MADISON PUBLIC SCHOOL DISTRICT FRENCH AP Madison

MADISON PUBLIC SCHOOL DISTRICT
FRENCH AP
Authored by: Penelope Scheer
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider
Supervisor of Visual & Performing Arts/World Language
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
This course is the culmination of a six-year sequence and it seeks to develop and refine skills that have
been acquired over a student's school career. Students are expected to understand, speak, read and
write the language at the third year college level. This is achieved through extensive exposure to a wide
variety of materials including texts, literature, released AP exams and Internet sources.
All objectives are practiced with the goal of communicative and cultural awareness. Students will
communicate with spoken and written forms using interpretive, interpersonal and presentation modes.
Students will demonstrate understanding of a culture via these same three modes.
II. RATIONALE
New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society
centered on the creation and communication of knowledge and ideas across geographical, cultural, and
linguistic borders. Individuals who effectively communicate in more than one language, with an
appropriate understanding of cultural contexts, are globally literate.
The study of another language and culture enables individuals to communicate face-to-face and by
virtual means in appropriate ways with people from diverse cultures. The study of another language
fosters attitudes, values, and skills that indicate a positive disposition and understanding of cultural
differences and that enhance cross-cultural communication.
III. GOALS (Linked to NJ Core Content Standards)
7.1 World Languages: All students will be able to use a world language in addition to English to
engage in meaningful conversation, to understand and interpret spoken and written language, and to
present information, concepts, and ideas, while also gaining an understanding of the perspectives of
other cultures. Through language study, they will make connections with other content areas, compare
the language and culture studied with their own, and participate in home and global communities.
Language learners can be expected to move through levels of proficiency at different rates. In addition,
language learners may demonstrate differing proficiencies depending upon the communicative mode in
which they are functioning (interpersonal, interpretive, or presentational). In Madison High School,
students who are taking French AP should meet the cumulative progress indicators for the
Intermediate- High of proficiency. Intermediate-High Level students communicate using connected
sentences and paragraphs to handle complicated situations on a wide-range of topics. By the end of
French AP, students taking a continuing sequence of language from middle school will:
A. Interpretive Mode:
1. Analyze and critique information contained in culturally authentic materials using
electronic information sources related to a variety of familiar and some unfamiliar topics.
2. Demonstrate comprehension of spoken and written language, as expressed by speakers of the
target language in formal and informal settings, through appropriate responses.
3. Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions
(such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own
culture.
4. Analyze historical and political contexts that connect or have connected famous people, places,
and events from the target culture(s) with the United States.
5. Synthesize information from oral and written discourse dealing with a variety of topics
6. Analyze and critique readings from culturally authentic materials
7. Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts
8. Analyze structures of the target language and comparable linguistic structures in English.
B. Interpersonal Mode:
1. Use digital tools to participate in extended conversations using a variety of timeframes to
exchange information.
2. Give, respond to, and ask for clarification on detailed oral and written directions, commands, and
requests.
3. Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal
communication strategies.
4. Ask and respond to questions as part of a group discussion of topics and situations of personal,
academic, or social nature.
5. Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social
interest or on topics studied in other content areas.
6. Use language in a variety of settings to further personal and/or academic goals.
C. Presentational Mode:
1. Explain and compare how a cultural perspective led to the development of a cultural product or
cultural practice in the target culture(s) and in one’s own culture, shared virtually with a target
language audience.
2. Create and perform stories, poems, short plays, or oral reports based on personal experiences
and/or that reflect cultural perspectives associated with the target culture(s).
3. Use language creatively in writing for a variety of purposes.
4. Explain the structural elements and/or cultural perspectives found in culturally authentic materials
5. Explain cultural perspectives associated with the target culture(s), as evidenced by the
cultural products and cultural practices associated with the target culture(s), and compare these
perspectives with those of one’s own culture
6. Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the
global workforce
IV. ESSENTIAL CONTENT AND ACTIVITES
See attached table.
V.
EVALUATION
Listening, speaking, reading and writing in a wide variety of modes will be used to determine the final
grade. These assessments will include:
A. Tests accompanying Une fois pour toute and Trésor du temps.
B. Teacher generated tests and quizzes based on thematic units and vocabulary
C. Listening tests based on prerecorded dialogues and exchanges
D. Speaking tests in interpersonal and presentational modes
E. Written evaluations in both interpersonal and presentational modes
F. Participation grade based on classroom discussions
G. Reading comprehension
H. Homework
Additionally, after a full year of instruction, students will sit for the Advanced Placement exam given in
May. The modes of evaluation stated above are designed to familiarize the students with the
actual AP Exam. Throughout the year students take E.T.S. released 1998, 2003 and 2008 AP Exams.
