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LCPS
French VH/AP Curriculum A World Languages and Cultures
LCPS
2013-2014
French Level 5H / AP – Curriculum A – SY 2013-2014
AP / FRENCH V HONORS – OVERVIEW OF ACTFL NATIONAL STANDARDS FOR THE 21
ST CENTURY
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES
INTERPERSONAL MODE:
Express and support opinions, and elicit those of others.
Exchange personal reactions to spoken and written information related to francophone cultures.
Exchange information from sources such as newspapers, magazines, broadcasts, and Web sites.
Use a full range of vocabulary, structures, and past, present, and future time frames.
Exchange ideas clearly, based on Level V material.
Use paraphrasing, circumlocution, and other creative means to express and comprehend ideas.
INTERPRETIVE MODE:
Identify various literary elements, such as plot, theme, setting, and characters, in spoken and written texts.
Understand subtleties of meaning, such as intent, humor, and tone, in a variety of culturally authentic materials, such as radio and television segments or literary passages.
Understand and respond appropriately to instructions presented in informational materials, such as instructions for completing a customs declaration or creating a Web page.
PRESENTATIONAL MODE:
Deliver presentations containing well-developed ideas on a variety of topics, using familiar vocabulary and structures and with minimal errors in spelling, punctuation, and pronunciation.
Use style, language, and tone appropriate to the audience and the purpose of the presentation.
Produce well-organized presentations, using appropriate visual aids and/or technological support.
Use appropriate verbal and nonverbal presentational techniques.
CULTURES:
Discuss how topics such as the European Union and people of French heritage in the United States illustrate the viewpoints, patterns of behavior, and products of the cultures.
Engage in authentic or simulated situations that demonstrate understanding of culturally appropriate practices.
CONNECTIONS:
Use French to discuss examples of the French language and francophone culture(s) found in other subject areas, focusing on a variety of topics such as political systems and world literature.
Use French to relate topics discussed in other subject areas to those discussed in French class, such as authors and artists from francophone countries or political and historical events that involve francophone countries.
Use French-language resources to continue expanding knowledge related to other subject areas.
COMPARISONS:
Discuss the role of culture in the development of relationships between the United States and francophone countries.
Analyze how members of francophone cultures perceive the United States.
Examine local, regional, and national differences in the cultures of francophone countries and the culture(s) of the United States.
Examine local, regional, and national differences in sound systems, pronunciation, vocabulary, and usage in francophone countries and in the United States.
Compare linguistic elements of French and English, such as time, tense, and mood, and understand how each language uses different grammatical structures to express these relationships, such as depuis + present tense and passé composé vs. imparfait.
COMMUNITIES:
Analyze in French information obtained through media, entertainment, and technology.
Use French-language resources, such as individuals and organizations in the community or accessible through the Internet, to enhance cultural understanding.
French Level 5H / AP – Curriculum A – SY 2013-2014
THEME: GLOBAL CHALLENGES TOPIC: TOLERANCE
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning the tolerance Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.
Students will make connections to their other curricular studies by relating the theme tolerance in Francophone countries to their own personal academic experiences..
Students will compare and contrast tolerance of the Francophone world with their own communities.
Tolerance Vocabulary
Grammaire / Structure en
Contexte :
o Le genre des noms
o Les articles définis,
indéfinis, partitifs
o Le présent
o L’impératif
o Le passif
French Level 5H / AP – Curriculum A – SY 2013-2014
USEFUL VOCABULARY
Tolerance Vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES
Grammaire / Structure en Contexte :
o Le genre des noms
o Les articles définis, indéfinis, partitifs
o Le présent
o L’impératif
o Le passif
RESOURCES/ ACTIVITIES
Liens électroniques
Alerte à L’antisémitisme en France:
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_antisemitism;templateStyle=frnews_antisemitism
Le racisme dans mon quartier
http://zdc.free.fr/htm/travele/racisme/race.htm
FILM:« Entre les murs » (2008)
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students view « Entre les murs » and answer comprehension and application/analytical questions based on the film in pairs / groups.
Students discuss the questions and their responses in pairs/groups and present their viewpoints to the class in a dialogue/debate setting. They also compare and contrast present-day multiculturalism in their own community versus the school featured in the film.
Students film their own alternate ending to the film in their respective groups / pairs.
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Text: Sélection 1: pp. 4-5 – La paix et la guerre / Les droits
de l’être humain / La tolerance
Interpretive Communication, Audio Text: Sélection 20: pp. 147 – Le magrébain
French Level 5H / AP – Curriculum A – SY 2013-2014
THEME: GLOBAL CHALLENGES TOPIC: ENVIRONMENT
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning the environment. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.
