Course Information

  • French I Description/Objectives:

    The purpose of this course is to enable students to begin to acquire proficiency in French through a linguistic, communicative, and cultural approach to language learning. Emphasis is placed on the development of listening, speaking, reading, and writing skills and on acquisition of the fundamentals of applied grammar. Cross-cultural understanding is fostered and real-life applications are emphasized throughout the course. The content will include, but not be limited to, the following: - conversational expression of feelings, ideas, and opinions in French - comprehension of spoken and written French - oral and written presentation of information and ideas, in French, to an audience - social interaction patterns within French culture - connections between the French language and culture and other disciplines - communication patterns of languages - French language usage within and beyond the school setting

     

    Materials Needed:

    A student exercise book will be provided, as well as a textbook.. Students need to bring their notebook daily along with paper, pencil and pen. Bring a limited number of colored markers or pencils and a French/English dictionary, if possible.

     

    Grading/Evaluation:  The categories listed below are each worth 25% of the grade. According to the Student Handbok, students must take the intiative to make up their work when absent from school. Students may make make up work for full credit, if they have an excused absence.  Students will have up to three days to bring in notes from parents for absences after they return to school.  Students have one day to make up mssed work for each day missed, up to three days.  Special arrangements with teachers must be made after an absence of more than three days. Any work completed in the current grading period,  more than 10 days after the posting date in the Gradebook, will be worth 50% of an on- time score. No further extensions will be given.

     

     

    Categories:

     

    Standard 1 (Reading)

    Standard 2 (Writing: presentational and interpersonal)

    Standard 3 (Speaking: presentational and interpersonal)

    Standard 4 ( Listening Comprehension)

     

    French II

    Description/Objectives:

    The purpose of this course is to enhance proficiency in French through a linguistic, communicative, and cultural approach to language learning. There is continued emphasis on the development of listening, speaking, reading, and writing skills and on the acquisition of the fundamentals of applied grammar. Cross-cultural understanding is fostered and real-life applications are emphasized throughout the course. The content should include, but not be limited to, the following; - conversational expression of feelings, ideas, and opinions in French - comprehension of spoken and written French - oral and written presentation of information and ideas, in French, to an audience - social interaction patterns within French culture - connections between the French language and culture and other disciplines - communication patterns of languages - French language usage within and beyond the school setting

     

    Materials Needed:

     A student exercise book will be provided, as well as a textbook. Students need to bring their notebook daily along with paper, pencil and pen. If possible, bring a limited number of colored markers or pencils and a French/English dictionary.

     

    Grading/Evaluation:  The categories listed below are each worth 25% of the grade. Absent students must make up work within 10 days of abs.   According to the Student Handbok, students must take the intiative to make up their work when absent from school. Students may make make up work for full credit, if they have an excused absence.  Students will have up to three days to bring in notes from parents for absences after they return to school.  Students have one day to make up missed work for each day missed, up to three days.  Special arrangements with teachers must be made after an absence of more than three days. Any work completed in the current grading period,  more than 10 days after the posting date in the Gradebook, will be worth 50% of an on- time score. No further extensions will be given.

    Categories:

    Standard 1 (Reading)

    Standard 2 (Writing: presentational and interpersonal)

    Standard 3 (Speaking: presentational and interpersonal)

    Standard 4 ( Listening Comprehension)

     

     

       AP French Language and Culture

     

     

    The AP French Language and Culture Exam

    Introduction:

    Interpersonal, Interpretive and Presentational modes of communication are at the heart of the AP French Language and Culture Exam. There is not a separate culture section, rather culture is interwoven throughout the exam. The best way to prepare for the AP exam is to become familiar with a wide variety of authentic materials during the course. 

     

    AP French Language and Culture- Syllabus

    Janice Lundy

    West Port High School           

                                                                       

     

    Objectives

     

    AP French Language and Culture 2015-2016 Syllabus

     

    Objectives

     

    This college level course provides students the opportunity to demonstrate their proficiency in the three modes of communication in the intermediate to pre-advanced range: interpersonal, interpretive, and presentational, as defined

    in the latest Standards for Foreign Language Learning .Exclusive use of French by teacher and students is expected in the classroom. Students are required to take the AP French Language and Culture exam at the end of the course.

     

     

    Program

     

    All students in our district begin their study of French in high school. After successfully completing French Levels 1 and 2, students may continue their study of the French Language and Culture by enrolling in the AP course. We operate on a hybrid schedule, 50 minute periods three times per week, and one ninety minute block once a week.

