french iii pacing guide at-a-glance semester 1 · when evaluating pre-ap student work, the use of...

2009 FRENCH PACING GUIDE LEVEL 3 Text: Discovering French Nouveau, Rouge Revised Summer of 2012 to Include Pre-AP Extensions

World Languages Revised to Include Pre-AP Extensions 2012 PWCS

French III Pacing Guide At-a-Glance Semester 1

Marking Period 1 Reprise A (suggested time: 2 weeks) Rappel 1

• adjectives • avoir ; aller ; être ; venir

Rappel 2 • depuis • vouloir ; pouvoir ; devoir ; sortir ; faire

Rappel 3 • articles • food and drink • prendre ; boire • y ; en

Lecture: Les trois bagues

Unité 1: Le Look Partie 1

• vocabulary :physical description • vocabulary :body parts • the definite article with body parts • vocabulary : personal care • reflexive verbs in the present tense

Partie 2 • vocabulary : daily routine • reflexive verbs in the passé composé • vocabulary : physical condition and emotion

Lecture: Conte pour enfants de moins de 3 ans Interlude: Le Monde des arts

Marking Period 2

Unité 2: La Responsabilité Partie 1

• vocabulary: household chores • subjonctif: obligation; necessity

Partie 2 • vocabulary: favors and services • subjonctif of irregular verbs • subjonctif: opinion • subjonctif: wants/desires/wishes • vocabulary: describing objects

Extension (Unité 7, p. 270)* • subjonctif vs. indicatif • subjonctif: emotions/feelings • subjonctif: doubt/possibility

Lecture: La Couverture Interlude: Les Grands moments de l’histoire (jusqu’en 1453)*

*These items are offered as possible extensions for Pre-AP classes

Mid-term Exam

• Reprise A • Unité 1 • Unités 2 & 7*



Semester 2

Marking Period 3 Unité 3: Raconter une histoire Partie 1

• vacation activities and problems vocabulary • review: passé composé & imparfait

Partie 2 • vocabulary : describing events/telling a story • vocabulary: talking about the weather in detail • imparfait: setting the scene • imparfait vs. passé composé • passé simple*

Lecture: King Interlude: Les Grands moments de l’histoire (1453-1715)*

Unité 4: Aspects de la vie quotidienne Partie 1

• vocabulary: making purchases • y ; en • expressions of indefinite quantity

Partie 2 • vocabulary: at the hair salon • object pronouns • double object pronouns / pronoun order • vocabulary: personal services • causative faire

Lecture: Une histoire de cheveux Interlude: Vive la musique!*

Marking Period 4

Unité 5: Bon Voyage! Partie 1

• vocabulary: travel • negative expressions

Partie 2 • vocabulary: at the airport and train station • le futur • le conditionnel (intro and formation)

Extension (Unité 8, pp. 316-322)* • si clauses • le conditionnel with polite requests & indirect speech • plus-que-parfait • conditionnel passé

Lecture: Le Mystérieux homme en bleu Interlude: Les Grands moments de l’histoire (1715-1870)*

*These items are offered as possible extensions for Pre-AP classes

Final Exam

• Unité 3 • Unité 4 • Unités 5 & 8*



Note to Teachers of Pre-AP: To reflect the fact that students successfully completing (with a C or higher) Pre-AP courses earn a half-weighted credit, it was determined that the additional requirements of these students be articulated within the pacing guide. The following pacing guide contains these extensions as suggestions for teachers to select from, but is NOT an exhaustive list nor is it expected that all extensions will be included. It is up to each teacher to determine what will be the most appropriate for their students. The Learning Objectives that accompany the extensions are drawn from the AP French Language and Culture Curriculum as, ultimately, the goal for students enrolled in Pre-AP courses is to prepare for advancement and success in an AP level course. http://apcentral.collegeboard.com/apc/public/repository/AP_FrenchLangCED_Effective_Fall_2011.pdf When evaluating Pre-AP student work, the use of an AP rubric (or a modified AP-based rubric) is recommended to facilitate the transition to AP level coursework and standards. The AP rubrics for Writing and Speaking tasks can be located in the above document on pp. 91-96. In many cases, extension can also be achieved by increasing the length, content or complexity of writing and speaking tasks for Pre-AP students when all students are required to complete such activities. In addition to recommended extension activities listed throughout this document by unit, the following are some suggested activities that can be drawn from as extensions on an ongoing basis throughout the year to help students synthesize information from a variety of authentic audio, visual, audiovisual, written and print resources.

