Syllabus
AP French Course
Instructor: Mrs. Selikhova, Room B-55
Email/Contact Information: [email protected] (parent use)
Phone – (410) 632-5270
Course Name: AP French Language and Culture
Course Overview:
This AP French Language and Culture course is designed for students in their 5th semester, on a block schedule, of French. This is a college-level academic endeavor that focuses primarily on vocabulary acquisition, communicational fluency skills and cultural awareness. Interpersonal communication, presentational communication and interpretive communication are heavily emphasized on a daily basis in this course. Additionally, through the use of a variety of instructional methods the following six themes are incorporated throughout this course: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Also, at this point students have learned the necessary grammatical structures of the French language. AP French students will review and refine a variety of grammatical concepts. There is emphasis on vocabulary acquisition through all aspects of language learning: listening, speaking, reading, writing, and culture. This AP French Language and Culture course is engineered to prepare students for the AP French Language and Culture examination. With this goal in mind, this course in conducted exclusively in French and students are expected to communicate almost exclusively in French.
Assessment activities
Speaking:
Students are required to speak everyday, both in and out of the classroom. The use of thematic vocabulary is always encouraged to continually broaden the students’ range in French. A comfortable classroom atmosphere has been created to facilitate risk taking while speaking the target language. There will be daily participation grades based on the students’ willingness to speak spontaneously and openly without reverting back to English. The participation grade is designed to encourage effort and risk taking while speaking. This course will also include structured grading of both large and small oral projects. Speaking will be further assessed through a variety of challenging course requirements including, but not limited to: open class discussions, debates, impromptu role play, presenting opinions, defending opinions, interviews, persuasive arguments, and other extemporaneous speech.
Writing:
Daily writing will occur throughout this AP French Language and Culture Course. Students will be assessed on a variety of written activities where they are encouraged to consistently incorporate a wide range of thematic vocabulary. Students will enhance their written skills through an array of formal and informal assignments. Writing will be assessed through a variety of demanding course requirements including, but not limited to: letters, emails, mock blogs, postcards, posters, pamphlets, essays, plays, poems, and other miscellaneous writing.
Listening:
Listening assessments will be made on a regular basis using both formal and informal measures. All assignments will incorporate listening because all assignments will be given in and will use as many authentic French sources as possible. Listening will be assessed through a variety of requirements including, but not limited to: class discussions, listening exercises that include worksheets, newscasts, films, course quizzes, and tests.
Reading:
Reading will occur daily and will be assessed both formally and informally. Students will be required to read a variety of authentic texts and will then need to demonstrate their understanding of these selections. Reading will be assessed through a range of requirements including, but not limited to: internet news articles, magazine news articles, books, poems, short stories, practice reading comprehension selections, course quizzes, and tests.
Course Materials
Primary Textbooks:
« Allons au-delà » textbook by Richard Ladd, Pearson Education, Inc. copyright 2012
« Trésors du temps » textbook by Yvone Lenard, McGraw-Hill Companies, Inc. Copyright 2005
« D’accord 3 » textbook w/DVD & CD & ancillaries by publisher José A. Blanco, Vista Higher Learning copyright 2011
Week 1
Theme : Les défis mondiaux
Context : La tolérance
1. Allons chapitre 1 – Touche pas à mon pote
a. Vocabulary - revolves around human tolerance in society
b. Reading
i. Hergé : Les bijoux de la Castafiore
ii. Tahar Ben Jelloun : Le racisme expliqué à ma fille
c. Interpersonal speaking – students will have a spontaneous discussion about their beliefs on tolerance in society
d. Presentational speaking – students will formulate, present and defend an opinion relating to tolerance in society
e. Interpersonal writing – writing to the Embassy of Algeria in Washington, D.C. requesting information about education in their country
f. Presentational writing – students will write an essay of an in depth analysis of the article « Le racisme expliqué à ma fille ». Follow this link for Week 1
2. Trésors du temps - première étape – to enhance reading and comprehension skills
a. Reading - Du passé mystérieux aux divisions d’aujourd’hui
b. Writing – students will answer comprehension questions based on the reading
3. D’accord 3 chapitre 4 – La valeur des idées (video w/activities)
a. Listening – video short film « La révolution des crabes »
b. Grammar
i. plus-que-parfait
ii. negation and indefinite adjectives and pronouns
iii. irregular « ir » verbs
iv. demonstrative adjectives
v. le passé simple
3. « AP French » by Richard Ladd for practice
4. « Barron’s AP French” practice book w/CD
Week 2
Theme : Les défis mondiaux
Context : Liberté, égalité, fraternité
1. Allons chapitre 4 – Liberté, égalité, fraternité
a. Vocabulary – related to human rights
b. Reading
i. Jean-Jacques Rousseau : Du contrat social
ii. La déclaration des droits de l’homme et du citoyen
c. Interpersonal speaking – students will have an impromptu class discussion about human rights on a modern global scale
d. Presentational speaking – students will each choose an issue and compare/contrast human rights during Rousseau’s time (18th century) and modern day
e. Interpersonal writing – students will write emails to the journalists of the articles they chose from the magazines “Paris Match” and “L’Express” requesting more specific in-depth information on the topic from the article
f. Presentational writing – students will create a mock country and write a charter with a minimum of 10 constitutional laws to fairly govern their country. Follow this link for Week 2
2. Imaginez leçon 4 - La valeur des idées
3. Trésors du temps - septième étape – Le 18ième siècle
a. Reading – Rousseau – Les Confessions
b. Listening – accompanying CD
4. D’accord 3 chapitre 5 – La société en évolution (video w/activities)
a. Listening – video short film « Samb et le commissaire »