     

    Culture

     

    This course provides an opportunity for students to demonstrate an understanding of the products, practices and perspectives of the target language’s various cultures by the use of authentic audio, audio-visual and written  materials, which are listed at the beginning of each Unit below. This list is not fixed and can be upgraded as current events, facts and opinions unfold in the Francophone world.

     

    Daily/ Weekly activities:

     

    Within each  theme, students work on all aspects of communication: listening, speaking, reading and writing. Activities  include the three modes of communication: interpretive, interpersonal and presentational. Examples are included in each Unit. In lieu of a test for each theme, students are evaluated based on various writing, reading, listening comprehension  and speaking assignments,which are graded according to the AP guidelines. The course provides opportunities for students to demonstrate their proficiency in spoken Presentational Communication in the Intermediate to Pre-Advanced range. The course provides opportunities for students to demonstrate their ability in Interpretive Communication to understand and synthesize information from a variety of authentic written and print resources. The course provides opportunities for students to demonstrate their proficiency in written Presentational Communication in the Intermediate to Pre-Advanced range. The course explicitly addresses the Personal and Public Identities theme.The course provides opportunities for students to demonstrate an understanding of the products, practices and perspectives of the target cultures.The

    course provides opportunities for students to make comparisons between and within

    languages and cultures.

     

     

    Students write between 3-5 separate homework paragraphs, reflections, or respond to e-mails,  analyzing or interpreting a specific aspect of a theme.

    .               Students record their answers to  discussion questions based on theme.

    Students read, analyze, synthesize and interpret articles from a variety of journals, blogs, web sites, newspapers, magazines and literary texts, (listed below under authentic materials for each Unit), and participate in written analysis, oral debates ,discussions and reading comprehension activities.

    Students read passages from AP French Preparing for the Language Examination.

    Students synthesize and analyze information gleaned from podcasts, songs, film,artwork and photos. [

    Students practice speaking in pairs using Drawing Conversations questions.

    Students take turns starting the class with a current event. They must present a topic and then ask a discussion question to engage the rest of the class in participation.Students take part in daily discussions and weekly debates based on specific thematic aspects.

    Thematic vocabulary is introduced through guided dialogues, bandes-dessinées, vocabulaire actif activities where words and expressions are shown with illustrations, photos and audio files.

     

    Assessment:

     

    • Weekly current events journal where students select an article from an online French newspaper site. Students look up unknown words and then summarize and write their reactions based on what they read.
    • At home compositions. Throughout the semester they are asked to write on different topics, such as doing an explication de texte of a poem, an analysis of various media texts or an autobiography. They are graded using the AP writing guidelines.
    • Oral presentations. For each theme, students are given different speaking assignments,such as presenting a speech for a presidential election when talking about politics or an analysis of a painting when studying art. They are graded using the AP speaking guidelines.

     

     

     

     

    Materials

    Student Materials:

     

    • T’es branché Geneviève Desdevises Delfosse EMC Publishing
    • Allons au-delà Richard Ladd Pearson
    • AP French Preparing for the Language Examination (2nd Edition) Richard Ladd. Pearson

     

     

     

    Unit 1 Families and communities  (La famille et la communauté)

     

    (August/ September)

     

    Students will address the following essential questions during Unit 1:

     

    • Comment les rapports sociaux évoluent-ils dans la société moderne?

     

     

    • Comment l’enfant et l’adolescent se construisent-ils dans leur environnement familial et communautaire?

     

    Learning Objectives:

     

    Students will describe their families and others orally and in writing.

    Students will discuss/debate traditional and modern families and what constitutes a family.

    Students will discuss how they were raised and what they will do when/if they raise a family.

    Students will describe and discuss different customs and ceremonies in their cultures and compare to others.

     

     

    Authentic materials:

     

    Written (newspaper/magazines)

     

    • YouTube “Fais pas ci, fais pas ça
    • Ados sous influence. Sciences humaines, mai 2011, n. 2265, pp. 50-52
    • Print text narratives:Mots d’ados: Les élèves du Lycée Jean Lurçat (Paris 13ième)
    • Interview d’un ado: Le Nouvel Observateur, 5 avril 2012, n. 2474, p. 106.
    • Bande dessinée: Océane s’inscrit au LSI
    • Retrouver le chemin de l’école:Maradan Isabelle, l’étudiant.fr. septembre 2009
    • Logement intergénérationnel: Le Parisien 1 aout 2011 http://étudiant.aujourd’hui.fr (4 octobre 2012).