• Listening Log

•

– students listen to a variety of authentic sources – TV, radio, podcasts, webcasts, etc. (20-30 minutes suggested) and submit weekly commentaries (written or verbal). A sample template and list of online sources is attached at the end of this document. Feel free to use, adjust or create your own log. Sustained Silent Reading

• Use of School Fusion

– students and teacher spend class time (15-20 minutes suggested) reading authentic print resources (novels, magazines, comics, other types of children’s literature, etc). This does not need to be formally evaluated; it is intended to foster reading for pleasure and the appreciation of French literature.

message boards

•

on class website for discussion of selected topics of study. Teacher writes a prompt to begin a class discussion on varying topics (particular emphasis on AP themes such as modern life, cultural practices, current events, etc.) Students are expected to post reactions to teacher and classmate responses to earn participation/credit. Journals

•

– Students respond to a variety of prompts (particular emphasis on AP themes such as modern life, cultural practices, current events, etc.). These can be assessed in any variety of ways (content, mechanics, completion, participation, etc.) as appropriate for that particular prompt or group of students. Projects/Presentations – These activities are often appropriate for both regular and Pre-AP students, however, in some cases it is also appropriate to assign Pre-AP students projects and presentations beyond what is required of regular level III students to expand on particular topics. However, in cases where all students are required to complete these activities, the teacher may consider extending the level of complexity, length or depth of projects and presentations for Pre-AP students.

http://apcentral.collegeboard.com/apc/public/repository/AP_FrenchLangCED_Effective_Fall_2011.pdf�



Marking Period 1: Reprise A, Thème: Le look (Unité 1) The Reprise sections feature many of the same topics/objectives that will be addressed later in the curriculum. Therefore, it is suggested that review focus on Reprise A.

Topic/Objective PWCFLC VASOL Rappel 1

Academic Vocabulary: circumlocution

-Adjectives Linguistic:

-Avoir -Aller -Etre -Venir

I.A.1 Express own opinions, preferences and desires, and elicit those of others. I.A.2 Use level-appropriate vocabulary and structures to express ideas about topics and events. I.A.3 Participate in sustained exchanges that reflect past, present and future time. I.A.4 Use paraphrasing and circumlocution to convey and comprehend messages in level-appropriate language. I.B.2 Identify themes, main ideas, and pertinent details when listening to or reading materials in the target language. I.C.1 Use present, past, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. IV.A.2 Discern similarities and differences in structural patterns of the target language and those of English.

1.1 Express own opinions, preferences, and desires, and elicit those of others. 1.2 Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print target-language sources. 2.1 Participate in sustained exchanges that reflect past, present, and future time. 2.3 Use paraphrasing, circumlocution, and nonverbal behaviors to convey and comprehend messages in level-appropriate language.

Rappel 2

-Depuis Linguistic:

-Vouloir -Pouvoir -Devoir -Sortir -Faire


1.1 Express own opinions, preferences, and desires, and elicit those of others. 1.2 Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print target-language sources. 2.1 Participate in sustained exchanges that reflect past, present, and future time. 2.3 Use paraphrasing, circumlocution, and nonverbal behaviors to convey and comprehend messages in level-appropriate language.



Rappel 3

-Articles Linguistic:

-Food and drink -Prendre -Boire


1.1 Express own opinions, preferences, and desires, and elicit those of others. 1.2 Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print target-language sources. 1.2 Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print target-language sources. 2.1 Participate in sustained exchanges that reflect past, present, and future time. 2.3 Use paraphrasing, circumlocution, and nonverbal behaviors to convey and comprehend messages in level-appropriate language.

Lecture: Les Trois Bagues

-Reviewing and reactivating important items and structures in the context of a narrative

Communicative

The student synthesizes information from a variety of authentic written and print resources.

Recommended Pre-AP extensions

• Selected activities from “Après la Lecture” p.31 – Expression Orale & Expression Ecrite

I.B.2 Identify themes, main ideas, and pertinent details when listening to or reading materials in the target language.

3.1 Identify main ideas and pertinent details when listening to or reading materials such as live and recorded conversations, short lectures, reports, and literary selections.



Thème: Le look (Unité 1) Partie 1

Communicative:-Describing physical appearance

-Physical Description Vocabulary Linguistic:

-Body Part Vocabulary -Definite article with body parts -Personal Care vocabulary -Reflexive verbs in the present tense

The student synthesizes information from a variety of authentic audio, visual and audiovisual resources.


The student demonstrates understanding of a variety of vocabulary, including idiomatic and culturally authentic expressions. • Supplementary

Vocabulary pp.39 & 43 • Expansion activity p.37 • Notes Culturelles p.46 • Follow-Up activity p.47

I.A.2 Use level-appropriate vocabulary and structures to express ideas about topics and events. I.A.3 Participate in sustained exchanges that reflect past, present and future time. I.A.4 Use paraphrasing and circumlocution to convey and comprehend messages in level-appropriate language. I.C.1 Use present, past, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. IV.A.2 Discern similarities and differences in structural patterns of the target language and those of English. IV.B.2 Compare and contrast aspects of the cultures studied, such as language, clothing, foods, dwellings, and recreation, with those of other cultures.