Students will make connections to their other curricular studies by relating the theme of the environment in Francophone countries to their own personal academic experiences.
Students will compare and contrast the environment of the Francophone world with their own communities.
Grammaire / Structure en
Contexte :
o Le passé récent
o Le passé composé
o L’accord du participe
passé avec les temps
composés
o Le passé simple
Environment vocabulary
French Level 5H / AP – Curriculum A – SY 2013-2014
USEFUL VOCABULARY Environment Vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES
Grammaire / Structure en Contexte :
o Le passé récent
o Le passé composé
o L’accord du participe passé avec les temps composés
o Le passé simple
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Intermédiare
“L’énergie” -- Repères Economiques pp. 94-95
“L’industrie agro-alimentaire et le monde rural” -- Repères Economiques pp. 90-91 Liens électroniques
Encore de beaux jours pour le nucléaire
http://www.bbc.co.uk/languages/french/news/environment/nuclear_power_france.shtml
Mini-marées noires
http://www.bbc.co.uk/languages/french/news/environment/oil_spill.shtml
Parier sur l’énergie nucléaire
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_nuclear;templateStyle=frnews_nuclear
Le recyclage en France
http://www.consoglobe.com/recyclage-france-croule-dechets-1686-cg
Replanter les arbres du Palace de Versailles
http://www.bbc.co.uk/languages/french/news/environment/versailles.shtml
Le développement durable
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sustaindev;templateStyle=frnews_sustaindev
De l’électricité grâce à la mère nature
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_green_energy;templateStyle=frnews_green_energy
Prendre la vache folle par les cornes
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_bse;templateStyle=frnews_bse
Zazie : « Je suis un homme »
http://www.youtube.com/watch?v=anp4zcjFrAE&safety_mode=true&persist_safety_mode=1
Mickey 3D : « Respire »
http://www.youtube.com/watch?v=IEexx5BR5eY&safety_mode=true&persist_safety_mode=1
Christophe Maé : « C’est ma terre »
http://www.youtube.com/watch?v=MgMjWccKqwU&safety_mode=true&persist_safety_mode=1
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students listen to / read Replanter les arbres du Palace de Versailles (see above) and respond to content / analysis questions based on the reading.
Students compose an e-mail to request becoming part of the restoration project at Versailles to the director of the program.
Students create a brochure or publicity-related presentation to propose an environmental project in their own community.
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Text: Sélection 19: pp. 40-41 – L’environnement
Interpretive Communication, Print and Audio Texts: Sélection 5: pp. 94-95 – L’environnement
Interpretive Communication, Print and Audio Texts: Sélection 19: pp. 122-123 – L’environnement
Interpretive Communication, Audio Texts: Sélection 14: p. 141 – L’environnement
Interpretive Communication, Audio Texts: Sélection 21: p. 148 -- L’environnement
Interpretive Communication, Audio Texts: Sélection 29: p. 156 – L’environnement / La santé
Interpersonal Writing, E-mail Reply: Courriel No. 10: p. 173 – L’environnement
French Level 5H / AP – Curriculum A – SY 2013-2014
THEME: GLOBAL CHALLENGES TOPIC: HEALTH
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning health issues in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.
Students will make connections to their other curricular studies by relating the theme of health issues in Francophone countries to their own personal academic experiences.
Students will compare and contrast health issues of the Francophone world with their own communities.
Health vocabulary
Grammaire / Structure en
Contexte :
o L’imparfait
o Le plus-que-parfait
o Le passif au passé
French Level 5H / AP – Curriculum A – SY 2013-2014
USEFUL VOCABULARY
Health vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES
Grammaire / Structure en Contexte :
o L’imparfait
o Le plus-que-parfait
o Le passif au passé
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant “Le système de santé” – L’Organisation Sociale pp. 124-127
Civilisation Progressive du Français, Niveau Intermédiare “Se soigner à tout prix” -- Repères Quotidiens pp. 172-173
“Se soigner auterment” -- Repères Quotidiens pp. 174-175
Liens électroniques 1. La Sécurité et La Médicine
http://web.cortland.edu/flteach/civ/secu/secu.htm
2. Ecastacy: Savoir plus, risquer moins
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_ecstasy;templateStyle=frnews_ecstasy
3. Réapprendre la vie, sans alcool
http://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_france.shtml
4. L’alcoolisme féminin
http://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_uk.shtml
5. Les vertus cachées du sucre
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sugar;templateStyle=frnews_sugar
6. Le téléphone mobile, un danger pour la santé
http://www.bbc.co.uk/languages/french/news/health/mobile_phones_france.shtml
7. L’obésité : Le débat
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_obesity;templateStyle=frnews_obesity
