Web viewFrench 4 – 0701350. French 5 – 0701360. ... Vocabulaire: Mots 2. ... In the past I have also had students write Closed Word Sort items for specific sections

Draft 2014-2015Collier County Public Schools

World Language Curriculum Map Grades 8-12

French 1 – 0701320French 2 – 0701330French 3 – 0701340French 4 – 0701350French 5 – 0701360

AP French Language – 0701380

Bon Voyage! by Glencoe, is the adopted series for French 1 - 3.Bonne Continuation by Pearson publishing is the adopted text for French 4.Tresors Du Temps – Glencoe along with Amsco: French 4 Years have been adopted for French 5.

Advanced Placement French, Preparing for the Language Exam along with Listening Comprehension Skills: A Longman Guide to the French Achievement Test, both by Pearson Publishing, have been adopted for AP French Language.Prepared for CCPS by Daniel E Johnson, Master of Arts, French and Francophone Literature, University of California at Los Angeles

French II 0701330 Timeline Essential

Questions (Theme)

Learning GoalsGrammar and Structure)

Vocabulary Practice, Resources & BYOD Standards Recommended Assessment

Quarter 1Week1-3

What do you remember from French 1?

1. Review present tense of ER verbs

2. Review present tense of RE verbs

3. Review present tense of IR verbs

4. Review present tense of common irregular verbs

5. Review regular passé compose

6. Review passé composé with irregular past participles

7. Review passé compose with être auxiliary

8. Review passé composé with reflexive verbs

9. Review passé composé with reciprocal verbs

10. Review construction of imparfait

11. Review use of passé composé versus imparfait

12. Review savoir versus connatre

13. Review pronouns: me, te, nous, vous, le, la, les, lui, leur, y, en

14. Review souffrir, ouvrir, offrir in present and past

15. Review the imperative construction and uses

16. Review venir in present and past

17. Review preposition use with geographical locations

18. Review relative pronouns qui & que

19. Review personne ne and rien ne

Review basic vocab: Asking for and

stating your name Asking for and

stating your age Asking for and

stating your nationality

Asking for and stating your place of origin

Asking for and stating your age

Asking for and stating the date

Asking for and stating the time

Asking about and stating the weather

Asking about and stating one’s interests and preferences

Review vocabulary regarding: Les loisirs culturels

Review vocabulary regarding: La santé et la medicine

Review vocabulary regarding: Les telecommunications

Textbook• Revision A-F page R1-R57• Chapter 1 Assessment and FCAT Practice page 28-29B• Chapter 2 Assessment and FCAT Practice page 60-61B• Chapter 3 Assessment and FCAT Practice page 92-93B• Chapter 4 Assessment and FCAT Practice page 126-127B• Chapter 5 Assessment and FCAT Practice page 168-169B• Revision 1-4 page 130-135

Workbook• Révision A-F page R1-R38• Self-Test 1-4 page 45-50

BYOD Resources

See all Resources on French 1 Curriculum Map.

www.quia.com/shared/french

Also search for Bon Voyage Level 2 under “textbook” and then look for “révision” activities, especially for sections A-D

(All French 1 Florida Next Generation Standards may apply and additionally)

WL.K12.NH.7.1WL.K12.NH.7.2WL.K12.NH.8.1

Florida TeacherWorks CD-ROM• Révision A –F Reading and Writing Test• Révision A-F Listening Test• Révision A-F Speaking Test• UNIT TEST 1-4 Reading and Writing Test• UNIT TEST 1-4 Listening Test• UNIT TEST 1-4 Speaking Test

Teacher generated assessments

ExamView generated assessments

2

http://www.quia.com/shared/french

3

4

Timeline Essential Questions (Theme)

Learning Goals (Grammar and Structure)

Vocabulary Practice Activities and ResourcesBYOD Resources

Standards Recommended Assessment

Quarter 1Week 4-5

Quarter 1Week 5-6

“L’Aéroport et l’Avion

How do the French talk about traveling, airports and airplanes?

How do the French ask “which one” and then answer with “every [one]”?

What would it be like to take a class trip to France?

