French VH/AP Curriculum A – SY 2013-2014
LCPSFrench VH/AP Curriculum A Guide
World Languages and Cultures
LCPS
2013-2014
AP / FRENCH V HONORS – OVERVIEW OF ACTFL NATIONAL STANDARDS FOR THE 21ST CENTURY
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES
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 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.
PRESENTATIONAL MODE:
· Deliver presentations containing well-developed 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. / 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.
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. / COMPARISONS:
· Discuss the role of culture in the development of relationships between the United States and francophone countries.
· Analyze how members of francophone cultures perceive the United States.
· Examine local, regional, and national differences in the cultures of francophone countries and the culture(s) of the United States.
· Examine local, regional, and 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.
THEME: GLOBAL CHALLENGES
TOPIC: TOLERANCE / 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
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning the tolerance 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 tolerance in Francophone countries to their own personal academic experiences.. / Students will compare and contrast tolerance of the Francophone world with their own communities. / · Tolerance Vocabulary
· Grammaire / Structure en Contexte:
o Le genre des noms
o Les articles définis, indéfinis, partitifs
o Le présent
o L’impératif
o Le passif
USEFUL VOCABULARY / Tolerance Vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES / 1. Grammaire / Structure en Contexte:
1. Le genre des noms
2. Les articles définis, indéfinis, partitifs
3. Le présent
4. L’impératif
5. Le passif
RESOURCES/ ACTIVITIES / Liens électroniques
2. Alerte à L’antisémitisme en France: http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_antisemitism;templateStyle=frnews_antisemitism
3. Le racisme dans mon quartier
4. http://zdc.free.fr/htm/travele/racisme/race.htm
FILM:«Entre les murs» (2008)
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. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task
Students view «Entre les murs» and answer comprehension and application/analytical questions based on the film in pairs / groups. / Students discuss the questions and their responses in pairs/groups and present their viewpoints to the class in a dialogue/debate setting. They also compare and contrast present-day multiculturalism in their own community versus the school featured in the film. / Students film their own alternate ending to the film in their respective groups / pairs.
AP French: Preparing for the French Language and Culture Exam:
5. Interpretive Communication, Print Text: Sélection 1: pp. 4-5 – La paix et la guerre / Les droits
de l’être humain / La tolerance
6. Interpretive Communication, Audio Text: Sélection 20: pp. 147 – Le magrébain
THEME: GLOBAL CHALLENGES
TOPIC: ENVIRONMENT / 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
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning the environment. 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 the environment in Francophone countries to their own personal academic experiences. / Students will compare and contrast the environment of the Francophone world with their own communities. / · Grammaire / Structure en Contexte:
o Le passé récent
o Le passé composé
o L’accord du participe passé avec les temps composés
o Le passé simple
· Environment vocabulary
USEFUL VOCABULARY / Environment Vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES / · Grammaire / Structure en Contexte:
o Le passé récent
o Le passé composé
o L’accord du participe passé avec les temps composés
o Le passé simple
RESOURCES/ ACTIVITIES / Civilisation Progressive du Français, Niveau Intermédiare
· “L’énergie” -- Repères Economiques pp. 94-95
· “L’industrie agro-alimentaire et le monde rural” -- Repères Economiques pp. 90-91
Liens électroniques
· Encore de beaux jours pour le nucléaire
· http://www.bbc.co.uk/languages/french/news/environment/nuclear_power_france.shtml
· Mini-marées noires
· http://www.bbc.co.uk/languages/french/news/environment/oil_spill.shtml
· Parier sur l’énergie nucléaire
· http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_nuclear;templateStyle=frnews_nuclear
· Le recyclage en France
· http://www.consoglobe.com/recyclage-france-croule-dechets-1686-cg
· Replanter les arbres du Palace de Versailles
· http://www.bbc.co.uk/languages/french/news/environment/versailles.shtml
· Le développement durable
· http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sustaindev;templateStyle=frnews_sustaindev
· De l’électricité grâce à la mère nature
· http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_green_energy;templateStyle=frnews_green_energy
· Prendre la vache folle par les cornes
· http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_bse;templateStyle=frnews_bse
· Zazie: «Je suis un homme»
· http://www.youtube.com/watch?v=anp4zcjFrAE&safety_mode=true&persist_safety_mode=1
· Mickey 3D: «Respire»
· http://www.youtube.com/watch?v=IEexx5BR5eY&safety_mode=true&persist_safety_mode=1
· Christophe Maé: «C’est ma terre»
· http://www.youtube.com/watch?v=MgMjWccKqwU&safety_mode=true&persist_safety_mode=1
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. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task
Students listen to / read Replanter les arbres du Palace de Versailles (see above) and respond to content / analysis questions based on the reading. / Students compose an e-mail to request becoming part of the restoration project at Versailles to the director of the program. / Students create a brochure or publicity-related presentation to propose an environmental project in their own community.
AP French: Preparing for the French Language and Culture Exam:
1. Interpretive Communication, Print Text: Sélection 19: pp. 40-41 – L’environnement
2. Interpretive Communication, Print and Audio Texts: Sélection 5: pp. 94-95 – L’environnement
3. Interpretive Communication, Print and Audio Texts: Sélection 19: pp. 122-123 – L’environnement
4. Interpretive Communication, Audio Texts: Sélection 14: p. 141 – L’environnement
5. Interpretive Communication, Audio Texts: Sélection 21: p. 148 -- L’environnement
6. Interpretive Communication, Audio Texts: Sélection 29: p. 156 – L’environnement / La santé
7. Interpersonal Writing, E-mail Reply: Courriel No. 10: p. 173 – L’environnement
THEME: GLOBAL CHALLENGES
TOPIC: HEALTH / 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
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
Students will interpret texts aurally, visually, and orally in the target language concerning health issues in the Francophone world. 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 health issues in Francophone countries to their own personal academic experiences. / Students will compare and contrast health issues of the Francophone world with their own communities. / · Health vocabulary