8. Fumer tue!
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_cigarettes;templateStyle=frnews_cigarettes
9. Les fumeurs à l’hôpital
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_smoking_hospital
10. Maigrir: Pour qui et pourquoi?
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_diet;templateStyle=frnews_diet
11. Etat des lieux sur l’IVG
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_abortion;templateStyle=frnews_abortion
12. L’anorexie: une pathologie en progression
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_anorexia;templateStyle=frnews_anorexia
13. Les embryons au laboratoire
http://www.bbc.co.uk/languages/french/news/science/bioethics_france.shtml
14. L’information au compte-gouttes
http://www.bbc.co.uk/languages/french/news/science/medicine_france.shtml
15. Euthanasie: L’exaltation de la vie
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_euthanasia;templateStyle=frnews_euthanasia
16. La bioéthique en Europe
http://www.bbc.co.uk/languages/french/news/science/bioethics.shtml
French Level 5H / AP – Curriculum A – SY 2013-2014
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students listen to / read Fumer tue! and compose a summary of the article for a teaser for a news program to highlight the main points of the article.
Students perform a debate concerning the rights of the individual to smoke in public places.
Students write a persuasive essay citing the viewpoints found in several researched articles in the target language and personal experiences related to smoking in public and then pick a side to defend.
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Audio Texts: Sélection 33: p. 160 – La santé
Interpretive Communication, Audio Texts: Sélection 29: p. 156 – L’environnement / La santé
Interpersonal Writing, E-mail Reply: Courriel No. 2: p. 165 – La santé
Presentational Writing, Persuasive Essay: Sélection 5: pp. 186-187 – La santé
French Level 5H / AP – Curriculum A – SY 2013-2014
THEME: SCIENCE AND TECHNOLOGY TOPIC: TECHNOLOGY AND ITS EFFECT ON SOCIETY/MORAL CHALLENGES
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning technology and its effect on societies of the Francophone world and beyond. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.
Students will make connections to their other curricular studies by relating the theme technology and its effect on societies of the Francophone world and beyond to their own personal academic experiences.
Students will compare and contrast technology and its effect on societies within the Francophone world and beyond with their own communities.
Science and technology vocabulary
Grammaire / Structure en
Contexte :
o Le futur proche
o Le futur
o Le futur antérieur
o Le conditionnel
présent
o Le conditionnel
passé
French Level 5H / AP – Curriculum A – SY 2013-2014
USEFUL VOCABULARY
Science and technology vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES
Grammaire / Structure en Contexte :
o Le futur proche
o Le futur
o Le futur antérieur
o Le conditionnel présent
o Le conditionnel passé
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
“Les médias” – Le Temps Libre pp. 90-93
Civilisation Progressive du Français, Niveau Intermédiare
“La communication” – Repères Économiques pp. 96-97
Liens électroniques
Les pirates de la carte à puce
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_credit_cards;templateStyle=fr
news_credit_cards
Auriane, la fée de l’Internet
http://www.bbc.co.uk/languages/french/news/lifestyle/women_france.shtml
Les animaux à louer sur l’Internet
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_animals;templateStyle=frnews
_animals
4. La fin du miracle.com
http://www.bbc.co.uk/languages/french/news/economy/internet_france.shtml
Les textos : Le nouveau langage du pouce
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_text_messages;templateStyle=f
rnews_text_messages
La musique au bout du portable
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_mobilemusic;templateStyle=fr
news_mobilemusic
Le jeu sera-t-il l’avenir du portable ?
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_mobile_games;templateStyle=f
rnews_mobile_games
Un appareil qui retranscrit du texte en braille consacré au Concours Lépine
http://www.lemonde.fr/societe/article/2010/05/09/un-appareil-qui-retranscrit-du-texte-en-braille-consacre-au-
concours-lepine_1348727_3224.html
La mauvaise surprise Kindle
http://www.parismatch.com/Culture-Match/Livres/Actu/La-mauvaise-surprise-Kindle.-Par-Maxime-
Chattam-144903/
French Level 5H / AP – Curriculum A – SY 2013-2014
Pris en Flag’ de Fraude par SMS
http://lci.tf1.fr/france/societe/2009-06/fraude-par-sms-prise-en-flag-4888953.html
Et si vous jardiniez avec votre iPhone ?
http://www.rtl.fr/actualites/vie-pratique/article/et-si-vous-jardiniez-avec-votre-iphone-7663316504
Olivier Miller : « Génération Virtuelle »
http://www.youtube.com/watch?v=P1OmrdxMxqQ&safety_mode=true&persist_safety_mode=1
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students listen to / read Les textos : Le nouveau langage
du pouce, La musique au bout du portable, Le jeu sera-t-
il l’avenir du portable ? and answer questions related to the
activity.