To become familiar with simple vocabulary of travel, airplanes and airports

To become familiar with the conjugation of regular –ir verbs

To learn how to make the expressions “quel” and “tout” agree with nouns they modify

To learn the conjugations of irregular verbs sortir, partir, servir and dormir

un aéroport une aérogare un avion un hall un comptoir une compagnie

aérienne un passage un bagage à main une valise un billet un passeport le numéro du vol une porte

d'embarquement une carte

d'embarquement un siège une place côté

couloir/côte fenêtre un départ/ arrivée une piste le contrôle de

sécurité un vol intérieur international non-fumeurs à destination de en provenance de une annonce un pays/une ville à bord la cabine une ceinture de

sécurité un coffre à bagages un plateau une carte de

débarquement un agent le personnel de bord un pilote/steward une hôtesse de l'air voyager faire un voyage faire une annonce finir choisir remplir atterrir partir/sortir dormir servir passer par verifier décoller attacher ramasser être à l'heure

Textbook Review:

Vocabulaire: Mots 1Pages 260-261


Structure:

Les verbes en –ir au present Page 268

Quel et Tout Page 270

Les verbes sortir, partir, dormir et servir Page272

Lectures Culturelles Pages 278-279On va en France

Lecture Supplémentaire, P 280(Great cross-curricula on crossing time zones I added problems such as ‘If a planes leaves NYC at 7 pm local and it takes 8 hours to fly to Paris, what time will it be locally when it lands ? What about the same plane leaving CDG at 8 am the next day. When will it land in NYC locally ? What if it were to continue on for 4 hours more and land at LAX?)

Passport to Success Notebook:• Note-taking and Study Strategies• Reading Strategies• FCAT Practice

Audio/Visual Resources

Vocabulary Transparencies 1.2-1.5Audio CD 2Vocabulary PuzzleMakerInteractive ConversationsPronunciation Transparency P 1Bon Voyage! Video, Episode 1Video Activities, Chapter 1Mindjogger Videoquiz

BYOD Resources:Games:www.quia.com/shared/french

Flashcardshttp://quizlet.com/31836215/bon-voyage-level-1-chapter-8-vocab-flash-cards/

WL.K12.IL.1.4WL.K12.IL.1.6WL.K12.IL.2.4WL.K12.IL.3.1WL.K12.IL.3.5WL.K12.IL.3.2WL.K12.IL.4.1WL.K12.IL.4.3WL.K12.IL.5.1WL.K12.IL.1.1WL.K12.IL.5.2WL.K12.IL.4.2WL.K12.IM.2.2WL.K12.IM.6.4WL.K12.IL.6.4WL.K12.IL.7.1WL.K12.IL.8.3WL.K12.IM.6.3.WL.K12.IM.8.1

Assessment component can be accessed through ExamView Assessment Suite (Test Generator, Test Player and Test Manager), or through:• Vocabulary and Structure quizzes p• Chapter tests pp.286-287• Situation Cards Chapter 1

Differential Assessment:http://www.glencoe.com/qe/qe22.php?qi=501

Teacher generated assessment

http://www.glencoe.com/qe/qe22.php?qi=501

http://quizlet.com/31836215/bon-voyage-level-1-chapter-8-vocab-flash-cards/


5

Timeline Essential Questions (Theme)

Learning Goals(Grammar and Structure)

Vocabulary Practice, Resources &BYOD


Quarter 1Week 7-8

Quarter 1-2Week 8-9

“La Gare et le Train”

How do the French talk about traveling, trains and train stations?

How do the French point out “this one” or “that one”?

What are the main (irregular) verbs of communication and how are they conjugated?

Where are Bamako and Dakar and what would it be like to take a train from one city to the other?

To become familiar with simple vocabulary of travel, trains and train stations

To become familiar with the conjugation of regular –re verbs

To learn to use demonstrative adjectives

To learn the conjugations of irregular verbs dire, écrire and lire

une gare un train un quai une voie la correspondance un horaire un guichet un billet un aller simple un aller (et) retour en première/

seconde un chariot un kiosque un journal un magazine une carte (postale) une salle d'attente un buffet faire la queue attendre descendre vendre monter (en voiture) composter partir changer (de) rater une voiture un wagon assis(e)/debout un voyageur une voyageuse contrôler les billets lire/ dire/ écrire un contrôleur un snack-bar répondre un arrêt au prochain arrêt arriver à + infinitive être en avance/

retard perdre patience la plupart quelques depuis

Textbook Review:



Structure:

Les verbes en –re au present Page 300

Les adjectifs démonstratifs Page 303

Les verbes dire, lire and écrire Page 306-307

Lectures Culturelles Pages 310-311Un voyage intéressant

Passport to Success Notebook:• Note-taking and Study Strategies• Reading Strategies• FCAT Practice

Audio/Visual Resources(same as for chapter 8 above)

BYOD Resources:http://quizlet.com/30055514/bon-voyage-level-1-chapitre-9-flash-cards/

