Advanced Placement ® French Language and Cul t t u u Syllabus 2011-2012 COURSE DESCRIPTION COURSE DESCRIPTION COURSE DESCRIPTION COURSE DESCRIPTION : : : : Advanced Pla Advanced Pla Advanced Pla Advanced Pla The Advanced P students a profi interpretive, inte global, overlappi The Loudoun County Public Schools A where students gradually develop t authentic, meaningful contexts during cognitive, analytical, and communica confidence in French by continually language control, communication stra order to connect the course with th students will be expected to commu commu commu commu compare compare compare compare and contrast Francophone disciplines in their high school curricu u ure acement ® French Language and Culture acement ® French Language and Culture acement ® French Language and Culture acement ® French Language and Culture Placement(AP) French Language and Culture course i iciency-based, rigorous college-level experience to maxi erpersonal, and presentational skills in French. The foll ing course themes of instruction and their related sub- Advanced Placement ® French Language and Culture c the essential listening, speaking, reading and writing g their first three years of study. This will enable studen ative levels as the pre-AP ® sequence begins in Leve y developing comprehension and comprehensibility, ategies, and cultural awareness throughout the curric he ACTFL National Standards of Foreign Language of unicate unicate unicate unicate entirely in the target language in AP ® French e cultures cultures cultures cultures with their personal communities communities communities communities and co co co co ula. 1 is holistically designed to offer imize their potential in lowing graphic displays the six themes: course actually begins in Level I, g skills embedded in culturally nts to function at more advanced el IV Honors. Students will build a rich breadth of vocabulary, cula of study from Levels I-AP. In f Learning for the 21 st Century, h Language and Culture as they onnect onnect onnect onnect their studies with other
COURSE DESCRIPTIONCOURSE DESCRIPTIONCOURSE DESCRIPTIONCOURSE DESCRIPTION : : : : Advanced Placement ® French Language and CultureAdvanced Placement ® French Language and CultureAdvanced Placement ® French Language and CultureAdvanced Placement ® French Language and Culture
The Advanced Placementstudents a proficiencyinterpretive, interpersonal, and presentational skills in Frenchglobal, overlapping
The Loudoun County Public Schools Advanced Placement ® French Language and Culture course actually begins in Level I, where students gradually develop the essentauthentic, meaningful contexts during their first three years of studycognitive, analytical, and communicative levels as theconfidence in French by continually developing comprehension and comprehensibility, a rich breadth of vocabulary, language control, communication strategies, and cultural awareness throughouorder to connect the course with the students will be expected to communicatecommunicatecommunicatecommunicatecomparecomparecomparecompare and contrast Francophone disciplines in their high school curricula.
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Advanced Placement ® French Language and CultureAdvanced Placement ® French Language and CultureAdvanced Placement ® French Language and CultureAdvanced Placement ® French Language and Culture
The Advanced Placement (AP) French Language and Culture course is proficiency-based, rigorous college-level experience to maximize their potential in
interpretive, interpersonal, and presentational skills in French. The following overlapping course themes of instruction and their related sub-
The Loudoun County Public Schools Advanced Placement ® French Language and Culture course actually begins in Level I, where students gradually develop the essential listening, speaking, reading and writing skills embedded in culturally
during their first three years of study. This will enable studentscognitive, analytical, and communicative levels as the pre-AP ® sequence begins in Level IV Honors. confidence in French by continually developing comprehension and comprehensibility, a rich breadth of vocabulary, language control, communication strategies, and cultural awareness throughout the curricula of study from Levels I
to connect the course with the ACTFL National Standards of Foreign Language of Learning for the 21communicatecommunicatecommunicatecommunicate entirely in the target language in AP ® French Langua
and contrast Francophone culturesculturesculturescultures with their personal communities communities communities communities and connectconnectconnectconnecthigh school curricula.
1
course is holistically designed to offer level experience to maximize their potential in
he following graphic displays the six themes:
The Loudoun County Public Schools Advanced Placement ® French Language and Culture course actually begins in Level I, ial listening, speaking, reading and writing skills embedded in culturally
This will enable students to function at more advanced AP ® sequence begins in Level IV Honors. Students will build
confidence in French by continually developing comprehension and comprehensibility, a rich breadth of vocabulary, t the curricula of study from Levels I-AP. In
ACTFL National Standards of Foreign Language of Learning for the 21st Century, entirely in the target language in AP ® French Language and Culture as they
connectconnectconnectconnect their studies with other
ON PARLEON PARLEON PARLEON PARLE FRANÇAIS!FRANÇAIS!FRANÇAIS!FRANÇAIS! French will be the dominant language of communication inlearn techniques by which they can use other vocabulary and structures to indicate meaning in situations where specific terminology is not yet known. The goal is to develop a comfortable setting French language learning where students feel free to take risks in order to maximize their level of proficiency. INSTRUCTIONAL PRACTICES and ASSESSMENTINSTRUCTIONAL PRACTICES and ASSESSMENTINSTRUCTIONAL PRACTICES and ASSESSMENTINSTRUCTIONAL PRACTICES and ASSESSMENT AP ® French Language and Culture course instructors wiobjectives for students. They will also AP ® scoring rubrics, design thematic instruction supported by athen assess student progress towards the initial objectiredirecting instruction as needed to strengthen proficiency skills. A laAP will be designed to be similar in style to the AP ® French Language and Culture exam The following six groups of learning objectives will be used to design activities throughout the scope and sequFrench I –AP:
Spoken Interpersonal Communication Written Interpersonal Communication Audio, Visual, and Audiovisual Interpretive Communication Written and Print Interpretive Communication Spoken Presentational Communication Written Presentational Communication
• Align with national standardsAlign with national standardsAlign with national standardsAlign with national standards Course revisions integrate the instructional goals, Communications, Cultures, Connections, Comparisons, Communities, as outlined
• Focus on communicationFocus on communicationFocus on communicationFocus on communication Students will demonstrate proficiency in the three modes of communication:Interpretive and Presentational.
• Encourage cultural awarenessEncourage cultural awarenessEncourage cultural awarenessEncourage cultural awareness Students will develop an awareness and appreciation of aspects of the target culture, including products (tools, books, music, laws, conventions, institutions); practices (patteinteractions); and perspectives (values, attitudes, assumptions).
• Incorporate a thematic approachIncorporate a thematic approachIncorporate a thematic approachIncorporate a thematic approach A thematic structure enables students to study a variety of concepts in interesting, meaningful, and engaging contexts.
• Provide clear learningProvide clear learningProvide clear learningProvide clear learning objectivesobjectivesobjectivesobjectives The learning objectives describe the collegethe AP Exam.
• Provide achievementProvide achievementProvide achievementProvide achievement----level descriptionslevel descriptionslevel descriptionslevel descriptionsPerformance indicators enable teachers to gain insight into students’ performance and adcurriculum and instruction to meet their needs.
French will be the dominant language of communication in this course between the teacher and studentsthey can use other vocabulary and structures to indicate meaning in situations where specific
The goal is to develop a comfortable setting in which there is an appreciation and love for French language learning where students feel free to take risks in order to maximize their level of proficiency.
INSTRUCTIONAL PRACTICES and ASSESSMENTINSTRUCTIONAL PRACTICES and ASSESSMENTINSTRUCTIONAL PRACTICES and ASSESSMENTINSTRUCTIONAL PRACTICES and ASSESSMENT
AP ® French Language and Culture course instructors will design their instructional techniques to set reasonable learning describe acceptable performance at distinct achievement levels as designated in the
AP ® scoring rubrics, design thematic instruction supported by a variety of interesting, meaningful classroom activities, and then assess student progress towards the initial objectives per unit. Teachers will be responsible for redirecting instruction as needed to strengthen proficiency skills. A large majority of the summative assessments in Levels IAP will be designed to be similar in style to the AP ® French Language and Culture exam.
The following six groups of learning objectives will be used to design activities throughout the scope and sequ
Spoken Interpersonal Communication Written Interpersonal Communication Audio, Visual, and Audiovisual Interpretive Communication Written and Print Interpretive Communication Spoken Presentational Communication
Communication
(AP) French (AP) French (AP) French (AP) French Language and Culture Language and Culture Language and Culture Language and Culture Course Course Course Course DesignDesignDesignDesign
Course revisions integrate the instructional goals, Communications, Cultures, Connections, Comparisons, Communities, as outlined in Standards for Foreign Language Learning in the 21st Century
Students will demonstrate proficiency in the three modes of communication: Interpersonal,
Students will develop an awareness and appreciation of aspects of the target culture, including products (tools, books, music, laws, conventions, institutions); practices (patterns of social interactions); and perspectives (values, attitudes, assumptions).
A thematic structure enables students to study a variety of concepts in interesting, meaningful, and
The learning objectives describe the college-level knowledge and skills students need to succeed on
level descriptionslevel descriptionslevel descriptionslevel descriptions Performance indicators enable teachers to gain insight into students’ performance and adjust curriculum and instruction to meet their needs.
2
ourse between the teacher and students. Students will they can use other vocabulary and structures to indicate meaning in situations where specific
in which there is an appreciation and love for French language learning where students feel free to take risks in order to maximize their level of proficiency.
ll design their instructional techniques to set reasonable learning describe acceptable performance at distinct achievement levels as designated in the
variety of interesting, meaningful classroom activities, and be responsible for differentiating or
rge majority of the summative assessments in Levels I-
The following six groups of learning objectives will be used to design activities throughout the scope and sequence of
Standards for Foreign Language Learning in the 21st Century.