b. Grammar
i. partitives
ii. object pronouns
iii. past participle agreement
« Barron’s AP French” practice book w/CD
Week 3
Theme : Les défis mondiaux
Context : La paix et la guerre
1. Allons chapitre 6 – Mourir pour la patrie !
a. Vocabulary – related to patriotism during times of war and peace
b. Reading
i. Arthur Rimbaud – Le dormeur du val
ii. Paul Éluard – Liberté
iii. Jacques Prévert – Familiale
iv. Guy Môquet – Lettre
c. Interpersonal speaking – students will debate the pros and cons of continuing The United States’ involvement in the middle eastern conflict
d. Presentational speaking
i. students will find WWII related pictures on the Internet and create a collage
ii. students will posit what life was like during this time based on their images
iii. the information will be presented orally to their peers
e. Interpersonal writing – students will write letters to active soldiers to recognize and offer support
f. Presentational writing – students will write an essay to explain and justify their personal opinions about The United States’ involvement in the Middle Eastern conflict. Follow this link for Week 3
2. Imaginez leçon 5 – La société en évolution
3. Trésors de temps - douzième étape – le 20ième siècle
a. Reading – Albert Camus – La Peste
b. Listening – accompanying CD
« Barron’s AP French” practice book w/CD
Week 4
Theme : La science et la technologie
Context : La technologie et ses effets sur la société
1. Allons chapitre 9 – Attention ! Ne pas ouvrir !
a. Vocabulary – related to moral choices with today’s technology
i. students will create a list of technological vocabulary
ii. students will be able to compare/contrast French technology words and expressions with their native English technology words and expressions
b. Reading
i. Amélie Nothomb – Acide sulfurique
ii. article from « L’Express » in 2010 – Tricher au bac comme un geek
c. Interpersonal speaking – students will mock interview each other in the context of a writer doing research
d. Presentational speaking – students will present a persuasive argument supporting their moral choice in either a scientific or technological dilemma
e. Interpersonal writing – students will create and write a mock blog debating technologies impact on society, responsible decisions and who decides
f. Presentational writing – students will create a pamphlet to be distributed as an accompaniment to their presentational speech. Follow this link for Week 4
2. Imaginez leçon 7 – Les sciences et la technologie
3. Trésors du temps - cinquième étape – La Renaissance et Les Grandes Découvertes du XVe siècle
a. Reading – historical information and art during the renaissance
b. Listening – accompanying CD
4. D’accord 3 chapitre 7 – À la recherche du progrès (video w/activities)
a. Listening – video short film « Le manie-tout »
b. Grammar
i. superlative of adjectives and adverbs
ii. future simple
iii. subjunctive with expressions of doubt
iv. past participles used as adjectives
« Barron’s AP French” practice book w/CD
Week 5
Theme : La vie contemporaine
Context : Les rites de passage
1. Allons chapitre 14 – Une étape importante
a. Vocabulary – revolving around significant turning points in life
b. Reading
i. Bérnard Dadié – Le pagne noir
ii. Journal article – « Allô maman, j’ai décroché mon bac… »
c. Interpersonal speaking – class discussion focusing on university admission requirements in the U.S. vs. French speaking countries
d. Presentational speaking – students will do a presentational speech on how to obtain a driver’s license while using the present participle construction
e. Interpersonal writing – students will write a sample letter to a university requesting information on the application process and what is required
f. Presentational writing – students will create a recruitment poster advertising the university of their choice. Follow this link for Week 5
2. Imaginez leçon 6 – Les générations qui bougent
3. Trésors du temps – deuxième étape – De la Gaule au Moyen-Âge
a. Reading
i. Jules César - De bello gallico
ii. Grégoire de Tours – La Vase de Soissons
b. Listening – accompanying CD
4. D’accord 3 chapitre 9 – Perspectives de travail (video w/activities)
a. Listening – video short film « Bonne nuit Malik » by Bruno Danan
b. Grammer
i. relative pronouns (qui/que)
ii. present participle
« Barron’s AP French” practice book w/CD
Week 6
Theme : La vie contemporaine
Context : Les voyages
1. Allons chapitre 15 – Bon voyage !
a. Vocabulary – focuses on cultural impressions while traveling internationally
b. Reading
i. Montesquieu – Lettres persanes
ii. Jules Verne – Le tour du monde en 80 jours
c. Interpersonal speaking – perform an unscripted role-play with a scenario idea of an exchange student’s first visit to a different country
d. Presentational speaking - Students will research a Francophone country and do an oral presentation accompanied by a PowerPoint slideshow on what to expect when visiting the country
e. Interpersonal writing – students will write and exchange postcards describing their virtual trips to the countries that they researched then they will reply to each other asking for more detailed information on some point of curiosity
f. Presentational writing – students will create a PowerPoint production to accompany their presentational speaking component and they will include text detailing specific cultural aspects. Follow this link for Week 6
2. Trésors du temps – dixième étape – Napoléon et le début du XIX siècle
a. Reading
i. Victor Hugo – « Le Retour de Russie »
ii. François-René de Chateaubriand – Mémoires d’outre-tombe
b. Listening – accompanying CD
3. D’accord 3 chapitre 8 – S’évader et s’amuser (video w/activities)
a. Listening – video short film – Cyril Gelblat « Le ballon prisonnier »