VI.
RESOURCES
1.
2.
3.
4.
5.
6.
7.
8.
Une Fois Pour Toutes, Sturges, Independent School Publication
Triangle, Carolyn F. Demaray, Jasette Smith, Wayside Publishing
AP Guide for the AP Language Course, Girard, Fongman Publishing
Ensemble Litérature, Holt, Rhinehart and Winston
Maigret et le Clochard, Simenon
Le Bourgeois Gentilhomme, Molière
Les Miserables, Victor Hugo
Cours Supérieur, AMSCO
Correlated Materials :
1. Internet
2. AP Released Exams and CDs, Advanced Placement Program, Princeton, NJ
3. AATF National French Contest Exams and CDs, Box 86, Plainview NY
4. CDs to accompany Triangle and Guide for the AP Language Course
5. Paris Match and Le Monde, MHS Library subscription
Madison School District
FRENCH AP Scope and Sequence
Unit of
Study
September –
mid October
Les
Problèmes
Contemporains I –
Homelessness,
Poverty
Key Vocabulary
Key Vocabulary/ Language in
Use
Homelessness
Immigration
Racism
Sexual Discrimination
Crime
Transition words
Words used to convince, to debate
Activities/Assessment
Activities/Assessment/Project
Cultural Connections
Cultural Connections
Reading:
Paris – Geography
History of France: Préhistoire
Gaule
:Le Dénuement des Enfants sans
papiers”
Le Centenaire Simenon”
Les Sans-Abris: La Ville de Paris
lance la mission”
“Un crime contre un enfant est une
offense à l’humanité entière”
Related Literature, Video,
Related Literature,
Video, and
and Songs
Songs
Chanson pour l’Auvergnat –
Brassans
Maigret et le Clochard – Maigret
Attention aux Maisons Hantées
All Saints Day
Comparison of 2 Internet videos:
“L’Expulsion des Enfants Sans
Papiers”
Laissez-les Grandir Ici”
Speaking: Images, Bleu
Listening: Dialogues, Bleu
Grammaire – Une fois…
- Verbes, present
- Past tenses
- Futur
- Conditional
Exerpts from:
Chanson de Roland
Tristan et Yseult”
Unit of Study
Mid October –
Mid November
Les Probèmes Contemporains II
La Pollution
And Climate
Changes
Key Vocabulary
The state of the planet
Ecology
Environment
Global Warming
Oceans in Danger
Recycling
Waste
Sustainable energy
Activities/Assessment
Reading: “La Guerre, le
Clézio”
“L’Homme: le plus grand
enemi de la planète”
“La Pollution”
“Environment: les sacs
plastiques en voie de
disparition”
Listening: Dialogues
Speaking: Images from
“Bleu”
Barrons
Writing: Essays on topics at
left
Grammaire: Une fois…
Lec. 4-5
--Subjonctif
--Object and stress
pronouns
--Possessives and
demonstratives
Cultural Connections
History of France:
-- Middle Ages
-- Renaissance
Related Literature,
Video, Song
Short Story – Zola:
L’Attaque
Du Moulin
Song: “Lettre à Paris”
Exerpts: La Farce du Maitre
Pathelin
Villon: La Ballade des
Pendus
Rabelais: Gargantua et
Pantagruel
Unit of
Study
Mid
November December
Science and
Techno-logy
Key Vocabulary
Discoveries
Inventions
The sciences
Scientific research
Industry
“High Tech”
Computer Science
Genetic manipulation
Biotechnology
Automation
The Internet
Space
Activities/Assessment
“Quant à moi” – Quel monde
imaginez-vous pour le future?
“La carte du génôme humaine”
“Et l’homme créa cyberspace “
Joël de Rosnay
“Dix fois plus de femmes
médecins qu’il y a dix ans”
Speaking: Images
Listening comprehension:
Dialogues
Grammar: Une fois… Lec. 5-9
- Interrogatives
- Relative pronouns
- Negation
- Indefinites
Cultural Connections
Related Literature, Video,
and Songs
French Inventors
French History: The age of Louis
XIV
Predicting the future
“Un monde futuriste” – (Claude
Jasmin)
Vidéo: TV 5 “Pour les femmes et
la science”
Exerpt: Molière: L’Ecole des
femmes”
Voltaire: Candide
Unit of
Study
January –
February
La Cuisine
française
Key Vocabulary
Les recettes
Cuisines régionnales
Les produits
Les aliments
Les repas
Activities/Assessment
Reading: “Pour faire chic,
mangez du sorbet à la
fourchette”
“Les examens s’approchent…
Que faire?”
