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Curriculum: French (4 hours per week)

Grade 6

Textbook: Découvertes (Klett Verlag), Vol. 1 (new edition)

Other possible materials: Books, excerpts, songs, poems, sketches, interactive exercises, etc.

Educational standards: Global scale: At the end of the school year, students will be able to:

1. understand and use familiar everyday expressions and simple sentences to meet specific needs.

2. introduce themselves and others, and ask others questions, such as where they live, what kind of people they know or what

things they possess – and be able to answer these types of questions.

3. hold simple conversations, provided the other person speaks very slowly and clearly and is willing to help.

4. establish basic social contact by using simple everyday courtesies to greet others and bid them farewell, say please and

thank you, introduce themselves, apologize, etc.

Listening/reading comprehension: Students can:

• understand very slow, careful speech with long pauses to allow them to grasp the meaning.

• recognize the sounds and intonation patterns of French and distinguish between different levels of relevance, provided the

standard language is spoken.

• understand brief, targeted information and explanations, including facial expressions, gestures and visual aids.

• understand the gist of simple conversations, stories, descriptions, etc., including those conveyed through media, provided

the rate of speech is not too fast.

• understand simple, age-appropriate audio recordings or written text, preferably by native speakers, with some preparation.

Reading comprehension: Students can:

• read and understand very short, simple text, sentence by sentence, by picking out familiar names, words and simple

phrases and, if necessary, by rereading the text several times.

• read quietly and understand text created for learners containing mostly familiar language.

• identify and understand targeted information on topics familiar to them.

• clearly explain the meaning of text or portions of text they have read.

Verbal interaction/speaking:

Students can:

• acquire verbal skills by imitating speech.

• communicate with others in a simple manner provided information is conveyed slowly, repeatedly, or that it is reworded or

that the student is corrected in the course of the dialogue.

• ask and answer simple questions, utter or respond to simple statements provided they relate to immediate needs or very

familiar topics.

• talk about themselves or others simply (preferences, hobbies, friends, family, school, home).

• Their pronunciation of a very limited repertoire of learned words and phrases can be understood with some effort by native

speakers who are accustomed to conversing with non-native speakers.

Writing Students can:

• write simple, isolated phrases and sentences.

• employ a very basic range of simple phrases related specifically to personal things and needs.

• show limited control of a few simple grammatical structures and sentence patterns from a memorized repertoire.

• write familiar words and short phrases such as simple signs or instructions, names of everyday objects, names of

businesses or common expressions.

• write their addresses, nationalities and other information about themselves.

Curriculum

Material: Découvertes, Vol. 1 (new edition) Subjects/Topics

Skills and Competencies Methods/Media

Cross-Disciplinary Relevance

Relationship to School Program

1. Salut! Bonjour! Five friends introduce

Communication: • Greetings, introducing

yourself, welcoming others,

• Understanding

conversations: global

à German à English

à Together

themselves Un nouveau A new student arrives in Emma’s class

saying goodbye, expressing thanks, introducing others

• Asking about people/names, location/origin

Grammar: • Je suis • Je m’appelle • Interrogative pronoun

questions/ intonation questions

• The indefinite article in the singular

• Prepositions: à, avec, de • Numbers 1-10

understanding (Exercise 5)

• Flashcards

(optional)/vocabulary book

• Vocabulary learning book

• Slides • SmartBoard • Grammar supplement • Textbook • Cahier d’activités • Worksheets

à Spanish

2. Dans le quartier Ici, c’est le paradis! The new student is looking for drawing materials. Along with Malika, he discovers some of the magic of the quarter...

