French Language and Culture The AP French Language and

French 4 AP: French Language and Culture
The AP French Language and Culture course in our school is offered to students in their fourth year
of language study. It is designed to provide students with the opportunity to increase their proficiency
in communicating in the French language with people of francophone countries throughout the world.
Student enrollment numbers tend to be low, so as to require that the course be offered in the same
classroom and at the same time as the French 3 Honors course. Given this constraint, it has been
determined that the most appropriate format for the course is one incorporating a rotating resource
curriculum and differentiated instruction techniques. This approach allows all of the students to
address the same essential questions, apply the same core topical vocabulary, and refine their usage
of the same grammar concepts while achieving tasks of varying difficulty level. It also allows
students to witness, and subsequently to model, higher-level language-learning strategies and to
experience a wider array of authentic materials that address the themes of the course.
Foundational Understandings
During the first weeks of the course, certain foundational elements are presented to the students.
These underpinnings for the course will be related to every activity in the course throughout the year.
These are:
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The expected learning environment: Because French language and culture are very large
topics to which students can relate in a variety of ways, students are expected to be
contributors to the class. They should feel free to bring their own interests to the course, and
they will be responsible for supplying certain content pieces through presentations and
contributions to class discussions and online forums. In order to support the development of
speaking and listening skills, the course is conducted exclusively in French. Students
must understand that it is essential to practice their skills during class time, and that it is
insufficient to assume they will be able to perform well on any assessments if they do not
practice during class. During the 50 minutes that they are in class each day, they are
expected to focus exclusively on French language and culture. Participation will be included
as part of the speaking grade. Students needing clarification in English are encouraged to
seek extra help after school.
The course goals: The goal of language study is communication. Communication has
several purposes: to make connections across disciplines, comparisons between cultures,
and to form communities by making relationships in real-life settings. This can best be
achieved when seeking to understand the culture of the countries where the language is
spoken, with the products, practices, and perspectives of the people who live there. (ACTFL—
the 5Cs)
The three modes of communication: Students will define the three modes of communication
(interpretive, interpersonal, & presentational) and will understand that each of the three modes
is achieved (or interpreted) in both written and spoken forms.
The course themes: Students will be introduced to the six major themes of the course (as
defined in the College Board’s course description) through an activity where they will view a
culturally-relevant image and will be asked questions about the image relating to the several
themes. Once these questions have been answered, the themes will be presented and
students will be asked to identify the theme to which each question related. Small groups will
be presented with a second image, and students will be asked to prepare questions about the
new image for their classmates relating to each theme. In this way, students will understand
that authentic materials used in class can often relate to several of the course of themes, and
they will also begin to commit the themes to memory. Following this activity, students will be
introduced to the course portfolio and the Moodle online discussion forum. The course
portfolio is required of all students, and students will be expected to place products from their
coursework in the portfolio within the six thematic categories on an assigned schedule. The
Moodle online discussion forum is a place for students to share their thoughts on the essential
questions of each theme. They may also share links to internet sites that they have found
useful or interesting in addressing each theme. These two tools for understanding the themes
will allow students to internalize them over time and to understand that the themes can be
addressed, but never fully understood or achieved.
Instructional Strategies
Vocabulary & grammar acquisition: Students will acquire new vocabulary and grammar structures
through an inductive presentation of words and structures. “Meaning first” is the mantra that guides
this introduction. Activities in a foundational text reinforce the active vocabulary and structures. This
text will alternate each year to facilitate the dual-level course. Additionally, students will be expected
to maintain personal vocabulary lists based on their reading and listening with authentic materials.
Reading skills: Students will read non-literary articles from current online-sources on a regular basis.
They will also read literary selections that are included with their textbook, readings selected by the
instructor, and personally-chosen texts. On a regular basis, we use the ACTFL reading
comprehension templates which require students to identify the purpose, main idea, several details,
and to make a cultural comparison based on the information in the selection. Other reading activities
include mind-maps, open-ended and multiple-choice questions, question writing, pair reading,
summaries, and group discussions. For self-selected materials, students are required to write a
reaction paper that includes a summary, personal reaction, cultural comparison, and bibliographic
citation of the article. Many of the presentational writing and speaking activities are also based upon
information presented in the readings.
Listening skills: It goes without saying that students’ listening skills are sharpened when the class is
