understand some ideas and familiar details
2.2
x
Obtain information and knowledge
2.3
x
Read or listen to and interpret signs, simple stories, poems, and informational texts
2.4
PreK-12 Standard 3: Presentational Communication
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
x
Express opinions and ideas
3.1
x
Express needs and emotions
3.2
x
Express agreement and disagreement
3.3
x
Describe people, places, and things
3.4
x
Write lists and short notes
3.5
Present information in a brief report
3.6
CULTURES
PreK-12 Standard 4: Cultures
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary,
students will:
x
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings, farewells, school routines,
4.1
and other daily activities
x
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and dramatizations
4.2
x
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs
4.3
x
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional
4.4
crafts, and musical instruments
Identify distinctive contributions made by people in the target culture
4.5
x
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and performing songs,
4.6
dances, or memorizing poems; by identifying and making examples of crafts or visual arts using traditional techniques
such as brush painting, paper folding, or mosaics
x
Demonstrate knowledge of the target culture’s geography by naming features such as rivers, mountains, cities, and
4.7
climate on maps
COMPARISONS
PreK-12 Standard 5: Linguistic Comparisons
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary,
students will:
x
Ask and answer questions regarding similar/different phonetic/writing systems used in the target language
5.1
x
Give examples of ways in which the target language differs from/is similar to English
5.2
x
Give examples of borrowed and loan words
5.3
x
Identify linguistic characteristics of the target language and compare and contrast them with English linguistic
5.4
characteristics
PreK-12 Standard 6: Cultural Comparisons
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error in the target culture and their own such as signs, symbols,
displays, and inscriptions
x
6.1
x
6.2
x
x
6.3
6.4
Ask and answer questions regarding different forms of communication in the target culture and their own such as
signs, symbols, displays, and inscriptions
Describe patterns of behavior of the target culture, such as celebrations, and compare/contrast them with those of their
own culture
Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own
Identify and discuss cultural characteristics of the target-culture and compare and contrast them to cultural
characteristics of their own culture
CONNECTIONS
Learning Standard 7: Connections
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
x
Obtain information and knowledge related to other disciplines from sources in the target language
7.1
COMMUNITIES
PreK-12 Standard 8: Communities
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
Apply knowledge of the target language and culture beyond the classroom setting
8.1
21st Century Skills:
X personalizing instruction
X engaging students in cross-disciplinary learning
X engaging students as active and self-directed learners
emphasizing inquiry, problem solving and higher order thinking
X applying knowledge and skills in authentic tasks
X engaging students in self-assessment and reflection
X integrating technology
Content Outline:
Unit/Time Frame
Chapitre 1:
Salut, les copains!
Vocabulary and
Grammar
Vocabulary:
• greetings and goodbyes
• introductions
• pleasantries
• contact information
Grammar:
• subject pronouns
• le présent
Chapitre 2:
Qu’est-ce qui te plaît?
Vocabulary:
• likes and dislikes
• (dis)agreement
• opinions
Grammar:
• definite articles
• le présent
• negative expressions
• question formation
Chapitre 3:
Comment est ta famille?
Vocabulary:
• family members
• descriptions
• relationships
Skills Integration
Assessment Strategies
• in/out communication
circle
• beachball toss
• information gap activity
• stations/learning centers
• dialogue & role play
• interview
• language lab activities
• exams:
grammatical analysis
vocabulary
oral responses
• charades and pictionary
• changez, changez
• sentence fragments
• bataille navale
• dice activity (verb forms)
• beachball toss
• converstion prompts
• dictée et questions
• wordsplash (sentence
construction)
• language lab activities
• exams:
grammatical analysis
vocabulary
oral responses
• family tree construction
(riddles) and analysis
• sentence fragments
• koosh ball questions
• exams:
grammatical analysis
vocabulary
oral responses
• performance task: (skit)
un rendez-vous au café
• performance task:
(data presentation)
un sondage avec
graphique…
Grammar:
• le présent
• adjective agreement
• possessive adjectives/de
• role-play
• language lab activities
• group presentation and
discussion: mon album
de photos
• performance task:
(presentation)
un cercle familial
Chapitre 4:
Mon année scolaire.