     

    Audio/Video

     

    • La Pension: punition ou emancipation?: Emmanuelle Bastide le 17 aout 2012. T’es branché Geneviève Desdevises Delfosse audio file
    • Priorité santé Claire Hédon le 23 mai 2012 T’es branché Geneviève Desdevises Delfosse audio file
    • Intégrer une grande école, un rêve Rue 89 Conventions ZEP:”Fils d’ouvriers,j’en ai sué pour entrer à Sciences-Po”. 12 septembre 2012.www.rue 89.com (2 octobre 2012).
    • L’Accorderie,”le temps, une richesse” T’es branché Geneviève Desdevises Delfosse p. 66
    • «7 milliards de voisins»(L’animatrice interviewe Vincent Cayol, cofondateur de la fête des Voisins) Radio France International T’es branché Geneviève Desdevises Delfosse audio file
    • france télécom
    • radio Canada
    • radio france international
    • cavilam
    • franc parler
    • tv5

     

    Literary:

     

    • Cinq ou six années par Jeanne Cherhal T’es branché Geneviève Desdevises Delfosse p. 27
    • Les enfants qui s’aiment par Jacques Prévert T’es branché Geneviève Desdevises Delfosse p. 52
    • Trop tôt par Christian Bobin T’es branché Geneviève Desdevises Delfosse p. 54
    • Bel Ami par Guy de Maupassant
    • La place par Annie Ernaux

     

    Sample Activities: (T’es branché, Geneviève Desdevises Delfosse)               

     

    Interpersonal speaking: You will have a conversation with your best friend. She will begin by telling you something new. You will react. She will express her doubts. You will reassure her. She will ask you a question. You will respond with 2 details. She will invite you to vist. You will respond. She will suggest an activity. You will react, respond and say good-bye. Switch roles.

    Interpersonal writing: You and your partner will plan your own Internet Co. Start by identifying a need in your community, find statistics that prove that need, decide if you will supply goods or services, name your company and create the text for a “Page d’accueil”.

    Interpretive audio: Les 5 leviers d’autonomie chez l’adolescent (T’es branché Wkbk: TEBL4_Wkbk_Unit 1_Audio1)

    Interpretive writing: Respond in writing to 2 different e-mails, one written by a teen and the other by his parents. Analyze both perspectives and decide who is right. Support your decision and respond by writing 2 separate e-mails.

    Presentational speaking: Play the role of an ideal parent and react to various situations, for example, “Your 14 year old is addicted to video games.” Your daughter goes out without your permission and returns later than allowed.”

    Presentational writing: Using 3 sources, an audio recording, a graph and a journal article, found in Wkbk Unit 1 T’es branché, write a persuasive essay, giving your point of view,based on research of the following: Est-ce que le baccalauréat est un examen qui n’a plus de raisons d’exister?

     

    Grammar review: past tenses, past participle as an adjective, expressions of duration, irregular verbs: vouloir, pouvoir, devoir, savoir

     

     

    Unit 2 Contemporary Life (La vie contemporaine)

     

    (October/November)

     

    Students will address the following essential questions during Unit 2:

     

    • Comment le marketing façonne-t-il et/ou reflète-t-il les tendances culturelles des communautés?
    • En quoi les loisirs et le sport contribuent-ils à la qualité de la vie?
    • Comment les cultures marquent-elles le passage de l’enfance à l’adolescence puis à l’âge adulte?

     

     

     Learning Objectives:

     

    Students will analyze and synthesize information from multiple sources to discuss the importance of various aspects of daily life in their own and the target language culture, including, sports, schooling, hobbies, housing, professions and travel.

    Students will compare and contrast different school systems.

     

     

     

     

    Authentic materials:

     

     

    Written (newspaper/magazines)

     

    • Les rites funéraires antillais: FRANCE OBSEQUES LIBERTE obseques-liberte.com (10 mars 2013).
    • Ce lundi, j’ai passé mon bac.de philo JACTIV jactive.ouest-france.fr. (28 mars 2013).
    • Témoignages: Mamans de futurs bacheliers, quelle galère! Paris-Legret, Lucie.Elle.29 juin 2011.
    • Baccalauréat: Passe ton bac d’abord! ROUYER, Dominique Alice. Le dico des filles 2010. Paris. 2009
    • Les nouveaux rites de passage Michel Albin Education, 2005. educ-revues.fr.(12 mars 2013)
    • Avez-vous été bizutés? Thomas Clément 25 septembre 2007. http://clement.blogs.com (12 mars 2013).
    • A combien de publicités un Français moyen est-il soumis quotidiennement?: Rue 89 rue89.com (3 juillet 2013)
    • Quel est votre sport favori?Le coin des opinions.www.bandesportive.com (5 avril 2013)
    • Des ados trouvent des hobbies. FRANCE INFO. «Modes de vie/Les activités extra-scolaires : un choix pas si anodin».3 octobre 2012. franceinfo.fr (16 mars 2013)
    • Les loisirs des Français-détails (graph) OBSERVATOIRE DES LOISIRS. pmu.fr (16 mars 2013).