Games:www.quia.com/shared/french

Powerpoint of vocabularyhttp://www.youtube.com/watch?v=qRq2bAGWDsA

Video of Gare de Lyon http://www.youtube.com/watch?v=wt5t0UMaVWs

Official website of SNCF. Kids could plan a trip to several different cities they have learned about and then estimate the costhttp://en.voyages-sncf.com/en/

WL.K12.IL.1.1WL.K12.IL.5.2WL.K12.IL.4.2WL.K12.IM.2.2WL.K12.IM.6.4WL.K12.IL.6.4WL.K12.IL.7.1WL.K12.IL.8.3WL.K12.IM.6.3.WL.K12.IM.8.1WL.K12.IM.3.3WL.K12.IM.4.6WL.K12.IL.3.8WL.K12.IL.1.2WL.K12.IL.1.4WL.K12.IL.1.6WL.K12.IL.2.4WL.K12.IL.3.1WL.K12.IL.3.5WL.K12.IL.3.2WL.K12.IL.4.1WL.K12.IL.4.3WL.K12.IL.5.1

Assessment component can be accessed through ExamView Assessment Suite (Test Generator, Test Player and Test Manager), or through:• Vocabulary and Structure quizzes p• Chapter tests pp.318-319• Situation Cards Chapter 1

Differential Assessment:




http://en.voyages-sncf.com/en/

http://www.youtube.com/watch?v=wt5t0UMaVWs

http://www.youtube.com/watch?v=qRq2bAGWDsA


http://quizlet.com/30055514/bon-voyage-level-1-chapitre-9-flash-cards/

http://quizlet.com/30055514/bon-voyage-level-1-chapitre-9-flash-cards/

http://www.youtube.com/watch?v=Au4Nu0-mnNU

http://www.youtube.com/watch?v=Sh57D6uDoME

6

Timeline Essential question (Theme)

Learning Goals (Grammar & Structure)

Vocabulary Practice Activities & ResourcesBYOD Resources

Florida Next Generation

World Language Standards

Recommended Assessment

Quarter 2Week 10-11

Quarter 2Week11-12

Les Sports

How do the French Talk about team sports and other physical activities?

How do the French describe past actions and events?

How do the French ask people “what” questions?

Which sports are popular in Quebec and in French West Africa?

To become familiar with simple vocabulary of popular team sports

To recall the helping verb avoir and learn the part participles of irregular verbs: Le passé compose des verbes réguliers

To learn the different forms of what and when they are used: Qui, Qu’est-ce que, quoi

To learn the irregular verbs boire, voir, et recevoir and how they are also similarly conjugated

Describing a sports event:

un stade des gradins (m. pl.) un spectateur une spectatrice un terrain une piste un match un joueur/joueuse une équipe le camp (adverse) un arbitre un penalty le score un(e) gagnant(e) une coupe jouer (à) lancer servir envoyer renvoyer passer/recevoir égaliser gagner/perdre siffler beaucoup de monde comble/plein contre

Describing a soccer game:

le foot(ball) un ballon marquer un but un gardien de but un coup de pied/ tête un but bloquer/arrêter

Describing a basketball game:

le basket(-ball) le panier un demi-cercle dribbler réussir un beau panier

Describing a volleyball game:

le volley(-ball) un filet le sol

Describing a bicycle race:

un vélo

Textbook Review:

Vocabulaire: Mots 1

Le foot(ball) pp. 324-327 Audio Activities TE pp . 122-124 Workbook p. 95 Quiz 1 p. 51

Vocabulaire: Mots 2

D’autres sports d’équipe pp. 328-331 Audio Activities TE pp. 124-126 Workbook p. 96 Quiz 2 p.52

Structure:

Le passé compose des verbes réguliers pp. 332-334

Qui, qu’est-ce que, quoi pp. 335-336

Les verbes boire, devoir et recevoir pp. 337-339

Audio Activities TE pp. 127-128 Workbook pp. 97-101 Quizzes 3-5 pp. 53-55

Conversation:

On a gagné p. 340 Audio Activities TE p. 129

Prononciation:

Liason et élision p. 341 Audio activities p. 130

Lectures Culturelles:

Le hockey et le basketball pp. 342-343

Le Tour de France pp. 344-345 Audio Activities TE pp. 130-131 Tests pp. 142, 145, 146

Connexions:

L’anatomie pp. 346-347 Tests p.146

C’est à vous: pp. 348-349

Assessment: pp. 350-351

Audio/Visual Resources

WL.K12.IL.1.4WL.K12.IL.1.6WL.K12.IL.2.4WL.K12.IL.3.1WL.K12.IL.3.5WL.K12.IL.3.2WL.K12.IL.4.1WL.K12.IL.4.3WL.K12.IL.5.1WL.K12.IM.3.3WL.K12.IM.4.6WL.K12.IL.3.8WL.K12.IL.1.4WL.K12.IL.1.2WL.K12.IL.5.1WL.K12.IL.1.1WL.K12.IL.5.2WL.K12.IL.4.2WL.K12.IM.2.2WL.K12.IM.6.4WL.K12.IL.6.4WL.K12.IL.7.2 WL.K12.IL.8.3WL.K12.IM.6.3.WL.K12.IM.8.1WL.K12.IM.8.2WL.K12.IL.5.4WL.K12.IL.6.1

Assessment component can be accessed through ExamView Assessment Suite (Test Generator, Test Player and Test Manager), or through:

Chapter tests pp. 350-351 Situation Cards Chapter 10





French II 0701330 – Bon Voyage 1 – Glencoe (Chapter 11)



Vocabulary Practice Activities, ResourcesBYOD

StandardsRecommended Assessment

Quarter 2

Week 13-14

Quarter 2Week14-15

L’été et l’hiver

How do the French describe summer and winter weather and talk about seasonal activities and sports?

How do the French describe the past when using an irregular verb?

How do the French saying “nothing” “nobody” or “never”?

When does the auxiliary verb change to être in the passé compose?

To become familiar with simple vocabulary of summer and winter recreational activities

To learn and memorize all the irregular past participles of known, high frequency verbs

To learn more negations beyond just “not”: Les mots negatives

Le passé composé avec être

Going to the beach:

Une station balnéaire

Au bord de la mer La mer Une plage Une vague Des lunettes (f. pl.)

de soleil De la crème solaire un maillot de bain une serviette

Describing a summer activities:

nager/plonger prendre un bain de

soleil bronzer attraper un coup

de soleil faire du surf faire du ski

nautique faire de la planche

à voile faire une

promenade la natation une leçon de

natation un moniteur/une

monitrice une piscine un surfeur, une

surfeuse

Going to a ski resort:

une station de sports d’hiver

une montagne un sommet un skieur, une

skieuse

Textbook Review:

Vocabulaire: Mots 1

À la plage p. 356

Des activités d’été p. 357

Le printemps p. 357

L’été pp. 357-359 Audio Activities TE pp . 133-135 Workbook pp. 105-106 Quiz 1 p. 57

Vocabulaire: Mots 2

Une station de sports d’hiver pp. 360-361

L’automne p. 361

L’hiver pp. 361-363 Audio Activities TE pp. 135-137 Workbook p. 107-108 Quiz 2 p.58

Structure:

Le passé compose des verbes irréguliers pp.364-366

Les mots négatifs pp. 367-368

Le passé composé avec être pp. 369-371 Audio Activities TE pp. 138-139 Workbook pp. 109-111 Quizzes 3-5 pp. 59-61

Conversation:

À la plage p. 372 Audio Activities TE pp. 139-140

Prononciation:

WL.K12.IL.1.4WL.K12.IL.1.6WL.K12.IL.2.4WL.K12.IL.3.1WL.K12.IL.3.5WL.K12.IL.3.2WL.K12.IL.4.1WL.K12.IL.4.3WL.K12.IL.5.1WL.K12.IM.3.5WL.K12.IM.3.3WL.K12.IM.4.6WL.K12.IL.1.4WL.K12.IL.1.2WL.K12.IL.5.1WL.K12.IL.1.1WL.K12.IL.5.2WL.K12.IL.4.2WL.K12.IM.2.2WL.K12.IM.6.4WL.K12.IL.6.4WL.K12.IL.6.1WL.K12.IL.7.1WL.K12.IM.6.3.WL.K12.IL.8.1


Vocabulary and Structure quizzes pp. 57-61

Performance Assessment, Task 11 Chapter tests pp. 382-383 Situation Cards Chapter 11



7

http://www.letour.fr/us/

http://www.lequipe.fr/


http://www.youtube.com/watch?v=8QXbMPJnnqg

http://quizlet.com/40881889/bon-voyage-level-1-chapter-10-flash-cards/


un(e) débutant(e) un télésiège une piste une bosse le ski alpin/de fond un ski une chaussure de

ski un bâton une patinoire la glace le patin à glace un patin un gant un bonnet une écharpe un anorak

Describing winter activities:

faire du ski monter en

télésiège descendre une

piste tomber faire du patin à

glace

Describing weather and seasons:

le temps le printemps l’été (m.)l’automne

(m.) l’hiver (m) Il fait quel temps…?

au printempsen été/automneen hiver

Il fait beau/ mauvais.

