Lakewood City Schools
Course of Study for French 2
Revised: July, 2008
Scope and Sequence – To provide a basic introduction to French language and culture
Serves as an introduction to the language. Listening, speaking, and vocabulary development are stressed during the first and second year. Reading and writing skills are initiated to aid
in transition to more advanced studies. An awareness of French culture is fostered. The purchase of a workbook may be required.
French 2
Communication
Standard and Benchmark
Grade 10 Indicators
Clear Learning Targets
Strategies/Resources
Benchmark A: Interact using extended
spoken, signed or written communication
by providing and obtaining information.
Interpersonal
1. Discuss current events and issues (e.g.,
immigration, environmental concerns).
Student can
1. correctly use present tense verbs and
adverbs
2. use a variety of vocabulary to discuss
health and nutrition issues
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g. www.quia.com,
http://www.conjuguemos.com/)
Interpersonal
2. Create, explain, and participate in a group
activity that requires multiple steps (e.g.,
game, scavenger hunt, making a craft).
Student can
1. design an exercise and nutrition program
Benchmark B: Express a wide range of
feelings and emotions, and discuss and
support opinions.
Interpersonal
3. Express and support opinions about
topics appropriate to grade level (e.g., cars,
dating, music, fashion, sports).
Benchmark C: Use a wide range of
strategies to negotiate meaning.
Interpersonal
4. Clarify meaning (e.g., elaboration,
questioning).
Benchmark D: Give and follow a series of
complex directions.
Interpersonal
5. Give and follow directions, instructions,
and requests (e.g., changing a tire, treating
an injury).
Course of Study for French 2
Revised: July 2008
Student can
1. correctly use present tense verbs and
adverbs, including negatives
2. use a variety of adjectives to express
approval, disapproval or indifference
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g. www.quia.com,
http://www.conjuguemos.com/
Student can
1. correctly form interrogatives, with and
without est-ce que
2. use a variety of vocabulary words and
phrases
Student can
1. use the imperative with a friend or peer
2. use the imperative with an adult or a
group
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g. www.quia.com,
http://www.conjuguemos.com/
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g. www.quia.com,
http://www.conjuguemos.com/
Page 1 of 10
Benchmark E: Interact in a wide range of
situations using culturally authentic
language and gestures.
Interpersonal
6. Use appropriate language and gestures in
culturally authentic social contexts (e.g.,
ordering in a restaurant, seeking medical
attention, making and responding to an
invitation).
Benchmark F: Folow complex oral, signed
or writeen directions and requests.
Interpretive
7. Follow directions, instructions, and
requests (e.g., using voice mail, travel
options).
Benchmark G: Use a variety of reading and
listening strategies to derive meaning from
texts.
Interpretive
8. Use listening and reading strategies (e.g.,
identifying key words and phrases) to
determine tone and intended audience.
Benchmark H: Analyze information from a
variety of oral, written, and visual sources
by summarizing, critiquing, and explaining
texts.
Presentational
9. Paraphrase conversations and written
information on a variety of topics (e.g.,
social issues, current events).
Presentational
10. Relate the main theme/idea of one
literary selection to another (e.g., short
narratives, illustrated stories).
Student can
1. make appropriate use of the handshake
and the hug when meeting people
2. use appropriate phrases when acting as a
guest in a French home
3. purchase tickets for train travel and
tourist attractions
Student can
1. follow classroom commands
2. follow directions for bus/train travel
Student can
1. understand intent of a spoken sentence
through voice inflection recognition
2. pick out known words from unknown
words to infer general meaning
3. look for cognates to help infer meaning
Student can
1. use a variety of vocabulary words and
idiomatics expressions to discuss famiily
life, school, health and nutrition and past
events
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various websites (e.g.
http://goeurope.about.com/od/francetranspo
rtation/tp/france-rail-maps.htm,
http://www.justtourfrance.com/chateau/inde
x.asp
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g. www.quia.com,
http://www.conjuguemos.com/
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g. www.quia.com,
http://www.conjuguemos.com/
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g. www.quia.com,
http://www.conjuguemos.com/
Student can
1. relate the main ideas of fairy tales
and/or popular stories
Benchmark I: Create presentations on a
range of original or authentic expressive
products.
