LCPS
French I – AP Curriculum
World Languages and Cultures
LCPS
2013-2014
French Level I– SY 2013 – 2014
French I Curriculum
World Languages and Cultures
LCPS
2013-2014
1
6/13/2013 11:14 AM
French Level I– SY 2013 – 2014
AP THEME: Contemporary Life
AP SUBTHEME: Travel: Survey of Francophone World;
Geography of France is
Recommended pacing: Throughout Year: Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.7 The student will develop an awareness of perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.10 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and U.S.
FI.11 The student will compare basic elements of the French language to those of the English language.
FI.12 The student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
Map skills
INTERPRETIVE MODE:
France Neighboring countries
• Identify francophone countries on a map.
CULTURES:
COMPARISONS:
• Identify France on a world/European map, showing
rivers, mountains, and bordering countries and bodies
of water.
• Name and locate francophone countries on a
map.
• Compare and contrast different
geographical characteristics between
France and other countries.
CONNECTIONS:
COMMUNITIES:
The French-speaking world
INTERPERSONAL MODE:
• Answer questions about personal origin.
PRESENTATIONAL MODE:
• Produce an oral / written report about a francophone
country.
• Discover the French name of your country of
origin.
.
USEFUL VOCABULARY
See the official VOC list in the AP Theme_Subtheme_Vocabulary folder in Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
• Recognize different modes of
transportation available in francophone
countries.
Depending on when this is presented by the teacher
être
Colors (flags)
Adjective placement
Weather expressions
Mapping activities : identify French speaking countries using colors, label items (countries, rivers, mountains, bordering countries) ;
Choose a francophone country and report on their location, flag, food, clothing, etc. in a brochure format ;
http://www.atlas-francophone.refer.org/
Suggested Interpretive Task
Students identify the francophone
countries of the world on a map coloring
them following instructions.
2
Suggested Interpersonal Task
Suggested Presentational Task
Students ask each other where they are
from and answer.
Present a small poster of a francophone
country; include a picture of a map, flag,
typical food and dress, literacy rate, and
one fun fact of your choice.
6/13/2013 11:14 AM
French Level I– SY 2013 – 2014
Recommended pacing: 3 (Quarter 1) weeks Teachers need to
AP THEME: Contemporary Life
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
AP SUBTHEME : Education : Numbers, Alphabet, Classroom Expressions, Calendar, Colors,
objectives of the unit.
Greetings, Leave-taking, and Introductions
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.7 The student will develop an awareness of perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
COMMUNICATION
-Interpersonal –Interpretive
-Presentational
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
INTERPRETIVE MODE:
CULTURES:
COMPARISONS:
• Discuss the way numerals are written in French.
• Demonstrate how numbers are counted on one’s
hand.
• Explore cultural customs when greeting.
• Introduce French holidays.
• Compare and contrast the different
formats of writing the date in French and
English.
• Compare and contrast different styles
of greeting and leave taking in French
and English.
• Identify the correct response to basic mathematical
questions.
INTERPERSONAL MODE:
• Answer and pose mathematical questions
• Conduct a discussion greeting others; both students
and adults.
PRESENTATIONAL MODE:
• Recite the date;
• Recite the alphabet;
• Recite the numbers ;
• Produce oral and written reports/skit on greetings.
USEFUL VOCABULARY
ESSENTIAL KNOWLEDGE
(Facts & Skills)
CONNECTIONS:
• Complete simple mathematical computations in
French.
.
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
none
COMMUNITIES:
• Discuss how in your own community or
household the date is spoken and
written.
• Recognize French words seen in daily
life.
Diacritical marks
Alphabet
1-31
Classroom expressions
Cognates & false cognates
Week starts with Monday
Days & months not
capitalized.
C’est…
Phrases for asking and telling
date.
Formal and informal greetings
Colors (with flags)
De quelle couleur est…?
Quelle est la date aujourd’hui? C’est …
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing assessments.
Crossword puzzles, spelling bees, math problems, math flashcards, play Loto or dot-to-dot. Write the date in the
notebook daily. Daily calendar person to recite the date to the class.
http://lexiquefle.free.fr/allpha.swf to hear the alphabet
http://www.languageguide.org/vocabulary/num/?lang=fr&target=en Numbers listening quiz with three levels of difficulty
http://uregina.ca/~laninstit/HotPot/French/Elementaire/exercises/N/n004.htm Simple math listening quiz
http://french.about.com/od/vocabulary/a/classroomphrase.htm Classroom expressions recorded
http://www.bbc.co.uk/languages/french/family/game/ Numbers and colors game
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Have a timed math quiz using words
only.
3
Have a spelling bee.
Have students introduce themselves and
others
Recite / sing the alphabet.
Create and sing your own number song.
Rap the alphabet.
6/13/2013 11:14 AM
French Level I– SY 2013 – 2014
AP THEME: Personal And Public Identities
AP SUBTHEME: Beliefs and Values / Language and Identity: physical descriptions and
personality, characteristics, feelings, and emotions.
Recommended pacing: 3 (Quarter 1) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in French.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPRETIVE MODE:
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
• Demonstrate comprehension of content from audio
visual texts relating to peer descriptions.
CULTURES:
COMPARISONS:
• Discuss cultural generalizations and
stereotyping based upon physical appearance.
• Compare and contrast the use of
gender and adjective agreement.
• Begin to compare and contrast schools
in the French-speaking world and the
United States.
INTERPERSONAL MODE:
• Answer questions about your best friend/yourself.
CONNECTIONS:
PRESENTATIONAL MODE:
• Produce oral and written reports/skit on descriptions
of friends.
USEFUL VOCABULARY
RECYCLED/ONGOING TOPICS/STRUCTURES
• Discuss traits of famous people from French
cultures.
.
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
ESSENTIAL KNOWLEDGE
(Facts & Skills)
COMMUNITIES:
• Discuss appearances in your own
community or your school and compare
them to issues in French speaking
communities.
Cognates
Definite and indefinite articles
Adjective agreement
Descriptive vocabulary
Oui and Non
Negation
Nationalities
Origins
Question & answer formation
Etre-singular
Subject pronouns-singular
Voilà / voici
Où, qui, comment, est-ce que, de quelle nationalité… ?
Classroom expressions, numbers, date;
Greetings.
RESOURCES/ ACTIVITIES
Make an accordion book describing yourself- the book builds with each page repeating the prior and adding a sentence. Students
read their books aloud to each other. The teacher describes a student in the class- students guess who it is.
http://www.didierbravo.com/modulesflash/module1/module1.swf game for nationalities and sports (cognates)
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
performance assessments.
Students hear a description of someone
and identify the person from a picture.
Suggested Interpretive Task
4
Suggested Interpersonal Task
Suggested Presentational Task
Students ask each other to describe their
classmates and friends. Students play
guessing games to identify someone (20
Questions, Guess Who).
Students describe familiar characters or
famous people. Students describe their
best friend(s).
6/13/2013 11:14 AM
French Level I– SY 2013 – 2014
AP THEME: Contemporary Life
AP SUBTHEME: Education : classes, schedules, and classroom objects
Recommended pacing: 3 (Quarter 1) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in French.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPRETIVE MODE:
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
• Identify the classroom objects from pictures or
realia.
• Identify which courses you like and don’t like,
• Identify which teachers are strict or not strict.
CULTURES:
COMPARISONS:
• Introduce the educational system in France.
• Identify the structure of grade levels in French
schools.
• Compare and contrast formal and
informal address in French and English.
• Compare and contrast the school day
and school year in France and the United
States.
INTERPERSONAL MODE:
• Discuss with another student why you like a
course.
CONNECTIONS:
PRESENTATIONAL MODE:
• Identify courses that francophone students take
that are the same as the US.
.
• Present a student schedule.
• Present an oral or written presentation of your
favorite course.
• Present an oral or written presentation of the
educational system of a Francophone country.
USEFUL VOCABULARY
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
COMMUNITIES:
• Identify Francophone cultural
influences in communities in the United
States.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Vocabulary related to school,
schedules, , and classroom
objects
J’aime, je n’aime pas
Time expressions
24 hour clock
Etre-all forms
All subject pronouns
Plural structures
Numbers 32-69
Quel cours tu aimes? Quelle heure est-il? A quelle heure
est…?
Numbers, dates, days and months, classroom expressions, articles-indefinite & definite
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
·Students write their own schedule in French.
·Students work in groups to write with bulletin board paper: which teachers are strict, which student is really good in a
course, what their favorite course is. Share the posters with the class and gather statistics; be sure that each group
member has a task (writer, presenter, checker).
http://laits.utexas.edu/fi_media/m4vs/01_voc_salle.m4v la salle de classe video
http://www.languageguide.org/french/vocabulary/school-continued2/ pronunciation of school subjects
http://peinturefle.free.fr/lexique/couleur.htm adjective agreement quiz
Suggested Interpretive Task
Students identify classroom objects
from photos or realia or label
classroom.
5
Suggested Interpersonal Task
Students ask each other about their
teachers, who are strict etc… about
their schedule and classes.
Suggested Presentational Task
Students create and present their schedule
to the class, stating why they like or dislike
the class.
6/13/2013 11:14 AM
French Level I– SY 2013 – 2014
AP THEME: Contemporary Life
AP SUBTHEME: Leisure and Sports: Activities at School and After School
Recommended pacing: 3 (Quarter 2) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
FI.7 The student will develop an awareness of perspectives, practices, and products of francophone cultures.
FI.12 The student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and
occupational purposes
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
INTERPRETIVE MODE:
CULTURES:
COMPARISONS:
1st Conjugation:
• Comprehend simple, culturally-authentic
Present tense of regular –er
Identify at school and after school activities
• Compare extracurricular activities
announcements and advertisements related to leisure
verbs (i.e. parler, danser,
of students in France as related to school
in American and francophone
activities.
regarder, etc.)
schedule
schools.
• Identify activities being described.
• Compare and contrast regular verb
Adverbs of frequency
• Determine whether a person likes or dislikes a
conjugations in the present tense for
Vocabulary for expressing
particular activity.
French and English.
CONNECTIONS:
likes and dislikes + infinitive
INTERPERSONAL MODE:
Vocabulary of places in and
• Make connections between historical
• Ask and answer questions related to activities at and
COMMUNITIES:
out of town
contexts and current attitudes towards
after school, including likes and dislikes.
• Identify French descriptions or
PRESENTATIONAL MODE:
Identify school supplies and
afterschool activities.
directions on products used for/at
• Tell if a person likes or dislikes various activities.
rooms of the school,
.
school and after school activities.
• Tell when and how frequently a person participates in
Tu vs Vous
various activities.
• Visit a French school supply
• Tell what leisure activities a person does or not.
website Papeterie Gilbert Joseph
See the official VOC list in the AP
USEFUL VOCABULARY
Qu’est-ce qu’il/elle fait?
Theme_Subtheme_Vocabulary folder in Vision
Qu’est-ce que tu fais le week-end?
Qu’est-ce que c’est? Qu’est-ce qu’il y a ?
Combien coûte…/C’est combien ?
RECYCLED/ONGOING TOPICS/STRUCTURES
• Negative sentences
Question formation. Subject pronouns.
RESOURCES/ ACTIVITIES
Move game: students cut out and make a paper backpack, students cut out and label school supplies; teacher uses classroom
commands mettez+ sortez; students insert and remove items to and from the backpack based on the teacher commands; a strong
student may take over as the teacher. Students draw a picture to represent the new verb, conjugate on the back; Students create
a short foldable book using photos and the new verbs in order of their day with one sentence per page. Students create a
PowerPoint showing activities that they like/dislike.
http://www.mjcvillebon.org/web/# See Plaquettes Activites for community center list of after school activities
http://www.gibertjoseph.com/papeterie.html Supplies for sale
http://www.fnac.com/ buy latest books CD’s DVDs, games, devices online
http://www.laits.utexas.edu/tex/gr/ver1.html listening quiz for er verbs (scroll down)
http://www.ac-paris.fr search box Jacques Prévert middle school for schedule and after school activities
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
Suggested Interpretive Task
Students will read or hear a short
conversation; they will decide if the
person likes/dislikes an activity.
6
Suggested Interpersonal Task
Create a skit related to after school
activities.
Suggested Presentational Task
Students create a PowerPoint
project about the activities they
like/don’t like and present to class.
6/13/2013 11:14 AM
French Level I– SY 2013 – 2014
AP THEME: Families and Communities
AP SUBTHEME: Family Structures / Customs and Ceremonies
Recommended pacing: 3 (Quarter 2) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.7 The student will develop an awareness of perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
Family members vocabulary
INTERPRETIVE MODE:
CULTURES:
COMPARISONS:
• Demonstrates comprehension of content from audio
visual texts relating to family descriptions.
INTERPERSONAL MODE:
• Explore cultural customs of nuclear and
extended family composition.
• Discuss the differences between American and
French weddings
• Conduct a discussion introducing and describing
family to others.
CONNECTIONS:
PRESENTATIONAL MODE:
• Present a family tree.
• Using Rousseau’s “Une noce à la campagne”
talk about differences in American and French
cultures.
.
• Compare and contrast different family
styles of greeting and leave taking with
personal cultures (la bise).
• Compare and contrast the expression
of possession in French and English.
COMMUNITIES:
• Invite a French-speaking person/family
to visit and present information about
French family customs.
• Identify local French speaking
communities and cultural events.
USEFUL VOCABULARY
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
Numbers, dates, descriptors
Tu vs. Vous, Formal and informal expressions, Etre, Subject pronouns, Voilà / voici
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
Expressing birthday celebration
Age and birthdate
Avoir-all forms
Possessive adjectives
Possession using de
Numbers 70-100
Students will create a family tree diagram. Students will create a foldable describing themselves, a family member
and a pet (or additional family member if no pet). http://laits.utexas.edu/fi_media/m4vs/01_voc_dates.m4v Interview
on Birthdays
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students will listen and identify family
members on a family tree
7
Students will write to a pen pal telling them
about their family.
Students will ask and tell another student
about their family.
Students will create a foldable in written
form describing themselves, a family
member and a pet. The student will
present either their family member or pet
orally.
6/13/2013 11:14 AM
French Level I– SY 2013 – 2014
AP THEME: Global Challenges
AP SUBTHEME: Environmental Issues: Weather and Seasons; Geography of France
Recommended pacing: 3 (Quarter 2) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
FI.7 The student will develop an awareness of perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.10 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and the cultures of the U. S. FI.12 The
student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational
purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
INTERPRETIVE MODE:
Weather vocabulary
CULTURES:
COMPARISONS:
Use of faire with weather
• Identify weather and seasons based on spoken
Prepositions en and
and written descriptions.
• Identify varying climates in different
• Identify the different seasons in
au with seasons
• Identify weather and seasons as represented by geographic locations in France and
various francophone countries.
symbols (e.g., picture of sun labeled il fait chaud). francophone countries.
Avoir chaud/froid
INTERPERSONAL MODE:
COMMUNITIES:
Geography and physical
features of France
• Ask and answer questions about weather and
CONNECTIONS:
The regions
seasons.
• Interpret a French language
• Ask and respond to questions about activities
• Describe the use of metric system in giving
weather report.
and weather during different seasons.
temperatures.
PRESENTATIONAL MODE:
.
• Describe a variety of weather conditions and
seasons.
USEFUL VOCABULARY
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Regular –er verbs
Negative sentences
Adverbs of frequency
Resources: METEO FRANCE http://france.meteofrance.com/france/accueil current weather reports in France.
Students create a 4 flap foldable-students list the weather in each season. Daily weather man - one student daily says
the date, the weather, and the word of the day. PowerPoint of French geography and climate.
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students will hear various weather
Students have a weather map of
Present the weather for the day.
conditions and categorize them as
France. They ask each other about
Select a francophone place and
either good or bad weather.
the weather in different locations.
present the yearly weather there.
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
8
Quel temps fait-il?
6/13/2013 11:14 AM
French Level I– SY 2013 – 2014
AP THEME: Contemporary Life
AP SUBTHEME: Housing and Shelter
Recommended pacing: 4 (Quarter 3) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
FI.7 The student will develop an awareness of perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.10 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and the cultures of the U. S. FI.12 The
student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational
purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
INTERPRETIVE MODE:
Furniture
COMPARISONS:
Rooms of the house
•Read real estate ads and select a residence for a CULTURES:
month’s stay in France.
• Identify rooms of a house and dwellings in
• Compare homes in France and the Prepositions of place
Personal possessions
francophone countries, H.L.M.
United States.
INTERPERSONAL MODE:
Neighborhood vocabulary
• Importance of privacy/closed doors
• Compare and contrast adjective
Il y a…Il n’y a pas de…
• Ask and answer questions about homes and
• Fences and hedges surrounding private
placement and agreement in French
Adjective placement and
apartments.
property/shutters
and English.
agreement (irregular forms)
• Describe where you live.
CONNECTIONS:
BANGS (beauty, age,
PRESENTATIONAL MODE:
number, goodness size)
• Distinguish between fortresses and palaces COMMUNITIES:
adjectives and their
• Describe your ideal house or apartment.
in France.
• Research on-line real estate using
placement
a French or Canadian realtor for
property in France or the United
States.
See the official VOC list in the AP
USEFUL VOCABULARY
Qu’est-ce qu’il y a… ?
Theme_Subtheme_Vocabulary folder in Vision
Comment est ta maison ?...
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
Regular –er verbs,
Negative sentences
Adverbs of frequency
http://www.seloger.com/ classified real estate ads http://www.loire-france.com/ map and photos of Loire castles
http://giverny.org/monet/home/maison.htm labeled photos of Monet’s home exterior and rooms
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Read about different types of
You are spending a vacation with
Build or sketch a model of your ideal
housing in Francophone cultures and family friends in the French Alps.
or apartment or favorite room and
where French people live.
Describe your room to your friend in
describe it to a small group.
an e-mail.
9
6/13/2013 11:14 AM
French Level I– SY 2013 – 2014
AP THEME: Contemporary Life
AP SUBTHEME: Leisure & Sports : Dining Out, Activities and Transportation
Recommended pacing: 5 (Quarter 3) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.7 The student will develop an awareness of perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.10 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and U.S.
FI.11 The student will compare basic elements of the French language to those of the English language.
FI.12 The student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
Café and restaurant vocabulary
INTERPRETIVE MODE:
Prendre
• Identify items on a menu.
CULTURES:
COMPARISONS:
• Identify basic food offerings.
INTERPERSONAL MODE:
• Ask and aswer questions to order food and pay the
bill.
PRESENTATIONAL MODE:
• Discuss menu items unique to francophone
countries.
• Discuss history of the euro.
• Discuss table settings and manners and meal
times.
• Discuss family evening meal.
• List items for sale.
• Tell about favorite restaurant(s) and what type of food
is served.
CONNECTIONS:
• Convert US currency to francophone rates.
• Compare prices between countries.
• Compare cuisines between
francophone countries and the US.
• Compare dining culture with regard to
tipping and animals.
COMMUNITIES:
• Understand recipes/menus on the
Internet from francophone countries.
• Present and discuss French
McDonalds and fast food chains (Quick).
• Present and discuss French street
foods.
USEFUL VOCABULARY
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Numbers, places in and out of town, likes and dislikes
Tu vs. Vous
Use of de meaning from, of and ‘s as a possessive
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
S’il vous plaît
History of the euro
Table settings and manners
Meals
Je voudrais
Aller
Aller + infinitive
Contractions: à and de
Avoir faim
Avoir soif
Modes of transportation :
à pied, à vélo, en avion,
en métro, en voiture, en taxi…
Question formation- Combien coûte…? C’est combien ?
Ça fait combien?
Create a menu. Create a placemat on 11 X 17 paper. Students draw and label two meals on each side. Laminate the
papers and send home for home use. http://www.fauchon.com/media/wysiwyg/PDF/cafe-petitdej-ete-2012.pdf current
breakfast menu http://babelnet.sbg.ac.at/canalreve/bravo/module2/2.1.html listening activity/ café orders
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students identify items from a menu.
Students create a dialogue about ordering
Create a foldable booklet of three
Students identify places in and out of
in a café or restaurant, one waiter and two
meals and the utensils needed for
town where they go and how they go
customers.
each meal.
there.
Class presentation of your plans for
the day using PowerPoint visuals.
10
6/13/2013 11:14 AM
French Level I– SY 2013 – 2014
AP THEME: Contemporary Life
AP SUBTHEME : Advertising and Marketing : Meals and Food / Shopping
Recommended pacing: 4 (Quarter 4) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.7 The student will develop an awareness of perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.10 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and U.S.culture.
FI.11 The student will compare basic elements of the French language to those of the English language.
FI.12 The student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
Food shopping vocabulary
INTERPRETIVE MODE:
Faire
• Identify items for sale in an advertisement.
CULTURES:
COMPARISONS:
• Identify where specific items can be purchased.
• Discuss products unique to francophone
• Compare bargaining practices between Partitive
INTERPERSONAL MODE:
countries.
francophone countries.
Use of definite article with
• Ask and answer questions about stores and types of
• Discuss food shopping habits.
• Compare systems of measurement.
likes and dislikes
merchandise.
Acheter
• Discuss shopping experiences.
COMMUNITIES:
Pouvoir and vouloir
PRESENTATIONAL MODE:
• Identify cognates related to shopping.
CONNECTIONS:
• Describe and item for sale.
• Tell about the purchase or sale of an item.
• Convert US currency to francophone rates.
• Compare prices between countries.
USEFUL VOCABULARY
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
• Discuss French influences in American
economies.
Question formation- Combien coûte…? C’est combien ?
Ça fait combien?
Numbers
Tu vs. Vous
Je voudrais
Aller
Contractions with à
Students create a shopping list and what stores they are going to visit. Students create a food pyramid with food in
each category.
http://www.lagrandecuisine.com/ Includes food lists by food group to click for recipes
http://www.leclercdrive.fr/
http://go.hrw.com/activities/frameset.html?main=1737.html Games for likes and dislikes
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students identify items for sale in an
advertisement.
11
Students create a dialogue shopping in a
store.
Create an advertisement poster and
present to class.
6/13/2013 11:14 AM
French Level I– SY 2013 – 2014
AP THEME: Beauty and Aesthetics
AP SUBTHEME : Ideals of Beauty : Clothing and shopping for clothes
Recommended pacing: 5 (Quarter 4) weeks Teachers need
to appropriate the number of lessons to the caliber of students
in the class so long as they are being given opportunities to
meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in French, using familiar phrases and
sentences. FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar
topics.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
FI.7 The student will develop an awareness of perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.10 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and the cultures of the U. S.
FI.12 The student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL
-Interpersonal -Interpretive
KNOWLEDGE
-Presentational
(Facts & Skills)
INTERPRETIVE MODE:
COMPARISONS:
Use of possessive de
• Demonstrates comprehension of content from audio
• Compare and contrast different styles of porter, mettre
CULTURES:
visual texts relating to clothing and colors.
greeting and leave taking with personal
• Explore cultural customs of clothing.
essayer
cultures.
INTERPERSONAL MODE:
• Discuss the influence of climate and geography
comparative adjectives
COMMUNITIES:
• Answer questions about what you, your friend, or
as it affects clothing in francophone countries.
croire, voir
family member are wearing.
• Discuss appearances in your own
trouver
community or your school and compare
PRESENTATIONAL MODE:
CONNECTIONS:
favori, favorite
them to issues in French speaking
• Produce oral and written reports/skit describing the
• Make connections between color choices in
à la mode, demodé…
communities.
clothing of friends and family.
clothing.
USEFUL VOCABULARY
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
Qu’est-ce qu’on vend…?
Qu’est-ce que tu portes aujourd’hui ?
Qu’est-ce qu’on met pour… ?
Greetings, descriptions, family members, -er verbs, articles, être, avoir, geography as related to clothing, weather & seasons.
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
Adjective agreement and placement, colors
Acheter, payer
Coloring activities with the directions in French. Play the clothing game. Flyswatter game identifying clothing.
Students line up and move forward based on the article of clothing mentioned by the teacher: La personne porte…
Students create a catalog of clothes for men, women, shoes and accessories for both +adjectives and prices.
http://www.galerieslafayette.com/
Suggested Interpretive Task
Students hear a description of a person
and choose the person being described.
12
Suggested Interpersonal Task
Suggested Presentational
Task
Students go shopping together and ask
their friend(s) their opinion(s) of the
clothing.
Produce a fashion show describing
the clothing of friends and family.
Write a booklet/foldable describing
yourself and what clothing you are
wearing.
6/13/2013 11:14 AM
French II Curriculum
World Languages and Cultures
LCPS
2013-2014
French Level II – SY 2013 - 2014
AP THEME: Contemporary Life
AP SUBTHEME: Travel: Train, Plane, Hotel, Directions, Countries and Nationalities
Recommended pacing: Q1 - 9 weeks: Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:
National/State Standards:
FII.1 The student will exchange spoken and written information and ideas in French.
FII.2 The student will demonstrate skills necessary to initiate, sustain, and close brief oral and written exchanges in French, using familiar and recombined
phrases and sentences.
FII.3 The student will understand basic spoken and written French presented through a variety of media and based on new topics in familiar contexts. FII.4 The
student will use verbal and nonverbal cues to interpret spoken and written texts in French.
FII.5 The student will present information orally and in writing in French, combining learned and original language in simple sentences and paragraphs.
FII.9 The student will demonstrate understanding of cultural similarities and differences between the francophone world and the United States.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
Interpersonal-Interpretive
(Facts & Skills)
-Presentational