Communication: • Saying what someone is

doing • Asking about a person,

thing, activity and place • Making suggestions • Expressing

agreement/refusal

Grammar: • -er verbs • Singular subject pronouns • The definite article in the

singular • Questions using

interrogative pronouns • Prepositions of place

• Working with the French

book (Exercise 12)

• Flashcards (optional) • Vocabulary learning

book • Slides • SmartBoard • Grammar supplement • Textbook • Cahier d’activités • Worksheets

è Art è German è English è Spanish

à Together

3. Tu habites où? Dans la chambre d’Emma, il y a des… Les copains d’abord A. Où est le problème? The Carbonne family looks for an apartment. The children want to stay in the quarter. B. On reste dans le quartier! The landlady says no. The parents and children debate.

Communication: • Greetings, introductions • Saying/asking where

someone is from • Expressing displeasure • Expressing ownership • Expressions of belonging

Grammar: • Il y a • The indefinite and definite

article in the plural • The plural form of the noun • Liaison with numbers, -er

verbs in the plural, être in the plural

• Possessive adjectives: mon/ma/mes, ton/ta/tes, son/sa/ses

• Alternate methods for

learning vocabulary (mnemonics, sound pictures, charades, etc.) (Exercise 8)

• Flashcards (optional) • Vocabulary learning

book • Slides • SmartBoard • Grammar supplement • Textbook • Cahier d’activités • Worksheets

è Ethics è English è German è Spanish

à Together

4. Les activités Au Club Au club d’escalade Emma and the gang go climbing.

Communication: • Talking about leisure

activities • Time of day/times and dates • Expressing

preference/dislike • Expressing uncertainty • Talking about

yourself/others, stating your age

Grammar: • The verb faire • L’article contracté • Negation with “ne…pas” • Numbers 11-30 • The verb avoir • aimer + definite article • Jouer à/jouer de

• Selective listening

comprehension: choix multiple (Exercise 11)

• Understanding a text • Understanding the gist

of a text/picking out information (Exercise 13)

• Flashcards




è Music è English è German è Sports

à Together à Differentiated

5. A Paris Cousin-cousine On va où? Au voleur! A robbery – the children help

Communication: • Pourquoi – parce que • Giving directions, obtaining

information • Asking questions • Giving the time • Expressing ownership,

disappointment, joy

Grammar: • Aller à/chez • Different types of questions • Telling time • The imperative • Possessive adjectives

notre/nos, votre/vos, leur/leurs

• Asking questions

(Exercise 16)

• Flashcards (optional)/vocabulary book



è German è English è Spanish

Ë

• VE • UMI

à Together

6. Des métiers Qu’est-ce que tu vas faire aujourd’hui? A. La star The gang visits Mrs. Salomon. B. Au studio Filming a commercial

Communication: • Talking about plans • Expressing disappointment/ surprise/fear

Grammar: • The futur composé • Negation • Direct and indirect object,

parler à qn, téléphoner à qn, donner qc à qn, aider qn

• Word order in declarative sentences

• Pour faire qc • Numbers 30-69 • The verbs manger/bouger,

pouvoir/savoir/vouloir • The infinitive as the complement of another verb

• Listening

comprehension: exclamation, surprise or question (Exercise 8)

• Selective listening comprehension: choix multiple (Exercise 8)

• Memorization (Exercise 10)

• Flashcards




è German è English è Spanish


7. L’anniversaire A la campagne Week-end à Rombly

Communication:

• Creating dialogs

è German

Stories from Victor’s travel journal

• Talking about a party, saying the date

• Describing a daily routine • Comparing urban life with

rural life • Talking about food/eating

habits • Using public transportation • Dealing with conflicts • Talking about

family relationships Grammar: • Form and placement of

adjectives • Color adjectives • Verbs:

lire/prendre/écrire/boire/ • ouvrir/jouer à, de • Expressing quantities • Je voudrais

based on a given situation (Exercise 14b)

• Searching for errors. Avoiding errors

(Exercise 17) • Flashcards



• Slides

• SmartBoard

• Grammar supplement

• Textbook

• Cahier d’activités

• Worksheets

è English è Ethics è Spanish

Ë

• GTF • UE


8. La rencontre Une lettre de France... et un coup de téléphone Le projet

Communication:

Joint project between a German and a Belgian class

• Making phone calls, writing personal and business letters/emails

• Apologizing, expressing thanks, making complaints, stating one’s nationality

• Phone etiquette • Shopping • Faux amis

Grammar: • Verbs: attendre, répondre,

comprendre, commencer, dire, acheter, payer, il/elle s’appelle

• Numbers 70-100 • The date

• Communicating more easily (Exercise 14)

• Flashcards



• Slides

• SmartBoard

• Grammar supplement

• Textbook

• Cahier d’activités

• Worksheets

à German à English à Spanish


French Curriculum (4 hours per week)

Grade 7


Other possible materials: simple books and non-fiction texts, comics, images, interactive exercises, songs, films, sketches, etc.

Educational standards: Global scale: At the end of the school year, students will be able to:

1. understand and use familiar everyday expressions and simple sentences to meet specific needs.

2. introduce themselves and others, and ask others questions, such as where they live, what kind of people they know or what

things they possess – and be able to answer these types of questions.

3. hold simple conversations, provided the other person speaks very slowly and clearly and is willing to help.

4. establish basic social contact by using simple everyday courtesies to greet others and bid them farewell, say please and

thank you, introduce themselves, apologize, etc.

Listening/reading comprehension: Students understand:

• different types of text (announcements, introductions, weather forecasts, news, commercials, reports, descriptions,

presentations, etc.).

• text containing familiar and discernible vocabulary.

• text with mostly simple structures.

• text of varying length and density of information, depending on the listening scenario and objective.

• conversations between others.

• different speakers, including native speakers.

• speech spoken at a nearly normal rate.

• media-supported text presentations.


• understand simplified age-appropriate reading material with a small amount of unknown language, the meaning of which

can be deduced from the situation and context.

• understand text containing mostly familiar and some unfamiliar but discernible vocabulary.

• extract information selectively from various text sources with different densities of information (schedules, letters, lesson

plans) as well as understand the gist of reports, interviews, descriptions, bandes dessinées, poems, rhymes, etc., provided

they are familiar with the topic.

• understand text with mostly simple structures.

• understand text of varying length and density of information depending on the objective.

Verbal interaction/speaking:

Students can:

• communicate with others in a simple manner provided information is conveyed slowly, repeatedly, or that it is reworded or

that the student is corrected in the course of the dialogue.

• communicate with others in a simple manner (greet, address, invite others, introduce themselves, apologize, accept or

reject).

• obtain and exchange information in everyday situations.

• express questions, requests, feelings, preferences and personal opinions in a simple manner.

• creatively act out roles in student-developed dialogs.

• use limited topic- or situation-based and individually differentiated vocabulary.

Writing: Students can:

• talk about themselves and express emotions such as joy, sadness, compassion in a simple manner in personal messages

and letters to friends.

• employ a basic range of simple phrases related specifically to personal things and needs.

• use simple syntactic structures, including coordinating conjunctions such as ‘parce que,’ ‘et,’ ‘mais.’

• use limited, individually differentiated and subject-related vocabulary.

• write familiar words and short phrases such as simple signs or instructions, names of everyday objects, names of

businesses or common expressions.

• write a letter or email asking for simple information.

• write about themselves, their families and their lives as well as about well-known fictional characters and their actions, and

can do this using simple sentences.

Curriculum

Subjects/Topics: Découvertes, Vol. 2 (new edition)

Skills and Competencies Methods/Media

Cross-Disciplinary Relevance

Relationship to School Program

1. J’aime Paris Attractions in the Parc de la Villette in Paris Une découverte Malika, her mother, Emma and Manon visit la Villette. Quitter Paris? Roberto Carbonne gets a job offer in Toulouse. Mrs. Carbonne is still undecided. At first, the children are against moving to Toulouse. This leads to conflict within the family.