b. Grammer
i. conditional
ii. prepositions w/infinitives
iii. subjunctive after indefinite antecedents and in superlative statements
« AP French » by Richard Ladd for practice
« Barron’s AP French” practice book w/CD
Week 7
Theme : La quête de soi
Context : L’aliénation et l’assimilation
1. Allons chapitre 16 – T’es né en France, toi ?
a. Vocabulary – focuses on emotions and behaviors associated with alienation and assimilation
b. Reading
i. Gabrielle Roy – Vincento
ii. Azouz Bégag – Béni ou le paradis privé
iii. Selection – Immigration – Ces étrangers, élèves modèles
c. Interpersonal speaking – students will spontaneously debate the pros and cons of immigration laws in the United States
d. Presentational speaking - Students will do a persuasive speech presenting their ideas on what global immigration laws should be and why
e. Interpersonal writing – students will write letters to francophone pen pals telling them what to expect in the United States and giving advice on how to react to cultural differences
f. Presentational writing – students will compose an essay explaining their personal opinions and reasons for those opinions on immigration laws in the United States. Follow this link for Week 7
2. Trésors du temps – sixième étape – Le dix-septième siècle : Le Grand Siècle ou l’Âge classique
a. Reading
i. historical information regarding Richelieu and L’Académie française
ii. Molière – L’École des femmes (spoken and acted by students)
iii. Madame de Sévigné – Lettre à sa fille sur la mort de Vatel
b. Listening – accompanying CD
3. D’accord 3 chapitre 2 – Habiter en ville (video w/activities)
a. Listening – video short film – Philippe Orreindy – « J’attendrai le suivant… »
b. Grammer
i. reflexive and reciprocal verbs
ii. adjectives
iii. adverbs
Week 8
Theme : La quête de soi
Context : Les croyances et les systèmes de valeurs
1. Allons chapitre 17 – Revenons aux valeurs traditionnelles
a. Vocabulary – focuses values associated with social classes and religions
b. Reading
i. Guy de Maupassant – Aux champs
ii. charts
1. l’appartenance à une religion ne se confond pas avec la pratique religieuse
2. religions en France
iii. Azouz Bégag – Béni ou le paradis privé
c. Interpersonal speaking – students will compare and contrast through unscripted class discussion, values in our culture and in other cultures
d. Presentational speaking - Students will each present a Venn Diagram and explain their research pertaining to values in our culture and another culture or religion
e. Interpersonal writing – students will write letters to pen pals in francophone countries explaining a holiday that they celebrate and why it’s aspects are important – they will also ask for information on the significance of one of their pen pal’s local holidays
f. Presentational writing – students will research and compose a Venn Diagram listing values in our culture, values in another culture and overlapping values. Follow this link for Week 8
2. Trésors du temps – quatrième étape – Les derniers siècles du Moyen-Âge Croisades, cathédrales et calamités
a. Reading
i. historical information
1. les croisades
2. les cathédrales (XI – XII siècles)
3. Jeanne d’Arc
4. une idée nouvelle : le patriotisme
ii. auteur anonyme – La Farce de Maître Pathelin (spoken and acted by students)
b. Listening – accompanying CD
3. D’accord 3 chapitre 6 – Les générations qui bougent (video w/activities)
a. Listening – video short film – Nassim Amaouche – « De l’autre côté »
b. Grammer
i. subjunctive: impersonal expressions, will, opinion, and emotion
ii. demonstrative pronouns
8. « Barron’s AP French” practice book w/CD
Week 9
Theme : La famille et la communauté
Context : Les rapports sociaux
1. Allons chapitre 20 – Gravie l’échelle sociale
a. Vocabulary – relative to social and socioeconomic classes in society
b. Reading
i. Guy de Maupassant – La parure
ii. Azouz Bégag – Le Gone du Chaâba
c. Interpersonal speaking – students will spontaneously define social and socioeconomic classes in the modern world and discuss their ideas on how to transition between levels
d. Presentational speaking
i. students will each choose a different social or socioeconomic group in a francophone country
ii. students will create a PowerPoint that gives an accurate visual representation of a day in the life of a person from the chosen group
iii. students will give an oral presentation describing a day in the life of a person from the chosen group
e. Interpersonal writing – students will write a letter to a television network requesting the elimination of a television series or advertisement due to its adverse messages and their influences on modern society and they will request a reply
f. Presentational writing – students will compose an essay summarizing a film of their choosing with positive social influences and they will describe the messages presented in the film. Follow this link for Week 9
2. Trésors du temps – huitième étape – La fin du XVIII siècle : Descente vers la terrible Révolution
a. Reading
i. Arthur Young – Voyages en France
ii. Mme Vigée-Lebrun – Souvenirs
iii. Louis Deflue – « La Prise de la Bastille racontée par un de ses défenseurs »
b. Listening – accompanying CD
3. D’accord 3 chapitre 3 – L’influence des médias (video w/activities)
a. Listening – video short film – Yvon Marciano – « Émilie Muller »
b. Grammer
i. le passé composé
ii. l’imparfait
« Barron’s AP French” practice book w/CD
Week 10
Theme : La famille et la communauté
Context : L’amitié et l’amour
1. Allons chapitre 24 – Ne me quitte pas
a. Vocabulary – related to personal relationships
b. Reading
i. La légende de Tristan et Iseult
ii. Jacques Prévert – Pour toi mon amour
c. Interpersonal speaking – students will have an unscripted class discussion comparing the story of Tristan et Iseult with other famous stories such as Romeo and Juliet, Anthony and Cleopatra, Superman and Lois Lane, Beauty and the Beast, or other famous love stories
d. Presentational speaking – students will each present their short play of a love story using puppets
e. Interpersonal writing – students will write a “Dear Abby” letter asking for relationship advice, then they will reply to an unknown classmates letter and give advice
f. Presentational writing – students will create and write a short play of a love story. Follow this link for Week 10
