ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: French
GRADE LEVEL: 8
CREATION DATE: June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken
language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety
of topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Vocabulary:
Review of skills for French 7.
Leisure activities, summer weather, describe people
and things, identify and describe articles of clothing,
state color and size preferences, shop for clothing,
express opinion and make observations, describe
people and things using certain adjectives, compare
people and things, describe personal grooming habits
and daily routine, find out and tell someone’s name,
tell what people do for themselves and others, talk
about cars and good driving habits, buy gas and have
your car serviced, express “nothing” “no one” and
“never”, describe people’s activities using certain
irregular verbs, ask questions formally and
informally, talk about soccer and other sports,
describe past actions, ask questions with “what”,
express reactions, talk about skiing, ice-skating,
winter weather, describe symptoms of a minor
illness, medical exams, prescriptions, give formal
and informal commands, discuss films, theater,
museums, identify cities, countries, continents.
Grammar
Articles: Partitive (lexical)
Nouns: Gender, Partitive as a (lexical item) “Qui” as
a subject, and “Qui” as an object
Prepositions: (lexical item) in, to, from, at, on,
under, in front of, behind
Pronouns: subject, interrogatives (who), disjunctive
pronoun, reflexive pronouns, stress pronouns, use of
the direct object pronoun, indirect object pronouns,
positive and negative,
Verbs: present indicative and near future of regular
“er”, “ re” and “ ir” verbs. Irregular verbs-avoir,
aller, faire, etre, pouvoir, vouloir, mettre, prendre,
French 8
Aligned Materials/
Resources/Technology
Produce and perform brief guided
Text
conversations related to student's
Bienvenue ( Glencoe,
needs and interests
Macmillan/McGraw-Hill,1994)
Create brief conversations related to
Student Edition
public place functions in summer
Teacher’s wraparound edition
weather, summer sports activities,
clothing, size and color, shops, cars, Writing activities Workbook &
driving habits, winter sports, minor
Student tape manual, Student
illness.
edition
Prepare and respond to basic
Writing activities Workbook,
directions, instructions, commands,
Teacher’s annotated edition
and requests in the classroom
Describe state of being and feelings. Student tape manual, teacher’s
Pose and answer questions.
edition ( tape script)
Generate conversations integrating
Audio cassette program
social situations including greetings,
Overhead transparencies
leave takings, and introductions,
Video cassette program
find out someone’s name, describe
people and things.
Computer software: Practice
Describe daily environment related
and test generator
topics-weather, time, seasons in
Communication Activities
routine conversations and apply
masters
these concepts as appropriate.
Bell ringer review black line
Count and use numbers in other
functions-temperature, time, money, masters
to indicate quantity
Situation cards
Devise narrative about a personal
Chapter quizzes with answer
experience or event.
State preferences pertaining to every key
Testing program with answer
day life.
Demonstrate comprehension of
key
Assessment
short face to face and audio
conversations on familiar topics
Assess main idea of simple
oral/written narratives and texts on
Page 1
Other
Scholastic Magazine- Bonjour
Instructional Strategies
Oral Presentations
Simulated activities through role
playing
Paired communicative activities
Cooperative learning groups
Drilling
Memorization
Dictation
TPR activities
Visual and verbal cues ( e.g.
situation cards )
Modeling
Realia
Audio tape activities
Videotape activities
Overhead transparency activities
Computer software activities
Games, skits, songs and puzzles
Speaking and writing activities (
e.g. Workbook exercises, taking
notes, listing, categorizing,
labeling, summarizing, comparing,
contrasting)
Activating prior knowledge
Interviewing
Reading aloud- teacher
Reading aloud- student
Brainstorming
-1-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken
language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety
of topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Assessment
apprendre, comprendre, partir, sortir, dormir, croire,
voir, reflexive verbs, changes in verbs like acheter,
manger, “cer” verbs and the verb “s’appeler”, present
indicative forms of the verbs conduire, lire, écrire,
conduire et dire,venir, formation and use of the
“passé composé” of regular verbs conjugated with
“avoir”, and irregular verbs, time expressions used in
the past tense.
