French VH/AP Curriculum B - Loudoun County Public Schools

Transcription

LCPS
FrenchVH/APCurriculumB
WorldLanguagesandCultures
LCPS 2014‐2015 French Level 5H / AP – Curriculum B – SY 2014-2015
AP / FRENCH V HONORS – OVERVIEW OF ACTFL NATIONAL STANDARDS FOR THE 21ST CENTURY
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
COMPARISONS:
CULTURES:
 Express and support opinions, and elicit those of others.
 Discuss the role of culture in the
 Discuss how topics such as the
development of relationships
European
Union
and
people
of
French
 Exchange personal reactions to spoken and written information related
between the United States and
heritage in the United States illustrate
to francophone cultures.
francophone countries.
the viewpoints, patterns of behavior, and
 Exchange information from sources such as newspapers, magazines,
products of the cultures.
 Analyze how members of
broadcasts, and Web sites.
francophone cultures perceive the
 Engage in authentic or simulated
 Use a full range of vocabulary, structures, and past, present, and
United States.
situations that demonstrate
future time frames.
understanding of culturally appropriate
 Examine local, regional, and
 Exchange ideas clearly, based on Level V material.
practices.
national differences in the cultures
 Use paraphrasing, circumlocution, and other creative means to
of francophone countries and the
express and comprehend ideas.
CONNECTIONS:
culture(s) of the United States.
 Use French to discuss examples of the
INTERPRETIVE MODE:
French language and francophone
national differences in sound
 Identify various literary elements, such as plot, theme, setting, and
culture(s)
found
in
other
subject
areas,
systems, pronunciation, vocabulary,
characters, in spoken and written texts.
focusing
on
a
variety
of
topics
such
as
and usage in francophone countries
 Understand subtleties of meaning, such as intent, humor, and tone, in
political
systems
and
world
literature.
and in the United States.
a variety of culturally authentic materials, such as radio and television

Use
French
to
relate
topics
discussed
in

Compare linguistic elements of
segments or literary passages.
other
subject
areas
to
those
discussed
in
French
and English, such as time,
 Understand and respond appropriately to instructions presented in
French
class,
such
as
authors
and
artists
tense,
and
mood, and understand
informational materials, such as instructions for completing a customs
from francophone countries or political
how each language uses different
declaration or creating a Web page.
and historical events that involve
grammatical structures to express
these relationships, such as depuis
PRESENTATIONAL MODE:
 Use French-language resources to
+ present tense and passé
 Deliver presentations containing well-developed ideas on a variety of
composé vs. imparfait.
continue expanding knowledge related
topics, using familiar vocabulary and structures and with minimal
to
other
subject
areas.
COMMUNITIES:
errors in spelling, punctuation, and pronunciation.
 Analyze in French information
 Use style, language, and tone appropriate to the audience and the
obtained through media,
purpose of the presentation.
entertainment, and technology.
 Produce well-organized presentations, using appropriate visual aids

Use French-language resources,
and/or technological support.
such
as individuals and
 Use appropriate verbal and nonverbal presentational techniques.
organizations in the community or
accessible through the Internet, to
enhance cultural understanding.
French Level 5H / AP – Curriculum B – SY 2014-2015
THEME: CONTEMPORARY LIFE
TOPIC: EDUCATION
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.
ACTFL National Standards for Foreign Language Learning:



Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.


Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied


Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures


Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.


Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION
-Presentational
Students will interpret texts aurally,
visually, and orally in the target language
concerning the education of Francophone
students as well as their own system(s) of
education. Students will perform
interpersonal conversations with their
classmates and instructor concerning this
theme. They will also create original
presentations in expository, persuasive,
comparison/contrast, cause and effect,
and descriptive modes regarding the
theme and its subthemes.
INTERPERSONAL MODE:
 Express and support opinions, and
elicit those of others.
 Exchange personal reactions to
spoken and written information
related to francophone cultures.
 Exchange information from sources
Students will make connections to their other
curricular studies by relating the theme of
educational practices in Francophone countries
to their own personal academic experiences.
They will also discuss the types of programs
and degrees (products), the attitudes of
students and professional educators
(perspectives), and the educational structures
in place (practices) in Francophone societies.
Students will compare and contrast the
educational systems of the
Francophone world with their own
communities.
CULTURES:
 Discuss how topics such as the European
Union and people of French heritage in the
United States illustrate the viewpoints,
patterns of behavior, and products of the
cultures.
 Engage in authentic or simulated situations
that demonstrate understanding of culturally
appropriate practices.
COMPARISONS:
 Discuss the role of culture in the
development of relationships
between the United States and
 Analyze how members of
francophone cultures perceive the
United States.
national differences in the cultures
of francophone countries and the
culture(s) of the United States.
ESSENTIAL
KNOWLEDGE
(Facts & Skills)
 Day Care  High
School
(1) Public
educational
structure in
modern
Francophone
societies
(2) Le baccalauréat
 University System
(1) Les grandes
écoles
(2) Les universités



such as newspapers, magazines,
broadcasts, and Web sites.
Use a full range of vocabulary,
structures, and past, present, and
future time frames.
Exchange ideas clearly, based on
Level V material.
Use paraphrasing, circumlocution,
and other creative means to express
and comprehend ideas.
INTERPRETIVE MODE:
 Identify various literary elements,
such as plot, theme, setting, and
characters, in spoken and written
texts.
 Understand subtleties of meaning,
such as intent, humor, and tone, in a
variety of culturally authentic
materials, such as radio and
television segments or literary
passages.
 Understand and respond
appropriately to instructions
presented in informational materials,
such as instructions for completing a
customs declaration or creating a
Web page.
 Deliver presentations containing welldeveloped ideas on a variety of
topics, using familiar vocabulary and
structures and with minimal errors in
spelling, punctuation, and
pronunciation.
 Use style, language, and tone
appropriate to the audience and the
purpose of the presentation.
 Produce well-organized
presentations, using appropriate
visual aids and/or technological
support.
 Use appropriate verbal and nonverbal
presentational techniques.
CONNECTIONS:
 Use French to discuss examples of the
French language and francophone
culture(s) found in other subject areas,
focusing on a variety of topics such as
political systems and world literature.
 Use French to relate topics discussed in
other subject areas to those discussed in
French class, such as authors and artists
from francophone countries or political and
historical events that involve francophone
countries.
 Use French-language resources to continue
expanding knowledge related to other
subject areas.

national differences in sound
systems, pronunciation, vocabulary,
and usage in francophone countries
and in the United States.
Compare linguistic elements of
French and English, such as time,
tense, and mood, and understand
how each language uses different
grammatical structures to express
these relationships, such as depuis
+ present tense and passé
composé vs. imparfait.
COMMUNITIES:
 Analyze in French information
obtained through media,
entertainment, and technology.
Use French-language resources, such
as individuals and organizations in the
community or accessible through the
Internet, to enhance cultural
understanding.
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
apprendre par cœur
faire des études (de)
former
recevoir un diplôme
remplir
sécher un cours
assister à
un amphithéâtre (un
amphi)
un apprentissage
un bachelier/une
bachelière
l’emploi du temps
choisir une voie
le conseil de classe
un bulletin trimestriel
les résultats

