LCPS AP French Language and Culture Syllabus 2013

Advanced Placement ® French Language and Culture Syllabus 2012-2013 COURSE DESCRIPTION : Advanced Placement ® French Language and Culture The Advanced Placement (AP) French Language and Culture course is holistically designed to offer students a proficiency-based, rigorous college-level experience to maximize their potential in interpretive, interpersonal, and presentational skills in French The following graphic displays the six global, overlapping course themes of instruction and their related sub-themes: The Loudoun County Public Schools Advanced Placement ® French Language and Culture course actually begins in Level I, where students gradually develop the essential listening, speaking, reading and writing skills embedded in culturally authentic, meaningful contexts during their first three years of study This will enable students to function at more advanced cognitive, analytical, and communicative levels as the pre-AP ® sequence begins in Level IV Honors Students will build confidence in French by continually developing comprehension and comprehensibility, a rich breadth of vocabulary, language control, communication strategies, and cultural awareness throughout the curricula of study from Levels I-AP In order to connect the course with the ACTFL National Standards of Foreign Language of Learning for the 21st Century, students will be expected to communicate entirely in the target language in AP ® French Language and Culture as they compare and contrast Francophone cultures with their personal communities and connect their studies with other disciplines in their high school curricula ON PARLE FRANÇAIS! French will be the dominant language of communication in this course between the teacher and students Students will learn techniques by which they can use other vocabulary and structures to indicate meaning in situations where specific terminology is not yet known The goal is to develop a comfortable setting in which there is an appreciation and love for French language learning where students feel free to take risks in order to maximize their level of proficiency INSTRUCTIONAL PRACTICES and ASSESSMENT AP ® French Language and Culture course instructors will design their instructional techniques to set reasonable learning objectives for students They will also describe acceptable performance at distinct achievement levels as designated in the AP ® scoring rubrics, design thematic instruction supported by a variety of interesting, meaningful classroom activities, and then assess student progress towards the initial objectives per unit Teachers will be responsible for differentiating or redirecting instruction as needed to strengthen proficiency skills A large majority of the summative assessments in Levels IAP will be designed to be similar in style to the AP ® French Language and Culture exam The following six groups of learning objectives will be used to design activities throughout the scope and sequence of French I –AP: Spoken Interpersonal Communication Written Interpersonal Communication Audio, Visual, and Audiovisual Interpretive Communication Written and Print Interpretive Communication Spoken Presentational Communication Written Presentational Communication College Board Advanced Placement (AP) French Language and Culture Course Design  Align with national standards Course revisions integrate the instructional goals, Communications, Cultures, Connections, Comparisons, Communities, as outlined in Standards for Foreign Language Learning in the 21st Century  Focus on communication Students will demonstrate proficiency in the three modes of communication: Interpersonal, Interpretive and Presentational  Encourage cultural awareness Students will develop an awareness and appreciation of aspects of the target culture, including products (tools, books, music, laws, conventions, institutions); practices (patterns of social interactions); and perspectives (values, attitudes, assumptions)  Incorporate a thematic approach A thematic structure enables students to study a variety of concepts in interesting, meaningful, and engaging contexts  Provide clear learning objectives The learning objectives describe the college-level knowledge and skills students need to succeed on the AP Exam  Provide achievement-level descriptions Performance indicators enable teachers to gain insight into students’ performance and adjust curriculum and instruction to meet their needs The be following is a more specific language skill breakdown accompanied by activities which shall completed by students: LISTENING: Students will be introduced to new vocabulary, conversational patterns, and grammatical structures via constant target language use by the teacher There will be opportunities for students to hear a variety of Francophone speakers to provide authentic models by which students can effectively develop their aural/oral interpretive skills It is vital for students to take notes when listening to dialogues or exchanges for which they are being asked to seek information to provide assistance when answering questions Students will facilitate their own growth in listening comprehension by working in cooperative learning groups where they must communicate with each other to express messages in response to prompts from their partners A general list of activities follows, all designed for acquisition of stronger listening comprehension skills:  Audio recordings from classroom text publications  Authentic recordings/broadcasts from French language media programs (i.e radio, television, film, Podcasts)  Classical and popular French music, ranging from traditional compositions to modern top singles in the French speaking world  Opportunities to speak with Francophone guests  Communicative