French IV: Advanced Placement French Language and Culture
Mme Tymniak
2015-2016
Course Description
Advanced Placement French Language and Culture continues the study of the French language while
taking an in-depth look at Francophone cultures and emphasizing French as a prominent, international
language. Students will participate in activities and assignments designed to develop all four modalities
of communication – reading, writing, listening and especially speaking. The students will have more
opportunities for the application and development of their communicative skills, including individual
research projects and presentations and an enriched vocabulary program. This course enhances the
students' abilities to communicate by requiring a higher level of language production, with journal and
Show-and-Tell assignments. Because successful communication depends on more than knowing what
words to say, we will also study important aspects of the history and culture of the francophone world.
Acquiring another language incorporates communication skills such as listening, speaking, reading,
writing, viewing, and showing. Students develop these communication skills by using knowledge of
the language, including grammar, and culture, communication and learning strategies, technology, and
content from other subject areas to socialize, to acquire and provide information, to express feelings
and opinions, and to get others to adopt a course of action. While knowledge of other cultures,
connections to other disciplines, comparisons between languages and cultures, and community
interaction all contribute to and enhance the communicative language learning experience,
communication skills are the primary focus of language acquisition.
Students of languages other than English gain the knowledge to understand cultural practices (what
people do) and products (what people create) and to increase their understanding of other cultures as
well as to interact with members of those cultures. Through the learning of languages other than English,
students obtain the tools and develop the context needed to connect with other subject areas and to use
the language to acquire information and reinforce other areas of study. Students of languages other than
English develop an understanding of the nature of language, including grammar, and culture and use this
knowledge to compare languages and cultures and to expand insight into their own language and culture.
Students enhance their personal and public lives and meet the career demands of the 21st century by
using languages other than English to participate in communities in Texas, in other states, and around
the world.
Communication
Communication between the teacher, student and parent is vital for student success
and I welcome the opportunity to speak with parents.
My conference period is 5th period from 12:38 - 1:33.
The school phone number is 435-6100 and my extension is 2001.
My e-mail is ktymniak@huntsville-isd.org
I also maintain a website which can be found at www.huntsville-isd.org
Schools/ Huntsville HS/ Contact Us/ Karen Tymniak
To have class information sent to you via text message sign up for my Celly contact.
for French 4
Text @Tymniak4 to 23559
Password is french
Tutorials
Tutoring is offered for all levels of French in my classroom (2001)
Tutoring is available before school, after school and during mega lunch.
Classroom Policies and Procedures
Be prompt
Be prepared
Be polite
Participate
Consequences
1st offense – warning
2nd offense – student-teacher conference
3rd offense – teacher detention
4th offense – parent contact and administrator contact
5th offense – discipline referral
Rewards
The ability to communicate in French at a proficient level
Good grades resulting in self-satisfaction and a higher GPA
Positive parent contacts
Increased privileges
Supplies
Because organization is an important part of academic success, students will need the following
supplies for class:
 a notebook, folder or section of a binder
 dividers
 pens (no red ink, please) and/or sharpened pencils
It is the responsibility of the student to be prepared for each day of class. This means you must have
the required supplies, your textbook and workbook, and any assignments due that day.
Course Evaluation
Academic Practice
Academic Achievement
– 30%
– 70%
Practice assignments will include class work, homework, quizzes, and participation.
Quizzes will count either a single or double practice grade depending on amount of material.
Homework will be academic practice and will not count more than ten percent of the final grade
Most homework will be either practicing vocabulary or grammar or on the internet practicing listening
or researching culture. Repetition is key to learning a language therefore I give homework almost
every night. It should take 5-10 minutes to complete. Homework may be graded or reviewed in class.
Unfinished homework may be completed as we go over the answers in class for half credit.
Late class work is not accepted.
Late projects are penalized 10 points for each day they are late.
If a student fails to achieve 70% or higher on a major assignment, he will be allowed to re-test over the
material provided the student attends tutorials, and an arrangement to re-test is made within five days.