2. Imaginez leçon 1 – Ressentir et vivre
3. Trésors du temps – troisième étape – Le Moyen-Âge
a. Reading
i. historical reading selections based on the middle ages
ii. La chanson de Roland
iii. Tristan et Yseut
b. Listening – accompanying CD
4. D’accord 3 chapitre 1 – Ressentir et vivre (video w/activities)
a. Listening – video short film – Olivier Peyon – À tes amours
b. Grammer
i. irregular verbs
ii. forming questions
iii. imperative
« Barron’s AP French” practice book w/CD
Week 11
Theme : L’esthétique
Context : Le patrimoine
1. Allons chapitre 25 – Vive la France !
a. Vocabulary – focuses on poetry and moral issues
b. Reading
i. François Villon – L’Épitaphe de Villon ou « Ballade des pendus »
ii. Pierre de Ronsard – Mignonne, allons voir si la rose…
iii. Jean de la Fontaine – Le corbeau et le renard
iv. Paul Verlaine – Il pleure dans mon cœur
v. Article du journal « Le Figaro » - La Réunion, perle de l’humanité
c. Interpersonal speaking – students will take turns playing famous historical people and act as interviewees with modern day interviewer students
d. Presentational speaking – students will research and find a French poem to memorize, recite and explain to the class
e. Interpersonal writing – students will write a blog exchanging ideas on moral and cultural attitudes – one participant will be a current classmate and the other will write from the point of view of their ancestor who first came to the United States looking for a better, more beautiful, life
f. Presentational writing – students will write a poem and create a poster that displays their poem. Follow this link for Week 11
2. Trésors du temps – onzième étape – Le dix-neuvième siècle
a. Reading
i. historical information « Vie et littérature : Le dix-neuvième siècle »
ii. Victor Hugo – Les Misérables : La mort de Gavroche
iii. Arthur Rimbaud – « Le Dormeur du val »
b. Listening – accompanying CD
3. D’accord 3 chapitre 10 – Les richesses naturelles (video w/activities)
a. Listening – video short film « L’homme qui plantait » by Frédéric Back
b. Grammaire
i. past conditional
ii. future perfect
4. Students will reflect on the language study they have completed
a. Students will produce a list of idiomatic expressions that exist in the francophone world
b. Students will produce a list of idiomatic expressions that exist in English
c. Students will create 2 posters (one for each language) so they are better able to compare/contrast the linguistic similarities and differences
« AP French » by Richard Ladd for practice
« Barron’s AP French” practice book w/CD
Please sign below to acknowledge that you have read the information in this syllabus, that you understand all of the requirements for your French class and are ready to begin an exciting semester of learning a second language. Also, please share this information with your parents so that they, too, can understand what you will need to do to be successful in this class.
This sheet is to be returned and will be kept on file.
___________________Date____ ___________________________Date_____
Student’s Signature Parent’s/Guardian’s Signature
____________________________________
Home Phone number
____________________________________ Work Phone number
Instructor: Mrs. Selikhova, Room B-55
Email/Contact Information: [email protected] (parent use)
Phone – (410) 632-5270
Course Name: AP French Language and Culture
Course Overview:
This AP French Language and Culture course is designed for students in their 5th semester, on a block schedule, of French. This is a college-level academic endeavor that focuses primarily on vocabulary acquisition, communicational fluency skills and cultural awareness. Interpersonal communication, presentational communication and interpretive communication are heavily emphasized on a daily basis in this course. Additionally, through the use of a variety of instructional methods the following six themes are incorporated throughout this course: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Also, at this point students have learned the necessary grammatical structures of the French language. AP French students will review and refine a variety of grammatical concepts. There is emphasis on vocabulary acquisition through all aspects of language learning: listening, speaking, reading, writing, and culture. This AP French Language and Culture course is engineered to prepare students for the AP French Language and Culture examination. With this goal in mind, this course in conducted exclusively in French and students are expected to communicate almost exclusively in French.
Assessment activities
Speaking:
Students are required to speak everyday, both in and out of the classroom. The use of thematic vocabulary is always encouraged to continually broaden the students’ range in French. A comfortable classroom atmosphere has been created to facilitate risk taking while speaking the target language. There will be daily participation grades based on the students’ willingness to speak spontaneously and openly without reverting back to English. The participation grade is designed to encourage effort and risk taking while speaking. This course will also include structured grading of both large and small oral projects. Speaking will be further assessed through a variety of challenging course requirements including, but not limited to: open class discussions, debates, impromptu role play, presenting opinions, defending opinions, interviews, persuasive arguments, and other extemporaneous speech.