conducted entirely in French. Students will also complete listening activities that accompany their
textbooks. The Imaginez textbook has an accompanying website with excellent listening activities
and a film collection consisting of award-winning short-subject films produced by a variety of French
filmmakers. The film collection is also available to us in DVD format for use in class. In addition,
students complete activities from authentic online sources such as www.rfi.fr/ and www.tv5.org. We
also own a collection of past issues of the Champs-Elysées audio magazine which contains a variety
of exercises for listening using authentic audio selections.
Writing skills: Students write in some form at least weekly. In order to improve writing, students
receive descriptive and personalized feedback, and they are regularly required to make revisions to
their writing. Outstanding student examples are also presented and discussed in class. Emphasis is
placed on accuracy, fluency, and idiomatic use of the language. An effort has been made to include
at least one presentational and one interpersonal writing assessment in each unit. Interpersonal
writing is assessed through situational assignments; students are also required to practice
interpersonal writing through contributions to the Moodle online forum. Presentational writing
assignments are often based upon the articles or other authentic resources used during the unit. The
course rubrics focus on the skills outlined in the College Board’s Course and Exam Description.
Speaking skills: All student responses in class are conducted in French. Some very informal
methods are used to develop students’ fluency. These include informal skits and simple warm-up
questions about the students’ lives or giving description of pictures. More formal methods include
prepared presentations, interviews with the teacher and recorded assessments. A mobile language
laboratory is available to us. This lab allows 30 students to listen to a common audio text via wireless
headphones and give responses on attached microphones. It may also be connected to outside
recording devices, and we generally connect to cassette recorders. Another recording option is
http://lingtlanguage.com/. We are also investigating the use of local digital recording. Rubrics used to
evaluate speaking are based on the AP scoring rubrics.
In order to practice presentational speaking for formative assessment, students are placed with a
partner and given a prompt based on a cultural comparison. The listening partner tallies the number
of ideas and explanations presented within a given time frame. The activity is repeated with a new
partner, who listeners for grammar errors. The third partner listens to the presentation and formulates
a question that was not answered in the presentation. Finally, a fourth partner will listen as the
speaker attempts to incorporate a new grammar structure, transitional expression, or idiomatic
expression. This type of activity allows students to practice, hear, and analyze the important
elements of the presentation. A similar type of repetitive practice with a variety of partners is used to
practice interpersonal speaking.
Real-Life Connections: Students are required to attend one cultural event each semester and write a
reflection about their experience. The local French Consulate makes us aware of cultural events in
our region. These events include film festivals, lectures, and performances in our metropolitan
region.
Course Planner—year A
Student Materials:
C’est à toi!—Level 3 textbook (page numbers refer to this text)
C’est à toi!—Level 3 Grammar & Vocabulary workbook
Imaginez Supersite Access for Courts Métrages
The Ultimate French Grammar Review & Practice
Une Fois pour toutes
Articles and activities listed below are samples. They may be exchanged for different articles
and activities as current sources become available.
Semester 1
Unit 1
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
P=Print
A=Audio
AV=Audio-Visual
La Vie scolaire et les passe-temps
Contemporary life
 L’éducation et l’enseignement
 Les fêtes (le Carnaval de Québec)
 Les loisirs et le sport (La Ronde-Montréal)
Personal and Public Identities
 La langue et l’identité
Literary selection :Le Petit Nicolas La Plage, c’est chouette (P)
Literary selection : Le Petit Nicolas On fait le marché avec Papa (P)
Entre les murs (AV—selections from www.tv5.org )
Article : Étudier: comment réviser efficacement? (P) LExpress.fr
20.05.2009.
http://www.vanin.be/cms_master/images_sub/Arcades/ia/IAAR2114Réviser.htm
Article: 50 % des étudiants repoussent leur travail au lendemain (P) Le
Figaro 19.05.2007.
http://www.lefigaro.fr/france/20070519.FIG000001180__des_etudiants_repouss
ent_leur_travail_au_lendemain.html
Interpersonal
tasks
Presentational
tasks
Skill focus
Radio presentation : Les 400 ans de Québec (A)
http://www.rfi.fr/lffr/questionnaires/103/questionnaire_376.asp
Oral role-play, au choix :
 Oral interview of classmate about an imagined visit to La Ronde,
Montréal (p.45)
 Un nouvel élève sénégalais aux États-Unis avec un élève
américain de notre école (p. 51)
 Un nouvel élève américain au lycée français et son
correspondant
 Présentation personnelle en ligne—Moodle forum (written)
 Rédaction: Comment réussir en cours de français (written)
 Journal télévisé : Le Carnaval de Québec (oral)
 Oral fluency within the framework of familiar structures
 Planning, logical organization, and transitions for writing
Unit 2
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Les Rapports humains
Global Challenges
 La criminalité
 Le terrorisme
Personal and Public Identities
 L’identité
News clip : Complément Big Brother : En Belgique, votre carte d’identité sait tout
sur vous!-- http://www.arte.tv/fr/recherche/2925850.html (AV )
Article : Vidéosurveillance: 75 villes équipées en priorité (P)
http://www.vanin.be/cms_master/images_sub/Arcades/ia/IAAR303Vidéosurveillance.htm
Poème : Déjeuner du matin (Prévert) (P)
Poème : Le Cancre (Prévert) (P)
Court métrage : J’attendrai le suivant (AV)
Clip de chanson : La grande amour (AV)
Voyages : Cités (AV) --http://www.tv5.org/TV5Site/ap/accueil_ville.php?id_ville=35
Interpersonal
tasks