1.2 Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print target-language sources. 2.1 Participate in sustained exchanges that reflect past, present, and future time. 2.2 Exchange detailed information on familiar topics via conversations, notes, letters, ore-mail. 4.2 Use past, present, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. 9.2 Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English may differ from those of the target language.



Partie 2

-Describing Daily Routine Communicative:

-Expressing how you are feeling

-Vocabulary: daily routine Linguistic:

-Reflexive verbs in the passé composé -Vocabulary: physical conditions and feelings -Idiomatic reflexive verbs

The student demonstrates understanding of a variety of vocabulary, including idiomatic and culturally authentic expressions.


• Supplementary Vocabulary pp.48, 52 & 55

The student synthesizes information from a variety of authentic written and print resources. • Students compare/contrast

their own daily routine with that of Louis XIV using the website of the Château at Versailles below

http://www.chateauversailles.fr/l-histoire/versailles-au-cours-des-siecles/vivre-a-la-cour/une-journee-de-louis-xiv

I.A.3 Participate in sustained exchanges that reflect past, present and future time. I.A.4 Use paraphrasing and circumlocution to convey and comprehend messages in level-appropriate language. IV.A.1 Demonstrate understanding that language and meaning do not always transfer directly from one language to another. IV.A.2 Discern similarities and differences in structural patterns of the target language and those of English.

2.1 Participate in sustained exchanges that reflect past, present, and future time. 2.2 Exchange detailed information on familiar topics via conversations, notes, letters, or e-mail. 4.2 Use past, present, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. 9.1 Demonstrate understanding that language and meaning do not transfer directly from one language to another. 9.2 Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English may differ from those of the target language.

Lecture: Conte pour enfants de moins de trois ans

-Reading for enjoyment Communicative

-Reading for grammar and vocabulary expansion in context The student synthesizes

information from a variety of authentic written and print resources.


Selected activities from “Après la Lecture” p.59 – Expression Orale & Expression Ecrite

I.B.1 Understand and respond appropriately to instructions presented in consumer and informational materials in the target language. I.B.2 Identify themes, main ideas, and pertinent details when listening to or reading materials in the target language.

3.1 Identify main ideas and pertinent details when listening to or reading materials such as live and recorded conversations, short lectures, reports, and literary selections. 4.1 Summarize and communicate orally and in writing main ideas and supporting details from a variety of authentic language materials.

http://www.chateauversailles.fr/l-histoire/versailles-au-cours-des-siecles/vivre-a-la-cour/une-journee-de-louis-xiv�






Interlude: Le Monde des arts

-Reading for information and expanding cultural awareness

Communicative

-Reading for main idea The student plans, produces and presents spoken presentational communications.


The student uses reference tools, acknowledges sources and cites them appropriately. • Students research,

prepare and present a project on an Impressionist painter (a good example can be found in the webquests section of the www.classzone.com website for level 3 textbook)

• Students prepare and present a project based on the poetry on pp. 67 & 68 (recitation, illustration, dramatization, creative rewriting, etc.)

II.A.1 Identify cultural differences among speakers of the same language. II.A.2 Analyze literature and the arts within the culture of the target language and determine how they reflect cultural viewpoints. IV.B.1 Use the target language to discuss the influences of historical and contemporary events and issues on the relationships between countries where the target language is spoken and the United States and other countries. IV.B.2 Compare and contrast aspects of the cultures studied, such as language, clothing, foods, dwellings, and recreation, with those of other cultures.

3.1 Identify main ideas and pertinent details when listening to or reading materials such as live and recorded conversations, short lectures, reports, and literary selections. 3.2 Understand culturally authentic materials that present new and familiar information. 6.2 Compare and contrast the viewpoints of francophone people and the ways these viewpoints are reflected in their practices and products, such as political systems, art and architecture, music, and literature.

http://www.classzone.com/�



Marking Period 2: Thème: La Responsabilité (Unités 2 & 7*) Topic/Objective PWCFLC VASOL

Thème: La Responsabilité (Unité 2) Partie 1

Academic Vocabulary: mood, subjunctive

-Describing what you have to do Communicative:

-Vocabulary: Household Chores Linguistic:

-Subjunctive: obligation & necessity



• Supplementary Vocabulary pp.72, 74, 75 & 77

• Supplementary irregular verbs pp.73, 75 & 81

The student synthesizes information from a variety of authentic written and print resources. • Selected activities

from “Et vous?” p.83 – Expression Orale & Expression Ecrite

• Students research online French job listings and select one to “apply” for or present to the class or have students create original job listings.