Vocabulary:
• academic courses
• school supplies
• schedules
• prices
Grammar:
• indefinite articles
• le présent
• adjective agreement
Chapitre 5:
Le temps libre.
Vocabulary:
• sports and activities
• weather
• making plans
Grammar:
• question formation
• preposition expressions
• dice activity
• conversation prompts
• corner classification and
discussion
• inside-outside discussion
• evaluation: emploi du
temps (du 4ème)
• sequencing
• language lab activities
• exams:
grammatical analysis
vocabulary
oral responses
• charades
• bravo
• interview
• weather forecast à la télé
(carte de France)
• match-up
• role-play
• weather journal
• write right stations
• language lab activities
• exams:
grammatical analysis
vocabulary
oral responses
• performance task:
une journée typique à
l’école
• activities wheel
• performance task: (skit)
Et maintenant….à la télé
COURSE PROFICIENCIES: French 1H2
The following are the performances that will be introduced and explored during the course of the year. Each student
should learn and master these performances. Upon completion of the course, each student will take a proficiency
exam focusing on these performances.
Chapitre 1: Salut, les copains!
1.
Greet people and say goodbye. Exchange pleasantries.
2.
State your name. Ask someone else his/her name.
3.
State how you are feeling. Ask how someone else is feeling.
4.
State your age. Ask someone else his/her age.
5.
State your birthday. Ask someone else about his/her birthday.
6.
State where you are from. Ask were someone else is from.
CULTURE: Acknowledge differences in greeting and farewell gestures.
Increase knowledge of the geography of the francophone world.
FOCUS AREA: Identify subject pronouns in the 1st, 2nd, and 3rd person singular/plural.
Conjugate verbs in the 1st, 2nd, and 3rd person singular/plural in the present tense.
Chapitre 2: Qu’est-ce qui te plaît?
7.
Express your likes, dislikes, and preferences about objects. Ask someone else.
8.
Express your likes, dislikes, and preferences about activities. Ask someone else.
9.
Agree or disagree with opinions regarding objects and activities.
10. State how often and where you go to participate in your favorite and least favorite activities.
CULTURE: Compare American and French teen interests.
FOCUS AREA: Identify definite articles in the masculine/feminine and singular/plural.
Conjugate regular verbs in the 1st, 2nd, and 3rd person in the present tense.
Construct questions and negative sentences.
Chapitre 3: Comment est ta famille?
11. Identify the members of your family. Ask someone else about his/her family.
12. Describe your physical attributes and character traits. Describe someone else.
13. Describe the members of your family. State how each person relates to you and to each other.
CULTURE: Compare family life in the United States and in various francophone countries.
FOCUS AREA: Conjugate irregular verbs in the 1st, 2nd, and 3rd person in the present tense.
Agree adjectives in the masculine/feminine and singular/plural.
Utilize possessive adjectives to show relationships between people.
Utilize the de construction (nom de nom) to show relationships between people.
Chapitre 4: Mon année scolaire.
14. Identify academic classes.
15. Identify school supplies.
16. Identify colors.
17. Discuss your schedule. Ask someone else about his/her schedule.
18. Express your opinions about your classes and your teachers. Agree or disagree with someone else.
19. State what you need for your classes. Ask someone else what s/he needs.
20. Identify the price of different objects. Purchase needed school supplies.
CULTURE: Increase awareness of the French educational system.
Increase awareness of official versus conversational time-telling.
Increase awareness of foreign currency.
FOCUS AREA: Identify indefinite articles in the masculine/feminine and singular/plural.
Conjugate regular and irregular verbs in the present tense.
Review adjective agreement.
Chapitre 5: Le temps libre.
21. Identify sports and activities.
22. Discuss the sports/activities you like. State how often and where you go to participate in them.
23. Forecast the weather.
24. Describe the sports and activities you do during each season.
25. Discuss your daily plans. State what you did earlier and what you will do later.
26. Make suggestions to a friend about what to do. Accept or turn down suggestions made by a friend.
CULTURE: Compare and contrast American and French teen interests.
Increase awareness of the metric system.
Expand knowledge of the geography of the francophone world.
FOCUS AREA: Construct questions.
Identify and utilize verbal expressions requiring prepositions.