Presentational
11. Present on age-appropriate song, story,
or poem from the target language culture.
Student can
1. present a French fairy-tale (e.g. Le petit
chaperon rouge, La belle dormante)
2. sing a French Christmas carol
Allez, viens textbook
Various websites (e.g.
http://www.ylw.mmtr.or.jp/~johnkoji/hymn/
xmas/
Benchmark J: Present information and ideas
on a range of topics.
Presentational
12. Write and present a speech on a cultural
or historic topic, or on a personal
experience.
Student can
1. correctly use the passé composé and
imparfait to write and present a speech
about his childhood and/or a bad day at
school
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g. www.quia.com,
http://www.conjuguemos.com/
Course of Study for French 2
Revised: July 2008
Page 2 of 10
Presentational
13. Write and send informal/formal letters
for a variety of purposes (e.g., introducing
oneself, acquiring information, applying for
a job).
Benchmark K: Apply age-appropriate
writing process strategies to produce a
variety of documents for publication.
Course of Study for French 2
Revised: July 2008
Presentational
14. Apply age-appropriate writing process
strategies (pre-writing, drafting, revising,
editing, publishing).
Student can
1. write a letter to a French host family
regarding an impending visit to France
2. write a letter to a French penpal
regarding his impending visit to the U.S.
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g. www.quia.com,
http://www.conjuguemos.com/
Student can
1. write a rough draft of a paragraph on his
likes/dislikes, weather/seasonal activities,
and/or his family
2. make revisions to his rough draft
3. create a final presentation of his work
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Page 3 of 10
Cultures
Standard and Benchmark
Grade 10 Indicators
Benchmark A: Analyze, discuss, and report
on a wide variety of practices and
perspectives of the target culture.
Practices
1. Analyze and discuss behavior patterns of
peers in the target culture.
Benchmark B: Participate in and discuss a
wide variety of cultural practices.
Practices
2. Interpret and use verbal and nonverbal
cultural cues in a variety of situations (e.g.,
personal space, eye contact).
Practices
3. Interact with others using culturally
appropriate gestures and patterns of
behavior in everyday situations (e.g.,
welcoming a guest, ordering a meal,
conversing on the phone).
Benchmark C: Analyze, discuss and report
on a wide variety of products and
perspectives of the target culture.
Course of Study for French 2
Revised: July 2008
Products
4. Explain and discuss products of the target
culture that may be unfamiliar or
misunderstood (e.g., bidet, concierge, lower
dining table, lararium, lederhosen).
Clear Learning Targets
Strategies/Resources
Student can
1. explain the eating habits of French
teenagaers
2. explain the shopping habits of French
teenagers
Student can
1. make appropriate use of the handshake
and the hug when meeting people
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g. www.quia.com,
http://www.conjuguemos.com/
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g.
http://www.frenchfriends.info/french_cultur
e/how_to_be_a_good_guest_in_a_french_h
ome,
http://internationalbusiness.wikia.com/wiki/
French_Culture-_Nonverbal_Communication
Student can
1. use appropriate idiomatic phrases when
being invited as a guest in someone’s home
2. use appropriate phrases when welcoming
a guest
Student can
1. explain how a French home may differ
from an American home (e.g. use of the
armoire, traversin and bidet)
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g. www.quia.com,
http://www.conjuguemos.com/
Page 4 of 10
Connections
Standard and Benchmark
Grade 10 Indicators
Benchmark A: Investigate, analyze, and
present concepts from across disciplines.
Integrated Studies
1. Investigate economic conditions of the
target culture and the home culture (e.g.,
standards of living, imports/exports, welfare
systems).
Integrated Studies
2. Explain interdisciplinary topics (e.g.,
literary genres, ecosystems, financial
markets, immigrant population).
Benchmark B: Investigate, analyze, and
present information and viewpoints from
the target culture using authentic sources,
and apply understandings across disciplines.
New Viewpoints
3. Examine how cultural institutions have
changed over time (e.g., family, education,
government).
New Viewpoints
4. Report on topics of personal interest or
on topics with which students have limited
experience (e.g., artists, musicians, authors,
politicians) using a variety of authentic
texts.