Communication: • Planning a project/

pursuing a goal • Expressing concerns • Reporting about the past • Preferences/aversions • Expressing anger/fear/ doubt/hope • Talking about the

weather

Grammar: • The passé composé with avoir without

accord: regular constructions

• -ir verbs dormir/partir/sortir

• The verbs voir/mettre/venir

• Selective listening

(Exercise 6) • Detailed

comprehension (Exercise 10)

• Reading comprehension: skimming text, structuring

• Flashcards



• Slides • SmartBoard • Grammar supplement

à Geography à Art • GTF


• Textbook • Cahier d’activités • Worksheets • Computers

2. Paris-Toulouse Paris the capital and region Au revoir, Emma! Going away party for Emma at Malika’s house Ce n’est qu’un au revoir! The Carbonne family is moving to Toulouse. Their arrival in Toulouse is particularly difficult for Emma. Each member of the family experiences the unfamiliar city for the first time.

Communication: • Expressing joy • Expressing refusal • Expressing consolation • Paraphrasing a daily

routine • Expressing excitement • Expressing regret

Grammar: • The passé composé with être • The verbs

devoir/recevoir/ courir/envoyer • The object pronouns

me/te/nous/vous • Numbers to 1,000

• Paraphrasing a daily

routine (Exercise 2) • Applying learned

vocabulary and grammar principles

à Geography à History


3. Vivre à Toulouse Various aspects of the city of Toulouse Après le match Emma makes new friends.

Communication: • Expressing feelings Grammar: • The direct object

• Finding your

way/reading a schedule (Exercise 2a)

• Creative writing: write

à Geography à History à Art


A. Bienvenue à Blagnac! Emma meets Cécile’s brother Fabien and his friend Nicolas after a rugby match. For the Carbonne children, the multicultural atmosphere is still strange but exciting. B. Le premier rendez-vous Emma falls in love with Fabien. Her academic performance suffers as a result.

pronouns le/la/l’/les • The verbs plaire, vivre,

connaître • Relative clauses with

qui, que, où • The adjectives beau,

nouveau, vieux • The interrogatives

quel/quelle/quels/ quelles • The demonstrative

adjectives ce/cet/cette/ces

• Relative clauses with preposition + qui

the end of a story/cluster technique

• Flashcards



• Slides • SmartBoard • Grammar supplement • Textbook • Cahier d’activités • Worksheets • Computers

• GTF

4. La classe fait du cinéma Everyday life at Collège Henri Guillaumet in Toulouse Le projet de la 4e B Project: Video Une journée de Cécile The 4B class at Collège Henri Guillaumet in Toulouse films three videos as part of a project for their partner school in Dakar. The first video shows a

Communication: • Complaining Grammar: • Indirect object pronouns

lui/leur • Indefinite adjectives tout

and chaque • -ir verbs: finir • The verbs rire, venir de

faire qc, être en train de faire qc

• Writing a business

letter (Exercise 11) • Role-playing game

(Exercise 7) • Taking notes about a

text and presenting them orally

• Flashcards

(optional)/vocabulary

à Art à German • UMI


day in the life of Cécile, a student at the Collège.

• Infinitive constructions with à and de

book • Vocabulary learning

book • Slides • SmartBoard • Grammar supplement • Textbook • Cahier d’activités • Worksheets • Computers

5. La cuisine française Eating habits in France Une surprise Fabien and Cécile bake a cake. Un gâteau et un cadeau Mrs. Chapuis celebrates her fortieth birthday. Her children, Fabien and Cécile, organize a dinner at their house to celebrate the occasion. Fabien is responsible for dessert.

Communication: • Shopping • Expressing wishes and

congratulations

Grammar: • The partitive articles

du/de la/de l’ • The verbs

préférer/répéter • The verb appeler • Il me/te/lui/nous/vous/ leur faut • Il faut faire qc • en with quantities • Negation: ne...personne,

ne...rien

• Vocabulary exercises • Dictionary exercise:

learning with opposites • Flashcards




à Art à German à English • GTF


• Computers

6. Communiquer Technology and communication A la fête de la musique Nicolas and Fabien go to the Fête de la Musique. Fabien’s mother calls. Rendez-vous manqué Cécile makes plans to meet her friends in Toulouse at the Fête de la Musique. Communication difficulties arise.