exercises and games SPEAKING: Students will continue to develop speaking proficiency in French via a particular sequence They will first orally reproduce models presented, focusing on style, intonation, and correct pronunciation Students subsequently will engage in interpersonal conversational exercises to gradually master newly introduced thematic vocabulary and supportive grammatical sequences By maintaining French as the essential language of communication, students will improve their speaking ability since their thought patterns will be focused on responding in the target language Students will gain greater confidence in presentational speaking by taking risks in communicative exercises, all in an enriched, supportive academic environment They will acquire a greater sense of both formal and informal forms of the French language, often times acquiring vernacular expressions from their assigned exercises A general list of activities follows, all designed for acquisition of stronger speaking skills:  Recycling vocabulary and structures  Conversational activities in both direct and cooperative learning settings  Dialogue performances / Mini-speeches / Readings / Picture Sequence Descriptions  Role-play / Dramatizations / Skits / Songs / Games  Interviews / Oral practice drills / Question sequences / Debates READING: Students will improve reading skills while refining the listening and speaking elements of newly acquired vocabulary and structures Students will learn additional vocabulary and grammar patterns from context-based readings in individual and collaborative group settings Readings will be derived from textbook exercises and authentic resources Students will be formally exposed to samples of classic and modern French literature as part of their studies Students will read silently and aloud to promote guided literacy skills, supporting the acquired listening/speaking skills They will learn to effectively read a text, summarize, and offer analysis of various literary elements which drive the theme, content, and style of the reading Students will also make connections and comparisons to their native cultures via the study of the Francophone culture in their readings Students will develop critical thinking skills in the target language in response to both closed and openended exercises based on their reading activities Finally, students will interpret texts to answer related questions, interact with the teacher and classmates orally on the theme(s) associated with the text, and create original presentational responses based upon their readings A general list of activities follows, all designed for acquisition of stronger reading skills:                  French literary excerpts from a variety of sources French Plays Novels Poetry Songs Online Newspaper Articles and Advertisements Journals/Magazines Devinettes Short stories Essays Textbook assigned readings Comics Peer compositions Riddles Proverbs / Idiomatic expressions Subtitled films Games WRITING: Students will increase their written proficiency in French by engaging in a variety of directed and openended activities, in support of the previously outlined skills of listening, speaking, and reading Students will respond in informal and formal styles They will begin by writing new vocabulary, extend to patterned exercises of grammatical structure and style, respond to questions / exercises focused on acquisition of new structures and enrichment of previously introduced items, and finally graduate to direct application of learned structures in more composition-based activities Students will be required to spell French words and use grammatical structures correctly to build language control and support their level of proficiency They will also learn how to compose an introduction, supportive body, and conclusion to a thematic composition Various creative writing styles shall be implemented, including descriptive, compare/contrast, persuasive, and critical response formats Students will make connections from the texts they read and use them as prompts to compose their own work A general list of activities follows, all designed for acquisition of stronger writing skills:                  Responses to textbook-based and teacher-created exercises Vocabulary strengthening exercises Personal Journals In-Class Timed Writings/Themes Homework-assigned compositions / themes Skits / Dialogues Creative writing essays Poetry Songs Speeches Debate responses Games Dictations Pen pal communicative activities Calligrams Critiques Descriptive / Persuasive / Compare-Contrast Essays MAIN TEXTS / RESOURCES: Students will use a variety of textbook-based and authentic resources throughout the year in AP ® French Language and Culture The following is just a basic list of the many resources which shall be employed in the course: MAIN TEXT SERIES: Dietiker, Simone Renaud and Dominique Hooff En Bonne Forme New York, New York: Houghton-Mifflin Company, 2006 Civilisation progressive du franỗais: niveau debutant Grand-Clộment, Odile, CLE International, France 2007 van Civilisation progressive du franỗais:niveau intermộdiaire Grand-Clộment, Odile, CLE International, France 2008 Pécheur, Jacques Civilisation progressive du franỗais: niveau avancộe CLE International, France 2010 Ladd, Richard Allons au-delà Pearson, 2012 Ladd, Richard AP French: Preparing for the French Language and Culture Exam Pearson, 2012 Mitschke, Chérie Imaginez: Le franỗais sans frontiers Vista Higher Learning, 2012 Sturges, II, Hale, Linda Craig Nielsen, and Henry L Herbst Une fois pour toutes White Plains, New York: Longman Publishing Group, 1992 Vocabulaire progressif du franỗais: niveau avancộe Grand-Clộment, Odile, CLE International, France 2004 NOVELS: (de) Saint-Exupộry, Antoine Le Petit Prince