mreilly@bridgehamptonschool.com
631-537-0271
Office: Room 28
Extra Help is offered Fridays (2:45-3:30) and by appointment.
Welcome to French!
Please feel free to contact me regarding any questions
you may have concerning student progress.
We look forward to an enjoyable and productive year.
Standards for Foreign Language Learning: Preparing for the 21st Century, 1999
National Standards in Foreign Language Education (excerpted from actfl.org)
World Language 5 c's: Communication, Culture, Connections, Comparisons, Communities
Communication
The communication standard stresses the use of language for communication in "real life" situations. It emphasizes "what students can do with language" rather than "what they know about language." Students are asked to communicate in oral and written form, interpret oral and written messages, show cultural understanding when they communicate, and present oral and written information to various audiences for a variety of purposes.
Cultures
Cultural understanding is an important part of world languages education. Experiencing other cultures develops a better understanding and appreciation of the relationship between languages and other cultures, as well as the student's native culture. Students become better able to understand other people's points of view, ways of life, and contributions to the world.
Connections
World languages instruction must be connected with other subject areas. Content from other subject areas is integrated with world language instruction through lessons that are developed around common themes.
Comparisons
Students are encouraged to compare and contrast languages and cultures. They discover patterns, make predictions, and analyze similarities and differences across languages and cultures. Students often come to understand their native language and culture better through such comparisons.
Communities
Extending learning experiences from the world language classroom to the home and multilingual and multicultural community emphasizes living in a global society. Activities may include: field trips, use of e-mail and the World Wide Web, clubs, exchange programs and cultural activities, school-to-work opportunities, and opportunities to hear speakers of other languages in the school and classroom.
COURSE DESCRIPTION:
This course introduces students to grammar structures, phonics, basic French vocabulary and culture. The students will engage in conversation, provide and obtain information, express feelings and exchange opinions. Students will be able to understand and interpret spoken and written language at the basic level, as well as present information, concepts and ideas to listeners or readers on a variety of topics. Students will demonstrate an understanding of traditions, products and perspectives of French culture. Students will gain cross-curricular understanding in other areas of study in the process. Students will acquire and use information from a variety of authentic French language sources. Furthermore, students will demonstrate an understanding of the nature of language as well as the concept of culture through comparisons of French and their own culture. A wide variety of teaching techniques will be employed, such as: group and pair work to write dialogs or skits, use of ChromeBooks to complete WebQuests, the SmartBoard, and class projects, all in order to develop speaking, listening, reading, and writing skills. Enrichment activities will be provided for students who wish to deepen their understanding of the French language and culture, outside of class, for extra credit.
TEXTBOOK AND MATERIALS:
Discovering French Bleu 1, McDougal Littell
ANCILLARY MATERIALS:
Discovering French Bleu 1, Workbook, McDougal Littell Littell, Teacher prepared materials
AUDIOVISUAL MATERIALS:
Discovering French Bleu 1 Integrated DVD Programs, McDougal Littell Discovering French Bleu 1 Audio Program, Podcasts/internet audio & video
Textbook support/Webquests: http://www.classzone.com/cz/books/french_1/book_home.htm
Scope and Sequence:
Unit 1: Meeting People
Lesson Essential Questions: Why is it important to study French? Where in the world is French spoken? What is the fundamental sound system of the French language to ensure correct pronunciation and accentuation? What is a cognate? What are the French accents and spelling marks?
How do I express daily classroom needs? How do I introduce myself and react properly to introductions? What greetings are used in formal and informal situations? What are the customs associated with greetings in France? How do I ask another person’s name? How do I point someone out? How do I introduce someone and say where they are from? How do I express how I feel and ask others how they feel? How do I express my age and ask or express another person’s age? How do I say my telephone number? How do I count from 0-100? How do express where I am from and my nationality? How do I express where someone is from and his/her nationality? How do I tell about my family and ask others about their family? How do I express possession? How do I talk about pets and animals? How do I use gender of nouns?
Unit 2: Weather and Snacking in France
Lesson Essential Questions:
Where do French teenagers go to have a snack and what do they eat and drink? How do I express which foods I like and dislike? How do I offer or ask for food in French? How do I order snacks and beverages in a café? How do I ask about prices and pay for food? How do I use French money and what are the customs involved with it? What is the value of the Euro? How do I ask a friend to lend me money? How do I ask about and express time using both the twelve-hour and twenty-four hour clocks? How do I say when an event is scheduled? How do I talk about my school schedule? What is the school day like in France?