Writing:
Daily writing will occur throughout this AP French Language and Culture Course. Students will be assessed on a variety of written activities where they are encouraged to consistently incorporate a wide range of thematic vocabulary. Students will enhance their written skills through an array of formal and informal assignments. Writing will be assessed through a variety of demanding course requirements including, but not limited to: letters, emails, mock blogs, postcards, posters, pamphlets, essays, plays, poems, and other miscellaneous writing.
Listening:
Listening assessments will be made on a regular basis using both formal and informal measures. All assignments will incorporate listening because all assignments will be given in and will use as many authentic French sources as possible. Listening will be assessed through a variety of requirements including, but not limited to: class discussions, listening exercises that include worksheets, newscasts, films, course quizzes, and tests.
Reading:
Reading will occur daily and will be assessed both formally and informally. Students will be required to read a variety of authentic texts and will then need to demonstrate their understanding of these selections. Reading will be assessed through a range of requirements including, but not limited to: internet news articles, magazine news articles, books, poems, short stories, practice reading comprehension selections, course quizzes, and tests.
Course Materials
Primary Textbooks:
« Allons au-delà » textbook by Richard Ladd, Pearson Education, Inc. copyright 2012
« Trésors du temps » textbook by Yvone Lenard, McGraw-Hill Companies, Inc. Copyright 2005
« D’accord 3 » textbook w/DVD & CD & ancillaries by publisher José A. Blanco, Vista Higher Learning copyright 2011
Week 1
Theme : Les défis mondiaux
Context : La tolérance
1. Allons chapitre 1 – Touche pas à mon pote
a. Vocabulary - revolves around human tolerance in society
b. Reading
i. Hergé : Les bijoux de la Castafiore
ii. Tahar Ben Jelloun : Le racisme expliqué à ma fille
c. Interpersonal speaking – students will have a spontaneous discussion about their beliefs on tolerance in society
d. Presentational speaking – students will formulate, present and defend an opinion relating to tolerance in society
e. Interpersonal writing – writing to the Embassy of Algeria in Washington, D.C. requesting information about education in their country
f. Presentational writing – students will write an essay of an in depth analysis of the article « Le racisme expliqué à ma fille ». Follow this link for Week 1
2. Trésors du temps - première étape – to enhance reading and comprehension skills
a. Reading - Du passé mystérieux aux divisions d’aujourd’hui
b. Writing – students will answer comprehension questions based on the reading
3. D’accord 3 chapitre 4 – La valeur des idées (video w/activities)
a. Listening – video short film « La révolution des crabes »
b. Grammar
i. plus-que-parfait
ii. negation and indefinite adjectives and pronouns
iii. irregular « ir » verbs
iv. demonstrative adjectives
v. le passé simple
3. « AP French » by Richard Ladd for practice
4. « Barron’s AP French” practice book w/CD
Week 2
Theme : Les défis mondiaux
Context : Liberté, égalité, fraternité
1. Allons chapitre 4 – Liberté, égalité, fraternité
a. Vocabulary – related to human rights
b. Reading
i. Jean-Jacques Rousseau : Du contrat social
ii. La déclaration des droits de l’homme et du citoyen
c. Interpersonal speaking – students will have an impromptu class discussion about human rights on a modern global scale
d. Presentational speaking – students will each choose an issue and compare/contrast human rights during Rousseau’s time (18th century) and modern day
e. Interpersonal writing – students will write emails to the journalists of the articles they chose from the magazines “Paris Match” and “L’Express” requesting more specific in-depth information on the topic from the article
f. Presentational writing – students will create a mock country and write a charter with a minimum of 10 constitutional laws to fairly govern their country. Follow this link for Week 2
2. Imaginez leçon 4 - La valeur des idées
3. Trésors du temps - septième étape – Le 18ième siècle
a. Reading – Rousseau – Les Confessions
b. Listening – accompanying CD
4. D’accord 3 chapitre 5 – La société en évolution (video w/activities)
a. Listening – video short film « Samb et le commissaire »
b. Grammar
i. partitives
ii. object pronouns
iii. past participle agreement
- « Paris Match » and « L’Express » magazines – students will read a current events article related to human rights and discuss the causes and effects of the issue(s) expressed in the article
- « RFI » internet resource w/sound – students will listen to a newscast of another current events article related to human rights, discuss the events presented and options for fixing the problems in today’s world
- « Authentik en français » magazine w/CD & w/online activities - for practice in relation to les défis mondiaux
« Barron’s AP French” practice book w/CD
Week 3
Theme : Les défis mondiaux
Context : La paix et la guerre
1. Allons chapitre 6 – Mourir pour la patrie !
a. Vocabulary – related to patriotism during times of war and peace
b. Reading
i. Arthur Rimbaud – Le dormeur du val
ii. Paul Éluard – Liberté
iii. Jacques Prévert – Familiale
iv. Guy Môquet – Lettre
c. Interpersonal speaking – students will debate the pros and cons of continuing The United States’ involvement in the middle eastern conflict
d. Presentational speaking
i. students will find WWII related pictures on the Internet and create a collage
ii. students will posit what life was like during this time based on their images
iii. the information will be presented orally to their peers
e. Interpersonal writing – students will write letters to active soldiers to recognize and offer support
f. Presentational writing – students will write an essay to explain and justify their personal opinions about The United States’ involvement in the Middle Eastern conflict. Follow this link for Week 3
2. Imaginez leçon 5 – La société en évolution
3. Trésors de temps - douzième étape – le 20ième siècle
a. Reading – Albert Camus – La Peste
b. Listening – accompanying CD
- « Le Chambon » film – students analyze the film and its characters then spontaneously discuss the lasting impact of World War II on the children portrayed in the movie
- « Authentik en français » magazine w/CD & w/online activities - for practice in relation to les défis mondiaux