Luỗon (Vendộe): Gallimard, 2000 Sartre, Jean-Paul Les jeux sont faits Luỗon (Vendée): Gallimard, 1990 THE ADVANCED PLACEMENT® FRENCH LANGUAGE AND CULTURE EXAM : Tuesday, May 14, 2013, PM Exam (12:00pm start time) Students enrolled in the AP® French Language and Culture course will take the Advanced Placement® French Language and Culture exam on Tuesday, May 14, 2013 during the afternoon session Students will be given every opportunity to be thoroughly prepared for the assessment via the activities completed in class They will be continually assessed in the exact same format and expectation level as on the AP exam Students will be afforded opportunities to practice for the AP French Language and Culture exam in the following manners:     Class time activities Practice AP tests scheduled regularly throughout the year Individual meetings upon request and also upon requirement Réussissons au cours de franỗais AP! County-wide meetings for AP students and teachers It is vital that we see our class as a team of students who are all striving for the best score on the exam…The ultimate goal overall, however, is for students to participate in this course and learn as much French as possible The teacher will be here to support you along the way! IN-CLASS ASSESSMENTS: In order to adequately prepare students for the May 2013 AP French Language and Culture exam, scoring rubrics matching those for the spring assessment will be used throughout the year when grading students on their SPEAKING and WRITING (timed writing /compositions) assignments A percentage grade shall be assigned to the performance according to the following generalized tables AP ® French and Language 2012-2013 Scoring Guidelines: Presentational and Interpersonal Speaking and Writing Assessments AP ® FRENCH LANGUAGE AND CULTURE SCORE GUIDELINES : Response demonstrates strong communicative skills 4: Response demonstrates good communicative skills 3: Response demonstrates fair communicative skills 2: Response demonstrates weak communicative skills 1: Response demonstrates poor communicative skills 0: The response is totally incomprehensible or does not address the question at all / Unacceptable PERCENTAGE EQUIVALENT AP ® French Language and Culture 98% A+ (5+) 95%A (5) 92% A- (5-) 88% B+ (4+) 85% B (4) 82% B- (4-) 78% C+ (3+) 75% C (3) 72% C- (3-) 68 % D+ (2+) 65%D (2) 62% D- (2-) 58% F (1) 0% F (0) * Note: Student compositions shall be composed on college-ruled notebook paper with writing on every other line Typed assignments will not be accepted unless otherwise proscribed by the teacher The specific rubrics for the AP ® French Language and Culture 2013 Scoring Guidelines are attached at the back of this syllabus, specifying all of the details which show the characteristics of each performance factor listed in the charts above to the left Advanced Placement® French Language and Culture Thematic Program of Study SEMESTER I : I THÈME : La vie contemporaine A L’éducation formative : o Bravo, pp 73-74 (Vocabulary and Reading) o Interaction, Chapitre 8, pp 250  Cultural focus and literary reading o Song : Si J’étais Président by Gerard Lenorman o Civilisation Progressive du Franỗais Niveau Intermộdiaire, Chapitre 18, À l’école, p 110-115 o L’Enfant noir : Le départ pour l’école, reading by Camara Laye o « Partir étudier aux Etats-Unis » (article on Vision) o « Les étudiants repoussent leur travail » (article on Vision) o Article : « Le retour de l’école du passé (article on Vision) o Article : « L'iPod utilisé comme antisèche » (on Vision) o Article : « Internat: pension magique? » (on Vision) o Students read poem and respond to questions They then write their own poem about their school experience « GRAND CŒUR MALADE – L’éducation Nationale » (on Vision)  Grammaire / Structure en Contexte : o Le genre des noms o Les articles définis, indéfinis, partitifs o Le présent o L’impératif o Le passif AP French: Preparing for the French Language and Culture Exam: Interpretive Communication, Print Text: Sélection 6: pp 14-15 – L’école Interpretive Communication, Print Texts: Sélection 32: pp 68-69 – L’école Interpretive Communication, Print and Audio Texts: Sélection 2: pp 88-89 – Le bac Interpretive Communication, Audio Texts: Sélection 28: p 154 – L’université Interpersonal Writing, E-mail Reply: Courriel No 9: p 172 – L’université Presentational Writing, Persuasive Essay: Sélection 4: pp 184-85 – Le bac Liens électroniques o Article : « Zappe ton prof » http://megamaths.perso.neuf.fr/echo/echo0057.html o Podcast : Vox Pop Nouveaux Savoirs (Université de Montréal) Pourquoi les étudiants étrangers choisissent-ils l’Université de Montréal http://www.youtube.com/watch? v=7iIUvuFAuGg&safety_mode=true&persist_safety_mode=1 o Watch and respond to questions about Daniel Pennac « Chagrin d’école » (questions on Vision) There is also a PowerPoint (on Vision) to introduce Daniel Pennac o o http://www.youtube.com/watch? v=JkE4njEGS5o&safety_mode=true&persist_safety_mode=1 Read article « Les Ecoles en France » and answer questions (worksheet on Vision) http://www.cortland.edu/FLTEACH/civ/ecoles/ecoles.htm Le système éducatif en France http://www0.hku.hk/french/dcmScreen/lang2043/systeme_educatif.htm FILM: « M Lazhar » (2011) SUGGESTED UNIFIED THEMATIC PROJECT: Interpretive Task Interpersonal Task Presentational Task Students read a text from Le Nouvel Observateur « Faut-il supprimer le bac?», a survey from Le Figaro, http://assets.pearsonscho ol.com/asset_mgr/current/ 20116/PresentationalWriti ng20.pdf and an audio source from Canal Académie « Le Baccalauréat doit-il dispartre ? » Students compare and contrast in groups / teams the American vs French educational systems by looking at the advantages and disadvantages of each from their personal perspectives They may create