     

     

     

    Audio/Video

     

    • Modes de vie/Les activités extra-scolaires: un choix pas si anodin : T’es branché Geneviève Desdevises Delfosse EMC audio file
    • «Cours le matin, sport l’après-midi» T’es branché Geneviève Desdevises Delfosse EMC audio file
    • Le futur de la publicité: Jacques Séguéla: T’es branché Geneviève Desdevises Delfosse EMC audio file
    • france télécom
    • radio Canada
    • radio france international
    • cavilam
    • franc parler
    • tv5

     

     

    Literary:

     

    • Le gone du Chaaba: Azouz Begag T’es branché Geneviève Desdevises Delfosse p.126,127
    • Je suis morte et je n’ai rien appris: Solenn Colleter T’es branché Geneviève Desdevises Delfosse p.130-133
    • César Birotteau: Honoré de Balza T’es branché Geneviève Desdevises Delfosse p.169-172.
    • « Le Fossé» , Barris, Samir: extradite de l’album Quel effet? 2006 (Rue Stendhal).

     

    Sample Activities:

     

     

    Interpersonal speaking: Write the “canevas” for a conversation in which two friends discuss their parents’ opposition to them getting tattoos or body piercings. When complete, present orally, then exchange your “canevas” with another pair of students and present orally again.

    Interpersonal writing: Write an e-mail stimulus to another student from a fictitious organic committee to all members of the High School Ecology Club to ask them questions relating to bionutrition. Write formally and ask two specific questions and give details. Exchange with other students when complete and write a student response to the e-mails. Send to the teacher’s e-mail account.

    Interpretive audio: Listen to the audio, «Cours le matin, sport l’après-midi » and respond to questions. T’es branché audio files.

    Interpretive writing: After reading about a particular rite observed in a Francophone country, for example, funeral rites, select another rite or custom. Write a description of that rite. Include the role of the participants, detail the different stages chronologically, duration, symbolic values of different gestures, products or language. Compare with your own culture.

    Presentational speaking: After reading the interpretive writing of another student’s description of a target language rite or custom, summarize orally your partner’s description.

    Presentational writing: Is your community/school culturally diverse? Compare your observations with a Francophone region that you are familiar with.

     

    Grammar review: adjective and adverb comparisons, expressions of intensity, pronominal forms, (se) faire,(se) laisser plus infinitive,  faire causatif,

     

     

    Unit 3 Personal and Public Identities (La quête de soi)

     

    (December)

     

    Students will address the following essential questions during Unit 3

     

    • Comment est-on enrichi par les produits, les pratiques, les points de vue d’autres cultures?
    • Quel rôle le nationalisme joue-t-il pour les individus et les institutions?
    • Comment la langue influence-t-elle l’identité?

     

     

     Learning Objectives:

     

    Students will analyze judgments/stereotypes re: those of different religions, nationalities.

    Students will discuss the role of language (including slang) not just as a means of communication, but as a cultural identity in their culture and the target language’s.

    Students will analyze judgments and stereotypes they have about other nationalities as well as their own.

     Students will discuss the role of various ethnic groups and what they contribute to a given society.

    • Students will discuss the role of cultural identity and compare it to nationalism and

    patriotism and the role they play in their own and the Francophone culture.

     

     

     Authentic materials:

     

    Written (newspaper/magazines)

     

    • Langue maternelle, langue adoptive HOUSTON, Nancy. Nord perdu. Arles: Actes Sud. Paris: 1999
    • Je n’ai pas perdu ma langue maternelle KRISTEV A. Julia. Le français dans tous ses états. Paris: 2000
    • GRENOBLEIAE.« Témoignages d’étudiants partis à l’étranger».iae-grenoble.fr (19 avril 2013)
    • «Rencontre avec Alix Petit, créatrice d’Heimstone.» 2 mai 2011. www.paulette-magazine.com (25 avril 2013).
    • « Le Bonheur est dans la cuisine métisse ». 27 mars 2010.www.liberennes.fr (25 avril 2013).
    • PATRIMOINE CANADIEN. « Engagement en matière de diversité ». 4 décembre 2012. pch.qc.ca (28 avril 2013)
    • BASSIGNAC, Giles et TURPIN, Jean –Michel. Les Français dans l’objectif.Paris : Editions de La Martinière: 2012.
    • Marie. « Acquérir la nationalité française, c’est un combat ». 21 avril 2012. www.liberation.fr (4 mai 2013).