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Presentational
tasks
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Skill focus
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Role-play: le témoin d’un vol et l’agent de police (p. 75--oral)
Interviewing a partner as a prospective room-mate (oral)
Débat: Quel est le rôle juste des forces de sécurité? (synthesis of news clip
& article above--oral)
Narrating the plot of a familiar film (written)
Pourquoi ______________ (n’)est (pas) le camarade de chambre parfait
pour moi. (p. 100--oral)
Describing fully (expansive use of adjectives and relative clauses)
Narrating with transitions of temporal order
Visualizing while reading
Finding the main idea while reading / listening
Unit 3
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Les Arts
Beauty and Aesthetics
 Les arts visuels
 Les arts du spectacle
 La musique
 Les arts littéraires
Global Challenges
 La guerre et la paix
Film : Au Revoir, les enfants (AV + scénario P)
Website: http://spectacles.premiere.fr/pariscope/Theatre (P)
Articles for Jigsaw reading & presentation :
 Article: Mais qui a coupé l'oreille de Van Gogh? (P)
http://www.vanin.be/cms_master/images_sub/Arcades/ia/IAAR242VanGoghOreille.htm
 Article: Qui a volé la jambe de Sarah Bernhardt? (P)
http://www.vanin.be/cms_master/images_sub/Arcades/ia/IAAR237JambeSarBern.htm
 Article: Merci, Claude Berri (P)
http://www.vanin.be/cms_master/images_sub/Arcades/ia/IAAR326BerriMort.htm