Students compose a dialogue between two
individuals using French-styled informal
language in texting format and then redraft
it in everyday, conversational speech.
Students then discuss the advantages and
disadvantages of cell phones in the modern
world.
Students write a persuasive essay citing the
viewpoints found in several researched
articles in the target language and personal
experiences related to cell phone usage in the
modern world and what will or could happen to
society as a result of their dominance.
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Texts: Sélection 4: p. 10 – La technologie
Interpretive Communication, Print Texts: Sélection 23: p. 48 – La technologie
Interpretive Communication, Print Texts: Sélection 29: p. 60 – La technologie
Interpretive Communication, Print and Audio Texts, Sélection 13, p. 110 – La technologie
Interpretive Communication, Audio Texts: Sélection 4: p. 131 – La science
Interpretive Communication, Audio Texts: Sélection 25: p. 152 – La technologie
Interpersonal Writing, E-mail Reply: Courriel No. 7: p. 170 – La technologie
Presentational Writing, Persuasive Essay: Sélection 7: pp. 190-191 – La technologie
Presentational Writing, Persuasive Essay: Sélection 8: pp. 192-193 – La science
Interpersonal Speaking, Conversation: Sélection 3: p.202 – La technologie
French Level 5H / AP – Curriculum A – SY 2013-2014
THEME: CONTEMPORARY LIFE TOPIC: PUBLICITY AND MARKETING
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning publicity and marketing in the Francophone world and beyond. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.
Students will make connections to their other curricular studies by relating the theme of publicity and marketing in the Francophone world and beyond to their own personal academic experiences.
Students will compare and contrast publicity and marketing in the Francophone world and beyond with their own communities.
Publicity and marketing vocabulary
Grammaire / Structure en
Contexte :
o Les phrases
conditionnelles
o L’emploi du verbe
devoir
French Level 5H / AP – Curriculum A – SY 2013-2014
USEFUL VOCABULARY
Publicity and Marketing vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES
Grammaire / Structure en Contexte :
o Les phrases conditionnelles
o L’emploi du verbe devoir
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
“Les médias” – Le Temp Libre pp. 90-93
Civilisation Progressive du Français, Niveau Intermédiare
“Une économie qui s’exporte” – Repères Économiques pp. 84-85
“Une puissance commerciale” – Repères Économiques pp. 86-87
Liens électroniques
Apple introduit le blocage des publicités dans Safari
http://www.lemonde.fr/technologies/article/2010/06/09/apple-introduit-le-blocage-des-publicites-dans-
safari_1369901_651865.html
Quelle image de la femme la publicité nous renvoie-t-elle ?
http://www.bbc.co.uk/languages/french/news/media/women_advertising_france.shtml
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students listen to / read Quelle image de la femme la publicité nous renvoie-t-elle ? and take structured, organized summarization notes regarding the main points discussed in the article.
Students work in male/female teams to discuss issues regarding sexism and publicity in modern media to design a list of rules and regulations for what should and should not be shown on the air and the potential consequences of such regulations.
Students film a commercial advertising products of their own creation that support the celebration of the male / female viewpoints regarding ideal ways in which to present the product and maintain respect for personal identity.
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Texts: Sélection 13: p. 28 – Le marketing
Interpretive Communication, Print Texts: Sélection 27: p. 56– Le marketing social
Interpretive Communication, Print Texts: Sélection 40: p. 82 – La publicité
Interpretive Communication, Print and Audio Texts, Sélection 8 p. 100– La publicité
Interpretive Communication, Print and Audio Texts, Sélection 18, p. 120 – La publicité
Interpersonal Writing, E-mail Reply: Courriel No. 1: p. 164 – Le marketing
Interpersonal Speaking, Conversation: Sélection 3: p.202 – La technologie
French Level 5H / AP – Curriculum A – SY 2013-2014
THEME: CONTEMPORARY LIFE TOPIC: HOUSING
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning housing in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.
Students will make connections to their other curricular studies by relating the theme housing in the Francophone world and beyond to their own personal academic experiences.
Students will compare and contrast attitudes housing in the Francophone world and beyond with their own communities.
