Amanda Barrilleaux 7th Grade French I 2012-2013

7 th Grade French I

Madame Barrilleaux

Bonjour! My name is Amanda BARRILLEAUX and I am originally from New Orleans, Louisiana, United States. I have taught French, Spanish, English, and English as a Foreign Language in the United States, Europe and Africa. I hold a Master of Arts in History with a specialization in Public History and am currently working on a PhD in Anthropology.

My first two years in Egypt have been amazing and I have the BEST students! I am the faculty advisor for the Key Club, a service organization, and the students at AIS have been very active in community service projects this year. Some of these projects include planting a garden at an Egyptian public school, donating clothes, blankets, vitamins and supplements to the South Sinai Desert Relief Project, hosting a course and becoming certified in first Aid by the American Red Cross, planting gardens at the school in Garbage City, and raising money for the cancer hospital, Resela, and the food bank. This year our theme is Education for All. We have opened 5 little free libraries in South Sinai, sponsored a Read-a-Thon and hosted a guest speaker from the United Nations who addressed the Middle School. The students’ sense of social justice and willingness to help others is inspiring and I could not be more proud of them! We are the first Key Club in Egypt, Africa and the Middle East! Please check out our facebook page for more information.

Contact InformationStudents and parents are encouraged to contact me should a question, comment, or concern arise. My preferred method of contact is via my school email at [email protected] For answers to many questions, please refer to my website at Madamebarrilleaux.wordpress.com. I believe it is essential that teachers students and parents all work together to make sure everyone achieves his or her potential. Both students and parents are free to call me any time before 9pm should you or your child have any questions about assignments.at 01207070986.

Classroom Rules1) Be respectful of others’ time, personal space, and differentiated learning styles.2) Tardiness will be accounted for and discipline will be concordant with the AIS

student handbook and all AISE Middle School policies.a. When the bell rings, you must be in your seat. This classroom and the

time allotted during the period will be used to the fullest. Remember that your decision to waste time negatively affects everyone around you including the teacher, and as such, will not be tolerated.

b. If you are tardy, please come in, sit down, and do not disrupt the class. If you are not asked immediately to give the reason for your tardiness, please wait until the end of class if you feel an explanation must be given.

3) Students are expected to raise their hands to be called upon unless otherwise directed i.e., debate, Socratic discussion, etc...

4) The room will be clean before students depart for their next class.5) Please sharpen pencils before class begins. Sharpening a pencil during class is

distracting for everyone. Please bring two pencils in case the point of one pencil breaks. A dull pencil does not need to be sharpened. Best course of action: bring a small sharpener.

6) The space under the desk is to be used for books and/or materials. It is not, nor will it ever be, a trash can, drink holder, Kleenex/tissue container, drum, etc.

7) The teacher desk(s) is not to be touched by a student at any time unless otherwise directed.

Class MaterialsStudents are required to bring the following materials with them to class:

Textbook (When issued) Binder :3 inch preferred A writing utensil Spiral bound notebook to be kept either in the binder or with the binder at

all times. Loose leaf paper is acceptable but only if it is contained within the binder.

All articles, handouts, or other in-class materials.Policies – to be discussed within grade or subject teamsAll assignments are due on the due date given in class. The acceptance of late assignments will be determined on a case by case basis. Please notify the teacher in advance of any known absences that you may incur during the school year. The student, NOT the teacher, is responsible for his/her make-up work should an absence occur. The due date for all make-up work will be set in accordance with the time allotted all present students to complete the specific assignment.

If, for any reason, you would like to discuss a grade received on an assignment, please schedule an appointment with the teacher at the end of the day. The teacher will NOT discuss grades during class. Human errors will happen and efforts will be made if corrections are necessary.

Assessment

Achieving linguistic fluency and cultural understanding is a long-term endeavor, requiring experiences beyond the classroom setting. Within the scope of the level of study, students will be able to perform with reasonable success in each of the following areas:

Effective Communication

• Students will learn to communicate with others in a language other than English.

• Students will improve their understanding of and ability to communicate in the English language by comparing and contrasting another language with their own.

• contributions have shaped international perspectives.

• Enhanced Cultural Understanding

• Students will develop an awareness of and an appreciation for another people’s unique way of life, the patterns of behavior that order their world, and the ideas and perspectives that guide their behaviors.

Students will learn about other cultures’ contributions to the world and how these

Person-to-Person Communication

The first strand focuses on the communicative skills needed to exchange information in the target language with another person. When demonstrating skills in the person-to-person strand, students demonstrate their ability to initiate, sustain, and close a conversation or an interactive written communication, such as an e-mail exchange.

