Advanced Placement French Language



Advanced Placement French Language

Syllabus

Course Description : The French Language AP course is intended for students who have chosen to develop their proficiency in all four language skills : listening, speaking, reading, and writing. Students who enroll are expected to already have a basic knowledge of the language and culture of French-speaking peoples and should have attained a reasonable proficiency in listening comprehension, speaking, reading and writing. The course is conducted almost exclusively in French and all students are encouraged and expected to use the language consistently with their teacher and their peers.

Course Objectives include the development of :

• the ability to comprehend formal and informal spoken French

• the acquisition of vocabulary and a grasp of structure to allow the easy, accurate reading of newspaper and magazine articles, as well as modern literature in French

• the ability to compose expository passages

• the ability to express ideas orally with accuracy and fluency

Primary textbooks :

Trésors du Temps, Yvone Lenard ; Glencoe McGraw-Hill 1997

Une Fois Pour Toutes, Hale Sturges II, Linda Cregg Nielsen, Henry Herbst ; Longman Publishing 1992

Secondary textbooks :

Triangle, Carolyn F. Demaray, Josette J. Smith ; Wayside Publishing 1998 – text and listening practice C.D.’s

AP French, Richard Ladd and Colette Girard ; Addison Wesley Longman 1998 – text and listening cassettes

Other Course Materials :

Video segments from classic as well as modern film

Short stories from Onze Contes, Moore and Meiden ; Houghton Mifflin

Video segments from current media outlets

Audio segments from Champs-Elysees, Fluent French Audio,

Le Grand Concours, released AP exams

Websites :

My own website that students use for many resources outside of class and when working on projects. It includes access to many original sources. Due to the rules of anonymity for this review, I may not include the address here.

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Teaching Strategies 

Developing oral proficiency :

Students are encouraged to speak only in French with participation grades for their contributions to class discussion. Students are encouraged to share « les faits divers » at the beginning of class as a warm-up activity. Tactics is used for paired conversational activities. Cultural projects, with research on the internet from original French sources, are shared with classmates in the form of formal presentations. As an example, early in the year, students research a French province and give a presentation to the class. Later in the year, they do power point projects on famous French people, chosen for contributions to the student’s intended future course of study or special area of interest. In addition, students do regular taping or live recounting of stories, sometimes based on picture panels from the AP and Triangle books, and other times, based on pictures and drawings from their primary text. As can be seen from the detailed unit review, speaking activities include debates, speeches, paired practice activities, small group activites, as well as games and day-to-day speech.

Developing listening comprehension :

Students have daily opportunity for developing listening comprehension since the entire course is conducted in French. Students listen to a variety of recorded material from France 2 or rfi.fr. They give short summaries in writing or orally. (Quite often I alternate assignments between two sections of the class, so they write a summary one time and the next they record or present the summary live.) When they give oral presentations, they write their own questions for their classmates and ask their classmates the questions when they are finished, thus holding their classmates accountable for listening. I then give a quiz on a composite of all of the questions. Students also do many listening practice activities from Triangle and the AP Preparation quide.

Developing reading comprehension :

Students have ample opportunity to read articles from the internet, from the text, from AP practice selections, and other short stories. Students read and summarize articles in pairs and as a group. They respond orally in writing to what they have read, to demonstrate comprehension of what they have read as well as to develop their speaking and writing skills.

Developing writing skills :

There are many writing opportunities throughout the course, with formal compostions assigned approximately once every two to three weeks. ( see course syllabus). Each composition is « theme appropriate » to our current focus of study and emphasizes a particular grammatical issue that we are addressing – i.e. future tense, subjunctive, passé composé vs. imparfait., etc.

In addition, chapter tests always include short essay questions. The development of writing skills is integrated with all of the other skill areas as indicated above. A favorite project is to view Jean de Florette and then write a composition that predicts what will happen in the sequel. The students then view Manon des Sources, to see whose prediction is closest.

The organization of the course by unit follows. Hopefully, it can be clearly seen that reinforcement and integration of all four skill areas happen on a daily basis.