Housing vocabulary
Grammaire / Structure en
Contexte :
o Le subjonctif
o La concordance des
temps au subjonctif
o Comment éviter le
subjonctif
French Level 5H / AP – Curriculum A – SY 2013-2014
USEFUL VOCABULARY
Housing vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES
Grammaire / Structure en Contexte :
o Le subjonctif
o La concordance des temps au subjonctif
o Comment éviter le subjonctif
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Intermédiare
“Collectif ou individuel” – Repères Quotidiens pp. 154-155
“L’espace de la maison” – Repères Quotidiens pp. 156-157
“Les épuipements ” – Repères Quotidiens pp. 158-159 Liens électroniques
L’habitat
http://web.cortland.edu/flteach/civ/habitat/habita1.htm
L’habitat intérieur
http://web.cortland.edu/flteach/civ/habitat2/habita2.htm
Les sans-abri
http://www.vanin.be/cms_master/images_sub/Arcades/ia/IA-AR2511SansAbri.htm
A la « Péniche », l’esprit de Coluche toujours au service des sans-abri
http://www.rtl.fr/actualites/article/a-la-peniche-l-esprit-de-coluche-toujours-au-service-des-sans-abri-5932795089
Qui sont les « SDF » ?
http://www.lien-social.com/spip.php?article27&id_groupe=3
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students read A la « Péniche », l’esprit de Coluche toujours au service des sans-abri and Qui sont les SDF ? and respond to content / application questions regarding the reading.
Students work in teams to discuss previous experiences in their own communities with those who are homeless or out of a job in the modern world. They compose an e-mail to send to their local government to propose what must be done / might be done / they would like to see done in regards to ways to help alleviate the pressure for those without employment and living on the streets.
Students create and present a persuasive ad campaign in video or picture format to celebrate a political candidate for a local government office who has the protection of the homeless as a major portion of his/her platform.
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Texts: Sélection 2: p. 6 – Le logement
Interpretive Communication, Print Texts: Sélection 35: p. 72 – Le logement
Interpretive Communication, Audio Texts, Sélection 8 p. 100– La publicité
French Level 5H / AP – Curriculum A – SY 2013-2014
THEME: CONTEMPORARY LIFE TOPIC: LEISURE ACTIVITIES AND SPORTS
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning leisure activities and sports in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.
Students will make connections to their other curricular studies by relating the theme of leisure activities and sports in the Francophone world and beyond to their own personal academic experiences.
Students will compare and contrast attitudes towards leisure activities and sports in the Francophone world and beyond with their own communities.
Leisure activities vocabulary
Sports vocabulary
Grammaire / Structure en
Contexte :
o L’infinitif et les
propositions infinitives
o Le participe présent et
le gérondif
o Le discours indirect
French Level 5H / AP – Curriculum A – SY 2013-2014
USEFUL VOCABULARY
Leisure activity vocabulary Sports vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES
Grammaire / Structure en Contexte :
o L’infinitif et les propositions infinitives
o Le participe présent et le gérondif
o Le discours indirect
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
“Les loisirs ” – Le Temps Libre pp. 82-87 Civilisation Progressive du Français, Niveau Intermédiare
“Les pratiques culturelles” – Repères Culturelles pp. 140-143 Liens électroniques
Histoire de la pétanque
http://www.petanque710.com/histoire-s-de-la-petanque.html
La bagatuelle la plus sérieuse du monde
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_football_supporters;templateStyle=frnews_football_supporters
La défaite de Paris aux Jeux Olympiques 2012
http://www.bbc.co.uk/languages/french/news/entertainment/paris2012.shtml
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students read Histoire de la pétanque and respond to content / application questions regarding the reading.
Students create an interview sequence between a reporter and a famous sports player / athlete as a dialogue composition.
Students create a sport or French language game of their own and present the rules/regulations to the class prior to demonstrating it with their classmates.
AP French: Preparing for the French Language and Culture Exam: Interpretive Communication, Print Texts: Sélection 12: p. 26 – Les sports –la pétanque
Interpretive Communication, Print Texts: Sélection 40: p. 82 – Les sports –le vélo
Interpretive Communication, Audio Texts, Sélection 11: p. 138 – Les sports – le marathon
Interpersonal Speaking, Conversation: Sélection 4: p.203 – Les sports – le hockey
French Level 5H / AP – Curriculum A – SY 2013-2014
THEME: PERSONAL AND PUBLIC IDENTITIES TOPIC: LANGUAGE AND IDENTITY
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning language and identify in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.
Students will make connections to their other curricular studies by relating the theme of language and identity in the Francophone world and beyond to their own personal academic experiences.
Students will compare and contrast attitudes towards language and identity in the Francophone world and beyond with their own communities.