Students will develop an awareness and appreciation of aspects of the target culture, including
A thematic structure enables students to study a variety of concepts in interesting, meaningful, and
level knowledge and skills students need to succeed on
just
The following is a more specific language skill breakdown accompanied by activities whicbe completed by students
LISTENING: LISTENING: LISTENING: LISTENING:
Students will be introduced to new vocabulary, conversational pastructures via constant target language use by students to hear students can effectively develop their aural/oral
It is vital for students to take notes when listening to dialogues or exchanges for which they are being asked to seek information to provide assistance comprehension by working in cooperative learning groups where they must communicate with each other to express messages in response to prompts from their partners. Astronger listening comprehension skills:
� Audio recordings from classroom text publications
� Authentic recordings/broadcasts from French language media programs (i.e. radio, television, film, Podcasts)
� Classical and popular French music, ranging from traditional compositions tospeaking world
� Opportunities to speak with Francophone guests
� Communicative exercises and games
SPEAKING:SPEAKING:SPEAKING:SPEAKING: Students will continue to develop speaking proficiency in French via a particular sequence. They will firmodels presented, focusing on style, intonation, and correct pronunciationinterpersonal conversational exercises to gradually mastegrammatical sequences. By maintaining French as the essential language of communication, students will speaking ability since their thought patterns will be focused on responding in the target language Students will gain greaterconfidence in presentational speaking by taking risks in communicative exercises, all in an enriched, supportive environment. They will acquire a greater sense acquiring vernacular expressions from thei A general list of activities follows, all designed for acquisition of stronger speaking skills:
� Recycling vocabulary and structures� Conversational activities in both direct and cooperative learning settings� Dialogue performances / Mini
The following is a more specific language skill breakdown accompanied by activities whicbe completed by students:
LISTENING: LISTENING: LISTENING: LISTENING:
tudents will be introduced to new vocabulary, conversational pastructures via constant target language use by the teacher. There will be opportunities for students to hear a variety of Francophone speakers to provide authentic models by which students can effectively develop their aural/oral interpretive skills.
It is vital for students to take notes when listening to dialogues or exchanges for which they are being asked to seek information to provide assistance when answering questions. Students will facilitate their own growth in listening comprehension by working in cooperative learning groups where they must communicate with each other to express messages in response to prompts from their partners. A general list of activities follows
prehension skills:
Audio recordings from classroom text publications
Authentic recordings/broadcasts from French language media programs (i.e. radio, television, film, Podcasts)
Classical and popular French music, ranging from traditional compositions to modern top singles in the French
Opportunities to speak with Francophone guests
and games
Students will continue to develop speaking proficiency in French via a particular sequence. They will fir, focusing on style, intonation, and correct pronunciation. Students subsequently will engage in
conversational exercises to gradually master newly introduced thematic vocabulary and supportive sequences. By maintaining French as the essential language of communication, students will
speaking ability since their thought patterns will be focused on responding in the target language Students will gain greaterspeaking by taking risks in communicative exercises, all in an enriched, supportive
They will acquire a greater sense of both formal and informal forms of the French language, often times acquiring vernacular expressions from their assigned exercises.
follows, all designed for acquisition of stronger speaking skills:
vocabulary and structures Conversational activities in both direct and cooperative learning settings
ini-speeches / Readings / Picture Sequence
/ Skits / Songs / Games / Oral practice drills / Question sequences / Debates
3
The following is a more specific language skill breakdown accompanied by activities which shall
tudents will be introduced to new vocabulary, conversational patterns, and grammatical . There will be opportunities for
to provide authentic models by which skills.
It is vital for students to take notes when listening to dialogues or exchanges for which they are being asked to seek Students will facilitate their own growth in listening
comprehension by working in cooperative learning groups where they must communicate with each other to express , all designed for acquisition of
Authentic recordings/broadcasts from French language media programs (i.e. radio, television, film, Podcasts)
modern top singles in the French
Students will continue to develop speaking proficiency in French via a particular sequence. They will first orally reproduce Students subsequently will engage in
matic vocabulary and supportive sequences. By maintaining French as the essential language of communication, students will improve their
speaking ability since their thought patterns will be focused on responding in the target language Students will gain greater speaking by taking risks in communicative exercises, all in an enriched, supportive academic
formal and informal forms of the French language, often times
READING: READING: READING: READING:
Students will improve reading skills whilestructures. Students will learn additional vocabulary and grammar patterns collaborative group settings. Readings will be derived from textbook exercises formally exposed to samples of classic and modern French literature as part of their studies. aloud to promote guided literacy skills, text, summarize, and offer analysis of various literary elementsStudents will also make connections and comparisons to their native cultures via the study of thetheir readings. Students will develop critical thinking skills in the target language ended exercises based on their reading activities.with the teacher and classmates orally on the theme(s) associated with the text, and create responses based upon their readings.
A general list of activities follows, all designed for acquisition of stronger readi
� French literary excerpts from a variety of sources� French Plays � Novels � Poetry � Songs � Online Newspaper Articles and Advertisements� Journals/Magazines � Devinettes � Short stories � Essays � Textbook assigned readings � Comics � Peer compositions � Riddles � Proverbs / Idiomatic expressions� Subtitled films � Games
WRITING: WRITING: WRITING: WRITING:
Students will increase their written proficiency in French activities, in support of the previously outlined skills of listening, speaking,
respond in informal and formal styles. They will begin by writing new vocabulary, extend to patterned exercises of grammatical structure and style, respond to questions / exercises focused on acquisition of new structures and enrof previously introduced items, and finally graduate to direct application of learned structures in more compositionactivities. Students will be required to spell French words and use grammatical structures correctlyand support their level of proficiency. They will also learn how to compose an introduction, supportive body, and conclusion to a thematic composition. Various creative writing styles shall be persuasive, and critical response formats. prompts to compose their own work. A general list of activities follows, all designed for acquisition of stronger writing skills:
� Responses to textbook-based and teacher� Vocabulary strengthening exercises� Personal Journals � In-Class Timed Writings/Themes� Homework-assigned compositions / themes
while refining the listening and speaking elements of newly acquired vocabulary and structures. Students will learn additional vocabulary and grammar patterns from context-based
Readings will be derived from textbook exercises and authentic resources.formally exposed to samples of classic and modern French literature as part of their studies.
literacy skills, supporting the acquired listening/speaking skills. Th, and offer analysis of various literary elements which drive the theme, content,
Students will also make connections and comparisons to their native cultures via the study of thedevelop critical thinking skills in the target language in response to
based on their reading activities. Finally, students will interpret texts to answer related quwith the teacher and classmates orally on the theme(s) associated with the text, and create
upon their readings.
A general list of activities follows, all designed for acquisition of stronger reading skills:
French literary excerpts from a variety of sources
Online Newspaper Articles and Advertisements
/ Idiomatic expressions
will increase their written proficiency in French by engaging in a variety of directed and opensupport of the previously outlined skills of listening, speaking,
informal and formal styles. They will begin by writing new vocabulary, extend to patterned exercises of grammatical structure and style, respond to questions / exercises focused on acquisition of new structures and enrof previously introduced items, and finally graduate to direct application of learned structures in more composition
. Students will be required to spell French words and use grammatical structures correctly. They will also learn how to compose an introduction, supportive body, and conclusion
to a thematic composition. Various creative writing styles shall be implemented, including descriptive, compare/contrast, formats. Students will make connections from the texts they read and use
A general list of activities follows, all designed for acquisition of stronger writing skills:
based and teacher-created exercises Vocabulary strengthening exercises
Class Timed Writings/Themes assigned compositions / themes
4
f newly acquired vocabulary and based readings in individual and
thentic resources. Students will be formally exposed to samples of classic and modern French literature as part of their studies. Students will read silently and
They will learn to effectively read a , content, and style of the reading.
Students will also make connections and comparisons to their native cultures via the study of the Francophone culture in in response to both closed and open-
nswer related questions, interact with the teacher and classmates orally on the theme(s) associated with the text, and create original presentational
by engaging in a variety of directed and open-ended support of the previously outlined skills of listening, speaking, and reading. Students will
informal and formal styles. They will begin by writing new vocabulary, extend to patterned exercises of grammatical structure and style, respond to questions / exercises focused on acquisition of new structures and enrichment of previously introduced items, and finally graduate to direct application of learned structures in more composition-based
. Students will be required to spell French words and use grammatical structures correctly to build language control . They will also learn how to compose an introduction, supportive body, and conclusion
ed, including descriptive, compare/contrast, Students will make connections from the texts they read and use them as
Students will use a variety of textbook-based and authentic resources throughout the year in AP ® French Language and Culture. The following is just a basic list of the many resources which shall be employed in the course: MAIN TEXT SERIES:MAIN TEXT SERIES:MAIN TEXT SERIES:MAIN TEXT SERIES:
Dietiker, Simone Renaud and Dominique van Hooff. En Bonne FormeEn Bonne FormeEn Bonne FormeEn Bonne Forme.... New York, New York: Houghton-Mifflin Company, 2006. CiCiCiCivilisation vilisation vilisation vilisation progressive du françaisprogressive du françaisprogressive du françaisprogressive du français: niveau debutant.: niveau debutant.: niveau debutant.: niveau debutant. Grand-Clément, Odile, CLE International, France 2007. Civilisation progressive du français:Civilisation progressive du français:Civilisation progressive du français:Civilisation progressive du français:niveau intermédiaire.niveau intermédiaire.niveau intermédiaire.niveau intermédiaire. Grand-Clément, Odile, CLE International, France 2008. Pécheur, Jacques. Civilisation proCivilisation proCivilisation proCivilisation progressive du français: niveau avancée.gressive du français: niveau avancée.gressive du français: niveau avancée.gressive du français: niveau avancée. CLE International, France 2010. Ladd, Richard. Allons auAllons auAllons auAllons au----delàdelàdelàdelà. Pearson, 2012. Ladd, Richard. AP French: Preparing for the French Language andAP French: Preparing for the French Language andAP French: Preparing for the French Language andAP French: Preparing for the French Language and Culture ExamCulture ExamCulture ExamCulture Exam.... Pearson, 2012. Sturges, II, Hale, Linda Craig Nielsen, and Henry L. Herbst. Une fois pour toutesUne fois pour toutesUne fois pour toutesUne fois pour toutes.... White Plains, New York: Longman Publishing Group, 1992. Vocabulaire progressif du français: niveau avancée.Vocabulaire progressif du français: niveau avancée.Vocabulaire progressif du français: niveau avancée.Vocabulaire progressif du français: niveau avancée. Grand-Clément, Odile, CLE International, France 2004. NOVELS: NOVELS: NOVELS: NOVELS:
(de) Saint-Exupéry, Antoine. Le Petit Prince. Luçon (Vendée): Gallimard, 2000. Sartre, Jean-Paul. Les jeux sont faits. Luçon (Vendée): Gallimard, 1990.
