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FRANCAIS 4 SYLLABUS
AP FRENCH LANGUAGE AND CULTURE
COURSE GOALS
As this course is equivalent to an intermediate college-level French course, it is conducted in a seminar fashion, whereby the students are expected to participate and help organize the course. Students are introduced to (or review) vocabulary and grammatical structures in context. The three modes of communication (Interpersonal, Interpretive and Presentational) defined in the Standards for Foreign Language Learning in the 21st Century are foundational to the APR French Language and Culture course. Course work provides students with opportunities to demonstrate their proficiency in each of the three modes in
the intermediate to pre-advanced range as described in the ACTFL Performance Guidelines for K–12 Learners. Students who enroll in this course should already have a good command of the grammar and considerable competence in listening, reading, speaking and writing. When communicating, students in the AP French Language and Culture course demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (connections), make comparisons between the native language and the target language and between cultures (comparisons), and use the target language in real-life settings (communities).
In the classroom the exclusive use of French by teacher and students for active communication is allowed. Students use authentic materials and resources that are in accordance with those suggested on the College Board website.
PHILOSOPHY
I tried to promote an almost total student centered classroom where emphasis is on communication as we try to reach higher levels of proficiency. Activities vary from week to week, certain assignments and assessments are scheduled regularly, usually every week or two. These include thematic vocabulary quizzes and in-class “reaction/conversation libre” activity that are evaluated using the AP French Language and Culture rubric. As often as possible, every activity is designed to incorporate all four skills.
LEARNING OBJECTIVES
Student will be able to understand spoken French in various contexts. The French vocabulary will be sufficiently ample for reading newspaper and magazine articles, literary texts, and other nontechnical writings without dependence on a dictionary. Furthermore, students will have the ability to express oneself coherently, resourcefully, and with reasonable fluency and accuracy in both written and spoken French.
IN-CLASS ACTIVITIES
In-class activities emphasize communicating, in the target language and culture, through reading, writing, listening, and speaking.
READING PROFECIENCY
Texts are drawn from a variety of authentic sources including francophone literary excerpts representing different genres, francophone newspapers and magazines off the internet. Overall I would like students to understand linguistic as well as semantic details, relationships of ideas and the text to students’ own knowledge and experience.
o Text Analysis (Interpretive and/or Presentational Assessment)
All text will be done at home or in class. Reading will always be followed by written or oral activities with a partner of individually, in order to stress the importance of reading comprehension and effectively expressing one’s opinion through grammatically and stylistically appropriate writing and dialogue
§ Article (Newsmap)
Students are presented with various current excerpts news paper article or audio/visual news in order to improve listening proficiency and broaden cultural awareness. While listening or reading, students are asked to answer multiple-choice AP Exam style’s questions. Moreover, these offer students the chance to read varying point of view on many of the course themes.
LISTENING PROFECIENCY
o Audio/Video Clip (Interpretive and/or Presentational Assessment)
Use of audio and video to provide authentic materials for developing listening abilities.
§ « 7 Jours sur La Planete » (TV5)
Throughout the year, students complete a formal assignment that involves viewing the news or “7 jours sur la Planete” and filling out questionnaires on reportages.
SPEAKING PROFECIENCY
The in-class discussions and peer review, which are solely in French, encourage students to perform high-level thinking and textual analysis in the target anguage. Class discussions enable students to closely analyze key passages for style and grammar, as well as to discuss course themes and their relevance to current issues. The discussions also provide a forum for students to make comparisons between the Francophone world and their own. Assessment of the students is done informally, on a daily basis, through the students’ participation in class discussion and their efforts to use French exclusively.