tables of advantages / disadvantages of each system to set into play in a debate setting as well Students compose a persuasive essay, referencing each of the examined resources and using their created tables of advantages / disadvantages to answer the following questions : http://www.canalacademie com/apprendre/fiche.php ?id=36 They answer a series of teacher-created comprehension questions based on the above resources to check for understanding of the presented material (1) Est-ce que le bac reste une marque d’excellence laquelle on aspire la fin des études secondaires ou est-ce que les nouvelles formules du bac ont amoindri l’importance de l’examen jusqu’à le rendre inutile ? (2) Est-ce un héritage du passé d’être mis au goût du jour ? B Les voyages : Allons au-delà :  LECTURE : Montesquieu : Lettres persanes  LECTURE : Jules Verne : Le tour du monde en 80 jours o Imaginez !, Leỗon : Sộvader et s’amuser o Interaction, pp 214-215 o If you had 15 days paid vacation, which destination would you choose and why ?  Students will write a travel article on a destination from a recent trip or next planned trip o Quant moi, pp 216-223, Documents et Lectures o Reading « Les petits secrets des chambres d’hơtes » (on Vision)  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 AP French: Preparing for the French Language and Culture Exam: Interpretive Communication, Print Text: Sélection 11: pp 24-25 – Les Taxis Interpretive Communication, Print and Audio Texts: Sélection 12: pp 108109 – SNCF Interpretive Communication, Audio Texts: Sélection 17: p 144 – Une visite guide Interpretive Communication, Audio Texts: Sélection 27: p 154 – Le voyage Interpretive Communication, Audio Texts: Sélection 31: p 158 – Un trajet en métro Interpersonal Writing, E-mail Reply: Courriel No 10: p 173 – L’environnement Interpersonal Speaking, Conversation: Sélection 1: p 200 – Le voyage Liens électroniques o Podcast : http://www.ielanguages.com/podcast/le-tour-du-monde/ o Song : Hiro by Soprano (plus-que-parfait and past conditional) : Students discuss what they would if they could travel through time / http://www.youtube.com/watch? v=7iIUvuFAuGg&safety_mode=true&persist_safety_mode=1 SUGGESTED UNIFIED THEMATIC PROJECT: Interpretive Task Interpersonal Task Students listen to / read Les vacances (http://web.cortland.edu/fltea ch/civ/vacance/vacan.htm) and Les Transports (http://web.cortland.edu/flteach/c iv/transpor/transp.htm) and complete the associated listening / reading / writing exercises contained within the site pages Students create a dialogue between a travel agent and a prospective traveler to a Francophone country or region of the world, discussing what they will or will have done / could or could have done as part of the trip ahead citing experiences from past experiences to support plans for the trip being discussed Presentational Task Students perform dialogue skits composed as their interpersonal tasks as observing students write questions and answers based on what they hear / see to be posed to their classmates as an interactive assignment in conjunction with the presentational task 10 II THÈME : Les défis mondiaux A L’économie :  Bravo, p 278 – Reading L’argent  Student Debate : Keep the euro or return to the franc ?  Read L’homme d’affaires from Le Petit Prince  Read Les lettres persanes by Montequieu Grammaire / Structure en Contexte : o L’imparfait o Le plus-que-parfait o Le passif au passé AP French: Preparing for the French Language and Culture Exam: Interpretive Communication, Print Text: Sélection 30: pp 62-63 – Le microcrédit Presentational Writing, Persuasive Essay: Sélection 1: pp 176-179 – L’économie Interpersonal Speaking, Conversation: Sélection 9: p 208 – La banque Interpersonal Speaking, Conversation: Sélection 10: p 209 – Les SDF Civilisation Progressive du Franỗais, Niveau Intermộdiare Chapitre 11 La France dans l’Europe et dans le monde pp.72-75 Liens électroniques Website for current events www.1jour1actu.com SUGGESTED UNIFIED THEMATIC PROJECT: Interpretive Task Interpersonal Task Students listen to / read Passer l’euro (http://www.bbc.co.uk/la nguages/french/news/eco nomy/euro_france.shtml) and complete the associated listening / reading / writing exercises contained within the site pages Teachers may also choose to create content / application questions related to the listening / reading exercise for checking comprehension Students write a dialogue between a banker and a homeless man sitting on the front steps of the local bank who has only francs, but no Euros, incorporating as much vocabulary and structures related to the unit as possible Students also want to tackle the issue of homelessness and the ways in which society may help someone in such unfortunate conditions of unemployment and financial struggle Presentational Task Students write an persuasive essay incorporating previous research and readings from the unit to provide justification for their viewpoint concerning the maintenance of the Euro versus the return of the franc in France 11 B La paix et la guerre Allons au-delà :  LECTURE : Arthur Rimbaud, Le dormeur du val  LECTURE : Paul Éluard, Liberté  LECTURE : Jacques Prévert, Familiale  LECTURE : Guy Môquet, La lettre de Guy Môquet  Quant moi, Chapitre 5, p 181, readings o o o o L’Amérique touchée au cœur New York, la ville qui ne dort jamais, est devenue fantôme ! 