Listening: - Quant à moi, pp.
12-14, Magazine culturel
Cultural Connections
French History:
-Age of Louis XIV
-La Lumière – les philosophes
Hunger in the World
Fast Food in France
“Resto du Coeur”
Related Literature, Video,
and Songs
Molière: Le Bourgeois
Gentilhomme
Internet document:
Etiquette et savoir vivre
Song: Savez-vous planter les
choux?
Film: (extract) Babette’s feast
Dialogues: Bleu
Speaking: Images
Grammaire: 10-11-12
- Adjectives
- Comparatives +
Superlatives
- Prepositions
- Conjunctions
- Infinitive
- Present Participle
- Indirect discourse
Unit of
Study
FebruaryMarch –
April
School and
University
in France
Key Vocabulary
School systems
Subjects of instruction
Goal, objectives of students
Classroom vocabulary
Teaching aids
University courses
Activities/Assessment
Reading: “L’Ennuie à l’école”
“Le retour à l’école du passé”
“Etre lycéen en France: le
regard critique des élèves
étrangers”
“La Femme medecin”
“Internat – potion magique?”
“Dans mon pays, je ne suis pas
allé à l’école.”
Listening: Dialogues from
“Bleu”
Speaking: Class discussions on
articles read, Images from
“Bleu” “Triangle” “Barrons”
Writing: Essays
“Rencontres avec le monde
francophone”
Cultural Connections
Visitors to classroom from
various Francophone regions –
emphasis on education
French History:
- The French Revolution
Related Literature, Video,
and Songs
Eugene Ionesco: Selection
from “La Cantatrice Chauve”
Video clip: Entre les murs” –
contrast with “Les Choristes”
Hugo – “Les Misérables”
Poetry: Lamartine: Le Lac
Unit of
Study
May, June
Le cinéma
français
Key Vocabulary
Film criticism
Technological terms
Film production
Activities/Assessment
Cultural Connections
Writing and Speaking: Resumé
Of French film, presentation to
the class
Demonstration of students’
hobbies and other interests:
oral presentation
French History: The Directory
The Restauration
The Third Republic
Twentieth Century
Cannes Film Festival
Related Literature, Video,
and Songs
Les Misérables – film
Maigret et le Fantôme
Clips from various films
Madison High School
French AP Curriculum
2011- 2012 Supplement
As required by ETS
Submitted by Penelope Scheer
September, 2011
French AP Syllabus 2011-2012
INTRODUCTION
French Language and Culture AP students will typically have completed four years of language study when they arrive at the
AP level. The five national standards (Communication, Culture, Connections, Comparisons, and Communities) drive the
instructional program, as do the Standards for Foreign Language Learning in the 21st Century three modes of communication
(Interpersonal, Interpretative and Presentational) which are the basis for study during the AP year. The entire course is
conducted in French. All activities during the year are designed to provide the student with opportunities to further their
understanding of culture in Francophone countries, mastery of grammatical functions necessary for effective communication,
and vocabulary building. In turn they will be better able to make comparisons with their own culture and communicate on a
variety of topics through their enhanced skills in listening, reading, writing and speaking. Various textbooks will be used during
the year, as well as a wide variety of authentic materials. At the end of the course, all students will take the AP French
Language and Culture exam.
MATERIALS
Richard Ladd, AP Preparing for the Language and Culture Examination
Richard Ladd, Allons au-delà
Trésor du Temps
Une fois pour toutes
Quant à moi
Radio France International exercises en français facile
News Broadcast on France 2, France 24, TV5
ORGANIZATION OF THE AP COURSE
Every 4-5 weeks a new topic is addressed, incorporating a thematic unit in which students work on all aspects of
communication: listening, speaking, reading and writing. Activities will include the three modes of communication:
interpretive, interpersonal, and presentational.
DAILY AND WEEKLY ACTIVITIES
•
Students will master vocabulary that will enable them to communicate effectively.
•
Students will read articles, and then summarize, analyze, and state their reactions.
•
Students will debate controversial issues and participate in and lead class discussions.
•
Students will practice speaking in pairs in the form of role plays, summarize.