I.A.2 Use level-appropriate vocabulary and structures to express ideas about topics and events. I.A.3 Participate in sustained exchanges that reflect past, present and future time. I.A.4 Use paraphrasing and circumlocution to convey and comprehend messages in level-appropriate language. I.B.2 Identify themes, main ideas, and pertinent details when listening to or reading materials in the target language. I.C.1 Use present, past, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. IV.A.2 Discern similarities and differences in structural patterns of the target language and those of English.

1.1 Express own opinions, preferences, and desires, and elicit those of others. 1.2 Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print target-language sources. 2.1 Participate in sustained exchanges that reflect past, present, and future time. 2.3 Use paraphrasing, circumlocution, and nonverbal behaviors to convey and comprehend messages in level-appropriate language. 9.2 Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English may differ from those of the target language.



Partie 2 * Partie 2 (Unité 7) would be an appropriate extension for Pre-AP classes

Academic Vocabulary: impersonal expressions, sentiment

-Asking for and offering help Communicative:

-Talking about desires, wishes, wants, emotions, feelings.

-Vocabulary: Favors and Services Linguistic:

-Subjunctive of irregular verbs -Subjunctive: opinion -Subjunctive: wants/desires/wishes -Subjunctive vs. indicative -Subjunctive: emotions and feelings -Subjunctive: doubt and possibility -Vocabulary: Describing an object



• Supplementary Vocabulary pp.84 & 91

• Supplementary irregular verbs pp.86

The student plans and produces written presentational communication. • Selected activities

from Interdisciplinary/ Community Connections p.91

I.A.1 Express own opinions, preferences and desires, and elicit those of others. I.A.2 Use level-appropriate vocabulary and structures to express ideas about topics and events. I.A.3 Participate in sustained exchanges that reflect past, present and future time. I.A.4 Use paraphrasing and circumlocution to convey and comprehend messages in level-appropriate language. I.C.1 Use present, past, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. III.A.1 Relate topics studied across the curriculum to those studied in foreign language class, such as social studies, math, science, language arts, family life science, physical education, and the arts. IV.A.2 Discern similarities and differences in structural patterns of the target language and those of English.

1.1 Express own opinions, preferences, and desires, and elicit those of others. 1.2 Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print sources. 2.1 Participate in sustained exchanges that reflect past, present, and future time. 4.1 Summarize and communicate orally and in writing main ideas and supporting details from a variety of authentic language materials. 4.2 Use past, present, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. 7.3 Use target-language resources to expand knowledge in other subject areas. 9.2 Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English may differ from those of the target language.



Lecture: La Couverture

-Reading for historical context Communicative

-Reading a fable The student synthesizes information from a variety of authentic written and print resources.



I.B.1 Understand and respond appropriately to instructions presented in consumer and informational materials in the target language. I.B.2 Identify themes, main ideas, and pertinent details when listening to or reading materials in the target language. III.A.1Relate topics studied across the curriculum to those studied in foreign language class, such as social studies, math, science, language arts, family life science, physical education, and the arts.

7.1 Discuss in the target language aspects of the language and culture(s) found in other subject areas.

Interlude: Les Grands moments de l’histoire de France (jusqu’en 1453)* *this would be an appropriate extension for Pre-AP classes


-Reading for pleasure

II.A.1 Identify cultural differences among speakers of the same language. II.A.2 Analyze literature and the arts within the culture of the target language and determine how they reflect cultural viewpoints. III.A.1 Relate topics studied across the curriculum to those studied in foreign language class, such as social studies, math, science, language arts, family life science, physical education, and the arts. IV.B.1 Use the target language to discuss the influences of historical and contemporary events and issues on the relationships between countries where the target language is spoken and the United States and other countries. V.A.2 Utilize resources in the target language to explore historical events, artistic/literary contributions, and/or consumer products that have shaped the target culture and influenced the culture of the United States.

3.1 Identify main ideas and pertinent details when listening to or reading materials such as live and recorded conversations, short lectures, reports, and literary selections. 3.2 Understand culturally authentic materials that present new and familiar information. 7.1 Discuss in French how aspects of the French language and francophone cultures are found in other subject areas.