Language and identity vocabulary
Grammaire / Structure en
Contexte :
o Les pronoms
compléments
o Les pronoms
accentués
French Level 5H / AP – Curriculum A – SY 2013-2014
USEFUL VOCABULARY
Language and identity vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES
Grammaire / Structure en Contexte :
o Les pronoms compléments
o Les pronoms accentués
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
“La francophonie” – La France dans le Monde pp. 52-53
“La France Multiculturelle” – Les Évolutions Récentes -- pp. 140-143 Civilisation Progressive du Français, Niveau Intermédiare
“La francophonie” – Repères Politiques pp. 78-83
“Les religions du <<livre>>” – Repères Quotidiens pp. 176-179 Liens électroniques
Qu’est-ce que l’aguichage et le poste-à-poste ?
http://lci.tf1.fr/france/societe/qu-est-ce-que-l-l-aguichage-ou-le-poste-a-poste-5917569.html
Les langues par le biais de jeux
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_languages;templateStyle=frnews_languages
Roule, roule, mais vas-y cool !
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_swearing;templateStyle=frnews_swearing
Ras-le-bol ? Quel galère !
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_expressions;templateStyle=frnews_expressions
Le bréton à Paris
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_breton;templateStyle=frnews_breton
Faut-il simplifier l’orthographe ?
http://www.lexpress.fr/actualite/societe/faut-il-simplifier-l-orthographe_486271.html
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students listen to / read Roule, roule, mais vas-y cool ! and Ras-le bol ? Quel galère ! and respond to content / application questions regarding the reading.
Students compose an e-mail from their own point of view to the principal regarding the communication among students in their school setting and whether or not students should be penalized for inappropriate language.
Students write a persuasive essay citing previously researched resources regarding their viewpoint on the usage of formal vs. informal language in Francophone cultures versus their native culture / society.
AP French: Preparing for the French Language and Culture Exam: Interpretive Communication, Print Texts: Sélection 9: p. 20 – La langue et l’identité
Interpretive Communication, Print Texts: Sélection 25: p. 52 –le français au Canada
Interpretive Communication, Print Texts: Sélection 38: p. 78 – L’Etranger de Camus
Interpretive Communication, Print and Audio Texts, Sélection 9, p. 102 – Le francophone et l’anglais
Interpretive Communication, Audio Texts, Sélection 1, p. 128– L’amour du Québec et de la langue française
Interpersonal Writing, E-mail Reply: Courriel No. 8: p. 171 – Des cours d’anglais
Presentational Writing, Persuasive Essay: Sélection 3: pp. 182-183 – L’identité
French Level 5H / AP – Curriculum A – SY 2013-2014
THEME: PERSONAL AND PUBLIC IDENTITIES TOPIC: PATRIOTISM AND NATIONALISM
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning patriotism and nationalism in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.
Students will make connections to their other curricular studies by relating the theme of patriotism and nationalism in the Francophone world and beyond to their own personal academic experiences.
Students will compare and contrast attitudes towards patriotism and nationalism in the Francophone world and beyond with their own communities.
Patriotism and nationlism vocabulary
Grammaire / Structure en
Contexte :
o Les possessifs
o Les démonstratifs
French Level 5H / AP – Curriculum A – SY 2013-2014
USEFUL VOCABULARY
Patriotism and nationlism vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES
Grammaire / Structure en Contexte :
o Les possessifs
o Les démonstratifs
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
“Les Échanges Politiques” – La France dans le Monde pp. 48-49 Liens électroniques
L’état
http://web.cortland.edu/flteach/civ/etat/etat.htm
Le mythe de Jean Moulin
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_moulin;templateStyle=frnews_moulin
Les enfants du Pays : « Douce France »
http://www.youtube.com/watch?v=gWyimZwdWoA&safety_mode=true&persist_safety_mode=1
Faudel : « Mon pays »
http://www.youtube.com/watch?v=BGhxQb56__4&safety_mode=true&persist_safety_mode=1
Les symboles
http://web.cortland.edu/flteach/civ/symbol/symbol.htm
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students listen to and watch the songs for “Mon Pays,” “Douce France” and subsequently read “Les symboles.” Students then work in teams to summarize in five to ten sentences regarding the main themes of each of the presented excerpts / readings / videos / songs.
Students are grouped into teams to compose a song celebrating their own country / personal identity. They may use current pop songs for melodies or create one of their own as long as the lyrics are original and apply their own personal beliefs collectively or individually.
Students perform their songs for the class. Observing students choose a song and write a critique of the lyrics/song/performance for a music media outlet (i.e. newspaper, TV program) citing support for their points of view.
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Texts: Sélection 22: p. 46 – Le patriotisme aux États-Unis
Interpersonal Writing, E-mail Reply: Courriel No. 8: p. 171 – Des cours d’anglais
French Level 5H / AP – Curriculum A – SY 2013-2014
THEME: FAMILY AND COMMUNITY TOPIC: FAMILY
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning family in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.