Communication: • Expressing one’s opinion • Taking a position • Presenting arguments • Making a claim • Initiating contact,

following up and requesting feedback

Grammar: • Reported speech and

indirect questions (no change in tense)

• Imperative + pronouns • The verb croire • Numbers to 999,999 • Years • Ordinal numbers

• Communication

practice: role play • Listening

comprehension: detailed comprehension using keywords

• Detailed comprehension of songs based on keywords

• Flashcards




à Music à German à English • UMI


7. Aventures dans les Pyrénées Region and tourism Qu’est-ce qui te plaît dans la région? A. Un long week-end à la montagne The Bajots, the Carbonnes and Fabien Chapuis take a trip to the mountains. B. Aventures The trip to the mountains turns out to be a disaster.

Communication: • Obtaining

directions/information about a place

• Expressing pain • Expressing

concern/anxiety • Giving compliments Grammar: • Questions: Qu’est-ce

qui?/Qu’est-ce que?/ Qui est-ce qui?/Qui est-ce que?

• Disjunctive pronouns • Reflexive verbs • The verbs construire and

conduire

• Asking for and giving

directions (Exercise 6) • Internet research:

collect, analyze and present material

• Flashcards




à Geography • VE • UMI


8. Lire, écouter, sortir (optional for the Thuringian Curriculum) Youth culture Quelle musique? A. Il était une fois Zenzila… Emma and Cécile discover a new band, Zenzila, and present

Communication: • Providing information

about people • Describing people • Recounting events • Reporting the past • Using text classification

signals

• Communication

practice: role play • Creative writing:

describing people • Sound differentiation

exercises

à German à English à Music

their songs in French class. B. Zenzila au collège Zenzila gives a concert at Collège Henri-Guillaumet. Emma interviews the singer of the band.

Grammar: • Imparfait • Superlatives and

comparisons • Imparfait/Passé

composé • Pendant/pendant que

• Text classification signals

• Flashcards




French Curriculum (4 hours per week)

Grade 8


Other possible materials: Books, excerpts, newspaper articles, films, news, interactive exercises, songs, etc.

Educational standards:

Global scale: At the end of the school year, students will be able to:

1. understand sentences and common expressions that relate directly to their lives (personal and family information, shopping,

work, immediate surroundings, etc.).

2. communicate in simple, routine situations, involving an uncomplicated, direct exchange of information regarding familiar and

commonplace matters.

3. describe their background and education as well as their immediate environment and things, based on their immediate

needs.

Listening comprehension: Students can:

• understand phrases and words that relate directly to their lives (e.g., very basic information about themselves, family,

shopping, work, immediate surroundings), provided they are spoken clearly and slowly.

• grasp the basic meaning of TV news reports on events, accidents, etc., when supported by images.

• follow changes in topic on TV news reports and gain a basic understanding of the content.


• quietly read texts on their own that contain some unknown but discernible language; they can also read simple

non-fiction texts.

• extract information selectively from various text sources with different densities of information (schedules, letters) as well as

understand the gist of reports, interviews, descriptions, bandes dessinées, etc., provided they are familiar with the topic.

• understand simple, age-appropriate, longer reading materials with a small amount of unknown but discernible language

globally as well as selected excerpts in detail with the use of comprehension aids.

Verbal interaction/speaking: Students can:

• communicate relatively easily in structured situations and short conversations provided the other party assists if necessary.

• handle simple routine exchanges with reasonable effort.

• ask and answer questions and share ideas and information on familiar topics in predictable everyday situations.