11 septembre un an déjà Le terrorisme : A qui la faute ? Civilisation Progressive du Franỗais, Niveau Intermộdiare Chapitre La France Moderne, pp 50-51  Grammaire / Structure en Contexte : o Le futur proche o Le futur o Le futur antérieur o Le conditionnel présent o Le conditionnel passé AP French: Preparing for the French Language and Culture Exam: Interpretive Communication, Print Text: Sélection 28: pp 58-59 – La guerre Liens électroniques  Chanson : Tryo « Toi et moi » http://www.youtube.com/watch? v=LloxpbkJpJg&safety_mode=true&persist_safety_mode=1 In response to the lyrics, students will develop a list of « social » concerns or problems as viewed by the French Students wil then evaluate if their home country places more or less importance on these listed items By comparing, students will explore the values of the contrasting society 12 SUGGESTED UNIFIED THEMATIC PROJECT: Interpretive Task Interpersonal Task Students listen to / read Le jour “J,” Le grand jour de la libération (http://www.bbc.co.uk/ap ps/ifl/languages/french/n ews/quizengine? quiz=frnews_d_day;temp lateStyle=frnews_d_day) and complete the associated listening / reading / writing exercises contained within the site pages Teachers may also choose to create content / application questions related to the listening / reading exercise for checking comprehension Students write a conversation between a news journalist and an important historical figure associated with D-day / World War II in France Presentational Task Students present their own personal perspective in a persuasive essay to justify their position on ways in which the world may prevent further breakouts of war and to maintain peace in societies that are in consistent strife C L’alimentation : Allons au-delà :  LECTURE : Émile Zola : Le ventre de Paris  LECTURE : Maryse Condé : Rêves amers  LECTURE : Dans la vie de tous les jours :  Une génération « élevée au fromage pasteurisé et au soda »  Cantines scolaires : Ce que l’on vous cache  pp 66-71 Rêves amers : une jeune fille Haïtienne parle de son travail dans un fast-food Port –au-Prince o Les exercices « pour communiquer » aux pages 72&73  Bravo : o « Comment offrir boire ou manger » aux pages 60-70 o Sujet : Savoir/Vivre table en France aux pages 61-69  Grammaire / Structure en Contexte : o Les phrases conditionnelles o L’emploi du verbe devoir AP French: Preparing for the French Language and Culture Exam: 13 Interpretive Communication, recette Interpretive Communication, gastronomie franỗaise Interpretive Communication, Bien manger Interpretive Communication, Restaurant Gilles Interpretive Communication, 113 – Un menu Interpretive Communication, 119 – Les Brownies Interpretive Communication, 125 – Les fajitas Print Text: Sélection 15: pp 32-33 – Une Print Texts: Sélection 36: pp 74-75 – La Print and Audio Texts: Sélection 1: pp 86-87 – Print and Audio Texts: Sélection 6: pp 96-97 – Print and Audio Texts: Sélection 14: pp 112Print and Audio Texts: Sélection 17: pp 118Print and Audio Texts: Sélection 20: pp 124- Liens électroniques  http://www.doctissimo.fr/  http://www.mels.gouv.qc.ca/sections/viragesante/ good big site discussing health and nutrition in schools  http://www.passeportsante.net/fr/Maux/Problemes/Fiche.aspx? doc=allergie_vue_ensemble_pm allergie aliment  http://www.youtube.com/watch? v=oqcdpSamzgw&safety_mode=true&persist_safety_mode=1taires definitions + nutritioniste videos (recettes) ….from Canada – fun  http://www.youtube.com/watch? v=Q1FgR9Mdo6c&safety_mode=true&persist_safety_mode=1 you tube - allergy explanation  http://www.youtube.com/watch? v=oqcdpSamzgw&safety_mode=true&persist_safety_mode=1 Canadian video about allergies – song and funny!  http://www.obesite.com/dietetique/generalites/principes.htms.aspx recettes saines….bon pour la santé  http://www.femmeactuelle.fr/cuisine/recettes-de-cuisine/recettes-pas-cher-12472 des recettes saines et bon marché…the site has videos…  http://www.obesite.com/index2.php santé/obesité/ nourriture/diététique….good vocabulary…  http://www.vivre-talant.org/article-ecoles-alimentation-et-sante-67054734.html article ci-dessous  http://www.cyberpresse.ca/actualites/quebec-canada/sante/201104/25/01-4393058virage-sante-dans-les-ecoles-la-reforme-du-cabaret.php article sur la nourriture et la santé dans les écoles 14  http://www.bbc.co.uk/languages/french/news/topic_focus/healthy.shtml BBC website on allergies/foods etc….to be explored SUGGESTED UNIFIED THEMATIC PROJECT: Interpretive Task Interpersonal Task Students listen to / read Les vertus cachées du sucre (http://www.bbc.co.uk/apps/i fl/languages/french/news/qu izengine? quiz=frnews_sugar;templat eStyle=frnews_sugar), Maigrir, pour qui et pourquoi? (http://www.bbc.co.uk/apps/i fl/languages/french/news/qu izengine? quiz=frnews_diet;templateS tyle=frnews_diet) and L’obésité (http://www.bbc.co.uk/apps/i fl/languages/french/news/qu izengine? quiz=frnews_obesity;templa teStyle=frnews_obesity) to complete the associated listening / reading / writing exercises contained within the site pages Teachers may also choose to create content / application questions related to the listening / reading exercise for checking Students organize a debate regarding the nutrition value of foods in their native cultures versus those in the target culture and ways in which one may stay in good physical and mental health Presentational Task Students write a persuasive essay citing information from the three sources previously utilized for the interpretive task and the debate activity to defend their point of view regarding the nutrition value of foods in the native culture vs the target culture and ways in which an individual can reach optimal physical and mental health 15 comprehension III THÈME : La science et la technologie La recherche et ses nouvelles frontières / Les découvertes et les inventions : Allons au-delà :  LECTURE : Birago Diop : La lance de l’hyène  LECTURE : Dans la vie de tous les jours : Un appareil qui retranscrit du texte en braille consacré au Concours Lépine  Essay/Presentation : Imagine how your life would be without technology Compare pros and cons  Discussion groups : How has technology changed our personal relationships ?  