Il fait chaud/ froid. Il fait frais. Il fait du soleil. Il pleut/Il neige. Il gèle. le vent le ciel/ soleil

un nuage

Le son /y/ p. 373 Audio activities pp. 140-141


Un petit voyage au Canada pp. 374-375

Connexions:

La peinture pp. 378-379 Tests p.161

C’est à vous: pp. 380-381

Assessment: pp. 382-383

Audio/Visual ResourcesSame as for Chapter 8 above

BYOD Resources :

www.quia.com/shared/french

Flashcards

http://quizlet.com/44229908/bon-voyage-1-chapter-11-mots-2-flash-cards/

Powerpoint with Supplementary vocabulary

http://www.youtube.com/watch?v=DnCNKMBO47M

Games: Official Site of Carnaval in Quebec

http://carnaval.qc.ca/en/

Weather gamehttp://www.languagesonline.org.uk/Hotpotatoes/Index.htm

8

http://www.languagesonline.org.uk/Hotpotatoes/Index.htm


http://carnaval.qc.ca/en/

http://www.youtube.com/watch?v=DnCNKMBO47M




Other useful words and expressions:

passer la journée faire attention apporter rester longtemps de temps en temps tout le temps

9



Learning Goals(Grammar & Structure)



Quarter 3Week 18-19

Quarter 3

Week20-21

La routine quotidienne

How do the French describe their personal grooming habitsand daily routines?

What is a “reflexive verb” and how do you conjugate one in French?

What is modern family life like in France and who are the maghrébins?

To become familiar with simple vocabulary of hygiene and daily routines

To learn the difference between subject and object pronouns and how to match them up

Les verbes réfléchis au passé composé

Doing daily activities:

la routine prendre un

bain/une douche

se réveiller se lever se laver se brosser se raser se maquiller se peigner s’habiller s’amuser se dépêcher se coucher

Identifying grooming articles:

du savon un gant de

toilette du shampooing une brosse à

dents du dentifrice une glace un rasoir un peigne une brosse

Identifying more parts of the body:

la figure les cheveux (m.

pl.) les dents (f. pl.)

Identifying household appliances:

un évier

Textbook Review:

Vocabulaire: Mots 1

La routine pp. 400-403 Audio Activities TE pp . 144-146 Workbook pp. 119-120 Quiz 1 p. 63

Vocabulaire: Mots 2

Chez les Moulin pp. 404-407 Audio Activities TE pp. 146-147 Workbook p. 121 Quiz 2 p.64

Structure:

Les verbes réfléchis au présent pp. 408-412

Les verbes réfléchis au passé composé pp. 413-415 Audio Activities TE pp. 148-151 Workbook pp. 122-125 Quizzes 3-5 pp. 65-67

Conversation:

Quelle interro? P. 416 Audio Activities TE pp. 151-152

Prononciation:

Les sons /s/ et /z/ p.417 Audio activities pp. 152-153


La famille Ben Amar pp. 418-419

Le petit déjeuner pp. 420-421 Audio Activities TE pp. 154-155 Tests pp. 180, 183, 184

Connexions:

Assessment: 424-425

WL.K12.IL.1.6WL.K12.IL.2.4WL.K12.IL.3.1WL.K12.IL.3.5WL.K12.IL.3.2WL.K12.IL.4.1WL.K12.IL.4.3WL.K12.IL.5.1WL.K12.IL.1.4WL.K12.IL.1.2WL.K12.IL.5.1WL.K12.IL.1.1WL.K12.IL.5.2WL.K12.IL.4.2WL.K12.IM.2.2WL.K12.IL.6.2WL.K12.IM.7.1WL.K12.IM.8.2WL.K12.IL.5.4



Performance Assessment, Task 12

Chapter tests pp. 177-190

Situation Cards Chapter 12

Differential Assessment:



10



un lave-vaisselle

un Frigidaire, un réfrigérateur

une télé(vision) une

télécommande un

magnétoscope

Describing home activities:

mettre la table débarrasser la

table faire la vaisselle faire ses

devoirs mettre la

télévision allumer éteindre enregistrer zapper changer de

chaîne une émission une publicité une chaîne


s’appeler tôt/tard d’abord/ ensuite enfin tout de suite

Passport to Success Notebook: Note-taking and Study Strategies Reading Strategies FCAT Practice

Audio/Visual ResourcesSame as for Chapter 8

BYOD Resources :

There are no Quizlet flashcards for this as of 06/16/2014. Have students create a set?

French Daily Routine Song (amusing)http://www.youtube.com/watch?v=1s0Zh4fzjLI

Gameswww.quia.com/shared/french

Have students find list of additional reflexive verbs, make a conjugation table for a couple of them and then create and “Historiette” that practices the vocabulary

How to make couscoushttp://www.youtube.com/watch?v=6bip_pMYL0E

11

http://www.youtube.com/watch?v=6bip_pMYL0E


http://www.youtube.com/watch?v=1s0Zh4fzjLI






Quarter 3Week22-23

Quarter 3Week24-25

Les loisirs culturels

How do the French describe movies, plays, and museums?

How could you have two verbs that both mean “to know”?

How do the French tell what happens to you, them or someone else?

What are the main museums in Paris and what do they generally have in their collections?

To become familiar with simple vocabulary of cultural activities

To learn how to conjugate the two verbs “to know”: savoir et connaîte

To learn all the direct object pronouns that exist en langue françoise

To become a Parisian “culture vulture”, recognize that expression as British in origin and “savoir” what the French think of the British

Discussing a movie:

un cinéma une salle de cinéma un guichet une place une séance un écran un film

comique/policier/d’horreur/

de science fiction/ d’aventures/d’amour

un documentaire un dessin animé étranger en V.O./doublé avec des sous-titres jouer un film louer une vidéo (DVD)

Describing a play:

un théâtre une pièce un acteur/actrice un chanteur/chanteuse un danseur/danseuse une scène un acte un entracte une tragédie/comédie un drame monter une pièce chanter/danser

Describing a museum visit:

un musée une exposition un tableau une sculpture une statue une oeuvre une peinture

Textbook Review:

Vocabulaire: Mots 1

Au cinéma pp. 432-433

Au théâtre pp. 433-435 Audio Activities TE pp . 157-158 Workbook pp. 129-130 Quiz 1 p. 69

Vocabulaire: Mots 2

Au musée pp. 436-439

Structure:

Les verbes savoir et connaîte pp. 440-441

Les pronoms me, te, nous, vous pp. 442-443

Les pronoms le, la, les pp. 444-447 Audio Activities TE pp. 160-162 Workbook pp. 133-135 Quizzes 3-5 pp. 71-73

Conversation:


Les loisirs culturels en France pp. 450-451

Connexions:

Assessment: 458-459

Passport to Success Notebook: Note-taking and Study Strategies Reading Strategies FCAT Practice

Technology ResourcesSame as for chapter 8

WL.K12.IM.3.5WL.K12.IM.3.3WL.K12.IM.4.6WL.K12.IL.1.4WL.K12.IL.1.6WL.K12.IL.2.4WL.K12.IL.3.1WL.K12.IL.3.5WL.K12.IL.3.2WL.K12.IL.4.1WL.K12.IL.4.3WL.K12.IL.5.1WL.K12.IL.4.5WL.K12.IL.5.1WL.K12.IL.1.1WL.K12.IL.5.2WL.K12.IL.4.2WL.K12.IM.2.2WL.K12.IL.6.2WL.K12.IL.6.4WL.K12.IL.6.1WL.K12.IM.7.1WL.K12.IM.8.3WL.K12.IL.7.1WL.K12.IM.6.3WL.K12.IM.8.2






12


un(e) peintre un sculpteur (m. et f.)


connaître savoir ouvert/fermé célèbre/connu sauf ça (m’)est égal

BYOD: Resources :

The Louvrehttp://www.louvre.fr/

Other museums/movie listingshttp://www.paris-paris-paris.com/http://en.parisinfo.com/ La comédie Française official site with current offeringshttp://comedie-francaise.fr/

Flashcards:http://quizlet.com/42363837/bon-voyage-level-1-chapter-13-flash-cards/


At this point in the school year a research project can provide a positive intellectual spark to the students. Perhaps a slideshow on a painter or a museum? Perhaps students download a list of addition reflexive verbs from the Internet, create verb tables for a few of their choosing, and then write an historiette-style activity to go with their verbs? Perhaps they create a travel brochure for a winter or summer sports’ resort destination in the francophone world? (There is a Florida Next Generation World Language Standard that mentions this specifically)

Le Petit Prince in French with English and Spanish subtitles http://www.youtube.com/watch?v=4mVBaKd45jk also see “Chez Mimi” Discovery Education series on Youtube for amusing webcast style shows. “En Famille” is a good episode. WL.K12.IM.6.3 WL.K12.IM.5.5

WL.K12.IM.5.1 WL.K12.IM.4.4 WL.K12.IM.3.7

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http://www.youtube.com/watch?v=4mVBaKd45jk




http://comedie-francaise.fr/

http://en.parisinfo.com/

http://www.paris-paris-paris.com/

http://www.louvre.fr/



Learning Goals (Grammar &

Structure)



Quarter 3Week26-27

Quarter4Week28-29

La santé et la médecine

How do the French describe a minor illness to a doctor or pick up a prescription?