THE ADVANCED PLACEMENT® FRENCH LANGUAGE THE ADVANCED PLACEMENT® FRENCH LANGUAGE THE ADVANCED PLACEMENT® FRENCH LANGUAGE THE ADVANCED PLACEMENT® FRENCH LANGUAGE TuesTuesTuesTuesday, May day, May day, May day, May 11115555, 20, 20, 20, 2011112222, PM Exam (12:00, PM Exam (12:00, PM Exam (12:00, PM Exam (12:00 Students enrolled in the AP
Language and Culture exam on Tuesopportunity to be thoroughly prepared for the assesassessed in the exact same format and expectation level as on the AP exam. Students will be afforded opportunities to practice for the AP French Language
� Class time activities � Practice AP tests scheduled regularly� Individual meetings upon request and also upon requirement� Réussissons au cours de
It is vital thIt is vital thIt is vital thIt is vital that we see our class as a team of students who are all at we see our class as a team of students who are all at we see our class as a team of students who are all at we see our class as a team of students who are all exam…exam…exam…exam…The ultimate goalFrench as possible. The teacher
ININININ----CLASS ASSESSMENTS: CLASS ASSESSMENTS: CLASS ASSESSMENTS: CLASS ASSESSMENTS:
and Culture exam, scoring rubrics matching those for the spring assessment will be used year when grading students on their percentage grade shall be assigned to t
1: 1: 1: 1: Response demonstrates communicative skills. 0: 0: 0: 0: The response is totally incomprehensible or doesnot address the question at all.
* Note:Note:Note:Note: Student compositions line. Typed assignments will The specific rubrics for the of this syllabus, specifying the charts above to the left
THE ADVANCED PLACEMENT® FRENCH LANGUAGE THE ADVANCED PLACEMENT® FRENCH LANGUAGE THE ADVANCED PLACEMENT® FRENCH LANGUAGE THE ADVANCED PLACEMENT® FRENCH LANGUAGE AND CULTURE AND CULTURE AND CULTURE AND CULTURE EXAM : EXAM : EXAM : EXAM : , PM Exam (12:00, PM Exam (12:00, PM Exam (12:00, PM Exam (12:00pm start time)pm start time)pm start time)pm start time)
nrolled in the AP® French Language and Culture course will take the Advanced Placement® French Tuesday, May 15, 2012 during the afternoon session. Students will be given every
opportunity to be thoroughly prepared for the assessment via the activities completed in class. They will be continually assessed in the exact same format and expectation level as on the AP exam.
Students will be afforded opportunities to practice for the AP French Language and Culture exam in the follow
ice AP tests scheduled regularly throughout the year
Individual meetings upon request and also upon requirement Réussissons au cours de français AP! County-wide meetings for AP students and teachers
at we see our class as a team of students who are all at we see our class as a team of students who are all at we see our class as a team of students who are all at we see our class as a team of students who are all striving striving striving striving for the best score on the for the best score on the for the best score on the for the best score on the ultimate goal overall, however, is for students to participate in this course and learn as much
The teacher will be here to support you along the way!
CLASS ASSESSMENTS: CLASS ASSESSMENTS: CLASS ASSESSMENTS: CLASS ASSESSMENTS: In order to adequately prepare students for the May exam, scoring rubrics matching those for the spring assessment will be used
students on their SPEAKINGSPEAKINGSPEAKINGSPEAKING and WRITING WRITING WRITING WRITING (timed writing /compositions)percentage grade shall be assigned to the performance according to the following
®®®® French French French French and Languageand Languageand Languageand Language 2020202011111111----2012012012012222 Scoring Guidelines: Scoring Guidelines: Scoring Guidelines: Scoring Guidelines:
PresentationalPresentationalPresentationalPresentational and Interpersonaland Interpersonaland Interpersonaland Interpersonal SpeakingSpeakingSpeakingSpeaking and Writingand Writingand Writingand Writing AssessmentsAssessmentsAssessmentsAssessments
AND CULTURE AND CULTURE AND CULTURE AND CULTURE SCORE GUIDELINESCORE GUIDELINESCORE GUIDELINESCORE GUIDELINESSSS PERCENTAGE EQUIVALENTPERCENTAGE EQUIVALENTPERCENTAGE EQUIVALENTPERCENTAGE EQUIVALENTAPAPAPAP ®®®®
The response is totally incomprehensible or doesnot address the question at all. / UnacceptableUnacceptableUnacceptableUnacceptable
Student compositions shall be composed on college-ruled notebook paper with writing on every other line. Typed assignments will not be accepted unless otherwise proscribed by the teacher
rubrics for the APAPAPAP ®®®® French LanguageFrench LanguageFrench LanguageFrench Language and Cultureand Cultureand Cultureand Culture 2020202011112222 Scoring GuidelinesScoring GuidelinesScoring GuidelinesScoring Guidelinesspecifying all of the details which show the characteristics of each performance factor listed in to the left.
6
course will take the Advanced Placement® French during the afternoon session. Students will be given every
sment via the activities completed in class. They will be continually
exam in the following manners:
for AP students and teachers
for the best score on the for the best score on the for the best score on the for the best score on the overall, however, is for students to participate in this course and learn as much
In order to adequately prepare students for the May 2012 AP French Language exam, scoring rubrics matching those for the spring assessment will be used throughout the
(timed writing /compositions) assignments. A following generalized tables.
PERCENTAGE EQUIVALENTPERCENTAGE EQUIVALENTPERCENTAGE EQUIVALENTPERCENTAGE EQUIVALENT French French French French Language and CultureLanguage and CultureLanguage and CultureLanguage and Culture 99998888% A% A% A% A++++ (5+)(5+)(5+)(5+) 95%A95%A95%A95%A (5)(5)(5)(5) 92% A92% A92% A92% A---- (5(5(5(5----)))) 88888888% B% B% B% B++++ (4+)(4+)(4+)(4+) 85% B85% B85% B85% B (4)(4)(4)(4) 82% B82% B82% B82% B---- (4(4(4(4----)))) 77778888% C% C% C% C++++ (3+)(3+)(3+)(3+) 75% C75% C75% C75% C (3)(3)(3)(3) 72% C72% C72% C72% C---- (3(3(3(3----)))) 66668888 % D% D% D% D++++ (2+)(2+)(2+)(2+) 65%D 65%D 65%D 65%D (2)(2)(2)(2) 62% D62% D62% D62% D---- (2(2(2(2----)))) 55558888% F% F% F% F (1)(1)(1)(1)
0% F0% F0% F0% F (0)(0)(0)(0)
led notebook paper with writing on every other he teacher.
Scoring GuidelinesScoring GuidelinesScoring GuidelinesScoring Guidelines are attached at the back all of the details which show the characteristics of each performance factor listed in
Thematic
SEMESTER I :
I. THÈME 1 : Les défis mondiaux
A. La tolérance :
• LECTURE 1 : Hergé : Les bijoux de la Castafiore
• LECTURE 2 : Tahar Ben Jelloun
• Grammaire / Structure en Contexte
o Le genre des noms
o Les articles définis, indéfinis, partitifs
o Le présent
o L’impératif
o Le passif
AP French:AP French:AP French:AP French: Preparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture Exam Interpretive Communication, Print Text: Sélection 1: pp. 4Interpretive Communication, Print Text: Sélection 1: pp. 4Interpretive Communication, Print Text: Sélection 1: pp. 4Interpretive Communication, Print Text: Sélection 1: pp. 4
Liens électroniques 1.1.1.1. Alerte à L’antisémitisme en France: Alerte à L’antisémitisme en France: Alerte à L’antisémitisme en France: Alerte à L’antisémitisme en France: http://www.bbc.co.uk/apps/http://www.bbc.co.uk/apps/http://www.bbc.co.uk/apps/http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_antisemitism;templifl/languages/french/news/quizengine?quiz=frnews_antisemitism;templifl/languages/french/news/quizengine?quiz=frnews_antisemitism;templifl/languages/french/news/quizengine?quiz=frnews_antisemitism;templateStyle=frnews_antisemitismateStyle=frnews_antisemitismateStyle=frnews_antisemitismateStyle=frnews_antisemitism 2. Le racisme dans mon quartier2. Le racisme dans mon quartier2. Le racisme dans mon quartier2. Le racisme dans mon quartier http://zdc.free.fr/htm/travele/racisme/race.htmhttp://zdc.free.fr/htm/travele/racisme/race.htmhttp://zdc.free.fr/htm/travele/racisme/race.htmhttp://zdc.free.fr/htm/travele/racisme/race.htm
FILM:« Entre les murs » (2008) SUGGESTED UNIFIED THEMATIC PROJECT:SUGGESTED UNIFIED THEMATIC PROJECT:SUGGESTED UNIFIED THEMATIC PROJECT:SUGGESTED UNIFIED THEMATIC PROJECT:
French Language and CultureThematic Program of Study
Les bijoux de la Castafiore
Tahar Ben Jelloun : Le racisme expliqué à ma fille
Grammaire / Structure en Contexte :
nre des noms
Les articles définis, indéfinis, partitifs
Preparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture Exam: : : : Interpretive Communication, Print Text: Sélection 1: pp. 4Interpretive Communication, Print Text: Sélection 1: pp. 4Interpretive Communication, Print Text: Sélection 1: pp. 4Interpretive Communication, Print Text: Sélection 1: pp. 4----5 5 5 5 –––– La paix et la guerre / Les droits La paix et la guerre / Les droits La paix et la guerre / Les droits La paix et la guerre / Les droits
de l’être humain / La tolerancede l’être humain / La tolerancede l’être humain / La tolerancede l’être humain / La tolerance
Alerte à L’antisémitisme en France: Alerte à L’antisémitisme en France: Alerte à L’antisémitisme en France: Alerte à L’antisémitisme en France: ifl/languages/french/news/quizengine?quiz=frnews_antisemitism;templifl/languages/french/news/quizengine?quiz=frnews_antisemitism;templifl/languages/french/news/quizengine?quiz=frnews_antisemitism;templifl/languages/french/news/quizengine?quiz=frnews_antisemitism;templ
La paix et la guerre / Les droits La paix et la guerre / Les droits La paix et la guerre / Les droits La paix et la guerre / Les droits de l’être humain / La tolerancede l’être humain / La tolerancede l’être humain / La tolerancede l’être humain / La tolerance
o L’accord du participe passé avec les temps composés
o Le passé simple
AP French:AP French:AP French:AP French: Preparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture Exam: : : : Interpretive Communication, Print Text: Sélection Interpretive Communication, Print Text: Sélection Interpretive Communication, Print Text: Sélection Interpretive Communication, Print Text: Sélection 19191919: : : : pp. 40pp. 40pp. 40pp. 40----41414141 –––– L’environnementL’environnementL’environnementL’environnement
Interpretive Communication, Print and Audio Texts: Sélection 5: pp. 94Interpretive Communication, Print and Audio Texts: Sélection 5: pp. 94Interpretive Communication, Print and Audio Texts: Sélection 5: pp. 94Interpretive Communication, Print and Audio Texts: Sélection 5: pp. 94----95959595 –––– L’envL’envL’envL’environnementironnementironnementironnement Interpretive Communication, Print and Audio Texts: Sélection 19: pp. 122Interpretive Communication, Print and Audio Texts: Sélection 19: pp. 122Interpretive Communication, Print and Audio Texts: Sélection 19: pp. 122Interpretive Communication, Print and Audio Texts: Sélection 19: pp. 122----123 123 123 123 –––– L’environnementL’environnementL’environnementL’environnement Interpretive Communication, Audio Texts: Sélection 14: p. 141Interpretive Communication, Audio Texts: Sélection 14: p. 141Interpretive Communication, Audio Texts: Sélection 14: p. 141Interpretive Communication, Audio Texts: Sélection 14: p. 141 –––– L’environnementL’environnementL’environnementL’environnement Interpretive Communication, Audio Texts: Sélection 21: p. 148 Interpretive Communication, Audio Texts: Sélection 21: p. 148 Interpretive Communication, Audio Texts: Sélection 21: p. 148 Interpretive Communication, Audio Texts: Sélection 21: p. 148 -------- L’eL’eL’eL’environnementnvironnementnvironnementnvironnement Interpretive Communication, Audio Texts: Sélection 29: p. 156 Interpretive Communication, Audio Texts: Sélection 29: p. 156 Interpretive Communication, Audio Texts: Sélection 29: p. 156 Interpretive Communication, Audio Texts: Sélection 29: p. 156 –––– L’environnement / La santéL’environnement / La santéL’environnement / La santéL’environnement / La santé Interpersonal Writing, EInterpersonal Writing, EInterpersonal Writing, EInterpersonal Writing, E----mail Reply: Courriel No. 10: p. 173mail Reply: Courriel No. 10: p. 173mail Reply: Courriel No. 10: p. 173mail Reply: Courriel No. 10: p. 173 –––– L’environnement L’environnement L’environnement L’environnement
Civilisation Progressive du Français, Niveau Intermédiare
“L’énergie” “L’énergie” “L’énergie” “L’énergie” -------- Repères Economiques pp. 94Repères Economiques pp. 94Repères Economiques pp. 94Repères Economiques pp. 94----95 95 95 95 “L’industrie agro“L’industrie agro“L’industrie agro“L’industrie agro----alimentaire et le monde rural” alimentaire et le monde rural” alimentaire et le monde rural” alimentaire et le monde rural” -------- Repères Economiques pp. 90Repères Economiques pp. 90Repères Economiques pp. 90Repères Economiques pp. 90----91919191
Liens électroniques 1.1.1.1. Encore de beaux jours pour le nucléaireEncore de beaux jours pour le nucléaireEncore de beaux jours pour le nucléaireEncore de beaux jours pour le nucléaire http://www.bbc.co.uk/languages/french/news/environment/nuclear_power_france.shtmlhttp://www.bbc.co.uk/languages/french/news/environment/nuclear_power_france.shtmlhttp://www.bbc.co.uk/languages/french/news/environment/nuclear_power_france.shtmlhttp://www.bbc.co.uk/languages/french/news/environment/nuclear_power_france.shtml 2. 2. 2. 2. MiniMiniMiniMini----marées noiresmarées noiresmarées noiresmarées noires
http://www.bbc.co.uk/languages/french/news/environment/oil_spill.shtml 3. Parier sur l’énergie nucléaire3. Parier sur l’énergie nucléaire3. Parier sur l’énergie nucléaire3. Parier sur l’énergie nucléaire http://www.bbc.co.uk/apps/ifl/languages/french/nehttp://www.bbc.co.uk/apps/ifl/languages/french/nehttp://www.bbc.co.uk/apps/ifl/languages/french/nehttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_nuclear;templateStyws/quizengine?quiz=frnews_nuclear;templateStyws/quizengine?quiz=frnews_nuclear;templateStyws/quizengine?quiz=frnews_nuclear;templateStyle=frnews_nuclearle=frnews_nuclearle=frnews_nuclearle=frnews_nuclear 4. Le recyclage en France4. Le recyclage en France4. Le recyclage en France4. Le recyclage en France
http://www.consoglobe.com/recyclage-france-croule-dechets-1686-cg 5. Replanter les5. Replanter les5. Replanter les5. Replanter les arbres arbres arbres arbres du Palace de Versaillesdu Palace de Versaillesdu Palace de Versaillesdu Palace de Versailles http://www.bbc.co.uk/languages/french/news/environment/versailles.shtmlhttp://www.bbc.co.uk/languages/french/news/environment/versailles.shtmlhttp://www.bbc.co.uk/languages/french/news/environment/versailles.shtmlhttp://www.bbc.co.uk/languages/french/news/environment/versailles.shtml 6. Le développement durable6. Le développement durable6. Le développement durable6. Le développement durable http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sustaindev;templathttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sustaindev;templathttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sustaindev;templathttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sustaindev;templateStyle=frnews_sustaindeveStyle=frnews_sustaindeveStyle=frnews_sustaindeveStyle=frnews_sustaindev 7. De l’électricité grâce à la mère na7. De l’électricité grâce à la mère na7. De l’électricité grâce à la mère na7. De l’électricité grâce à la mère natureturetureture http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_green_energy;templhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_green_energy;templhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_green_energy;templhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_green_energy;templateStyle=frnews_greenateStyle=frnews_greenateStyle=frnews_greenateStyle=frnews_green_energy_energy_energy_energy 8. Prendre la vache folle par les cornes8. Prendre la vache folle par les cornes8. Prendre la vache folle par les cornes8. Prendre la vache folle par les cornes
Students listen to / read Replanter Replanter Replanter Replanter les arbres du Palace de Versailles les arbres du Palace de Versailles les arbres du Palace de Versailles les arbres du Palace de Versailles (see above) and respond to content / analysis questions based on the reading.
Students compose an e-mail to request becoming part of the restoration project at VersaillesVersaillesVersaillesVersailles to the director of the program.
Students create a brochure or publicity-related presentation to propose an environmental project in their own community.
C. La santé
• LECTURE 1 : Véronique Tadjo : Le dernier espoir
• Grammaire / Structure en Contexte :
o L’imparfait
o Le plus-que-parfait
o Le passif au passé AP French:AP French:AP French:AP French: Preparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture Exam: : : :
Interpretive Communication, Audio Texts: Sélection 33: p. 160 Interpretive Communication, Audio Texts: Sélection 33: p. 160 Interpretive Communication, Audio Texts: Sélection 33: p. 160 Interpretive Communication, Audio Texts: Sélection 33: p. 160 –––– La santéLa santéLa santéLa santé Interpretive Communication, Audio Texts: Sélection 29: p. 156 Interpretive Communication, Audio Texts: Sélection 29: p. 156 Interpretive Communication, Audio Texts: Sélection 29: p. 156 Interpretive Communication, Audio Texts: Sélection 29: p. 156 –––– L’environnement / La santéL’environnement / La santéL’environnement / La santéL’environnement / La santé InterpeInterpeInterpeInterpersonal Writing, Ersonal Writing, Ersonal Writing, Ersonal Writing, E----mail Reply: Courriel No. 2: p. 165 mail Reply: Courriel No. 2: p. 165 mail Reply: Courriel No. 2: p. 165 mail Reply: Courriel No. 2: p. 165 –––– La santéLa santéLa santéLa santé Presentational Writing, Persuasive Essay: Sélection 5: pp. 186Presentational Writing, Persuasive Essay: Sélection 5: pp. 186Presentational Writing, Persuasive Essay: Sélection 5: pp. 186Presentational Writing, Persuasive Essay: Sélection 5: pp. 186----187 187 187 187 –––– La santéLa santéLa santéLa santé
Civilisation Progressive du Français, Niveau Débutant
“Le système de santé” “Le système de santé” “Le système de santé” “Le système de santé” –––– L’Organisation SocialeL’Organisation SocialeL’Organisation SocialeL’Organisation Sociale pp. 124pp. 124pp. 124pp. 124----127127127127
Civilisation Progressive du Français, Niveau Intermédiare
“Se soigner à tout prix” “Se soigner à tout prix” “Se soigner à tout prix” “Se soigner à tout prix” -------- Repères Quotidiens pp. 172Repères Quotidiens pp. 172Repères Quotidiens pp. 172Repères Quotidiens pp. 172----173 173 173 173 “Se soigner auterment” “Se soigner auterment” “Se soigner auterment” “Se soigner auterment” -------- Repères Quotidiens pp. 174Repères Quotidiens pp. 174Repères Quotidiens pp. 174Repères Quotidiens pp. 174----175175175175
Liens électroniques 1.1.1.1. La Sécurité et La MédicineLa Sécurité et La MédicineLa Sécurité et La MédicineLa Sécurité et La Médicine http://web.cortland.edu/flteach/civ/secu/secu.htmhttp://web.cortland.edu/flteach/civ/secu/secu.htmhttp://web.cortland.edu/flteach/civ/secu/secu.htmhttp://web.cortland.edu/flteach/civ/secu/secu.htm 2222.... Ecastacy: Savoir plus, risquer moinsEcastacy: Savoir plus, risquer moinsEcastacy: Savoir plus, risquer moinsEcastacy: Savoir plus, risquer moins http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_ecstasy;templateStyhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_ecstasy;templateStyhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_ecstasy;templateStyhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_ecstasy;templateStyle=frnews_ecstasyle=frnews_ecstasyle=frnews_ecstasyle=frnews_ecstasy 3. Réapprendre la vie, sans alcool3. Réapprendre la vie, sans alcool3. Réapprendre la vie, sans alcool3. Réapprendre la vie, sans alcool hhhhttp://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_france.shtmlttp://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_france.shtmlttp://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_france.shtmlttp://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_france.shtml 4. L’alcoolisme féminin4. L’alcoolisme féminin4. L’alcoolisme féminin4. L’alcoolisme féminin http://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_uk.shtmlhttp://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_uk.shtmlhttp://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_uk.shtmlhttp://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_uk.shtml
10
5555. Les vertus cachées du sucre. Les vertus cachées du sucre. Les vertus cachées du sucre. Les vertus cachées du sucre http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sugar;templateStylehttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sugar;templateStylehttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sugar;templateStylehttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sugar;templateStyle=frnews_=frnews_=frnews_=frnews_sugarsugarsugarsugar 6. 6. 6. 6. Le téléphone mobile, un danger pour la santé Le téléphone mobile, un danger pour la santé Le téléphone mobile, un danger pour la santé Le téléphone mobile, un danger pour la santé http://www.bbc.co.uk/languages/french/news/health/mobile_phones_france.shtmlhttp://www.bbc.co.uk/languages/french/news/health/mobile_phones_france.shtmlhttp://www.bbc.co.uk/languages/french/news/health/mobile_phones_france.shtmlhttp://www.bbc.co.uk/languages/french/news/health/mobile_phones_france.shtml 7. L’obésité : Le débat7. L’obésité : Le débat7. L’obésité : Le débat7. L’obésité : Le débat http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_obesity;templateStyhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_obesity;templateStyhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_obesity;templateStyhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_obesity;templateStyle=frnews_obesityle=frnews_obesityle=frnews_obesityle=frnews_obesity 8. 8. 8. 8. Fumer tue!Fumer tue!Fumer tue!Fumer tue! http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_cigarettes;templatehttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_cigarettes;templatehttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_cigarettes;templatehttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_cigarettes;templateStyle=frnews_cigarettesStyle=frnews_cigarettesStyle=frnews_cigarettesStyle=frnews_cigarettes 9. Les f9. Les f9. Les f9. Les fumeurs à l’hôpitalumeurs à l’hôpitalumeurs à l’hôpitalumeurs à l’hôpital http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_smoking_hospitalhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_smoking_hospitalhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_smoking_hospitalhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_smoking_hospital 10. Maigrir: Pour qui et pourquoi?10. Maigrir: Pour qui et pourquoi?10. Maigrir: Pour qui et pourquoi?10. Maigrir: Pour qui et pourquoi? http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_diet;templateStyle=http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_diet;templateStyle=http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_diet;templateStyle=http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_diet;templateStyle=frnews_dietfrnews_dietfrnews_dietfrnews_diet 11. Etat des lieux sur l’IVG11. Etat des lieux sur l’IVG11. Etat des lieux sur l’IVG11. Etat des lieux sur l’IVG http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_abortion;templateSthttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_abortion;templateSthttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_abortion;templateSthttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_abortion;templateStyle=frnews_abortionyle=frnews_abortionyle=frnews_abortionyle=frnews_abortion 12. 12. 12. 12. L’anorL’anorL’anorL’anorexie: une pathologie en progressionexie: une pathologie en progressionexie: une pathologie en progressionexie: une pathologie en progression http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_anorexia;templathttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_anorexia;templathttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_anorexia;templathttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_anorexia;templateSeSeSeStyle=frnews_anorexiatyle=frnews_anorexiatyle=frnews_anorexiatyle=frnews_anorexia 13. Les embryons au laboratoire13. Les embryons au laboratoire13. Les embryons au laboratoire13. Les embryons au laboratoire http://www.bbc.co.uk/languages/french/news/science/bioethics_france.shtmlhttp://www.bbc.co.uk/languages/french/news/science/bioethics_france.shtmlhttp://www.bbc.co.uk/languages/french/news/science/bioethics_france.shtmlhttp://www.bbc.co.uk/languages/french/news/science/bioethics_france.shtml 14. L’information au compte14. L’information au compte14. L’information au compte14. L’information au compte----gouttegouttegouttegouttes s s s http://www.bbc.co.uk/languages/french/news/science/medicine_france.shtmlhttp://www.bbc.co.uk/languages/french/news/science/medicine_france.shtmlhttp://www.bbc.co.uk/languages/french/news/science/medicine_france.shtmlhttp://www.bbc.co.uk/languages/french/news/science/medicine_france.shtml 15. Euthanasie: L’exaltation de la vie15. Euthanasie: L’exaltation de la vie15. Euthanasie: L’exaltation de la vie15. Euthanasie: L’exaltation de la vie http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_euthanasia;templathttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_euthanasia;templathttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_euthanasia;templathttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_euthanasia;templateStyle=frnews_euthanasiaeStyle=frnews_euthanasiaeStyle=frnews_euthanasiaeStyle=frnews_euthanasia 16. La bioéthique en Europe16. La bioéthique en Europe16. La bioéthique en Europe16. La bioéthique en Europe http://www.bbc.co.uk/languages/french/news/science/bioethics.shtmlhttp://www.bbc.co.uk/languages/french/news/science/bioethics.shtmlhttp://www.bbc.co.uk/languages/french/news/science/bioethics.shtmlhttp://www.bbc.co.uk/languages/french/news/science/bioethics.shtml
Students listen to / read Fumer tue!Fumer tue!Fumer tue!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.
Students write a persuasive essay citing 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.
11
II. THÈME 2 : La science et la technologie
La technologie et ses effets sur la société / Les choix moraux:
• LECTURE 1 : Amélie Nothomb : Acide sulfurique
• Grammaire / Structure en Contexte :
o Le futur proche
o Le futur
o Le futur antérieur
o Le conditionnel présent
o Le conditionnel passé
AP French:AP French:AP French:AP French: Preparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture Exam: : : :
InterpreInterpreInterpreInterpretive Communication, Print Texts: Sélection 4: p. 10 tive Communication, Print Texts: Sélection 4: p. 10 tive Communication, Print Texts: Sélection 4: p. 10 tive Communication, Print Texts: Sélection 4: p. 10 –––– La technologieLa technologieLa technologieLa technologie Interpretive Communication, Print Texts: Sélection 23: p. 48 Interpretive Communication, Print Texts: Sélection 23: p. 48 Interpretive Communication, Print Texts: Sélection 23: p. 48 Interpretive Communication, Print Texts: Sélection 23: p. 48 –––– La technologieLa technologieLa technologieLa technologie Interpretive Communication, Print Texts: Sélection 29: p. 60 Interpretive Communication, Print Texts: Sélection 29: p. 60 Interpretive Communication, Print Texts: Sélection 29: p. 60 Interpretive Communication, Print Texts: Sélection 29: p. 60 –––– La technologieLa technologieLa technologieLa technologie Interpretive Communication, PriInterpretive Communication, PriInterpretive Communication, PriInterpretive Communication, Print and Audio Texts, Sélection 13, p. 110 nt and Audio Texts, Sélection 13, p. 110 nt and Audio Texts, Sélection 13, p. 110 nt and Audio Texts, Sélection 13, p. 110 –––– La technologieLa technologieLa technologieLa technologie Interpretive Communication, Audio Texts: Sélection 4: p. 131 Interpretive Communication, Audio Texts: Sélection 4: p. 131 Interpretive Communication, Audio Texts: Sélection 4: p. 131 Interpretive Communication, Audio Texts: Sélection 4: p. 131 –––– La scienceLa scienceLa scienceLa science Interpretive Communication, Audio Texts: Sélection 25: p. 152 Interpretive Communication, Audio Texts: Sélection 25: p. 152 Interpretive Communication, Audio Texts: Sélection 25: p. 152 Interpretive Communication, Audio Texts: Sélection 25: p. 152 –––– La technologieLa technologieLa technologieLa technologie Interpersonal Writing, EInterpersonal Writing, EInterpersonal Writing, EInterpersonal Writing, E----mail Reply: Courrielmail Reply: Courrielmail Reply: Courrielmail Reply: Courriel No. 7: p. 170 No. 7: p. 170 No. 7: p. 170 No. 7: p. 170 –––– La technologieLa technologieLa technologieLa technologie Presentational Writing, Persuasive Essay: Sélection 7: pp. 190Presentational Writing, Persuasive Essay: Sélection 7: pp. 190Presentational Writing, Persuasive Essay: Sélection 7: pp. 190Presentational Writing, Persuasive Essay: Sélection 7: pp. 190----191 191 191 191 –––– La technologieLa technologieLa technologieLa technologie Presentational Writing, Persuasive Essay: Sélection 8: pp. 192Presentational Writing, Persuasive Essay: Sélection 8: pp. 192Presentational Writing, Persuasive Essay: Sélection 8: pp. 192Presentational Writing, Persuasive Essay: Sélection 8: pp. 192----193 193 193 193 –––– La scienceLa scienceLa scienceLa science Interpersonal Speaking, Conversation: Sélection 3: p.202 Interpersonal Speaking, Conversation: Sélection 3: p.202 Interpersonal Speaking, Conversation: Sélection 3: p.202 Interpersonal Speaking, Conversation: Sélection 3: p.202 –––– LLLLa technologiea technologiea technologiea technologie
Civilisation Progressive du Français, Niveau Débutant
“Les médias” “Les médias” “Les médias” “Les médias” –––– Le Temps Libre pp. 90Le Temps Libre pp. 90Le Temps Libre pp. 90Le Temps Libre pp. 90----93939393
Civilisation Progressive du Français, Niveau Intermédiare
“La communication” “La communication” “La communication” “La communication” –––– Repères Économiques pp. 96Repères Économiques pp. 96Repères Économiques pp. 96Repères Économiques pp. 96----97 97 97 97
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.