Article: Jacques Brel est mort il y a 30 ans (P)
http://www.vanin.be/cms_master/images_sub/Arcades/ia/IAAR326MortBrel.htm
Article: Le tag enfin dans les musées
http://www.vanin.be/cms_master/images_sub/Arcades/ia/IAAR2811Graffiti.htm
 Conversation et débat sur les arts qui nous plaisent (oral)
Interpersonal
 Lettre à un ami : Ce qu’il faut faire et voir en visitant Paris (written)
tasks
 Notre Hit-parade (p. 123)—(written list + oral)
Presentational
 Une affiche sur un film (p. 141) (written)
tasks
 Rédaction : Ce que les arts représentent dans ma vie (written)
 Biographie recherchée d’un artiste (oral)
 Narrating with description
Skill focus
 Attention to conventions in writing (spelling, punctuation, etc.)
Unit 4
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Le Monde du travail
Contemporary Life
 Le monde du travail
 L’éducation et l’enseignement
Global Challenges
 Le chômage
Personal and Public Identities
 Les sexes et leurs rôles
Film : Bonbon au poivre (Court Métrage from Imaginez film collection)(AV)
Graphique sur le chômage (P)
http://www.insee.fr/fr/themes/tableau.asp?reg_id=0&ref_id=NATnon03346
Article : Forte hausse du chômage en France pour 2010 (P)
http://www.lemonde.fr/economie/article/2011/01/26/forte-hausse-duchomage-en-france-en-2010_1471022_3234.html
Article: Dix fois plus de femmes médecins qu'il y a trente ans (P) de
Lalibre.be
http://sv2.pragmacom.be/~arcadesr/ia/1892841fff1b1ca24e/index.html
Radio Presentation: Portrait d'une femme copilote (A)
http://www.rfi.fr/lffr/questionnaires/111/questionnaire_449.asp
Interpersonal
tasks
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Presentational
tasks
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Skill focus
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Formal letter-writing : application for a job (written)
Role-play: job interview (oral)
Class Discussion: Est-ce qu’il y a une différence dans la
considération de profession chez les hommes et chez les
femmes? (oral)
Présentation oral : ce qu’il faut faire pour devenir____________
(oral)
Rédaction : ce qu’il faut savoir en choisissant une profession
(written)
Formal letter-writing
Understanding graphic presentation of data
Semester 2
Unit 5
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
En Voyage
Contemporary Life
 Les voyages
Global Challenges
 L’environnment
 La tolérence
Website: L’outre-mer http://www.la1ere.fr/
Website : http://www.lesilesdeguadeloupe.com/
Article: Notre littoral toujours mieux protégé
http://www.terredavenir.org/Notre-littoral-toujours-mieux-protege_a1049.html
Website : http://www.info-gaspesie.com/
Website: l’histoire acadienne
http://www.museeacadien.com/macadien.aspx?sec=7
Interpersonal
tasks
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
Presentational
tasks
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
Skill focus
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Formal letter-writing: letter to make a vacation reservation and inquire
about activities (written)
Polite note of complaint (written)
Phone conversation between le gérant de l’hôtel et un client nonsatisfait (oral)
Online discussion forum post : Quand deux peuples se rencontrent
dans un même endroit, comment devrait-on résoudre les conflits ?
(written)
Un dépliant : publicité pour un hôtel à la Guadeloupe (written)
Présentation orale : Comparaison de deux hôtels et choix du meilleur
(oral)
Recognizing appropriate register / producing language in the
appropriate register
Recognizing the intended audience of a written or oral communication
Unit 6
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Interpersonal
tasks
Presentational
tasks
Skill focus