What are some of the holidays in France? How do I express the days of the week? How do I express the date? How do I describe the geography and the culture of France? What are some basic facts about France? How do I talk about weather and seasons? How do I change nouns and definite articles from singular to plural? What connections can I make from what I learn about France?
Unit 3: Daily activities at Home, at School and on the Weekend
Lesson Essential Questions:
How do I express what I like and do not like to do? How do I express what I must do, want to do or can do? What is an infinitive? How do I describe some of my daily activities? How do I express my actions and those of others in the present tense? How do I express what I and others are not doing? How do I ask where others are and what they are doing? How do I express where I and others are? What do French teenagers typically do both in and outside of school? How do I invite friends to do things with me? How do I politely accept or refuse an invitation? How do I ask questions to seek information? How do I answer questions asked of me? How do I make a telephone call in France? What connections can I make from what I learn about France? What are French high schools like and how do they compare to American ones? How do I talk about school? How do I express approval or regret? How do I express mild doubt or surprise?
Unit 4: People and their Possessions
Lesson Essential Questions:
How do I express need, fear and physical feelings with the idiomatic use of the verb avoir? How do I describe people and things? How do I describe my room and what is in it? How do I express and describe what someone owns? How must adjectives change to agree with the nouns they modify? Which adjectives are placed before the noun they modify and which are placed after it? How do I describe the location of objects? How do I use the Internet in France? How do I get someone’s attention? How do I express my opinion? How do I talk about regular events? How do I contradict a negative statement or question? How do I introduce a conclusion? How do I use colors to describe objects? How do I write an informal letter? How do I describe life, geography and culture in the Provence region of France?
Unit 5: City Life—the Home, the Family, and Urban Activities
Lesson Essential Questions:
How do I talk about the rooms in my home? How do I talk about my house? What is in my neighborhood and in a typical city neighborhood? How do I express which floor in a building someone or something is on? How do I talk about the members of my family? What connections can I make with what I learn about France? How do I talk about which sports, games and instruments I play? How do I talk about places in a city? How do I express where I and others go? How do I express how I and others go? How do I ask and give directions? How do I express what I am going to do using previously learned infinitives? Where in France do people meet? How does public transportation affect the French way of life? How do I say where I have been? How do I ask someone to come along? How do I put things in order? How do I contradict someone? How do I express doubt or surprise? What are the important cultural, historic and practical places in Paris? What is living in Paris like?
Unit 6: Shopping and Clothing
Lesson Essential Questions:
How do I count from 100 to 1,000? How do I describe articles of clothing and clothing sizes? How do I find the correct size of clothing in France? How do I express my opinion about clothes? What connections can I make from what I learn about France? How do I describe the stores where I can buy clothes? How do I make plans to go shopping?
How do I ask for help and find prices in a store?
French I - Summative Performance Assessment
Performance Task:
The following is a sample authentic task that will help assess achievement of student goals for French I.
The culminating project or performance task for this year is for you and your partner to develop a videotaped conversation in a café.
Goal: Your task is to arrive at a French café with someone who you do not know well. You must get to know this person by asking them questions and answering their questions. Ask about his/her age, birthday, favorite colors, favorite sports, favorite music, origin, where they live, parents (or siblings) what they do for a living, what he/she likes to eat and drink, where he/she likes to shop, how he/she likes to shop, how he/she gets to work each day and what he/she likes to wear in public, etc. You must also exhibit understanding of French culture by integrating three aspects of French culture into your conversation.
Role: You and your partner must choose to be either students or adults. This will affect how you address each other.
Scenario: You and your partner are strangers who meet in a café and ask each other questions in order to get to know each other.
Product or Performance: The conversation should last five minutes and be videotaped. You will be judged on pronunciation, depth of questions, answers and follow-up questions. You will also be judged in your written copy on grammar, spelling, and vocabulary. The script will be prepared on a computer, be double-spaced and have all accent marks made on the computer. The conversational questions must be on a variety of topics including: his/her name, age, residence, family, pets, leisure activities, favorite holidays, what his/her parents (or siblings) do for a living, what he/she likes to eat and drink, where he/she likes to shop, how he/she gets to work each day and what he/she likes to wear in public, etc. You must also integrate three aspects of French culture into your conversation.
Expectations:
Your interview must meet the following expectations: Must be videotaped, Video must be audible and of good quality
Include both partners speaking, at least five minutes in long, include the information outlined above on a variety of topics, correct pronunciation, script must be typed with accent marks and double-spaced.
Class Rules and Expectations: