ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: French
GRADE LEVEL: I
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
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Vocabulary:
Greetings, Alphabet, Courtesy
expressions, Classroom Objects, Basic
classroom expressions, Numbers 1-100
+ year, Calendar, Time, Cafe foods,
Food shopping, Daily activities, Places
in the City, Immediate Family
Members, Basic Personality and
Physical Traits, Transportation, School
terms
Grammar
Articles: Definite and Indefinite,
partitive (lexical)
Nouns: articles, regular plurals, gender,
partitive as a (lexical item)
Prepositions: (lexical item) in, to, from,
at, on, under, in front of, behind
Pronouns: subject, interrogatives
(who),
Verbs:
present indicative and near future of
regular “er”, “ re” and “ ir” verbs.
Irregular verbs-avoir, aller, faire, etre,
pouvoir, vouloir, vouloir, mettre, partir,
sortir, dormir
Adjectives: common regular forms,
possessives, demonstratives
Conjunctions: mais, et, parce que
Adverbs: bien, mal, frequency
Interrogatives: ou, comment, qui,
qu'est-ce que, pourquoi, quand, quel,
combien
Syntax simple negative formation,
Produce and perform brief guided conversations
related to student's needs and interests
Create brief conversations related to public place
functions in simulation-restaurant, shopping, train
station, airport, daily routines
Prepare and respond to basic directions,
instructions, commands, and requests in the
classroom
Describe state of being and feelings
Propose and answer simple questions
Generate conversations integrating basic routine
social situations including greetings, leave takings,
and simple introductions of self and family
Describe daily environment related topics-weather,
time, seasons in routine conversations and apply
these concepts as appropriate
Count and use numbers in other functionstemperature, time, money, to indicate quantity
Devise simple narrative about a personal experience
or event
State preferences pertaining to every day life
Demonstrate comprehension of short face to face
and audio conversations on familiar topics
Assess main idea of simple oral/written narratives
and texts on 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
French I
Page 1
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
Other
Scholastic Magazine- Bonjour
Verb Sheets
Internet
-1-
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
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
simple interrogative formation,
subject/verb agreement: gender and
number agreements, contractions with
“a” and “de”, use of the pronoun “on”
French I
Assessment
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 produce and share
illustrated stories or projects
Interpret and use gestures germane to the language
Practice skills using “Teacher of the Day”
Evaluate communicative skills 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
Select and order from a cafe menu
Discuss daily activities
Produce projects( e.g. calendars, daily logs, family
trees)
Develop oral Presentations using relevant
vocabulary and grammatical concepts
Construct reports
Assess listening skills using TPR
Page 2
Aligned Materials/
Resources/Technology
Hardware
CD Player
Cassette tape recorder
VCR player
DVD player
Computer
-2-
Instructional Strategies
Interviewing
Reading aloud- teacher
Reading aloud- student
Internet activities
Brainstorming
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
Consult IEP’s
Engage in ongoing communication with
Special Education case workers
French I
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
Rank Level I projects
Challenge for credit
Independent study
Bridge program
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 3
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)
-3-
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. 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
CONNECTIONS
Vocabulary
Text
Use
every
day
number
skills
to
do
simple
math
Greetings, Alphabet, Courtesy
Bienvenue ( Glencoe,
problems and to calculate currency equivalencies in
expressions, Classroom Objects, the target language
Macmillan/McGrawBasic classroom expressions,
Hill,1994)
Make, label and read maps using appropriate
Numbers 1-100 + year, Calendar, geographical terms in the target language
Student Edition
Manipulate the applications of the metric system in
Time, Cafe foods, Food
Teacher’s wraparound
talking
about
weather,
height,
weight,
distance
shopping, Daily activities, Places
edition
Recognize famous historical events, people,
in the City, Immediate Family
Writing activities
landmarks, places, products from the target culture
Members, Basic Personality and Examine American historical events, place names,
Workbook & Student tape
Physical Traits, Transportation,
manual, Student edition
famous people and events from the target culture
perspective
and
influence
School terms
Writing activities
Discuss and express preferences about sports, games
Workbook, Teacher’s
and equipment for these in the target language
Grammar
annotated edition
Demonstrate knowledge of other forms of government
Articles: Definite and Indefinite, Apply as appropriate language arts skills to the target Student tape manual,
partitive (lexical)
teacher’s edition ( tape
language-punctuation, dictionary skills, reading and
writing
skills
Nouns: articles, regular plurals,
script)
Demonstrate awareness of artistic and musical
gender, partitive as a (lexical
Audio cassette program
contributions, and practices present in the target
item)
Overhead transparencies
culture-famous works of art, special musical
Prepositions: (lexical item) in,
instruments, famous artists or composers, well known Video cassette program
to, from, at, on, under, in front
Computer software:
songs
Use computer, multimedia, traditional texts and
of, behind
Practice and test generator
printed
material
to
find
information
on
familiar
Pronouns: subject,
Communication Activities
themes to integrate in other target language activities
interrogatives (who), disjunctive (menus, phone book ads, TV and movie listings)
masters
pronouns
. Bell ringer review black
Analyze form, presentation, layout of target culture
line masters
Verbs:
products to examine culturally imbedded features
present indicative and near future COMPARISONS
Situation cards
Recognize
borrowed
words
from
the
target
language
of regular “er”, “ re” and “ ir”
Chapter quizzes with
Recognize Anglicisms present in the target language
verbs. Irregular verbs-avoir,
answer key
Benchmark/Skills
French I
Assessment
Page 4
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
-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. 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
Assessment
aller, faire, etre, pouvoir, vouloir,
vouloir, mettre, prendre, partir,
sortir, dormir
Adjectives: common regular
forms, possessives,
demonstratives
Conjunctions: mais, et, parce
que
Adverbs: bien, mal, frequency
Interrogatives: ou, 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
“a” and “de”, use of the pronoun
“on”
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 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)
COMMUNITY
Identify the target language in the students' daily life (
e.g. restaurant 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
French I
Page 5
Aligned Materials/
Resources/Technology
Testing program with
answer key
Instructional Strategies
Internet activities
Other
Scholastic MagazineBonjour
Verb Sheets
Internet
Hardware
CD Player
Cassette tape recorder
VCR player
DVD player
Computer
-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. 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
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
Create role plays
Assess aural comprehension via dictation
Select and order from a cafe 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 I
Page 6
-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. 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
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
Consult IEP’s
Engage in ongoing communication with
Special Education case workers
Note taking by classmates for reproduction
French I
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
Challenge for credit
Independent study
Bridge program
Enhancement activities (e.g.