Tutoring and re-testing are available before and after school, and during Mega-Lunch.
Participation in class is essential in learning to communicate in a foreign language.
In this class, I use a system of "brownie points" to reward students for positive classroom participation.
Every time I call on a student, who has his or her hand raised, and he or she responds appropriately in
French, I will record a "point" on a class roster. A certain number of “points” are used to determine a
student’s grade for participation. Depending on the six weeks and the amount of “speaking”, this
grade may be recorded as practice or achievement.
Absences
It is essential for students to be present in every class, but especially in foreign language classes where
we build new foundations for future language skills every day. Having said that: life happens. If it is
necessary for a student to be absent, it is the responsibility of the student to make-up any missed
assignments, quizzes or tests.
 When a student returns to school after an absence, he or she must immediately turn in
any assignments (homework, projects). I will not ask for assignments.
 If you are absent you have the number of days missed plus one to make-up work; failure
to do so will result in a zero for the missed assignment. Being absent the day before a
scheduled test does not excuse a student from taking the test.
Cheating
Cheating includes copying another student’s work or giving your work to another student for him/her
to copy. Cheating will result in a grade of 0. Parents will be contacted and students will be referred to
the assistant principal for possible disciplinary action.
Protect yourself: do not let others copy your work.
Huntsville High School Students are encouraged to use technology for many assignments. Word
processing programs have helpful spell check and dictionaries in French. However, under no
circumstances should they use a translation program or online translating service for any purpose other
than word finding or usage. This applies to translations from English to French or from French to
English. For questions about this policy, please contact me.
Textbooks
Students are expected to have access to the textbook for their class. Textbooks may be checked out
through the high school bookroom or accessed online. The classroom set of textbooks may NOT be
checked out from the teacher.
The online textbook is Discovering French and may be found at www.classzone.com
Activation codes
French 1
3852393-40
French 2
3852393-50
French 3
3852393-60
Technology in the classroom
The internet and accessing devices can be wonderful learning tools. They can also be a perfect way to
zone out during class. Students should not have their devices out during class unless they have been
given permission to use them for an academic assignment by the instructor.
If devices are used outside of these guidelines, they will be taken up and kept till the end of class.
The third time, the device will be sent to the student’s Assistant Principal.
Texas Essential Knowledge and Skills – Intermediate – Levels 3 and 4
(1) Communication. The student communicates in a language other than English using the skills of
listening, speaking, reading, and writing. The student is expected to:
(A) engage in oral and written exchanges to socialize, to provide and obtain information, to
express preferences and feelings, and to satisfy basic needs; and
(B) interpret and demonstrate understanding of simple, straightforward, spoken and written
language such as instructions, directions, announcements, reports, conversations, brief
descriptions, and narrations; and
(C) present information and convey short messages on everyday topics to listeners and readers.
(2) Cultures. Student gains knowledge and understanding of other cultures. The student is expected to:
(A) use the language at the intermediate proficiency level to demonstrate an understanding of
the practices (what people do) and how they are related to the perspectives (how people
perceive things) of the cultures studied; and
(B) use the language at the intermediate proficiency level to demonstrate an understanding of
the products (what people create) and how they are related to the perspectives (how people
perceive things) of the cultures studied.
(3) Connections. The student uses the language to make connections with other subject areas and to
acquire information. The student is expected to:
(A) use resources (that may include technology) in the language and cultures being studied at
the intermediate proficiency level to gain access to information; and
(B) use the language at the intermediate proficiency level to obtain, reinforce, or expand
knowledge of other subject areas.
(4) Comparisons. The student develops insight into the nature of language and culture by comparing
the student's own language and culture to another. The student is expected to:
(A) use the language at the intermediate proficiency level to demonstrate understanding of the
nature of language by comparisons of the student's own language and the language studied;
(B) use the language at the intermediate proficiency level to demonstrate understanding of the
concept of culture through comparisons of the student's own culture and the cultures studied
(C) use the language at the intermediate proficiency level to demonstrate an understanding of
the influence of one language and culture on another.