L’avenir : la technologie et l’environnement
Global Challenges
 L’environnement
Science and Technology
 La recherche et ses nouvelles frontières
 L’avenir de la technologie
 Les nouveaux moyens de communication
 La technologie et ses effets sur la société
Article : Médecins Sans Frontiers : C’est qui ? C’est quoi ? (p. 272)
Poème : Comme un arbre (LeForestier, p.280-281)
Article : Les fans de Facebook auraient de moins bonnes notes
http://www.vanin.be/cms_master/images_sub/Arcades/ia/IAAR2614Facebook.htm
Article: Ceux qui disent non à… Wikipédia
http://ns22335.ovh.net/~arcadesr/ia/158732313247d68c940c650/index.html
Article: L'iPod utilisé comme antisèche
http://ns22335.ovh.net/~arcadesr/ia/8705288794652a1cdd3bf6/index.html
 Conversation avec un camarade de classe : Comment est-ce que tu
te prépareras pour ta prochaine dissertation ? (oral)
 Rédaction : Certains louent la technologie comme la solution parfaite
à toutes les difficultés scolaire qui existe dans notre société. D’autres
disent qu’elle ne permet pas aux étudiants de travailler autant que
nécessaire. Quel rôle la technologie et les ressources télématiques
doivent-ils avoir dans l’enseignement et dan la vie des étudiants ?
(written)
 Présentation orale : prévoir les changements du prochain siècle avec
ses avances et ses nouveaux problèmes (oral—p. 284)
 Sustaining conversation
 Organizing a persuasive essay
Unit 7
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Les Français comme ils sont
Families and Communities
 La famille
 Les rapports sociaux
Contemporary Life
 Le logement
Personal and Public Identities
 Le pluriculturisme
Literary selection : Les Petits Enfants du siècle (Rochefort-séléction, p. 324325)—(P)
Novel : Un Papillon dans la cité (Pineau—optional literature circle depending
on readiness & interest of students)
Radio Presentation : Les HLM indispensables, selon les Français
http://www.rfi.fr/emission/20110510-hlm-indispensables-selon-francais
Resources on : L’HLM de demain
Webpage: http://www.lexpress.fr/diaporama/diapophoto/culture/art/decouvrez-le-hlm-de-demain_988234.html
Article : HLM, la nouvelle vague
http://www.lexpress.fr/culture/art/art/architecture/hlm-la-nouvellevague_987393.html
Interpersonal
tasks
Presentational
tasks
Skill focus
Au choix:
 Letter/e-mail to a real estate agent requesting information on
residences meeting the author’s requirements. (written)
 Letter/e-mail to parents describing the author’s new residence upon
becoming an exchange student (written)
 Tape-recorded message from character in novel to her grandmother
describing her new home and her feelings about it (oral)
 Create a graphic representation of the statistical information
presented in an article (written)
 Presentation to committee on housing about the design for proposed
new housing (oral)
 Comparison of American and French attitudes about public housing
(oral)
 Identifying setting and locating supporting details
 Using appropriate register
 Persuasive presentation
Unit 8
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Interpersonal
tasks
Presentational
tasks
Skill focus
Unit 9
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
L’Histoire de France
Beauty and Aesthetics
 Le drame
Personal and Public Identities
 Le pluriculturalisme
 Les croyances et les systèmes de valeurs
 Le nationalisme et le patriotisme
Families and Communities
 La citoyenneté
Literary selection : Le Bourgeois Gentilhomme, acte II, scène IV (Molière-p.
372-375 + audio CD + online streaming as available) (P,A)
La Tapisserie de Bayeux pour enfants (P)
Articles researched and shared by students on historical figures
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

Role-play: Qui suis-je? Students assume the role of one of the
historical characters at a party (une soirée) and ask one another
questions to determine one another’s identity (oral)
Personal letter from one of the historical characters to a contemporary
Rédaction: un personnage historique et pourquoi je l’admire


Sequencing events
Using idiomatic expressions
L’Afrique francophone
Families and Communities
 Les coutumes
Contemporary Life
 Les rites de passage
Play excerpt: Trois Prétendants, Un Mari (Oyônô-Mbia—p. 417-420 + audio
CD) (P,A)
Articles and websites on African museums researched and shared by
students
Interpersonal
tasks
Presentational
tasks
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

Skill focus




Letter to a character from the play (written)
Role-play: making purchases in an African bazaar (oral)
Oral presentation comparing two of the following :
o Two African countries
o Past and present circumstances in Niger
o African and European traditions
o Les coutumes pour les fiançailles en Afrique et aux Etats-Unis
Sequencing events
Using idiomatic expressions
Comparing and contrasting
Making cultural inferences
Course Planner—year B
Student Materials:
Imaginez textbook (page numbers refer to this text)
D’Accord Niveau 3 Cahier d’exercices
Imaginez Supersite Access
The Ultimate French Grammar Review & Practice
Une Fois pour toutes
Articles and activities listed below are samples. They may be exchanged for different articles
and activities as current sources become available.
Semester 1
Unit 1
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
P=Print
A=Audio
AV=Audio-Visual
Ressentir et Vivre
Families and Communities
Personal and Public Identities
Court métrage : Le Télégramme (AV)
Poème et chanson : Le Pont Mirabeau de Guillaume Apollinaire & Marc
Lavoine (P & A)
Article : Qui fait les tâches ménagères? De Liberation.fr
http://sv2.pragmacom.be/~arcadesr/ia/16326546254720a22606271/index.html
Article: Les jeunes décidés à croire au grand amour (P)
http://sv2.pragmacom.be/~arcadesr/ia/111354651442159dfecce4c/index.html
Interpersonal
tasks
Presentational
tasks
Skill focus

Réponse à un e-mail de la part d’un psychologue (p. 30)
 Je présente mon camarade de classe (oral)
 Rédaction : Qu’est-ce qui fait un bon mariage ?
Oral fluency within the framework of familiar structures
Planning, logical organization, and transitions for writing
Using context clues in reading / reduced dependence on dictionary
Generating questions
Unit 2
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Interpersonal
tasks
Presentational
tasks
Skill focus
Unit 3
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Interpersonal
tasks
En Ville
Contemporary Life
Poème : Mai 1968 (Prévert) (P)
Radio Présentation : Crise des transports à Paris : le RER A
http://www.rfi.fr/lffr/questionnaires/105/questionnaire_385.asp
Radio Presentation : Sous Paris dans le premier métro !
http://www.rfi.fr/lffr/questionnaires/136/questionnaire_818.asp
Article: Sans-abri: la ville de Paris lance la mission 'Bois de Vincennes'
http://www.lexpress.fr/actualite/societe/sans-abri-la-ville-de-paris-lance-unemission-bois-de-vincennes_710450.html or
http://www.vanin.be/cms_master/images_sub/Arcades/ia/IA-AR2511SansAbri.htm
 Role-play: Au café, un ami se fait voler (p. 59)
 Lettre à un agent immobilier : Je cherche un logement à Paris
 Rédaction : Quels transports le gouvernement d’une ville doit-il
encourager ?
 Describing fully (expansive use of adjectives and relative clauses)
 Narrating with transitions of temporal order
 Visualizing while reading
 Finding the main idea while reading / listening
L’Univers médiatique
Science and Technology
 Les nouveaux moyens de communication
Personal and Public Identities
 La langue et l’identité
Beauty and Aesthetics
 Les arts du spectacle
Court métrage : Émilie Muller (AV)
Radio Présentation : Doublage ou sous-titrage ?
http://www.rfi.fr/lffr/articles/082/article_1215.asp
Article: Sans télé, on est comme coupés du monde
http://www.vanin.be/cms_master/images_sub/Arcades/ia/IA-AR1311SansTélé.htm

Presentational
tasks




Skill focus

Role-play: Conversation entre deux amis dont l’un a été invite à une
première d’un film populaire (oral)
Débat sur l’influence des médias (oral)
Lettre à un ami : mon week-end à Paris (written)
Critique d’un film pour un journal (written)
Présentation orale : Comment les moyens de communication
électronique ont changé la vie des jeunes de deux générations /
comparaison avec la vie des parents (oral)
Narrating in the past
Unit 4
Themes
explicitly
adressed
La Valeur des idées
Global Challenges
 Les droits de l’être humain (la justice et la politique)
 La tolérance
Culturally
Authentic
Materials for
interpretive
tasks
Literary selection : Chien maigre et chien gras de Jean Juraver (P)
Article : Un crime contre un enfant est une offense à l'humanité entière (P)
http://sv2.pragmacom.be/~arcadesr/ia/5875100454200b93a5669a/index.html
Interpersonal
tasks