Marking Period 3: Thème: Raconter une histoire (Unité 3) Thème: Aspects de la vie quotidienne (Unité 4)

Topic/Objective PWCFLC VASOL Thème: Raconter une histoire (Unité 3)

Partie 1 -Talking about what you did over vacation

Communicative:

-Vocabulary: Vacation activities and problems

Linguistic:

-Passé Composé -Imparfait: habitual and progressive actions



• Supplementary Vocabulary pp.111-113, 121 & 123

• Supplementary irregular verbs pp.116, 120 & 121

The student synthesizes information from a variety of authentic written and print resources. • Selected activities from

“Et vous?” p.123 – Débat & Expression Ecrite

The student plans, produces and presents spoken presentational communications. • Students prepare and

present a project based on the poetry on p. 123 (recitation, illustration, dramatization, creative rewriting, etc.)

• Students prepare and present an ecology project (poster, brochure, poem, song, advertisement, etc.)

I.A.1 Express own opinions, preferences and desires, and elicit those of others. I.A.2 Use level-appropriate vocabulary and structures to express ideas about topics and events. I.A.3 Participate in sustained exchanges that reflect past, present and future time. I.C.1 Use present, past, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. I.C.2 Produce and present oral or written reports, as well as original works, appropriate to the type of audience and to the purpose of the presentation. I.C.3 Use appropriate presentational techniques, including visual aids and/or technological support. II.A.3 Determine social and geographic factors that affect practices.

1.1 Express own opinions, preferences, and desires, and elicit those of others. 1.2 Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print target-language sources. 2.1 Participate in sustained exchanges that reflect past, present, and future time. 6.2 Compare and contrast the viewpoints of francophone people and the ways these viewpoints are reflected in their practices and products, such as political systems, art and architecture, music, and literature. 9.1 Demonstrate understanding that language and meaning do not transfer directly from one language to another. 9.2 Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English may differ from those of the target language.



Partie 2 Academic Vocabulary: causative

-Describing an event Communicative:

-Telling a story

-Vocabulary: Describing an event Linguistic:

-Vocabulary: Talking about the weather -Imparfait: setting the scene -Imparfait vs. Passé Composé -Passé Simple



• Supplementary Vocabulary pp.124, 126 & 130

I.A.1 Express own opinions, preferences and desires, and elicit those of others. I.A.2 Use level-appropriate vocabulary and structures to express ideas about topics and events. I.A.3 Participate in sustained exchanges that reflect past, present and future time. I.C.1 Use present, past, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. IV.A.2 Discern similarities and differences in structural patterns of the target language and those of English.

1.2 Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print target-language sources. 5.1 Produce well-organized spoken and written presentations appropriate to the type of audience and the purpose of the presentation. 5.2 Use appropriate verbal and nonverbal presentational techniques, including visual aids and/or technological support. 7.3 Use target-language resources to expand knowledge in other subject areas.

Lecture: King

-Reading fiction Communicative

-Reading to reinforce vocabulary and grammar in context The student synthesizes








Interlude: Les Grands moments de l’histoire de France (1453-1715)* *this would be an appropriate extension for Pre-AP classes


-Reading for pleasure

II.A.1 Identify cultural differences among speakers of the same language. II.A.2 Analyze literature and the arts within the culture of the target language and determine how they reflect cultural viewpoints. IV.B.1 Use the target language to discuss the influences of historical and contemporary events and issues on the relationships between countries where the target language is spoken and the United States and other countries. V.A.2 Utilize resources in the target language to explore historical events, artistic/literary contributions, and/or consumer products that have shaped the target culture and influenced the culture of the United States.

3.1 Identify main ideas and pertinent details when listening to or reading materials such as live and recorded conversations, short lectures, reports, and literary selections. 3.2 Understand culturally authentic materials that present new and familiar information.

Lecture: Cyrano de Bergerac, Documents: Le Corbeau et le Renard, L’Histoire de France* *these would be appropriate extensions for Pre-AP classes

-Reading fiction Communicative

-Reading to reinforce vocabulary and grammar in context -Reading for historical context -Reading for pleasure

I.B.1 Understand and respond appropriately to instructions presented in consumer and informational materials in the target language.I.B.2 Identify themes, main ideas, and pertinent details when listening to or reading materials in the target language. II.A.1 Identify cultural differences among speakers of the same language. II.A.2 Analyze literature and the arts within the culture of the target language and determine how they reflect cultural viewpoints. IV.B.1 Use the target language to discuss the influences of historical and contemporary events and issues on the relationships between countries where the target language is spoken and the United States and other countries. V.A.2 Utilize resources in the target language to explore historical events, artistic/literary contributions, and/or consumer products that

3.1 Identify main ideas and pertinent details when listening to or reading materials such as live and recorded conversations, short lectures, reports, and literary selections. 3.2 Understand culturally authentic materials that present new and familiar information. 4.1 Summarize and communicate orally and in writing main ideas and supporting details from a variety of authentic language materials.



