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Henry Sibley High School Curriculum Map - World Languages FRENCH IV – College in the Schools TIME FRAME/ UNIT Chapitre 1 Children and the family L’enfant et la famille 6 weeks FUNCTION CONTENT ACTIVITIES ASSESSMENT RESOURCES/ TECHNOLOGY • Discussing, comparing, contrasting French childhood and principles of child-rearing to American • Giving suggestions, orders, commands, advice in the imperative • Expressing negativity (nobody, nowhere, etc.) with specific expressions • Asking questions for specific information in formal and informal registers • Interactions at the dinner table : vocabulary, offering, accepting, etc. • Greeting, presenting, introducing, and exiting in formal and informal register using a variety of expressions • Expressing that two actions are occurring at the same time using a variety of grammar formations and expressions • Expressing that something started in the past is still happening in the present using a variety of idiomatic, grammatical expressions 1.1 • Vocabulary – principles, values and methods in raising children; elementary school vocabulary • Vocabulary – family relations and members, manners and formal behavior, table vocabulary • Vocabulary / Grammar – expressions with irregular verb avoir (as opposed to English) • Grammar – Review of all regular and high-frequency irregular verbs • Grammar – Interrogative statements and formation, question formation • Imperative verb form and usage • Negative verb formations and usage • Culture – Contrasting child-rearing and childhood in France and the US, family relations and government policy in regard to the family • Dialogues, role play and conversations to introduce and practice vocabulary and grammar principles • Listening activities on CD and DVD and dictations • Informal discussions and conversations • Extended readings on contemporary family situations and government policy in regard to the family • Journal writings • Games / contests : Negatives, Interrogation • Informal observation of participation in discussions, inclass exercises, activities, games • Homework and classwork : readings, workbook, individual assignments, journals • Formal essay (multiple drafts) • Formal speaking test • Exam 1.1 • Exam 1.2 Audio: various CDs including Barron’s AP practice and En Bonne Forme 1.2 • Grammar – Review of more irregular verbs; verb connaître and compounds – formation and usage • Grammar – Present participle and various expressions / formulations to express simultaneity • Grammar – Using specific grammatical formulations to express an action that started in the past but continues into the present • Vocabulary – presentations, greetings, introductions, and salutations in both the formal and informal register • Idioms / Vocabulary – Informal language and slang ACTFL STANDARDS 1.1, 1.2 2.1 3.1, 3.2 4.1, 4.2 5.1, 5.2 Texts: Textbook, supplemental readings from journalistic and online sources, notes packet complied from various sources, story La Chèvre de M. Séguin Video: La France et la Francophonie DVD, film clips La Bûche, film Etre et Avoir Websites: Quia.com 2009-2010 Henry Sibley High School Curriculum Map - World Languages FRENCH IV – College in the Schools TIME FRAME/ UNIT Chapitre 2 Intercultural perspectives: tourism and food Perspectives interculturelle s: le tourisme et la cuisine 5 weeks FUNCTION CONTENT ACTIVITIES ASSESSMENT RESOURCES/ TECHNOLOGY ACTFL STANDARDS • Function on a trip to a French-speaking region by describing sites, desires, what you’re looking for, etc. • Expressing differences between American lifestyles and French lifestyles (food, travel) • Discussing and describing food and other quantifiable items using partitive articles • Reading, understanding and dealing with tourism guides and restaurant reviews in French • Describing people, places, things using a variety of (mostly) irregular, and sometimes obscure adjectives; using and placing them appropriately • Comparing adjectives 2.1 • Vocabulary –Tourism: regions of the world, visitors’ highlights, geographic terms, various tourist attractions • Vocabulary – terms of quantity; food, drink, dishes and ingredients from around the world ; talking about, describing and evaluating meals and restaurants • Grammar – noun endings to indicate feminine / masculine ; irregular adjective endings • Grammar – Review of stem-changing –er verbs and verbs pertaining to food / drink • Definite, Indefinite and Partitive articles • Dialogues, role play and conversations to introduce and practice vocabulary and grammar principles • Listening activities on CD and DVD and dictations • Informal discussions and conversations about vacation, food, tourism, etc. • Readings from tourist guide • Meal preparation, food dégustations (tasting) • Journal writings • Informal observation of participation in discussions, inclass exercises, activities • Homework and classwork : readings, workbook, individual assignments, journals • Formal essay (multiple drafts) • Formal speaking test • Exam 2.1 • Exam 2.2 Audio: various CDs including Barron’s AP practice, Du