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.
III. THÈME 3 : La vie contemporaine
A. La publicité et le marketing :
• LECTURE 1 : Frédéric Beigbeder : 99 Francs
• Grammaire / Structure en Contexte :
o Les phrases conditionnelles
o L’emploi du verbe devoir
AP French:AP French:AP French:AP French: Preparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture Exam: : : :
Interpretive Communication, Print Texts: Sélection 13: p. 28 Interpretive Communication, Print Texts: Sélection 13: p. 28 Interpretive Communication, Print Texts: Sélection 13: p. 28 Interpretive Communication, Print Texts: Sélection 13: p. 28 –––– Le marketingLe marketingLe marketingLe marketing IntIntIntInterpretive Communication, Print Texts: Sélection 27: p. 56erpretive Communication, Print Texts: Sélection 27: p. 56erpretive Communication, Print Texts: Sélection 27: p. 56erpretive Communication, Print Texts: Sélection 27: p. 56–––– Le marketing socialLe marketing socialLe marketing socialLe marketing social
13
Interpretive Communication, Print Texts: Sélection 40: p. 82 Interpretive Communication, Print Texts: Sélection 40: p. 82 Interpretive Communication, Print Texts: Sélection 40: p. 82 Interpretive Communication, Print Texts: Sélection 40: p. 82 –––– La publicitéLa publicitéLa publicitéLa publicité Interpretive Communication, Print and Audio Texts, Sélection 8 p. 100Interpretive Communication, Print and Audio Texts, Sélection 8 p. 100Interpretive Communication, Print and Audio Texts, Sélection 8 p. 100Interpretive Communication, Print and Audio Texts, Sélection 8 p. 100–––– La publicitéLa publicitéLa publicitéLa publicité Interpretive CoInterpretive CoInterpretive CoInterpretive Communication, Print and Audio Texts, Sélection 18, p. 120 mmunication, Print and Audio Texts, Sélection 18, p. 120 mmunication, Print and Audio Texts, Sélection 18, p. 120 mmunication, Print and Audio Texts, Sélection 18, p. 120 –––– La publicitéLa publicitéLa publicitéLa publicité Interpersonal Writing, EInterpersonal Writing, EInterpersonal Writing, EInterpersonal Writing, E----mail Reply: Courriel No. 1: p. 164 mail Reply: Courriel No. 1: p. 164 mail Reply: Courriel No. 1: p. 164 mail Reply: Courriel No. 1: p. 164 –––– LLLLe marketinge marketinge marketinge marketing Interpersonal Speaking, Conversation: Sélection 3: p.202 Interpersonal Speaking, Conversation: Sélection 3: p.202 Interpersonal Speaking, Conversation: Sélection 3: p.202 Interpersonal Speaking, Conversation: Sélection 3: p.202 –––– La technologieLa technologieLa technologieLa technologie
Civilisation Progressive du Français, Niveau Débutant
“Les médias” “Les médias” “Les médias” “Les médias” –––– Le Temp Libre pp. 90Le Temp Libre pp. 90Le Temp Libre pp. 90Le Temp Libre pp. 90----93939393
Civilisation Progressive du Français, Niveau Intermédiare
“Une économie qui s’exporte” “Une économie qui s’exporte” “Une économie qui s’exporte” “Une économie qui s’exporte” –––– Repères Économiques pp. 84Repères Économiques pp. 84Repères Économiques pp. 84Repères Économiques pp. 84----85 85 85 85 “Une puissance commerciale” “Une puissance commerciale” “Une puissance commerciale” “Une puissance commerciale” –––– Repères Économiques pp. 86Repères Économiques pp. 86Repères Économiques pp. 86Repères Économiques pp. 86----87 87 87 87
Liens électroniques
1. Apple introduit le blocage des publicités dans Safari
Students work in male/female teams to discuss issues regarding sexism and publicity in modern media to design a list of rules and regulations for what should and should not be shown on the air and the potential consequences of such regulations.
Students film a commercial advertising products of their own creation that support the celebration of the male / female viewpoints regarding ideal ways in which to present the product and maintain respect for personal identity.
B. Le logement :
• LECTURE 1 : Christiane Rochefort : Les petits enfants du siècle
• LECTURE 2 : Nathalie Sarraute : L’enfance
• Grammaire / Structure en Contexte :
o Le subjonctif
o La concordance des temps au subjonctif
o Comment éviter le subjonctif
AP French:AP French:AP French:AP French: Preparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture Exam: : : :
Interpretive Communication, Print Texts: Sélection 2: p. 6 Interpretive Communication, Print Texts: Sélection 2: p. 6 Interpretive Communication, Print Texts: Sélection 2: p. 6 Interpretive Communication, Print Texts: Sélection 2: p. 6 –––– Le logementLe logementLe logementLe logement Interpretive Communication, Print Texts: Sélection 35: p. 72 Interpretive Communication, Print Texts: Sélection 35: p. 72 Interpretive Communication, Print Texts: Sélection 35: p. 72 Interpretive Communication, Print Texts: Sélection 35: p. 72 –––– Le logementLe logementLe logementLe logement IIIInterpretive Communication, Audio Texts, Sélection 8 p. 100nterpretive Communication, Audio Texts, Sélection 8 p. 100nterpretive Communication, Audio Texts, Sélection 8 p. 100nterpretive Communication, Audio Texts, Sélection 8 p. 100–––– La publicitéLa publicitéLa publicitéLa publicité
14
Civilisation Progressive du Français, Niveau Intermédiare
“Collectif ou individuel” “Collectif ou individuel” “Collectif ou individuel” “Collectif ou individuel” –––– Repères Quotidiens pp. 154Repères Quotidiens pp. 154Repères Quotidiens pp. 154Repères Quotidiens pp. 154----155 155 155 155 “L’espace de la maison” “L’espace de la maison” “L’espace de la maison” “L’espace de la maison” –––– Repères Quotidiens pp. 156Repères Quotidiens pp. 156Repères Quotidiens pp. 156Repères Quotidiens pp. 156----157 157 157 157 “Le“Le“Le“Les épuipements ” s épuipements ” s épuipements ” s épuipements ” –––– Repères Quotidiens pp. 158Repères Quotidiens pp. 158Repères Quotidiens pp. 158Repères Quotidiens pp. 158----159159159159
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 e-mail 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.
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.
C. Les loisirs et le sport :
• LECTURE 1 : Roch Carrier : Le chandail
• Grammaire / Structure en Contexte :
o L’infinitif et les propositions infinitives
o Le participe présent et le gérondif
o Le discours indirect
AP French:AP French:AP French:AP French: Preparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture Exam: : : :
Interpretive Communication, Print Texts: Sélection 12: p. 26 Interpretive Communication, Print Texts: Sélection 12: p. 26 Interpretive Communication, Print Texts: Sélection 12: p. 26 Interpretive Communication, Print Texts: Sélection 12: p. 26 –––– Les sports Les sports Les sports Les sports ––––la pétanquela pétanquela pétanquela pétanque Interpretive Communication, PrintInterpretive Communication, PrintInterpretive Communication, PrintInterpretive Communication, Print Texts: Sélection 40: p. 82 Texts: Sélection 40: p. 82 Texts: Sélection 40: p. 82 Texts: Sélection 40: p. 82 –––– Les sports Les sports Les sports Les sports ––––le vélole vélole vélole vélo Interpretive Communication, Audio Texts, Sélection 11: p. 138 Interpretive Communication, Audio Texts, Sélection 11: p. 138 Interpretive Communication, Audio Texts, Sélection 11: p. 138 Interpretive Communication, Audio Texts, Sélection 11: p. 138 –––– Les sports Les sports Les sports Les sports –––– le marathonle marathonle marathonle marathon Interpersonal Speaking, Conversation: Sélection 4: p.203 Interpersonal Speaking, Conversation: Sélection 4: p.203 Interpersonal Speaking, Conversation: Sélection 4: p.203 Interpersonal Speaking, Conversation: Sélection 4: p.203 –––– LLLLes sports es sports es sports es sports –––– le hockeyle hockeyle hockeyle hockey
15
Civilisation Progressive du Français, Niveau Débutant
“Les loisirs ” “Les loisirs ” “Les loisirs ” “Les loisirs ” –––– Le Temps Libre pp. 82Le Temps Libre pp. 82Le Temps Libre pp. 82Le Temps Libre pp. 82----87878787
Civilisation Progressive du Français, Niveau Intermédiare
“Les pratiques culturelles” “Les pratiques culturelles” “Les pratiques culturelles” “Les pratiques culturelles” –––– Repères Culturelles pp. 140Repères Culturelles pp. 140Repères Culturelles pp. 140Repères Culturelles pp. 140----143 143 143 143
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.