une classe préparatoire
un stage
un conseiller/une
conseillère
le contrôle continue des
connaissances
une copie
un cursus
un dossier
l’enseignement
une épreuve
les études supérieures
une fiche
une formation
l’informatique (f)
les inscriptions (f)
une bonne note
une mauvaise note
redoubler une classe
rater un cours
les frais d’inscription
s’inscrire
les fournitures scolaires
une bourse une manifestation
une matière
une mention
le ministère de l’Éducation
nationale
un module
une moyenne
un niveau
une orientation
le repêchage
une spécialisation
les travaux pratiques
une subvention de l’État
échouer à un examen
réussir un examen
un camarade de classe
un cancre
combler les lacunes
L’école maternelle, l’école
élémentaire, le collège, le lycée,
l’université
Le Bac (Baccalauréat), un BEP
(Brevet d’Études Professionnelles),
un CAP (Certificat d’Aptitudes
Professionnelles), un BTS (Brevet
de Technicien Supérieur),
un IUT (institut universitaire de
technologie)
Le LMD (Licence-Masters-Doctorat)
Grammaire / Structure en Contexte :
A. Le présent et l’impératif
1. Regular –er/ir/re verbs
2. Regular –er verbs with spelling changes
3. Irregular verbs
4. Reflexive verbs
5. Interrogative forms (est-ce que; inversion; intonation; n’est-ce pas?)
6. En train de / sur le point de / venir de
7. Depuis/ ça fait…que / il y a …que / voilà …que
8. Avoir/ faire / être/ prendre/ mettre / aller [+ idiomatic expressions idioms]
9. Time expressions with le present
B. Definite v. Indefinite Article / Gender / Plural of Nouns
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the AP ®
French Language and Culture rubrics
from College Board created explicitly for
interpersonal and presentational tasks
to perform the assessment procedures for
all similar tasks at this level.
Bravo, pp. 73-74 (Vocabulary and Reading)
Dialogue d’étudiants dans une cafétariat http://www.estudiodefrances.com/exercices/etudiants-cafeteria.html
Interaction, Chapitre 8, pp. 250
Cultural focus and literary reading
Song : Si J’étais Président by Gerard Lenorman
http://www.msloveday.com/#!la-vie-contemporaine/c1v3a : resources on education
Article : « Zappe ton prof » http://megamaths.perso.neuf.fr/echo/echo0057.html
Podcast : Vox Pop Nouveaux Savoirs (Université de Montréal) Pourquoi les étudiants étrangers choisissent-ils
l’Université de Montréal
http://www.youtube.com/watch?v=7iIUvuFAuGg&safety_mode=true&persist_safety_mode=1
o Civilisation Progressive du Français – Niveau Intermédiaire, Chapitre 18, À l’école, p. 110-115
o L’Enfant noir : Le départ pour l’école, reading by Camara Laye
o http://www.libreafrique.org/Mantseka_education_060710
o http://www.jeuneafrique.com/Article/ARTJAWEB20110429155333/
o Watch and respond to questions about Daniel Pennac « Chagrin d’école » (questions on Vision). There is also a
PowerPoint (on Vision) to introduce Daniel Pennac
http://www.youtube.com/watch?v=JkE4njEGS5o&safety_mode=true&persist_safety_mode=1
o « Partir étudier aux Etats-Unis » (article on Vision)
o Videos : le système éducatif français http://ticsenfle.blogspot.com/2011/08/ecole-college-et-lycee-en-france.html
o « Les étudiants repoussent leur travail » (article on Vision)
o Étudiants étrangers à Montréal
http://www.youtube.com/watch?v=7iIUvuFAuGg&safety_mode=true&persist_safety_mode=1
o Le système éducatif en France http://www.france.fr/etudier-en-france/le-systeme-scolaire-francais-de-lamaternelle-au-lycee.html
o Barron’s AP French : Sélection 8 pages 25-26
o Article : « Le retour de l’école du passé (article on Vision)
o Article : « L'iPod utilisé comme antisèche » (on Vision)
o Article : « Internat: pension magique? » (on Vision)
o Students read poem and respond to questions. They then write their own poem about their school experience
« GRAND CŒUR MALADE – L’éducation Nationale » (on Vision)
o http://francebienvenue1.wordpress.com/page/4/ : choose the appropriate video .
o Read article « Les Ecoles en France » and answer questions. (worksheet on Vision)
http://www.cortland.edu/FLTEACH/civ/ecoles/ecoles.htm
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students compose a persuasive essay,
Students read a text from ContrePoints
Students compare and contrast in
referencing each of the examined resources
http://www.contrepoints.org/2014/06/16/ groups / teams the American vs.
and using their created tables of advantages
123324-faut-il-supprimer-le-bac
and
French educational systems by
/ disadvantages to answer the following
an audio source from Canal Académie
looking at the advantages and
questions :
« Le Baccalauréat doit-il disparaître ? » disadvantages of each from their
(1) Est-ce que le bac reste une
http://www.canalacademie.com/apprend personal perspectives. They may
marque d’excellence à laquelle on
re/fiche.php?id=36. They answer a
create tables of advantages /
aspire à la fin des études
series of teacher-created
disadvantages of each system to set
secondaires ou est-ce que les
comprehension questions based on the into play in a debate setting as well.
nouvelles formules du bac ont
amoindri l’importance de l’examen
above resources to check for
jusqu’à le rendre inutile ?
understanding of the presented
(2) Est-ce un héritage du passé d’être
material.
o
o
o
o
o
o
o
mis au goût du jour ?
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Text: Sélection 6: pp. 14-15 – L’école
Interpretive Communication, Print Texts: Sélection 32: pp. 68-69 – L’école
Interpretive Communication, Print and Audio Texts: Sélection 2: pp. 88-89 – Le bac
Interpretive Communication, Audio Texts: Sélection 28: p. 154 – L’université
Interpersonal Writing, E-mail Reply: Courriel No. 9: p. 172 – L’université
Presentational Writing, Persuasive Essay: Sélection 4: pp. 184-85 – Le bac
REA AP® French Language and Culture All Access
Interpersonal Writing, E-mail Reply: Prompt #12 p. 72
Interpersonal Speaking, Conversation: Prompt #3 p. 102
BARRON’s: AP French: AP French Language and Culture
Interpersonal Writing, E-mail Reply: Sélection 1: p. 100
Presentational Writing, Persuasive Essay : Essay #1 pp. 129-134
Interpersonal Speaking, Conversation : Exemplary Conversation p. 151
Interpersonal Speaking, Conversation : Sélection 4 p. 157
Presentational Speaking, Cultural Comparison : Sélection 14 p. 190
THEME: CONTEMPORARY LIFE
TOPIC: TRAVEL
Recommended No. of Lessons: 10 lessons* Teachers need to
appropriate the number of lessons to the caliber of students in the class so
long as they are being given opportunities to meet the objectives of the unit.











COMMUNICATION
-Presentational
Students will interpret texts
aurally, visually, and orally in
the target language concerning
domestic and international
modes of travel. Students will
perform interpersonal
conversations with their
classmates and instructor
concerning this theme. They
will also create original
presentations in expository,
persuasive,
comparison/contrast, cause and
effect, and descriptive modes
regarding the theme and its
subthemes.
Students will make connections to their other curricular
studies by relating the theme of travel domestically and
internationally in Francophone countries to their own
personal academic experiences. They will also discuss
the types of transportation (products), the attitudes of
Francophones towards the travel industry
(perspectives), and the methods of arranging travel
(practices) in Francophone societies.
Students will compare and
contrast the domestic and
international travel plans of the
Francophone world with their
own communities.
ESSENTIAL KNOWLEDGE
(Facts & Skills)









Le monde francophone
(1) Countries and Capitals
of Francophone World
(2) Famous cultural sites
Modes of Transportation
(1) Urban vs. Rural
Transportation
(2) Air Travel
(3) Land Travel
(4) Water Travel
Hospitality / Hotel
Reservation
Practices/Trip Planning
via Travel Agencies
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
Les voyages
un aller-retour
un billet aller simple
valable
l’arrivée
le départ
partir en voyage d’affaires
un tarif
un demi-tarif
une réduction
annuler
les frais d’annulation
le guichet
desservir une gare, un village
un horaire
indiquer
des ennuis
une hôtesse de l’air
le conducteur / le chauffeur
un car
un paysage