Listening and Reading for Understanding

The second strand consists of the communicative skills necessary to comprehend speaking and writing in the target language. The student’s level of communicative competence is indicated by the degree of comprehension of spoken or written language, together with interpretation of other visual and auditory cues given by the speaker or writer. This strand differs from the person-to-person strand in that the skills involve understanding one-way communication with no opportunity for clarification through interaction.

Oral and Written Presentation

The third strand centers around the communicative skills needed to present information in the target language orally or in writing to an audience. This set of skills calls for the student to be able to organize thoughts and deliver presentations to a variety of audiences. These skills involve both spontaneous and prepared presentations and, again, differ from the person-to-person strand in that students do not interact with the audience.

Cultural Perspectives, Practices, and Products

Understanding the culture of native speakers of the target language is an integral part of learning any language. Students demonstrate their understanding of the inextricable link between language and culture by developing an understanding of the perspectives or viewpoints, practices or patterns of behavior, and products of the culture(s). In-depth understanding of these elements of culture improves the students’ ability to interact appropriately with native speakers of the language and to function successfully within that cultural setting.

Cultural and Linguistic Comparisons

The process of language learning causes students to reflect on their own culture and

language in a way that increases their understanding of the nature of language in general and of elements of their own language and culture. As students become more knowledgeable about the target language, they increase their skills in their native language by making frequent comparisons between the target language and their own. The insight students develop into their own culture helps them increase their understanding of and openness to people who speak other languages and who may view the world from a different perspective.

Integrated Unit: Making Connections through Language

Topics addressed in the foreign language classroom provide an opportunity for students to connect information about the language and culture(s) they are learning with concepts being studied in other subject areas. In addition, students are able to enhance their knowledge of other subject areas by accessing additional information in the target language. This reciprocal reinforcement and enhancement of curricular concepts increases students’ in-depth understanding of the total curriculum. Students will connect with other disciplines through foreign language study, enabling them to reinforce and expand their understanding of the interrelationships among content areas. Students will access information in more than one language, giving them a greater range of resources and a richer base of knowledge. Increased Global Perspective

Course OutlineFrench, Level IIn level I foreign language courses, students begin to develop communicative competence in the target language and expand their understanding of the culture(s) of the people who speak the language. Communicative competence is divided into three strands:• Speaking and writing as an interactive process in which students learn to communicate

with another speaker of the language • Listening and reading as a receptive process in which students develop comprehension

of the target language Speaking and writing in a presentational context in which students focus on organization of thoughts and awareness of their audience in delivering information.In level I classes, students learn to communicate in real-life contexts about topics that are meaningful to them. To develop students’ communicative competence, emphasis is placed on use of the target language in the classroom and on use of authentic materials to learn about the culture. Rather than isolating grammar in a separate strand, it is integrated into instruction according to the vocabulary and structures needed in the various situations in which students are required to function. Through the language learning process, students develop a greater understanding of the structure of their own language and the unique aspects of their own culture. An important component of learning a modern foreign language is using the language in the real world beyond the classroom setting. This can be accomplished in a number of ways through integration of technology into the classroom, as technology is an important means of accessing authentic information in the

target language and in providing students the opportunity to interact with native speakers of the language. The following is a month by month pacing guide of the class, including all vocabulary lists and worksheets:

septembre Introduction and Revision

Porquoi parler francais? p.2-3

Bonjour la France p.4-5

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Bonjour les Francais p.6-7

Venn Diagram comparing French and Egyptian culture

Bonjour le Monde Francophone p.8-9

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Connexionx p.9

Blank Maps of the world students will color in French speaking countries

Teacher will lecture on why those countries speak French

Bonjour je m’appelle p. 10-11

Practice of classroom commands

octobre- Unite 1 Lecon 1 a) b) c)

Objectives: Students will be able to say hello and good-bye, introduce themselves and say where they are from, introduce friends, family and relatives,count to 100, say how old they are and find out osmeone’s age. Students will also be able to identify and use les signes orthographiques, les lettres muettes, les consonnes finales, la liason, les voyelles nasales. Students will be able to use both the formal and informal you and determine masculine and feminine nationalities.

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Pour Communiquer p.14-15

Notes Culturelles-La Rentree, Les prenoms francais p.15

L’alphabet p.17

Prononciation- Les signes orthographiques p.17

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Les nombres de 0-10 p.17

exercises 1-6 p.16-17

Pour Communiquer p.18-19

Note Culturelle- La Martinique p.19

Francais, francaise p.20

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Les nombres de 10-20 p.21

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Prononciation -les lettres muettes p.21

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Pour commmuniquer p.22-23

Note Culturelle- Salut ou Bonjour? p.23

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Pour Communiquer p.24

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Les nombres 20-60 p.25

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Prononciation- Les consonnes finales p.25


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novembre- Unite 1 Lecon 2 a) b) c) + Unite 2 Lecon 3 a)

Objectives: Students will be able to say hello and good-bye, introduce themselves and say where they are from, introduce friends, family and relatives,count to 100, say how old they are and find out osmeone’s age. Students will also be able to identify and use les signes orthographiques, les lettres muettes, les consonnes finales, la liason, les voyelles nasales. Students will be able to use both the formal and informal you and determine masculine and feminine nationalities.