« Barron’s AP French” practice book w/CD
Week 4
Theme : La science et la technologie
Context : La technologie et ses effets sur la société
1. Allons chapitre 9 – Attention ! Ne pas ouvrir !
a. Vocabulary – related to moral choices with today’s technology
i. students will create a list of technological vocabulary
ii. students will be able to compare/contrast French technology words and expressions with their native English technology words and expressions
b. Reading
i. Amélie Nothomb – Acide sulfurique
ii. article from « L’Express » in 2010 – Tricher au bac comme un geek
c. Interpersonal speaking – students will mock interview each other in the context of a writer doing research
d. Presentational speaking – students will present a persuasive argument supporting their moral choice in either a scientific or technological dilemma
e. Interpersonal writing – students will create and write a mock blog debating technologies impact on society, responsible decisions and who decides
f. Presentational writing – students will create a pamphlet to be distributed as an accompaniment to their presentational speech. Follow this link for Week 4
2. Imaginez leçon 7 – Les sciences et la technologie
3. Trésors du temps - cinquième étape – La Renaissance et Les Grandes Découvertes du XVe siècle
a. Reading – historical information and art during the renaissance
b. Listening – accompanying CD
4. D’accord 3 chapitre 7 – À la recherche du progrès (video w/activities)
a. Listening – video short film « Le manie-tout »
b. Grammar
i. superlative of adjectives and adverbs
ii. future simple
iii. subjunctive with expressions of doubt
iv. past participles used as adjectives
- « Le Figaro » or « Le Monde » internet newspaper site
- Students will each find a different current events article or picture that focuses on technology
- Students will analyse and present the details of their article or image to the class
- After all articles or images have been presented, students will each take their journalist’s or photographer’s moral point of view and debate the necessity of implementing their ideas for the betterment of society
- « TV5MONDE » includes « 7 jours sur la planète » internet resource w/sound or « RFI » internet resource w/sound
- Students will listen to a newscast that focuses on technology
- Students will debate technology’s positive or negative impact on society using real world examples
- « Authentik en français » magazine w/CD & w/online activities - for practice in relation to la science et la technologie
« Barron’s AP French” practice book w/CD
Week 5
Theme : La vie contemporaine
Context : Les rites de passage
1. Allons chapitre 14 – Une étape importante
a. Vocabulary – revolving around significant turning points in life
b. Reading
i. Bérnard Dadié – Le pagne noir
ii. Journal article – « Allô maman, j’ai décroché mon bac… »
c. Interpersonal speaking – class discussion focusing on university admission requirements in the U.S. vs. French speaking countries
d. Presentational speaking – students will do a presentational speech on how to obtain a driver’s license while using the present participle construction
e. Interpersonal writing – students will write a sample letter to a university requesting information on the application process and what is required
f. Presentational writing – students will create a recruitment poster advertising the university of their choice. Follow this link for Week 5
2. Imaginez leçon 6 – Les générations qui bougent
3. Trésors du temps – deuxième étape – De la Gaule au Moyen-Âge
a. Reading
i. Jules César - De bello gallico
ii. Grégoire de Tours – La Vase de Soissons
b. Listening – accompanying CD
4. D’accord 3 chapitre 9 – Perspectives de travail (video w/activities)
a. Listening – video short film « Bonne nuit Malik » by Bruno Danan
b. Grammer
i. relative pronouns (qui/que)
ii. present participle
- « Rue des cases-nègres » film – students will analyze the film and have an impromptu class discussion based on the life of the main character and the obstacles that needed to be overcome
- « Paris Match » or « L’Express » magazine
- Students will read an article or find a picture that describes children and difficulties they face
- Students will engage in a spontaneous class discussion that focuses on children globally throughout history and the hardships they have endured
- Students will then create and write a short story that describes a child and his or her struggles in life
- Students will then read their stories to the rest of the class
- « Authentik en français » magazine w/CD & w/online activities - for practice in relation to la vie contemporaine
« Barron’s AP French” practice book w/CD
Week 6
Theme : La vie contemporaine
Context : Les voyages
1. Allons chapitre 15 – Bon voyage !
a. Vocabulary – focuses on cultural impressions while traveling internationally
b. Reading
i. Montesquieu – Lettres persanes
ii. Jules Verne – Le tour du monde en 80 jours
c. Interpersonal speaking – perform an unscripted role-play with a scenario idea of an exchange student’s first visit to a different country
d. Presentational speaking - Students will research a Francophone country and do an oral presentation accompanied by a PowerPoint slideshow on what to expect when visiting the country
e. Interpersonal writing – students will write and exchange postcards describing their virtual trips to the countries that they researched then they will reply to each other asking for more detailed information on some point of curiosity
f. Presentational writing – students will create a PowerPoint production to accompany their presentational speaking component and they will include text detailing specific cultural aspects. Follow this link for Week 6
2. Trésors du temps – dixième étape – Napoléon et le début du XIX siècle
a. Reading
i. Victor Hugo – « Le Retour de Russie »
ii. François-René de Chateaubriand – Mémoires d’outre-tombe
b. Listening – accompanying CD
3. D’accord 3 chapitre 8 – S’évader et s’amuser (video w/activities)
a. Listening – video short film – Cyril Gelblat « Le ballon prisonnier »