- In class conversation: (Interpersonal, Interpretive, Presentational Assessment)
- Dialogue/Sketch/Scenario
Class discussion format, question and answer, scenario role playing, vocabulary review
- Peer Review /Conversation Libre
Several times a week students will be given the opportunity to freely share personal information about each other regarding past or future project and will be ask to share in front of the class in pair or individually. Students take notes in order to provide feedback and ask questions to the speaker. Every student formulates questions grammatically well structured. (Active Listening)
- PowerPoint Presentation (MAC) (Presentational Assessment)
- Debate (MAC) (Interpersonal and/or Presentational Assessment)
WRITING PROFECIENCY
Formal assessment involves students writing both expository and persuasive compositions in French that demonstrate both their control of French grammar and vocabulary, as well as their competency in applying the techniques of literary analysis. Students are graded on various non-literature writing assignments that help them demonstrate the connections to the work and culture in the target language. Students also practice the AP exam format through multiple-choice reading and listening comprehension questions, speaking prompts and essay writing. AP exam practice also serves as formal assessment of student progress.
- Essay (Interpretive, Presentational Assessment)
In-class composition of at least 200 words once every 2 to 21/2 weeks. I try
to find topics from former AP tests that align with the particular unit of study. In the first semester, students may use dictionaries during the last ten minutes of class. Toward mid-March, they do not use dictionaries. I include a “check list” to make them aware of particular structures, Idiomatic expressions, and transition words. They receive two grades: the first one is based on the AP rubric and the second is based on their “rewrite”. Student will write a formal, well organized analytical or persuasive essay that is evaluated for its content, vocabulary and grammatical correctness.
§ Synthesis (MAC)
- Quizzes (Interpretive Assessment)
- Chapter Review Exams (Interpretive Assessment)
Based on grammar exercises, AP practices exercise and, performance of grammar and vocabulary.
- Email/Letter writing. (Presentational Assessment)
This project works as both an extension of research and as a method for students to express themselves through various writing styles. Students gain confidence in their writing through the informal email or letter rather than the formal explication de text. For Francophone authors, students use this project as a means of increasing their knowledge of the author’s country of origin, thereby extending their appreciation of French as a world language.
“CULTURAL” PROFICIENCY
Upon completing the reading, analysis and discussion of texts, students view film adaptations of the literary works. This encourages further cultural comparison and discussion. Additionally, students are required to identify point of view, audience and main ideas through oral and listening comprehension.
- Module d’Activite Culturelle (MAC) (All 6 forms of assessments)
Every 2-3 weeks, a new theme is introduced. Within that theme, students work on all aspects of communication: listening, speaking, reading and writing. Activities will include the three modes of communication: interpretive, interpersonal and presentational. In lieu of a test for each theme, students are evaluated based on various writing and speaking assignments, which are graded according to the AP guidelines. (See MAC description)
- AP Exam
Practice the AP exam format to serve as a formal assessment of student progress.
COURSE MATERIALS
Primary Textbooks
Ladd, “Allons au dela” Pearsons*******
Primary Textbooks for grammar review
Hal and Sturges, Une Fois Pour Toute. Pearsons
For Specific AP Practice and thematic vocabulary
Ladd, AP French preparing for the language and Culture Examination
Supplementary reading texts and online resources
Articles from: Le Monde, France Amerique and other French and Francophone journals and magazines.
www.bosvick.com/2012_themes.htm
www.bbc.co.uk/languages/french
In class materials from students
· 10 Flash cards (3x5)
· A spiral notebook
· 101 French Verbs by Rory Rider for “Text” or “ipod” (amazon.com)
· French English Visual Bilingual Dictionary by DK (amazon.com)
o Or ispeak for “ipod” or similar devices
· Download “French Grammar” from my site or with email request
· A small binder
ASSESSMENT
Spoken or Written Interpersonal Communication Assessment (30%)
- Interpersonal Speaking 15%
- In class conversation/Dialogue/Skits/Scenario/Interview
(AP Exam: Section II Part 3)
- Interpersonal Writing 15%
- Email/Letter/Postcards/Texts
(AP Exam: Section 2 Part 1)
Audio/Written and Print Interpretive Communication Assessment (30%)
o Interpretive Reading 15%
§ Text Analysis/Vocab Recognition
(AP Exam: Section I Part A)
o Interpretive Listening 15%
§ Audio/Video Clip Analysis
(AP Exam: Section I Part B)
Spoken or Written Presentational Communication Assessment (30%)
- Presentational Writing 15%
- Essay/QZ/Exam
(AP Exam Section II Part 2)
o Presentational Speaking 15%
o Presentational Speaking 15%
- Cultural Comparison/Presentation (AP Exam: Section II Part 4)
Work Habits 10%
Work Habits 10%
.