tac au tac, and En Bonne Forme 1.1, 1.2, 1.3 2.1, 2.2 3.1, 3.2 4.1, 4.2 5.2 2.2 • Vocabulary / Grammar – Adjectives of physical description and character; irregular adjective forms; irregular adjectives that precede the noun; adjectives that change meaning based on placement • Grammar – Comparative and superlative usage and formation • Grammar – Ne…que used as a restrictive (“only”) Texts: Textbook, supplemental readings from journalistic and online sources, notes packet complied from various sources, tourist guide Le guide du routard: Etats Unis, tourist guides from various francophone countries Video: La France et la Francophonie DVD, Websites: Quia.com, websites of various tourist countries 2009-2010 Henry Sibley High School Curriculum Map - World Languages FRENCH IV – College in the Schools TIME FRAME/ UNIT Chapitre 3 Traini ng an d educ atio n : the educ atio n sy stem La formation et l’enseignement : le système éducatif 8 week s FUNCTION CONTENT ACTIVITIES ASSESSMENT RESOURCES/ TECHNOLOGY • Discussing, comparing, contrasting French education requirements, subjects, classes, aspects and general set-up to American • Discussing and describing class content, activities, preferences, etc. using particular and relevant vocabulary and high-frequency irregular verbs ; asking and answering questions regarding coursework and classes • Discussing and functioning within a school bureaucracy (university) ; expressing impatience and exasperation • Narrating and recounting stories / events in the past (using the passé composé in complex dialogue) ; distinguishing between past events (passé composé) and further past events (plus-queparfait) in narrating • Narrating and / or discussing with specific verbs followed by prepositions before a second verb 3.1 • Vocabulary –levels of formal education; activities, terms and verbs related to education and school; school subjects and classes ; kinds of assignments ; aspects of specific fields of study • Vocabulary – Functional vocabulary particular to the French education system ; university-level education vocabulary • Vocabulary / Grammar – designating temporal units and / or duration using specific terms • Grammar – Review of common irregular verbs related to education • Grammar – Passé composé : with helping verbs avoir and être; usage of “être” verbs with direct objects; preceding direct objects in passé compose; irregular (new) past participles • Grammar – Plus-que-parfait (pluperfect) : formation, usage, associated terms • Culture – Education in the francophone world contrasted to the system in the US -----------------------------3.2 • Vocabulary – education bureaucracy, expressing impatience and exasperation • Vocabulary / Grammar – Highfrequency verbs followed by a preposition ( à or de) before another verb ; irregular verb savoir and the • Dialogues, role play and conversations to introduce and practice vocabulary and grammar principles • Listening activities on CD and DVD and dictations • Informal discussions and conversations • Extended readings on French education system • Journal writings • Games / contests : verb followed by preposition + verb ; temporal markers ; connaître vs. savoir ; vocabulary • Informal observation of participation in discussions, inclass exercises, activities, conversations games • Homework and classwork : readings, workbook, individual assignments, journals • Formal essay (multiple drafts) • Formal speaking test • Exam 3.1 • Exam 3.2 Audio: various CDs including Barron’s AP practice, Du Tac au Tac, and En Bonne Forme ACTFL STANDARDS 1.1, 1.2, 1.3 2.1, 2.2 3.1, 3.2 4.1, 4.2 5.1, 5.2 Texts: Textbook, supplemental readings from journalistic and online sources, notes packet complied from various sources Video: La France et la Francophonie DVD, film Entre les murs Websites: Quia.com 2009-2010 Henry Sibley High School Curriculum Map - World Languages FRENCH IV – College in the Schools TIME FRAME/ UNIT FUNCTION CONTENT ACTIVITIES ASSESSMENT RESOURCES/ TECHNOLOGY • Readings and inclass discussions / conversations • Group projects and presentations • Journal writings • Vocabulary quizzes • Informal inclass discussions, observations of group work • Extended journal writings • Formal composition • Speaking test (presentation) Audio: CD Petit Prince (to be read along with novel) ACTFL STANDARDS distinction between savoir and connaître • Grammar – irregular verbs croire, savoir, suivre and devoir: present and past forms, usage • Grammar – Interrogative adjectives (forms of quel) and pronouns (forms of lequel) The Little Prince: Imagination and children’s life vs. the “adult” world Le Petit Prince : L’imagination et la vie des enfants vs. le monde “adulte” • Read for comprehension and profound literary appreciation in a variety of tenses, including the passé simple literary tense • Discuss themes applicable and relevant to “real life” • Understand underlying ideas in a literary text, decipher and discuss literary elements such as imagery, metaphor, and symbolism • Vocabulary – Non-specialised vocabulary from the novel ; vocabulary having to do with childhood