(5) Communities. The student participates in communities at home and around the world by using
languages other than English. The student is expected to:
(A) use the language at the intermediate proficiency level both within and beyond the school
setting through activities such as participating in cultural events and using technology to
communicate; and
(B) show evidence of becoming a lifelong learner by using the language at the intermediate
proficiency level for personal enrichment and career development.
AP French Language and Culture Syllabus
Objectives
This course is designed as a college level course for high school students in their fourth year of study
of French. At this point, they have already learned the structures necessary to communicate in French.
In AP French, students review and refine those grammatical structures while learning new vocabulary
to communicate in French on a variety of topics. AP French emphasizes all aspects of language:
listening, speaking, reading, writing and culture. This course is designed to prepare students for the AP
French Language and Culture examination. AP French Language and Culture is conducted exclusively
in French.
Materials
The following texts are used to support the curriculum:
En bonne forme (plus CDs) (EBF)
Une fois pour toutes (UFPT)
Reference materials:
• AP French Preparing for the Language Examination (3rd Edition)
Richard Ladd and Colette Girard Scott Foresman Addison Wesley 2011
• Schaum’s French Vocabulary Mary E. Coffman Crocker McGraw Hill 1998
• Connaissances et Réactions Charlotte Cole and Floy Miller Heinle & Heinle 1995
• 501 French Verbs Christopher Kendris Barron’s 1996
• Dans le Vent Catherine A. Maley Holt Rinehart Winston 1999
• Ensemble Culture et Société
Raymond Comeau, Normand Lamoureux, Marie-Paule Tranvouez
Holt Rinehart Winston 1999
• Drawing Conversations Véronique Lynch V & B Publications 2005
• News broadcast on France 2 (via WYBE) or online at france2.fr
• Radio France International exercises en français facile
(www.rfi.fr/lffr/statistiques/journauxFrançaisFacile.asp)
• French newspaper Internet sites
• Ina.fr
In addition to the above, a wide variety of authentic materials are used, including articles
from Le Monde and other newspapers and magazines, French films, literary texts (poems,
excerpts from books), Internet articles and videos, music videos, and Champs-Elysees CDs and texts.
Assessment activities
The course assessment looks at the five core focuses: communication, culture, communities,
composition.
Speaking
Extemporaneous speech is greatly emphasized on a daily basis. Students are encouraged to use the new
thematic vocabulary they are learning in their discussion of topics being studied. Each student is paired
with another student to maximize speaking time and help them engage in natural discussion in a nonthreatening environment one-on-one. Class discussions are open and non-graded to also encourage
students to feel comfortable speaking. In addition, current events are studied / discussed throughout the
year as they happen, watching TV5 Monde broadcasts and working with the teacher and student
materials that often accompany the programs. In addition, students are regularly assigned to create and
deliver presentations, to practice both speaking and listening to presentational modes of speech.
Writing
Warm-ups often consist of journal writing in which they comment freely on topics being
discussed, or dialogue journal entries where they write several questions to their partner,
and respond to questions they receive. Formal essays are shared and often peer edited so that students
can detect and learn from the mistakes of others, as well as enjoy one another’s thoughts and
expressions.
AP Course Themes
Personal and Public Identities
Sub Themes: Alienation & Assimilation; Beliefs & Values, Language and Identity,
Multiculturalism, Nationalism/Patriotism
Overview: We start by brainstorming stereotypes of various cultures and discussing their
origins. From there we incorporate the above sub themes into the discussion.
Learning Objectives:
• Students will analyze judgments they have about their own and other nationalities.
• Students will discuss the role of language (including slang) not just as a means of
communication, but as a cultural identity.
• Students will discuss the role of various ethnic groups and what they contribute to
a given society.
• Students will discuss the role of cultural identity and compare it to nationalism and
patriotism.