Adjectives: common regular forms, possessives,
demonstratives, irregular adjectives, comparative,
superlative, adjectives with a double consonant in the
feminine
Conjunctions: mais, et, parce que
Adverbs: bien, mal, frequency, trop, use of “de” “à”
contractions,” use of “en”
Interrogatives: ou, comment, qui, qu'est-ce que,
pourquoi, quand, quel, combien, ask questions with
“what” , interrogative words “qui” and “quoi”
Interrogative structure: using “qu’est-ce que” and
“que”
Syntax: Formation and use of verbs in the past tense
in the affirmative and negative, constructions
“ne...rien, ne...personne, ne...jamais” Question
formation with “qui” as a subject or object, formation
and use of comparative and superlative.
familiar topic.
Distinguish words and phrases
heard or seen in songs
Utilize appropriate responses to oral
and/or written requests, directions
and other information.
Identify people and objects based on
oral and written descriptions.
Demonstrate comprehension and
use for contextualized
understanding of isolated words or
phrases in authentic but unfamiliar
printed material or announcements
from target culture.
Repeat unfamiliar words that
recombine familiar sound patterns
and letter combinations.
Use knowledge of linguistic system
(grammar, word patterns) to derive
meaning from unfamiliar material.
Use cognates to facilitate
comprehension
Read aloud familiar stories,
passages, dialogues etc. with
appropriate intonation and
comprehensible pronunciation.
Recite proverbs, nursery rhymes,
short poems, and songs.
Compose and present simple guided
texts on familiar topics.
Reproduce in written form most
language that is used orally.
Use oral or written language to give
messages, and complete short
guided paragraphs, etc.
Use oral or written language to
French 8
Page 2
Aligned Materials/
Resources/Technology
Verb Sheets
Instructional Strategies
Hardware
CD Player
Cassette tape recorder
VCR player
DVD player
Computer
-2-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken
language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety
of topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
produce and share illustrated stories
or projects.
Interpret and use gestures germane
to the language.
Evaluate communicative skills
using discrete point quizzes and
prochievement Chapter Tests
Recite/memorize dialogues
Create role plays, memorize and
present.
Assess aural comprehension via
dictation.
Describe a family member
Introduce a new friend
Discuss daily activities
Produce projects( e.g.daily logs,
sports events, fashion show)
Develop oral Presentations using
relevant vocabulary and
grammatical concepts
Construct reports
Assess listening skills using TPR
French 8
Page 3
-3-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and
spoken language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers
on a variety of topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and
assessment
Limit or modify activities, assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and
terminology
Use contextural clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future
assignments
Note taking by classmates for reproduction
French 8
Enrichment Strategies
World Language Departmental
Initiatives
Immersion trips to Canada
Reciprocal Exchange
program to France
District World Language
Contest and Fete (award
program)
Phyllis Kavanaugh
Scholarship
National Contests
World Language Honor
Society
Fun Day
Level I Opportunities
Field trips
Music
Student designed activities
Enhancement activities (e.g.
provide extra reading
material, extra listening and
speaking opportunities)
Guest speakers/ Visiting
artists
Out of class enhancement
activities ( e.g. Movies,
language luncheon groups)
Page 4
Remediation Strategies
Multicultural/Interdisciplinary
Connection
World Languages- French, German,
Latin, Spanish( compare and contrast
languages within the discipline)
Mathematics ( currency exchange,
measurement systems)
Geography ( maps, demographics,
climate)
Language Arts ( etymology,
linguistics, literature, writing, public
speaking, grammar and syntax,
theater and cinema)
Social Studies ( culture, civics,
history, humanities, economics,
ethnicity, government)
Music ( folk songs, dances, popular
music, musical instruments)
Art ( art history, crafts, student art
projects, architecture)
Science ( famous scientists, ecology,
natural sciences)
Consumer Sciences ( cuisine,
etiquette, fashion, advertising)
Physical Education ( sports,
recreational activities, health and
fitness)
Technology Education ( student
projects and research utilizing
technology)
-4-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply
that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures
studied and their own. Community: Using the language both within and beyond the school setting. Using language for leisure and
personal enrichment.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Aligned Materials/
Resources/Technology
Vocabulary:
CONNECTIONS
Text
Review of skills for French 7.
Use every day number skills to do
Bienvenue ( Glencoe,
Leisure activities, summer weather, describe simple math problems and to calculate
Macmillan/McGraw-Hill,1994)
people and things using certain adjectives,
currency equivalencies in the target
Student Edition
identify and describe articles of clothing,
language
Teacher’s wraparound edition
state color and size preferences, shop for
Make, label and read maps using
clothing, express opinion and make
appropriate geographical terms in the
Writing activities Workbook &
observation, compare people and things,
target language
Student tape manual, Student
personal grooming and daily routing, find
Manipulate the applications of the metric
edition
out and tell someone’s name, tell what
system in talking about weather, height,
Writing activities Workbook,
people do for themselves and others, talk
weight, distance
Teacher’s annotated edition
about cars and good driving habits, buy gas
Recognize famous historical events,
and have your car serviced, express
people, landmarks, places, products from Student tape manual, teacher’s
“nothing”, “no one” and “never”, describe
the target culture
edition ( tape script)
people’s activities using certain irregular
Examine American historical events,
Audio cassette program
verbs, ask questions formally and
place names, famous people and events
Overhead transparencies
informally, talk about soccer and other
from the target culture perspective and
Video cassette program
sports, describe past actions, ask questions
influence
with “what”, express reactions, talk about
Discuss and express preferences about
Computer software: Practice and
skiing, ice-skating, winter weather, describe sports, games and equipment for these in test generator
symptoms of a minor illness, medical
the target language
Communication Activities
exams, prescriptions, minor ailments, give
Demonstrate knowledge of other forms
masters
formal and informal commands, discuss
of government
films, theater, museums, identify cities,
Apply as appropriate language arts skills Bell ringer review black line
countries, continents.
to the target language-punctuation,
masters
dictionary skills, reading and writing
Situation cards
Grammar
skills
Chapter quizzes with answer key
Articles: partitive (lexical)
Demonstrate awareness of artistic and
Testing program with answer
Nouns: gender, partitive as a (lexical
musical contributions, and practices
key
item)Qui as a subject and as an object
present in the target culture-famous
Prepositions: (lexical item) in, to, from, at,
works of art, special musical
Internet
Benchmark/Skills
on, under, in front of, behind, a, en, and
French 8
Assessment
instruments, famous artists or
Page 5
Instructional Strategies
Oral Presentations
Simulated activities through role
playing
Paired communicative activities
Cooperative learning groups
Drilling
Memorization
Dictation
TPR activities
Visual and verbal cues ( e.g. situation
cards )
Modeling
Realia
Audio tape activities
Videotape activities
Overhead transparency activities
Computer software activities
Games, skits, songs and puzzles
Speaking and writing activities ( e.g.
Workbook exercises, taking notes,
listing, categorizing, labeling,
summarizing, comparing, contrasting)
Activating prior knowledge
Interviewing
Reading aloud- teacher
Reading aloud- student
Brainstorming
-5-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply
that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures
studied and their own. Community: Using the language both within and beyond the school setting. Using language for leisure and
personal enrichment.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
contractions.
Pronouns: subject, interrogatives (who),
disjunctive pronouns, reflexive pronouns ,
direct object pronouns, le, la, les, indirect
object pronouns me, te, nous and vous,
positive and negative.
Verbs:
present indicative and near future of regular
“er”, “ re” and “ ir” verbs. Irregular verbsavoir, aller, faire, être, pouvoir, vouloir,
mettre, prendre, apprendre, comprendre,
partir, sortir, dormir, croire voir, reflexive
verbs, changes in verbs like acheter,
manger, “cer” verbs and the verbe
“s’appeler” present indicative forms of the
verbs conduire, lire, écrire, dire, venir,
formation and use of the “passé composé”
of regular verbs conjugated with “avoir” and
irregular verbs, time expressions used in the
past tense, use of “savoir” and “connaître”
Adjectives: common regular forms,
possessives, demonstratives, irregular
adjectives, comparative, superlative
adjectives, adjectives with a double
consonant in the feminine.
Conjunctions: mais, et, parce que
Adverbs: bien, mal,frequency use of “trop”,
use of “de” contractions, “à”, “en”
contractions.
Interrogatives: où, comment, qui, qu'est-ce
que, pourquoi, quand, quel, combien, ask
questions with “what”, interrogative words
“qui” and “quoi”.