1.
2.
INTERPERSONAL MODE
Describe a trip by plane or train.
Discuss and make travel plans.
Ask and answer questions about travel.
Ask for and give directions.
Ask and answer questions about nationality
and country of origin.
Check-in at a hotel
CULTURES
1. Identify how people in the French culture
interact with their environment and how
they travel.
2. Discuss the SNCF and the TGV.
3. Discuss the French plane industry and Air
France.
4. Discuss how French speakers check-in at
a hotel
INTERPRETIVE MODE
 CONNECTIONS
Demonstrates comprehension of content from

Discuss
temperature
and weather in
authentic audio visual texts relating to travel
Francophone
countries.
and hotel.
 Discuss the use of the 24-hour clock in
Evaluates and interprets texts and materials
francophone countries.
related to travel like train schedules.

Identify the geographical locations of
Discuss common modes of transportation in
francophone countries and their
Francophone countries
neighboring countries.
Identify countries, cities, languages and
dialects spoken in francophone regions.
1. COMPARISONS
2. Compare and contrast travel in the
U.S. and in Francophone countries.
3. Compare and contrast staying in a
hotel or hostel in the U.S. and French
speaking regions.
4. COMMUNITIES
5. Utilize authentic materials to
make travel plans and/or to travel
within francophone countries.
PRESENTATIONAL MODE
Produce oral and written reports on trips
either real or imagined
Create or design a product describing
travel experiences
FRE2CURRICULUMGUIDE1314
2/8/2016 6:42 AM
1. Travel vocabulary
2. Transportation vocabulary.
3. Vocabulary: Directions.
4. Vocabulary: Hotel.
5. List of Countries and
Nationalities
6. Regular –IR verbs
7. partir / sortir
8. dormir / servir
9. Regular –RE verbs
10.
dire/écrire/lire
11.
Imperative
(affirmative & negative)
12.
Interrogative
Adjectives
13.
Demonstrative
Adjectives
14.
Forms of Tout
15.
Plural forms of
Masculine adjectives/Nouns
ending in – AL(international=
internationaux
16.
Prepositions with
names of cities and
Page 1 of 101
French Level II – SY 2013 - 2014
countries
17.
Francophone Focus:
Euro. countries & French
cities.
USEFUL VOCABULARY
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
FRE2CURRICULUMGUIDE1314
Vocabulary related to train and plane travel and giving
and asking for directions
 Regular -ER verbs
 Irregular verbs avoir, être, aller, faire, prendre, aller + infinitive
 Identify French speaking countries and regions
 Clothing vocabulary
 Negation
 Going to places in a city
 Il y a; il n’ya pas de…
 Possessive adjectives
 Contractions with à and de
 Textbook, teacher generated material, online resources.
 Write, review, and edit own story about interesting travel.
 Create and present travel posters on a French-speaking country.
2/8/2016 6:42 AM
Page 2 of 101
French Level II – SY 2013 - 2014








ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing assessments.
AP THEME: Contemporary Life
AP SUBTHEME: Sports and Vacations
Read authentic travel brochures and create an original for class presentation.
Design an imaginary trip to a French country.
Plan and coordinate a trip to a Francophone country.
Create a 3D-map of a French-speaking country.
Complete a passport application from a French-speaking country.
Request in writing information on a French-speaking country you'd like to visit.
Write a brief description of interesting sites in your state for a French-speaking audience.
Directions: do a scavenger hunt in school. (Let the administrators know before you send students around
the school). Give small group of students a list of ”around town” places that they need to find. For
instance, label the library door, “l’école”. Students write down the number and the name of the place that
they find. See Fr 2 Q1 Activities Folder on Vision.
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
 Read a train or plane
 Call a travel agent and make
 Design your own travel
schedule.
a reservation for a trip to a
brochure or advertisement
francophone country
for a francophone city or
 Read authentic travel
resort.
brochures related to French
speaking regions
Recommended pacing: 9 weeks - Q2 Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level
FII.1 The student will exchange spoken and written information and ideas in French.
FII.2 The student will demonstrate skills necessary to initiate, sustain, and close brief oral and written exchanges in French, using familiar and recombined phrases and
sentences.
FII.3 The student will understand basic spoken and written French presented through a variety of media and based on new topics in familiar contexts.
FII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in French.
FII.5 The student will present information orally and in writing in French, combining learned and original language in simple sentences and paragraphs.
FII.8 The student will use information acquired in the study of French and information acquired in other subject areas to reinforce one another.
FII.9 The student will demonstrate understanding of cultural similarities and differences between the francophone world and the United States.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal-Interpretive
(Facts & Skills)
FRE2CURRICULUMGUIDE1314
2/8/2016 6:42 AM
Page 3 of 101
French Level II – SY 2013 - 2014
-Presentational
INTERPERSONAL MODE
1. Ask and answer questions about sports and
leisure activities.
2. Share opinions about sports and leisure
activities.
3. Exchange information about favorite sports.
INTERPRETIVE MODE
1. Understands announcements and
advertisements about sports related activities
and leisure time activities.
2. Comprehend spoken or written narratives
about leisure activities and sports.
PRESENTATIONAL MODE
1. Present information about sports and other
activities
2. Tell about activities that took place in the past
3. Describe when, where and how often one
participates in sports and other activities.
USEFUL VOCABULARY
See vocab lists posted on Vision under
contemporary life sports and vacations.
FRE2CURRICULUMGUIDE1314
CULTURES
1. Discuss popular sports and sporting
events in French-speaking countries, such
as Le Tour de France, boules, etc.
2. Discuss the various activities in which
young people participate in the
francophone world.
3. Identify the role of athletics in school in the
Francophone world.
CONNECTIONS
Discuss some famous francophone
individuals in the world of sports such as
Zinedine Zidane and Didier Deschamps,
soccer players, Roger Federer, tennis player
and Camille Muffat, Olympic world-record
holder in swimming.
1.
COMPARISONS
1. Compare sport and leisure time
activities in francophone and
American cultures.
2. Identify cognates and false cognates
for sports and leisure activities.
3. Compare the use of past tense in
French and English.
COMMUNITIES
4. Explore information about various
activities in Francophone
countries.
1. Vocabulary for describing
sports and summer and
winter activities
2. Vocabulary for locations of
leisure activities.
3. Beach and ski vocabulary
4. Passé compose of avoir
verbs.
5. Passé compose of être
verbs
6. Present tense of savoir,
connaître, voir, boire,
devoir and recevoir.
7. Francophonie focus:
8. Major regions of France.
(including mountains and
rivers in France)
Describing sports and leisure activities, various locations for leisure activities, beach and ski vocabulary.
2/8/2016 6:42 AM
Page 4 of 101
French Level II – SY 2013 - 2014
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
1.
2.
3.
4.
5.
6.
7.
8.
ASSESSMENTS RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing assessments.
FRE2CURRICULUMGUIDE1314
2. Passé compose of avoir verbs.
3. Present tense of mettre and croire.
4. Differentiated use of definite/indefinite/partitive articles.
Prepare and present (orally or in written form) an explanation of how to play a sport.
Create a radio broadcast of a sporting event.
Research your favorite sport and its prominence in the French-speaking world.
Create a fitness regime as a personal trainer for a local gym
Create an original sport/game and relate it to the class so it may be played competitively.
Play a French sport such as ‘les boules’ as a cultural activity, requiring French usage
Have students research a sporting event in the Francophone world and report it back to the class for
comprehension check and discussion.
Narrate a previous vacation in the past. In a PowerPoint or make a collage with magazine pictures or photos with
sentences under images describing place, people, and activities.
Suggested Interpretive Task
1. Read a report in French about a
game or major sporting or school
event.
Suggested Interpersonal Task
2. Talk to a friend about attending a
sporting event.
2/8/2016 6:42 AM
Suggested Presentational Task
3. Design a brochure on a sporting
event in France, francophone
European cities or Canada.
Page 5 of 101
French Level II – SY 2013 - 2014
AP THEME: Contemporary Life
AP SUBTHEME: Housing and Shelter
Recommended pacing: Q3 - 9 weeks Teachers need to
appropriate the number of lessons to the caliber of students in
the class so long as they are being given opportunities to meet
the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level II
FII.1 The student will exchange spoken and written information and ideas in French.
FII.2 The student will demonstrate skills necessary to initiate, sustain, and close brief oral and written exchanges in French, using familiar and recombined phrases and
sentences.
FII.3 The student will understand basic spoken and written French presented through a variety of media and based on new topics in familiar contexts.
FII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in French.
FII.5 The student will present information orally and in writing in French, combining learned and original language in simple sentences and paragraphs.
FII.6 The student will present in French rehearsed and unrehearsed material, including skits, poems, short narratives, and/or songs.
FII.9 The student will demonstrate understanding of cultural similarities and differences between the francophone world and the United states.
FII.10 The student will develop a deeper understanding the English language through study of French.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal-Interpretive
(Facts & Skills)
-Presentational
INTERPERSONAL MODE:
CULTURES:
COMPARISONS:
1. Vocabulary related to parts
1. Maintain a discussion related to rooms of the 1. Explore attitudes when reacting to different 1. Compare and contrast household
of the body and personal
house, furnishings, chores, and daily routines
styles of houses and living arrangements,
responsibilities and daily routines
care
in the home
chores and daily routines in francophone
of typical American teenagers
2. Sequencing vocabulary
2. Discuss the home, including its rooms,
countries
and teenagers from francophone
and adverbs of frequency
furniture and household objects
2. Discuss the importance of family in daily
countries
3. Vocabulary related to
3. Ask and answer questions about one’s daily
routines in francophone countries.
2. Compare and contrast home
house, furniture and
routine (including meals) and personal
design in homes in the U.S. and
furnishings
CONNECTIONS:
grooming habits
francophone countries.
4.
Affirmative
and negative
4. Express and explain chores and family life. 1.
Make connections between styles of
commands
COMMUNITIES:
5. Ask for and give a detailed description of a
houses and geographical locations.
room in your house.
1. Explore information about homes
5. Il y a
in your own community or your
6. Prepositions of location
school and compare them to
7. Reflexive Verbs in Present
French speaking communities.
and passé composé (Note
when to make agreement of
reflexive verbs in p.c.)
8. Spelling-change verbs
INTERPRETIVE MODE:
1. Demonstrate comprehension of content from
authentic audio and visual texts relating to
daily routine and the house, including rooms
and furnishings, and chores
FRE2CURRICULUMGUIDE1314
2. Access information about
personal daily routines in
francophone countries from print,
internet, journal entries, and
magazines articles.
2/8/2016 6:42 AM
Francophonie focus:
Provinces in France
Page 6 of 101
French Level II – SY 2013 - 2014
2. Evaluate and interpret written texts and
materials on daily routine (including meals),
chores and the house, including rooms and
furnishings
PRESENTATIONAL MODE:
1. Describe the home, including its rooms,
furnishings and household objects
2. Describe household responsibilities for self
and /or family members
3. Produce an oral or written presentation
reflecting daily routine for self and/ or family
members.
USEFUL VOCABULARY
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
16.
17.
18.
19.
20.
21.
22.
23.
ASSESSMENTS RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing assessments.
FRE2CURRICULUMGUIDE1314
Vocabulary related to prepositions of locatons, daily routine, personal care chores, rooms/furniture/houses.
9. Time
10.
ER verbs endings
11.
Adjective agreement
12.
Color and placement of adjectives
13.
Possessive adjectives
14.
Passé compose of avoir/être verbs
15.
Imperative
Prepare and present (orally or in written form) an explanation of how to play a sport.
Create a radio broadcast of a sporting event.
Research your favorite sport and its prominence in the French-speaking world.
Create a fitness regime as a personal trainer for a local gym
Create an original sport/game and relate it to the class so it may be played competitively.
Play a French sport such as les boules as a cultural activity, requiring French usage
Have students research a sporting event in the Francophone world and report it back to the class for
comprehension check and discussion.
Narrate a previous vacation in the past. In a PowerPoint or make a collage with magazine pictures or photos with
sentences under images describing place, people, and activities.
Suggested Interpretive Task
24.
Read a report in French
about a game or major sporting or
school event.
Suggested Interpersonal Task
25.
Talk to a friend about
attending a sporting event.
2/8/2016 6:42 AM
Suggested Presentational Task
26.
Design a brochure on a
sporting event in France,
francophone European events or
Canada.
Page 7 of 101
French Level II – SY 2013 - 2014
AP THEME: Contemporary Life
AP SUBTHEME: Holidays and Celebrations
Recommended pacing: Q3 - 9 weeks Teachers need to
appropriate the number of lessons to the caliber of students in
the class so long as they are being given opportunities to meet
the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level II
FII.1 The student will exchange spoken and written information and ideas in French.
FII.2 The student will demonstrate skills necessary to initiate, sustain, and close brief oral and written exchanges in French, using familiar and recombined phrases and
sentences.
FII.3 The student will understand basic spoken and written French presented through a variety of media based on new topics in familiar contexts.
FII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in French.
FII.5 The student will present information orally and in writing in French, combining learned and original language in simple sentences and paragraphs.
FII.6 The student will present in French rehearsed and unrehearsed material, including skits, poems, short narratives, and/or songs.
FII.9 The student will demonstrate understanding of cultural similarities and differences between the francophone world and the United States.
FII.10 The student will develop a deeper understanding the English language through study of French.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal-Interpretive
(Facts & Skills)
-Presentational
INTERPERSONAL MODE:
CULTURES:
COMPARISONS:
44.
Vocabulary related to
27.
Ask and answer questions related to the 36.
Explore different francophone
39.
Compare and contrast
inviting, accepting and
celebration of special events, e.g., holidays,
celebrations, at the national, regional, local
holidays and celebrations in
declining invitations.
birthdays, weddings, and anniversaries.
and family levels.
francophone countries and U.S.
45.
Vocabulary related to
28. Express and explain activities related to
37.
Discuss the importance of family
40.
Compare and contrast home
well wishes, e.g., je vous
celebrations, e.g., birthday cake and song.
celebrations in francophone countries.
design in homes in the U.S. and
souhaite, Joyeux
29. Ask for and give a detailed description of a
francophone countries.
Anniversaire, Joyeux Noël.
CONNECTIONS:
special occasion.
41.
46.
Vocabulary related to
COMMUNITIES:
38.
Discuss traditional foods served at special
activities
for various
INTERPRETIVE MODE:
events in francophone countries.
42. Explore information about special
francophone
celebrations,
30.
Demonstrate comprehension of content
events in your own community or
from authentic audio and visual texts relating
your school and compare them to
such as decorating, eating,
to family, local, regional, or national
French speaking communities.
chatting, and playing
celebrations.
games.
31.
Evaluate and interpret written texts and
43. Identify opportunities to attend
47.
Direct Object
materials on specific celebrations, including
francophone special events or
Pronouns (me,te,le,la,l’,
foods and activities.
celebrations in the metropolitan
nous, vous, les)
32.
area.
PRESENTATIONAL MODE:
33.
Describe a francophone celebration
including date of holiday, foods and activities.
34.
Describe a present and a past
celebration.
35.
Present rehearsed and unrehearsed
material related to a special event (skit, poem,
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French Level II – SY 2013 - 2014
or song).
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French Level II – SY 2013 - 2014
USEFUL VOCABULARY
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
1.
2.
3.
4.
5.
6.
7.
8.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing assessments.
FRE2CURRICULUMGUIDE1314
Vocabulary related to: holidays and celebrations; inviting/accepting/declining invitation.
1. Time (l’heure; moments de la journée, historical origination with date of celebrations
2. Reflexive verbs relating to getting dressed for special events, putting on makeup.
3. Passé composé with avoir et être
4. Use of partitive/definite/indefinite articles
5. Clothing vocabulary related to family and formal events.
6. Meals served at celebrations
7. Shopping for food and/or gifts
Textbook; online resources; teacher-generated resources
Create a film/poster/ PowerPoint illustrating daily routines , home and home furnishings, and household
responsibilities, and present it to others
Create a hand-made invitation with a response card accepting or declining invitation, e.g., birthday party, end-ofyear school pool party, engagement party or wedding.
Survey the class about their family celebrations.
Investigate on the internet a typical national, regional or local celebration in a francophone country.
Read the description of “le calendrier des fêtes” (on Vision Fr 2 Celebrations)
Find pictures of holiday celebrations in different countries, provinces, or departments and explain why certain
rituals influence the celebration.
Write humorous skits about things that go wrong at a party, e.g., chair breaks; dog eats cake.
9. Choose a famous person and imagine his or her birthday celebration
10.
Using birthday items perform a skit to describe what one needs and does to get ready for a birthday party at
home.
Suggested Interpretive Task
Watch and listen to a clip in which a
French-speaking person discusses
his/her family celebrations.
Listening to description of special
events in various francophone
countries “les grandes vacances” et
“le Carnaval “ on Vision Fr2 Holidays
Listening Folder
Suggested Interpersonal Task
Interview a classmate about their
family celebrations. Record his/ her
answers.
2/8/2016 6:42 AM
Suggested Presentational Task
Using the answers from the
interview, make a PowerPoint /
poster / video that illustrates your
classmate’s special event including
preparations, food, and activities.
Present it to the class.
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French Level II – SY 2013 - 2014
AP THEME: Global Challenges
AP SUBTHEME: Health Issues
Recommended pacing: Q4 - 9 weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level II
FII.1 The student will exchange spoken and written information and ideas in French.
FII.2 The student will demonstrate skills necessary to initiate, sustain, and close brief oral and written exchanges in French, using familiar and recombined phrases and
sentences.
FII.3 The student will understand basic spoken and written French presented through a variety of media and based on new topics in familiar contexts.
FII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in French.
FII.5 The student will present information orally and in writing in French, combining learned and original language in simple sentences and paragraphs.
FII.6 The student will present in French rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and/or songs.
FII.8 The student will use information acquired in the study of French and information acquired in other subject areas to reinforce one another.
FII.9 The student will demonstrate understanding of cultural similarities and differences between the francophone world and the United States.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal-Interpretive
(Facts & Skills)
-Presentational
INTERPERSONAL MODE
CULTURES
COMPARISONS
1. Human Body Vocabulary
1. Maintain a discussion related to fitness,
1. Explore attitudes when reacting to
1. Compare and contrast what is
2. Parts of the body
exercise and health
personal and public health
perceived as a healthy lifestyle in 3. Health Expressions
2. Exchange information about good health
francophone countries and in the
4. Vocabulary of giving advice
CONNECTIONS
3. Describe an accident, medical problems and
U.S.
for good health
going to the hospital
2. Discuss health and fitness issues
2. Compare and contrast French
5. Imperatives
presented in P.E. class
and American healthcare
6. souffrir / ouvrir / offrir
INTERPRETIVE MODE
3. Discuss cultural contributions of various
systems.
(related –er verbs) present
1. Demonstrates comprehension of content from
French medical historical figures such as
3. Compare structures used to
and passé compose
authentic audio visual texts relating to personal
Louis Pasteur and Madame Curie.
express pain and health
7. avoir mal à + BODY PART
and public health
conditions in French and English
8. Indirect Object Pronouns
2. Evaluates and interprets written texts and
9. (lui/leur) (present tense and
COMMUNITIES
materials on personal and public health
verb + infinitive only)
3. Identify body parts based on oral/ written
1. Explore personal and public
10.
En
information
health in your own community or
your school and compare them to
PRESENTATIONAL MODE:
issues in French speaking
1.
Produce oral and written reports on
communities.
personal and public health
2. Interpret authentic French
2.
Produce an activity on personal and
language material related to
public health
personal and public health
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French Level II – SY 2013 - 2014
USEFUL VOCABULARY
Vocabulary related to health, fitness and going to the hospital.
RECYCLED/ONGOING TOPICS/STRUCTURES
1. Parts of the body
2. Avoir, connaitre, savoir, faire, dire, les pronoms
3. ER, IR and RE forms of the verbs
4. Passé compose: avoir, être, reflexive verbs
5. Contractions with à
6. Imperative (affirmative and negative forms)
RESOURCES/ ACTIVITIES
1. Textbooks, online resources, teacher-generated resources
2. Role play doctor/patient scene at the hospital and visit the pharmacy.
3. Play Jacques a dit with appropriate verbs and body parts
4. Create a Venn diagram comparing Francophone and native culture medical systems
5. Keep a food and exercise/ fitness diary
6. Create a healthy-living guide using commands, illustrations, and health and fitness vocabulary
7. Create prescription labels / directions in French for medicines.
8. Create posters which give precautions using commands regarding health conditions.
9. Listen to Le médecin sans frontiers (Vision Fr 2 Health Folder; research organization.
10.
Present an exercise routine to the class
11.
View a French exercise video and exercise along with it
12.
Brainstorm a list of good and bad health habits
13.
Create slogans for good health habits to display in the classroom
14.
Draw a monster/person and body parts based on information given orally by the teacher or classmate
ASSESSMENTS/ RUBRICS
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
NOTE: Teachers should use the appropriate CPA 1. Watch and/ or listen to a clip in
1. Survey the class about their fitness
1. Create a French communication
rubrics for speaking and writing assessments.
which teens discuss personal
habits and about what they did when
guide for a local hospital or
health and fitness habits
they had an accident/ an illness.
medical facility to use when
2. Lecture Culturelle: “Médecins sans 2. Skits about a visit to the doctor’s
hospital workers treat a FrenchFrontières” écoutez et répondez
office and/or hospital.
speaking patient
aux questions. (Vision Fr2 Health
Listening.)
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LCPS
French III Curriculum
World Languages and Cultures
LCPS
2013-2014
French Level III – SY 2013 - 2014
Recommended pacing: 6 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as
they are being given opportunities to meet the objectives of the unit.
AP THEME: Beauty and Aesthetics
AP SUBTHEME: Art, Literature, Music, Cinema and Theater
Virginia State Foreign Language Standards of Learning for Level III:
FIII.1 The student will engage in original and spontaneous oral and written communications in French.
FIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in French, applying familiar vocabulary and structures to new situations.
FIII.3 The student will comprehend spoken and written French presented through a variety of media and based on new topics in familiar and unfamiliar contexts. FIII.4 The student will
present information orally and in writing in French, combining learned and original language in increasingly complex sentences and paragraphs.
FIII.5 The student will present in French student-created and culturally authentic stories, poems, and/or skits.
FIII.6 The student will examine in French the interrelationships among the perspectives, practices, and products of francophone cultures. FIII.7 The student
will use French to reinforce and broaden knowledge of connections between French and other subject areas.
FIII.8 The student will discuss in French why similarities and differences exist within and among cultures.
FIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the French language. FIII.10 The student
will improve French language skills and expand cultural understanding by accessing information beyond.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
• Maintain a discussion related to beauty and
aesthetics.
• Discuss and/or debate beauty and aesthetics.
• Express and explain beauty and aesthetics.
• Express opinions and react to beauty and aesthetics.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to beauty and
aesthetics.
• Evaluates and interprets written texts and materials
on beauty and aesthetics.
PRESENTATIONAL MODE:
• Produce oral and written reports on beauty and
aesthetics.
• Produce an activity showing beauty and aesthetics.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in society
related to beauty and aesthetics.
USEFUL VOCABULARY
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
• Explore attitudes when reacting to beauty and
aesthetics.
COMPARISONS:
• Compare and contrast beauty and
aesthetics.
COMMUNITIES:
CONNECTIONS:
• Make connections between historical contexts
and current attitudes towards beauty and
aesthetics.
• Explore beauty and aesthetics in your
own community or your school and
compare them to issues in French
speaking communities.
• Identify local French speaking
communities and cultural events.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Beauty and aesthetics related
vocabulary.
1.
Art
2.
Literature
3.
Music
4.
Cinema
5.
Theater
Essential Skills
6.
Introduce Imparfait
7.
Passé Composé vs.
Imparfait
8.
Comparative and
Superlative (adjectives
and adverbs, meilleur
vs. mieux)
Posted on Vision under LCPS French Teacher Exchange
See French III Pacing Guide
RECYCLED/ONGOING TOPICS/STRUCTURES
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Page 1 of 101
French Level III – SY 2013 - 2014
RESOURCES/ ACTIVITIES
Bon Voyage Level 2: Video Episode 9 – excerpt on La Fête de la Musique
http://www.fetedelamusique.culture.fr/
http://www.rockenseine.com/ - Festival de Rock à Paris
Film – Les choristes (show during music – upper level teachers received this film a few years ago so there should be one copy at
every high school. Preview for language – PG13)
Film – Jean-Philippe (a copy was ordered during curriculum week) http://www.amazon.ca/Jean-PhilippeDVD/dp/B000OT8KIG/ref=sr_1_1?ie=UTF8&qid=1371656663&sr=8-1&keywords=jean-philippe
Have students research a Francophone singer and present; include a song (video) of that artist. Teacher can do a sample
presentation on Johnny Hallyday then show the movie Jean-Philippe. (see resources on Vision)
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing IPAs.
FRE2CURRICULUMGUIDE1314
Suggested Interpretive Task
Read a fable from Jean de Lafontaine
such as “La cigale et la fourmi”. Interpret
its meaning based on a list of
comprehension questions given by the
teacher
Suggested Interpersonal Task
In pairs/groups, the students rewrite a
fable from Jean de Lafontaine using their
own vocabulary.
Suggested Presentational Task
Memorize and recite a poem or fable in
French.
Students watch different francophone
films and answer questions based on a
list of requirements provided by the
teacher.
In groups or pairs, students critique and
compare a specific francophone movie to
similar American movies.
Create a short movie with a similar
theme to the movie previously watched
in class.
Students answer a list of questions
provided by the teacher relating to a
specific play.
In groups or pairs students share their
opinions about a specific play created by a
francophone artist.
Students create and present a play
based on a topic provided by their
teacher.
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AP THEME: Science and Technology
AP SUBTHEME : Discoveries and Inventions
Topic 1: Everyday Technology
Recommended pacing: 3 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they
are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level III___: FIII.1, FIII.2, FIII.3, FIII.4, FIII.5, FIII.6, FIII.7, FIII.8, FIII.9, FIII.10
FIII.1 The student will engage in original and spontaneous oral and written communications in French.
FIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in French, applying familiar vocabulary and structures to new situations.