Thème: Aspects de la vie quotidienne (Unité 4) Partie 1

-Making purchases Communicative

-Pronouns y and en Linguistic

-Expressions of indefinite quantities



• Selected activities from “Et vous?” p.150 – Situations

The student demonstrates understanding of a variety of vocabulary, including idiomatic and culturally authentic expressions. • Supplementary

Vocabulary pp. 149 & 151-153

I.A.1 Express own opinions, preferences and desires, and elicit those of others. I.A.2 Use level-appropriate vocabulary and structures to express ideas about topics and events. I.A.3 Participate in sustained exchanges that reflect past, present and future time. I.C.1 Use present, past, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. IV.A.1 Demonstrate understanding that language and meaning do not always transfer directly from one language to another. IV.A.2 Discern similarities and differences in structural patterns of the target language and those of English.

1.1 Express own opinions, preferences, and desires, and elicit those of others. 1.2 Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print target-language sources. 2.1 Participate in sustained exchanges that reflect past, present, and future time. 6.1 Examine how and why products such as natural and manufactured items, the arts, forms of recreation and pastimes, language, and symbols reflect practices and perspectives of the cultures studied. 7.1 Discuss in the target language aspects of the language and culture(s) found in other subject areas.



Partie 2

-Talking about hairstyles Communicative

-Describing actions that people have done by someone else

-Vocabulary: personal services Linguistic

-Object pronouns -Order of pronouns/double object pronouns -Causative faire



• Supplementary Vocabulary pp. 161, 166 & 168

The student plans, produces and presents spoken presentational communications. • Students prepare and

present an original scenario (there is an example “Expansion: Activity 2” on p.169)

I.A.1 Express own opinions, preferences and desires, and elicit those of others. I.A.2 Use level-appropriate vocabulary and structures to express ideas about topics and events. I.A.3 Participate in sustained exchanges that reflect past, present and future time. I.C.1 Use present, past, and future time frames, word order, and other level-appropriate language structures with increasing accuracy.

1.1 Express own opinions, preferences, and desires, and elicit those of others. 1.2 Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print target-language sources. 2.1 Participate in sustained exchanges that reflect past, present, and future time. 6.3 Investigate the role of geography in the history and development of francophone cultures. 8.2 Compare and contrast aspects of francophone cultures, such as language, clothing, foods, dwellings, and recreation, with those of other cultures.

Lecture: Une histoire de cheveux

-Reading dramatic fiction Communicative

-Reading to reinforce vocabulary and grammar in context The student synthesizes





3.1 Identify main ideas and pertinent details when listening to or reading materials such as live and recorded conversations, short lectures, reports, and literary selections. 3.2 Understand culturally authentic materials that present new and familiar information.



Interlude: Vive la musique!* *this would be an appropriate extension for Pre-AP classes

-Reading to situate the various musical periods within a larger historical context

Communicative II.A.1 Identify cultural differences among speakers of the same language. II.A.2 Analyze literature and the arts within the culture of the target language and determine how they reflect cultural viewpoints. IV.A.3 Demonstrate familiarity with regional variations in the target language.

3.1 Identify main ideas and pertinent details when listening to or reading materials such as live and recorded conversations, short lectures, reports, and literary selections. 3.2 Understand culturally authentic materials that present new and familiar information. 10.1 Expand French language skills and cultural competence through the use of media, entertainment, and technology. 10.2 Use French-language resources, such as individuals and organizations in the community or accessible through the Internet, to broaden cultural understanding.

Marking Period 4: Thème: Bon Voyage! (Unités 5 & 8*)

Topic/Objective PWCFLC VASOL Partie 1 (Unité 5)

Academic Vocabulary: limiting expression

-Making travel plans Communicative:

-Vocabulary: Travel Linguistic:

-Negative expressions



• Selected activities from “Et vous?” p.188 & 189 – Composition

I.A.1 Express own opinions, preferences and desires, and elicit those of others. I.A.2 Use level-appropriate vocabulary and structures to express ideas about topics and events. I.A.3 Participate in sustained exchanges that reflect past, present and future time. I.C.1 Use present, past, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. III.A.2 Determine instances where terminology of the target language is used in specific content areas, such as junta, faux pas, genre, and Angst.

1.1 Express own opinions, preferences, and desires, and elicit those of others. 1.2 Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print target-language sources. 2.1 Participate in sustained exchanges that reflect past, present, and future time. 3.3 Understand and respond appropriately to instructions presented in informational materials, such as instructions for understanding travel schedules or using technology.