Course of Study for French 2
Revised: July 2008
Clear Learning Targets
Strategies/Resources
Student can
1. explore the importance of tourism to the
French economy
Various websites (e.g.
http://www.consulfrancenewyork.org/IMG/pdf/Tourism_11_2007.p
df, http://europa.eu/,
Student can
1. discuss the use of the euro and the
importance of the European Union to the
French economy
Student can
1. explore the impact of American culture
on the traditional eating and shopping habits
of the French
Various websites (e.g.
http://www.time.com/time/magazine/article/
0,9171,1686532-1,00.html,
http://original.britannica.com/eb/article225002/cultural-globalization
Student can
1. recognize and discuss various castles in
the Loire Valley region
Various websites (e.g.
http://www.justtourfrance.com/chateau/inde
x.asp
Page 5 of 10
Comparisons
Standard and Benchmark
Grade 10 Indicators
Clear Learning Targets
Strategies/Resources
Benchmark A: Analyze and discuss
linguistic structures and conventions of the
target language and English.
Linguistic Comparisons
1. Analyze and discuss how various
linguistic elements are represented in the
target language and English (e.g.,
subjunctive, idiomatic expressions, word
order, use or omission of subject pronouns).
Student can
1. explain the difference between the past
tense as represented by the passé composé
and by the imparfait
2. explain the role of the reflexive pronoun
and the use of reflexive verbs
3. explain the placement of object pronouns
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g. www.quia.com,
http://www.conjuguemos.com/
Benchmark B: Analyze and explain how the
target language and English express
meaning through variations in style.
Linguistic Comarisons
2. Analyze comparable idiomatic
expressions that represent a cultural
awareness of the target language and
students’ own language (e.g, Hay moros en
la costa./There are Moors on the coast.
=The walls have ears.; Shouji ni mimi
ari./Be careful, you never know who is
listening.=The walls have ears.; Revenons
aux moutons./Let’s get back to the
sheep.=Let’s get back to work).
Student can
1. familiarize himself with various
idiomatic expressions that use animal
imagery to convey meaning (e.g. Elle est
une vache! J’ai le chat dans la gorge)
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Benchmark C: Analyze and discuss how
products, practices, and perspectives of the
students’ own culture and the target culture
overlap and differ.
Cultural Comparisons
3. Compare elements such as plot, theme
and/or character from literary works (e.g.,
poems, short excerpts, short plays) from the
target culture and the students’ own culture.
Student can
1.compare French versions of fairy tales
with popular Disney versions
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Copies of French children’s books (e.g. La
petite sirène, La petite cendrillon)
Student can
1. explore websites for popular clothing
stores and/or catalogues and compare styles
and cost with American stores
Various websites (e.g.
http://www.laredoute.fr/,
http://www.printemps.com/index.aspx, ,
http://www.monoprix.fr/
Cultural Comparisons
4. Compare and contrast availability and
affordability of products and services (e.g.,
cell phones, cars, cable TV) in the target
culture and students’ own culture.
Course of Study for French 2
Revised: July 2008
Page 6 of 10
Benchmark D: Discuss the concept of
culture through analysis of products,
practices, and perspectives of the target
culture and students’ own culture.
Course of Study for French 2
Revised: July 2008
Concept of Culture
5. Analyze how advertising reflects
perspectives related to products and
practices of the target culture and students’
own culture.
Student can
1. identify elements of humor in French
commercials
2. compare the use of sexual images in
French advertising with American
advertising
Allez, viens video program
Various popular magazines (Paris-France,
Marie France)
Page 7 of 10
Communities
Standard and Benchmark
Grade 10 Indicators
Benchmark A: Provide information or
services to individuals, the school, or the
community using knowledge of the target
language and culture.
Outreach
1. Interact with groups outside the
classroom to promote appreciation of the
target culture (e.g., teaching simple songs, c
conversational expressions, topics of
cultural interest).
Outreach
2. Participate in collaborative projects with
language students of other grade levels or
school districts (e.g., present plays, write
books, share folk tales, exchange letters,
develop Web-based projects).
Benchmark B: Perform original or authentic
works for a school or community event.
Outreach
3. Perform original or authentic works for a
school or community event (e.g., sing,
dance, act).
Benchmark C: Sustain communication with
people locally and around the world.