Debate : Choose three new inventions Debate why these are or are not good or necessary objects  Student voice thread : « What is the most important piece of technology (device) for you ? Could you live without it ? Explain »  Grammaire / Structure en Contexte : o Le subjonctif o La concordance des temps au subjonctif o Comment éviter le subjonctif AP French: Preparing for the French Language and Culture Exam: Interpretive Communication, Print and Audio Texts: Sélection 3: pp 90-91 – Ipod App Interpretive Communication, Print and Audio Texts: Sélection 7: pp 98-99 – Téléphone mobile Interpretive Communication, Print and Audio Texts: Sélection 10 p 104105 – Propriété Intellectuelle Interpretive Communication, Audio Texts: Sélection 2: p 129 – La technologie moderne Interpretive Communication, Audio Texts: Sélection 9: p 136– Le sciencefiction Interpretive Communication, Audio Texts: Sélection 22: p 149– Les satellites Interpersonal Writing, E-mail Reply: Courriel No 166: p 166 – Un courriel Interpersonal Speaking, Conversation: Sélection 3: p 202 – Les textos Liens électroniques  Read article from le Nouvel Observateur : Le Bourget LE BOURGET : un avion-fusée pour relier Paris Tokyo en 2h30 (see article in Vision if link doesn’t work) and watch 16    video http://www.youtube.com/watch?v=zFVK7aTekc&safety_mode=true&persist_safety_mode=1 Podcast : http://www.journaldunet.com/management/dossiers/enquete/0410technostress.sht ml http://www.editeurjavascript.com/scripts/scripts_autres_3_347.php http://www.doctissimo.fr/test-psychologie-PORTABLE_ACCRO.htm SUGGESTED UNIFIED THEMATIC PROJECT: Interpretive Task Interpersonal Task Students listen to / read Les pirates de la carte puce (http://www.bbc.co.uk/apps/i fl/languages/french/news/qu izengine? quiz=frnews_credit_cards;te mplateStyle=frnews_credit_ cards) to complete the associated listening / reading / writing exercises contained within the site pages Teachers may also choose to create content / application questions related to the listening / reading exercise for checking comprehension Students hold a debate proposing alternate viewpoints regarding intellectual property and the ability of the average citizen to download music, video, and other media without monetary dispensation Presentational Task Students write a persuasive essay citing information from sources previously utilized for the interpretive task and the debate activity, as well as those utilized in class or via their own research, to defend their point of view regarding the protection of intellectual property SEMESTER II: IV THÈME : La quête de soi A L’aliénation et l’assimilation : Allons au-delà : LECTURE : Gabrielle Roy : Vincento LECTURE : Azouz Begag : Béni ou le paradis privé LECTURE : Immigration : Ces ộtrangers, ộlốves modốles 17 Imaginez !, Leỗon : La société en évolution Grammaire / Structure en Contexte : o o o L’infinitif et les propositions infinitives Le participe présent et le gérondif Le discours indirect AP French: Preparing for the French Language and Culture Exam: Interpretive Communication, Print Texts: Sélection 37: p 76 – L’aliénation et l’assimilation Interpretive Communication, Print Texts: Sélection 39: p 80 – L’aliénation et l’assimilation Interpretive Communication, Audio Texts, Sélection 20, p 147– L’aliénation et l’assimilation: L’écrivain maghrébin / Tahar Ben Jelloun Interpretive Communication, Audio Texts, Sélection 27, p 154– L’aliénation et l’assimilation: Les Franỗais qui cherchent sexpatrier au Brộsil Liens ộlectroniques La ‘dolce invasione’ – Les Italiens Paris http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine? quiz=frnews_italians;templateStyle=frnews_italians Le menace Al-Qaida est réelle en France  http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine? quiz=frnews_fundamentalists;templateStyle=frnews_fundamentalists SUGGESTED UNIFIED THEMATIC PROJECT: Interpretive Task Interpersonal Task Students read Béni ou le paradis arrivé and complete a series of content-based and application/analysis questions regarding the story Students write an e-mail to their teacher regarding the treatment of a new classmate from Sénégal in their French class from their personal perspective culturally Presentational Task Students present a persuasive plan of action to their classmates about ways in which to learn from each others’ differences in order to create a comfortable classroom environment for new students B Le genre et la sexualité LECTURE : Dépénaliser l’homosexualité (Lien électronique) http://www.lemonde.fr/idees/article/2011/06/23/depenaliser-lhomosexualite_1539857_3232.html 18 LECTURE : Combattre mondialement l’homophobie (Lien électronique) http://www.lemonde.fr/idees/article/2011/06/23/combattre-mondialement-lhomophobie_1539781_3232.html LECTURE : L’implication des hommes , nouveau levier dans la lutte pour l’égalité sexuelle (Lien électronique) http://www.lemonde.fr/idees/article/2011/06/20/l-implication-des-hommes-nouveau-levierdans-la-lutte-pour-l-egalite-des-sexes_1538115_3232.html Grammaire / Structure en Contexte : o Les pronoms compléments o Les pronoms accentués D’AUTRES Liens électroniques La parité des sexes au travail http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine? quiz=frnews_discrimination;templateStyle=frnews_discrimination Le mariage homo – une victoire symbolique ? http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine? quiz=frnews_gay_marriage;templateStyle=frnews_gay_marriage Allemagne : Le marché du mariage sur catalogue http://www.bbc.co.uk/languages/french/news/lifestyle/marriage_germany.shtml Les nouveaux contrats de complaisance  http://www.bbc.co.uk/languages/french/news/lifestyle/marriage_france.shtml SUGGESTED UNIFIED THEMATIC PROJECT: Interpretive Task Interpersonal Task Students read La parité des sexes au