Copain ou copine? p.26

Un garcon, une fille p.28


Note Culturelle- Amis et copains p.27

Les nombres 60-79 p. 29

Prononciation- la liason p.29



Note Culturelle- La province de Quebec p.31

Le garcon, la fille p.32

Les nombres 80-100 et 1000 p.33

Les voyelles nasales p.33



Note Culturelle- La famille fracaise p.35

mon cousin, ma cousine p.36


Prononciation les voyelles nasales p.37

exercises 1-5 p. 36-37

A Votre Tour! exercises 1-6 p. 38-19

Les Couleurs p. 40-41

PASSPORT PROJECT

Unite 1 Test

Objectives:Students will be able to order snacks and beverages in a cafe, ask about prices and pay for food or drink, use french money, tell time, give the date and the day of the week, talk about the weather, use intonation, l’accent final et la consonne.

Introduction Culturelle- Bon Appetit p.43

Tu as Faim? p.44


Note Culturelle- Les jeunes et la nourriture p.45

un sandwich, une pizza p.46

prononciation -L’intonation p.47


decembre- Unite 2 Lecon 3 b) c) + Unite 2 Lecon 4 a) b) c)

Objectives:Students will be able to order snacks and beverages in a cafe, ask about prices

and pay for food or drink, use french money, tell time, give the date and the day of the week, talk about the weather, use intonation, l’accent final et la consonne.

Au cafe p. 48


Nore Culturelle- le cafe p.49

Prononciation- L’accent final p. 51


ca fait combien? p.52

Note Culturelle- L’argent European p.52


Prononciation- la consonne R p.55


de jour en jour p.56

Pour Communiquer- l’heure p.56

exercises 1-2 p.57


exercises 3-6 p.59

le jour et la date p.60

Pour Communiquer p. 61

exercises 1-3 p.61


La date p.63

exercises 4-6 p.63

le temps- p.64


exercises 1 & 2 p.65

A Votre Tour! exercises 1-6 p.66-67

Unit 2 Test

janvier- Examen semestriel ( Lecons 1-4) + Unite 3 Lecon 5

Objectives:Students will be able to describe some of their daily activities, say what they do and do not like to do, ask and answer questions about where others are and what they are doing, invite friends to do things with them, politely accpt and decline invitations. Students will also be able to use the verb etre and the pronoms sujets, loes questions au reponse affirmative ou negative, la negation, les verbs en -ER le singulier, le pluriel, les present des verbes en -ER forme affirmative ou negative, la construction verbe + l’infinitif, les questions d’information, les expressions interrogatives avec qui, qu’est-ce que? le verbe faire, et expressions avec le verbe faire, l’interrogation avec inversion.

Unite 3 Vocabulaire p.116-117

Mes activites- p.72-73

Vocabulaire- preferences p.74-75


Vocabulaire- Souhaits p. 77

exercises 5-7 p. 77

Vocabulaire- Invitations p.78

Note Culturelles- Le telephone p.79

exercises 8 &9 p.78


fevrier- Unite 3 Lecons 6 & 7

Objectives:Students will be able to describe some of their daily activities, say what they do and do not like to do, ask and answer questions about where others are and what they

are doing, invite friends to do things with them, politely accpt and decline invitations. Students will also be able to use the verb etre and the pronoms sujets, loes questions au reponse affirmative ou negative, la negation, les verbs en -ER le singulier, le pluriel, les present des verbes en -ER forme affirmative ou negative, la construction verbe + l’infinitif, les questions d’information, les expressions interrogatives avec qui, qu’est-ce que? le verbe faire, et expressions avec le verbe faire, l’interrogation avec inversion.


Une invitation p.82

Comprehension p. 82

Note culturelle- Mercredi apres-midi p.83

Le verbe etre et les pronoms sujets p.84

Vocabulaire- Ou? p. 85

exercises 1 -4 p. 85-86

Les questions au reponse affirmative ou negative p. 86

Vocabulaire- expressions pour la conversation p.87


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La negation p.88

exercises 7 & 8 p. 88

Vocabulaire- mots utiles p.89



Une boum p.92

Comprehension p.92

Note Culturelle- Une Boum p.93

Les verbes en -ER le singulier p.94

exercise 1 p.94

Les verbes en -ER p.95

exercise 2-4 p.95-96

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Les verbes en -ER le pluriel p.96

exercises 5-8 p.97

Le present des verbs en -ER form affirmative et forme negative p.98

exercises 9-11 p.99

Vocabulaire- mots utiles p.100

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exercise 12 p. 100


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exercise 13 p.100

La construction verbe + l’infinitif p. 101

exercises 14-15 p.101

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mars- Unite 3 Lecon 8 + Unite 4 Lecon 9

Objectives:Students will be able to describe some of their daily activities, say what they do and do not like to do, ask and answer questions about where others are and what they are doing, invite friends to do things with them, politely accpt and decline invitations.

Students will also be able to use the verb etre and the pronoms sujets, loes questions au reponse affirmative ou negative, la negation, les verbs en -ER le singulier, le pluriel, les present des verbes en -ER forme affirmative ou negative, la construction verbe + l’infinitif, les questions d’information, les expressions interrogatives avec qui, qu’est-ce que? le verbe faire, et expressions avec le verbe faire, l’interrogation avec inversion.


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Un concert de la musique africaine p.104

Comprehension p. 104

Note Culturelle- Le Senegal p.105

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Les questions d’information p.106

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Vocabulaire – expressions interrogatives p.106

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Vocabulaire- Expressions pour la conversation p.107

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Les expressions avec qui p. 108


Qu’est-ce que? p. 109

exercise 8 p.109

Le verbe faire p.110

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Vocabulaire- expressions avec le verbe faire p.110

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l’interrogation avec l’inversion p.111

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exercise 11 p.111

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Tests de Controle exercises 1-6 p. 114-115

Unite 3 Test

Objectives: The students will be able to talk about themselves their personalities and what they look like, describe their friends and how old they are, describe their room, talk about everyday objects that they use or own, describe these objects, color and size. Students will also be able to use the verbe avoir, les nom et les articles masculin,feminin,et pluriel,les adjectifs masculin,feminin,et pluriel, l’article defini dans les phrases negatives, dans le sens genral, et avec les jours de la semaine, la place des adjectifs, la place des adjectifs avant le nom, les couleurs, les expressions impersonnelles avec c’est et il est ou c’est?

Unite 4 Vocabulaire p. 184-185

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Vocabulaire et Culture- les personnes et les objets p.136-137

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Vocabulaire- la description des personnes p.138-139

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exercises 1& 2 p. 139

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Vocabulaire- les objets p. 140

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Vocabulaire- les affaires personnelles p.142

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exercises 5-8 p. 143

Vocabulaire- Ma Chambre p.144

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Vocabulaire- mon ordinateur p.147


avril- Unite 4 Lecons 10



Vive la difference! p. 150

Comprehension p.150

Note Culturelle- Haiti p. 151

Le verbe avoir p. 152

Vocabulaire- expressions avec avoir p. 152


Les noms et les articles: masculin et feminin p.153


Les noms et les articles : le plureil p.155


L’article indefini dans les phrases negatives p. 156



L’usage de l’article defini dans le sens general p. 158


L’usage de l’article defini avec les jours de la semaine p.159


Les articles le and les p.159


mai- Unite 4 Lecons 11 & 12



Le copain de Mireille p162


Note Culturelle- l’amitie et la bade de copains p.163

Les adjectifs masculin et feminin p. 164

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Vocabulaire- La description p. 165

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Les adjectifs: le pluriel p. 166

exercise 5 p.166

Vocabulaire- Les adjectifs de nationalite p.167

Vocabulaire- expressions pour la conversation p167

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la place des adjectifs p.168

Les consonnes finales p.169


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La voiture de Roger p.172


Note Culturelle- Les francais et la voiture p. 173

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les couleurs p. 174

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La place des adjectifs avant le nom p.175

Vocabulaire- les adjectifs qui precedent le nom p.175

exercise 4 p.176


exercise 5 p.176

Il est ou c’est? p. 177

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exercise 6 p. 177

Les expressions impersonnelles avec c’est p.178

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Vocabulaire- opinions p. 178

exercises 7 & 8 p. 178-179

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Tests de Controle exercises 1-5 p.182-183

Unite 4 Test

juin- Revisions + Examen semestriel ( lecons 1 a 12)

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Virginia Standards of Learning for 6 th -8 th Grade French

http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/complete/stds_foreignlanguage.pdf

In ClosingIt should be your goal, as you enter into Middle School at AIS Egypt, to put forth your best effort in every subject. Education is a partnership between teachers and students. We both work for the same goal – success.

Documents

Amanda Barrilleaux 7th Grade French I 2012-2013