FIII.3 The student will comprehend spoken and written French presented through a variety of media and based on new topics in familiar and unfamiliar contexts.
FIII.4 The student will present information orally and in writing in French, combining learned and original language in increasingly complex sentences and paragraphs.
FIII.5 The student will present in French student-created and culturally authentic stories, poems, and/or skits.
FIII.6 The student will examine in French the interrelationships among the perspectives, practices, and products of francophone cultures.
FIII.7 The student will use French to reinforce and broaden knowledge of connections between French and other subject areas.
FIII.8 The student will discuss in French why similarities and differences exist within and among cultures.
FIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the French language.
FIII.10 The student will improve French language skills and expand cultural understanding by accessing information beyond.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
• Maintain a discussion related to today’s forms of
communications.
• Discuss and/or debate the use of technology in
today’s society.
• Express and explain how to use technology.
• Express opinions and react to current and past
technology
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to technology
• Evaluates and interprets written texts and materials
on technology.
PRESENTATIONAL MODE:
• Produce oral and written reports on science and
technology
• Produce an activity showing how to use technology
• Produce an oral or written presentation
reflecting current trends and/or attitudes in society
related to science and technology.
USEFUL VOCABULARY
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
• Discuss how people in the French culture(s)
interact with social environment (at home and at
work)
COMPARISONS:
• Compare and contrast the changes in
computer technology and the prevalence
of English in the field of computer
science.
CONNECTIONS:
• Make connections between historical contexts
and current attitudes towards technology.
.
COMMUNITIES:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Technology Vocabulary and
Expressions (E-mail, Text,
Formal and Informal Letters)
Imperative
• Explore technology in your own
community or your school and compare
them to issues in French speaking
communities.
• Identify local French speaking
communities and cultural events.
Posted on Vision under LCPS French Teacher Exchange
Refer to the Pacing Guide for First Semester
RECYCLED/ONGOING TOPICS/STRUCTURES
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French Level III – SY 2013 - 2014
RESOURCES/ ACTIVITIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing IPAs.
Resources and activities are posted on Vision under LCPS French Teacher Exchange
Bon Voyage, Chapitre 3
Reader – Un cadeau pour toi – a set of 10 was ordered during curriculum week
(http://www.teachersdiscovery.com/catalogsearch/result/?q=cadeau+pour+toi)
Create a user's guide for using an electronic/telecommunications device in French.
www.french.about.com Locate internet/communications lingo in the Francophone world and compare/contrast it
with the native cultures.
Correspond with a French pen-pal/via e-mail/blogs/instant messaging
Role-play parent/child telephone conversations using proper manners of Francophone world.
Research on the internet companies that require French for employment
Write a letter to those companies requiring French for employment about their international business.
Keep a notebook in French of your daily communications.
Create index cards of key cognates and definitions and have students play a memory game.
Prepare a how-to guide explaining how to check the teacher’s web page at their school to look up class work, homework
Prepare a pamphlet for French-speaking visitors to the United States, explaining how to make calls from a public
phone and send it to your local chamber of commerce or nearest student exchange organization
Make a phone call to Google Voice and leave a message telling your teacher the steps that you made to leave
him/her the message.
Tell a classmate how to text a message on your new cell
http://www.edu365.cat/eso/muds/frances/imperatif/practica/index.htm
Suggested Interpretive Task
“Le téléphone d’hier et d’aujourd’hui”
Lecture Culturelle pg 84
(do as a listening or reading
activity)
Suggested Interpersonal Task
Suggested Presentational Task
You are helping your classmate, MarieLaure call her parents in France. You
will have 90 seconds to read the
conversation prompts given below
before starting your dialogue. You have
20 seconds to respond to each question
Use as much as the time as possible.
Feel free to write notes in the provided
spaces below each prompt to assist you
in your performance. Bonne chance!
Explain HOW you keep in
contact with your friends
(rester en contact). You may
wish to include how often you
keep in contact with them and
what you talk about.
(See technology folder in Vision)
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AP THEME: Science and Technology
AP SUBTHEME : Discoveries and Inventions
Topic 2: Bank and Post Office
Recommended pacing: 3 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they
are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level III:
FIII.1 The student will engage in original and spontaneous oral and written communications in French.
FIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in French, applying familiar vocabulary and structures to new situations.
FIII.3 The student will comprehend spoken and written French presented through a variety of media and based on new topics in familiar and unfamiliar contexts. FIII.4 The student will
present information orally and in writing in French, combining learned and original language in increasingly complex sentences and paragraphs.
FIII.5 The student will present in French student-created and culturally authentic stories, poems, and/or skits.
FIII.6 The student will examine in French the interrelationships among the perspectives, practices, and products of francophone cultures. FIII.7 The student
will use French to reinforce and broaden knowledge of connections between French and other subject areas.
FIII.8 The student will discuss in French why similarities and differences exist within and among cultures.
FIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the French language. FIII.10 The student
will improve French language skills and expand cultural understanding by accessing information beyond.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
• Maintain a discussion related to banking and banking
online.
• Discuss and/or debate using the post office vs. email.
• Express and explain how to use a bank or post office.
• Express opinions and react to banking.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to banking and post
offices.
• Evaluates and interprets written texts and materials
on banking and the mail.
PRESENTATIONAL MODE:
• Produce oral and written reports on using the bank
and post office.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to financial institutions and the postal
system.
USEFUL VOCABULARY
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
• Explore attitudes when reacting to student
spending habits and savings.
COMPARISONS:
• Compare and contrast the saving
and spending habits of French
and American teens.
CONNECTIONS:
• Make connections between historical contexts
and current attitudes towards money and
spending.
.
COMMUNITIES:
RECYCLED/ONGOING TOPICS/STRUCTURES
Refer to French III pacing guide
FRE2CURRICULUMGUIDE1314
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Bank and Post Office Vocabulary
Qui/Que
Negative expressions (personne,
jamais, plus, rien)
Engage in simple conversations in a
bank and a post office.
• Explore the bank and post office
in your own community and compare
them to the ones in French speaking
communities.
Posted on Vision under LCPS French Teacher Exchange
2/8/2016 6:42 AM
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French Level III – SY 2013 - 2014
RESOURCES/ ACTIVITIES
17.Resources and activities are posted on Vision under LCPS French Teacher Exchange
BV II Chapter 5
Role-play consumer/bank employee conversations using banking vocabulary
Prepare a poster for French-speaking visitors to the United States, explaining how to buy a stamp and mail a letter via
regular mail vs express mail
4.
Conduct a survey to analyze spending habits of you and your friends and family
5.
Tell a classmate how to open a bank account at the bank or online
6.
Conversation with partner on how to go to the post office, buy a stamp and mail a letter
7.
www.laposte.fr
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Lectures Culturelles pg 160-163
Answer an email from your French pen- Cultural Comparison – Speak about
(reading or listening)
pal who is coming to visit you in the
the differences and similarities
US. (see Banque et Poste folder in
between the bank and the post office
Vision)
in France and the United States.
(suggested preparation time: 2
minutes; speaking time: 1 minute)
1.
2.
3.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing IPAs.
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French Level III – SY 2013 - 2014
AP THEME: Families and Communities
AP SUBTHEME: Customs and Ceremonies
Recommended pacing: 6 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they
are being given opportunities to meet the objectives of the unit.
Topic: Gastronomy
Virginia State Foreign Language Standards of Learning for Level III:
FIII.1 The student will engage in original and spontaneous oral and written communications in French.
FIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in French, applying familiar vocabulary and structures to new situations.
FIII.3 The student will comprehend spoken and written French presented through a variety of media and based on new topics in familiar and unfamiliar contexts. FIII.4 The student will
present information orally and in writing in French, combining learned and original language in increasingly complex sentences and paragraphs.
FIII.5 The student will present in French student-created and culturally authentic stories, poems, and/or skits.
FIII.6 The student will examine in French the interrelationships among the perspectives, practices, and products of francophone cultures. FIII.7 The student
will use French to reinforce and broaden knowledge of connections between French and other subject areas.
FIII.8 The student will discuss in French why similarities and differences exist within and among cultures.
FIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the French language. FIII.10 The student
will improve French language skills and expand cultural understanding by accessing information beyond.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
• Maintain a discussion related to traditional family
cooking.
• Discuss and/or debate cooking vs. eating out.
• Express and explain how to follow a recipe.
• Express opinions and react to food dishes.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to recipes and
food.
• Evaluates and interprets written texts and materials
on food and nutrition.
PRESENTATIONAL MODE:
• Produce an activity showing cooking a recipe.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in society
related to food and nutrition.
USEFUL VOCABULARY
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
• Explore attitudes when reacting to food choices.
COMPARISONS:
• Compare and contrast traditional
dishes in the US and Francophone
countries.
CONNECTIONS:
• Make connections between historical contexts
and current attitudes towards cooking.
.
COMMUNITIES:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Food vocabulary
Cooking vocabulary
Kitchen vocabulary
Double object pronouns (me, te,
nous, vous with le, la les)
Object pronoun en
Pronouns with commands
Faire with infinitive
• Explore traditional cuisines
in your own community or your school
and compare them to issues in French
speaking communities.
• Identify local French speaking
communities and cultural culinary events.
Posted on Vision under LCPS French Teacher Exchange
Refer to French III pacing guide
RECYCLED/ONGOING TOPICS/STRUCTURES
FRE2CURRICULUMGUIDE1314
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French Level III – SY 2013 - 2014
RESOURCES/ ACTIVITIES
Resources and activities are posted on Vision under LCPS French Teacher Exchange
BV 2, Chapter 6
1. Create a presentation describing the preparation of a dish from a Francophone country (or Francophone African country)
2. Conduct a survey related to eating habits
3. Watch a cooking show (Allô Sophie!) http://www.plurielles.fr/recettes-cuisine/allo-sophie/
4. Un Voyage Gastronomique: students will research and prepare a dish from a specific French province
or francophone country, providing historical context.
5.
Visit a local French café/restaurant
Les repas
http://www.tv5.org/cms/chaine-francophone/enseigner-apprendre-francais/Premiere-classe/Les-repas/Preparer-lerepas/Vocabulaire-dans-la-cuisine/p-4127-lg0-1.-Comprendre.htm
6.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing IPAs.
FRE2CURRICULUMGUIDE1314
Suggested Interpretive Task
The students watch a short section of the
movie Kings of Pastry and answer a list
of questions provided by their teacher.
Suggested Interpersonal Task
Students compare and contrast eating
habits between francophone countries and
the US.
2/8/2016 6:42 AM
Suggested Presentational Task
Students create a dish that they present
and share with their fellow classmates.
Page 8 of 101
French Level III – SY 2013 - 2014
AP THEME: Contemporary Life
AP SUBTHEME : Rites of Passage
Topic: Driving
Recommended pacing: 6 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they
are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level III:
FIII.1 The student will engage in original and spontaneous oral and written communications in French.
FIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in French, applying familiar vocabulary and structures to new situations.
FIII.3 The student will comprehend spoken and written French presented through a variety of media and based on new topics in familiar and unfamiliar contexts.
FIII.4 The student will present information orally and in writing in French, combining learned and original language in increasingly complex sentences and paragraphs.
FIII.5 The student will present in French student-created and culturally authentic stories, poems, and/or skits.
FIII.6 The student will examine in French the interrelationships among the perspectives, practices, and products of francophone cultures.
FIII.7 The student will use French to reinforce and broaden knowledge of connections between French and other subject areas.
FIII.8 The student will discuss in French why similarities and differences exist within and among cultures.
FIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the French language.
FIII.10 The student will improve French language skills and expand cultural understanding by accessing information beyond.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
1.
Give directions
• Maintain a discussion related to cars and driving.
• Discuss and/or debate cars and driving.
• Express and explain how to get to a certain place.
• Express opinions and react to cars and driving.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to cars and driving.
• Evaluates and interprets written texts and materials
on driving.
PRESENTATIONAL MODE:
• Produce oral and written reports on driving.
• Produce an activity showing driving.
• Produce an oral or written presentation reflecting
current trends and/or attitudes in society related to
driving.
USEFUL VOCABULARY
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
• Explore attitudes when reacting to driving.
COMPARISONS:
• Compare and contrast driving
COMMUNITIES:
CONNECTIONS:
• Make connections between historical contexts
and current attitudes towards driving.
.
• explore driving in your own community
or your school and compare them to
issues in French speaking communities.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Car and Driving vocabulary
Adverbs
Future simple
Si clauses with present and
future
Object pronoun y
Double object pronouns: le, la,
les with lui and leur
• Identify local French speaking
communities and cultural events.
Posted on Vision under LCPS French Teacher Exchange
RECYCLED/ONGOING TOPICS/STRUCTURES
See French III Pacing Guide
RESOURCES/ ACTIVITIES
FRE2CURRICULUMGUIDE1314
Resources and activities are posted on Vision under LCPS French Teacher Exchange
http://www.saaq.gouv.qc.ca/permis/index.php -- driving in Québec
2/8/2016 6:42 AM
Page 9 of 101
French Level III – SY 2013 - 2014
Discuss good and bad driving habits
http://www.preventionroutiere.asso.fr/ - Association Prevention Routière
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing IPAs.
FRE2CURRICULUMGUIDE1314
Suggested Interpretive Task
Students go on virtual scavenger hunt on
a web site talking about the rules of the
road. (See Code de la Route file in
Driving folder)
Suggested Interpersonal Task
You work at a gas station. A woman drives
up and asks for help. (see Interpersonal
Speaking in Driving folder)
2/8/2016 6:42 AM
Suggested Presentational Task
Students compare and contrast the
driving requirement in a francophone
country and in the US.
Page 10 of 101
French Level III – SY 2013 - 2014
AP THEME: Global Challenges
AP SUBTHEME : Environmental Issues
Recommended pacing: 5 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they
are being given opportunities to meet the objectives of the unit.
Topic 1: Nature and Wildlife
Virginia State Foreign Language Standards of Learning for Level III:
FIII.1 The student will engage in original and spontaneous oral and written communications in French.
FIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in French, applying familiar vocabulary and structures to new situations.
FIII.3 The student will comprehend spoken and written French presented through a variety of media and based on new topics in familiar and unfamiliar contexts. FIII.4 The student will
present information orally and in writing in French, combining learned and original language in increasingly complex sentences and paragraphs.
FIII.5 The student will present in French student-created and culturally authentic stories, poems, and/or skits.
FIII.6 The student will examine in French the interrelationships among the perspectives, practices, and products of francophone cultures. FIII.7 The student
will use French to reinforce and broaden knowledge of connections between French and other subject areas.
FIII.8 The student will discuss in French why similarities and differences exist within and among cultures.
FIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the French language. FIII.10 The student
will improve French language skills and expand cultural understanding by accessing information beyond.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
• Maintain a discussion related to Nature and Wildlife
• Discuss and/or debate nature and wildlife.
• Express and explain nature and wildlife.
• Express opinions and react to nature and wildlife.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to nature and
wildlife.
• Evaluates and interprets written texts and materials
on nature and wildlife.
PRESENTATIONAL MODE:
• Produce oral and written reports on nature and
wildlife.
• Produce an activity showing nature and wildlife.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to nature and wildlife.
USEFUL VOCABULARY
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
• Explore attitudes when reacting to nature and
wildlife.
COMPARISONS:
• Compare and contrast nature and
wildlife in francophone and nonfrancophone countries.
CONNECTIONS:
• Make connections between historical contexts
and current attitudes towards nature and wildlife.
.
COMMUNITIES:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Nature and wildlife related
vocabulary
Conditional
• Explore nature and wildlife
in your own community or your school
and compare them to issues in French
speaking communities.
• Identify local French speaking
communities and cultural events.
Posted on Vision under LCPS French Teacher Exchange
See French III Pacing Guide
RECYCLED/ONGOING TOPICS/STRUCTURES
FRE2CURRICULUMGUIDE1314
2/8/2016 6:42 AM
Page 11 of 101
French Level III – SY 2013 - 2014
RESOURCES/ ACTIVITIES
Resources and activities are posted on Vision under LCPS French Teacher Exchange
http://www.wwf.fr/ - World Wildlife Fund France
http://natureaproteger.free.fr/
Chanson: C'est ma terre -- Christophe Mae
La réserve du Serengeti
http://www.youtube.com/watch?v=XSMYgAOOGCQ&feature=relmfu&safety_mode=true&persist_safety_mode=1&saf
e=active
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing IPAs.
FRE2CURRICULUMGUIDE1314
Suggested Interpretive Task
Students use the internet to search tour
operators in a French speaking country
that offer safaris. They answer a series of
teacher-created comprehension
questions based on what is offered
during the safari.
Suggested Interpersonal Task
The students compare and contrast in
groups/teams the
advantages/disadvantages of the different
safaris based on their locations, offerings
as well as animals and wildlife
encountered during the trips.
2/8/2016 6:42 AM
Suggested Presentational Task
Students prepare a PowerPoint
presentation of their safari in an African
country and present it to the class.
Page 12 of 101
French Level III – SY 2013 - 2014
AP THEME: Global Challenges
AP SUBTHEME : Environmental Issues
Recommended pacing: 5 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they
are being given opportunities to meet the objectives of the unit.
Topic 2: Ecology
Virginia State Foreign Language Standards of Learning for Level III:
FIII.1 The student will engage in original and spontaneous oral and written communications in French.
FIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in French, applying familiar vocabulary and structures to new situations.
FIII.3 The student will comprehend spoken and written French presented through a variety of media and based on new topics in familiar and unfamiliar contexts. FIII.4 The student will
present information orally and in writing in French, combining learned and original language in increasingly complex sentences and paragraphs.
FIII.5 The student will present in French student-created and culturally authentic stories, poems, and/or skits.
FIII.6 The student will examine in French the interrelationships among the perspectives, practices, and products of francophone cultures. FIII.7 The student
will use French to reinforce and broaden knowledge of connections between French and other subject areas.
FIII.8 The student will discuss in French why similarities and differences exist within and among cultures.
FIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the French language. FIII.10 The student
will improve French language skills and expand cultural understanding by accessing information beyond.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
• Maintain a discussion related to Ecology.
• Discuss and/or debate ecology
• express and explain ecology
• express opinions and react to ecology
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to ecology
• evaluates and interprets written texts and materials on
ecology
PRESENTATIONAL MODE:
• Produce oral and written reports on ecology
• produce an activity showing ecology
• produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to ecology
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
• Explore attitudes when reacting to ecology
COMPARISONS:
• Compare and contrast ecology
USEFUL VOCABULARY
Posted on Vision under LCPS French Teacher Exchange
RECYCLED/ONGOING TOPICS/STRUCTURES
See French III Pacing Guide
FRE2CURRICULUMGUIDE1314
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Ecology related vocabulary
Si clauses with Imparfait and
conditional
COMMUNITIES:
CONNECTIONS:
• Make connections between historical contexts
and current attitudes towards ecology
.
• explore ecology in your own community
or your school and compare them to
issues in French speaking communities.
• Identify local French speaking
communities and cultural events.
2/8/2016 6:42 AM
Page 13 of 101
French Level III – SY 2013 - 2014
RESOURCES/ ACTIVITIES
Quant à Moi Chapitre 5, p. 191-200; Cahier p. 193-196
Catastrophe ou incident nucléaire? http://www.rfi.fr/lffr/questionnaires/136/questionnaire_804.asp
l'écotourisme au Liban
http://www.rfi.fr/lffr/questionnaires/116/questionnaire_542.asp
http://www.jourdelaterre.org/ Jour de la Terre / Earth Day Quebec
Resources and activities are posted on Vision under LCPS French Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate PALS
rubrics for speaking and writing IPAs.
FRE2CURRICULUMGUIDE1314
Suggested Interpretive Task
Students search the internet to find out
how Earth Day is celebrated in
francophone countries. They fill out a
questionnaire created by their teachers
answering related questions.
Suggested Interpersonal Task
Students in groups compare and contrast
Earth Day awareness in a francophone
country of their choice and the US.
2/8/2016 6:42 AM
Suggested Presentational Task
Students create a poster to make their
fellow students aware of the importance
of Earth Day.
Page 14 of 101
French Level III – SY 2013 - 2014
Recommended pacing: ONGOING… Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they
are being given opportunities to meet the objectives of the unit.
AP THEME: Global Challenges
AP SUBTHEME : Diversity Issues
Topic: Francophone Countries in Africa
Virginia State Foreign Language Standards of Learning for Level III:
FIII.1 The student will engage in original and spontaneous oral and written communications in French.
FIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in French, applying familiar vocabulary and structures to new situations.
FIII.3 The student will comprehend spoken and written French presented through a variety of media and based on new topics in familiar and unfamiliar contexts. FIII.4 The student will
present information orally and in writing in French, combining learned and original language in increasingly complex sentences and paragraphs.
FIII.5 The student will present in French student-created and culturally authentic stories, poems, and/or skits.
FIII.6 The student will examine in French the interrelationships among the perspectives, practices, and products of francophone cultures. FIII.7 The student
will use French to reinforce and broaden knowledge of connections between French and other subject areas.
FIII.8 The student will discuss in French why similarities and differences exist within and among cultures.
FIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the French language. FIII.10 The student
will improve French language skills and expand cultural understanding by accessing information beyond.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
• Maintain a discussion related to francophone
countries in Africa.
• Discuss and/or debate francophone countries in
Africa.
• Express and explain francophone countries in Africa.
• Express opinions and react to francophone countries
in Africa.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to francophone
countries in Africa.
• Evaluates and interprets written texts and materials
on francophone countries in Africa.
PRESENTATIONAL MODE:
• Produce oral and written reports on francophone
countries in Africa.
• Produce an activity showing francophone countries in
Africa.
• Produce an oral or written presentation reflecting
FRE2CURRICULUMGUIDE1314
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
• Explore attitudes when reacting to francophone
countries in Africa.
COMPARISONS:
• Compare and contrast francophone
countries in Africa.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Geographic facts and skills
related to francophone countries
in Africa.
COMMUNITIES:
CONNECTIONS:
• Make connections between historical contexts
and current attitudes towards francophone
countries in Africa.
• Explore beauty and aesthetics in your
own community or your school and
compare them to issues in French
speaking communities.
• Identify local French speaking
communities and cultural events.
2/8/2016 6:42 AM
Page 15 of 101
French Level III – SY 2013 - 2014
current trends and/or attitudes in society related to
francophone countries in Africa.
USEFUL VOCABULARY
Posted on Vision under LCPS French Teacher Exchange
RECYCLED/ONGOING TOPICS/STRUCTURES
See French III Pacing Guide
RESOURCES/ ACTIVITIES
Reader – Le Journal de Valérie -- a set of 10 was ordered during curriculum week
http://www.teachersdiscovery.com/catalogsearch/result/?q=journal+de+valerie
Film – Kirikou et la sorcière – ordered a copy for all HS during curriculum week
http://www.amazon.com/gp/product/B0007Z9QSA/ref=s9_csaiv_gw_p318_d0_i1?pf_rd_m=ATVPDKIKX0DER&pf_rd_s=center2&pf_rd_r=1VE2DSNHGCGZQ89YMPF1&pf_rd_t=101&pf_rd_p=1389517282&pf_rd_i=507846
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate PALS
rubrics for speaking and writing IPAs.
Suggested Interpretive Task
Use the internet to create a list of
francophone countries in Africa. Provide
specific criteria for each country based on
a list provided by the teacher.
FRE2CURRICULUMGUIDE1314
Suggested Interpersonal Task
In groups/pairs, compare and contrast
francophone countries in Africa based on
their social, economic, geographic
characteristics.
2/8/2016 6:42 AM
Suggested Presentational Task
Create and present to the class a work
of art specific to a francophone African
country.
Page 16 of 101
LCPS
French IV Curriculum
World Languages and Cultures
LCPS
2013-2014
French Level IV (Honors) – SY 2013 - 2014
AP THEME : CONTEMPORARY LIFE
AP SUBTHEME:HOUSING AND SHELTER: LA VILLE ET LA CAMPAGNE (CITY AND
COUNTRY LIFE)
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
National/State Standards:
FIV.1
The student will exchange information orally and in writing in French on a variety of topics related to contemporary and historical events and issues.
FIV.2
The student will demonstrate skills necessary to sustain extended oral and written exchanges in French.
FIV.3
The student will comprehend spoken and written French found in a variety of authentic sources.
FIV.4
The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity.
FIV.5
The student will present in French student-created and culturally authentic essays, poetry, plays, and/or stories.
FIV.6
The student will analyze in French how various perspectives reflect the practices and products of francophone cultures.
FIV.7
The student will demonstrate increased understanding of the connections between content studied in French class and content studied in other subject areas.
FIV.8
The student will discuss in level-appropriate French the effects of cultural similarities and differences on social, economic, and political relationships in the global community.
FIV.9
The student will expand understanding of the English language through study and analysis of increasingly complex elements of the French language.
FIV.10
The student will apply French language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
•
Express and support opinions, and elicit those of
others.
•
Exchange personal reactions to spoken and written
information related to francophone cultures.
• Exchange information from sources such as
newspapers, magazines, broadcasts, and
Web sites.
•
Use paraphrasing, circumlocution, and other creative
means to express and comprehend ideas.
INTERPRETIVE MODE:
•
Identify various literary elements, such as plot, theme,
setting, and characters, in spoken and written texts.
•
Understand a variety of culturally authentic materials,
such as radio and television segments or literary
passages
PRESENTATIONAL MODE:
•
Deliver presentations containing well-developed ideas
on a variety of topics, using familiar vocabulary and
structures and with minimal errors in spelling,
punctuation, and pronunciation.
•
Use style, language, and tone appropriate to the
audience and the purpose of the presentation.
•
Produce well-organized presentations, using
appropriate visual aids and/or technological support.
•
Use appropriate verbal and nonverbal
presentational techniques.
FRE5H/AP curriculum1314 EDITOR
CULTURES/
CONNECTIONS
COMPARISONS/
COMMUNITIES
CULTURES:
COMPARISONS:
1. • Compare
D life in the city
and country
i
of France to
the United
s States
• Compare
c
life in the city
and theu country in different
countries
s of the
Francophone
s
world
t
COMMUNITIES:
h
e urbanism and
• Discuss
rural life in your own
d
community
and in part of
i
the French
speaking world.
f
f
e
r
e
n
c
e
s
b
e
1
ESSENTIAL KNOWLEDGE
(Facts & Skills)
VOCABULARY THEMES:
1.
2.
3.
4.
City and Country/Animal vocabulary
Giving directions
Describing the country
Identifying farm animals
GRAMMAR:
Review of present tense
1.
2.
3.
4.
5.
6.
7.
Review of past tenses (passé composé et imparfait)
Review prepositions with names of cities and
countries
Use of “depuis”
prepositions of location
Use of transition words (tandis que, par rapport à
etc.)
Relative pronouns :qui, que, dont,lequel,ce qui, ce
que, ce dont )
Demonstrative pronouns
FRANCOPHONIE FOCUS (Choose from):
Le Québec
La Nouvelle Orléans
La Martinique
La Guadeloupe
La Guyane Française
Haiti
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
t
w
e
e
n
c
i
t
y
l
i
f
e
a
n
d
c
o
u
n
t
r
y
l
i
f
e
9.
10.
Discuss the
advantages and
the
disadvantages of
city and country
life in Franc e
Discuss the
transient nature
of city and
country life in
France
CONNECTIONS:
. Discuss the historical
social movement of
people from the country to
FRE5H/AP curriculum1314 EDITOR
2
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
the city
• Discuss the stereotypes
of country people versus
city people
.
USEFUL VOCABULARY
Describing a city
la ville
le centre-ville
un quartier
d’affaires
la banlieue
une rue
une avenue
un boulevard
un coin
un trottoir
un piéton
une piétonne
un passage pour
piétons
un bâtiment
une tour
un bureau
une usine
un ouvrier
une ouvrière
un gratte-ciel
une tour
traverser la rue
Getting around by
car
une rue à sens
unique
un carrefour
un rond-point
la circulation
FRE5H/AP curriculum1314 EDITOR
un feu
un parcmètre
un horodateur
un parking
un agent de police
le code de la route
conduire
*régler
circuler
suivre
respecter
stationner
se garer
rouler
Giving
directions/Prepositions
sur
sous
dans
devant
derrière
à côté de
en face de
près de
loin de
faire un demi-tour
le bon sens
le mauvais sens
3
Describing the
country
la campagne
une étable
une ferme
un hangar
un fermier
une fermière
du matériel agricole
un agriculteur
une agricultrice
une récolte
un champ
la terre
un pré
le blé
de l’herbe (f)
les céréales
un vignoble
entreposer
une grange
cultiver
un village
le paysage
un cochon
un cheval (des chevaux)
un âne
le canard
un dindon
un taureau
un troupeau (de)
Other useful words and
expressions
suivre
vivre
faire du cheval
Identifying some farm
animals
une vache
un veau
un mouton
un agneau
une poule
un coq
un lapin
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
RECYCLED/ONGOING TOPICS/STRUCTURES
8.
9.
10.
11.
12.
FRE5H/AP curriculum1314 EDITOR
Review of past tenses (passé composé et imperfect)
Review prepositions with names of cities and countries
Giving directions
Use of “depuis”
Use of transition words (tandis que, par rapport à etc.)
4
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
RESOURCES/ ACTIVITIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the PALS Upper Level
rubrics for speaking and writing assessments
Suggested Interpretive
Task
Students read the article
Vivre à la ville ou à la
campagne?
They answer a series of
teacher-created
comprehension questions
based on the above
resources to check for
understanding of the
presented material.
FRE5H/AP curriculum1314 EDITOR
Illustrate idiomatic expressions containing animal vocabulary.
Fables de la Fontaine
Choices: Describe choice of particular items using celui.
Make a survey about where you would like to live and why
Debate the advantages and disadvantages of rural and urban life.
Civilisation Progressive du Français Intermédiaire, Chapitre 14, pp.88-90
http://www.lafrancebis.com/neoruraux.html
http://www.lafrancebis.com/paris.html
http://www.campagnard.net/
http://cr.middlebury.edu/public/french/lexique/habitat/hab_qualite.html
http://www.habiter-en-ville.fr/vivre-en-ville/avantages/les-avantages-de-vivre-en-ville.php
http://ielanguages.com/frenchlistening.html
Also, see additional resources on VISION under this given theme for French 4H
5
Suggested Interpersonal Task
Suggested Presentational Task
Students compare and contrast in
groups / teams the
advantages/disadvantages of living in
the city or the county from their
personal perspectives. They may
create tables of advantages /
disadvantages of each system to set
into play in a debate setting as well.sk
Students compose a persuasive
essay, referencing each of the
examined resources and using their
created tables of advantages /
disadvantages to answer the following
questions: Est-ce qu’il vaut mieux
habiter en ville ou à la campagne?
Task
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
AP THEME : CONTEMPORARY LIFE
AP SUBTHEME: HOLIDAYS AND CELEBRATIONS: LES FÊTES
Recommended No. of Lessons: 10
lessons* Teachers need to appropriate
the number of lessons to the caliber of
students in the class so long as they are
being given opportunities to meet the
objectives of the unit.
National/State Standards:
FIV.1
The student will exchange information orally and in writing in French on a variety of topics related to contemporary and historical events and issues.
FIV.2
The student will demonstrate skills necessary to sustain extended oral and written exchanges in French.
FIV.3
The student will comprehend spoken and written French found in a variety of authentic sources.
FIV.4
The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity.
FIV.5
The student will present in French student-created and culturally authentic essays, poetry, plays, and/or stories.
FIV.6
The student will analyze in French how various perspectives reflect the practices and products of francophone cultures.
FIV.7
The student will demonstrate increased understanding of the connections between content studied in French class and content studied in other subject areas.
FIV.8
The student will discuss in level-appropriate French the effects of cultural similarities and differences on social, economic, and political relationships in the global community.
FIV.9
The student will expand understanding of the English language through study and analysis of increasingly complex elements of the French language.
FIV.10
The student will apply French language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
COMPARISONS:
• Maintain a discussion related to
holidays and celebrations
• Discuss the relevance of holidays and
celebrations
• Express the opinions / views related to
holidays and celebrations
• Explore attitudes when reacting to holidays
and celebrations
• Compare and contrast holidays and
celebrations in the United States and
the francophone countries
INTERPRETIVE MODE:
• Demonstrates comprehension of content
from authentic audio visual texts relating
to holidays and celebrations
• Evaluate and interpret written texts and
materials on holidays and celebrations
CONNECTIONS:
• Make connections between historical
contexts and current attitudes towards
holidays and celebrations
PRESENTATIONAL MODE:
• Produce oral and written reports on
holidays and celebrations
• Produce an activity showing holidays
and celebrations
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to holidays and
celebrations.
FRE5H/AP curriculum1314 EDITOR
COMMUNITIES:
• Explore holidays and celebrations in
your own community or your school and
compare them to issues in French
speaking communities.
• Identify local French speaking
communities and cultural events.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
VOCABULARY/THEMES:
Holiday vocabulary
National and religious holidays in
US and francophone countries
3.
Past tense expressions
1.
2.
4.
5.
6.
7.
8.
1.
6
GRAMMAR:
Continue review of passé
composé and Imparfait
Past tense expressions
Introduction of plus-que-parfait
The partitive
Review of object pronouns (me, te,
nous, vous, le, la, les, lui, leur, y,
en)
FRANCOPHONIE FOCUS (Choose
from):
Le Québec
La Nouvelle Orléans
La Martinique
La Guadeloupe
La Guyane Française
Haiti
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
FRE5H/AP curriculum1314 EDITOR
7
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
USEFUL VOCABULARY
RECYCLED/ONGOING
une fête (religieuse, civile)
un jour de fête
un jour férié (un jour de fête où on ne
travaille pas)
célébrer une fête
Fêter (Noël, la Toussaint, etc.)
*La fête de l’Armistice (le 11
novembre – commémorer la fin de la
Première Guerre mondiale)
*La fête de l’Assomption (le 15 août
– la fête de la Sainte-Marie)
décorer des bateaux
célébrer la messe en mer
organiser un feu d’artifice
*La fête d’Halloween
une citrouille
creuser
découper
éclairer de l’intérieur
se déguiser
mettre un costume
demander des bonbons
menacer de jouer un tour à quelqu’un
*Le Jour de l’An (le 1er janvier)
se souhaiter une bonne et heureuse
année
s’embrasser à minuit
donner des étrennes (petits cadeaux
ou petites sommes d’argent) aux
enfants, au facteur, au concierge
envoyer une carte aux amis qui sont
loin
1.
*Hanoukka (huit jours en décembre)
garder la menora allumée
échanger des cadeaux
*Le 14 juillet décorer les maisons de
drapeaux et de lampions
danser dans les bals populaires
regarder les feux d’artifice
regarder le défilé
les anciens combattants
les militaires
les scouts
la fanfare municipale
une tribune
les notables (le maire)
*Noël (le 25 décembre)
Offrir (donner) des cadeaux
Mettre des chaussures (des chaussettes)
pour le Père Noël
Décorer un sapin (un arbre) de Noël
Aller à la messe de minuit
Le réveillon (un grand repas servi
normalement après la messe de minuit)
*Pâques (fin mars / début avril)
Offrir aux enfants des œufs en sucre ou
en chocolat
Aller à l’église
Le Mardi Gras
Le Mercredi des Cendres
Le dimanche des Rameaux
Le Vendredi saint
Le dimanche de Pâques
*La Pâque juive (huit
jours au mois de mars /
d’avril)
Célébrer avec un dîner
rituel en famille
Eviter de manger du
pain au levain
*Le Ramadan (un mois
de jeûne chez les
musulmans, parfois en
hiver, parfois en été)
Jeûner depuis le lever
jusqu’au coucher du
soleil
Etudier le Coran
Donner à manger à ceux
qui ont faim
L’Aïd El Fitr (fête
célébrée la fin du
Ramadan
*La Saint-Valentin (le
14 février aux EtatsUnis) et le 1er mai en
France
Envoyer des cartes à sa
bien-aimée, offrir des
fleurs, des roses, ou des
bonbons
*La fête de
Thanksgiving (le
quatrième jeudi du mois
de novembre)
Se retrouver en famille
Manger de la dinde
*Le Carnaval (40 jours
avant Pâques)
Mardi Gras
Un char
Un défilé
Lancer des confettis
Un groupe masqué
*La Toussaint (le 1er
novembre / le jour des
Morts le 2 novembre)
Aller au cimetière
Mettre / déposer des
fleurs sur la tombe de
quelqu’un
*La fête du Travail (le
1er lundi de septembre
aux Etats-Unis et le
1er mai en France
*Yom Kippour
Fête juive célébrée
entre septembre et
octobre)
Prier et demander
pardon à Dieu pour
ses péchés
Jeûner du lever au
coucher du soleil
*Le 4 juillet (la fête
nationale des EtatsUnis)
Situer les actions
dans le passé
Aujourd’hui (ce matin,
cet après-midi, ce soir)
Hier (hier matin, hier
après-midi, hier soir)
Avant-hier
Lundi dernier
Le week-end dernier
La semaine dernière
Le mois dernier
L’année dernière
Il y a une heure (trois
jours, deux mois, cinq
ans)
Review Passé composé
FRE5H/AP curriculum1314 EDITOR
8
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the PALS Upper Level rubrics
for speaking and writing
assessments
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
7.
Review Imparfait
Past tense expressions
Introduction of the Plus-que-parfait
Review of the Partitive
Review of object pronouns (me, te, nous, vous, le, la, les, lui, leur, y, en)
Create party invitations for particular celebrations and then make a plan of attack for the activity.
Make a scrapbook based on a particular celebration.
Quant à moi – chapitre 3 (page 96-124)
Video about a festival at Versailles
Video about an animated French film about Le Père Noël
Explanation of various holidays http://www.teteamodeler.com/culture/fetes/index.asp
Also, see additional resources on VISION under this given theme for French 4H
Suggested Interpretive Task
They answer a series of teacher-created
comprehension questions based on the
above resources to check for
understanding of the presented material.
FRE5H/AP curriculum1314 EDITOR
Suggested Interpersonal Task
Students interview each other about
a holiday that is celebrated in a
Francophone country and then
summarize what they learned from
the interview.
9
Suggested Presentational Task
Students compose a persuasive essay and/or
power point presentation about a Francophone
holiday that should be adopted as a holiday in the
United States. Task
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
AP THEME : CONTEMPORARY LIFE
AP SUBTHEME: RITES OF PASSAGE: LES RITES DE PASSAGE
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of
lessons to the caliber of students in the class so long as they are being given opportunities to
meet the objectives of the unit.
National/State Standards:
FIV.1
The student will exchange information orally and in writing in French on a variety of topics related to contemporary and historical events and issues.
FIV.2
The student will demonstrate skills necessary to sustain extended oral and written exchanges in French.
FIV.3
The student will comprehend spoken and written French found in a variety of authentic sources.
FIV.4
The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity.
FIV.5
The student will present in French student-created and culturally authentic essays, poetry, plays, and/or stories.
FIV.6
The student will analyze in French how various perspectives reflect the practices and products of francophone cultures.
FIV.7
The student will demonstrate increased understanding of the connections between content studied in French class and content studied in other subject
areas.
FIV.8
The student will discuss in level-appropriate French the effects of cultural similarities and differences on social, economic, and political relationships in the
global community.
FIV.9
The student will expand understanding of the English language through study and analysis of increasingly complex elements of the French language.
FIV.10
The student will apply French language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
CULTURES/
COMPARISONS/
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
CONNECTIONS
COMMUNITIES
(Facts & Skills)
-Presentational
INTERPERSONAL MODE:
CULTURES:
COMPARISONS:
VOCABULARY/THEMES:
• Compare and contrast rites of
• Maintain a discussion related to the rites of
• Explore attitudes
1.
Birth, wedding, death/funeral vocabulary and
when reacting to the
passage in the United States
passage
2.
Vocabulary describing other religious rites of passage
rites of passage
and francophone countries
• Discuss and or debate the rites of passage
(circumcision, baptism, 1st communion, bar mitzvah,
• Express and explain the rites of passage
confirmation)
• Express opinions and react ions different rites
CONNECTIONS:
COMMUNITIES:
3.
Useful expressions to accept and refuse an invitation
of passage
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to rites of
passage
• Evaluate and interpret written texts and materials
on the rites of passage
• Make connections
between historical
contexts and current
attitudes towards the
rites of passage.
PRESENTATIONAL MODE:
• Explore the rites of passage in
your own community or your
school and compare them to
issues in francophone
communities.
• Identify local francophone
communities and cultural events.
• Produce oral and written reports on the rites of
passage
• Produce an activity showing the rites of passage
• Produce an oral or written presentation
reflecting current trends and/or attitudes in society
related to rites of passage
FRE5H/AP curriculum1314 EDITOR
10
GRAMMAR:
4.
Review of passé composé, imparfait and plus-que-parfait
5.
Introduce present subjunctive mood
Francophone focus (choose from) :
Le Québec
La Nouvelle Orléans
La Martinique
La Guadeloupe
La Guyane Française; Haiti
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
LA NAISSANCE
la naissance
le faire-part
la marraine
le parrain
naître
baptiser
le baptême
un bébé
la nourriture pour
bébé
une lingette
une couverture
un biberon
un berceau
une couche de
bébé
le lait en poudre
l’hôpital
le nouveau-né
l’infirmier/infirmière
une sucette
pleurer
crier
un jouet
une poussette
1.
2.
FRE5H/AP curriculum1314 EDITOR
LE MARIAGE
Le petit ami / la petite amie
Le fiancé/la fiancé
Les fiançailles
le/la marié(e)
la mairie
le témoin
le mariage civil
le mariage religieux
le parvis de l’église
le prêtre
la demoiselle d’honneur
le garçon d’honneur
l’alliance (f)
l’amande (f)
la pièce montée
décoré(e) de
enrobé(e)
le riz
le ruban
la dragée
une famille
une lune de miel
une réception
un porteur d’alliance
une cérémonie
les fleurs
heureux/ heureuse
l’amour
le mari / la femme
la musique
la robe de mariée
le banc
la couronne de fleurs
le rang
un époux
une épouse
féliciter
livrer
remercier
se fiancer avec
être fiancé à
épouser quelqu’un
se marier avec
être marié avec
divorcer
être divorcé de
être célibataire
La mort
LA MORT
le/la défunt(e)
l’enterrement (m)
enterrer
le cercueil
un tombeau
le corbillard
le décès
l’inhumation
la mise en terre
les obsèques
un cimetière
une crémation
un funérarium
une nécrologie
la tristesse
pleurer
une pierre tombale
un spectacle familial
une veillée
un testament
Pour accepter une
invitation:
1.
Avec plaisir!
2.
Bien entendu
3.
Bien sûr
Pour rejeter une invitation:
1.
Je suis désolé(e)
mais…
2.
Je suis navré(e)
mais...
Review of passé composé, imparfait and plus-que-parfait
Introduce present subjunctive mood
11
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the PALS Upper
Level rubrics for speaking and writing
assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Students perform a wedding/funeral
Create birth/wedding announcements/obituaries
www.le-mariage.com
www.mariage.fr
http://www.vanin.be/cms_master/images_sub/Arcades/ia/IA-AR185EnfantsFamille.htm
http://ns22335.ovh.net/~arcadesr/ia/1916221670440c2cc771aa3/index.html
www.internetactuel/be
http://www.lafrancebis.com/mariage.html
http://www.lafrancebis.com/bebes.html
http://web.cortland.edu/flteach/civ/famill/famill.htm
Bon Voyage 3, Chapitre 6
Also, see additional resources on VISION under this given theme for French 4H
Suggested
Suggested Interpersonal Task
Suggested Presentational Task
Interpretive Task
Students read the
Students compare and contrast in groups / teams the
Students create a wedding or funeral,
article Les
advantages/disadvantages of marriage from their
including an invitation, wedding
Français sont-ils
personal perspectives. They may create tables of
announcement, etc. Students “perform”
allergiques au
advantages / disadvantages of each system to set into
the wedding or funeral to the class.
mariage ?
Task
play in a debate setting as well.
http://www.lafrance
bis.com/mariage.ht
ml
They answer a
series of teachercreated
comprehension
questions based on
the above
resources to check
for understanding
of the presented
material.
FRE5H/AP curriculum1314 EDITOR
12
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
AP THEME : FAMILIES AND COMMUNITIES
AP SUBTHEME: CUSTOMS AND CEREMONIES: LE SAVOIR VIVRE
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being given
opportunities to meet the objectives of the unit.
National/State Standards:
FIV.1
The student will exchange information orally and in writing in French on a variety of topics related to contemporary and historical events and issues.
FIV.2
The student will demonstrate skills necessary to sustain extended oral and written exchanges in French.
FIV.3
The student will comprehend spoken and written French found in a variety of authentic sources.
FIV.4
The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity.
FIV.5
The student will present in French student-created and culturally authentic essays, poetry, plays, and/or stories.
FIV.6
The student will analyze in French how various perspectives reflect the practices and products of francophone cultures.
FIV.7
The student will demonstrate increased understanding of the connections between content studied in French class and content studied in other subject
areas.
FIV.8
The student will discuss in level-appropriate French the effects of cultural similarities and differences on social, economic, and political relationships in the
global community.
FIV.9
The student will expand understanding of the English language through study and analysis of increasingly complex elements of the French language.
FIV.10
The student will apply French language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
INTERPERSONAL MODE:
CULTURES:
COMPARISONS:
VOCABULARY THEMES:
• Maintain a discussion related to customs
• Compare and contrast customs and
• Explore attitudes when reacting to
1.
Parts of the body vocabulary
and ceremonies
customs and ceremonies
ceremonies
2.
Table and speaking etiquette
• Discuss and/or debate customs and
3.
Descriptive adjectives: Emotions
ceremonies
CONNECTIONS:
COMMUNITIES:
4.
Vocabulary dealing with introductions
• Express and explain customs and
• Explore custom and ceremonies in
• Make connections between historical
5.
Idiomatic expressions with vocabulary
ceremonies
contexts and current attitudes towards
your own community or your school and
from body parts (ex. Donner sa langue
• Express opinions and react to customs and
customs and ceremonies
compare them to issues in French
au chat)
ceremonies
speaking communities.
INTERPRETIVE MODE:
• Demonstrates comprehension of content
from authentic audio visual texts relating to
customs and ceremonies
• Evaluates and interprets written texts and
materials on customs and ceremonies.
• Identify local French speaking
communities and cultural events.
PRESENTATIONAL MODE:
• Produce oral and written reports on customs
and ceremonies
• Produce an activity showing customs and
ceremonies
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to customs and ceremonies
FRE5H/AP curriculum1314 EDITOR
GRAMMAR:
6.
Avoir idioms
7.
Present subjunctive with impersonal
expressions and expressions of
emotion
8.
Present subjunctive with
expressions of wish/desire
Francophone focus (Choose from):
Le Québec
La Nouvelle Orléans
La Martinique
La Guadeloupe
13
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
La Guyane Française
Haiti
USEFUL VOCABULARY
Parts of the body
la joue
la bouche
la lèvre
le doigt
le pouce
la main
le poignet
l’avant-bras
le coude
Polite and rude behavior
mal élevé(e)
grossier /grossière
malpoli(e)
bien élevé(e)
poli(e)
bruyant(e)
bousculer
resquiller
Introducing people
présenter
faire la connaissance de
quelqu’un
je suis enchanté(e)
je suis ravi(e) de faire votre
connaissance
moi de même
Other useful words
Il vaut mieux
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the PALS
Upper Level rubrics for speaking and
writing assessments
Table manners
la bouche pleine
une serviette
se tenir à table
s’essuyer
faire du bruit
les coudes sur la table
les mains sur la table
Describing emotions
une émotion/un sentiment
étonné(e)/surpris(e)
content(e)/heureux(euse)
furieux(euse)/fâché(e)
triste
dégoûtant(e)
jaloux(se)
inquiet (inquiète)
désolé(e)
regretter
avoir peur (de)
Going out with friends
se tutoyer
Les amis se tutoient.
le tutoiement
Le tutoiement se fait entre amis.
se vouvoyer
Le vouvoiement est une forme
de politesse
(pour les adultes ou pour les
personnes qu’on ne connaît
pas).
avoir rendez-vous
se retrouver
partager les frais
rencontrer
se serrer la main
s’embrasser
s’enlacer
faire un câlin
1.
1.
2.
3.
Avoir idioms
Impersonal expressions and the subjunctive
Emotion expressions and the subjunctive
Expressions of wish/desire and the subjunctive