     

     

     

    Audio/Video

     

    • Rokia Traoré, musicienne malienne-interview: T’es branché Geneviève Desdevises Delfosse EMC audio file
    • Langue de domination, Dany Laferrière, écrivain haïtien, est interviewé par Bernard Pivot: T’es branché Geneviève Desdevises Delfosse EMC audio
    • filefrance télécom
    • radio Canada
    • radio france international:Emile Biayenda T’es branché Geneviève Desdevises Delfosse EMC audio file
    • cavilam
    • franc parler
    • radio france international: Lacroix, Michel Le sentiment national.  T’es branché Geneviève Desdevises Delfosse EMC audio file

     

    Literary:

     

    • Jabès, Edmond. Le livre de l’Hospitalité. Paris : 1991

     

    • «Voyageurs», Lavilliers, Bernard Album Carnets de bord 2004 (Universal).
    • « C’est du lourd». Abd al Malik Album Dante 2008

     

     

    Sample Activities:

     

    Interpersonal speaking: In small groups, identify the different clothing, hair, accessories, jewelry ,body art, etc. that are now popular. Compare/contrast with young French people today  and with your parents’ generation. Role play: meeting friends at a café using French slang.

    Interpersonal writing: With a partner, write a scene, with dialogue that could have taken place during the Occupation of France by the Nazis, such as buying goods on the black market or being a member of the French resistance/ Students must write an advice letter to a student’s problem, incorporating subjunctive expressions.

     Interpretive audio:Listen to the interview of Rokia Traoré, a singer, author, composer from Mali re: his feelings and opinions about the advantages of knowing more than one language and respond to the comprehension questions. T’es branché audio files.

    Interpretive writing: Read à l’étranger: Témoignages to summarize in writing the positive aspects of studying in another country.

    Presentational speaking: Summarize orally a scene from La bicyclette bleue by Régine Deforges./ Presentation of a specific nationality’s stereotypes, where these ideas come from and what can we do to eliminate them.

    Presentational writing: Compare the role that language plays in cultural identity in your community and a Francophone one.

     

    Grammar Review: si plus conditional, negative expressions, interrogative pronouns, present participle, gerund

     

     

    Unit 4 Personal and Public Identities: Multiculturalism (Les défis mondiaux)

     

    (January/February)

     

    Students will address the following essential questions during Unit 4:

     

    • Que signifie la tolérance à l’égard des autres, et quelles en sont les limites?
    • En l’ère moderne, que signifie lutter pour les droits de l’homme?

     

    Learning Objectives:

     

    Students will compare\contrast the French and American governmental systems.

    Students will debate current events and controversial issues.

     

     

     

    Authentic materials:

     

    Written (newspaper/magazines)

     

    • Bandes-Dessinées: Les droits de l’être humain : l’histoire d’Haïti 312 (also available as an audio file), Non au harcèlement! P. 327, La tolérance p. 373 (also available as an audio file) T’es branché Geneviève Desdevises Delfosse EMC
    • Emmanuelle. Télérama. 2010.n. 3163. Pp. 20-21. (Rencontre avec Esméralda Romanez, figure Manouche)
    • GAFFIOT, Jean-Charles. « France violente ». 1 janvier 2013. www.atlantico.fr
    • LE FIGARO.FR.« Entreprise ; le handicap reste le sujet prioritaire ». 13 avril 2011.www.lefigaro.fr (21 avril 2013)
    • M SOCIETE. « La religion musulmane fait l’objet d’un profound rejet de la part des Français ». 24 janvier 2013. lemonde.fr (20 avril 2013).
    • france24.com/.../20130718-paris-nuit July 18th, 2013 La nuit du Ramadan à l’Hôtel de Ville de Paris

     

    Audio/Video

     

    • See bandes-dessinées above.
    • Le racism au quotidien.: L’histoire de Yacouba T’es branché Geneviève Desdevises Delfosse EMC  audio file
    • Leçon d’histoire-éducation civique (dans une classe de 5ième d’un college du 19ième arrondissement de Paris) T’es branché Geneviève Desdevises Delfosse EMC audio file
    • france télécom
    • radio Canada
    • radio france international:
    • cavilam
    • franc parler
    • tv5

     

     

     

    Literary:

     

    • Traité sur la tolerance à l’occasion de la mort de Jean Calas, chapitre XXIII, 1763.