• communicate in simple, routine situations involving an uncomplicated, direct exchange of information regarding familiar

routines relating to work and leisure.

• hold very brief initial conversations but without understanding enough to keep the conversation going themselves.

• paraphrase the content of text on familiar topics or summarize it in a simple fashion.

• Pronunciation is generally clear enough to be understood despite a noticeable accent, but sometimes the other party will

have to ask for repetition.

Writing: Students can:

• write a series of simple phrases and sentences and link them using conjunctions such as ‘and,’ ‘but,’ ‘because,’ ‘at first,’ ‘in

the end,’ ‘then,’ ‘finally,’ etc.

• use brief common expressions to meet simple specific needs and express and/or request information about

themselves/others, everyday routines, desires, feelings and needs, and also to ask for information in general.

• use simple sentence patterns and communicate using memorized phrases, short word combinations and set expressions

regarding themselves and others, what they do and possess as well as about places, etc.

• write simple creative texts (continuation or background of a story, dialogs, stories based on a series of pictures).

• use a large enough vocabulary to express themselves, sometimes in roundabout ways, on most common everyday topics

such as hobbies, family, interests, work, travel, current events.

• use some simple structures correctly, but still systematically make basic mistakes such as confusing verb tenses or

forgetting subject-verb agreement; nevertheless it is usually clear what they wish to express.

Curriculum

Subjects/Topics: Skills and Competencies Methods/Media Cross- Relationship to

Découvertes, Vol. 3 (new edition)

Disciplinary Relevance

the School Program

1. Un été en Normandie Friendship and love Sur la plage de Fécamp Two girlfriends discuss the appearance of boys around their age who are playing volleyball. Une bonne leçon After one of them flirts with Laurent, an argument ensues between the two best friends. In the end, they reconcile.

Communication: • Formulating opinions • Presenting arguments • Justifying • Giving advice • Seeking advice • Prohibiting something • Criticizing • Responding to criticism Grammar: • Superlative adjectives and

comparisons • Imparfait • Imparfait and Passé

composé

• Role play: writing and

acting out sketches • General and detailed

listening comprehension

• Creative writing: change in perspective

• Creative writing: filling in speech bubbles

• Flashcards




è History è Geography


2. Découvrir la Bourgogne

Communication:

Class trip and exchange Le journal de bord A class from Gutenberg Gymnasium in Mainz takes a school trip to Burgundy. Les surprises du voyage The students write a travel report for the Internet about their trip to Burgundy under the guidance of their teacher.

• Figuring out the meaning of warning signs

• Giving and understanding instructions, explanations and information

• Giving compass directions Grammar: • Plus-que-parfait • Relative clauses with

preposition + lequel • Relative pronouns lequel,

dont, ce qui, ce que

• Turning an appointment calendar into a narrative about the past

• Listening comprehension: detailed comprehension

• Writing a travel report • Writing a virtual travel

journal and advertising brochure

• Flashcards





• GTF • UMI

à Together

3. Un clown au collège School life in France: a collège in Lyon

Communication: • Understanding, objections,

requests, refusals, apologies

• French timetable



Quel cirque! Nathan, a circus clown, temporarily attends a collège in Lyon Rebelle No 10 The school newspaper interviews three students: a circus child, a North African woman and a Senegalese man. All three talk about their difficulties integrating into the school.

• Taking a position (assumptions, doubts, judgments, prejudices)

• Comparing a German and a French timetable

Grammar: • Adverbs ending in –ment:

formation and placement • Adverbs ending in –ment:

superlatives and comparisons

• Inversion question with a pronoun as the subject

• Reflexive verbs • Fractions


• Writing a résumé • Flashcards




è German

• GTF

4. Etre ado à Nice Young people make music in Nice “Les Nice et Forts” A music group from Nice introduces itself. Une histoire de “oufs”! The amateur group “les Nices et Forts” tries to

Communication: • Spontaneous phrases • Playing with language

(français standard, verlan, la langue des jeunes)