b. Grammer
i. conditional
ii. prepositions w/infinitives
iii. subjunctive after indefinite antecedents and in superlative statements
« AP French » by Richard Ladd for practice
« Barron’s AP French” practice book w/CD
Week 7
Theme : La quête de soi
Context : L’aliénation et l’assimilation
1. Allons chapitre 16 – T’es né en France, toi ?
a. Vocabulary – focuses on emotions and behaviors associated with alienation and assimilation
b. Reading
i. Gabrielle Roy – Vincento
ii. Azouz Bégag – Béni ou le paradis privé
iii. Selection – Immigration – Ces étrangers, élèves modèles
c. Interpersonal speaking – students will spontaneously debate the pros and cons of immigration laws in the United States
d. Presentational speaking - Students will do a persuasive speech presenting their ideas on what global immigration laws should be and why
e. Interpersonal writing – students will write letters to francophone pen pals telling them what to expect in the United States and giving advice on how to react to cultural differences
f. Presentational writing – students will compose an essay explaining their personal opinions and reasons for those opinions on immigration laws in the United States. Follow this link for Week 7
2. Trésors du temps – sixième étape – Le dix-septième siècle : Le Grand Siècle ou l’Âge classique
a. Reading
i. historical information regarding Richelieu and L’Académie française
ii. Molière – L’École des femmes (spoken and acted by students)
iii. Madame de Sévigné – Lettre à sa fille sur la mort de Vatel
b. Listening – accompanying CD
3. D’accord 3 chapitre 2 – Habiter en ville (video w/activities)
a. Listening – video short film – Philippe Orreindy – « J’attendrai le suivant… »
b. Grammer
i. reflexive and reciprocal verbs
ii. adjectives
iii. adverbs
- « Jean de Florette » film
- Students will analyze the film and its characters attitudes and actions
- Students will discuss current social attitudes towards immigrants
- Students will take on the role of a new immigrant and do an unrehearsed oral presentation of the obstacles associated with everyday life
- « Authentik en français » magazine w/CD & w/online activities - for practice in relation to la quête de soi
Week 8
Theme : La quête de soi
Context : Les croyances et les systèmes de valeurs
1. Allons chapitre 17 – Revenons aux valeurs traditionnelles
a. Vocabulary – focuses values associated with social classes and religions
b. Reading
i. Guy de Maupassant – Aux champs
ii. charts
1. l’appartenance à une religion ne se confond pas avec la pratique religieuse
2. religions en France
iii. Azouz Bégag – Béni ou le paradis privé
c. Interpersonal speaking – students will compare and contrast through unscripted class discussion, values in our culture and in other cultures
d. Presentational speaking - Students will each present a Venn Diagram and explain their research pertaining to values in our culture and another culture or religion
e. Interpersonal writing – students will write letters to pen pals in francophone countries explaining a holiday that they celebrate and why it’s aspects are important – they will also ask for information on the significance of one of their pen pal’s local holidays
f. Presentational writing – students will research and compose a Venn Diagram listing values in our culture, values in another culture and overlapping values. Follow this link for Week 8
2. Trésors du temps – quatrième étape – Les derniers siècles du Moyen-Âge Croisades, cathédrales et calamités
a. Reading
i. historical information
1. les croisades
2. les cathédrales (XI – XII siècles)
3. Jeanne d’Arc
4. une idée nouvelle : le patriotisme
ii. auteur anonyme – La Farce de Maître Pathelin (spoken and acted by students)
b. Listening – accompanying CD
3. D’accord 3 chapitre 6 – Les générations qui bougent (video w/activities)
a. Listening – video short film – Nassim Amaouche – « De l’autre côté »
b. Grammer
i. subjunctive: impersonal expressions, will, opinion, and emotion
ii. demonstrative pronouns
- « Le Figaro » or « Le Monde » internet newspaper site
- Students will find a current events article that focuses on values or conflicts based on social classes or religions
- Students will analyze the article and present their findings to the class
- Students will create a Venn diagram to compare/contrast their article findings with local events that they know of, or have witnessed
- « TV5MONDE » w/« 7 jours sur la planète » or « RFI » internet resources w/sound
- Students will listen to a newscast that focuses on a conflict that stems from opposing values
- Students will write an essay from the reporters point of view about what it was like to witness the turmoil first hand
- « Authentik en français » magazine w/CD & w/online activities - for practice in relation to la quête de soi
8. « Barron’s AP French” practice book w/CD
Week 9
Theme : La famille et la communauté
Context : Les rapports sociaux
1. Allons chapitre 20 – Gravie l’échelle sociale
a. Vocabulary – relative to social and socioeconomic classes in society
b. Reading
i. Guy de Maupassant – La parure
ii. Azouz Bégag – Le Gone du Chaâba
c. Interpersonal speaking – students will spontaneously define social and socioeconomic classes in the modern world and discuss their ideas on how to transition between levels
d. Presentational speaking
i. students will each choose a different social or socioeconomic group in a francophone country
ii. students will create a PowerPoint that gives an accurate visual representation of a day in the life of a person from the chosen group
iii. students will give an oral presentation describing a day in the life of a person from the chosen group
e. Interpersonal writing – students will write a letter to a television network requesting the elimination of a television series or advertisement due to its adverse messages and their influences on modern society and they will request a reply
f. Presentational writing – students will compose an essay summarizing a film of their choosing with positive social influences and they will describe the messages presented in the film. Follow this link for Week 9
2. Trésors du temps – huitième étape – La fin du XVIII siècle : Descente vers la terrible Révolution
a. Reading
i. Arthur Young – Voyages en France
ii. Mme Vigée-Lebrun – Souvenirs
iii. Louis Deflue – « La Prise de la Bastille racontée par un de ses défenseurs »
b. Listening – accompanying CD
3. D’accord 3 chapitre 3 – L’influence des médias (video w/activities)
a. Listening – video short film – Yvon Marciano – « Émilie Muller »
b. Grammer
i. le passé composé
ii. l’imparfait
- « Fabuleux Destin d’Amélie Poulain » film
- Students will identify norms associated with the social class represented in the film
- Students will then hold an impromptu discussion on the real possibility of social and socioeconomic movement and how to achieve change in today’s world
- Students will each choose a different francophone country
- Students will use the internet to research the history of their country’s social classes
- Then students will create a poster with a timeline diagramming the evolution of social classes in the country of their choice
- Students will present their findings to each other
- « Authentik en français » magazine w/CD & w/online activities - for practice in relation to la famille et la communauté
« Barron’s AP French” practice book w/CD
Week 10
Theme : La famille et la communauté
Context : L’amitié et l’amour
1. Allons chapitre 24 – Ne me quitte pas
a. Vocabulary – related to personal relationships
b. Reading
i. La légende de Tristan et Iseult
ii. Jacques Prévert – Pour toi mon amour
c. Interpersonal speaking – students will have an unscripted class discussion comparing the story of Tristan et Iseult with other famous stories such as Romeo and Juliet, Anthony and Cleopatra, Superman and Lois Lane, Beauty and the Beast, or other famous love stories
d. Presentational speaking – students will each present their short play of a love story using puppets
e. Interpersonal writing – students will write a “Dear Abby” letter asking for relationship advice, then they will reply to an unknown classmates letter and give advice
f. Presentational writing – students will create and write a short play of a love story. Follow this link for Week 10
2. Imaginez leçon 1 – Ressentir et vivre
3. Trésors du temps – troisième étape – Le Moyen-Âge
a. Reading
i. historical reading selections based on the middle ages
ii. La chanson de Roland
iii. Tristan et Yseut
b. Listening – accompanying CD
4. D’accord 3 chapitre 1 – Ressentir et vivre (video w/activities)
a. Listening – video short film – Olivier Peyon – À tes amours
b. Grammer
i. irregular verbs
ii. forming questions
iii. imperative
- « Manon des Sources » film
- Students will analyze the relationships among the characters
- Students will choose different characters and perform an unscripted role-play of other possible scenarios and outcomes for the film
- « Authentik en français » magazine w/CD & w/online activities - for practice in relation to la famille et la communauté
« Barron’s AP French” practice book w/CD
Week 11
Theme : L’esthétique
Context : Le patrimoine
1. Allons chapitre 25 – Vive la France !
a. Vocabulary – focuses on poetry and moral issues
b. Reading
i. François Villon – L’Épitaphe de Villon ou « Ballade des pendus »
ii. Pierre de Ronsard – Mignonne, allons voir si la rose…
iii. Jean de la Fontaine – Le corbeau et le renard
iv. Paul Verlaine – Il pleure dans mon cœur
v. Article du journal « Le Figaro » - La Réunion, perle de l’humanité
c. Interpersonal speaking – students will take turns playing famous historical people and act as interviewees with modern day interviewer students
d. Presentational speaking – students will research and find a French poem to memorize, recite and explain to the class
e. Interpersonal writing – students will write a blog exchanging ideas on moral and cultural attitudes – one participant will be a current classmate and the other will write from the point of view of their ancestor who first came to the United States looking for a better, more beautiful, life
f. Presentational writing – students will write a poem and create a poster that displays their poem. Follow this link for Week 11
2. Trésors du temps – onzième étape – Le dix-neuvième siècle
a. Reading
i. historical information « Vie et littérature : Le dix-neuvième siècle »
ii. Victor Hugo – Les Misérables : La mort de Gavroche
iii. Arthur Rimbaud – « Le Dormeur du val »
b. Listening – accompanying CD
3. D’accord 3 chapitre 10 – Les richesses naturelles (video w/activities)
a. Listening – video short film « L’homme qui plantait » by Frédéric Back
b. Grammaire
i. past conditional
ii. future perfect
4. Students will reflect on the language study they have completed
a. Students will produce a list of idiomatic expressions that exist in the francophone world
b. Students will produce a list of idiomatic expressions that exist in English
c. Students will create 2 posters (one for each language) so they are better able to compare/contrast the linguistic similarities and differences
« AP French » by Richard Ladd for practice
« Barron’s AP French” practice book w/CD
Please sign below to acknowledge that you have read the information in this syllabus, that you understand all of the requirements for your French class and are ready to begin an exciting semester of learning a second language. Also, please share this information with your parents so that they, too, can understand what you will need to do to be successful in this class.
This sheet is to be returned and will be kept on file.
___________________Date____ ___________________________Date_____
Student’s Signature Parent’s/Guardian’s Signature
____________________________________
Home Phone number
____________________________________ Work Phone number