     

    Sample Activites:

     

    Interpersonal speaking: With a partner perform a skit in front of the class. Your partner is a potential room-mate. You are both on a limited budget and want to rent an apartment. Ask each other questions to see if you are compatible.

    Interpersonal writing: With a partner, list the rights that you currently enjoy in your school and those that you would like to enjoy. Justify your wishes by presenting an argument in writing.

    Interpretive audio: Listen to the song “Bien mérité” by Clarika. Research the singer’s background to find out what would lead her to write a song about human rights.

    Interpretive writing: Read the poem «Hoquet» by Léon Gontran Damas and respond in writing to questions such as,”What voice in the poem gives importance to France and the French language.”

    Presentational speaking: Prepare a speech on violence. What is your definition of violence?  What provokes you? What if any circumstances justify violence in your community and a Francophone one?

    Presentational writing: Compare the effects of social media, such as FaceBook, on bullying in your school and one in a Francophone country,

     

    Grammar Review: the pronouns “y” and “en”, relative pronouns “qui”, “que”, “dont”, “où”, demonstrative pronouns, subjunctive vs. indicative, past subjunctive, conjunctions

     

    Unité 5  Science and  Technology (La science et la technologie)

     

    (March)

     

     

     

     

    Students will address the following essential questions during Unit 5:

     

    • Comment les inventions changent-elles notre vision du monde?
    • Comment les progrès scientifiques et technologiques affectent-ils notre vie?
    • Quels débats les progrès scientifiques suscitent-ils dans les societés d’aujourd’hui?

     

     

    • Learning Objectives:

     

    Students will critique and debate the positive and negative impacts of various forms of technology and scientific improvements on society.

    Students will analyze the importance of various discoveries by Francophone scientists.

     

     

     

     

     

    Authentic materials:

     

    Written (newspaper/magazines)

     

    • COM. « Jean-Louis Etienne ». Mars 2010. www.psychologies.com (20 mai 2013).
    • E-VOYAGEUR. « Interview de Jean-Michel Cousteau ». 7 mai 2010. e-voyageur.com (21 mai 2013).
    • The Cousteau Society. « Nos actions ». fr.cousteau.org (19 mai 2013)
    • LA VOITURE HYBRIDE. « Peugeot 308 HDi hybride : silence, on roule ! » 5 avril 2009. lavoiturehybride.com (24 mai 2013)
    • 20 MINUTES.FR. « L’explorateur Jean-Louis Etienne se prepare pour l’Antarctique » 12 décembre 2012. 20minutes.fr (24 mai 2013).
    • Bande dessinées: L’avenir de la technologie, Le progès va-t-il trop loin? T’es branché Geneviève Desdevises Delfosse EMC
    • fr, Chantier. « Clins d’oeil de Séoul ». 2006 http://agnesseoul.blog.lemonde.fr (29 mai 2013).
    • fr.Tranches de vie Toulouse Ecoute. « Comment Internet a changé ma vie…».2007. http://bioblogfle.blog.lemonde.fr (29 mai 2013).
    • Graph: EUROPA. « Optimisme vis-à-vis de la science ». http://ec.europa.eu (28 mai 2013).
    • EPHATE . forum. « Les témoignages de “bébés d’eprouvettes” – Qui suis-je? » http://ephata.actifforum.com

     

     

     

     


    Audio/Video

     

    • Claudie Haigneré, spationaute: interview que Claudie Haigneré a accordée, en 2009, à Corinne Blotin. T’es branché Geneviève Desdevises Delfosse EMC audio file
    • « Bienvenue en transhumanie » : où nous conduit ce voyage ? T’es branché Geneviève Desdevises Delfosse EMC audio file
    • Bandes dessinées audio file (described above)
    • Le concours Lépine à la Foire de Paris: une interview d’inventeurs amateurs de différents projets scientifiques. T’es branché Geneviève Desdevises Delfosse EMC  audio file T’es branché Geneviève Desdevises Delfosse EMC  audio file
    • Production de cerveaux artificiels. T’es branché Geneviève Desdevises Delfosse EMC audio file
    • france télécom
    • radio Canada
    • radio france international: Les OGM : de vrais progrès? Interview de Jacques Testart, biologist français, connu pour ses travaux sur la génétique. T’es branché Geneviève Desdevises Delfosse EMC  audio file
    • cavilam
    • franc parler
    • tv5

     

    Literary:

     

    • Aldebert, Guillaume. SALL>Matar. « L’homme songe » . D’après le livret de Génération françaises 6
    • WERBER, Bernard. Troisième humanité. Albin Michel. Paris : 2012.