What is an “indirect object pronoun” and when is it used?

How do you say “some” in French?

What is ‘SOS Médecins’ and who pays for health care in France?

To become familiar with simple vocabulary of health and wellness

To learn how and when « lui » and « leur » are used

To learn how and when « en » is used

To learn what the imperative mode is and how you should (not) use it in French

Describing minor health problems:

la santéen bonne santéen mauvaise santé

une infection un frisson la grippe/un rhume une angine une sinusite aiguë une allérgie un mouchoir un kleenex se sentir bien/mal être enrhumé tousser/éternuer avoir mal à la tête/au

ventre/aux oreilles/à la gorge

avoir de la fièvre/le nez qui coule/les yeux qui piquent/la gorge qui gratte

malade viral(e) bactérien(ne) allergique

Speaking with the doctor:

le médecin le/la malade un diagnostic une ordonnance souffrir ouvrir examiner ausculter respire prescrire

Identifying more parts of the body:

la tête

Textbook Review:

Vocabulaire: Mots 1

On est malade pp. 464-467

Vocabulaire: Mots 2

Chez le médecin pp. 468-469À la pharmacie pp. 469-471

Structure:

Les pronoms lui, leur pp. 472-473

Les verbes souffrir et ouvrir p. 474

L’impératif pp. 475-477

Le pronom en pp. 478-479


Une consultation pp. 482-483

Culture et santé p. 484

Connexions:

Assessment: 490-491

Technology ResourcesSame as for Chapter 8

BYOD Resources :

Click on the following link for French online activities:Flashcardshttp://quizlet.com/41344442/bon-voyage-level-1-chapter-14-vocab-flash-cards/



WL.K12.IL.1.4WL.K12.IL.1.6WL.K12.IL.2.4WL.K12.IL.3.1WL.K12.IL.3.5WL.K12.IL.3.2WL.K12.IL.4.1WL.K12.IL.4.3WL.K12.IL.5.1WL.K12.IL.3.5WL.K12.IL.3.3WL.K12.IM.4.6WL.K12.IL.1.2WL.K12.IL.4.4WL.K12.IL.1.1WL.K12.IL.5.2WL.K12.IM.2.2WL.K12.IL.6.2WL.K12.IM.8.3WL.K12.IL.7.1WL.K12.IM.8.2WL.K12.IL.8.1WL.K12.IL.6.1






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un oeil, des yeux le nez la bouche une Oreille la gorge le ventre

Speaking with a pharmacist:

un(e) pharmacien(ne)

une pharmacie un médicament un comprimé un antibiotique un sirop de la pénicilline de l’aspirine (f.) avaler


À tes souhaits! Qu’est-ce qu’il a? le/la pauvre à fond

Supplementary Vocabularyhttp://www.youtube.com/watch?v=AzSnup36ZWA

SOS Medecins official site. Hand out cards describing an ailment. Students go on SOS and seek carehttp://www.sosmedecins.fr/

15

http://www.sosmedecins.fr/

http://www.youtube.com/watch?v=AzSnup36ZWA


Timeline Theme Grammar & Structure Vocabulary Practice Activities & ResourcesBYOD Resources

Skills& Benchmarks Recommended Assessment

Quarter4Week30-31

Quarter4Week32-33

Les Télécommunications

How do the French talk about computers, e-mail the Internet, faxes, and telephones?

How do the French denote the difference between habitual and continuous actions in the past?

What are some of the most basic changes in technology and telecommunications between 1980 and 2005? (Why do the computers in the book look so funny?)