le panneau d’affichage électronique
le quai
les renseignements
un vol
partir en croisière
voguer sur la mer / l’océan
faire une reservation
le hall / la reception de l’hôtel
monter ses bagages / monter dans
sa chambre
en panne
une autoroute
Se rendre compte
Pour voyager
une agence de voyage
le bureau de renseignements
le comptoir
une correspondance
le haut-parleur
la valise
le chemin de fer
la SNCF
une carte d’embarquement
de location
rater un avion
à destination de
en provenance de
disponible
Les activités
appuyer
attacher
atterir
composter
décoller
se déplacer
enregistrer
enteindre
faire une escale
se rendre à
se débrouiller
s’ennuyer
faire un somme
faire un voyage
se plaindre
valider
A. Le passé composé
1. Passé composé avec avoir / être / reflexive verbs
2. Verbs that use both avoir and être in passé compose according to context
3. 3. Time expressions with passé compose
B. Le passé recent
C. Direct and Indirect object pronouns / y / en
D. L’imparfait
1. Time expressions with imparfait
2. Depuis
3. Venir de
E. Prepositions / Prepositions with Geographic nouns
NOTE: Teachers should use
the AP ® French Language
and Culture rubrics from
College Board created explicitly
for interpersonal and
presentational tasks to
perform the assessment
procedures for all similar tasks
at this level.
Interaction, pp. 214-215
http://francebienvenue1.wordpress.com/page/4/ : choose the appropriate video
http://www.ciel.fr/apprendre-francais/francais-affaires/fda-ecrit-a2-2.html : l’hôtel
http://www.msloveday.com/#!la-vie-contemporaine/c1v3a : check the resources on travel.
http://www.voyages-pharaon.com/
Candide de Voltaire : http://www.bacdefrancais.net/candide-voltaire.php
« If you had 15 days paid vacation, which destination would you choose and why ? »
Students will write a travel article on a destination from a recent trip or next planned trip
Les voyages forment la jeunesse : http://veilletourisme.ca/2008/09/30/les-voyages-forment-la-jeunesse/
Quant à moi, pp. 216-223, Documents et Lectures
Reading « Les Petits secrets des chambres d’hôtes » (on Vision)
Les voyages forment la jeuneese http://veilletourisme.ca/2008/09/30/les-voyages-forment-la-jeunesse/
 Podcast : http://www.ielanguages.com/podcast/le-tour-du-monde/
 http://www.e-lan.be/Muis/Meerkeuze/Fr3/i-2010.html
Students listen to / read Les vacances
Students create a dialogue between a Students perform dialogue skits
composed as their interpersonal tasks
(http://web.cortland.edu/flteach/civ/vacance/va travel agent and a prospective
can.htm) and Les Transports
traveler to a Francophone country or
as observing students write questions
(http://web.cortland.edu/flteach/civ/transpor/transp region of the world, discussing what
and answers based on what they hear /
.htm) and complete the associated listening /
they will do or will have done /
see to be posed to their classmates as
reading / writing exercises contained within the
could do or could have done as part an interactive assignment in conjunction
site pages.
of the trip ahead citing experiences
with the presentational task.
from past experiences to support
plans for the trip being discussed.
Interpretive Communication, Print Text: Sélection 11: pp. 24-25 – Les Taxis
Interpretive Communication, Print and Audio Texts: Sélection 12: pp. 108-109 – SNCF
Interpretive Communication, Audio Texts: Sélection 17: p. 144 – Une visite guide
Interpretive Communication, Audio Texts: Sélection 27: p. 154 – Le voyage
Interpretive Communication, Audio Texts: Sélection 31: p. 158 – Un trajet en métro
Interpersonal Speaking, Conversation: Sélection 1: p. 200 – Le voyage
Interpretive Reading: Menton-Miami pp. 45-49
o
o
o
o
o
o
Interpretive Reading: Des vacanciers bloqués en Martinique pp. 15-19
Interpretive Listening: Sélection 2: p. 77
THEMES: GLOBAL CHALLENGES / CONTEMPORARY LIFE
TOPIC: ECONOMY AND ECONOMIC ISSUES AND PROFESSIONS
Recommended No. of Lessons: 8 lessons* Teachers need to appropriate
the number of lessons to the caliber of students in the class so long as they
are being given opportunities to meet the objectives of the unit.

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COMMUNICATION
-Presentational
economic issues in the
Francophone world. Students
will perform interpersonal
persuasive,
subthemes.
COMPARISONS/
COMMUNITIES
ESSENTIAL KNOWLEDGE
(Facts & Skills)
studies by relating the theme of economic issues in
Francophone countries to their own personal academic
experiences. They will also discuss the types of
economies in the Francophone world (products), the
attitudes of Francophones towards domestic and
international economic policy (perspectives), and the
methods of paying for goods (practices) in
Francophone societies.
Students will compare and
contrast the economy of the
Francophone world with their own
communities.



European Union
History of the Euro
Unemployment
o Compare/contrast rates
in US/France/African
countries, etc.
 Economic Partner – Canada
Free trade
Professions vocabulary (review)
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
une étude
un service
le SMIC
un contrat
un salaire
le chômage
une subvention
un budget
le/la chômeur(-euse)
un centre d’hébergement
l’insertion sociale
un SDF (Sans Domicile Fixe )
bénéficier de droits sociaux
démissionner
l’augmentation (f.) / la diminuation du taux de chômage
le travail au noir
embaucher
“Les Restos du Coeur”
fuir la misère
être sous pression
“la soupe populaire”
les bénéfices
gagner sa vie
vivre dans les rues
le budget
licencier
les couches favorisées / défavorisées
la consommation
gérer / diriger
faire face à
le développement
(in)compétent(e)
se prendre en charge
une entreprise
la crise économique
dépendre de quelqu’un
exporter
la dette
s’abriter
importer
avoir des dettes
la précarité
les impôts
économiser
se rendre compte
le marché
l’ aide scolaire
aller de mal en pis
le progrès
s’empirer
s’améliorer
un CV (Curriculum Vitae)
à court / à long terme
un emploi
 Grammaire / Structure en Contexte :
A. Le futur proche / simple
1. Time expressions with le futur proche / simple
2. Quand / lorsque / dès que / aussitôt que / tant que + futur simple
B. Le conditionnel présent
1. Au cas où + conditionnel présent
2. Aimer (mieux)/ vouloir / pouvoir / avoir / savoir / connaître / devoir / faire (mieux) in phrases
expressing desire / politeness / suggestion
C. Les phrases conditionnelles : Si + présent , présent/ futur / impératif/ si + imparfait, conditionnel
 Bravo, p. 278 – Reading L’argent
 Les jeunes et le chômage http://www.liberation.fr/societe/2014/04/08/un-jeune-sur-cinq-au-chomage-trois-ansapres-la-fin-de-ses-etudes_994142
 Civilisation Progressive du Français – Niveau Intermédiaire -- Chapitre 11 -- La France dans l’Europe et dans le
monde, pp.72-75
 http://www.latribune.fr/bourse/actualite/20140109trib8cf7517c9/generation-sacrifiee-le-chomage-des-jeunes-enfrance-au-plus-haut.html
 Student Debate : Keep the euro or return to the franc ?
 Read L’homme d’affaires from Le Petit Prince
 La protection sociale en France : http://www.vie-publique.fr/decouverte-institutions/finances-publiques/protectionsociale/definition/comment-protection-sociale-est-elle-organisee-france.html
 Read Les lettres persanes by Montequieu
Website for current events www.1jour1actu.com
http://www.restosducoeur.org/
at this level.
Students watch Le chômage dans la zone Euro
http://www.youtube.com/watch?v=0UY6IXmKri
c and complete the associated listening / reading
/ writing exercises created by their teacher.
Students can also read the various texts and
answer the questions:
http://www.ciel.fr/apprendre-francais/francaisaffaires/fda-ecrit-a2.html
Students write an persuasive essay
Students write a dialogue between a
banker and a homeless man sitting on incorporating previous research and
readings from the unit to provide
the front steps of the local bank who
justification for their viewpoint
has only francs, but no Euros,
incorporating as much vocabulary and concerning the maintenance of the Euro
versus the return of the franc in France.
structures related to the unit as
possible. Students also want to tackle
the issue of homelessness and the
ways in which society may help
someone in such unfortunate
conditions of unemployment and
financial struggle..
Interpretive Communication, Print Text: Sélection 30: pp. 62-63 – Le microcrédit
Presentational Writing, Persuasive Essay: Sélection 1: pp. 176-179 – L’économie
Interpersonal Speaking, Conversation: Sélection 9: p. 208 – La banque
Interpersonal Speaking, Conversation: Sélection 10: p. 209 – Les SDF
Presentational Speaking, Cultural Comparison: Topic C p. 212
Interpretive Reading : Sélection 3 pp. 12-15
THEME: GLOBAL CHALLENGES
TOPIC: PEACE AND WAR











COMMUNICATION
-Presentational
international relations among
nations of the Francophone
world and beyond. Students will
perform interpersonal
persuasive,
subthemes.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
studies by relating the theme of international relations
among nations of the Francophone world and beyond to
their own personal academic experiences. They will also
discuss historical events of war and their aftermath /
effects (products), the attitudes of Francophones
towards war and peace in the global society
(perspectives), and international policies / relations
Students will compare and contrast
the historical and modern day events
of peace / wartime within the
Francophone world and beyond with
their own communities.




Current world conflicts
Effects of war
How to avoid war
Important historical events
related to warfare in the
Francophone world and
beyond.
USEFUL VOCABULARY
Les opérations terroristes
un attentat (terroriste)
commettre un attentat terroriste
viser
abattre
au nom de
rejeter la responsabilité de l’attentat sur
être impliqué(e) dans
attribuer
nier toute responsabilité dans
accorder l’asile à / aux
être l’œuvre de
Les attentats
une explosion
exploser
un explosif
l’auteur d’une bombe
une alerte à la bombe
un canular
une bombe à retardement
une lettre piégée
une voiture piégée
une bombe téléguidée
un attentat aveugle
faire sauter une bombe
une attaque aérienne
les décombres
un ravisseur
prendre quelqu’un en otage
un réseau terroriste
un acte criminel
le terrorisme écologique
le terrorisme biologique
menaçant
menace / se sentir menacé
la menace
la destruction
détruire
être en feu
un acte de terreur
une attaque « suicide »
un avion détourné
un détournement
un kamikaze
le fanatisme
tuer
un tireur fou
un fusil
un revolver, un pistolet
Les victimes
une cible civile
un otage
un(e) passant(e) innocent(e)
un prisonnier / une prisonnière
une opération de sauvetage
libérer un otage
une victime
le nombre des victimes
un témoin
le choc
être en état de choc
une image traumatisante, effrayante
un crash
un incendie
se réfugier
la sécurité
avoir du mal à comprendre
les tours jumelles
un nuage de fumée (noire, épaisse)
le GIGN
s’effondrer, s’écrouler
le chaos
la panique
être (se sentir) terrorisé(e)
craindre
la crainte, la peur
vivre un cauchemar
Les mesures anti-terroristes
renforcer la sécurité
être soucieux (soucieuse) de sécurité
contrôler les passagers
fouiller les bagages à main
franchir un portique de détecteur de métaux
traquer les terroristes
avoir un plan d’évacuation
évacuer
un portable
la protection des citoyens
la police
La guerre
l’armée
les armes (f) de destruction massive (ADM)
les forces (f)
le front
un soldat
les combats (m)
le conflit
une embuscade
libérer
livrer
se produire
prendre en otage
attaquer
un attentat
insensé(e)
la mort
les morts
la peine de mort
le terrorisme
tuer
céder à
la négociation
la paix
la polémique
les pourparlers (m)
RECYCLED/ONGOING
TOPICS/STRUCTURES


A. Le plus-que parfait
Time expressions with le plus-que-parfait
B. Le futur antérieur
Quand / lorsque / dès que / aussitôt que / tant que + futur antérieur, futur simple
C. Le conditionnel passé
Conditional phrase : si + plus-que-parfait, conditionnel passé
D. Disjunctive pronouns
E. Indefinite adjectives, adverbs, and pronouns
Quant à moi, Chapitre 5, p. 181, readings
o L’Amérique touchée au cœur
o New York, la ville qui ne dort jamais, est devenue fantôme !
o 11 septembre un an déjà
o Le terrorisme : A qui la faute ?
Allons au-delà – Chapitre 6
Civilisation Progressive du Français – Niveau Intermédiaire -- Chapitre 7 -- La France Moderne, pp. 50-51
Chanson :
Tryo « Toi et moi » http://www.youtube.com/watch?v=tRSBse5oFug



Alain Souchon : http://www.youtube.com/watch?v=moN_fFDdmQY



at this level.
http://www.msloveday.com/#!les-dfis-mondiaux/cv9s
http://www.youtube.com/watch?v=sHEmwCEzIYY Guerre et Paix
La lettre de Guy Môquet http://media.education.gouv.fr/file/35/42/0/lettre-guy-moquet_119420.pdf
Vidéo lettre de Guy M. http://www.youtube.com/watch?v=yjnk443rDjA&list=PLCC5162E743AA1D08

Students peruse the website http://www.ddayStudents write a conversation
Students present their own personal
between a news journalist and an
perspective in a persuasive essay to
overlord.com/debarquement_normandie.htm
important historical figure associated
justify their position on ways in which
to learn about the D day. They read an article
with D-day / World War II in France.
the world may prevent further breakouts
from Le Point http://www.lepoint.fr/culture/70eof war and to maintain peace in
anniversaire-le-jour-j-debarque-en-librairie-24-05societies that are in consistent strife.
2014-1827457_3.php and watch a video
commemorating the 70th anniversary of D-Day
http://www.youtube.com/watch?v=HWmLw8Rk41
U .Teachers are encouraged to create activities
that will help students along the way.
Interpretive Communication, Print Text: Sélection 28: pp. 58-59 – La guerre
Presentational Speaking, Cultural Comparison: Topic D pp. 208-209
Presentational Writing, Persuasive Essay: pp. 248-249
Interpretive Listening: Sélection 6 pp. 82-83
Presentational Speaking, Cultural Comparison: Sélection 7 p. 183
THEME: GLOBAL CHALLENGES
TOPIC: NUTRITION AND FOOD SAFETY
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





COMMUNICATION
-Presentational
nutrition and food safety in the
Francophone world and
beyond. Students will perform
interpersonal conversations
with their classmates and
instructor concerning this
theme. They will also create
original presentations in
expository, persuasive,
subthemes.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
studies by relating the theme of nutrition and food safety
of the Francophone world and beyond to their own
the essential elements of good nutrition and health
(products), the attitudes of Francophone people
towards the food industry (perspectives), and the ways
in which Francophone cultures approach food
preparation and nutrition (practices) in Francophone
societies.
types of food / cuisine in the



French / Francophone
World Cuisine and
Recipes
Global Food Safety issues /
potential solutions
Health / Nutrition Values in
Francophone societies
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
anti-oxydant(e)
végétarien(ne)
la faim
le système immunitaire
végétalien(ne)
la soif
l’obésité
la nutrition
la famine
en bonne forme
l’alimentation
le jeune
le fer
la sous-alimentation
l’appétit (m.)
une carence
le régime
des produits biologiques
la prévention
mordre
des saletés chimiques (f.)
la croissance
croquer
les graines (f.)
le bien-être
mâcher
le blé
l’alcool
avaler
l’avoine (f.)
la masse corporelle
mordiller
le seigle
un programme minceur
dévorer
le son
un régime personnalisé
englouttir
le pain complet
prendre du poids
se gaver
le pain blanc
grossir
des calories (f.)
les laitages (m.)
maigrir
des matières grasses
le lait entier
l’anorexie
les ingrédients
le lait écrémé
le diabète
une vitamine
pasteurisé(e)
le cholestérol
un complément vitaminé
la saveur
la fibre
salé(e)
la protéine
sucré(e)
les féculents
nourrissant(e)
A. Le subjonctif présent / passé
B. Relative pronouns
C. Partitive article and adverbs / Expressions of quantity
D. Coordinating / subordinating conjunctions (words of transition)
 Allons au-delà: pp. 66-71 Rêves amers : une jeune fille Haïtienne parle de son travail dans un fast-food à Port –
au-Prince
o Les exercices « pour communiquer » aux pages 72&73
o « Une génération élevée au fromage pasteurise et au soda » aux pages 74-77
 http://www.doctissimo.fr/
 Bravo :
o « Comment offrir à boire ou à manger » aux pages 60-70
o Sujet : Savoir/Vivre à table en France. aux pages 61-69
 http://www.mels.gouv.qc.ca/sections/viragesante/ good big site discussing health and nutrition in
schools
 http://sante.lefigaro.fr/sante/maladie/obesite/quest-ce-que-cest
 http://www.passeportsante.net/fr/Maux/Problemes/Fiche.aspx?doc=allergie_vue_ensemble_pm allergie
aliment
 http://www.youtube.com/watch?v=oqcdpSamzgw&safety_mode=true&persist_safety_mode=1taires
definitions + nutritioniste videos (recettes) ….from Canada – fun
 http://www.youtube.com/watch?v=oqcdpSamzgw&safety_mode=true&persist_safety_mode=1 canadian
video about allergies – song and funny!