and imagination and adult conceptions • Grammar – Variety of past tenses, with focus on passé simple, but including passé compose, plus-queparfait, passé composé and conditional Texts: Le Petit Prince text, newspaper clippings, background information from external sources 1.1, 1.2, 1.3 2.1, 2.2 3.2 4.1, 4.2 5.1, 5.2 Video: Le Petit Prince opera, music video Dessine-moi un mouton Websites: Quia.com 5 weeks 2009-2010 Henry Sibley High School Curriculum Map - World Languages FRENCH IV – College in the Schools TIME FRAME/ UNIT Chapitre 4 Immigration, assimilation and social issues L’immigration, l’assimilation et les problèmes sociaux 6 weeks FUNCTION CONTENT ACTIVITIES ASSESSMENT RESOURCES/ TECHNOLOGY • Discuss immigration and assimilation issues, minority groups in France and the U. S. • Discuss French political parties, their principles, elections, and their differences with American political parties • Discuss crime and social problems • Use stress pronouns for emphasis and to respond to questions ; use multiple personal pronouns to answer questions • Discuss parts of the house, give descriptions and respond to realestate ads • Express possession with possessive pronouns • Cultural emphasis: Social problems and immigration in France and the U. S. 4.1 • Vocabulary – Crime and social problems; political parties – principles and tendencies • Vocabulary – Immigration, assimilation, minority groups (religious and ethnic) • Grammar – Verbs that have uses in French different from their English counterpart (followed by à, direct / indirect objects, etc.) • Grammar – Stress pronouns (usage), multiple personal pronouns (direct object pronouns, indirect object pronouns, etc.) ----------------------------4.2 • Vocabulary – House, apartment, realestate, furniture • Vocabulary / Grammar – “To leave” verbs (partir, quitter, laisser, s’en aller, sortir) • Grammar – Imperfect verb form to express habitual past action, description, ongoing action • Grammar – Possessive adjectives and possessive pronouns • Dialogues, role play and conversations to introduce and practice vocabulary and grammar principles • Listening activities on CD and DVD and dictations • Informal discussions and conversations • Tabou game vocabulary • Extended readings on the French political system, political parties and immigration • Journal writings • L’Immeuble interactive scenes • Informal observation of participation in discussions, inclass exercises, activities, conversations games • Homework and classwork : readings, workbook, individual assignments, journals • Formal essay (multiple drafts) • Formal speaking test • Exam 4.1 • Exam 4.2 Audio: various CDs including Barron’s AP practice, Du Tac au Tac, and En Bonne Forme ACTFL STANDARDS 1.1, 1.2, 1.3 2.1, 2.2 3.1, 3.2 4.1, 4.2 5.1, 5.2 Texts: Textbook, supplemental readings from journalistic and online sources, notes packet complied from various sources Video: La France et la Francophonie DVD, clips from La Haine Websites: Quia.com 2009-2010 Henry Sibley High School Curriculum Map - World Languages FRENCH IV – College in the Schools TIME FRAME/ UNIT Chapitre 5 The media and values: Cinema, music, television, theater and news Les médias et leurs valeurs: le cinéma, la musique, la télévision, le théâtre, les nouvelles 6 weeks FUNCTION CONTENT ACTIVITIES ASSESSMENT RESOURCES/ TECHNOLOGY • Discuss various kinds of films, books, plays, music ; discuss various shows on television (news, sitcoms, etc.) • Express impressions, preferences, and criticism of plays, concerts and films • Make plans and invitations to movies, theater, etc. • Discuss instruments and musical styles 5.1 • Vocabulary – Kinds of films, plays, books, television shows. • Grammar - Differences in meaning with the same verb in different tenses • Grammar - Narrating in the past tense using the passé compose, the imperfect and the pluperfect – review of forms, usage • Grammar – Adverbs, formation and usage • Dialogues, role play and conversations to introduce and practice vocabulary and grammar principles • Listening activities on CD and DVD and dictations • Informal discussions and conversations • Journal writings, film reviews, summaries / synopses • Games / contests • Music videos and filmclips • Narrating stories • Informal observation of participation in discussions, inclass exercises, activities, conversations games • Homework and classwork : readings, workbook, individual assignments, journals • Formal essay (multiple drafts) • Formal speaking test • Exam 5 / Final exam Audio: various CDs including Barron’s AP practice, Du Tac au Tac, and En Bonne Forme, songs 5.2 • Vocabulary – Genres / varieties of music, instruments • Grammar – Reflexive and reciprocal verbs in the present tense; verbs that have only reflexive forms; contrast to English ACTFL STANDARDS 1.1, 1.2, 1.3 2.1 3.1 4.1 5.1, 5.2 Texts: Textbook, supplemental readings from journalistic and entertainment magazines, notes packet complied from various sources Video: La France et la Francophonie DVD, clips from films of various genres: Dîner des cons, Molière, etc. Websites: Quia.com 2009-2010