Students create a PSA video for une personne bien/mal élevée

Bon Voyage 2, Chapter 13

http://www.toutpratique.com/12-Savoir-vivre/

http://www.francaisfacile.com/exercices/exercice-francais-2/exercice-francais-11009.php

http://www.youtube.com/watch?v=Z1H_UxE60xE&safety_mode=true&persist_safety_mode=1

http://www.youtube.com/watch?v=aousco6IKv4&safety_mode=true&persist_safety_mode=1

Reading http://ns22335.ovh.net/~arcadesr/ia/842197911456403866815d/index.html

Also, see additional resources on VISION under this given theme for French 4H
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students read the article
In groups/teams, students compare
Students compose a persuasive essay,
http://www.french.hku.hk/dcmScree and contrast the etiquette in
referencing each of the examined resources
n/lang2043/etiquette.htm
Francophone countries and in their
and using their created tables of advantages /
They answer a series of teachercommunities. They may also create
disadvantages to answer the following
created comprehension questions
tables of advantages /
questions:
FRE5H/AP curriculum1314 EDITOR
14
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
based on the above resources to
check for understanding..
AP THEME : CONTEMPORARY LIFE
AP SUBTHEME: PROFESSIONS: LES PROFESSIONS ET LES MÉTIERS
disadvantages of each system to set Est-ce qu’il est important d’être une personne
bien élevée pour réussir dans la vie ?
into play in a debate setting.
Recommended No. of Lessons: 10 lessons* Teachers
need to appropriate the number of lessons to the caliber
of students in the class so long as they are being given
opportunities to meet the objectives of the unit.
National/State Standards:
FIV.1
The student will exchange information orally and in writing in French on a variety of topics related to contemporary and historical events and issues.
FIV.2
The student will demonstrate skills necessary to sustain extended oral and written exchanges in French.
FIV.3
The student will comprehend spoken and written French found in a variety of authentic sources.
FIV.4
The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity.
FIV.5
The student will present in French student-created and culturally authentic essays, poetry, plays, and/or stories.
FIV.6
The student will analyze in French how various perspectives reflect the practices and products of francophone cultures.
FIV.7
The student will demonstrate increased understanding of the connections between content studied in French class and content studied in other subject
areas.
FIV.8
The student will discuss in level-appropriate French the effects of cultural similarities and differences on social, economic, and political relationships in the
global community.
FIV.9
The student will expand understanding of the English language through study and analysis of increasingly complex elements of the French language.
FIV.10 The student will apply French language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
CULTURES/
CONNECTIONS
COMPARISONS/
COMMUNITIES
• Maintain a discussion related to contemporary
life
• Discuss and/or debate contemporary life
• Express and explain contemporary life
• Express opinions and react to contemporary life
CULTURES:
COMPARISONS:
• Explore attitudes when reacting
to contemporary life
• Compare and contrast
contemporary life
CONNECTIONS:
COMMUNITIES:
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to temporary
life
• Evaluate and interpret written texts and materials
on contemporary life
• Make connections between
historical contexts and current
attitudes towards contemporary
life.
PRESENTATIONAL MODE:
• Produce oral and written reports on
contemporary life
• Produce an activity showing contemporary life
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to contemporary life.
FRE5H/AP curriculum1314 EDITOR
• Explore contemporary life in your
own community or your school and
compare them to issues in French
speaking communities.
• Identify local French speaking
communities and cultural events.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
VOCABULARY:
1. Professions and trades vocabulary
2. Office personnel
3. Job opportunities
4. Job search process and interview
GRAMMAR:
5. Expressions of doubt and the subjunctive
6. Infinitive versus the subjunctive
7. Indicative versus subjunctive
8. Introduction to past subjunctive
9. Review of interrogative pronouns
10. Review of future tense
11. Introduce the futur antérieur
FRANCOPHONIE FOCUS (choose from):
Le Québec
La Nouvelle Orléans
La Martinique
15
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
La Guadeloupe
La Guyane Française; Haiti
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
Les métiers et les
professions
un(e) fabricant(e)
un(e) bibliothécaire
un facteur / une
factrice
un cadre
un cadre supérieur
un(e) fonctionnaire
un caissier / une
caissière
un fournisseur
un chanteur / une
chanteuse
un(e) garagiste
mécanicien(ne)
un(e) gérante(e)
un chauffeur
un(e) grossiste
un chef de cuisine
un(e) historien(ne)
un chercheur / une
chercheuse
un homme (une
femme) politique
un(e) cinéaste
un infirmier / une
infirmière
un(e) commerçant(e)
un(e) informaticien(ne)
un compositeur / une
femme compositeur
un ingénieur / une
femme ingénieur
un(e) comptable
un(e) journaliste
un conducteur / une
conductrice
un livreur
un conseiller / une conseillère
un médecin / une femme
médecin
un(e) militaire, un soldat
un(e) psychologue
un(e) musicien(ne)
un rédacteur / une rédactrice
un ouvrier / une ouvrière
une sage-femme
un(e) patron(ne)
un scientifique / une femme
scientifique
un(e) pharmacien(ne)
un(e) secrétaire
un(e) pilote
un(e) sociologue
un poète / une femme poète
un travailleur (une
travailleuse) à la chaîne
un policier / une femme
policier
une vedette, une star
un agent de police
un vendeur / une vendeuse
un pompier
un viticulteur / une viticultrice
un postier / une postière
un professeur
un programmeur / une
programmeuse
un(e) propriétaire
un acteur / une actrice
un contremaître
un agent de change
un courtier / une courtière
un agent de conduite
un couturier / couturière
un agent de voyage
un agent immobilier
un agriculteur
une agricultrice
un cultivateur / une
cultivatrice
un fermier / une fermière
un(e) dentiste
un(e) détaillant
un(e) anthropologue
un éboueur
un(e) apprenti
un écrivain / une femme
écrivain
un(e) artisan(e)
un(e) employé(e)
un(e) artiste
un peintre/ une femme
peintre
un(e) employé(e) de bureau
un(e) sécrétaire de direction
un(e) employé(e) de maison
un(e) astronaute
un(e) avocat(e)
un employeur
un banquier /
une banquière
 Expressions of doubt and the subjunctive
 Infinitive vs. subjunctive
 Indicative vs. subjunctive (with expressions of doubt and in relative clauses)
 Introduce the past subjunctive
FRE5H/AP curriculum1314 EDITOR
16
un(e) psychiatre
un(e) chômeur
un(e) concessionnaire
un juge / une femme juge
Lieux de travail
une agence
un atelier
un bureau
un cabinet d’affaires
un chantier
une compagnie
une entreprise
une société
une usine
Les verbes
être dans (la vente, les
achats, l’informatique, les
affaires, etc.)
travailler pour + nom de
l’employeur ou de l’entreprise
trouver son travail…
embêtant
ennuyeux
fascinant
intéressant
passionnant
stressant
être au chômage
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014


RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the PALS Upper
Level rubrics for speaking and writing
assessments
Interrogative pronouns
Review the future tense and introduce the futur antérieur
1.
Quant à Moi, Chapitre 4, 5, Bon Voyage 2 Chapitre 14
2.
Students create a company and search for an employee through a job fair simulation.
3.
Students write a letter of interest (une lettre de motivation) and a French-style resumé/CV and look for a job
during the job fair simulation.
4.
http://www.lafrancebis.com/salaires.html
5.
http://www.lafrancebis.com/patrons.html
6.
http://www.bbc.co.uk/languages/french/news/topic_focus/
7.
http://ielanguages.com/frenchlistening.html
8.
http://www.laits.utexas.edu/passe_partout/partone/06.php
9.
http://culturebox.france3.fr/#/travail
10.
http://www.bbc.co.uk/schools/gcsebitesize/audio/french/
11.
Podcast on the concours (competitive exams) to become a fonctionnaire (civil servant) for the French
government: http://www.ielanguages.com/podcast/les-concours/
12.
Also, see additional resources on VISION under this given theme for French 4H
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students read and/or listen to the
Students create a company and
Students compose a cover letter
article
interview candidates for an open
(lettre de motivation)/email in search
http://ielanguages.com/listen_carrossie position in their company. Students
of a particular job. In this letter/email
r.html
will also interview for positions
they explain why they are the best
They answer a series of teacheramongst the companies their
person for the job.
created comprehension questions
classmates created.
based on the above resources to
check for understanding of the
presented material.
FRE5H/AP curriculum1314 EDITOR
17
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
AP THEME : SCIENCE AND TECHNOLOGY
AP SUBTHEME: FUTURE TECHNOLOGIES : L’AVENIR DE LA TECHNOLOGIE
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are
being given opportunities to meet the objectives of the unit.
National/State Standards:
FIV.1
The student will exchange information orally and in writing in French on a variety of topics related to contemporary and historical events and issues.
FIV.2
The student will demonstrate skills necessary to sustain extended oral and written exchanges in French.
FIV.3
The student will comprehend spoken and written French found in a variety of authentic sources.
FIV.4
The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity.
FIV.5
The student will present in French student-created and culturally authentic essays, poetry, plays, and/or stories.
FIV.6
The student will analyze in French how various perspectives reflect the practices and products of francophone cultures.
FIV.7
The student will demonstrate increased understanding of the connections between content studied in French class and content studied in other subject
areas.
FIV.8
The student will discuss in level-appropriate French the effects of cultural similarities and differences on social, economic, and political relationships in the
global community.
FIV.9
The student will expand understanding of the English language through study and analysis of increasingly complex elements of the French language.
FIV.10
The student will apply French language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
• Maintain a discussion related to science and
technology
• Discuss and/or debate science and technology
• Express and explain science and technology•
Express opinions and react to science and technology
CULTURES:
COMPARISONS:
• Explore attitudes when reacting to
science and technology
• Compare and contrast science and
technology
CONNECTIONS:
COMMUNITIES:
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to science and
technology
• Evaluates and interprets written texts and materials on
science and technology
• Make connections between
historical contexts and current
attitudes science and technology
• Identify local French speaking
communities and cultural events.
PRESENTATIONAL MODE:
• Produce oral and written reports science and
technology
• Produce an activity showing science and technology
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
FRE5H/AP curriculum1314 EDITOR
• Explore science and technology
in your own community or your school and
compare them to issues in the French
speaking communities.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
VOCABULARY:
Science and technological vocabulary
GRAMMAR:
1.
Review: Conditionnel présent
and the Plus-que-Parfait
2.
Introduce: Conditionnel passé
3.
Si clauses (agreement of all
possible tenses)
4.
Review of the comparative and
superlative
5.
Review of relative pronouns
6.
Review of demonstrative
pronouns
FRANCOPHONIE FOCUS (choose from):
Le Québec
La Nouvelle Orléans
La Martinique
La Guadeloupe
18
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
society related to science and technology
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
FRE5H/AP curriculum1314 EDITOR
La Guyane Française
Haiti
Les mots utiles
L’informatique
Etre/travailler dans
l’informatique
Un PC / un microordinateur
Un (ordinateur) portable
Un appareil
Le logiciel
Le matériel
Le cédérom (CD-ROM)
Une carte graphique
Le clavier
Le disque dur
une clé USB
l’écran
le graveur de CD/DVD
l’imprimante (laser)
le lecteur
la mémoire
la puissance
la souris
la touche
les commandes (f)
les données (f)
un fichier
un fichier attaché
un répertoire
les graphiques
le programme
1.
2.
3.
4.
5.
6.
un tableau
le traitement de texte
le courrier électronique / le
courriel /un e-mail/un mail
le cybernaute / un
internaute
Internet (m)
Le moteur de recherche
Le réseau
Le site Web
Le Web / la toile
Un onglet
appuyer
brancher
cliquer
déplacer
glisser et déplacer
copier et coller
effacer
enlever
faire marcher
formater
graver
programmer
sauvegarder
taper
se connecter sur Internet
surfer/naviguer sur internet
se déconnecter
télécharger
zapper
compatible
Les expressions
typiques pour
comparer...
Souligner les
ressemblances
Il n’y a aucune différence
entre ces deux articles.
Ils sont pareils /
semblables / identiques.
Ils sont (plus ou moins)
comparables.
C’est le même.
Cet ordinateur ressemble
à l’autre.
Il n’y a pas beaucoup (Il y
a peu) de différences.
Ils se ressemblent
comme deux gouttes
d’eau.
Il a autant de mémoire
que l’autre.
Il est aussi rapide que
l’autre.
Souligner les différences
Ils sont différents les uns des
autres.
Il est (bien, beaucoup, un
peu) plus/moins rapide que
l’autre.
Ils ont très peu de choses en
commun.
Ile n’ont rien en commun.
Cet appareil n’a rien à
voir avec celui-là ; il n’est pas
comparable !
Cet ordinateur n’est pas aussi
rapide que l’autre.
Il a moins de/plus de mémoire
que l’autre ordinateur.
C’est mieux/pire.
La qualité est meilleure.
Review present conditional and plus-que-parfait
Introduce past conditional
Si clauses (agreement of all possible tenses)
Review of comparative and superlative
Review of relative pronouns: (qui, que, dont, lequel (et variations avec à / de), ce qui, ce que, ce dont)
Review of demonstrative pronouns
19
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
FRE5H/AP curriculum1314 EDITOR
20
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
RESOURCES/ ACTIVITIES
FRE5H/AP curriculum1314 EDITOR
1. Civilisation Progressive du Français (niveau intermédiare) p. 92, p. 94, p. 96
2. Bravo chapitre 9
1.
http://www.bbc.co.uk/languages/french/news/topic_focus/mobiles.shtml
2.
http://ns22335.ovh.net/~arcadesr/ia/1429241fff1b57c944/index.html
3.
http://ns22335.ovh.net/~arcadesr/ia/1132841fff1b4edbe2/index.html
4.
Students invent a new technology/device and explain it and present it to the class
5.
Student debate/discussion on whether new technologies are a benefit to society
6.
Also, see additional resources on VISION under this given theme for French 4H
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students read and/or listen to the
Students discuss with each other
Students compose a persuasive
article Le jeu sera-t-il l'avenir du
whether new technologies are a
essay, referencing each of the
portable ?
benefit to society. The can present a
examined resources and using their
http://www.bbc.co.uk/apps/ifl/langu debate on this topic as well.
created tables of advantages /
ages/french/news/quizengine?quiz
disadvantages to answer the
following question: Are the new
=frnews_mobile_games;templateS
technologies making society a better
tyle=frnews_mobile_games
place for mankind?
They answer a series of teachercreated comprehension questions
based on the above resources to
check for understanding of the
presented material.
21
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
AP THEME : BEAUTY AND AESTHETICS
AP SUBTHEME: IDEALS OF BEAUTY: LA MODE (FASHION)
Recommended No. of Lessons: 10 lessons*
Teachers need to appropriate the number of lessons to
the caliber of students in the class so long as they are
being given opportunities to meet the objectives of the
unit.
National/State Standards:
FIV.1
The student will exchange information orally and in writing in French on a variety of topics related to contemporary and historical events and issues.
FIV.2
The student will demonstrate skills necessary to sustain extended oral and written exchanges in French.
FIV.3
The student will comprehend spoken and written French found in a variety of authentic sources.
FIV.4
The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity.
FIV.5
The student will present in French student-created and culturally authentic essays, poetry, plays, and/or stories.
FIV.6
The student will analyze in French how various perspectives reflect the practices and products of francophone cultures.
FIV.7
The student will demonstrate increased understanding of the connections between content studied in French class and content studied in other subject
areas.
FIV.8
The student will discuss in level-appropriate French the effects of cultural similarities and differences on social, economic, and political relationships in the
global community.
FIV.9
The student will expand understanding of the English language through study and analysis of increasingly complex elements of the French language.
FIV.10 The student will apply French language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
COMPARISONS/
COMMUNITIES
• Maintain a discussion related to beauty and
aesthetics
• Discuss and/or debate beauty and aesthetics
• Express and explain beauty and aesthetics
• Express opinions and react to beauty and
aesthetics
CULTURES:
COMPARISONS:
• Explore attitudes when reacting to
beauty and aesthetics
• Compare and contrast beauty
and aesthetics
CONNECTIONS:
COMMUNITIES:
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to beauty and
aesthetics
• Evaluates and interprets written texts and
materials on beauty and aesthetics
• Make connections between
historical contexts and current
attitudes towards beauty and
aesthetics
PRESENTATIONAL MODE:
• Produce oral and written reports on beauty and
aesthetics
• Produce an activity showing beauty and
aesthetics
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to beauty and aesthetics
FRE5H/AP curriculum1314 EDITOR
• Explore beauty and
aesthetics in your own
community or your school and
compare them to issues in
French speaking communities.
• Identify local French
speaking communities and
cultural events.
22
ESSENTIAL KNOWLEDGE
(Facts & Skills)
VOCABULARY/THEMES:
1.
Clothing
2.
Accessories
3.
Fashion trends
GRAMMAR:
1.
Introduction of conjunctions which introduce
clauses with the subjunctive
2.
Review reflexive verbs
3.
Review adjective/noun agreement
4.
Review placement of adjectives in a sentence
5.
Review interrogative pronouns
6.
Review of comparative and superlative
FRANCOPHONIE FOCUS (choose from):
La France
Le Québec
La Nouvelle Orléans
La Martinique
La Guadeloupe
La Guyane Française
Haiti
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
USEFUL VOCABULARY
Les vêtements
Les accessoires
Les adjectifs
Vocabulaire utile
le bas
la botte
le caleçon
la chaussette
la chaussure
la chemise
la chemise de nuit
le chemisier
le col
le collant
le costume
la culotte (de femme)
le jean
la jupe
la laine
le maillot de bain
la manche
le manteau
le pantalon
la pantoufle
la poche
le pyjama
la robe
les sandales (f)
le short
les sous-vêtements
le soutien-gorge
le tee-shirt
le gilet
l’imperméable (m)
le tricot
le maillot de corps (tank top)
le justaucorps (leotard)
l’uniforme (m)
la veste
le voile
l’anneau (m)
la bague
les bijoux
la boucle d’oreille
le bracelet
la ceinture
le chapeau
le collier
la cravate
le lacet
la lanière
les lunettes (f)
les lunettes de soleil
la montre
le mouchoir
le parapluie
le parfum
le portefeuille
le porte-monnaie
le sac à main
l’écharpe (f)
la fermeture éclair
la fourrure
le gant
argenté(e)
doré(e)
en argent
en cuir
en or
uni(e)
rayé(e)
imprimé(e)
à carreaux
à petits pois
attrayant(e)
confortable
élégant(e)
court(e)
long(ue)
doux/douce
étroit(e)
serré(e)
large
épais(se)
mince
maigre
nu(e)
habillé(e)
lisse
rugueux/rugueuse
blanc/blanche
bleu(e)
bleu-marine
gris(e)
jaune
marron
noir(e)
orange
rose
rouge
vert(e)
violet(te)
clair(e)
foncé(e)
à la mode
le mannequin
le maquillage
l’aiguille
l’épingle (f)
le fil
le bouton
la couleur
le tissu
le coton
le cuir
la laine
le nylon
la soie
le velours
la doublure
la machine à coudre
FRE5H/AP curriculum1314 EDITOR
Les verbes
coudre
boutonner
déboutonner
nouer
dénouer
réparer
déchirer
teindre
enlever
mettre/porter
s’habiller
se déshabiller
23
2/8/2016 6:42 AM
French Level IV (Honors) – SY 2013 - 2014
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the PALS Upper
Level rubrics for speaking and writing
assessments
1.
2.
3.
4.
5.
6.
1.
2.
Introduction of conjunctions which introduce clauses with the subjunctive
Review reflexive verbs
Review adjective/noun agreement
Review placement of adjectives in a sentence
Review interrogative pronouns
Review of comparative and superlative
Young people and fashion
Interview with Frédéric Monneyron: «La mode vient des jeunes et de la banlieue»
http://www.joc.asso.fr/actualite/frederic-monneyron-la-mode-vient-des-jeunes-et-de-la-banlieue-157.html
3.
http://www.dailymotion.com/video/xd43bw_les-mannequins-de-louis-vuitton-san_news
4.
Devenir mannequin http://www.italiq-expos.com/blog-shopping/2006/06/14/257-devenir-mannequin
5.
Article « 15 mannequins «trop maigres» exclues d'un défilé à Rome »
http://www.20minutes.fr/article/170088/Monde-15-mannequins-trop-maigres-exclues-d-un-defile-a-Rome.php
6.
Also, see additional resources on VISION under this given theme for French 4H
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students read the article Article « 15
Students interview each other about
Students debate whether models have
mannequins «trop maigres»
their favorite style and report back to
become too thin, using the resources
exclues d'un défilé à Rome »
the class.
they have already read. They answer
http://www.20minutes.fr/article/170088
the following questions in their
debate : La mort d'une jeune
/Monde-15-mannequins-trop-maigresmannequin de 18 ans, qui pesait 40
exclues-d-un-defile-a-Rome.php
kilos pour 1,74m, relance la
They answer a series of teacherpolémique sur la maigreur des
created comprehension questions
modèles. Pensez-vous que les
based on the above resources to
mannequins soient trop maigres?
check for understanding of the
Selon vous, faudrait-il surveiller leurs
presented material.
poids et leur interdire de défiler
comme cela a été décidé lors de la
semaine de la mode à Madrid en
septembre?
FRE5H/AP curriculum1314 EDITOR
24
2/8/2016 6:42 AM
LCPS
French VH/AP Curriculum A Guide
World Languages and Cultures
LCPS
2013-2014
French VH/AP Curriculum A – SY 2013-2014
AP / FRENCH V HONORS – OVERVIEW OF ACTFL NATIONAL STANDARDS FOR THE 21ST CENTURY
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
CULTURES:
COMPARISONS:
 Express and support opinions, and elicit those of others.
 Discuss how topics such as the
 Discuss the role of culture in the
European Union and people of French
development of relationships
 Exchange personal reactions to spoken and written information related
heritage in the United States illustrate
between the United States and
to francophone cultures.
the viewpoints, patterns of behavior, and
francophone countries.
 Exchange information from sources such as newspapers, magazines,
products of the cultures.
 Analyze how members of
broadcasts, and Web sites.
 Engage in authentic or simulated
francophone cultures perceive the
 Use a full range of vocabulary, structures, and past, present, and
situations that demonstrate
United States.
future time frames.
understanding of culturally appropriate
 Examine local, regional, and
 Exchange ideas clearly, based on Level V material.
practices.
national differences in the cultures
 Use paraphrasing, circumlocution, and other creative means to
of francophone countries and the
express and comprehend ideas.
CONNECTIONS:
culture(s) of the United States.
 Use French to discuss examples of the
 Examine local, regional, and
INTERPRETIVE MODE:
French language and francophone
national differences in sound
 Identify various literary elements, such as plot, theme, setting, and
culture(s)
found
in
other
subject
areas,
systems, pronunciation, vocabulary,
characters, in spoken and written texts.
focusing
on
a
variety
of
topics
such
as
and usage in francophone countries
 Understand subtleties of meaning, such as intent, humor, and tone, in
political
systems
and
world
literature.
and in the United States.
a variety of culturally authentic materials, such as radio and television

Use
French
to
relate
topics
discussed
in

Compare linguistic elements of
segments or literary passages.
other
subject
areas
to
those
discussed
in
French and English, such as time,
 Understand and respond appropriately to instructions presented in
French
class,
such
as
authors
and
artists
tense, and mood, and understand
informational materials, such as instructions for completing a customs
from francophone countries or political
how each language uses different
declaration or creating a Web page.
and historical events that involve
grammatical structures to express
francophone countries.
these relationships, such as depuis
PRESENTATIONAL MODE:
+ present tense and passé
 Use French-language resources to
 Deliver presentations containing well-developed ideas on a variety of
composé vs. imparfait.
continue
expanding
knowledge
related
topics, using familiar vocabulary and structures and with minimal
COMMUNITIES:
to
other
subject
areas.
errors in spelling, punctuation, and pronunciation.
 Analyze in French information
 Use style, language, and tone appropriate to the audience and the
obtained through media,
purpose of the presentation.
entertainment, and technology.
 Produce well-organized presentations, using appropriate visual aids

