FRENCH I – Honors
Semester ONE
NATIONAL (AND STATE) STANDARDS FOR WORLD LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
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.
CULTURES
Gain Knowledge and Understanding of Other Cultures
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
CONNECTIONS
Connect with Other Disciplines and Acquire Information
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
COMPARISONS
Develop Insight into the Nature of Language and Culture
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.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
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.
TEXT: Bon Voyage, Level 1
*Advanced vs. Honors 1 levels: distinctions made as appropriate
CONTENT: Preliminary chapters through Chapter 5
 Topics = Greetings and Introductions, Describing oneself and others, school
subjects and classes, family and house/rooms, restaurant/ table settings and
foods, numbers 0-1000, telling time and date, days of week and months of
year, fruits and colors, school supplies and daily school activities
 Verbs (present tense) = etre, avoir, regular ‘er’, aller; “avoir” expressions
(hunger/thirst, age); near future tense with “aller”
 Grammar = definite and indefinite articles, adjective agreement, subject
pronouns, possessive adjectives, vous/tu, pronouns “on”, negative
constructions, contractions with “á” and “de”, some irregular adjective forms.
 Culture = France geography and geographical features (vocab); Francophone
information as given in student projects (capitals, continents, flags,
interesting facts, etc);specific items about family, schools, dining out and
greetings in French culture
SCOPE AND SEQUENCE
Preliminary Sections A – F in textbook
5 days
(pg.2-15 + handouts on greetings)
greetings /questions/names
items
numbers 1-30
finding and giving the date
polite expressions + some food
days of week, months of year
telling time
Classroom objects(we did more than in book Chapter 3)
Chapitre 1
5 days
(pg. 18-47)
adjectives used to describe people (agreement)
vocab about people (fille,
soeur, etc)
verb être (singular) present tense
making a sentence
negative
indefinite and definite articles (masculine/feminine) numbers 30-60
Chapitre 2
6 days
(pg. 50-79)
vocab of friends and school
describe)
verb être (plural forms) present tense
vous / tu uses
school subjects (+ adj to
plural of articles
numbers 70-100
Les Couleurs / Les Fruits – review handouts to be able to recognize and identify
Chapitre 3
6 days
(pg. 82-109)
Vocab of school and daily activities (during and after school, more school
supplies)
regular “er” verbs (arriver, parler, etc.)
the pronoun “on”
numbers 100-1000
indefinite articles with plural or
negative
preference vocab (verb + infinitve)
info about schools in France
Chapitre 4
7 days
(pg. 112-141)
family house / apt./ rooms vocab
verb avoir (present tense
forms)
avoir expressions (age, il y a , etc)
possessive adj (mon, ton, etc)
irregular adj (nouveau, beau, vieux)
irregular plurals
(cadeau/cadeaux, etc)
Chapitre 5
7 days
(pg. 154-183)
vocab in café and restaurant (table settings) avoir expressions (soif, faim,
etc.)
more “er” verbs (chercher, trouver, commander, etc)
irregular verb aller
“futur proche” tense (aller + infinitive)
contractions (with à or de)
verbe prendre (apprendre,
comprendre)
SEMESTER OUTCOMES
Students should be able to complete each area with at least 80% success
score.
SPEAKING:
 Students are able to speak in the target language and be understood by their
teacher given few pronunciation and grammar errors.
 Students can form complete sentences using appropriate grammatical
structures.
 Students can respond to personal questions with appropriate responses in
complete sentences.
 Students can describe a picture in completes sentences using appropriate
vocabulary.
 Students can speak with minimal pauses and hesitation.
LISTENING:


Students can listen to a short conversation in the target language and
answer 4 or 5 questions about the content. (True or False)
 Students can hear a question and choose the appropriate response. (Multiple
choice)
 Students can listen to statements and match with a picture.
 Students can decide if statement heard is about one or more persons.
 Students can identify numbers (0-1000) when heard.
Students can listen to a paragraph and write what has been said.
READING
 Students can read a short paragraph and choose correct responses to
multiple choice questions about the content.
 Students can match individual sentences to corresponding illustrations.
 Students can complete a conversation in a restaurant.
 Students can choose appropriate vocab word to make sentence correct
(multiple choice)
 Students can choose most logical response to a question (multiple choice)
 Students can read a short selection (1-3 paragraphs) in the target language
and answer questions about it in English.
WRITING:
 Students can insert the present tense form of a specific verb into a sentence.
Students can select the correct form of the verb indicated within a paragraph
given two possible choices.
 Students can choose the correct form of the verb for the sentence (mult
choice – Hon 1)
 Students can choose the correct grammar form to make sentence correct
 Students can accurately describe the activity seen in a picture using correct
sentence structures and subject/verb forms in at least three sentences.
 ** Students can perform at 80% success rate per TASK section.