Course Title: ___La Civilisation et L’histoire de France__ Grade Level: ____11-12_______ Page _1_ of _6_

| | | | |SUGGESTED ASSESSMENTS |POSSIBLE RESOURCES |

|UNIT TITLE |CORE TOPICS |UNIT BENCHMARKS |MCF BENCHMARK |How will you know if benchmarks |What possible instructional |

|Plus suggested time allotment |Major topic included in this unit |What do you want the student to: | |have been achieved? |resources could be used? |

| | |know, do, be like? | | | |

| |Readings on early history |Students should be able to discuss at least|7.1a |Project on one of the provinces – |Maps |

|La Période |Provinces and departments of France|5 characteristics of prehistoric period in |7.2c |oral report | |

|Préhistorique |Review of common irreg. verbs |France |1 a,b,c |Composition on Un voyage en France |Internet sites for research |

|(3 weeks) |Use of depuis, pendant |Discuss identifying characteristics of |1.2 |Written assessment on vocab and | |

| | |major provinces of France |1.3b,c |reading comprehension | |

| | |Use avoir, faire, aller, être and idiomatic|2.5a | | |

| | |expressions correctly |5.2c | | |

| | |Use pendant and depuis correctly |5.3a | | |

| | | |8.1a | | |

| | | |9.1a | | |

| |Readings on history and César |Demonstrate correct use of present tense |1.1a |Re-enactment – Le Vase de Soissons |Ancillary Une Fois Pour Toutes |

|La Période Romaine |Review of present tense |verbs and prepositions that follow |1.1b |20 questions |reinforcement activities; verbs, |

|(2 ½ - 3 weeks) |Commands |Explain Roman influence and contributions |1.2a |Composition Grammaire en direct |prepositions |

| |Adverbs |to French culture |1.3b |Use commands to demonstrate how to | |

| |Verbs w/ prepositions | |2.4b,c |do an activity | |

| | | |2.5a,b |Written exam on readings, vocab, | |

| | | |3.1 |and present tense verbs | |

| | | |3.2 | | |

| | | |3.4a | | |

| | | |4.1a | | |

| | | |5.2c | | |

| | | |7.1a | | |

Course Title: ___ La Civilisation et L’histoire de France _______Grade Level: ____11-12____ Page _2_ of _6__

| | | | |SUGGESTED ASSESSMENTS |POSSIBLE RESOURCES |

|UNIT TITLE |CORE TOPICS |UNIT BENCHMARKS |MCF BENCHMARK |How will you know if benchmarks |What possible instructional |

|Plus suggested time allotment |Major topic included in this unit |What do you want the student to: | |have been achieved? |resources could be used? |

| | |know, do, be like? | | | |

|Charlemagne-Guillaume le Conquérant|Chanson de Roland |Understand material written in past tense |5.2c |Les Souvenirs |En ville - Games with Aims – |

|(3weeks) |Tristan et Yseut |Use variety of past tenses to communicate |5.3a |D’enfance – oral or written |giving directions |

| |Formation and use of all past |effectively |2.4 |assessment |Bayeux Tapestry |

| |tenses |Demonstrate differences between |2.5a |Written exam-vocab, verbs |Use une Fois Pour Toutes-past |

| | |plus-que-parfait, imparfait, passé |1.2a |Le Meilleur Moment |tenses |

| | |compose, passé simple |1.3b |Obituary of French historical |AMSCO practice |

| | | |1.3c |figure – 100 words passé simple |Tactics-use for question answer |

| | | |1.3a | |practice |

| | | | | |Le Meilleur Moment |

| |La Farce de Maître |Students will be able to explain the role |9.1a,b 4.1a |Jouez une petite scène amusante |Enlightment of Ages |

|Les Croisades – |Pathelin |of the church in historical development |9.2b 5.2c |Jouez une scène de Maître Pathelin |-page 92 (speaking conversation |

|La Guerre de Cent |La Ballade des Pendues |Demonstrate/explain what a farce is and |1.1b 5.3a |Written exam-vocab., use of |book) |

|Ans |Personal pronouns. Direct, indirect|what characteristics are found in this |1.2a 6.3a |pronouns |Use of pronouns |

|(3weeks) |Stress – position and use |farce that are timeless |1.3b,c 7.2c |Summary of section of historical |Deux à Deux – activities w/ object |

| | |Use correctly all personal |2.3a |readings |pronouns |

| | |pronouns-placement and choice of pronouns |2.2a |Un débat/pour ou contre partir pour|Une Fois Pour Toutes |

| | | |2.4 |Jérusalem | |

| | | |2.5 | | |

| | | |3.1a | | |

| | | |3.4 | | |

Course Title: ____La Civilisation et L’histoire de France_________Grade Level: _____11-12__ Page __3_ of _6__

| | | | |SUGGESTED ASSESSMENTS |POSSIBLE RESOURCES |

|UNIT TITLE |CORE TOPICS |UNIT BENCHMARKS |MCF BENCHMARK |How will you know if benchmarks have been |What possible instructional |

|Plus suggested time |Major topic included in this unit|What do you want the student to: | |achieved? |resources could be used? |

|allotment | |know, do, be like? | | | |

| |Littérature |Use futur simple and conditional tenses correctly and |1.1a,b,c 7.3a |Writing assignment – Comment sera le monde|Triangle- |