Use French-language resources,
and/or technological support.
such as individuals and
 Use appropriate verbal and nonverbal presentational techniques.
organizations in the community or
accessible through the Internet, to
enhance cultural understanding.
FRE5H/AP curriculum1314 EDITOR
1
2/8/2016 6:42 AM
French VH/AP Curriculum A – SY 2013-2014
THEME: GLOBAL CHALLENGES
TOPIC: TOLERANCE
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
2.
3.
4.
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
5.
6.
7.
8.
9.
10.
11.
12.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
the tolerance Students will
perform interpersonal
conversations with their
classmates and instructor
concerning this theme. They
will also create original
presentations in expository,
persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
Students will make connections to their other curricular
studies by relating the theme tolerance in Francophone
countries to their own personal academic experiences..
Students will compare and contrast
tolerance of the Francophone world
with their own communities.
FRE5H/AP curriculum1314 EDITOR
2
ESSENTIAL KNOWLEDGE
(Facts & Skills)


Tolerance Vocabulary
Grammaire / Structure en
Contexte :
o Le genre des noms
o Les articles définis,
indéfinis, partitifs
o Le présent
o L’impératif
o Le passif
2/8/2016 6:42 AM
French VH/AP Curriculum A – SY 2013-2014
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
Tolerance Vocabulary
1. Grammaire / Structure en Contexte :
1. Le genre des noms
2. Les articles définis, indéfinis, partitifs
3. Le présent
4. L’impératif
5. Le passif
Liens électroniques
2. Alerte à L’antisémitisme en France:
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_antisemitism;templateStyle=frnews_antisemitism
3. Le racisme dans mon quartier
4. http://zdc.free.fr/htm/travele/racisme/race.htm
FILM:« Entre les murs » (2008)
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
perform the assessment
procedures for all similar tasks
at this level.
Suggested Interpretive Task
Students view « Entre les murs » and answer
comprehension and application/analytical
questions based on the film in pairs / groups.
Suggested Interpersonal Task
Suggested Presentational Task
Students discuss the questions and
Students film their own alternate ending
their responses in pairs/groups and
to the film in their respective groups /
present their viewpoints to the class in pairs.
a dialogue/debate setting. They also
compare and contrast present-day
multiculturalism in their own
community versus the school featured
in the film.
AP French: Preparing for the French Language and Culture Exam:
5. Interpretive Communication, Print Text: Sélection 1: pp. 4-5 – La paix et la guerre / Les droits
de l’être humain / La tolerance
6. Interpretive Communication, Audio Text: Sélection 20: pp. 147 – Le magrébain
FRE5H/AP curriculum1314 EDITOR
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French VH/AP Curriculum A – SY 2013-2014
THEME: GLOBAL CHALLENGES
TOPIC: ENVIRONMENT
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
13.
14.
15.
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
16.
17.
18.
19.
20.
21.
22.
23.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
the environment. Students will
perform interpersonal
conversations with their
classmates and instructor
concerning this theme. They
will also create original
presentations in expository,
persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
Students will make connections to their other curricular
studies by relating the theme of the environment in
Francophone countries to their own personal academic
experiences.
Students will compare and contrast
the environment of the Francophone
world with their own communities.
FRE5H/AP curriculum1314 EDITOR
ESSENTIAL KNOWLEDGE
(Facts & Skills)


4
Grammaire / Structure en
Contexte :
o Le passé récent
o Le passé composé
o L’accord du participe
passé avec les temps
composés
o Le passé simple
Environment vocabulary
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French VH/AP Curriculum A – SY 2013-2014
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
Environment Vocabulary
 Grammaire / Structure en Contexte :
o Le passé récent
o Le passé composé
o L’accord du participe passé avec les temps composés
o Le passé simple
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Intermédiare

“L’énergie” -- Repères Economiques pp. 94-95

“L’industrie agro-alimentaire et le monde rural” -- Repères Economiques pp. 90-91
Liens électroniques

Encore de beaux jours pour le nucléaire

http://www.bbc.co.uk/languages/french/news/environment/nuclear_power_france.shtml

Mini-marées noires

http://www.bbc.co.uk/languages/french/news/environment/oil_spill.shtml

Parier sur l’énergie nucléaire

http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_nuclear;templateStyle=frnews_nuclear

Le recyclage en France

http://www.consoglobe.com/recyclage-france-croule-dechets-1686-cg

Replanter les arbres du Palace de Versailles

http://www.bbc.co.uk/languages/french/news/environment/versailles.shtml

Le développement durable

http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sustaindev;templateStyle=frnews_sustaindev

De l’électricité grâce à la mère nature

http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_green_energy;templateStyle=frnews_green_energy

Prendre la vache folle par les cornes

http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_bse;templateStyle=frnews_bse

Zazie : « Je suis un homme »

http://www.youtube.com/watch?v=anp4zcjFrAE&safety_mode=true&persist_safety_mode=1

Mickey 3D : « Respire »

http://www.youtube.com/watch?v=IEexx5BR5eY&safety_mode=true&persist_safety_mode=1

Christophe Maé : « C’est ma terre »
 http://www.youtube.com/watch?v=MgMjWccKqwU&safety_mode=true&persist_safety_mode=1
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
perform the assessment
procedures for all similar tasks
Suggested Interpretive Task
Students listen to / read Replanter les arbres du
Palace de Versailles (see above) and respond to
content / analysis questions based on the reading.
Suggested Interpersonal Task
Suggested Presentational Task
Students compose an e-mail to
Students create a brochure or publicityrequest becoming part of the
related presentation to propose an
restoration project at Versailles to the environmental project in their own
director of the program.
community.
AP French: Preparing for the French Language and Culture Exam:
1. Interpretive Communication, Print Text: Sélection 19: pp. 40-41 – L’environnement
2. Interpretive Communication, Print and Audio Texts: Sélection 5: pp. 94-95 – L’environnement
3. Interpretive Communication, Print and Audio Texts: Sélection 19: pp. 122-123 – L’environnement
FRE5H/AP curriculum1314 EDITOR
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French VH/AP Curriculum A – SY 2013-2014
4.
5.
6.
7.
THEME: GLOBAL CHALLENGES
TOPIC: HEALTH
at this level.
Interpretive Communication, Audio Texts: Sélection 14: p. 141 – L’environnement
Interpretive Communication, Audio Texts: Sélection 21: p. 148 -- L’environnement
Interpretive Communication, Audio Texts: Sélection 29: p. 156 – L’environnement / La santé
Interpersonal Writing, E-mail Reply: Courriel No. 10: p. 173 – L’environnement
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
24.
25.
26.
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
27.
28.
29.
30.
31.
32.
33.
34.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
health issues in the
Francophone world. Students
will perform interpersonal
conversations with their
classmates and instructor
concerning this theme. They
will also create original
presentations in expository,
persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
Students will make connections to their other curricular
studies by relating the theme of health issues in
Francophone countries to their own personal academic
experiences.
Students will compare and contrast
health issues of the Francophone
world with their own communities.
FRE5H/AP curriculum1314 EDITOR
6
ESSENTIAL KNOWLEDGE
(Facts & Skills)
1.
2.
Health vocabulary
Grammaire / Structure en
Contexte :
1.
L’imparfait
2.
Le plus-que-parfait
3.
Le passif au passé
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French VH/AP Curriculum A – SY 2013-2014
USEFUL VOCABULARY
Health vocabulary
RECYCLED/ONGOING
TOPICS/STRUCTURES
3.
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
Grammaire / Structure en Contexte :
1.
L’imparfait
2.
Le plus-que-parfait
3.
Le passif au passé
“Le système de santé” – L’Organisation Sociale pp. 124-127
Civilisation Progressive du Français, Niveau Intermédiare
“Se soigner à tout prix” -- Repères Quotidiens pp. 172-173
“Se soigner auterment” -- Repères Quotidiens pp. 174-175
Liens électroniques
1. La Sécurité et La Médicine
http://web.cortland.edu/flteach/civ/secu/secu.htm
2. Ecastacy: Savoir plus, risquer moins
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_ecstasy;templateStyle=frnews_ecstasy
3. Réapprendre la vie, sans alcool
http://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_france.shtml
4. L’alcoolisme féminin
http://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_uk.shtml
5. Les vertus cachées du sucre
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sugar;templateStyle=frnews_sugar
6. Le téléphone mobile, un danger pour la santé
http://www.bbc.co.uk/languages/french/news/health/mobile_phones_france.shtml
7. L’obésité : Le débat
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_obesity;templateStyle=frnews_obesity
8. Fumer tue!
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_cigarettes;templateStyle=frnews_cigarettes
9. Les fumeurs à l’hôpital
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_smoking_hospital
10. Maigrir: Pour qui et pourquoi?
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_diet;templateStyle=frnews_diet
11. Etat des lieux sur l’IVG
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_abortion;templateStyle=frnews_abortion
12. L’anorexie: une pathologie en progression
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_anorexia;templateStyle=frnews_anorexia
13. Les embryons au laboratoire
FRE5H/AP curriculum1314 EDITOR
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French VH/AP Curriculum A – SY 2013-2014
http://www.bbc.co.uk/languages/french/news/science/bioethics_france.shtml
14. L’information au compte-gouttes
http://www.bbc.co.uk/languages/french/news/science/medicine_france.shtml
15. Euthanasie: L’exaltation de la vie
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_euthanasia;templateStyle=frnews_euthanasia
16. La bioéthique en Europe
http://www.bbc.co.uk/languages/french/news/science/bioethics.shtml
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
perform the assessment
procedures for all similar tasks
at this level.
Suggested Interpretive Task
Students listen to / read Fumer tue! and compose
a summary of the article for a teaser for a news
program to highlight the main points of the article.
Suggested Interpersonal Task
Students perform a debate
concerning the rights of the individual
to smoke in public places.
Suggested Presentational Task
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.
AP French: Preparing for the French Language and Culture Exam:
4.
Interpretive Communication, Audio Texts: Sélection 33: p. 160 – La santé
5.
Interpretive Communication, Audio Texts: Sélection 29: p. 156 – L’environnement / La santé
6.
Interpersonal Writing, E-mail Reply: Courriel No. 2: p. 165 – La santé
7.
Presentational Writing, Persuasive Essay: Sélection 5: pp. 186-187 – La santé
FRE5H/AP curriculum1314 EDITOR
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French VH/AP Curriculum A – SY 2013-2014
THEME: SCIENCE AND TECHNOLOGY
TOPIC: TECHNOLOGY AND ITS EFFECT ON SOCIETY/MORAL CHALLENGES
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
8.
9.
10.
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
11.
12.
13.
14.
15.
16.
17.
18.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
technology and its effect on
societies of the Francophone
world and beyond. Students will
perform interpersonal
conversations with their
classmates and instructor
concerning this theme. They
will also create original
presentations in expository,
persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
Students will make connections to their other curricular
studies by relating the theme technology and its effect
on societies of the Francophone world and beyond to
their own personal academic experiences.
Students will compare and contrast
technology and its effect on societies
within the Francophone world and
beyond with their own communities.
USEFUL VOCABULARY
Science and technology vocabulary

FRE5H/AP curriculum1314 EDITOR
9
ESSENTIAL KNOWLEDGE
(Facts & Skills)
19.
20.
Science and technology
vocabulary
Grammaire / Structure en
Contexte :
1.
Le futur proche
2.
Le futur
3.
Le futur antérieur
4.
Le conditionnel
présent
5.
Le conditionnel
passé
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French VH/AP Curriculum A – SY 2013-2014
RECYCLED/ONGOING
TOPICS/STRUCTURES
21.
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
22.
Grammaire / Structure en Contexte :
1.
Le futur proche
2.
Le futur
3.
Le futur antérieur
4.
Le conditionnel présent
5.
Le conditionnel passé
“Les médias” – Le Temps Libre pp. 90-93
Civilisation Progressive du Français, Niveau Intermédiare
23.
“La communication” – Repères Économiques pp. 96-97
Liens électroniques
24.
25.
Les pirates de la carte à puce
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_credit_cards;templateStyle=f
rnews_credit_cards
26.
Auriane, la fée de l’Internet
27.
http://www.bbc.co.uk/languages/french/news/lifestyle/women_france.shtml
28.
Les animaux à louer sur l’Internet
29.
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_animals;templateStyle=frnew
s_animals
4. La fin du miracle.com
30.
http://www.bbc.co.uk/languages/french/news/economy/internet_france.shtml
31.
Les textos : Le nouveau langage du pouce
32.
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_text_messages;templateStyle
=frnews_text_messages
33.
La musique au bout du portable
34.
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_mobilemusic;templateStyle=f
rnews_mobilemusic
35.
Le jeu sera-t-il l’avenir du portable ?
36.
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_mobile_games;templateStyle
=frnews_mobile_games
37.
Un appareil qui retranscrit du texte en braille consacré au Concours Lépine
38.
http://www.lemonde.fr/societe/article/2010/05/09/un-appareil-qui-retranscrit-du-texte-en-braille-consacreau-concours-lepine_1348727_3224.html
39.
La mauvaise surprise Kindle
40.
http://www.parismatch.com/Culture-Match/Livres/Actu/La-mauvaise-surprise-Kindle.-Par-MaximeFRE5H/AP curriculum1314 EDITOR
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French VH/AP Curriculum A – SY 2013-2014
41.
42.
43.
44.
45.
46.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
perform the assessment
procedures for all similar tasks
at this level.
Chattam-144903/
Pris en Flag’ de Fraude par SMS
http://lci.tf1.fr/france/societe/2009-06/fraude-par-sms-prise-en-flag-4888953.html
Et si vous jardiniez avec votre iPhone ?
http://www.rtl.fr/actualites/vie-pratique/article/et-si-vous-jardiniez-avec-votre-iphone-7663316504
Olivier Miller : « Génération Virtuelle »
http://www.youtube.com/watch?v=P1OmrdxMxqQ&safety_mode=true&persist_safety_mode=1
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students listen to / read Les textos : Le nouveau langage
du pouce, La musique au bout du portable, Le jeu sera-til l’avenir du portable ? and answer questions related to the
activity.
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.
AP French: Preparing for the French Language and Culture Exam:
1. Interpretive Communication, Print Texts: Sélection 4: p. 10 – La technologie
2. Interpretive Communication, Print Texts: Sélection 23: p. 48 – La technologie
3. Interpretive Communication, Print Texts: Sélection 29: p. 60 – La technologie
4. Interpretive Communication, Print and Audio Texts, Sélection 13, p. 110 – La technologie
5. Interpretive Communication, Audio Texts: Sélection 4: p. 131 – La science
6. Interpretive Communication, Audio Texts: Sélection 25: p. 152 – La technologie
7. Interpersonal Writing, E-mail Reply: Courriel No. 7: p. 170 – La technologie
8. Presentational Writing, Persuasive Essay: Sélection 7: pp. 190-191 – La technologie
9. Presentational Writing, Persuasive Essay: Sélection 8: pp. 192-193 – La science
10. Interpersonal Speaking, Conversation: Sélection 3: p.202 – La technologie
FRE5H/AP curriculum1314 EDITOR
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French VH/AP Curriculum A – SY 2013-2014
THEME: CONTEMPORARY LIFE
TOPIC: PUBLICITY AND MARKETING
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
47.
48.
49.
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
50.
51.
52.
53.
54.
55.
56.
57.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
publicity and marketing in the
Francophone world and
beyond. Students will perform
interpersonal conversations
with their classmates and
instructor concerning this
theme. They will also create
original presentations in
expository, persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
Students will make connections to their other curricular
studies by relating the theme of publicity and marketing
in the Francophone world and beyond to their own
personal academic experiences.
Students will compare and contrast
publicity and marketing in the
Francophone world and beyond with
their own communities.
FRE5H/AP curriculum1314 EDITOR
12
ESSENTIAL KNOWLEDGE
(Facts & Skills)
58.
59.
Publicity and marketing
vocabulary
Grammaire / Structure en
Contexte :
1.
Les phrases
conditionnelles
2.
L’emploi du verbe
devoir
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French VH/AP Curriculum A – SY 2013-2014
FRE5H/AP curriculum1314 EDITOR
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French VH/AP Curriculum A – SY 2013-2014
USEFUL VOCABULARY
Publicity and Marketing vocabulary
RECYCLED/ONGOING
TOPICS/STRUCTURES
60.
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
61.
Grammaire / Structure en Contexte :
1.
Les phrases conditionnelles
2.
L’emploi du verbe devoir
“Les médias” – Le Temp Libre pp. 90-93
Civilisation Progressive du Français, Niveau Intermédiare
62.
“Une économie qui s’exporte” – Repères Économiques pp. 84-85
63.
“Une puissance commerciale” – Repères Économiques pp. 86-87
Liens électroniques
64.
65.
66.
67.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
perform the assessment
procedures for all similar tasks
at this level.
Apple introduit le blocage des publicités dans Safari
http://www.lemonde.fr/technologies/article/2010/06/09/apple-introduit-le-blocage-des-publicites-danssafari_1369901_651865.html
Quelle image de la femme la publicité nous renvoie-t-elle ?
http://www.bbc.co.uk/languages/french/news/media/women_advertising_france.shtml
Suggested Interpretive Task
Students listen to / read Quelle image de la
femme la publicité nous renvoie-t-elle ? and
take structured, organized summarization notes
regarding the main points discussed in the article.
Suggested Interpersonal Task
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.
AP French: Preparing for the French Language and Culture Exam:
1. Interpretive Communication, Print Texts: Sélection 13: p. 28 – Le marketing
2. Interpretive Communication, Print Texts: Sélection 27: p. 56– Le marketing social
3. Interpretive Communication, Print Texts: Sélection 40: p. 82 – La publicité
4. Interpretive Communication, Print and Audio Texts, Sélection 8 p. 100– La publicité
5. Interpretive Communication, Print and Audio Texts, Sélection 18, p. 120 – La publicité
6. Interpersonal Writing, E-mail Reply: Courriel No. 1: p. 164 – Le marketing
7. Interpersonal Speaking, Conversation: Sélection 3: p.202 – La technologie
FRE5H/AP curriculum1314 EDITOR
14
Suggested Presentational Task
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.
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French VH/AP Curriculum A – SY 2013-2014
THEME: CONTEMPORARY LIFE
TOPIC: HOUSING
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
68.
69.
70.
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
71.
72.
73.
74.
75.
76.
77.
78.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
housing in the Francophone
world. Students will perform
interpersonal conversations
with their classmates and
instructor concerning this
theme. They will also create
original presentations in
expository, persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
Students will make connections to their other curricular
studies by relating the theme housing in the
Francophone world and beyond to their own personal
academic experiences.
Students will compare and contrast
attitudes housing in the Francophone
world and beyond with their own
communities.
FRE5H/AP curriculum1314 EDITOR

15
ESSENTIAL KNOWLEDGE
(Facts & Skills)


Housing vocabulary
Grammaire / Structure en
Contexte :
o Le subjonctif
o La concordance des
temps au subjonctif
o Comment éviter le
subjonctif
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French VH/AP Curriculum A – SY 2013-2014
USEFUL VOCABULARY
Housing vocabulary
RECYCLED/ONGOING
TOPICS/STRUCTURES

RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Intermédiare
 “Collectif ou individuel” – Repères Quotidiens pp. 154-155
 “L’espace de la maison” – Repères Quotidiens pp. 156-157
 “Les épuipements ” – Repères Quotidiens pp. 158-159
Grammaire / Structure en Contexte :
o Le subjonctif
o La concordance des temps au subjonctif
o Comment éviter le subjonctif
Liens électroniques
 L’habitat
 http://web.cortland.edu/flteach/civ/habitat/habita1.htm
 L’habitat intérieur
 http://web.cortland.edu/flteach/civ/habitat2/habita2.htm
 Les sans-abri
 http://www.vanin.be/cms_master/images_sub/Arcades/ia/IA-AR2511SansAbri.htm
 A la « Péniche », l’esprit de Coluche toujours au service des sans-abri
 http://www.rtl.fr/actualites/article/a-la-peniche-l-esprit-de-coluche-toujours-au-service-des-sans-abri-5932795089
 Qui sont les « SDF » ?
 http://www.lien-social.com/spip.php?article27&id_groupe=3
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
perform the assessment
procedures for all similar tasks
at this level.
Suggested Interpretive Task
Students read A la « Péniche », l’esprit de
Coluche toujours au service des sans-abri and
Qui sont les SDF ? and respond to content /
application questions regarding the reading.
Suggested Interpersonal Task
Students work in teams to discuss
previous experiences in their own
communities with those who are
homeless or out of a job in the
modern world. They compose an email to send to their local government
to propose what must be done / might
be done / they would like to see done
in regards to ways to help alleviate
the pressure for those without
employment and living on the streets.
AP French: Preparing for the French Language and Culture Exam:
1. Interpretive Communication, Print Texts: Sélection 2: p. 6 – Le logement
2. Interpretive Communication, Print Texts: Sélection 35: p. 72 – Le logement
3. Interpretive Communication, Audio Texts, Sélection 8 p. 100– La publicité
FRE5H/AP curriculum1314 EDITOR
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Suggested Presentational Task
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.
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French VH/AP Curriculum A – SY 2013-2014
THEME: CONTEMPORARY LIFE
TOPIC: LEISURE ACTIVITIES AND SPORTS
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
79.
80.
81.
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
82.
83.
84.
85.
86.
87.
88.
89.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
leisure activities and sports in
the Francophone world.
Students will perform
interpersonal conversations
with their classmates and
instructor concerning this
theme. They will also create
original presentations in
expository, persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
Students will make connections to their other curricular
studies by relating the theme of leisure activities and
sports in the Francophone world and beyond to their
own personal academic experiences.
Students will compare and contrast
attitudes towards leisure activities
and sports in the Francophone world
and beyond with their own
communities.
FRE5H/AP curriculum1314 EDITOR
17
ESSENTIAL KNOWLEDGE
(Facts & Skills)