Syntax: simple negative formation, simple
French 8
Assessment
composers, well known songs
Use computer, multimedia, traditional
texts and printed material to find
information on familiar themes to
integrate in other target language
activities (menus, phone book ads, TV
and movie listings)
Analyze form, presentation, layout of
target culture products to examine
culturally imbedded features
COMPARISONS
Recognize borrowed words from the
target language
Recognize Anglicisms present in the
target language
Compare grammatical structures,
pronunciation and writing systems
between native and target languages
Identify different social conventions(
e.g. forms of address, idiomatic
expressions, phone etiquette)
Demonstrate understanding that
vocabulary terms mean different things
in different cultures
Identify and understand cognates
between languages
Understand and use appropriate
nonverbal communication of the target
language
Use the target language in a manner
appropriate to the etiquette of the native
speaker
Compare and contrast basic conditions
Page 6
Aligned Materials/
Resources/Technology
Other
Scholastic Magazine- Bonjour
Verb Sheets
Instructional Strategies
Hardware
CD Player
Cassette tape recorder
VCR player
DVD player
Computer
-6-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply
that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures
studied and their own. Community: Using the language both within and beyond the school setting. Using language for leisure and
personal enrichment.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
interrogative
formation,
subject/verb
agreement: gender and number agreements,
contractions with “à” and “de”, use of the
pronoun “on”. Question formation with
“qui” as a subject or object.
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
in the various target cultures( e.g.
weather, seasons, food customs)
Speculate and defend perceptions on
why certain products are important in
the target culture
Compare target culture products toys,
games, foods, with those in native
culture
Compare target culture daily practices
(e.g. grocery shopping) with native
culture
Compare celebrations and holidays
common to the cultures of the target
language and the native culture (U.S.)
(e.g. Thanksgiving only celebrated in
U.S., why and where is Mardi Gras
celebrated)
Compare some American and French
dining habits.
Contrast some French and American
food shopping customs.
Tell and compare some differences
between train travel in France and the
U.S.
Tell come differences between French
and American vacation habits.
Talk about differences in clothes
shopping in France and the U.S.
Talk about what people do to stay fit in
France and the U.S.
COMMUNITY
Identify the target language in the
students' daily life ( e.g. restaurant
French 8
Page 7
-7-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply
that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures
studied and their own. Community: Using the language both within and beyond the school setting. Using language for leisure and
personal enrichment.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
menus, recipes, TV commercials, travel
programs, movies)
Find connections with the target culture
through the use of technology, media
and authentic sources
Participate in structured curricular
programs designed to extend learning
beyond the classroom (e.g. visiting
artists, field trips)
Discover and utilize rich resources
within the RTM community
Use target language to respond to basic
target language situations encountered in
the students' daily life (e.g. read a menu,
write to a pen pal, give directions to a
visitor, thank visiting artists)
Listen to music, sing songs, and/or play
instruments from target culture
Participate in games and sports from
target culture
Read age-appropriate and linguistically
appropriate materials from target culture
Experience new foods from target
culture
View age-appropriate and linguistically
appropriate films from target culture
Appreciate target culture elements that
are related to travel experiences
Demonstrate survival skills in an
immersion experience
Evaluate communicative skills and
cultural knowledge using discrete point
quizzes and prochievement chapter tests
Recite dialogues
French 8
Page 8
-8-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply
that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures
studied and their own. Community: Using the language both within and beyond the school setting. Using language for leisure and
personal enrichment.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Create role plays
Assess aural comprehension via
dictation
Select and order from a café menu
Discuss daily activities and current
events
Produce projects( e.g. calendars, daily
logs, family trees)
Construct reports
Develop oral presentations using
relevant vocabulary, grammatical
concepts and cultural knowledge.
French 8
Page 9
-9-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply
that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures
studied and their own. Community: Using the language both within and beyond the school setting. Using language for leisure and
personal enrichment.
PA Standards:
Approx. Time Allotment:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessment
Limit or modify activities, assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and terminology
Use contextural clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future
assignments
Note taking by classmates for reproduction
Enrichment Strategies
World Language Departmental
Initiatives
Immersion trips to Canada
Reciprocal Exchange program to
France
District World Language Contest
and Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Community concert series
Level I Opportunities
Field trips
Bridge program
Enhancement activities (e.g.
provide extra reading material,
extra listening and speaking
opportunities)
Guest speakers/ Visiting artists
Remediation Strategies
Multicultural/Interdisciplinary
Connection
World Languages- French,
German, Latin, Spanish( compare
and contrast languages within the
discipline)
Mathematics ( currency exchange,
measurement systems)
Geography ( maps, demographics,
climate)
Language Arts ( etymology,
linguistics, literature, writing,
public speaking, grammar and
syntax, theater and cinema)
Social Studies ( culture, civics,
history, humanities, economics,
ethnicity, government)
Music ( folk songs, dances, popular
music, musical instruments)
Art ( art history, crafts, student art
projects, architecture)
Prepare a French dish and share it (cross-cultural
comparison)
French 8
Page 10
- 10 -
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship
between the practices and perspectives of the culture. Demonstrating and understanding the relationship
between the products and perspectives of the culture.