     

     

    Sample Activities:

     

     

    Interpersonal speaking: Discussion, after reading Héritier de la mission de savegarder les océans  by Jean-Michel Cousteau give your point of view orally re: le role of education in his mission, le role of the Internet, and the importance of water in so many aspects of our lives. Give examples. / Students will debate controversial topics such as stem cell research or nuclear energy.

     

    Interpersonal writing: E-mail response to Superbranché magazine e-mail re: the risks of social media for young people of different cultures/ Students write responses to editorials in French newspaper

     

    Interpretive audio: Listen to Bienvenue en transhumanie: interview with Jean-Didier Vincent. Audio file T’es branché and respond to questions, for example, “notez la phrase qui indique que l’homme est arrive à un point extreme.”

    Interpretive writing: Answer questions in writing, after reading  Héritier de la mission de sauvegarder les océans by Jean-Michel Cousteau.

    Presentational speaking: Prepare a speech, answering the question, “How do you contribute personally to saving the planet”. Be specific. What Francophone scientist are making a difference to this cause? /  Students present a French discovery breakthrough such as the newest airplanes,facial skin grafts, HIV discovery.

    Presentational writing: What is the attitude of people in your community and one in a Francophone country toward local ecological problems?

     

    Grammar review: direct and indirect speech, future tense, the passive voice, “plaire”, “déplalire”.

     

     

    Unité 6 Beauty and Aesthetics (L’esthétique)

     

    (April/May)

     

     Students will address the following essential questions during Unit 6:

     

    • Comment les experiences personnelles nourrissent-elles l’art?
    • Comment les canons de la beauté évoluent-ils?
    • En quoi l’architecture reflète et modifie l’environnement culturel?

     

    Learning Objectives:

     

    Students will critique and analyze various art products (painting, film,poetry).

    Students will define the meaning of art itself, as it relates to them and those in other cultures.

    Students will cite various Francophone artists of different genres, interpreting their work and relating it to various periods in history.

     

     

     

    Authentic materials:

     

    Written (newspaper/magazines)

     

    • Marie, Frédérique. « Il faut souffrir pour être belle ». Juin 2009. (3 juin 2013).
    • KURYLENKO, Olga. « Ce n’est pas aux autres de décider si je suis belle ou non». « http://culturebeaute.com(3 juin 2013)      
    • L’INTERNAUTE. « Histoire de la Tour Eiffel ». linternaute.com(8 juin 2013)
    • FR. « Interview de l’architecte Kazuyo Sejima. mère du Louvre-Lens ». 4 décembre 2012.www.huffingtonpost.fr(8 juin 2013).
    • FOUNDATION LA POSTE. « Dai Sijie : Portrait », par Corinne Amar. 4 septembre 2003. fondationlaposte.org (5 juin 2013).
    • LE COURIER. « L’art dans la vie de l’homme ». http://unesdoc.unesco.org (31 mai 2013).
    • FR. « Interview de Katherine Pancol ». www.amazon.fr (31 mai 2013)

     

    .Audio/Video

     

    • La Maison du future: reportage sur les nouvelles constructiions écologistes. T’es branché Geneviève Desdevises Delfosse EMC audio file
    • france télécom
    • radio Canada
    • radio france international: Emmanuelle Bastille interviewe Lionel Dejean de L’agence YSE Models Paris. T’es branché Geneviève Desdevises Delfosse EMC  audio file
    • cavilam
    • franc parler
    • tv5

     

    Literary:

     

    • CHATEAUBRIAND, François-René. Mémoires de ma vie. 1809
    • ZOLA, Emile. Germinal.Ed. Gi Blas: 1885.
    • D’AMOUR, FRANCE. Paroles: France d’Amour, Roger Tabra. Musique: Jean-François Pednault 1998. “Le silence des roses” Tacca Musique.
    • «Page blanche » 20 janvier 2010. www.oniris.be (4 juin 2013).

     

    Sample Activities:

     

    Interpersonal speaking: In mixed groups,(gender), students will discuss whether the concept that it is necessary to suffer to be beautiful, applies in today’s  American and Francophone societies./ Students act out scenes from films with input from class/

     Students debate aspects of art such as violence in movies, censorship of art, etc.

    Interpersonal writing: Answer in writing the prompt, “Are long- held traditional attitudes toward beauty changing? Give examples. Is the same thing happening in Francophone cultures. Select one and compare your results with your group by exchanging papers and reading your different writings.