Partie 2 * Partie 2 (Unité 8) would be an appropriate extension for Pre-AP classes

Academic Vocabulary: conditional, conjunction, hypothetical

-Talking about future plans Communicative:

-Making polite requests -Expressing hypotheses

-Vocabulary: airport and train station Linguistic:

-Future tense -Conditional tense -Si clauses -Plus-que-parfait -Conditionnel passé



• Supplementary Vocabulary p. 197

The student plans, produces and presents spoken presentational communications. The student uses reference tools, acknowledges sources and cites them appropriately. • Students research,

prepare and present a hypothetical field trip itinerary. (Selected activities from Interdisciplinary/ Community Connections p.207)

I.A.1 Express own opinions, preferences and desires, and elicit those of others. I.A.2 Use level-appropriate vocabulary and structures to express ideas about topics and events. I.A.3 Participate in sustained exchanges that reflect past, present and future time. I.C.1 Use present, past, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. IV.A.1 Use the target language to discuss the influences of historical and contemporary events and issues on the relationships between countries where the target language is spoken and the United States and other countries. IV.A.2 Compare and contrast aspects of the cultures studied, such as language, clothing, foods, dwellings, and recreation, with those of other cultures.

1.1 Express own opinions, preferences, and desires, and elicit those of others. 1.2 Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print target-language sources. 2.1 Participate in sustained exchanges that reflect past, present, and future time. 3.3 Understand and respond appropriately to instructions presented in informational materials, such as instructions for understanding travel schedules or using technology.



Lecture: Le Mystérieux homme en bleu

Reading fiction Communicative

Reading a longer text The student synthesizes information from a variety of authentic written and print resources.


Selected activities from “Après la Lecture” p.215 – Expression Orale & Expression Ecrite



Interlude: Les Grands moments de l’histoire de France (1715-1870) *

*this would be an appropriate extension for Pre-AP classes

Reading for historical context Communicative

II.A.1 Identify cultural differences among speakers of the same language. II.A.2 Analyze literature and the arts within the culture of the target language and determine how they reflect cultural viewpoints. IV.B.1 Use the target language to discuss the influences of historical and contemporary events and issues on the relationships between countries where the target language is spoken and the United States and other countries. V.A.2 Utilize resources in the target language to explore historical events, artistic/literary contributions, and/or consumer products that have shaped the target culture and influenced the culture of the United States.

3.1 Identify main ideas and pertinent details when listening to or reading materials such as live and recorded conversations, short lectures, reports, and literary selections. 3.2 Understand culturally authentic materials that present new and familiar information. 8.1 Discuss the influences of historical and contemporary events and issues on the relationships between francophone countries and the United States.



Listening Log (Template)

Nom ___________________ Date de l’Émission _____________________ http://www.rfi.fr/ (or other approved audio resources) Deux sujets (en français) (10 points)

1. _____________________ 2. ________________________

Les mots français que j’ai reconnus : (20 points) _________ _________ ________ _________ _________ _________ _________ ________ _________ _________ _________ _________ ________ _________ _________ _________ _________ ________ _________ _________ Quatre mots que j’ai appris et leurs traductions en anglais : (20 points)

1. ______________________ _______________________

2. ______________________ _______________________

3. ______________________ _______________________

4. ______________________ _______________________

Un paragraphe en français : (50 points)

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

http://www.rfi.fr/�



Authentic Audio Resource List

Radios en ligne: Les élèves vont sans doute préfèrer regarder les nouvelles à la télè, car elles seront accompagnées d’images, et souvent de sous-titres. Cependant, il est bon de leur faire écouter régulièrement la radio, car à l’examen AP, ils ne vont pas regarder une vidéo, mais écouter un CD

. Voici une liste partielle des Radios en ligne que mes élèves AP écoutent régulièrement:

http://radios.syxy.com/ Ce fabuleux site contient TOUTES les radios en ligne…… http://www.rfi.fr/radiofr/emissions/072/accueil-47.asp Ce site est très riche : il y a les nouvelles, bien sûr, mais aussi des tonnes d’archives audio que vous pouvez explorer. El y a aussi des «nouvelles en français facile». http://www.nrj.fr/onair/onair-emission.php?id=2030 Ce site est surtout pour la musique, mails il y a aussi beaucoup d’émissions sur des sujets qui intéressent les jeunes «radio ENERGIE» http://www.radiofrance.fra/chaines/france-iner01/information/journaux/ Radio très populaire en France. Cous y trouverez TOUT. Ne restez pas fascinés par les programmes de musique, car ce sera surtout des tubes américains. Chercher l’audio en françaises. http://www.radiofrance.fr Site qui regroupe plusieurs radios en ligne. Enormément de choix

http://www.europeinfos.com Beaucoup de nouveautés http://www.rfm.fr/home/index.php?rubrique=home Beaucoup de musique, surtout américaine, bien sûr, mais des informations intéressantes http://www.rtl.fr/ Site européen très complet