Leisure activities vocabulary
Sports vocabulary
Grammaire / Structure en
Contexte :
o L’infinitif et les
propositions infinitives
o Le participe présent et
le gérondif
o Le discours indirect
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French VH/AP Curriculum A – SY 2013-2014
USEFUL VOCABULARY
Leisure activity vocabulary
Sports vocabulary
RECYCLED/ONGOING
TOPICS/STRUCTURES

RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
 “Les loisirs ” – Le Temps Libre pp. 82-87
Civilisation Progressive du Français, Niveau Intermédiare
 “Les pratiques culturelles” – Repères Culturelles pp. 140-143
Liens électroniques
 Histoire de la pétanque
 http://www.petanque710.com/histoire-s-de-la-petanque.html
 La bagatuelle la plus sérieuse du monde
 http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_football_supporters;templateStyle=frnew
s_football_supporters
 La défaite de Paris aux Jeux Olympiques 2012
 http://www.bbc.co.uk/languages/french/news/entertainment/paris2012.shtml
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
perform the assessment
procedures for all similar tasks
at this level.
Suggested Interpretive Task
Students read Histoire de la pétanque and
respond to content / application questions
regarding the reading.
Grammaire / Structure en Contexte :
o L’infinitif et les propositions infinitives
o Le participe présent et le gérondif
o Le discours indirect
Suggested Interpersonal Task
Students create an interview
sequence between a reporter and a
famous sports player / athlete as a
dialogue composition.
Suggested Presentational Task
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.
AP French: Preparing for the French Language and Culture Exam:
1. Interpretive Communication, Print Texts: Sélection 12: p. 26 – Les sports –la pétanque
2. Interpretive Communication, Print Texts: Sélection 40: p. 82 – Les sports –le vélo
3. Interpretive Communication, Audio Texts, Sélection 11: p. 138 – Les sports – le marathon
4. Interpersonal Speaking, Conversation: Sélection 4: p.203 – Les sports – le hockey
FRE5H/AP curriculum1314 EDITOR
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French VH/AP Curriculum A – SY 2013-2014
THEME: PERSONAL AND PUBLIC IDENTITIES
TOPIC: LANGUAGE AND IDENTITY
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
90.
91.
92.
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
93.
94.
95.
96.
97.
98.
99.
100.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
language and identify in the
Francophone world. Students
will perform interpersonal
conversations with their
classmates and instructor
concerning this theme. They
will also create original
presentations in expository,
persuasive,
comparison/contrast, cause and
effect, and descriptive modes
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
Students will make connections to their other curricular
studies by relating the theme of language and identity in
the Francophone world and beyond to their own
personal academic experiences.
Students will compare and contrast
attitudes towards language and
identity in the Francophone world
and beyond with their own
communities.
FRE5H/AP curriculum1314 EDITOR
19
ESSENTIAL KNOWLEDGE
(Facts & Skills)


Language and identity
vocabulary
Grammaire / Structure en
Contexte :
o Les pronoms
compléments
o Les pronoms
accentués
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French VH/AP Curriculum A – SY 2013-2014
regarding the theme and its
subthemes.
USEFUL VOCABULARY
Language and identity vocabulary
RECYCLED/ONGOING
TOPICS/STRUCTURES

RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
 “La francophonie” – La France dans le Monde pp. 52-53
 “La France Multiculturelle” – Les Évolutions Récentes -- pp. 140-143
Civilisation Progressive du Français, Niveau Intermédiare
 “La francophonie” – Repères Politiques pp. 78-83
 “Les religions du <<livre>>” – Repères Quotidiens pp. 176-179
Liens électroniques
 Qu’est-ce que l’aguichage et le poste-à-poste ?
 http://lci.tf1.fr/france/societe/qu-est-ce-que-l-l-aguichage-ou-le-poste-a-poste-5917569.html
 Les langues par le biais de jeux
 http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_languages;templateStyle=frnews_langua
ges
 Roule, roule, mais vas-y cool !
 http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_swearing;templateStyle=frnews_swearin
g
 Ras-le-bol ? Quel galère !
 http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_expressions;templateStyle=frnews_expre
ssions
 Le bréton à Paris
 http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_breton;templateStyle=frnews_breton
 Faut-il simplifier l’orthographe ?
 http://www.lexpress.fr/actualite/societe/faut-il-simplifier-l-orthographe_486271.html
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
Suggested Interpretive Task
Students listen to / read Roule, roule, mais vas-y
cool ! and Ras-le bol ? Quel galère ! and
respond to content / application questions
regarding the reading.
Grammaire / Structure en Contexte :
o Les pronoms compléments
o Les pronoms accentués
FRE5H/AP curriculum1314 EDITOR
20
Suggested Interpersonal Task
Students compose an e-mail from
their own point of view to the principal
regarding the communication among
students in their school setting and
Suggested Presentational Task
Students write a persuasive essay citing
previously researched resources
regarding their viewpoint on the usage
of formal vs. informal language in
2/8/2016 6:42 AM
French VH/AP Curriculum A – SY 2013-2014
for interpersonal and
presentational tasks to
perform the assessment
procedures for all similar tasks
at this level.
whether or not students should be
Francophone cultures versus their
penalized for inappropriate language.
native culture / society.
AP French: Preparing for the French Language and Culture Exam:
1. Interpretive Communication, Print Texts: Sélection 9: p. 20 – La langue et l’identité
2. Interpretive Communication, Print Texts: Sélection 25: p. 52 –le français au Canada
3. Interpretive Communication, Print Texts: Sélection 38: p. 78 – L’Etranger de Camus
4. Interpretive Communication, Print and Audio Texts, Sélection 9, p. 102 – Le francophone et l’anglais
5. Interpretive Communication, Audio Texts, Sélection 1, p. 128– L’amour du Québec et de la langue française
6. Interpersonal Writing, E-mail Reply: Courriel No. 8: p. 171 – Des cours d’anglais
7. Presentational Writing, Persuasive Essay: Sélection 3: pp. 182-183 – L’identité
FRE5H/AP curriculum1314 EDITOR
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French VH/AP Curriculum A – SY 2013-2014
THEME: PERSONAL AND PUBLIC IDENTITIES
TOPIC: PATRIOTISM AND NATIONALISM
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
101.
102.
103.
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
104.
105.
106.
107.
108.
109.
110.
111.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
patriotism and nationalism in
the Francophone world.
Students will perform
interpersonal conversations
with their classmates and
instructor concerning this
theme. They will also create
original presentations in
expository, persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
Students will make connections to their other curricular
studies by relating the theme of patriotism and
nationalism in the Francophone world and beyond to
their own personal academic experiences.
Students will compare and contrast
attitudes towards patriotism and
nationalism in the Francophone
world and beyond with their own
communities.
USEFUL VOCABULARY
Patriotism and nationlism vocabulary
FRE5H/AP curriculum1314 EDITOR
22
ESSENTIAL KNOWLEDGE
(Facts & Skills)


Patriotism and nationlism
vocabulary
Grammaire / Structure en
Contexte :
o Les possessifs
o Les démonstratifs
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French VH/AP Curriculum A – SY 2013-2014
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
perform the assessment
procedures for all similar tasks
at this level.

Grammaire / Structure en Contexte :
o Les possessifs
o Les démonstratifs
Civilisation Progressive du Français, Niveau Débutant
 “Les Échanges Politiques” – La France dans le Monde pp. 48-49
Liens électroniques
 L’état
 http://web.cortland.edu/flteach/civ/etat/etat.htm
 Le mythe de Jean Moulin
 http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_moulin;templateStyle=frnews_moulin
 Les enfants du Pays : « Douce France »
 http://www.youtube.com/watch?v=gWyimZwdWoA&safety_mode=true&persist_safety_mode=1
 Faudel : « Mon pays »
 http://www.youtube.com/watch?v=BGhxQb56__4&safety_mode=true&persist_safety_mode=1
 Les symboles
 http://web.cortland.edu/flteach/civ/symbol/symbol.htm
Suggested Interpretive Task
Students listen to and watch the songs for “Mon
Pays,” “Douce France” and subsequently read
“Les symboles.” Students then work in teams to
summarize in five to ten sentences regarding the
main themes of each of the presented excerpts /
readings / videos / songs.
Suggested Interpersonal Task
Suggested Presentational Task
Students are grouped into teams to
Students perform their songs for the
compose a song celebrating their own class. Observing students choose a
country / personal identity. They may
song and write a critique of the
use current pop songs for melodies or lyrics/song/performance for a music
create one of their own as long as the media outlet (i.e. newspaper, TV
lyrics are original and apply their own
program) citing support for their points
personal beliefs collectively or
of view.
individually.
AP French: Preparing for the French Language and Culture Exam:
1. Interpretive Communication, Print Texts: Sélection 22: p. 46 – Le patriotisme aux États-Unis
2. Interpersonal Writing, E-mail Reply: Courriel No. 8: p. 171 – Des cours d’anglais
FRE5H/AP curriculum1314 EDITOR
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French VH/AP Curriculum A – SY 2013-2014
THEME: FAMILY AND COMMUNITY
TOPIC: FAMILY
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
112.
113.
114.
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
115.
116.
117.
118.
119.
120.
121.
122.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
family in the Francophone
world. Students will perform
interpersonal conversations
with their classmates and
instructor concerning this
theme. They will also create
original presentations in
expository, persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
Students will make connections to their other curricular
studies by relating the theme of family in the
Francophone world and beyond to their own personal
academic experiences.
Students will compare and contrast
attitudes towards family in the
Francophone world and beyond with
their own communities.
FRE5H/AP curriculum1314 EDITOR
24
ESSENTIAL KNOWLEDGE
(Facts & Skills)


Family vocabulary
Grammaire / Structure en
Contexte :
o Les adverbes
interrogatifs
o Les adjectifs
interrogatifs
o Les pronoms
interrogatifs
o Les interrogations
exceptionnelles
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French VH/AP Curriculum A – SY 2013-2014
FRE5H/AP curriculum1314 EDITOR
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French VH/AP Curriculum A – SY 2013-2014
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
Family vocabulary
 Grammaire / Structure en Contexte :
o Les adverbes interrogatifs
o Les adjectifs interrogatifs
o Les pronoms interrogatifs
o Les interrogations exceptionnelles
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
 “Familles” – L’organisation sociale pp. 106-111
Civilisation Progressive du Français, Niveau Intermédiare
 “En famille” – Repères Sociaux pp. 104-109
Liens électroniques
 La vie familiale
 http://web.cortland.edu/flteach/civ/famill/famill.htm
 Le vin : Une affaire de famille
 http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_landowners;templateStyle=frnews_lando
wners
 L’adoption : La fin de l’accouchement anonyme
 http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_adoption;templateStyle=frnews_adoption
 J’ai eu des bleus partout
 http://www.bbc.co.uk/languages/french/news/society/violence.shtml
 Le rôle des grands-parents
 http://www.france-info.com/chroniques-tout-comprendre-2011-02-17-le-role-des-grands-parents-516286-81-333.html
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
perform the assessment
procedures for all similar tasks
at this level.
Suggested Interpretive Task
Students read “Le role des grands-parents” and
create a ten item interactive / question and
answer quiz for a classmate based on the article.
Students then take the quizzes of their classmates
after the teacher assesses the content of their
creations.
Suggested Interpersonal Task
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.
AP French: Preparing for the French Language and Culture Exam:
1. Interpretive Communication, Print Texts: Sélection 5: p.12 – La famille
2. Interpretive Communication, Print Texts: Sélection 17: p. 36 –Des contes de fées
3. Interpretive Communication, Print Texts: Sélection 34: p. 70 – La famille au Moyen Age
4. Interpretive Communication, Audio Texts: Sélection 2: p. 129 –La famille
5. Interpretive Communication, Audio Texts: Sélection 30: p. 129 –La famille
FRE5H/AP curriculum1314 EDITOR
26
Suggested Presentational Task
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.
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French VH/AP Curriculum A – SY 2013-2014
THEME: FAMILY AND COMMUNITY
TOPIC: FRIENDSHIP AND LOVE
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
123.
124.
125.
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
126.
127.
128.
129.
130.
131.
132.
133.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
friendship and love in the
Francophone world. Students
will perform interpersonal
conversations with their
classmates and instructor
concerning this theme. They
will also create original
presentations in expository,
persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
Students will make connections to their other curricular
studies by relating the theme of friendship and love in
the Francophone world and beyond to their own
personal academic experiences.
Students will compare and contrast
attitudes towards friendship and love
in the Francophone world and
beyond with their own communities.
FRE5H/AP curriculum1314 EDITOR
27
ESSENTIAL KNOWLEDGE
(Facts & Skills)


Friendship and love
vocabulary
Grammaire / Structure en
Contexte :
o Les pronoms relatifs
simples
o Les pronoms relatifs
où, dont, quoi, et
l’emploi de lequel
o L’emploi des pronoms
démonstratifs avec les
pronoms relatifs
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French VH/AP Curriculum A – SY 2013-2014
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
Friendship and love vocabulary
 Grammaire / Structure en Contexte :
o Les pronoms relatifs simples
o Les pronoms relatifs où, dont, quoi, et l’emploi de lequel
o L’emploi des pronoms démonstratifs avec les pronoms relatifs
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
 “Familles” – L’organisation sociale pp. 106-111
Civilisation Progressive du Français, Niveau Intermédiare
 “En famille” – Repères Sociaux pp. 104-109
Liens électroniques
 Les nouveaux droits de complaisance
 http://www.bbc.co.uk/languages/french/news/lifestyle/marriage_france.shtml
 Le divorce en France
 http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_divorce_france;templateStyle=frnews_div
orce_france
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
perform the assessment
procedures for all similar tasks
at this level.
Suggested Interpretive Task
Students read “Le divorce en France” and
summarize the article’s main points for discussion.
Suggested Interpersonal Task
Students create a love story between
two star-crossed individuals who then
face the challenges presented in
everyday life as their relationship
progresses.
Suggested Presentational Task
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.
AP French: Preparing for the French Language and Culture Exam:
1. Interpretive Communication, Print Texts: Sélection 18: p.38 – L’amitié et l’amour
2. Interpretive Communication, Audio Texts: Sélection 2: p. 129 –La famille
FRE5H/AP curriculum1314 EDITOR
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French VH/AP Curriculum A – SY 2013-2014
THEME: BEAUTY AND AESTHETICS
TOPIC: CONTEMPORARY FRANCE
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
1. Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
2. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
3. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
1. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
2. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
1. Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
2. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
1. Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
2. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
1. Standard 5.1: Students use the language both within and beyond the school setting
2. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
contemporary France in the
Francophone world. Students
will perform interpersonal
conversations with their
classmates and instructor
concerning this theme. They
will also create original
presentations in expository,
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
Students will make connections to their other
curricular studies by relating the theme of
contemporary France in the Francophone world and
beyond to their own personal academic experiences.
Students will compare and contrast
attitudes towards contemporary France
in the Francophone world and beyond
with their own communities.
FRE5H/AP curriculum1314 EDITOR
ESSENTIAL KNOWLEDGE
(Facts & Skills)

o
o
o
o
29
Grammaire / Structure en
Contexte :
Les adverbes négatifs :
ne...pas / ne…point /
ne…pas du tout
Les pronoms négatifs :
ne…personne / ne…rien
L’adjectif négatif : aucun(e)
La conjonction négative :
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French VH/AP Curriculum A – SY 2013-2014
persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
o
o
o
o
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
Contemporary France vocabulary
RESOURCES/ ACTIVITIES
Liens électroniques
ne…ni…ni
Les négations multiples
Les négations
indépendantes
Les expressions
restrictives
Les expressions non
restrictives
3. Grammaire / Structure en Contexte :
1. Les adverbes négatifs : ne...pas / ne…point / ne…pas du tout
2. Les pronoms négatifs : ne…personne / ne…rien
3. L’adjectif négatif : aucun(e)
4. La conjonction négative : ne…ni…ni
5. Les négations multiples
6. Les négations indépendantes
7. Les expressions restrictives
8. Les expressions non restrictives
1. Où se trouve La France des racines ?
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_north_south;templateStyle=frnews_
north_south
2. La Réunion : Perle de l’humanité
http://www.lefigaro.fr/culture/2010/08/03/03004-20100803ARTFIG00359-la-reunion-perle-de-l-humanite.php
3. Maigret, un detective exceptionnel
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_maigret;templateStyle=frnews_maig
ret
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
perform the assessment
Suggested Interpretive Task
Students read “Où se trouve la France des
racines?” and cite comparisons / contrasts with
the origins of their native countries.
Suggested Interpersonal Task
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.
AP French: Preparing for the French Language and Culture Exam:
FRE5H/AP curriculum1314 EDITOR
30
Suggested Presentational Task
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.
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French VH/AP Curriculum A – SY 2013-2014
procedures for all similar tasks
at this level.
4.
5.
6.
7.
8.
9.
10.
Interpretive Communication, Print Texts: Sélection 7: p.16 – L’amour et du pain
Interpretive Communication, Print Texts: Sélection 26: p. 54– Patrimoine mondial
Interpretive Communication, Print Texts: Sélection 32: p. 66– Le petit prince
Interpretive Communication, Print and Audio Texts, Sélection 16, p. 116 – La vie
Interpretive Communication, Audio Texts, Sélection 3, p. 130 – les bandes dessinées
Interpretive Communication, Audio Texts, Sélection 8, p. 135 – Camus
Interpretive Communication, Audio Texts, Sélection 17, p. 144 – Jeanne d’Arc
THEME: BEAUTY AND AESTHETICS
TOPIC: MUSIC
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
11. Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
12. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
13. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
14.
15.
16.
17.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
18. Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
19. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
20. Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
Students will interpret texts
Students will make connections to their other curricular
Students will compare and contrast
 Music vocabulary
aurally, visually, and orally in
studies by relating the theme of music in the
attitudes towards music in the
 Grammaire / Structure en
the target language concerning
Francophone world and beyond to their own personal
Francophone world and beyond with
Contexte :
music in the Francophone
academic experiences.
their own communities.
o Les adjectifs
world. Students will perform
o Les adverbes
interpersonal conversations
o Les comparatifs et les
with their classmates and
FRE5H/AP curriculum1314 EDITOR
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French VH/AP Curriculum A – SY 2013-2014
instructor concerning this
theme. They will also create
original presentations in
expository, persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
o
o
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
Music vocabulary
21. Grammaire / Structure en Contexte :
1. Les adjectifs
2. Les adverbes
3. Les comparatifs et les superlatifs
4. Les prépositions
5. Les conjonctions
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Intermédiare
superlatifs
Les prépositions
Les conjonctions
“La culture vivante” – Repères Culturelles pp. 130-137
“Les grands courants artistiques” – Repères Culturelles pp. 122-129
Liens électroniques
1. Accorder l’accordéon : Une histoire d’amour
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_accordion;templateStyle=frnews_ac
cordion
2. Marion Cotillard : Piaf réincarnée
http://www.lefigaro.fr/culture/20070214.FIG000000186_marion_cotillard_piaf_reincarnee.html
3. Le reggae Gainsbarre
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_remix;templateStyle=frnews_remix
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
Suggested Interpretive Task
Students read “Le reggae Gainsbarre” and
answer questions related to the cultural
significance of the genre of music in the
Francophone world.
FRE5H/AP curriculum1314 EDITOR
Suggested Interpersonal Task
Students create a dialogue sequence
between a journalist and a
fictitious/real Francophone musical
performer with a partner / group.
32
Suggested Presentational Task
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.
2/8/2016 6:42 AM
French VH/AP Curriculum A – SY 2013-2014
perform the assessment
procedures for all similar tasks
at this level.
AP French: Preparing for the French Language and Culture Exam:
22. Interpretive Communication, Print Texts: Sélection 10: p.22 – La musique acadienne
23. Interpretive Communication, Audio Texts: Sélection 32: p. 159 –Une cantatrice d’opéra
FRE5H/AP curriculum1314 EDITOR
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