To become familiar with simple vocabulary of technological devices

To learn what the L’imparfait is and when to use it

Describing a computer:

un ordinateur un clavier un écran une disquette un lecteur une souris une imprimante un CD-ROM un logiciel

Using a computer:

allumer mettre une disquette taper cliquer envoyer

un e-mailun mailun textedes données (f. pl.)

sauvegarder retirer éteindre

Sending a fax:

appuyer (sur) envoyer, transmettre un télécopieur, un fax une télécopie, un fax un document face écrite

visible/face écrite non-visible

une touché

Describing a telephone:

un téléphone à touches/publique

un répondeur automatique

une fente un portable

Textbook Review:

Vocabulaire: Mots 1

L’ordinateur pp. 66-67

Le télécopieur, le fax pp. 67-69 Audio Activities TE pp . 23-25 Workbook pp. 21-22 Quiz 1 p. 13

Vocabulaire: Mots 2

Le téléphone pp. 70-73 Audio Activities TE pp. 25-27 Workbook p. 23-24 Quiz 2 p.14

Structure:

L’imparfait pp. 74-77

Les emplois de l’imparfait pp. 78-81

Audio activities TE pp. 28-29 Workbook pp. 25-28 Quizzes 3-4 pp. 15-16

Conversation:

Des devoirs difficiles pp. 82-83 Audio Activities TE pp. 29-30


Le téléphone d’hier et d’aujourd’hui pp. 84-85

La télécarte p. 86

Les communications avant et maintenant p. 87

Audio Activities TE pp. 30-31 Tests pp. 31, 35

Connexions:

WL.K12.IM.3.3WL.K12.IL.3.8WL.K12.IL.4.4WL.K12.IL.5.1WL.K12.IL.1.1WL.K12.IL.1.4WL.K12.IL.1.6WL.K12.IL.2.4WL.K12.IL.3.1WL.K12.IL.3.5WL.K12.IL.3.2WL.K12.IL.4.1WL.K12.IL.4.3WL.K12.IL.5.1WL.K12.IL.4.2WL.K12.IM.2.2WL.K12.IL.5.2WL.K12.IL.7.1WL.K12.IL.8.1



Performance Assessment, Task 3

Chapter tests pp. 29-42 Situation Cards Chapter 3

Differential Assessment:http://glencoe.mcgraw-hill.com/sites/0078656605/student_view0/chapter3/self-check_quizzes.html


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http://glencoe.mcgraw-hill.com/sites/0078656605/student_view0/chapter3/self-check_quizzes.html



une cabine téléphonique

Giving a telephone number

un annuaire le numéro l’indicatif du pays (m.) un indicatif régional le bon/mauvais

numéro/une erreur

Making a telephone call:

téléphoner à faire un appel

téléphonique donner un coup de fil décrocher composer le numéro faire le numéro sonner raccrocher rappeler une télécarte une pièce de monnaie la tonalité occupé


Allô? C’est de la part de qui? Ne quittez pas. Ce n’est pas grave. désolé(e) se servir de aider

Assessment: 92-93

Audio/Visual Resources(same as for Chapter 8)

BYOD Resources :

Click on the following link for French online activities:www.quia.com/shared/french

Flashcardshttp://quizlet.com/33135732/bon-voyage-level-2-chapter-3-flash-cards/

Additional Vocabulary (More updated)http://www.youtube.com/watch?v=Ch7Ue05JPDUGoogle search “Telephone cards in France”. (Students make Powerpoint with their favorite télécartes, what they say from French to English if they have writing on them, when used, etc)

http://www.info-collection.fr/telecarte-france-telecom.html

http://alvaroos-collections.blogspot.com/2012/01/600-french-phone-cards-for-swap-1.html

Quarter 4 Weeks 34-35 Students can work in groups, be given a specific section of the book, for example Chapter X Mots 1-2 or Chapter Y Structure and then write Jeopardy or Mindjogger-style questions for that section. The whole class can then play the game, using the questions everyone has written and divided up into teams or whatever works best. In the past I have also had students write Closed Word Sort items for specific sections. By this I mean write four words from a given section, one of which does not go with the others. Example pomme, orange, banane, poisson. Groups or teams then have to look at each other’s sorts and determine which words don’t fit. I also know a Spanish teacher, Madame Foreign Language Department Chairperson Emeritus of Lely High School, Linda Jones, who has students work in groups of three to four and write original, 5-10 minute skits on a relevant topic. Of course Bon Voyage has a number of prompts which would aid in this. Her skit-writing project typically takes 1 week to

17






http://www.youtube.com/watch?v=Ch7Ue05JPDU

http://www.youtube.com/watch?v=Ch7Ue05JPDU




write and then 1 additional week for the students to perform. I know it to be an effective strategy and to cover many, many high level standards, thinking skills, etc. Many lower level standards covered, depending on activity. In addition: WL.K12.IM.5.5 WL.K12.IM.5.1 WL.K12.IM.4.4

WL.K12.IM.3.7

Quarter 4 Weeks 36-37 Final Exam Review and Assessment

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Documents

Web viewFrench 4 – 0701350. French 5 – 0701360. ... Vocabulaire: Mots 2. ... In the past I have also had students write Closed Word Sort items for specific sections