Il faut aussi consulter les sites de la Francophonie: www.lesoleil.sn Site sénégalais, qui marche plus ou moins www.homeviewsenegal.com www.comfm.fr/sites/rdirect/sn.html www.comfm.fr/radios/rfi.htm Rfi au Sénégal

http://radios.syxy.com/�

http://www.rfi.fr/radiofr/emissions/072/accueil-47.asp�

http://www.nrj.fr/onair/onair-emission.php?id=2030�

http://www.radiofrance.fra/chaines/france-iner01/information/journaux/�

http://www.radiofrance.fr/�

http://www.europeinfos.com/�

http://www.rfm.fr/home/index.php?rubrique=home�

http://www.rtl.fr/�

http://www.lesoleil.sn/�

http://www.homeviewsenegal.com/�

http://www.comfm.fr/sites/rdirect/sn.html�

http://www.comfm.fr/radios/rfi.htm�



Il y a bien sûr, toutes sortes d’autres sources audio pour les autres pays africains ou maghrébins, ou polynésiens. L’utilisation des Podcasts à tous les niveaux d’instruction est excellente. Les podcasts, ou «LA BALADODIFFUSION» sont essentiellement des émissions de radio qui arrivent régulièrement dans votre boîte aux lettres, une sorte d’abonnement audio, en quelque sorte. A présent, la majorité des stations de radio ont un site de «Podcasts». Voici aussi des sites où vous pouvez trouver des Podcasts en français.

• Easy French Poetry Podcast http://www.learnfrenchinboston.com/podcast/ o A french as a second language Podcast, using poetry as a topic for discussion using everyday conversational French.

• French for Beginners http://www.frenchecole.libsyn.com/ o Fun, effective lessons for beginners. Provided by the French Ecole.

• FrenchPod.com http://frenchpod.com/ o A series of well-reviewed lessons that will let you learn French on your own terms. FrenchPod currently offers free podcasts on a

schedule of 5 per week with extra shows on the weekend. The podcasts are accompanied by text expansion exercises and other tutoring aids.

• Le Journal en Français facile http://www.rfi.fr/radiofr/statiques/journauxFrancaisFacile.asp o Nightly news from RFI presented in slowly spoken Frnech to assist you with your comprehension.

• Learn French by Podcasts http://www.learnfrenchbypodcast.com o A well-reviewed series of lessons for beginners and those who want to brush up on their French.

• Learn French with Coffee Break French http://www.radiolingua.com/ourpodcasts/cbf/cbfblog/index.html o The producers of the very popular Coffee Break Spanish now offer a podcast that will teach you French.

• Learn French with Daily Podcasts http://www.dailyfrenchpod.com/ o These lessons are brought to you by French teachers from Paris. They are best suited for those who already have some beginning French unders their belts.

• Ma France http://www.bbc.co.uk/languages/french/mafrance/ o The BBC offers 24 video podcast that will teach you French.

http://www.learnfrenchinboston.com/podcast/�

http://www.frenchecole.libsyn.com/�

http://frenchpod.com/�

http://www.rfi.fr/radiofr/statiques/journauxFrancaisFacile.asp�

http://www.learnfrenchbypodcast.com/�

http://www.radiolingua.com/ourpodcasts/cbf/cbfblog/index.html�

http://www.dailyfrenchpod.com/�

http://www.bbc.co.uk/languages/french/mafrance/�



• Mali French http://www.peacecorps.gov/wws/multimedia/language/index.cfm#french

• The French Pod Class http://frenchpodclass.com/ o A very popular collection that teaches students the French language and different facets of French culture.

• The Verbcast - French Verbs by Relaxation http://pienews.blogs.com/verbacast/ o A four week series of lessons that will allow you to refine your knowledge of French verbs.

• http://www.laits.utexas.edu/tex/gr/index.html o Site de la "Grammaire de l’absurde" ou les aventure de Tex le Tatou…Les élèves adorent.

• Frenchpodclass.com

• http://www.radiofrance.fr/services/rfmobiles/podcast Toutes les radios en ligne ont maintenant de la baladodiffusion gratuite.

• http://www.teleramardio.fr/ beaucoup de bonnes lectures.

http://www.peacecorps.gov/wws/multimedia/language/index.cfm#french�

http://frenchpodclass.com/�

http://pienews.blogs.com/verbacast/�

http://www.laits.utexas.edu/tex/gr/index.html�

http://www.radiofrance.fr/services/rfmobiles/podcast�

http://www.teleramardio.fr/