provide extra reading material,
extra listening and speaking
opportunities)
Guest speakers/ Visiting artists
Page 7
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)
-7-
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.
Approx. Time Allotment:
PA Standards: 2.1, 2.2
Aligned Materials/
Resources/Technology
Vocabulary:
Identifying cultural differences in the
Text
Greetings, Alphabet, Courtesy
areas of number formation, telling time, Bienvenue ( Glencoe,
expressions, Classroom Objects, Basic calendar design, giving phone numbers
Macmillan/McGrawclassroom expressions, Numbers 1Use appropriate courtesy and etiquette
Hill,1994)
100 + year, Calendar, Time, Cafe
behaviors in basic daily-life social
Student Edition
foods, Food shopping, Daily activities, situations (e.g. greeting, leave takings)
Teacher’s wraparound edition
Places in the City, Immediate Family
Support oral language through culturally Writing activities Workbook &
Members, Basic Personality and
appropriate nonverbal cues in simple
Student tape manual, Student
Physical Traits, Transportation, School daily-life situations (e.g. counting from
edition
terms
thumb, signaling waiter)
Writing activities Workbook,
Compare and identify cultural
Teacher’s annotated edition
Grammar
similarities and differences in areas
Student tape manual, teacher’s
Articles: Definite and Indefinite,
related to linguistic concepts studied
edition ( tape script)
partitive (lexical)
(e.g. food, clothing, leisure time, school) Audio cassette program
Nouns: articles, regular plurals,
Discuss and dispel inappropriate
Overhead transparencies
gender, partitive as a (lexical item)
stereotypical images associated with the Video cassette program
Prepositions: (lexical item) in, to,
target culture
Computer software: Practice
from, at, on, under, in front of, behind Demonstrate awareness of special
and test generator
Pronouns: subject, interrogatives
customs of target culture as related to
Communication Activities
(who), disjunctive pronouns
daily-life activities and special events
masters
(holidays, gift giving, social roles)
Bell ringer review black line
Verbs:
present indicative and near future of
Sing folk songs in target language
masters
regular “er”, “ re” and “ ir” verbs.
Identify contributions of target culture
Situation cards
Irregular verbs-avoir, aller, faire, etre, to English language and American
Chapter quizzes with answer
pouvoir, vouloir, vouloir, mettre,
society
key
prendre, partir, sortir, dormir
Research and describe significant
Testing program with answer
Adjectives: common regular forms,
locations and monuments of target
key
possessives, demonstratives
culture
Conjunctions: mais, et, parce que
Demonstrate awareness of global impact Other
Adverbs: bien, mal, frequency
of target language.
Scholastic Magazine- Bonjour
Benchmark/Skills
French I
Assessment
Page 8
-8-
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
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.
Approx. Time Allotment:
PA Standards: 2.1, 2.2
Benchmark/Skills
Assessment
Interrogatives: ou, 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
“a” and “de”, use of the pronoun “on”
Demonstrate knowledge of geographical
features, landmarks, seminal historical
events, key institutions and some
political structures of the target culture
environments
Demonstrate knowledge of selected
major works of art, music, literature, if
possible using the target language
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
French I
Page 9
Aligned Materials/
Resources/Technology
Verb Sheets
Internet
Instructional Strategies
Reading aloud- student
Internet activities
Brainstorming
Hardware
CD Player
Cassette tape recorder
VCR player
DVD player
Computer
-9-
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between the
Approx. Time Allotment:
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
Enrichment Strategies
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
Consult IEP’s
Engage in ongoing communication with
Special Education case workers
Note taking by classmates for reproduction
World Language Departmental Initiatives
French I
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
Challenge for credit
Independent study
Bridge program
Enhancement activities (e.g. provide
extra reading material, extra listening
and speaking opportunities)
Guest speakers/ Visiting artists
Page 10
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)
- 10 -
June, 2004