MYP COURSE OUTLINE
French 1/Pre-DP 1
Name of the Course: Language B
I.
Level: IV
Course Description:
The MYP programme promotes holistic education, communication, and awareness of other cultures. The
French I course will incorporate these elements into the curriculum, along with the five areas of interaction:
approaches to learning (ATL), community and service (CS), human ingenuity ( HI), environments (E), and
health and social education (HS). These MYP goals will be embedded with the five foreign language content
standard of communities, cultures, connections, comparisons, and communication.
French I is an introduction to the French language. Emphasis will be placed upon the application of speaking
and listening skills, in conjunction with the development of reading and writing skills. Question/answer oral
exercises, discussions, interviews and individual/group oral presentations will be a part of the class routine.
Students will be able to express themselves at a basic level in present tense. Reading skills will be developed
through study of simple texts in the target language... Focus on writing will enhance the creation of
comprehensible, accurate, and appropriate language for a first year language learner. Vocabulary expansion and
pronunciation drills will enhance effective communication.
The study of French is a step towards becoming an effective communicator in a global society, improving the
student’s understanding of self as part of an international community. The student will become more
intercultural aware through the study of Francophone world and the comparison of these cultures with each
other and his own(HS) (HI). Through the study of topics such as native foods, common customs and rituals,
holidays, politics, and religion, the student will come to understand that although differences do exist, there
actually are many similarities between people around the world (E) (HS) (HI). This respect for different
cultures will foster individual growth and compassion for all
II.
Topics:
Chapitre Preliminaire ( p. 1- 11)
 Introduction to French-speaking world
 Why learn French?
 Common French names (handout)
 Je m’appelle. . . / Tu t’appelles comment?
 French accents
 Numbers 0-20
 Classroom Commands (handout)
 Pronunciation (final letters)
Chapitre 1 (p. 18 – 35)
 Culture – Greetings
 Bonjour /Au revoir (and other greetings)
 Ça va? ( ways to respond)
 formal - Comment allez-vous?











Asking « What’s his name ?
(Il s’appelle comment ? ) Il s’appelle . . . / Elle s’appelle. . .
Asking “what is your name ?” (Tu t’appelles comment? )
Asking / Giving age (Tu as quel âge?
J’ai 15 ans.)
Expressing likes / dislikes ( j’aime . . . / je n’aime pas. ..)
Vocabulary
Definite Articles (le, la, les, l’)
Conjunctions (mais, et)
Culture – After school activities
Expressing likes / dislikes about activities (verbs)
Subject Pronouns / -er verbs
Pronunciation (Intonation)
Chapitre 2 (p. 51 – 63)
 school subject vocabulary
 culture – le baccalauréat / French schools
 si vs. oui
 verb “avoir”
 asking for / giving information
 time vocabulary ( le matin, l’aprés-midi,)
 Numbers 20-100
 Telling Time
 Official time / 24-hour system
 Expressing opinions (C’est facile. C’est intéressant. etc.)
 Pronunciation- liaison
Chapitre 3 (p. 79-101)
 school supply vocabulary ( le livre, la calculatrice, etc.)
 culture- shopping in France
 indefinite articles
 expression “Il me faut” ( I need), « Qu’est-ce qu’il te faut . . . » (What do you need ?)
 Vocabulaire - shopping
 “Je voudrais”
 Demonstrative adjectives – ce, cette, cet, ces
 Color adjectives – rouge, orange, jaune, etc.
 Adj. placement
 Numbers – Review, 1000+
 The Euro
 Getting attention, asking for info, expressing and responding to thanks
Chapitre 4
(p. 104-135)
 Québec
 Vocabulaire - Sports et Activités
 Conjugation of verb faire
 Expressions with faire and jouer
 Telling how much you like or dislike something
 Questions with est-ce que
 Exchanging information
 Pronoun on
 Weather expressions - Handout
 Months of year
 Seasons






Dates ( le 14 mai – 14/5/08 )
Review –er verbs such as jouer
Vocabulaire – Qu’est-ce que tu fais?
Panorama Culturel – Qu’est-ce que tu fais comme sport?
Vocabulaire – Making, accepting, and turning down suggestions
Adverbs of frequency (quelquefois, souvent, etc.)
Chapitre 5 (136-167)
 Paris – culture
 Vocabulaire – making suggestions, making excuses
 Vocabulaire – food and drink
 Prendre – verb conjugation
 Panorama Culturel
 Vocabulaire – ordering food and drink
 Impératif (Commands)
 Vocabulaire – Inquiring and Expressing likes and dislikes
 Paying the check
 Number Review
Chapitre 7 (p. 200-217)
 Identifying people (C’est, Ce sont, voici, voilà)
 Vocabulaire – family
 Possessive Adjectives
 Descriptive Adjectives
 ni . . .ni
 Être – verb conjugation
 Culture – les animaux domestiques
 Vocabulaire – chores
Other Topics
 Quel âge a ton frère ? (asking about age of others - handout)
 Noël - handout
 Fête des Rois – Handout
 Mardi Gras – Handout
 Pâques- Handout
 Regular –IR verbs
 Regular –RE verbs
III.
Teaching and Assessment:
Assessment is intended as an extension of the learning process for students, and this course gives students
many different ways to demonstrate their understanding and skill. Assessment tools include homework
assignments, class work, oral participation, oral and written tests, and oral presentations. There is a final exam at the
end of each semester, in December and May. Pre-DP students are given additional assignments and assessments
each grading period
The IBMYP Criteria for Language B Assessment are:
A) Oral Communication – Message and Interaction – Students participate in paired/group activities that
encourage communication in the target language such as interviews, games, and one-on-on conversation. Students
also listen to authentic music.
B) Oral Communication – Language- Students prepare oral presentations or skits in the target language to present
to the class. Students also may be tested individually on their speaking skills.
C) Writing – Message and Organization- Students will write short letters, paragraphs, and descriptions in order to
communicate and show organization methods.
D) Writing – Language – This is assessed through written tests, written portion of presentations, paragraphs, and
creative writing.
E) Comprehension – Reading - Students will read short magazine articles, short literary pieces, songs.
The following are examples of activities for this level:

Mes Personnes Préférées – After learning about adjectives , students prepare an oral presentation and poster
describing their five favorite people. Students ask follow-up questions after presentation. (Criteria AB,D)

L’Ecole en France – Students read about French schools and discuss with their classmates similarities and
differences between French and American schools. After studying a model, they write a letter to a French
pen-pal asking simple questions and giving simple information about life in the U.S. (Criteria E,C,A)

Les Pays Francophones- Students research a Francophone country and prepare a power-point presentation
for the class. They research geography, religion, food, type of government, population, etc. (Criteria A,B)
IV.
Resources:





Allez,viens! French 1 - Holt, Rinehart, Winston, 2006
Allez, viens! French 1 – Cultural DVD
Joie de lire- French Reader – Holt, Rinehart, Winston
Compact Discs – authentic music
DVD’s/Videos
Denise White
Decatur High School
1011 Prospect Drive SE
Decatur, Al. 35601