Greenville Public School District
Curriculum and Instruction
French I, GRADES 9-12
1 semester; 1 unit credit
This course is an introduction to the study of the French language and its culture. It
allows students to perform the most basic functions of the language and to become
familiar with some elements of its culture. Often students participate in memorized
dialogues and respond with memorized answers to memorized questions. The
emphasis is placed on the development of the skills of listening, speaking, reading, and
writing at a basic level and within a given context, extending outside the classroom
setting when possible. The context focuses on the students’ lives and experiences and
includes exposure to everyday customs and lifestyles of the Spanish culture. Grammar
and vocabulary are selected according to the functions and notions of the language
used in the various contexts.
A general introduction to the culture, its products (e.g., art, foods, laws, music, visual,
and print media), perspectives (e.g., meanings, attitudes, values, beliefs), and practices
(e.g., patterns of social interaction) are integrated throughout Leve3l I. Students should
acquire insight into how language and cultures interrelate by comparing the target
language to their own. Students should be curious about similarities and differences
between the home and target culture. Students should provide examples of the
relationship between language and culture and identify a few characteristics of the
target culture as cultural patterns. Students should develop appropriate behavior for
different greeting and leave-taking routines, differentiate between familiar and polite
forms of address, recognize some easily interpreted gestures, and gain awareness of
the difference in demeanor in formal and informal social settings.
COMPETENCIES AND OBJECTIVES:
1. Engage in basic conversations using memorized vocabulary and expressions in order
to provide and obtain personal information in the target language. (C)
a. Engage in short conversations using culturally appropriate
greetings, gestures, and introductions. (DOK 2)
b. Ask and answer questions about familiar topics. (DOK 2)
c. Share likes and dislikes about people, events, places, and things. (DOK 2)
d. Follow and give directions for participating in age
appropriate classroom and cultural activities. (DOK 2)
2. Understand short spoken and written materials which use familiar vocabulary and
structure in the target language. (C)
a. Recognize specified vocabulary and expressions found in conversations, reco
rdings, broadcasts, and videos. (DOK 2)
b. Identify people and objects in the students’ personal and school environment d
based on oral and written messages. (DOK 2)
c. Comprehend the main idea of selected short writen materials on familiar topics
such as family, school events, and celebrations. (DOK 3)
3. Using familiar vocabulary and basic structures, present information to an
audience of listeners or readers in the target language. (C)
a. Perform student created and/or authentic songs, short poems, skits, or
dialogues. (DOK 2)
b. Write and present a short narrative on a selected topic. (DOK 3)
4. Develop awareness of the target culture’s way of life.
a. Discuss patterns of behavior used in informal and formal situations. (DOK 2)
b. Use appropriate verbal
and non-verbal communication, such as greetings, leave
takings, and classroom interactions. (DOK 2)
c. Demonstrate a comprehension of common words, phrases, and idioms that
reflect the target culture. (DOK 2)
d. Discuss cultural activities such as games, songs, and holiday celebrations.
(DOK 2)
5. Recognize products that are representative of the target culture.
a. Identify objects and symbols that are used
daily such as flags, currency, dress,
b. types of dwellings, and foods. (DOK 1)
c. identify major historical and contemporary contributions from prominent figure
s. (DOK 1)
6. Apply knowledge of the target language to enhance learning in other disciplines.
a. Demonstrate comprehension of oral and written messages related to other
disciplines studied. (DOK 2)
b. Relate topics and skils from other school subjects to broaden knowledge and
understanding in each discipline. (DOK 2)
7. Understand that the study of a language other than English provides an
additional knowledge base.
a. Discuss when information from the target culture is presented from a different
point of view. (DOK 2)
b. Identify authentic resources that can present additional perspectives not
available in English. (DOK 3)
8. Examine differences and similarities in structures and vocabulary between
English and the target language.
a. Identify words that are borrowed in both the native and target languages, and
speculate about why languages need to borrow words. (DOK 1)
b. Identify commonly occurring cognates in the language being studied. (DOK 1)
c. Develop recognition of sounds, symbols, and basic language elements for
comparison to the English language. (DOK 2)
d. Identify expressions that cannot be translated word for word in order to
e. understand idiomatic expressions. (DOK 3)2009 Mississippi Foreign Language
Framework
9. Demonstrate understanding of the concept of culture through comparisons
of the cultures studied and their own.
a. Discuss how gestures and simple patterns of behavior are an important part of
communication. (DOK 2)
b. Compare and contrast tangible products (e.g., clothing, dwelings, food, sports
equipment, toys) of the target culture and the students’ own. (DOK 2)
c. Compare and contrast intangible products (e.g., rhymes, songs, folktales) of the
target culture and the students’ own. (DOK 2)
10.Identify means of using the target language for personal enjoyment and enrichment.
a. Identify opportunities for personal enrichment in areas such as cuisine, sports,
theatre, dance, music, etc. (DOK 2)
b. Investigate activities where skils in another language and/or cross-cultural
understanding make participation more pleasurable. (DOK 4)