PA Standards:
2.1, 2.2
Benchmark/Skills
Assessment
Topics:
Review of skills for French 7.
Cafe foods, Food shopping, Daily activities,
Places in the City, Immediate Family
Members, Basic Personality and Physical
Traits, Colors, Basic Clothing, Transportation,
Weather Terms, School terms, Leisure
Activities, Simple Games, Clothing size and
color, Shop for clothing, Personal grooming
and daily routine. Physical fitness, summer
activities, winter activities, personal hygiene,
physical fitness, cars, sports, going to the
doctor’s, movies, plays, museums.
Identifying cultural differences in the
areas of number formation, telling
time, calendar design, giving phone
numbers
Use appropriate courtesy and etiquette
behaviors in basic daily-life social
situations (e.g. greeting, leave takings)
Support oral language through
culturally appropriate nonverbal cues
in simple daily-life situations (e.g.
counting from thumb, signaling
waiter)
Compare and identify cultural
similarities and differences in areas
related to linguistic concepts studied
(e.g. food, clothing, leisure time,
school)
Discuss and dispel inappropriate
stereotypical images associated with
the target culture
Demonstrate awareness of special
customs of target culture as related to
daily-life activities and special events
(holidays, gift giving, social roles)
Sing folk songs in target language
Identify contributions of target culture
to English language and American
society
Research and describe significant
locations and monuments of target
culture
Demonstrate awareness of global
impact of target language.
Demonstrate knowledge of
geographical features, landmarks,
Articles: partitive (lexical)
Nouns: gender, partitive as a (lexical
item)”Qui” as a subject and an object
Prepositions: (lexical item) in, to, from, at,
on, under, in front of, behind
Pronouns: subject, interrogatives (who),
disjunctive pronouns, reflexive pronouns ,
disjunctive pronouns, use of the direct and
indirect object pronoun, positive and negative.
Verbs:
present indicative and near future of regular
“er”, “ re” and “ ir” verbs. Irregular verbsavoir, aller, faire, être, pouvoir, vouloir,
vouloir, mettre, prendre, apprendre
comprendre, partir, sortir, dormir, croire, voir,
reflexive verbs, Changes in verbs like acheter,
manger, “cer” verbs, and the verb s’appeler”,
present indicative forms of the verbs conduire,
lire, écrire, dire, venir. Use of the passé
composé of regular verbs conjugated with
avoir, and irregular verbs, time expressions
French 8
Page 11
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
Text
Bienvenue ( Glencoe,
Macmillan/McGraw-Hill,1994)
. Student Edition
. Teacher’s wraparound edition
. Writing activities Workbook &
Student tape manual, Student
edition
. Writing activities Workbook,
Teacher’s annotated edition
. Student tape manual, teacher’s
edition ( tape script)
. Audio cassette program
. Overhead transparencies
. Video cassette program
. Computer software: Practice and
test generator
. Communication Activities
masters
. Bell ringer review black line
masters
. Situation cards
. Chapter quizzes with answer key
. Testing program with answer key
. Internet
Other
Scholastic Magazine- Bonjour
Verb Sheets
Oral Presentations
Simulated activities through role
playing
Paired communicative activities
Cooperative learning groups
Drilling
Memorization
Dictation
TPR activities
Visual and verbal cues ( e.g.
situation cards )
Modeling
Realia
Audio tape activities
Videotape activities
Overhead transparency activities
Computer software activities
Games, skits, songs and puzzles
Speaking and writing activities (
e.g. Workbook exercises, taking
notes, listing, categorizing,
labeling, summarizing, comparing,
contrasting)
Activating prior knowledge
Interviewing
Reading aloud- teacher
Reading aloud- student
Brainstorming
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June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship
between the practices and perspectives of the culture. Demonstrating and understanding the relationship
between the products and perspectives of the culture.