Débat : Est-il nécessaire de sacrifier certaines libertés individuelles
pour assurer une plus grande sécurité ?
Lettre : Imaginez que vous désiriez devenir membre de Liberté
Internationale. Écrivez une lettre de cinq phrases où vous indiquez la
campagne qui vous intéresse et ce que vous voudriez faire.
Presentational
tasks
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Skill focus
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Unit 5
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Ecrivons une fable originale (written)
Mini-exposé : Quel rôle le fable joue-t-il dans la littérature et dans la
société ?
Présentez votre candidat préféré (oral)
Sequencing past events
La Société en évolution
Global Challenges
 La tolérance
 L’économie (la surpopulation, le développement)
Court métrage : Samb et le commissaire (AV)
Literary selection (Nouvelle) : Le Marché de l’espoir de Ghislaine Sathoud (P)
Article : Un collège anglais propose des leçons de bonheur (P)
http://sv2.pragmacom.be/~arcadesr/ia/1882244931444c87db2f5e6/index.htm
l
Article: Au Japon, l'argent fait le bonheur
http://sv2.pragmacom.be/~arcadesr/ia/1984741165438198015d3f1/index.html
Interpersonal
tasks

Presentational
tasks


Skill focus

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
Débat: Dans une société multiculturelle, qui doit s’adapter? Les
immigrés ou les habitants ?
Role-play : Maman, je vais me marier avec…
E-mail : Je cherche de l’aide pour une famille d’immigrés qui vient
d’arriver au pays…
Rédaction : Que fait le bonheur ?
Présentation recherchée : Quelles populations d’immigrés sont les
plus importantes en France ? Comment est-ce que les Français y
réagissent ? Quelles difficultés ces immigrés ont-ils avec
l’assimilation ?
Research for writing
Unit 6
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Interpersonal
tasks
Presentational
tasks
Skill focus
Unit 7
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Interpersonal
tasks
Les Générations qui bougent
Families and Communities
Personal and Public Identities
Contemporary Life
Court métrage : De l’autre côté (AV)
Poème : Père mère de Lamine Sine Diop (P)
Article : Les pères changent (P)
http://sv2.pragmacom.be/~arcadesr/ia/392229800482060d190d20/index.html
Article : Pour les Français, les enfants rendent la vie plus belle (P)
http://www.vanin.be/cms_master/images_sub/Arcades/ia/IAAR185EnfantsFamille.htm
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Role-play: dialogue entre deux parents et leur enfant adolescent(e)
(oral)
E-mail : réponse à une demande de colocataire (written)
Présentation orale : comparaison entre les coutumes de mariage en
Algérie et aux Etats-Unis
Rédaction : comparaison entre les coutumes de mariage en Algérie et
en France
Restating information from sources to support an argument
Les Sciences et la technologie
Science and Technology
Court métrage : Comment j’ai marché sur la lune (AV)
Nouvelle : Solitude numérique de Didier Daeninckx (P)
Articles au sujet du clonage


Presentational
tasks


Skill focus

Role-play: situations choisies pour parler de l’avenir
E-mail au directeur du programme d’échanges pour votre université :
pourquoi l’université doit encourager l’usage des ordinateurs parmi
les étudiants
Rédaction : Etes-vous pour ou contre le clonage ?
Présentation recherchée : choisir une invention ou un projet
technologique important qui est associé à un pays francophone et
présenter ses aspects positif à la société (p. 264--orale)
Reading for point-of-view
Unit 8
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Interpersonal
tasks
Presentational
tasks
Skill focus
Unit 9
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Interpersonal
tasks
Presentational
tasks
Skill focus
S’évader et s’amuser
Contemporary Life
Personal and Public Identities
Families and Communities
Court métrage : Le ballon prisonnier (AV)
Literary selection (Roman illustré) : Le football—Le Petit Nicolas de SempéGosciny (P)
Articles au sujet de l’argent dans le sport professionnel






E-mail: pour faire une réservation d’hôtel en préparation des
vacances
Role-play (based on court métrage) : la conversation entre le garçon
et son père une fois qu’ils sont arrivés à la maison.
Role-play : conseils pour un(e) ami(e) qui voyage
Présentation orale : les athlètes professionnels, combien doivent-ils
gagner ?
Rédaction : Quel rôle le sport doit-il jouer dans la vie des
adolescents ?
Persuasive writing and speaking
Perspectives de travail
Personal and Public Identities
Contemporary Life
Literary selection (Nouvelle) : Profession libérale de Marie Le Drian (P)
Articles sur les emplois des jeunes