| |-Pantagruel |appropriately |1.2a 9.1a |dans 20 ans |Si clause worksheet |

|La Réformation et La |-Les Essais |Students will be able to explain contributions and |1.3b 9.2c |“Si clause” circle |Futur/cond. ex. |

|Renaissance |Ode à Cassandre |effects of the reformation and the Renaissance on |2.5a,b |Written assessment futur/cond. quiz |Une Fois Pour Toutes |

|(3 weeks) |Futur/conditionnel |French culture |2.3a |Written exam – vocab historical readings |Tactics-speaking - |

| |Use of the verb devoir |Students will understand how the writings for Rablais |3.1a | |Future tense activity |

| |Age of Discovery |symbolized evolution of the French spirit |3.4a | | |

| |(historical readings) |Explain in French , cultural differences between Middle|4.1a | | |

| | |Ages and Renaissance |5.2a,b,c | | |

| | | |5.3a | | |

| | | |6.3a | | |

| | | |7.1a | | |

| |Molière – l’école des femmes |Students will demonstrate knowledge of correct use of |1.1b |Les Traditions Français de Noël |Internet research |

| |Lettre à sa fille |subjonctif/indicatif |1.2a |Oral presentation of Fable – La Fontaine |La Fontaine Fables (books, |

|Le Grand Siècle- L’Age |Mme de Sévigné |Students will understand, explain how life at |1.3b |–explain |internet) |

|Classique |Historical readings |Versailles helped plant seeds for Fr. Revolution |2.3a |Verb synopsis |Use of subj. – Triangle, Une |

|(17ème siècle) |Role of Louis XIV |Students will explain how Molière’s writing reflected |2.5a |Written subjonctif test |Fois Pour Toutes |

|(3 ½ weeks) |- Versailles |life of this century |3.3b |Written vocab and littérature question | |

| |Subjonctif – use, formation | |3.4a |exam | |

| | | |4.1a |Students – written composition using | |

| | | |4.2a |espérer and craindre | |

| | | |5.2b,c | | |

| | | |6.3a | | |

Course Title: ____La Civilisation et L’histoire de France_______ Grade Level: _____11-12____ Page _4_ of _6_

| | | | |SUGGESTED ASSESSMENTS |POSSIBLE RESOURCES |

|UNIT TITLE |CORE TOPICS |UNIT BENCHMARKS |MCF BENCHMARK |How will you know if benchmarks |What possible instructional |

|Plus suggested time allotment |Major topic included in this unit |What do you want the student to: | |have been achieved? |resources could be used? |

| | |know, do, be like? | | | |

| |Candide ou l’optimisme – Voltaire |Read Voltaire, Rousseau, for understanding |1.1b |Exposé Oral – comment le monde a |Tactics – La santé |

|Le Dix-huitième - |Les Confessions – Rousseau |– how Rousseau affected eduacational |1.3a,b |changé depuis l’âge de Voltaire | |

|Le règne de Louis XIV |Reflexive verbs |thought |1.4a |La Santé- speaking |AP – extra practice, verbs and |

|(3-3 ½ weeks) |Faire causative |Use reflexives correctly as passives, |2.2a |Written exam – history, reflexive |reading |

| | |idiomatic expressions, reciprocals and |2.4 |verbs | |

| | |reflexive constructions |3.1 |Paper using as many reflexives as |News items from internet/ rfi.fr |

| | |Correctly use causative faire in speech and|3.2 |possible |and other French newspapers |

| | |in writing |4.1 |Comparison of current news items | |

| | | |4.2b |with political viewpoint of | |

| | | |5.3a |Voltaire | |

| |Voyages en France – souvenirs |Students will use correct forms of |6.3a,b |Written exposé | |

| |La Prise de la Bastille Louis |adjectives in proper position to describe |6.2 |Ce qui vaut la peine d’une |AP book |

|Louis XVI et Marie Antoinette |Deflue |various nouns |9.1b |révolution | |

|Avant la Révolution |Adjectives , Negatives |Students will demonstrate proper use of |9.2a,b |Written exams – readings,vocab, |Fluent audio on Versailles |

|(2 ½ weeks) |Present Participle |negatives – jamais, rien, guère, plus, ne |7.2a,b,c |negatives, adjectives |(jan 2002) |

| | |point, pas du tout, nul, and aucun |5.1 |Peer Testing – |clips Panorama |

| | |Students will be able to explain in French |3.1 |-2 history | |

| | |some causes leading to French Revolution |3.4 |-2 reading | |

| | | |2.4a,b,c,d |-3 vocab | |

| | | |1.1 |-3 grammar questions | |

| | | |1.2 |20 questions | |

| | | |1.3b |Quiz – adj. | |

Course Title: ___La Civilisation et L’histoire de France_________ Grade Level: _11-12______ Page _5__ of _6__