http://www.femmeactuelle.fr/cuisine/recettes-de-cuisine/recettes-pas-cher-12472 des recettes saines et
bon marché…the site has videos….

at this level.
http://www.recettes.qc.ca/profils_sante/alimentation-saine-et-equilibree-pour-toute-la-famille-1
 http://www.vivre-talant.org/article-ecoles-alimentation-et-sante-67054734.html article ci-dessous
o http://www.cyberpresse.ca/actualites/quebec-canada/sante/201104/25/01-4393058-virage-sante-dansles-ecoles-la-reforme-du-cabaret.php article sur la nourriture et la santé dans les écoles
o http://www.b1etre.com/2012/10/sucre-bienfaits-mefaits-alternatives.html
o http://xn--palo-fit-d1a.fr/vertus-du-miel/#.U6MKspRdWSo
o Pourquoi les régimes nous font grossir http://www.psychologies.com/Nutrition/Maigrir-sansregime/Articles-et-dossiers/Pourquoi-les-regimes-nous-font-grossir#
o La faim dans le monde : http://www.colibris-lemouvement.org/comprendre/pourquoi-la-faim-dans-lemonde
o Recul de la faim dans le monde : http://www.lefigaro.fr/conjoncture/2013/10/01/2000220131001ARTFIG00371-nouveau-recul-de-la-faim-dans-le-monde.php
o http://www.msloveday.com/#!les-dfis-mondiaux/cv9s
Students read
Les vertus du sucre roux
http://www.overblog.com/Les_vertus_du_sucre_roux1095204284-art331161.html ),
L’obésité
http://sante.lefigaro.fr/sante/maladie/obesite/quest
-ce-que-cest ) and watch
Paradoxe de la faim
http://www.youtube.com/watch?v=iswD-wgR6Yg
to complete the teacher-created questions.

Students organize a debate regarding
the nutrition value of foods in their
native cultures versus those in the
target culture and ways in which one
may stay in good physical and mental
health.
Students write a persuasive essay citing
information from the three sources
previously utilized for the interpretive
task and the debate activity to defend
their point of view regarding the nutrition
value of foods in the native culture vs.
the target culture and ways in which an
individual can reach optimal physical
and mental health.
Interpretive Communication, Print Text: Sélection 15: pp. 32-33 – Une recette
Interpretive Communication, Print Texts: Sélection 36: pp. 74-75 – La gastronomie française
Interpretive Communication, Print and Audio Texts: Sélection 1: pp. 86-87 – Bien manger
Interpretive Communication, Print and Audio Texts: Sélection 6: pp. 96-97 – Restaurant Gilles
Interpretive Communication, Print and Audio Texts: Sélection 14: pp. 112-113 – Un menu
Interpretive Communication, Print and Audio Texts: Sélection 17: pp. 118-119 – Les Brownies
Interpretive Communication, Print and Audio Texts: Sélection 20: pp. 124-125 – Les fajitas
Interpretive Listening-Reading : Sélection 9 pp. 62-64
Presentational Writing, Persuasive Essay : Essay #3 pp. 139-142
THEME: SCIENCE AND TECHNOLOGY
TOPIC: DISCOVERIES AND INVENTIONS / INTELLECTUAL PROPERTY











COMMUNICATION
-Presentational
discoveries, inventions, and the
protection of intellectual
property in the Francophone
world. Students will perform
subthemes.
studies by relating the theme of inventions and
intellectual property of the Francophone world and
beyond to their own personal academic experiences.
They will also discuss the technological discoveries and
inventions of the modern age (products), the attitudes
of Francophone people towards scientific discoveries
and protection of personal, intellectual property
(perspectives), and the ways in which Francophone
cultures approach advancement of technology
attitudes towards technological
advancement in the realm of
discoveries and inventions in the
ESSENTIAL KNOWLEDGE
(Facts & Skills)



How does devlopment in
technology affect our everyday
life ?
What motivates the
continuation of the invention of
new technologies? Does it
satisfy our appetite for new
gadgets ?
What is the role of morality
and the law in the utilization of
modern technology ?
USEFUL VOCABULARY
REVIEW/RECYCLE: Level II and Level IV
H vocabulary associated with technology
NEW VOCABULARY:
DES APPAREILS PHOTOGRAPHIQUES
LES APPAREILS / CAMÉRAS
un appareil jetable
un appareil compact
un caméscope
LES COMMUNICATIONS
un satellite
un réseau privé
un réseau national
une antenne parabolique
TELEVISION
un téléviseur à plasma
une télécomande
l’interrupteur
la lecture
l’arrêt
le réglage du volume
la recherche des canaux
la selection des canaux
le cinéma maison
RECYCLED/ONGOING
TOPICS/STRUCTURES
LES NOUVELLES TECHNOLOGIES
le fournisseur d’accès
l’appliquette
le signet
le navigateur
la causette
l’internaute (m.)
la domaine
glisser-déposer
la frimousse
le pare-feu
le cadre
la foire aux questions
le fouineur
la page d’acceuil
le forum
le serveur
le mandataire
le fil de la discussion
une adresse universelle
le visionneur
une fenêtre
les hyperliens
un fichier
un modem
un ordinateur de bureau
le clavardage
un blogue
des jeux en ligne
la baladodiffusion
le fournisseur de services Internet
un port USB
un adaptateur de courant
le bouton de démarrage
le pavé tactile
une adresse e-mail
s’afficher
l’auteur
enregistrer
l’identifiant
une image
l’interface
un lien
mis un page
les modèles
un mot de passe
le nom d’affichage
la page d’accueil
les paramètres
publier le message
rafraîchir
sauvegarder
la souris
supprimer
le texte
le titre du blog
copier
couper
coller
parcourir
le ménu déroualt
réduire
un brouillon
supprimer
une imprimante
un article
un blog
une boîte aux lettres
cliquer
un compte
les conditions d’utilisation
déconnecter
envoyer
AUDIO
un baladeur numérique (un iPod)
la touche de selection
la touche suivant/avance rapide
la touche precedent/retour rapide
la touche menu
l’écran (m.)
le cordon
Vocabulaire des découvertes et inventions
la fiche (pour jack)
les écouteurs (m.)
A. L’infinitif présent / L’infinitif passé (préposition + infinitif passé) / L’infinitif + à / de
B. Possessive adjectives and pronouns
C. Demonstrative adjectives and pronouns

Allons au dela, Chapitre 8, Toutes ces inventions technolgiques !





Podacast : http://www.journaldunet.com/management/dossiers/enquete/0410technostress.shtml
http://www.editeurjavascript.com/scripts/scripts_autres_3_347.php
http://www.enseigner.org/Muraille/doc/EH5-InventionsDepuis1600.pdf
http://www.doctissimo.fr/test-psychologie-PORTABLE_ACCRO.htm
http://www.enseigner.org/Muraille/doc/EH5-InventionsDepuis1600.pdf découvertes et inventions
françaises
 http://www.france.fr/entreprendre-et-reussir-en-france/17e-20e-siecles-top-20-des-inventionsfrancaises.html
 http://www.lepointdufle.net/ressources_fle/analyser_une_page_web.htm#.U6mC8JRdWSo
 Essay/Presentation : Imagine how your life would be without technology. Compare pros and cons
 Discussion groups : How has technology changed our personal relationships ?
 Le portable, nouveau moyen de paiement: http://fr.vertaal.com/jt_20130202_telephonepaiement.htm
 Vidéo sur les inventions françaises : http://www.youtube.com/watch?v=5JwCW10lLBw
 Debate : Choose three new inventions. Debate why these are or are not good or necessary objects
 Student voice thread : « What is the most important piece of technology (device) for you ? Could you
live without it ? Expalin »
 http://francebienvenue1.wordpress.com/page/4/ : choose the appropriate video
 Student essay : « Do you think that new technologies improve relationships between people ?
Read article from le Nouvel Observateur : Le Bourget LE BOURGET : un avion-fusée pour relier Paris à Tokyo en
2h30 (see article in Vision if link doesn’t work) and watch video http://www.youtube.com/watch?v=zFVK7aTekc&safety_mode=true&persist_safety_mode=1
at this level.
Students watch “Puces RFID Alerte aux
pirates”
http://www.nouvo.ch/2013/05/puces-rfidalerte-aux-pirates and aswer teacher-created
questions.
Students hold a debate proposing
alternate viewpoints regarding
intellectual property and the ability
of the average citizen to download
music, video, and other media
without monetary dispensation.
Students research Fancophone
discoveries and inventions and
conduct class presentations
following examples presented on
this website:
http://www.laclassedemallory.com/c
artes-inventions-et-decouvertesa50245302
Interpretive Communication, Print and Audio Texts: Sélection 3: pp. 90-91 – Ipod App
Interpretive Communication, Print and Audio Texts: Sélection 7: pp. 98-99 – Téléphone mobile
Interpretive Communication, Print and Audio Texts: Sélection 10 p. 104-105 – Propriété Intellectuelle
Interpretive Communication, Audio Texts: Sélection 2: p. 129 – La technologie moderne
Interpretive Communication, Audio Texts: Sélection 9: p. 136– Le science-fiction
Interpretive Communication, Audio Texts: Sélection 22: p. 149– Les satellites
Interpersonal Writing, E-mail Reply: Courriel No. 166: p. 166 – Un courriel
Interpersonal Speaking, Conversation: Sélection 3: p. 202 – Les textos
Presentational Speaking, Cultural Comparison: Topic A pp. 209-210 / Topic B p. 210
Interpretive Listening : Sélection 10 pp. 87-88
THEME: PERSONAL AND PUBLIC IDENTITIES
TOPIC: ALIENATION AND ASSIMILATION (taught concurrently with next theme)











COMMUNICATION
-Presentational
alienation and assimilation in
the Francophone world.
Students will perform
subthemes.
studies by relating the theme of alienation and
assimilation in the Francophone world and beyond to
their own personal academic experiences. They will also
discuss the institutions and political, social, and cultural
elements in society surrounding alienation and
assimilation (products), the attitudes of Francophone
people towards the acceptance of new cultures and
integrating them into modern society (perspectives),
and the ways in which Francophone cultures approach
working with new members of society and those who
are illegally living in a foreign country (practices).
attitudes towards alienation and
assimilation in the Francophone
world and beyond with their own
communities.
ESSENTIAL KNOWLEDGE
(Facts & Skills)








Immigration
Emigration
International relations
Acceptance and Rejection of
Illegal Aliens / New Members
of Francophone Society
Political, Social, and Cultural
Institutions in Francophone
society and their relationships
to the theme of alienation and
assimilation in the modern
world
Language and identity
Multiculturalism
Beliefs and values
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
immigrer / un(e) immigrant(e) / empêcher / s’acclimater / transformer / l’arrivée / le départ / une identité (f.) / réagir / améliorer /
étranger / étrangère / le désarroi / une nationalité / traîner / la frayeur / un cauchemar / souffreteux(se) / honteux(se) / la douleur / le
racisme / la paix / préjugé(e) / humilier / un pied-noir / se forcer à / surmonter / s’écraser / coincer / vicieux(se) / se vanter / une carte
verte / l’ethnicité (f.) / raciste / un(e) résident permanent(e) / s’intégrer / expluser / déporter / une mulâtre(sse) / l’adhésion / une
évolution / appartenir à / un abus / survivre / une norme / la société d’accueil / accueillir / le respect / traiter / gêner / taquiner /
accepter / rejeter / interdire / un obstacle
Vocabulaire Recyclé : Les continents, les pays, les villes, les nationalités
A. Le participe présent / le gérondif
B. Faire causatif
LECTURE 1 : Gabrielle Roy : Vincento
LECTURE 2 : Azouz Begag : Béni ou le paradis privé
LECTURE 3 : Immigration : Ces étrangers, élèves modèles
Liens électroniques
1. Site sur le theme : http://www.msloveday.com/#!la-quete-de-soi/c6ke
2. Pourquoi le Québec veut en finir avec le multiculturalisme : http://www.lefigaro.fr/vox/monde/2014/04/04/3100220140404ARTFIG00101-le-quebec-veut-en-finir-avec-le-multiculturalisme.php
5. Le multiculturalisme est incontournable : http://www.lemonde.fr/idees/article/2014/05/13/le-multiculturalisme-estincontournable_4416004_3232.html
3. Rôle de la langue dans l’identité : http://www.memoireonline.com/10/09/2784/m_Rle-des-langues-dans-la-construction-delidentite-des-immigres-italiens-et-de-leurs-descendan11.html
4. Langue maternelle et identité (vidéo) : http://www.tv5.org/cms/chaine-francophone/lf/Tous-les-dossiers-et-lespublications-LF/Dictionnaires-et-francophonie/Les-videos/p-11651-Alain-Rey-Langue-maternelle-et-identite.htm
5. Nos croyances et nos valeurs http://franckchauvereau.fr/980/
6. http://comediemuslim.apartcatoutvabien.com/
7. La discrimination: http://www.youtube.com/watch?v=2Ww9cAcTNJU&feature=youtu.be
8. Les stéréotypes : http://stereotypes.ingenium-elearning.com/
9. http://www.in-terre-actif.com/nos_outils_par_themes/diversite_culturelle
at this level.
Students read Béni ou le paradis privé and
complete a series of content-based and
application/analysis questions regarding the story.
Students write an e-mail to their
teacher regarding the treatment of a
new classmate from Sénégal in their
French class from their cultural
personal perspective.
Students present a persuasive plan of
action to their classmates about ways in
which to learn from each others’
differences in order to create a
comfortable classroom environment for
new students.
Interpretive Communication, Print Texts: Sélection 37: p. 76 – L’aliénation et l’assimilation
Interpretive Communication, Print Texts: Sélection 39: p. 80 – L’aliénation et l’assimilation
Interpretive Communication, Audio Texts, Sélection 20, p. 147– L’aliénation et l’assimilation: L’écrivain maghrébin
Tahar Ben Jelloun
Interpretive Communication, Audio Texts, Sélection 27, p. 154– L’aliénation et l’assimilation: Les Français qui
cherchent à s’expatrier au Brésil
Interpretive Reading: pp. 29-33
Interpersonal Communication, E-mail Reply: Prompt #31 p. 91
Presentational Speaking, Cultural Comparison: Topic A pp. 212-213
Presentational Writing, Persuasive Essay (2 samples): pp. 242-247
Interpretive Reading: Sélection 6, pp. 20-22
Interpersonal Writing, E-mail Reply: Sélection 11 p. 121
Interpersonal Speaking, Conversation: Sélection 14 p. 167
THEME: PERSONAL AND PUBLIC IDENTITIES
TOPIC: GENDER AND SEXUALITY (taught concurrently with previous theme)











COMMUNICATION
-Presentational
sexual identity, gender issues,
and equality in the
Francophone world. Students
will perform interpersonal
persuasive,
subthemes.
studies by relating the theme of gender and sexuality
issues in the Francophone world and beyond to their
own personal academic experiences. They will also
discuss the political, social, and cultural
ramifications/institutions in place regarding gender
equality and sexuality (products), the attitudes of
Francophone people towards gender issues and
sexuality (perspectives), and the ways in which
Francophone cultures promulgate and discuss sexism
and personal relationships (practices) in Francophone
societies.
attitudes towards gender and
sexuality in the Francophone world
and beyond with their own
communities.
ESSENTIAL KNOWLEDGE
(Facts & Skills)