Students will make connections to their other curricular studies by relating the theme of family in the Francophone world and beyond to their own personal academic experiences.
Students will compare and contrast attitudes towards family in the Francophone world and beyond with their own communities.
Family vocabulary
Grammaire / Structure en
Contexte :
o Les adverbes
interrogatifs
o Les adjectifs
interrogatifs
o Les pronoms
interrogatifs
o Les interrogations
exceptionnelles
French Level 5H / AP – Curriculum A – SY 2013-2014
USEFUL VOCABULARY Family vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES
Grammaire / Structure en Contexte :
o Les adverbes interrogatifs
o Les adjectifs interrogatifs
o Les pronoms interrogatifs
o Les interrogations exceptionnelles
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
“Familles” – L’organisation sociale pp. 106-111 Civilisation Progressive du Français, Niveau Intermédiare
“En famille” – Repères Sociaux pp. 104-109 Liens électroniques
La vie familiale
http://web.cortland.edu/flteach/civ/famill/famill.htm
Le vin : Une affaire de famille
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_landowners;templateStyle=frnews_landowners
L’adoption : La fin de l’accouchement anonyme
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_adoption;templateStyle=frnews_adoption
J’ai eu des bleus partout
http://www.bbc.co.uk/languages/french/news/society/violence.shtml
Le rôle des grands-parents
http://www.france-info.com/chroniques-tout-comprendre-2011-02-17-le-role-des-grands-parents-516286-81-333.html
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students read “Le role des grands-parents” and create a ten item interactive / question and answer quiz for a classmate based on the article. Students then take the quizzes of their classmates after the teacher assesses the content of their creations.
Students work in pairs to create a dialogue between an elderly individual (grandparent) and his / her grandson(daughter) placed in a thematic area of their choice, but also relating viewpoints regarding the treatment of elderly people in Francophone cultures versus their own communities.
Students research a particular Francophone country and discuss differences and similarities between the treatment and level of respect for elderly people to write a persuasive essay defending their viewpoint on the theme.
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Texts: Sélection 5: p.12 – La famille
Interpretive Communication, Print Texts: Sélection 17: p. 36 –Des contes de fées
Interpretive Communication, Print Texts: Sélection 34: p. 70 – La famille au Moyen Age Interpretive Communication, Audio Texts: Sélection 2: p. 129 –La famille
Interpretive Communication, Audio Texts: Sélection 30: p. 129 –La famille
French Level 5H / AP – Curriculum A – SY 2013-2014
THEME: FAMILY AND COMMUNITY TOPIC: FRIENDSHIP AND LOVE
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning friendship and love in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.
Students will make connections to their other curricular studies by relating the theme of friendship and love in the Francophone world and beyond to their own personal academic experiences.
Students will compare and contrast attitudes towards friendship and love in the Francophone world and beyond with their own communities.
Friendship and love vocabulary
Grammaire / Structure en
Contexte :
o Les pronoms relatifs
simples
o Les pronoms relatifs
où, dont, quoi, et
l’emploi de lequel
o L’emploi des pronoms
démonstratifs avec les
pronoms relatifs
French Level 5H / AP – Curriculum A – SY 2013-2014
USEFUL VOCABULARY Friendship and love vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES
Grammaire / Structure en Contexte :
o Les pronoms relatifs simples
o Les pronoms relatifs où, dont, quoi, et l’emploi de lequel
o L’emploi des pronoms démonstratifs avec les pronoms relatifs
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Débutant
“Familles” – L’organisation sociale pp. 106-111 Civilisation Progressive du Français, Niveau Intermédiare
“En famille” – Repères Sociaux pp. 104-109 Liens électroniques
Les nouveaux droits de complaisance
http://www.bbc.co.uk/languages/french/news/lifestyle/marriage_france.shtml
Le divorce en France
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_divorce_france;templateStyle=frnews_divorce_france
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students read “Le divorce en France” and summarize the article’s main points for discussion.
Students create a love story between two star-crossed individuals who then face the challenges presented in everyday life as their relationship progresses.
Students create Facebook pages for their characters from their story, presenting them to their classmates and what characteristics of their backgrounds make them unique individuals and how they connected in their relationship. Observing students pose questions about the characters and their pages and whether or not they might be able to “friend” other classmates’ characters to become part of their pages.
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Texts: Sélection 18: p.38 – L’amitié et l’amour
Interpretive Communication, Audio Texts: Sélection 2: p. 129 –La famille
French Level 5H / AP – Curriculum A – SY 2013-2014
THEME: BEAUTY AND AESTHETICS TOPIC: CONTEMPORARY FRANCE
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning contemporary France in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.