| | | | |SUGGESTED ASSESSMENTS |POSSIBLE RESOURCES |

|UNIT TITLE |CORE TOPICS |UNIT BENCHMARKS |MCF BENCHMARK |How will you know if benchmarks |What possible instructional |

|Plus suggested time allotment |Major topic included in this unit |What do you want the student to: | |have been achieved? |resources could be used? |

| | |know, do, be like? | | | |

| |Histoire de la Révolution |Students will be able to relate causes of |1.1b |Dialogues- l’analyse des |Sentences to unscramble – game |

| |Les dernières heures de Louis XVI |French Revolution impact on the country |1.2 |personalités |relative pronouns and |

|La Révolution française |Use of relative, interrogative, |Correctly use interrogative possessive, |1.3a,b,c |Rédaction – une scène émouvanle de |interrogatives |

|(3 weeks) |demonstrative, possessive pronouns |demonstrative and relative pronouns in an |2.4a,b,c,d |votre vie |AMSCO practice worksheet |

| | |interview situation – see assessment #1 |3.1a |Written quiz – relative pronouns |Demonstratives – NTC masters |

| | |Demonstrate understanding of how art became an|3.4a |Rédaction – causes of French |Risque |

| | |instrument of political propaganda |5.2a,b |revolution | |

| | | |6.3a | | |

| | | |7.1 | | |

| | | |7.2 | | |

| | | |9.1a | | |

| |Le Retour de Russie – Hugo |Students will use indirect discourse correctly|1.1b |Tactics – Le Printemps –speaking |Readings from AP books |

| |Le Lac – La Martine |to re-tell a situation |1.3a,b |ex. |Review of verbs that take |

| |Discours indirect |Students will be able to relate elements of |1.4a |Tape of a recounting of a personal |prepositions – Une Fois Pour Toutes|

| | |the romantic movement |2.4 |scary, funny, or intimidating |Conjonction hand-out |

| | |Students will be able to recount main events |2.5 |situation |Risque |

| | |during the rule of Napoleon |4.1 |Written exam on historical | |

| | | |5.2 |readings, poetry, and indirect | |

| | | |7.1 |discourse | |

| | | |9.1a | | |

Course Title: ____ La Civilisation et L’histoire de France _ Grade Level: __11-12_____ Page _6_ of _6_

| | | | |SUGGESTED ASSESSMENTS |POSSIBLE RESOURCES |

|UNIT TITLE |CORE TOPICS |UNIT BENCHMARKS |MCF BENCHMARK |How will you know if benchmarks |What possible instructional |

|Plus suggested time allotment |Major topic included in this unit |What do you want the student to: | |have been achieved? |resources could be used? |

| | |know, do, be like? | | | |

| |Les Misérables (Hugo) |Students will be able to identify major |7.1a |Short oral summaries of painters |Une Fois Pour Toutes- passive |

| |Le Dormeur du Val-Rimbaud |19th painters ’ works and discuss |7.2 |and their contributions. |exercises |

|La Restauration |Use of infinitive and passive |characteristics. |7.3 |Quiz-written passive | |

|(2 ½ weeks) |Les artistes du 19ème siècle |Students will demonstrate use of passive |9.1a |Change between active/passive | |

| | |voice and ways to avoid it in French. |1.1b |voice. | |

| | |Students will study, know characteristics |1.3c |Written exam littérature, vocab. | |

| | |of Hugo’s style and cultural context of | |Composition – quand j’étais héros. | |

| | |Les Misérables | |Passive and active voice. | |

| | | | | | |

| | | | | | |

| |La littérature moderne- Prévert |Identify and define characteristics of |8.1a |Le Débat du style contemporain de |Jean de Florette |

| | |early 20th century literature. |10.1a |Paris. | |

|Le Vingtième Siècle |La Peste – Camus |Identify major sites of Paris – |10.2 |Dos à Dos art. |Internet sites of Paris |

|(2 weeks) | |demonstrate understanding of the |9.2 |Power Point of Paris. | |

| |Grammar Review |controversy of modern architecture in |6.3b |Written exam – grammar review |Paintings, Prints |

| | |Paris. |6.2 |Rédaction conclusion de Jean de | |

| | |Use grammar learned to write sequel to 1st|5.2a |Florette | |

| | |of 2 part movie |5.3 | | |

| | | |4.2b | | |

| | | |2.4 | | |

| | | |2.2 | | |

As noted under suggested assesments, every effort has been made to have a wide variety of assessents including oral participation grades, grades on oral presentations, and assessments that include listening, reading and writing many types of compositions , along with short essay types of questions included in the written examinations.

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