Outreach
4. Establish and maintain personal
communication links (e.g., pen pals, email/video mail, TTY, hosting) with
speakers of the target language to obtain
perspectives on world events.
Benchmark D: Report information about
and personal reactions to various products,
media, and services of the target culture.
Enrichment and Enjoyment
5. Explore target culture communities and
share information on, and reactions to, areas
of personal interest with others (e.g.,
journaling, charting, photo essay).
Course of Study for French 2
Revised: July 2008
Clear Learning Targets
Strategies/Resources
Student can
1. share his knowledge of French
pronunciation as needed in various other
classes, such as music, language arts or
social studies
Allez, viens textbook, video programs,
workbook, internet and conversation
activities
Student can
1. write pen-pal letters to students in other
levels
2. share Christmas, Valentine and/or other
greeting cards with students in other
languages
Allez, viens textbook, video programs,
workbook, internet and conversation
activities
Student can
1. sing traditional French Christmas carols
Various websites and Christmas CD’s (e.g.
http://www.ylw.mmtr.or.jp/~johnkoji/hymn/
xmas/
Student can
1. write pen-pal letters to French speaking
teenagers from other countries
Various websites (e.g. http://www.europapages.com/penpal_form.html)
Student can
1. view the video series Panorama Culturel
and discuss his reactions in a group setting
Allez viens video program
Page 8 of 10
Enrichment and Enjoyment.
6. Use media (e.g., print media, movies,
TV, Internet) in the target language for
enjoyment and give a review to others.
Student can
1. listen to French radio stations and CD’s
of popular French artists (e.g. Patrick Bruel,
Vanessa Paradis)
2. watch movies in French (e.g. La gloire
de mon père, Au revoir les enfants)
3. explore popular French magazines (e.g.
Paris-Match, Marie-France)
Enrichment and Enjoyment
7. Contact target culture organizations (e.g.,
Sister Cities International, visitors’ bureau,
sports leagues) to obtain information of
personal interest through a variety of means
(e.g., Web inquiry, letters) and report
findings to others.
Student can
1. contact organizations in France (e.g.
http://www.alliancefrancaise.com/,
http://www.frenchleague.com/indexSite.asp
and discuss his findings to the class
Student can
1. view live Mardi Gras celebrations via the
internet and discuss with others
2. view a soccer match and discuss with
others
Various websites (e.g.
http://www.mardigrasday.com/,
http://www.fcfootballblog.com/
Career Exploration and Skills
9. Participate in career exploration or
school-workplace projects (e.g., job
shadowing, networking, participating in a
job interview, contacting a job placement
bureau, analyzing skills and requirements
for employment opportunities) for a
profession that requires proficiency in the
target language or culture.
Student can
1. participate in a shadowing experience
LHS Career Connnections teachers,
shadowing program coordinator
Career Exploration and Skills
10. Explain how a second language may
enhance one’s career choice (e.g., mobility,
salary, career advancement).
Student can
1. explain the importance of French as the
world’s second most widely-spoken
language
Various websites (e.g.
http://www2.ignatius.edu/faculty/turner/lan
guages.htm)
Benchmark E: Attend, participate in , or
view target culture events and describe to
others.
Enrichment and Enjoyment
8. Attend, participate in or view via media,
target culture events (e.g., fairs, festivals,
exhibitions, holiday and family
celebrations) and describe to others).
Benchmark F: Evaluate and discuss how
understanding of another language and
culture enhances job skills and career
options.
Course of Study for French 2
Revised: July 2008
Various websites, CD’s and magazines (e.g.
http://www.nrj.com/
Page 9 of 10
Benchmark G: Develop evaluative tools and
implement group strategies to complete
tasks and solve problems.
Course of Study for French 2
Revised: July 2008
Career Exploration and Skills
11. Work cooperatively (e.g., evaluate and
select options) to develop a persuasive piece
(advertising campaign) for a product or
service (e.g., food, housing, tickets to a
play, vacations).
Student can
1. work with a group to create an advice
pamphlet for an exercise/nutrition program
Allez, viens textbook, video program,
workbook, internet and conversation
activities
Various other websites (e.g. www.quia.com,
http://www.conjuguemos.com/
Page 10 of 10