•
Students will read various literary texts.
•
Students will complete various grammar exercises in Une fois pour toutes.
•
Students will write either one interpersonal or presentational composition per week.
•
Students will orally present to the class information they have learned about Francophone countries.
ASSESSMENT
•
Students will participate in brief daily discussions referring to topics they are studying.
•
Students will debate and lead class discussions on various topics.
•
Students will participate in brief oral presentations to be graded using the AP speaking rubric.
•
•
•
•
•
Students will write interpersonal and presentational compositions in class on a wide variety of topics. These will be
graded using the AP writing rubric.
Students will interpret and summarize various articles, literary texts and graphs, maps and charts.
Students will complete guided dialogues.
Students will be tested on newly introduced vocabulary.
Students will be tested on grammatical functions such as the subjunctive, negative expressions, relative pronouns, si
clauses, use of prepositions, and comparatives/superlatives.
CALENDAR 2011-2012
September 7- October 10
Topics: Homelessness, hunger and immigration
Thematic Units: Les Défis Mondiaux , La Quête de soi)
Sample Activities:
Mastery of relevant vocabulary
Grammatical review: verb tenses
Interpretive reading :
•
Maigret et le Clochard, Simenon
•
Immigrés, assimilation, integration, insertion: quelques definitions AP French, Ladd p.
•
Le Paris arabe historique, Ladd p. 8
•
Aide au logement de la ville de Paris, Ladd p. 6
•
Article to read, with student-led discussion from InternetActuel
•
Reading, discussion: “Allons au dela” Ladd, Ch. 16 p. 222 – Tu es né en France?
•
Allons au delà: Ch 1 – Touche pas à mon pote, p. 2
76
Interpretive listening:
•
Multiculturalisme, Ladd p. 114 (reading and audio)
•
Entretiens avec Paula Jacques, Ladd p. 146 (audio,questions)
•
Interview par Jacques Chancel (audio, questions,) Ladd p. 147
•
Chansons: Notre Dame de Paris: Nous sommes des sans papiers , » Yannick Noah
•
View excerpts from film: “Paris je t’aime”
•
TV news programs from TV5
•
Web site: Les Restos du Coeur
Interpersonal speaking :
•
Role play between a social worker and job seeker
•
Debate on pros and cons of American capitalism and French socialism
•
Free Response: Speaking, Ladd p. 209
Presentational speaking:
•
2 minute and 10 – 15 minute presentations on assigned topic accompanied by visual
•
Oral Presentation, Ladd p 213 # 13, 15
aids.
Interpersonal writing:
•
Students will email friends urging them to participate in a drive to collect food for ahomeless shelter.
•
Courriel, Ladd p. 165
Presentational writing:
• In class essay on one of the topics covered during the unit. (Examples: Attitudes toward immigration in the US and
France, Alienation of those from Francophone countries arriving in France, Combating hunger and homelessness.)
October 10 – November 23
Topic: L’Environnement
Thèmes: Les Defis Mondiaux, Science et Technologie
Activities:
Vocabulary building
Grammatical functions: subjunctive mode
Interpretive reading - Articles to read and summarize:
•
“Par quoi remplacer une centre nucléaire” Phosphore, June 2011 p. 32-33.
•
“Plan Nord: « une ruée vers le Nord » dénonce Nature Québec Le Soleil, 10 mai 2011.
•
« France : coup d’envoi de l’éolien en mer » Le Figaro, 10 juin 2011.
•
La Dernière Classe, Alphonse Daudet
Interpretive listening - Audio and Video :
•
« l’Energie renouvelable expliquée aux enfants »
•
« Le Maroc et l’énergie solaire. »
•
Interview : L’Energie renouvelable, » le 24 mai 2010
•
TV 5 Documentaires
•
Chanson: Respire, Mickey 3D
•
News stories from TV5
Interpersonal speaking :
•
Role play on various sources of energy (journalist and environmentalist)
•
Debate on pros and cons of energy sources
Presentational speaking:
•
Introduce relevant topic pertaining to the environment and energy needs.
Interpersonal writing:
•
Students will write an email to an elected official on the topic
•
Courriel No. 10 (Ladd, AP French p. 173)
Presentational writing:
•
Short analyses of articles and audio selections
•
In class essay on possible solution to the problem of global energy or pollution
•
Ladd, AP French p. 188
November 28- December 23
Topics : Les Cuisines francophones et française, la famille francophone et français
Themes : La famille et la communauté, la vie contemporaine
Activities :
Vocabulary building
Grammatical function : use of prepositions with nouns and after verbs.