PA Standards:
2.1, 2.2
Benchmark/Skills
used in the past tense.
Adjectives: common regular forms,
possessives, demonstratives, irregular
adjectives, superlative and comparative
adjectives, adjectives with a double consonant
in the feminine.
Conjunctions: mais, et, parce que
Adverbs: bien, mal, frequency use of trop, use
of “de” “à” “en” contractions
Interrogatives: oú, comment, qui, qu'est-ce
que, pourquoi, quand, quel, combien
Syntax simple negative formation, simple
interrogative formation, subject/verb
agreement: gender and number agreements,
contractions with “à” and “de” (partitive
positive and negative), use of the pronoun
“on”. Question formation with “qui” as a
subject or object. Use of verbs in the past
tense in the affirmative and negative,
construction “ne...rien” “ne...personne,
ne...jamais”question formation with “qui” as a
subject or object, formation of the comparative
and superlative.
Daily:
European calendar, Clock, Street signs, In the
Francophone World, Cafe routines, Shopping,
sizes, Open markets, Flea markets,
Geography, Travel: Airports and Airlines
(Aerospace industry), Train stations, Bullet
train, French Cuisine, Cooking and food,
eating habits, Metric system, Leisure time,
French writers, leisure time for
teenagers,Review of skills for French 6. Cafe
foods, Food shopping, Daily activities, Places
in the City, Immediate Family Members,
French 8
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
seminal historical events, key
Hardware
institutions and some political
CD Player
structures of the target culture
Cassette tape recorder
environments
VCR player
Demonstrate knowledge of selected
major works of art, music, literature, if DVD player
possible using the target language
Computer
Assessment
Instructional Strategies
Interpret and use gestures germane to
the language
Evaluate cultural awareness using
discrete point quizzes and
prochievement Chapter Tests
Recite dialogues
Create role plays
Assess aural comprehension via
dictation
Describe a family member
Introduce a new friend in a cultural
context
Select and order from a cafe menu
Discuss daily activities
Produce projects( e.g. calendars, daily
logs, family trees)
Develop oral presentations within an
appropriate cultural context
Construct reports
Assess cultural assimilation using
TPR
Page 12
- 12 -
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship
between the practices and perspectives of the culture. Demonstrating and understanding the relationship
between the products and perspectives of the culture.
PA Standards:
2.1, 2.2
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Basic Personality and Physical Traits, Colors,
Basic Clothing, Transportation, Weather
Terms, School terms, Leisure Activities,
Simple Games, Clothing size and color, Shop
for clothing, Personal grooming and daily
routine. Physical fitness.
Customs and traditions associated with dining
in France. Contrast French and American
cultural activities. Compare some American
and French attitudes toward health. Describe
French and Canadian ski resorts. Discuss
some differences between sports in the US
And in France. Compare driving in France and
in the US Talk about what people do to stay
fit in France and the US, Talk about
differences in clothes shopping in France and
the US Tell some differences between French
and American vacation habits.
French 8
Page 13
- 13 -
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship
between the practices and perspectives of the culture. Demonstrating and understanding the relationship
between the products and perspectives of the culture.
PA Standards:
2.1, 2.2
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and
assessment
Limit or modify activities, assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and
terminology
Use contextural clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future
assignments
Note taking by classmates for reproduction
French 8
Enrichment Strategies
World Language Departmental
Initiatives
Immersion trips to Canada
Reciprocal Exchange program to
France
District World Language Contest
and Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Community concert series
Level I Opportunities
Field trips
Rank Level I projects
Bridge program
Enhancement activities (e.g.
provide extra reading material,
extra listening and speaking
opportunities)
Guest speakers/ Visiting artists
Page 14
Remediation Strategies
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
World Languages- French,
German, Latin, Spanish( compare
and contrast languages within the
discipline)
Mathematics ( currency exchange,
measurement systems)
Geography ( maps, demographics,
climate)
Language Arts ( etymology,
linguistics, literature, writing,
public speaking, grammar and
syntax, theater and cinema)
Social Studies ( culture, civics,
history, humanities, economics,
ethnicity, government)
Music ( folk songs, dances, popular
music, musical instruments)
Art ( art history, crafts, student art
projects, architecture)
- 14 -
June, 2004