    Interpretive audio: Listen to the interview of Michel Bussi, professeur de géographie politique, then answer the required questions, for example, “Qu’est-ce que ses connaissances lui apportent dans son travail d’écrivain?” / Interpreting and critiquing previews of recent and up-coming French movies.  

    Interpretive writing: Read “Le regard, un miroir qui déforme” found in HandiMarseille magazine. Answer the required questions after reading, such as “ Pourquoi le regard des autres est-il si important, selon l’auteur?”

    Presentational speaking: Analyze the work of a Francophone artist, (painter, poet, dancer,architect) and interpret examples of their work, showing the connection with the period of time in which it was created. / Students present a French recipe as if they were on a food show explaining how to cook it, where it is from (which region), the background of the recipe, why they chose it and how it is served

    Presentational writing: Compare young peoples’ attitude toward the elderly in your community and a Francophone community of your choice.

     

    Grammar review: , the simple past tense, omission of articles, prepositons, adjective placement

     

    AP Exam Section 1:

    The AP French Language and Culture Exam is divided into two sections. Section 1 is the multiple-choice section. Students read and listen to original French print and audio resources and identify the main points, pick out important details, identify the purpose and the intended audience and select the correct meaning of a word in context. (One of the print texts is an excerpt from a literary work.) First, students respond to questions about a print source (30 questions), then a print source paired with an audio source. Finally, students listen to an audio source alone. For the print and audio pairing and solo audio, there are 35 multiple-choice questions. Section I primarily assesses Interpretive Communication and is worth 50% of the grade. 

     

    AP Exam Section 2:

    This section is built around free-response tasks, both written and spoken. In the written part, students practice Interpersonal Writing by responding to an email that asks them to answer two questions and respond, including a question of their own. They use Presentational Writing by writing a persuasive essay that responds to a prompt that centers around information from a print article, a table or other graphic and a related audio; part of the task of the students is to present their own viewpoint on the topic. During the 40 minutes they have to write the essay, students can look at the print sources and any notes they took on the audio source, which they get to listen to twice.

     

    The speaking part of Section II contains Interpersonal Speaking and Presentational Speaking tasks. For the former, students are asked to take part in a simulated conversation, in which they have 20 seconds for each of five responses. As for Presentational Speaking, students make a two-minute presentation on a cultural topic, having been asked to compare cultural features of their own community to cultural features in an area of the French-speaking world that they know something about.  Section II is also worth 50% of the exam grade.

     One of the purposes of this course is to determine how well a student understands written and oral French. The selections will come from a wide variety of sources such as novels, short stories, newspapers, poetry, advertisements, letters, charts, etc. Students will also be expected to read  selections in a predetermined amount of time, and then listen to  audio clips on the same topic. 

     

    Students will also be tested on their understanding of audio texts unaccompanied by text. These will be in the form of podcasts, news broadcasts, interviews, advertisements, conversations, guides, announcements and presentations, presenting a variety of accents.

     

    Students are expected to demonstrate their ability to write interpersonally by responding to an e-mail prompt that requires specific answers and to show mastery of presentational writing by creating a persuasive essay defending his/her opinion on a topic after being presented with 3 sources; a written text, an audio clip, and a chart,  piece of art, etc. each presenting differing views.

     

    The presentational speaking portions of the course offers the student the opportunity to speak on topics of high interest after reading a prompt on a cultural topic. The interpersonal speaking phases of the course allows the student to respond to simulated conversations after reading the topic and an outline of the conversation, by interspersing comments and questions while being recorded

     

     

    Materials Needed:

     A student exercise book will be provided, as well as a textbook. Students need to bring their notebook daily along with paper, pencil and pen. If possible, bring a limited number of colored markers or pencils and a French/English dictionary.

     

    Grading/Evaluation:  The categories listed below are each worth 25% of the grade. Absent students must make up work within 10 days of abs.   According to the Student Handbok, students must take the intiative to make up their work when absent from school. Students may make make up work for full credit, if they have an excused absence.  Students will have up to three days to bring in notes from parents for absences after they return to school.  Students have one day to make up missed work for each day missed, up to three days.  Special arrangements with teachers must be made after an absence of more than three days. Any work completed in the current grading period,  more than 10 days after the posting date in the Gradebook, will be worth 50% of an on- time score. No further extensions will be given.

    Categories:

    Standard 1 (Reading)

    Standard 2 (Writing: presentational and interpersonal)

    Standard 3 (Speaking: presentational and interpersonal)

    Standard 4 ( Listening Comprehension)