Interpretive reading:
•
Emile Zola: Le ventre de Paris (Ladd : Allons au-delà, p.62)
•
Rêves amers, Maryse Condé (Allons…p.67)
•
Recette : Accres de morue des Caraïbes (Ladd : AP Frenchp. 32)
•
Ladd , AP French p. 44, 76, 80, 82
•
La Gastronomie française classée au patrimoine de l’Unesco ? (Ladd , AP French p. 74)
•
Bien manger pour bien travailler (Ladd, AP French p. 86)
Interpretive listening :
•
Bien Manger pour bien travailler (Ladd, AP French p. 87)
•
Carte du Restaurant Gilles (Ladd, AP French p. 97)
•
Carte du Coq Hardi (Ladd, AP French p. 112)
•
Recette pour les brownies (Ladd, AP French, p. 119)
•
Kit pour fajitas (Ladd, AP French p. 125)
•
L’Importance de bien manger (Ladd, AP French, p. 160)
Interpersonal writing :
•
Courriel No. 5, (Ladd, AP French, p. 168)
Presentational writing:
•
L’obésité: Selection No. 5 (Ladd, AP French, p. 186)
Interpersonal speaking:
•
Students will role play in pairs on the topic of obesity in French and American children (two pediatricians, two parents)
•
Students will debate on the topic of school lunches
•
Students will lead a classroom discussion on the question of typical meals in Francophone countries
•
Selection no. 7 (Ladd, AP French p. 206)
Presentational speaking:
•
Students will present, via video, a demonstration of the preparation of a dish from a Francophone country
January 3 – February 3
Topics – La technologie et l’avenir
Thèmes: Science et Technologie, la vie contemporaine
Activities :
Vocabulary building
Reviewing grammatical functions - relative pronouns
Interpretive reading:
•
Extrait – “La solitude numérique” Didier Daeninckx (Imaginez, p. 266)
•
« Les fans de Facebook auraient de moins bonnes notes » www.vanin.be
•
Chart – social media et le printemps arabe :
http://pro.clubic.com/blog-forum-reseaux-sociaux/facebook/actualité-437330-facebook-arabe-detrone-anglais.html
•
Articles from BBC, L’Actualité, Internet actuel
•
« Bye-bye la secrétaire, bonjour la technologie (Ladd, AP French, p. 10
•
« La domotique au jour le jour » (Ladd, AP French p. 48)
•
« Comment l’Internet transforme-t-il la façon dont on pense ? » (Ladd, AP French p. 60)
Interpretive listening :
•
Video clip – « Il était une fois…les enfants face aux technologies du passé »
•
Podcast on the role of social media in mobilizing aid.
http://www.france24.com/fr/Somalie
•
Sélection No. 3 Ladd : AP French p. 91
•
Sélection no. 7 Ladd: AP French p. 99
•
Sélection no. 10 Ladd: AP French p. 105
•
Ladd, AP French p. 131, 136, 139, 149
Interpersonal speaking:
•
Students will compare and contrast their adolescence (from the standpoint of technology) with that of their parents.
They will work in pairs and give feedback to the class.
•
Ladd, AP French p. 202
Presentational speaking
•
Debate on the impact of new technology and social media, and whether the impact is positive or negative.
•
Students address the topic of lack of technology in underdeveloped countries, and compare the impact with France,
Quebec and other developed Francophone regions.
Interpersonal writing:
•
Students will compose a letter to a company expressing dissatisfaction with a defective gadget they have just bought.
•
Ladd, AP French p. 167, 170
Presentational writing:
•
In class essay on the impact of technology on student friendships
•
Ladd, AP French p. 190, 192, 194
February 6 – February 29
Topic – Qui suis-je ?
Thème – La quête de soi, La famille et la communauté, L’esthétique
Activities :
Vocabulary building
Reviewing grammatical functions : comparitives/superlatives
Interpretive reading:
•
Extrait from “L’Etranger” – Camus (Ladd, p. 78)
•
•
•
•
Articles on 1999 law creating PACS, 2004 law prohibiting “le port des signes ostensible (religieux),” 2010 law
prohibiting the burqa
“Les relations sentimentales en France.” Pause-café, p. 53
Ladd, AP French p. 8, 12, 20, 30, 36, 38, 42, 44, 46, 50, 52, 54, 56, 64, 66, 68, 70, 72
Ladd, Allons au-delà, p. 10, 210-212
Interpretive listening :
•
« L’homme de néanderthal est notre ancêtre » (Radio Canada)
•
La demeure de Claude Monet (Canal Académie)
•
Le poupon (RFI)
•
Chanson : « 7 seconds, » Youssou N’Dour avec Nenah Cherry
•
Video : Youtube : une clip de Titeuf
•
Selections from Ladd, AP French (p. 103)
Interpersonal speaking :
•
In pairs or small groups, students will discuss their attitudes towards different religions, ethnic groups, and sexual
orientations
•
They will compare their attitudes towards immigration with people from Francophone countries
•
They will discuss and analyze the nature of existential alienation.
•
They will debate on the wearing of religious clothing or symbols in public schools.
•
Ladd, French AP pp. 200, 201, 205, 207
Interpersonal writing:
•
Students will write a letter to a fellow student who has been observed bullying others in school.
•
Ladd, AP French p. 166, 169, 171
Presentational speaking:
•
Ladd, p. 212 # 6, p. 213 #8, 12.
•
Students will read a poem to the class and give a detailed analysis.
Presentational writing:
•
In class essay
•
Ladd, French AP p. 180, 182
March 1 – April 5 Topic – L’Education dans les pays francophones
Thèmes : La vie contemporaine, la quête de soi
Activities :
Vocabulary building
Grammatical functions : negative and indefinite expressions
Review of French educational system
Interpretive reading:
•
Daudet: La dernière classe
•
“A l’école” : lecture culturelle
•
Poésie: “Le Cancre”, Prévert, “Prière d’un petit enfant nègre, » Guy Tirolien
•
« Le football, » Goscinny/Sempé
•
Ladd, AP French, p. 14, 68, 88,
Interpretive listening :
•
Film : Entre les murs (1st scene)
•
Film clip : « L’Enfant sauvage. »
•
Podcast : RFI, on subject of unemployment.
•
Ladd, AP French p. 69
Interpersonal speaking:
•
A role play: two stressed out American high school students discussing their options
•
Interviews in small groups with Francophone native speakers on the subject of their years in school.
•
Ladd, AP French p. 208
Interpersonal writing:
•
Students will send a letter to the subjects interviewed, thanking them for coming and asking any remaining questions.
•
Ladd, AP French, p. 165, 171, 172
Presentational speaking:
•
Students will inform the class about the information gleaned from the subjects they interviewed. They will compare
school life in the US and France with that of the subjects they interviewed.
•
They will give an oral presentation about their educational plans for the following year.
•
Ladd, AP FRENCH, P. 212, # 3.
Presentational writing:
•
Students will write a newspaper article about “L’Education dans les pays francophones.”
•
In class essay: The ideal school system (based on what they have experienced themselves and what they have learned
about other systems.)
•
Ladd, AP French, p. 184. “Faut-il supprimer le bac?”
April 16 – May 4
Topic : L’Art et l’architecture des pays francophones and the concept of le « Patrimoine.”
Thème : L’Esthétique
Activities :
Vocabulary building
Grammatical functions : General review for exam transition-word vocabulary etc.
Interpretive reading:
•
Several chapters from “Trésors du temps”
•
Description of cathedral from “Notre Dame de Paris”
•
Articles about various French and Francophone artists
•
Ladd, AP French, p. 8, 18, 22, 50, 54, 66, 72,
Interpretive listening:
•
Chanson: “Florence” from Notre Dame de Paris
•
Ladd, AP French, p. 116-117, 128, 130, 135, 143, 144, 145, 146, 151, 153, 159.
•
Scenes from several French films about the lives of Francophone artists
•
Songs of various Francophone artists
Interpersonal speaking :
•
Students will role play an interview with French artist or architect
•
They will discuss their preferences in art and music with classmates
•
Ladd, AP French p. 201
Interpersonal writing:
•
Students will email a friend asking him or her to a museum exhibit, explaining what they will see and why.
Presentational speaking:
•
Students will research and present to the class information about a Francophone artist, poet, or songwriter.
•
They will compare an American song they like to a Francophone song.
Presentational writing:
•
In class essay – description of a work of art.
•
Ladd, AP French, p. 212
May 14- June 8
Topic: Le cinéma français
Thème: L’esthétique
•
•
Students will learn the history of French cinéma, vocabulary, and what distinguishes the French film industry from its
American counterpart.
Students will watch Francophone movies, choose a representative 15-20 minute clip, set it in context to the rest of the
film, and present it to the class.