How do Francophone cultures
view sexuality in their
societies ?
What is the condition of
equality between genders at
the workplace and in society in
general ?
How do American attitudes
and Francophone attitudes
differ when it comes to gender
and sexuality (i.e. sexism,
media, Internet, educational
programs at school)?
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
l’égalité (f.) / le sexe / homosexuel(le) / un homosexuel / hétérosexuel(le) / un hétérosexuel / le féminisme / un union civile / des
propos homophobes / (un) mâle / (une) femelle / cohabiter avec / bisexuel(le) / le mariage religieux / le mariage civile / la
discrimination sexuelle / l’éducation sexuelle(f.) / violer / avoir des relations sexuelles / une attirance / lutter contre - pour / se défendre
/ le masochisme / la circoncision / l’excision (f.)
Passive voice
Catch up on grammatical structures
LECTURE 1 : Dépénaliser l’homosexualité
http://www.lemonde.fr/idees/article/2011/06/23/depenaliser-l-homosexualite_1539857_3232.html
LECTURE 2 : Combattre mondialement l’homophobie
http://www.lemonde.fr/idees/article/2011/06/23/combattre-mondialement-l-homophobie_1539781_3232.html
LECTURE 3 : L’implication des hommes , nouveau levier dans la lutte pour l’égalité sexuelle
http://www.lemonde.fr/idees/article/2011/06/20/l-implication-des-hommes-nouveau-levier-dans-la-lutte-pour-l-egalite-dessexes_1538115_3232.html
Liens électroniques
1. La parité des sexes au travail
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_discrimination;templateStyle=frnews_discri
mination
2. Le mariage homo – une victoire symbolique ?
http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_gay_marriage;templateStyle=frnews_gay_ma
rriage
3. Allemagne : Le marché du mariage sur catalogue
http://www.bbc.co.uk/languages/french/news/lifestyle/marriage_germany.shtml
4. Les nouveaux contrats de complaisance
 http://www.bbc.co.uk/languages/french/news/lifestyle/marriage_france.shtml Ras-le-bol ? Quel galère !
 http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_expressions;templateStyle=frnews_expre
ssions
 Le bréton à Paris
 http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_breton;templateStyle=frnews_breton
 Faut-il simplifier l’orthographe ?
 http://www.lexpress.fr/actualite/societe/faut-il-simplifier-l-orthographe_486271.html
at this level.
Students read La parité des sexes au travail
and complete a series of content-based and
application/analysis questions regarding the story.
Students work in male vs. female
teams and elect a student leader to
act as a talk show host, holding a
debate/discussion on the equality of
genders at the work place and in
modern society.
Interpretive Listening-Reading: Sélection 2, pp. 41-43
Students write a persuasive essay citing
previously researched sources in the
target language concerning the equality
of genders at the work place and in
modern society. They may also work in
teams to perform this task since the
debate would be the oral component of
this written presentational task.
AP THEME: FAMILIES AND COMMUNITIES
AP SUBTHEME: CHILDHOOD AND ADOLESCENCE
Virginia State Foreign Language Standards of Learning for Level V:
FV.1
FV.2
FV.3
FV.4
FV.5
FV.6
FV.7
The student will exchange information orally and in writing in French on a variety of topics related to contemporary and historical events and issues.
The student will demonstrate skills necessary to sustain extended oral and written exchanges in French.
The student will comprehend spoken and written French found in a variety of authentic sources.
The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity.
The student will present in French student-created and culturally authentic essays, poetry, plays, and/or stories.
The student will analyze in French how various perspectives reflect the practices and products of francophone cultures.
The student will demonstrate increased understanding of the connections between content studied in French class and content studied in other subject
areas.
FV.8
The student will discuss in level-appropriate French the effects of cultural similarities and differences on social, economic, and political relationships in the
global community.
FV.9
The student will expand understanding of the English language through study and analysis of increasingly complex elements of the French language.
FV.10
The student will apply French language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
ESSENTIAL KNOWLEDGE
(Facts & Skills)
-Presentational
CULTURES:
INTERPERSONAL MODE:
COMPARISONS:
 Life from Birth to Death
• Maintain a discussion related to childhood and
• Explore attitudes when reacting to
• Compare and contrast American and
 Growing up from birth to
adolescence.
issues related to childhood and
French viewpoints on childhood and
adulthood
• Discuss and/or debate issues related to childhood and
adolescence in American and French
adolescence.
 Child care and
adolescence in American and French societies.
societies.
parentage/raising children
• Express and explain issues related to childhood and

Adolescent life, modern
adolescence
COMMUNITIES:
attitudes,
personality, and
• Express opinions and react to issues related to
CONNECTIONS:
• Explore childhood and adolescence
childhood and adolescence in American and French
common
• Make connections between historical
issues in your own community or your
societies.
language/expressions
contexts and current attitudes towards
school and compare them to issues in
INTERPRETIVE MODE:
issues related to childhood and
 Family structures
French speaking communities.
• Demonstrates comprehension of content from authentic
audio visual texts relating to childhood and adolescence in
American and French societies.
• Evaluates and interprets written texts and materials on
issues related to childhood and adolescence in American
and French societies.
• Produce oral and written reports on issues related to
childhood and adolescence in American and French
societies.
• Produce an activity showing issues related to childhood
and adolescence in American and French societies.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
Society related to childhood and adolescence in American
and French societies.
adolescence in American and French
societies.
.
• Identify local French speaking
communities and cultural events.
USEFUL VOCABULARY
La Famille (Revision and additions)
un(e) arrière-grand-père/mère
un beau-fils/-frère
une belle-file/-sœur/-mère
un demi-frère/-sœur
un(e) enfant/fille/fils unique
un époux/une épouse
un(e) grand-oncle/-tante
des jumeaux/jumelles
un neveu/une nièce
un(e) parent(e)
un petit-fils/une petite-fille
La vie familiale
déménager
élever (des enfants)
être désolé(e)
gâter
gronder
désobéir (à)
obéir (à)
punir
regretter
remercier
respecter
surmonter
glander
RECYCLED/ONGOING
TOPICS/STRUCTURES






La cuisine
un aliment
une asperge
un citron
un citron vert
un conservateur
des épinards (m.)
une fromagerie
un hypermarché
un raisin (sec)
le saumon
une supérette
la volaille
alimentaire
biologique
La personnalité
le caractère
autoritaire
bien/mal élevé(e)
égoïste
exigeant(e)
insupportable
rebelle
soumis(e)
strict(e)
uni(e)/lié(e)
Les étapes de la vie
l’âge (m.) adulte
l’enfance (f.)
la jeunesse
la maturité
la mort
la naissance
la vieillesse
Les généerations
l’amour-propre (m.)
le fosse des générations
la patrie
une racine
un rapport / une relation
un surnom
hériter
ressembler (à)
survivre
l’argot
L’adolescence
un adolescent(m.)
un pré-adolescent(m.)
la paresse(f.)
flâner avec les copains
les flics
les policiers, gendarmes
le copain(m.), la copine(f.)
le petit ami(m.), la petite amie(f.)
magasiner
le centre d'achats(m.)
la puberté(f.)
A. Descriptive adjectives
B. Adverbs” adverbs stemming from adjectives / not stemming from adjectives / position of the adverb
Le Parler des Enfants : http://www.rfi.fr/emission/20120619-parler-jeunes
Etats-Unis/Afrique : un sommet de jeunes « leaders » africains http://www.rfi.fr/emission/20120615-usa-afriquele-sommet-jeunes-leaders-africains
Les adolescents prennent le pouvoir à la maison: http://www.lefigaro.fr/actualite-france/2009/02/19/0101620090219ARTFIG00011-les-adolescents-prennent-le-pouvoir-a-la-maison-.php
Les adolescents ne se reconnaissent pas dans le discours public: http://www.unicef.fr/contenu/actualitehumanitaire-unicef/les-adolescents-ne-se-reconnaissent-pas-dans-le-discours-public-2010-12-02
Les Jeunes Européens: http://www.jeunes-europeens.org/
Auberges de Jeunesse: http://www.auberges-de-jeunesse.com/



at this level.
La station de ski : http://www.languageroutes.com/storefront-files/interactive/bd-74.php
http://www.languageroutes.com/storefront-files/interactive/bd-69.php
Pourquoi les ados sont-ils si mous?: http://www.youtube.com/watch?v=VkRzR65fB8&safety_mode=true&persist_safety_mode=1&safe=active
 Pourquoi les ados sont-ils avachis?:
http://www.youtube.com/watch?v=qPysv_w_Dl8&list=PL70451040C35AE0B2&index=27&feature=plpp_video&safety
_mode=true&persist_safety_mode=1&safe=active
 http://francebienvenue1.wordpress.com/page/4/ : choose the appropriate video
Students view / listen to Pourquoi les ados sont- Students write a dialogue using
Students present their dialogues to their
ils si mous / avachis? and answer teacher preappropriate teenage slang and
classmates. Prior to the presentation,
designed questions regarding the presentation
common expressions among students students create their own “quiz” or
and then discuss / relate their answers to one
their own age in France. They may
questions based on their dialogue so
another before verifying them with their teacher.
also create a video version of their
that their classmates may answer them
dialogue as a court métrage.
orally or in written form in conjunction
with their teacher’s facilitation of the
activity. Discussions regarding
American vs. Francophone
stereotypes/generalizations/expressions
may ensue where a debate can also be
arranged.
Interpretive Communication, Print Text: Sélection 34: pp. 70-71 – Un peu d’histoire: La structure
familiale au Moyen Age
Interpretive Communication, Audio Texts: Sélection 2 p. 129 – La technologie entre une mère et son fils
Interpretive Communication, Audio Texts: Sélection 30: p. 157 -- Mémoires d’une jeune fille rangée
Presentational Speaking, Cultural Comparison: Sélection 3 p. 212 – Les rites de passage pour ados
Interpersonal Speaking, Conversation: Prompts #16-17 pp. 132-135
Interpersonal Speaking, Conversation: Prompt #21 pp. 144-145
Presentational Speaking, Cultural Comparison: Topic B p. 210
Interpretive Reading : Sélection 9, pp. 27-28
Interpersonal Writing, E-mail Reply : Sélection 8, p. 115
THEME: BEAUTY AND AESTHETICS
TOPIC: VISUAL AND PERFORMING ARTS / CONTEMPORARY FRANCE / MUSIC