travail and complete a series of contentbased and application/analysis questions regarding the story Students work in male vs female teams and elect a student leader to act as a talk show host, holding a debate/discussion on the equality of genders at the work place and in modern society Presentational Task Students write a persuasive essay citing previously researched sources in the target language concerning the equality of genders at the work place and in modern society They may also work in teams to perform this task since the debate would be the oral component of this written presentational task V THÈME : L’esthétique Les arts visuels : Allons au-delà :  LECTURE : Marguerite Yourcenar : Comment Wang-Fô fut sauvé  LECTURE : La Farce de Mtre Pathelin 19       LECTURE : Dans la vie de tous les jours : Mémorables Misérables Class Art Museum : students each choose a painting by a French artist and learn about it ; bring a copy of it to class to be the museum guide for your painting ; explain how his/her era influenced his/her art Visit a virtual museum from a Francophone county ; share your observations with the class Essay : Dans une société qui devient de plus en plus technologique, quelle est l’importance des arts (cinéma, danse, littérature, musique, peinture, sculpture, etc.) dans votre vie ? Presentation : Students each choose an artist and give a presentation about the life of the artist ; students also create an original work of art based on the style of the artist they chose Grammaire / Structure en Contexte : o Les possessifs o Les démonstratifs o Les adverbes interrogatifs o Les adjectifs interrogatifs o Les pronoms interrogatifs o Les interrogations exceptionnelles o Les pronoms relatifs simples o Les pronoms relatifs où, dont, quoi, et l’emploi de lequel o L’emploi des pronoms démonstratifs avec les pronoms relatifs AP French: Preparing for the French Language and Culture Exam: Interpretive Communication, Print Text: Sélection 31: pp 64-65 – Une choréographe Interpretive Communication, Audio Texts: Sélection p 130 – Les bandes dessinées Interpretive Communication, Audio Texts: Sélection 26: p 153 L’art Interpersonal Writing, E-mail Reply: Courriel No 7: p 170 – Le téléchargement Presentational Writing, Persuasive Essay: Sélection 2: pp 180-181 – L’art Liens électroniques  Podcast : Canal Académie , Uderzo et Goscinny : génies de la BD o http://www.canalacademie.com/apprendre/fiche.php?id=43  Interview with Alain Jaubert http://www.youtube.com/watch?v=-DuRQzCT1I&safety_mode=true&persist_safety_mode=1  Interview with Zazie http://www.youtube.com/watch?v=5Y68AfeOOt0 20  Reading : http://ns22335.ovh.net/~arcadesr/ia/163164150843feeade41228/index.html SUGGESTED UNIFIED THEMATIC PROJECT: Interpretive Task Interpersonal Task Students listen to the interview with Zazie as listed above and take detailed notes demonstrating comprehension of what they have heard…They may also answer comprehension/application questions based on the texts Students watch several videos as performed by Zazie and discuss artists who have had the same impact in the native society They choose a particular song of Zazie’s and critique it together in a “Siskel and Ebert” sort of format Presentational Task Students present a talent show that features original songs / art work to be criticized in written format by classmates observing the presentations These may be filmed and used for further activities in AP VI THÈME : La famille et la communauté L’enfance et l’adolescence  LECTURE : Sempé et Goscinny : Le petit Nicolas « On a eu l’inspecteur »  Dans la vie de tous les jours : Lẹla Sebbar : « Driss » tiré de Shộrazade Imaginez !, Leỗon : Les gộnộrations qui bougent  Grammaire / Structure en Contexte : o Les adverbes négatifs : ne pas / ne…point / ne…pas du tout o Les pronoms négatifs : ne…personne / ne…rien o L’adjectif négatif : aucun(e) o La conjonction négative : ne…ni…ni o Les négations multiples o Les négations indépendantes o Les expressions restrictives o Les expressions non restrictives o Les adjectifs o Les adverbes o Les comparatifs et les superlatifs o Les prépositions o Les conjonctions AP French: Preparing for the French Language and Culture Exam: Interpretive Communication, Print Text: Sélection 34: pp 70-71 – Un peu d’histoire: La structure 21 familiale au Moyen Age Interpretive Communication, Audio Texts: Sélection p 129 – La technologie entre une mère et son fils Interpretive Communication, Audio Texts: Sélection 30: p 157 Mémoires d’une jeune fille rangée Presentational Speaking, Cultural Comparison: Sélection p 212 – Les rites de passage pour ados Liens électroniques  Le Parler des Enfants : http://www.rfi.fr/emission/20120619-parler-jeunes  Etats-Unis/Afrique : un sommet de jeunes « leaders » africains  http://www.rfi.fr/emission/20120615-usa-afrique-le-sommet-jeunes-leaders-africains Les adolescents prennent le pouvoir la maison: http://www.lefigaro.fr/actualite-  france/2009/02/19/01016-20090219ARTFIG00011-les-adolescents-prennent-le-pouvoir-ala-maison-.php Les adolescents ne se reconnaissent pas dans le discours public:  http://www.unicef.fr/contenu/actualite-humanitaire-unicef/les-adolescents-ne-sereconnaissent-pas-dans-le-discours-public-2010-12-02 Les Jeunes Européens: http://www.jeunes-europeens.org/  Auberges de Jeunesse: http://www.auberges-de-jeunesse.com/  Pourquoi les ados sont-ils si mous?: http://www.youtube.com/watch?v=-  VkRzR65fB8&safety_mode=true&persist_safety_mode=1&safe=active Pourquoi les ados sont-ils avachis?: http://www.youtube.com/watch? v=qPysv_w_Dl8&list=PL70451040C35AE0B2&index=27&feature=plpp_video&safety_mode= true&persist_safety_mode=1&safe=active SUGGESTED UNIFIED THEMATIC PROJECT: Interpretive Task Interpersonal Task Students view and listen to Pourquoi les ados sontils si