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


E-mail: Réponse à une demande d’emploi
Role-play : un entretien professionnel
Mon curriculum vitae
Rédaction : les avantages et les inconvénients de ma profession
choisie
Appropriate use of register
Unit 10
Themes
explicitly
adressed
Culturally
Authentic
Materials for
interpretive
tasks
Interpersonal
tasks
Presentational
tasks
Les Richesse naturelles
Global Challenges
 L’environnement
Court métrage : L’Homme qui plantait des arbres (AV)
Articles du dossier pédagogique : Carnet de Bord pour sauver les océans de
la fondation Maude Fontenoy (P)
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
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
Débat: Quelle et la source d’énergie du futur qui devrait être
développée le plus rapidement?
Message à mes parents : pourquoi vous devriez changer vos
habitudes
Poème au sujet d’un élément de nature
Rédaction : Racontez ce qui s’est passé pendant un phénomène naturel
que vous avez vécu
Skill focus

Hypothesizing
Core Texts
 Clark, A.D., Ladd, R., Vaillancourt, S., & Moen, D. C’est à toi! Level 3 (second edition).
EMC/Paradigm, 2007.
 Mitschke, Cherie. Imaginez: le français sans frontières. Vista Higher Learning, 2008.
Additional Textbooks and print resources
 C’est à toi!—Level 3,Grammar and Vocabulary Exercices. EMC/Paradigm, 2007.
 D’accord 3, Cahier d’exercices. Vista Higher Learning, 2011.
 Herbst, Henry L. and Hale Sturges. Par tout le monde francophone. Longman, 1996.
 Ladd, Richard and Colette Girard. AP French: Preparing for the Language Examination. Scott
Foresman Addison Wesley, 1998.
 Stillman, David M. and Ronni L. Gordon. The Ultimate French Review and Practice: Mastering
French Grammar for Confident Communication. Passport Books, 1999
 Cole, Charlotte and Floy Miller Connaissances et Réactions. Heinle & Heinle, 1995.
 Advanced Placement Program Professional Development for French Language 2004-2005
Workshop Materials. College Entrance Examination Board, 2004.
 Sturges, Hale, Linda Cregg Nielsen, and Henry Herbst. Une Fois pour toutes: une révision des
structures essentielles de la langue française . Longman, 1992.
 White, Renée. En D’Autres Termes: le français tel qu’on le parle. Wayside Publishing, 1995.
Literature
 Sagan, Françoise. Bonjour Tristesse. Julliard, 1954.
 Saint-Exupéry, Antoine. Le Petit Prince. Éditions Gaillimard Jeunesse, 1999.
 Troyat, Henri. Viou. Flammarion, 1999.
 Pineau, Gisèle. Un Papillon dans la cité. Sepia, 1992.
Video sources
 Cyrano de Bergerac. MGM, 1990.
 Imaginez film collection. Vista Higher Learning, 2008.
 Lucie Aubrac. Fox, 1997.
 Me Voilà ! EMC Paradigm, Saint Paul, 2007.
 Trois Minutes, s’il vous plaît ! EMC Paradigm, Saint Paul, 1999.
Online sources
 www.arte.tv
 www.rfi.fr
 www.collegeboard.com
 www.lemonde.fr
 www.lefigaro.fr
 www.momes.net
 www.tv5.org
 http://lingtlanguage.com
 http://www.cyberpresse.ca/
 http://www.radio-canada.ca
 http://www.ciel.fr/apprendre-francais/preparation-examen/comprehension-test.htm
 http://www.cavilamenligne.com/activites-en-ligne/niveau-b2-comprehension-orale
 http://www.vanin.be/cms_master/Arcades/default.asp?WebpageId=1773