Students will make connections to their other curricular studies by relating the theme of contemporary France in the Francophone world and beyond to their own personal academic experiences.
Students will compare and contrast attitudes towards contemporary France in the Francophone world and beyond with their own communities.
Grammaire / Structure en
Contexte :
o Les adverbes négatifs :
ne...pas / ne…point /
ne…pas du tout
o Les pronoms négatifs :
ne…personne / ne…rien
o L’adjectif négatif : aucun(e)
o La conjonction négative :
ne…ni…ni
o Les négations multiples
o Les négations
indépendantes
o Les expressions
restrictives
o Les expressions non
restrictives
French Level 5H / AP – Curriculum A – SY 2013-2014
USEFUL VOCABULARY Contemporary France vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES
Grammaire / Structure en Contexte :
o Les adverbes négatifs : ne...pas / ne…point / ne…pas du tout
o Les pronoms négatifs : ne…personne / ne…rien
o L’adjectif négatif : aucun(e)
o La conjonction négative : ne…ni…ni
o Les négations multiples
o Les négations indépendantes
o Les expressions restrictives
o Les expressions non restrictives
RESOURCES/ ACTIVITIES
Liens électroniques
1. Où se trouve La France des racines ?
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_north_south;templateStyle=frnews_
north_south
2. La Réunion : Perle de l’humanité
http://www.lefigaro.fr/culture/2010/08/03/03004-20100803ARTFIG00359-la-reunion-perle-de-l-humanite.php
3. Maigret, un detective exceptionnel
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_maigret;templateStyle=frnews_maig
ret
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students read “Où se trouve la France des racines?” and cite comparisons / contrasts with the origins of their native countries.
Students compose an e-mail to their principal proposing a multicultural celebration and what could be presented and should not be presented at the event to unify the school as a whole.
Students write an article on the ideal, fictitious multicultural celebration at their schools and what did and did not / should / should not happen at the event and any future similar events.
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Texts: Sélection 7: p.16 – L’amour et du pain
Interpretive Communication, Print Texts: Sélection 26: p. 54– Patrimoine mondial
Interpretive Communication, Print Texts: Sélection 32: p. 66– Le petit prince
Interpretive Communication, Print and Audio Texts, Sélection 16, p. 116 – La vie
Interpretive Communication, Audio Texts, Sélection 3, p. 130 – les bandes dessinées
Interpretive Communication, Audio Texts, Sélection 8, p. 135 – Camus
Interpretive Communication, Audio Texts, Sélection 17, p. 144 – Jeanne d’Arc
French Level 5H / AP – Curriculum A – SY 2013-2014
THEME: BEAUTY AND AESTHETICS TOPIC: MUSIC
Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning music in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.
Students will make connections to their other curricular studies by relating the theme of music in the Francophone world and beyond to their own personal academic experiences.
Students will compare and contrast attitudes towards music in the Francophone world and beyond with their own communities.
Music vocabulary
Grammaire / Structure en
Contexte :
o Les adjectifs
o Les adverbes
o Les comparatifs et les
superlatifs
o Les prépositions
o Les conjonctions
French Level 5H / AP – Curriculum A – SY 2013-2014
USEFUL VOCABULARY Music vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES
Grammaire / Structure en Contexte :
o Les adjectifs
o Les adverbes
o Les comparatifs et les superlatifs
o Les prépositions
o Les conjonctions
RESOURCES/ ACTIVITIES
Civilisation Progressive du Français, Niveau Intermédiare “La culture vivante” – Repères Culturelles pp. 130-137
“Les grands courants artistiques” – Repères Culturelles pp. 122-129
Liens électroniques
1. Accorder l’accordéon : Une histoire d’amour
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_accordion;templateStyle=frnews_ac
cordion
2. Marion Cotillard : Piaf réincarnée
http://www.lefigaro.fr/culture/20070214.FIG000000186_marion_cotillard_piaf_reincarnee.html
3. Le reggae Gainsbarre
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_remix;templateStyle=frnews_remix
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students read “Le reggae Gainsbarre” and answer questions related to the cultural significance of the genre of music in the Francophone world.
Students create a dialogue sequence between a journalist and a fictitious/real Francophone musical performer with a partner / group.
Students present their dialogues / skits to their classes while observing students cite what would be the best / worst part about listening to the performer’s music and how it may fit better with certain listeners / cultures.
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Texts: Sélection 10: p.22 – La musique acadienne
Interpretive Communication, Audio Texts: Sélection 32: p. 159 –Une cantatrice d’opéra