Grammar: • The futur simple • The verbs suivre/s’asseoir/

• Youth language:

expressing enthusiasm and anger


• Avoiding errors in one’s own writing

è Music è German è English

• UMI

à Differentiated à Together

increase its popularity through interviews with local press and other media. In the process, they achieve a small victory.

mourir • Writing, correcting and presenting a letter to the editor

• Flashcards




5. Au pays des livres Selection of four young adult books Super nouvelle! Antonin is not an avid reader. His family is planning a trip to Brittany. He would rather play soccer. Sometimes the unexpected happens. L’île aux lutins Antonin, a boy from the

Communication: • Recounting experiences,

events, stories from different time perspectives

Grammar: • -indre verbs: • Adjectives as adverbs: sentir

bon, parler bas • Adverbs ending in -ammant,

-emment • Reported speech and

• Listening

comprehension: detailed comprehension

• Using word formation rules to create new words

• Figuring out the meaning of unknown words

è German è English è Geography è History

city, travels with his parents to the island of Groix on the Brittany coast to spend the weekend. Boredom quickly turns into an adventure.

indirect questions • Rules for word formation

(prefixes, suffixes, antonyms, compound words)

• Flashcards (optional)/vocabulary book



M1: 35 degrés dans le Midi Every summer, there are forest fires in southern France. Therefore, the local fire department makes sure to inform the public of the rules ahead of time. Un camping en flammes A forest fire has devastated the campground in the small southern French town of Brignoles. Several witnesses give reports about the fire in interviews with newspapers and the

Communication: • Hypotheses, questions • Desires, expectations, plans,

ideas • Conclusions • Making suggestions • Responding to suggestions Grammar: • Conditionnel présent • Conditional sentences with: • si + présent • si + imparfait • Difference between si and

quand • Word formation: male and

female occupations

• Listening

comprehension: film and television

• Reading comprehension: understanding functional texts (advertisements)

à Geography

• UE

à Culturally aware à Together à Differentiated

evening news on French TV.

• Pronouns en and y

M2: Un Cyberprojet A group of students travels from Hamburg to Marseille to meet their fellow exchange students and create a joint website in both German and French. Hambourg-Marseille.com The website project proves more complicated than planned, so the exchange students from Hamburg begin by taking a boat trip to the famous rocky coves. The German-French website project is then a success and the students from Hamburg and Marseille together win first prize.

Communication: • Expressing wishes, requests,

demands • Making personal judgments

and taking positions • Paraphrasing, rewording,

self-correcting • Expressing feelings,

sympathy, surprise, anger, agreement

• Expressing complaints, joy, sadness, compassion

Grammar: • Constructing the subjonctif

présent • Subjonctif présent after je

voudrais que/j’aimerais que/il faut que/il est important que/il est nécessaire que

• Celui, celle, ceux, celles • Accord du participe passé in

the passé composé with avoir

• Irregular plurals

• Listening

comprehension: detailed comprehension

• Role play: responding to comments in the chat room

• Intercultural learning • Flashcards




è German è English è Geography

• UMI


M3: Le tour du monde francophone (not required for Thuringia; if time allows) Overview of the

Communication: • Extracting, conveying and

summarizing information • Making contact with young

• Listening

comprehension, en détail: understanding a

è Geography è History

French-speaking world La dictée des Amériques Three young people take part in the “Dictée des Amériques” competition and learn about Montréal, Québec, and the cultures of other regions of the world.

people from the Francophone world

• Language mediation • Formulating questions Grammar: • Languages, country names,

nationalities • Passé simple (decoding

skills) • Interrogative pronoun lequel

(decoding skills) • Preposition + relative

pronoun lequel • Preposition + qui • Indirect factual questions

with ce qui, ce que

biography • Reading

comprehension: a fairy tale from Africa

• Reading comprehension: analyzing an Internet article

• Researching and presenting information in media

• Flashcards




• GTF

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