mous / avachis? and answer teacher predesigned questions regarding the presentation and then discuss / relate their answers to one another before verifying them with their teacher Students write a dialogue using appropriate teenage slang and common expressions among students their own age in France They may also create a video version of their dialogue as a court métrage Presentational Task Students present their dialogues to their classmates Prior to the presentation, students create their own “quiz” or questions based on their dialogue so that their classmates may answer them orally or in written form in conjunction with their teacher’s facilitation of the activity Discussions regarding American vs Francophone stereotypes/generalizations/expre ssions may ensue where a debate can also be arranged 22 ELECTRONIC AUTHENTIC MEDIA / SAMPLE WEBSITES: There is a wealth of realia to be discovered at the following websites that are updated from time to time Teachers are advised to consult them to further enrich their AP French Language and Culture course in order to keep students up-to-date with current events, trends, and issues related to the six global themes of the curriculum CURRENT EVENTS AND LE MONDE FRANCOPHONE: Le Monde: www.lemonde.fr Le Figaro: www.lefigaro.fr BBC France News Site: www.bbc.co.uk/languages/french/news/topic_focus/ TV5 / Jours Sur La Planète: www.tv5.org / Sept jours sur la planete - TV5 TV5 - Apprendre.TV - numerous videos for all levels with scripts & questions Le journal franỗais: www.journalfrancais.com Yabla: www.yabla.com RFI: www.rfi.fr AP 2012 Thematic Resources : http://www.bosvick.com/2012_themes.htm FRENCH LANGUAGE LISTENING LINKS: ielearning – Variety of Listening Situations Passé Partout – University of Texas Leveled Listening Test Preparation Site with Listening Activities Culturebox - Video Collection BBS Bitesize Listening and Speaking Tourism-Based Listening Activities Leveled Videos with Quizzes National Film Board of Canada Contes d'Afrique - pour débutants Films Pour Enfants - NFB Canada Immense Collection (All levels of Audio & Video by themes ) Out My Window - A Young Pâtissier in Montrộal Huge Collection of Varied Listening Clips Pubs franỗaises - Links to 30 Ads Worksheet for the 30 Pubs Pubs franỗaises - Embedded Interactive Travel Adventure to Paris - select ALOITA PELI Interactive Adventure - Travel to France Categorized Listening and Reading Dictées Interactive Listening 23 Sur mes lèvres Vidéo Listening Activity Elysée Palace French Radio Stations Labis Listening w/Activities & Scripts Asst Francophone Vidéos by Categories w/Scripts Zut!-Beginner to Advanced (featuring audio & video) Le Point du FLE Podcasts French Podcasts w/Activities RTL Podcasts Europe Radio Canada - the A/V page - select "Baladodiffusions" Radio France Links to 50 different French podcast sites BBC Links Interactive video program from BBC- Ma France FRENCH LANGUAGE SPEAKING LINKS: Sujets pour la Conversation Type in text - Hear it in target language! Speaking Activities Discussion Topics FRENCH LANGUAGE VOCABULARY, GRAMMAR, STYLE, and MECHANICS: Jeu de L’oie : http://jeudeloie.free.fr/plateau.htm Tex’s French Grammar : http://www.laits.utexas.edu/tex/gr/index.html Le conjugueur : http://www.leconjugueur.com/ Writing Letters in French : www.oxfordlanguagedictionaries.com/Public/PublicResources.html? direction=b-fr-en&sp=S/oldo/resources/fr/Writing_letters_in_French.html Wordreference Online Multilingual Dictionary : www.wordreference.com French Language Guide : http://www.languageguide.org/french/grammar/ Vocabulary, Grammar, and Readings : http://www.languageguide.org/french/ Writing Essays in French : http://www.realfrench.net/pdf/essay.pdf Tennessee Bob Supersite: http://www.utm.edu/departments/french/french.html Lexique: Vocabulary and Grammar in Themes http://lexiquefle.free.fr/ Colle Franỗaise : http://www.fourmilab.ch/francais/glue.html Fumer Tue - Relative Pronouns Le Vin - Tenses La Cuisine - Definite Articles La Banlieue - Subjects & Objects Les Jeux Vidéos - Past Participles Imperfect vs Passé Composé Passé Composé - La Baguette de, de la & du Adjectives & Adverbs 24 Infinitives - Texting Cool French FRENCH LANGUAGE READINGS / LITERATURE : Le génie du manguier : French African Story http://frenchrc.rutgers.edu/lgm/htm/01_accueil.htm Contes du Monde Francophone http://www.conte-moi.net/home.php L’homme qui plantait des arbres : http://www.perso.ch/arboretum/pla.htm (TEXT) http://dotsub.com/view/2d7b8a37-4f64-4241-8019-642e965d124f (VIDEO) http://mysbfiles.stonybrook.edu/~sjourdain/Giono-arbres.htm (ACTIVITIES) Intimate Alice (Interactive Story) http://www.inanimatealice.com/ Etre la plage Project : Pop Media Blog http://zachary-jones.com/french/ Internet Actuel : http://www.internetactuel.be/ French Interactive Readings (Listening / Reading) : http://www.languageguide.org/french/readings/ Internaute http://www.linternaute.com/ Murder Mystery Interactive Story http://www.polarfle.com/ Paperboy http://www.thepaperboy.com/ Poetry assortment mardi le 14 mai 2013, Afternoon Session – Advanced Placement® French Language and Culture Exam BONNE CHANCE! Vous pouvez réussir!  25 ... following generalized tables AP ® French and Language 2012 -2013 Scoring Guidelines: Presentational and Interpersonal Speaking and Writing Assessments AP ® FRENCH LANGUAGE AND CULTURE SCORE GUIDELINES... PLACEMENT® FRENCH LANGUAGE AND CULTURE EXAM : Tuesday, May 14, 2013, PM Exam (12:00pm start time) Students enrolled in the AP? ? French Language and Culture course will take the Advanced Placement® French. .. subjonctif AP French: Preparing for the French Language and Culture Exam: Interpretive Communication, Print and Audio Texts: Sélection 3: pp 90-91 – Ipod App Interpretive Communication, Print and Audio