Download french iv - Henry Sibley High School

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