Vocabulary:
• adjectives of description and nationality
• idiomatic expressions
• French slang
• hobbies/interests/youth activities
Grammar:
• Review adjectives and conjunctions (EBF Ch. 6 & 17)
• Review present and imperative tenses of regular and irregular verbs (EBF Ch. 1)
• Review passé compose and imparfait tenses (EBF Ch. 2 & 3)
Families & Communities
Sub Themes: Childhood and Adolescence, Customs and Ceremonies, Family Structures,
Friendship and Love
Overview: We start with a brainstorming of family vocabulary, which leads to the
discussion of what constitutes a family. We extend this discussion to include
friendship and love.
Learning Objectives:
• Students will describe their families and others.
• Students will discuss traditional and modern families and what constitutes a family.
• Students will discuss how they were raised and what they will do in raising a family.
• Students describe and discuss customs and ceremonies in their cultures and others.
Vocabulary:
• family
• holidays and celebrations
• emotions
Grammar:
• Review subjunctive tense (EBF Ch. 16)
• Review plus-que-parfait (EBF Ch. 4)
• Review conditional and past conditional tenses (EBF Ch.15)
• Review future and future anterior tenses (EBF Ch.14)
• Review “si” clauses (EBF Ch. 23)
Global Challenges
Sub Themes: Economic Issues; Environmental Issues; Health Issues; Human Rights,
Peace and War
Overview: We start with brainstorming current political issues and discussing their
importance. This theme includes a lesson on the French political and health
systems contrasted with the American systems.
Learning Objectives:
• Students will describe the French and American governmental systems.
• Students will debate current events and controversial issues.
• Students will describe their own health and others including life-threatening health
issues and how it’s viewed by different countries.
Vocabulary:
• government
• political issues
• health issues
• environmental issues
Grammar:
• General review of grammar and tenses
• Review negation (EBF Ch. 9 )
• Review interrogation (EBF Ch. 10)
• Review the infinitive (EBF Ch. 13) )
Science & Technology
Sub Themes: Ethical Questions; Future Technologies; the New Media;
Social Impact of Technology
Overview: We start with a questionnaire on students’ interest and awareness of
technology. This theme includes a lesson on French discoveries of which they
may be unaware. Then we delve into some of the ethical issues that surround
new technologies.
Learning Objectives:
• Students will describe various discoveries or breakthroughs of French scientists
• Students will discuss the impact of various social media on a society
Vocabulary:
• Various technologies
• Media
• Texting/email language
Grammar:
• Review object and relative pronouns (EBF Ch. 11 &18)
• Review prepositions (à, de, other) (EBF Ch. 7)
Contemporary Life
Sub Themes: Education, Leisure and Sports, Holidays and Celebrations,
Housing and Shelter, Professions, Travel
Overview: We cover various aspects of students’ daily lives with the goal of being able
to describe their personal lives and contrast them with others in the class and people from
different cultures. This theme includes a lesson on the French education system contrasted
with the American system.
Learning Objectives: [CR6c]
• Students will describe various aspects of contemporary life including schooling, sports,
hobbies, housing, professions and travel.
• Students will describe their current situations (i.e. schooling, sports, etc.) and future
aspirations (i.e. profession, travel).
• Students will compare and contrast different school systems.
• Students will evaluate the role of sports in a society.
Vocabulary:
• schooling, grade levels
• sports
• hobbies
• housing
• professions
• travel: modes of transport and country names
Grammar:
• Review expressions with avoir, faire and etre
• Review the present participle
Beauty & Aesthetics
Sub Themes: Architecture; Ideals of Beauty; Literature; Music; Performing Arts;
Visual Arts
Overview: This theme includes a lesson on some of the most famous artists, musicians,
films, cuisine, literature in French and francophone culture.
Learning Objectives: [CR6f]
• Students will describe various art products (film, painting, books) and their preferences.
• Students will cite various well-known French and francophone artists
• Students will discuss what art is and the role of art in a society.
Vocabulary:
• fine art
• poetry
• music
• literature terms; descriptions
• film genres, descriptions of movies
• theatre terms
• food and restaurants
Grammar:
• Review passive voice and ways to avoid it (EBF Ch. 21)
• Review comparatives and superlatives (EBF Ch. 8)