COMMUNICATION
-Presentational
visual and performing arts in
the Francophone world.
Students will perform
subthemes.
studies by relating the theme of visual and performing
arts in the Francophone world and beyond to their own
the significant contributions in the realm of visual and
performing arts (products), the attitudes of
Francophone people towards visual and performing arts
(perspectives), and the ways in which Francophone
cultures celebrate artistic achievement in the visual /
performing sector (practices) in Francophone societies
attitudes towards visual / performing
arts in the Francophone world and
beyond with their own communities.
ESSENTIAL KNOWLEDGE
(Facts & Skills)




Historical and modern
contributions to the world of
visual and performing arts
Stage, screen, and cinema
Classical and popular music
Museums, urban architectural
landmarks by visual artists
USEFUL VOCABULARY
VOCABULAIRE GÉNÉRAL
un billet/ticket
une comédie
une exposition
un groupe
un(e) musicien(ne)
une pièce du théâtre
un spectacle
un spectacteur /une spectatrice
un tableau
un vernissage
applaudir
faire la queue
obtenir (des billets)
complet
divertissant(e)
émouvant(e)
la conception
concevoir
en verre
en métal
en terre battue
une œuvre
LE THÉATRE
l’accessoire
l’acte
adapter
l’aparté
la comédie
le confident
les coulisses
le coup de théâtre
dramatique
le dramaturge
le drame
l’entracte
la farce
l’intermède
le metteur en scène
la mise en scène
un monologue
les péripéties
la pièce
le protagoniste
le régisseur
la répartie
la réplique
le soliloque
la stichomythie
la tirade
tragique
rénover
un gâchis
honteux/honteuse
insupportable
laid(e)
moche
chouette
passionnant(e)
remarquable/spectaculaire
réussi(e)
super
LA MUSIQUE
Les instruments de musique (jouer de + la
clarinette, la flûte (de pan), la guitare
(classique, folk, électrique, le piano (à
queue), le hautbois, la trompette, le
trombone, le tuba, le violon, le violoncelle,
l’alto, le tambour, la batterie, le synthé, le
clavier, le saxophone, la mandoline, la
maracas, le tambourin, l’accordéon, le
banjo, le gong, l’harmonica, l’harpe, les
timbales (f. pl), la lute, le triangle, le
xylophone, le cor (de chasse))
le morceau
l’album
la chanson
le chanteur / la chanteuse
enregistrer
jouer un concert
le rock / le jazz / la musique classique / le
folk / la musique pop / le rap / le country
l’orchestre
le conducteur
le groupe (de rock)
la fanfare
l’accompagnement
bruyant(e) / doux (douce)
un chœur / la chorale
l’accord (m.)
la haute-contre
le contralto
le soprano
la basse
les notes (f. pl.)
la partition
un single
un succès / un hit
télécharger
LE CINÉMA/LA TÉLÉVISION
une vedette
sortir
tourner
le réalisateur / la réalisatrice
une bande annonce
une bande de son
un film comique
un film comique dramatique
un film dramatique
un dessin animé
un film policier
un film d’aventure
un film d’épouvante/horreur
un film d’amour
un documentaire
un film de science-fiction
un acteur / une actrice
interpréter un rôle
louer
une émission de télé
une série
un téléviseur
zapper
un réseau
une chaîne
une téléréalité
un feuilleton
un jeu télévisé
une comédie
un drame
les nouvelles
les actualités
l’envoyé spécial
le reporter
le journaliste / la journaliste
un reportage
une publicité
RECYCLED/ONGOING
TOPICS/STRUCTURES
at this level.
A. Comparative and superlative of adjectives
B. Comparative and superlative of adverbs
C. Comparative and superlative of nouns
 Class Art Museum : students each choose a painting by a French artist and learn about it ; bring a copy of it to class
to be the museum guide for your painting ; explain how his/her era influenced his/her art
 Visit a virtual museum from a francophone county ; share your observations with the class
 Essay : Dans une société qui devient de plus en plus technologique, quelle est l’importance des arts (cinéma, danse,
littérature, musique, peinture, sculpture, etc.) dans votre vie ?
 Podcast : Canal Académie , Uderzo et Goscinny : génies de la BD
o http://www.canalacademie.com/apprendre/fiche.php?id=43
 Interview with Alain Jaubert http://www.youtube.com/watch?v=-DuRQzCT1I&safety_mode=true&persist_safety_mode=1
 Interview with Zazie http://www.youtube.com/watch?v=5Y68AfeOOt0
 Reading : http://ns22335.ovh.net/~arcadesr/ia/163164150843feeade41228/index.html
 Allons au-delà, Chapitre 28, Les trois coups
 Presentation : Students each choose an artist and give a presentation about the life of the artist ; students also
create an orginial work of art based on the style of the artist they chose.
 Reading: Brigitte Bardot: http://www.e-lan.be/Muis/JuistFout/Fr1/brigitte.html
 Un conte: http://www.weblettres.net/framanet/cours/fonctions/index.htm
 Le Tour du monde en 80 jours (Jules Verne) : http://carmenvera.eoidehellin.es/hotpot/verne.htm
Students listen to the interview with Zazie as listed Students watch several videos as
Students present a talent show that
above and take detailed notes demonstrating
performed by Zazie and discuss
features original songs / art work to be
comprehension of what they have heard…They
artists who have had the same impact criticized in written format by
may also answer comprehension/application
in the native society. They choose a
classmates observing the
questions based on the texts.
particular song of Zazie’s and critique presentations. These may be filmed and
it together in a “Siskel and Ebert” sort used for further activities in AP.
of format.
Interpretive Communication, Print Text: Sélection 31: pp. 64-65 – Une choréographe
Interpretive Communication, Audio Texts: Sélection 3 p. 130 – Les bandes dessinées
Interpretive Communication, Audio Texts: Sélection 26: p. 153 -- L’art
Interpersonal Writing, E-mail Reply: Courriel No. 7: p. 170 – Le téléchargement
Presentational Writing, Persuasive Essay: Sélection 2: pp. 180-181 – L’art
Interpretive Communication, Print Texts: Sélection 10: p.22 – La musique acadienne
Interpretive Communication, Audio Texts: Sélection 32: p. 159 –Une cantatrice d’opéra
Interpretive Communication, Print Texts: Sélection 7: p.16 – L’amour et du pain
Interpretive Communication, Print Texts: Sélection 26: p. 54– Patrimoine mondial
Interpretive Communication, Print Texts: Sélection 32: p. 66– Le petit prince
Interpretive Communication, Print and Audio Texts, Sélection 16, p. 116 – La vie
Interpretive Communication, Audio Texts, Sélection 3, p. 130 – les bandes dessinées
Interpretive Communication, Audio Texts, Sélection 8, p. 135 – Camus
Interpretive Communication, Audio Texts, Sélection 17, p. 144 – Jeanne d’Arc
Interpretive Reading: pp. 34-38
Presentational Speaking, Cultural Comparison: Topics B-C p. 209
Interpretive Reading : Sélection 7, pp. 23-24
Interpretive Listening : Sélection 1, pp. 75-76
Interpersonal Writing, E-mail Reply : Sélection 11 p. 121

French VH/AP Curriculum B - Loudoun County Public Schools

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