SEMESTER II:
IV. THÈME 4 : La quête de soi
A. La langue et l’identité :
• LECTURE 1 : Jean Arcenaux : Schizophrénie linguistique
• Grammaire / Structure en Contexte :
o Les pronoms compléments
o Les pronoms accentués
AP French:AP French:AP French:AP French: Preparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture Exam: : : :
Interpretive Communication, Print Texts: Sélection 9: p. 20 Interpretive Communication, Print Texts: Sélection 9: p. 20 Interpretive Communication, Print Texts: Sélection 9: p. 20 Interpretive Communication, Print Texts: Sélection 9: p. 20 –––– La langue et l’identitéLa langue et l’identitéLa langue et l’identitéLa langue et l’identité Interpretive Communication, Print TeInterpretive Communication, Print TeInterpretive Communication, Print TeInterpretive Communication, Print Texts: Sélection 25: p. 52 xts: Sélection 25: p. 52 xts: Sélection 25: p. 52 xts: Sélection 25: p. 52 ––––le français au Canadale français au Canadale français au Canadale français au Canada Interpretive Communication, Print Texts: Sélection 38: p. 78 Interpretive Communication, Print Texts: Sélection 38: p. 78 Interpretive Communication, Print Texts: Sélection 38: p. 78 Interpretive Communication, Print Texts: Sélection 38: p. 78 –––– L’Etranger de CamusL’Etranger de CamusL’Etranger de CamusL’Etranger de Camus Interpretive Communication, Print and Audio Texts, Sélection 9, p. 102 Interpretive Communication, Print and Audio Texts, Sélection 9, p. 102 Interpretive Communication, Print and Audio Texts, Sélection 9, p. 102 Interpretive Communication, Print and Audio Texts, Sélection 9, p. 102 –––– Le francophone et Le francophone et Le francophone et Le francophone et l’anglaisl’anglaisl’anglaisl’anglais Interpretive CommuniInterpretive CommuniInterpretive CommuniInterpretive Communication, Audio Texts, Sélection 1, p. 128cation, Audio Texts, Sélection 1, p. 128cation, Audio Texts, Sélection 1, p. 128cation, Audio Texts, Sélection 1, p. 128–––– LLLL’amour du Québec et de la ’amour du Québec et de la ’amour du Québec et de la ’amour du Québec et de la langue françaiselangue françaiselangue françaiselangue française Interpersonal Writing, EInterpersonal Writing, EInterpersonal Writing, EInterpersonal Writing, E----mail Reply: Courriel No. 8: p. 171 mail Reply: Courriel No. 8: p. 171 mail Reply: Courriel No. 8: p. 171 mail Reply: Courriel No. 8: p. 171 –––– Des cours d’anglaisDes cours d’anglaisDes cours d’anglaisDes cours d’anglais Presentational Writing, Persuasive Essay: Sélection 3: pp. 182Presentational Writing, Persuasive Essay: Sélection 3: pp. 182Presentational Writing, Persuasive Essay: Sélection 3: pp. 182Presentational Writing, Persuasive Essay: Sélection 3: pp. 182----183 183 183 183 –––– L’identitéL’identitéL’identitéL’identité
16
Civilisation Progressive du Français, Niveau Débutant
““““La francophonieLa francophonieLa francophonieLa francophonie” ” ” ” –––– La France dans le MondeLa France dans le MondeLa France dans le MondeLa France dans le Monde pp. 52pp. 52pp. 52pp. 52----53535353 “La France Multiculturelle” “La France Multiculturelle” “La France Multiculturelle” “La France Multiculturelle” –––– Les Évolutions Récentes Les Évolutions Récentes Les Évolutions Récentes Les Évolutions Récentes -------- pp. 140pp. 140pp. 140pp. 140----143143143143
Civilisation Progressive du Français, Niveau Intermédiare
““““La francophonieLa francophonieLa francophonieLa francophonie” ” ” ” –––– RepèRepèRepèRepères res res res PolitiquesPolitiquesPolitiquesPolitiques pp. pp. pp. pp. 78787878----83838383 “Les religions du <<livre>>” “Les religions du <<livre>>” “Les religions du <<livre>>” “Les religions du <<livre>>” –––– Repères Quotidiens pp. 176Repères Quotidiens pp. 176Repères Quotidiens pp. 176Repères Quotidiens pp. 176----179179179179
Liens électroniques
1. Qu’est-ce que l’aguichage et le poste-à-poste ?
Students compose an e-mail from their own point of view to the principal regarding the communication among students in their school setting and whether or not students should be penalized for inappropriate language.
Students write a persuasive essay citing previously researched resources regarding their viewpoint on the usage of formal vs. informal language in Francophone cultures versus their native culture / society.
B. Le nationalisme et le patriotisme :
• LECTURE 1 : Alphonse Daudet : La dernière classe
• Grammaire / Structure en Contexte :
o Les possessifs
o Les démonstratifs
17
AP French:AP French:AP French:AP French: PreparinPreparinPreparinPreparing for the French Language and Culture Examg for the French Language and Culture Examg for the French Language and Culture Examg for the French Language and Culture Exam: : : : Interpretive Communication, Print Texts: Sélection 22: p. 46 Interpretive Communication, Print Texts: Sélection 22: p. 46 Interpretive Communication, Print Texts: Sélection 22: p. 46 Interpretive Communication, Print Texts: Sélection 22: p. 46 –––– Le patriotisme aux ÉtatsLe patriotisme aux ÉtatsLe patriotisme aux ÉtatsLe patriotisme aux États----UnisUnisUnisUnis Interpersonal Writing, EInterpersonal Writing, EInterpersonal Writing, EInterpersonal Writing, E----mail Reply: Courriel No. 8: p. 171 mail Reply: Courriel No. 8: p. 171 mail Reply: Courriel No. 8: p. 171 mail Reply: Courriel No. 8: p. 171 –––– Des cours d’anglaisDes cours d’anglaisDes cours d’anglaisDes cours d’anglais
Civilisation Progressive du Français, Niveau Débutant
“Les Échanges Politiques” “Les Échanges Politiques” “Les Échanges Politiques” “Les Échanges Politiques” –––– La France dans le Monde pp. 48La France dans le Monde pp. 48La France dans le Monde pp. 48La France dans le Monde pp. 48----49494949
Students listen to and watch the songs for “Mon Pays,”“Mon Pays,”“Mon Pays,”“Mon Pays,” “Douce “Douce “Douce “Douce France”France”France”France” and subsequently read “Les symboles.” “Les symboles.” “Les symboles.” “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 compose a song celebrating their own country / personal identity. They may use current pop songs for melodies or create one of their own as long as the lyrics are original and apply their own personal beliefs collectively or individually.
Students perform their songs for the class. Observing students choose a song and write a critique of the lyrics/song/performance for a music media outlet (i.e. newspaper, TV program) citing support for their points of view.
V. THÈME 5 : La famille et la communauté
A. La famille :
• LECTURE 1 : Charles Perrault : Cendrillon
• Grammaire / Structure en Contexte :
o Les adverbes interrogatifs
o Les adjectifs interrogatifs
o Les pronoms interrogatifs
o Les interrogations exceptionnelles
18
AP French:AP French:AP French:AP French: Preparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture Exam: : : : Interpretive Communication, Print Texts: Sélection 5: p.12 Interpretive Communication, Print Texts: Sélection 5: p.12 Interpretive Communication, Print Texts: Sélection 5: p.12 Interpretive Communication, Print Texts: Sélection 5: p.12 –––– LLLLa famillea famillea famillea famille Interpretive Communication, Print Texts: Sélection 17: p. 36 Interpretive Communication, Print Texts: Sélection 17: p. 36 Interpretive Communication, Print Texts: Sélection 17: p. 36 Interpretive Communication, Print Texts: Sélection 17: p. 36 ––––Des contes de féesDes contes de féesDes contes de féesDes contes de fées Interpretive Communication, Print Texts: Sélection 34: p. 70 Interpretive Communication, Print Texts: Sélection 34: p. 70 Interpretive Communication, Print Texts: Sélection 34: p. 70 Interpretive Communication, Print Texts: Sélection 34: p. 70 –––– La fLa fLa fLa faaaamille au Moyen Agemille au Moyen Agemille au Moyen Agemille au Moyen Age Interpretive Communication, Audio Texts: Sélection 2: p. 129 Interpretive Communication, Audio Texts: Sélection 2: p. 129 Interpretive Communication, Audio Texts: Sélection 2: p. 129 Interpretive Communication, Audio Texts: Sélection 2: p. 129 ––––La familleLa familleLa familleLa famille InInInInterpretive Communication, Audio Texts: Sélection 30: p. 129 terpretive Communication, Audio Texts: Sélection 30: p. 129 terpretive Communication, Audio Texts: Sélection 30: p. 129 terpretive Communication, Audio Texts: Sélection 30: p. 129 ––––La familleLa familleLa familleLa famille
Civilisation Progressive du Français, Niveau Débutant
“Familles” “Familles” “Familles” “Familles” –––– L’organisation sociale pp. 106L’organisation sociale pp. 106L’organisation sociale pp. 106L’organisation sociale pp. 106----111111111111
Civilisation Progressive du Français, Niveau Intermédiare
“En famille” “En famille” “En famille” “En famille” –––– RepèrRepèrRepèrRepères Sociaux pp. 104es Sociaux pp. 104es Sociaux pp. 104es Sociaux pp. 104----109 109 109 109
Students read ““““Le role des grandsLe role des grandsLe role des grandsLe role des grands----parentsparentsparentsparents” ” ” ” 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.
Students work in pairs to create a dialogue between an elderly individual (grandparent) and his / her grandson(daughter) placed in a thematic area of their choice, but also relating viewpoints regarding the treatment of elderly people in Francophone cultures versus their own communities.
Students research a particular Francophone country and discuss differences and similarities between the treatment and level of respect for elderly people to write a persuasive essay defending their viewpoint on the theme.
19
B. L’amitié et l’amour :
• LECTURE 1 : La légende de Tristan et Iseult
• 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
AP French:AP French:AP French:AP French: Preparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture Exam: : : :
Interpretive Communication, Print Texts: Sélection 18: p.38 Interpretive Communication, Print Texts: Sélection 18: p.38 Interpretive Communication, Print Texts: Sélection 18: p.38 Interpretive Communication, Print Texts: Sélection 18: p.38 –––– L’amitié et l’amourL’amitié et l’amourL’amitié et l’amourL’amitié et l’amour Interpretive Communication, Audio Texts: Sélection 2: p. 129 Interpretive Communication, Audio Texts: Sélection 2: p. 129 Interpretive Communication, Audio Texts: Sélection 2: p. 129 Interpretive Communication, Audio Texts: Sélection 2: p. 129 ––––La familleLa familleLa familleLa famille
Civilisation Progressive du Français, Niveau Débutant
“Familles” “Familles” “Familles” “Familles” –––– L’organisation sociale pp. 106L’organisation sociale pp. 106L’organisation sociale pp. 106L’organisation sociale pp. 106----111111111111
Civilisation Progressive du Français, Niveau Intermédiare
“En famille” “En famille” “En famille” “En famille” –––– Repères Sociaux pp. 104Repères Sociaux pp. 104Repères Sociaux pp. 104Repères Sociaux pp. 104----109 109 109 109
Students read ““““Le divorce en Le divorce en Le divorce en Le divorce en FranceFranceFranceFrance” ” ” ” and summarize the article’s main points for discussion.
Students create a love story between two star-crossed individuals who then face the challenges presented in everyday life as their relationship progresses.
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.
20
VI. THÈME 6 : L’esthétique
A. Vive la France ! :
• LECTURE 1 : François Villon : L’Épitaphe de Villon ou « Ballade des pendus »
• LECTURE 2 : Pierre de Ronsard : Mignonne, allons voir si la rose
• LECTURE 3 : Jean de La Fontaine : Le corbeau et le renard
• LECTURE 4 : Paul Verlaine : Il pleure dans mon cœur
• Grammaire / Structure en 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 AP French:AP French:AP French:AP French: Preparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture Exam: : : :
Interpretive Communication, Print Texts: Sélection 7: p.16 Interpretive Communication, Print Texts: Sélection 7: p.16 Interpretive Communication, Print Texts: Sélection 7: p.16 Interpretive Communication, Print Texts: Sélection 7: p.16 –––– L’amour et du painL’amour et du painL’amour et du painL’amour et du pain Interpretive Communication, Print Texts: SélectioInterpretive Communication, Print Texts: SélectioInterpretive Communication, Print Texts: SélectioInterpretive Communication, Print Texts: Sélection 26: p. 54n 26: p. 54n 26: p. 54n 26: p. 54–––– Patrimoine mondialPatrimoine mondialPatrimoine mondialPatrimoine mondial Interpretive Communication, Print Texts: Sélection 32: p. 66Interpretive Communication, Print Texts: Sélection 32: p. 66Interpretive Communication, Print Texts: Sélection 32: p. 66Interpretive Communication, Print Texts: Sélection 32: p. 66–––– Le petit princeLe petit princeLe petit princeLe petit prince Interpretive Communication, Print and Audio Texts, Sélection 16, p. 116 Interpretive Communication, Print and Audio Texts, Sélection 16, p. 116 Interpretive Communication, Print and Audio Texts, Sélection 16, p. 116 Interpretive Communication, Print and Audio Texts, Sélection 16, p. 116 –––– La vieLa vieLa vieLa vie Interpretive Communication, Audio Texts, Sélection 3, p. 130 Interpretive Communication, Audio Texts, Sélection 3, p. 130 Interpretive Communication, Audio Texts, Sélection 3, p. 130 Interpretive Communication, Audio Texts, Sélection 3, p. 130 –––– les bandes dessinéesles bandes dessinéesles bandes dessinéesles bandes dessinées Interpretive Communication, Audio Texts, Sélection 8, p. 135 Interpretive Communication, Audio Texts, Sélection 8, p. 135 Interpretive Communication, Audio Texts, Sélection 8, p. 135 Interpretive Communication, Audio Texts, Sélection 8, p. 135 –––– CamusCamusCamusCamus Interpretive Communication, Audio Texts, Sélection 17, p. 144 Interpretive Communication, Audio Texts, Sélection 17, p. 144 Interpretive Communication, Audio Texts, Sélection 17, p. 144 Interpretive Communication, Audio Texts, Sélection 17, p. 144 –––– Jeanne d’ArcJeanne d’ArcJeanne d’ArcJeanne d’Arc
Students read ““““Où se trouve la Où se trouve la Où se trouve la Où se trouve la France des racines?France des racines?France des racines?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.
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.
AP French:AP French:AP French:AP French: Preparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture ExamPreparing for the French Language and Culture Exam: : : :
Interpretive Communication, Print Texts: Sélection 10: p.22 Interpretive Communication, Print Texts: Sélection 10: p.22 Interpretive Communication, Print Texts: Sélection 10: p.22 Interpretive Communication, Print Texts: Sélection 10: p.22 –––– La musique acadienneLa musique acadienneLa musique acadienneLa musique acadienne Interpretive Communication, Audio Texts: Sélection 32: p. 159 Interpretive Communication, Audio Texts: Sélection 32: p. 159 Interpretive Communication, Audio Texts: Sélection 32: p. 159 Interpretive Communication, Audio Texts: Sélection 32: p. 159 ––––Une canUne canUne canUne cantatrice d’opératatrice d’opératatrice d’opératatrice d’opéra
Civilisation Progressive du Français, Niveau Intermédiare
“La culture vivante” “La culture vivante” “La culture vivante” “La culture vivante” –––– Repères Culturelles pp. 130Repères Culturelles pp. 130Repères Culturelles pp. 130Repères Culturelles pp. 130----137137137137 “Les grands courants artistiques” “Les grands courants artistiques” “Les grands courants artistiques” “Les grands courants artistiques” –––– Repères Culturelles pp. 122Repères Culturelles pp. 122Repères Culturelles pp. 122Repères Culturelles pp. 122----129129129129
reggae Gainsbarre”””” and answer questions related to the cultural significance of the genre of music in the Francophone world.
Students create a dialogue sequence between a journalist and a fictitious/real Francophone musical performer with a partner / group.
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.
ELECTRONIC AUTHENTIC MEDIA / SAMPLEELECTRONIC AUTHENTIC MEDIA / SAMPLEELECTRONIC AUTHENTIC MEDIA / SAMPLEELECTRONIC AUTHENTIC MEDIA / SAMPLEthat are updated from time to time. Teachers are advised to consult Culture course in order to keep students upof the curriculum.
Le Figaro: www.lefigaro.frwww.lefigaro.frwww.lefigaro.frwww.lefigaro.fr BBC France News Site: BBC France News Site: BBC France News Site: BBC France News Site: www.bbc.co.uk/languages/frewww.bbc.co.uk/languages/frewww.bbc.co.uk/languages/frewww.bbc.co.uk/languages/fre
TV5 / 7 Jours Sur La Planète: www.tv5.orgwww.tv5.orgwww.tv5.orgwww.tv5.org
TV5 - Apprendre.TV - numerous videos for all levels with scripts & questions
Le journal français: www.journalfrancais.comwww.journalfrancais.comwww.journalfrancais.comwww.journalfrancais.comYabla: Yabla: Yabla: Yabla: www.yabla.comwww.yabla.comwww.yabla.comwww.yabla.com
RFI: www.rfi.frwww.rfi.frwww.rfi.frwww.rfi.fr
AP 2012 Thematic Resources : http://www.bosvick.com/2012_themes.htm
FRENCH LANGUAGE LISTENING LINKS:
ielearning – Variety of Listening SituationsPassé Partout – University of Texas Leveled ListeningTest Preparation Site with Listening ActivitiesCulturebox - Video Collection BBS Bitesize Listening and Speaking Tourism-Based Listening Activities Leveled Videos with Quizzes National Film Board of Canada Contes d'Afrique - pour débutants Films Pour Enfants - NFB Canada Immense Collection (All levels of Audio & Video by themesOut My Window - A Young Pâtissier in MontréalHuge Collection of Varied Listening ClipsPubs françaises - Links to 30 Ads Worksheet for the 30 Pubs Pubs françaises - Embedded Interactive Travel Adventure to Paris -Interactive Adventure - Travel to FranceCategorized Listening and Reading Dictées Interactive Listening Sur mes lèvres Vidéo Listening ActivityElysée Palace
ELECTRONIC AUTHENTIC MEDIA / SAMPLEELECTRONIC AUTHENTIC MEDIA / SAMPLEELECTRONIC AUTHENTIC MEDIA / SAMPLEELECTRONIC AUTHENTIC MEDIA / SAMPLE WEBSITES: WEBSITES: WEBSITES: WEBSITES: There is a wealth of realia to be discovered at the following websites from time to time. Teachers are advised to consult them to further enrich their AP French Language and order to keep students up-to-date with current events, trends, and issues related to the six global themes
Variety of Listening Situations University of Texas Leveled Listening
Test Preparation Site with Listening Activities
Immense Collection (All levels of Audio & Video by themes) A Young Pâtissier in Montréal Varied Listening Clips
- select ALOITA PELI Travel to France
ctivity
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There is a wealth of realia to be discovered at the following websites them to further enrich their AP French Language and
current events, trends, and issues related to the six global themes
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French Radio Stations Labis Listening w/Activities & Scripts Asst. Francophone Vidéos by Categories w/Scripts Zut!-Beginner to Advanced (featuring audio & video) Le Point du FLE
Podcasts
French Podcasts w/Activities RTL Podcasts Europe 1 Radio Canada - the A/V page - select "Baladodiffusions" Radio France Links to 50 different French podcast sites
BBC Links
Interactive video program from BBC- Ma France FRENCH LANGUAGE SPEAKING LINKS:
Sujets pour la Conversation Type in text - Hear it in target language! Speaking Activities Discussion Topics
FRENCH LANGUAGE VOCABULARY, GRAMMAR, STYLE, and MECHANICS:
Jeu de L’oie : http://jeudeloie.free.fr/plateau.htm
Tex’s French Grammar : http://www.laits.utexas.edu/tex/gr/index.html
French Language Guide : http://www.languageguide.org/french/grammar/
Vocabulary, Grammar, and Readings : http://www.languageguide.org/french/
Writing Essays in French : http://www.realfrench.net/pdf/essay.pdf
Tennessee Bob Supersite: http://www.utm.edu/departments/french/french.html
Lexique: Vocabulary and Grammar in Themes http://lexiquefle.free.fr/
Colle Française : http://www.fourmilab.ch/francais/glue.html
Fumer Tue - Relative Pronouns Le Vin - Tenses La Cuisine - Definite Articles La Banlieue - Subjects & Objects Les Jeux Vidéos - Past Participles Imperfect vs Passé Composé Passé Composé - La Baguette de, de la & du Adjectives & Adverbs Infinitives - Texting Cool French
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FRENCH LANGUAGE READINGS / LITERATURE :
Le génie du manguier : French African Story http://frenchrc.rutgers.edu/lgm/htm/01_accueil.htm
Contes du Monde Francophone http://www.conte-moi.net/home.php
L’homme qui plantait des arbres : http://www.perso.ch/arboretum/pla.htm (TEXT)