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FIRST SEMESTER
WEEK 1 - Article (Monday)
- Grammar Review: Present (Wednesday/Thursday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Quiz #1 (Wednesday)
WEEK 2 - 60 seconds Improved Skit (Monday)
- Review: Present (Thursday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Essay #1 (Wednesday)
WEEK 3 - MAC (Theme TBD by students) (Monday)
- Correction Essay #1 (Monday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Quiz #2 (Wednesday)
- Exam #1 (Present) (Thursday)
WEEK 4 - Movie #1 (Monday)
- MAC (Theme TBD by students) (Monday)
- Correction Exam #1 (Tuesday)
- Review: Passé Compose + Imparfait (Thursday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Essay #2 (Wednesday)
WEEK 5 - Article (Monday)
- MAC (Theme TBD by students) (Monday)
- Correction Essay #2 (Tuesday
- Review: Passé Compose + Imparfait (Thursday) - Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Quiz #3 (Wednesday)
WEEK 6 - 60 Seconds Improved Skit (Monday)
- MAC (Theme TBD by students) (Monday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Essay #3 (Wednesday)
- Exam #2 (Passé Compose + Imparfait) (Thursday)
WEEK 7 - Debate (Monday)
- MAC (Theme TBD by students) (Monday)
- Correction Essay #3 (Tuesday)
- Correction Exam #2 (Tuesday)
- Review: Futur (Thursday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Quiz #4 (Wednesday)
WEEK 8 - MAC (Theme TBD by students) (Monday)
- Review: Futur (Thursday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Essay #4 (Wednesday)
WEEK 9 - Article (Monday)
- MAC (Theme TBD by students) (Monday)
- Correction Essay #4 (Tuesday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Quiz #5 (Wednesday)
- Exam #3 (Futur) (Thursday)
WEEK 10 - 60 Seconds improve Skit (Monday)
- MAC (Theme TBD by students) (Monday)
- Correction Exam #3 (Tuesday)
- Review: Conditionnel (Thursday
-Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Essay #5 (Wednesday)
WEEK 11 - Debate (Monday)
- MAC (Theme TBD by students) (Monday)
- Correction Essay #5 (Tuesday)
- Review: Conditional (Thursday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Quiz #5 (Wednesday)
WEEK 12 - Movie #2 (Monday)
- MAC (Theme TBD by students) (Monday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Essay #6 (Wednesday)
- Exam #4 (Conditional) (Thursday)
WEEK 13 - Article (Monday)
- MAC (Theme TBD by students) (Monday)
- Correction Essay #6 (Tuesday)
- Correction Exam #4 (Tuesday)
- Reading: TBD (Poem, Literature Text, Article) (Friday))
Assessment: - Quiz #6 (Wednesday)
WEEK 14 - 60 Seconds Improve Skit (Monday)
- MAC (Theme TBD by students) (Monday)
- Review: Subjonctif (Thursday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Essay #7 (Wednesday)
WEEK 15 - Debate (Monday)
- MAC (Theme TBD by students) (Monday)
- Correction Essay #7 (Tuesday)
- Review: Subjonctif (Thursday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Quiz # 7
WEEK 16 - MAC (Theme TBD by students) (Monday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Essay #8 (Wednesday)
- Exam #5 (Subjonctif) (Thursday)
WEEK 17 - Article (Monday)
- MAC (Theme TBD by students) (Monday)
- Correction Essay #8 (Tuesday)
- Correction Exam #5 (Thursday)
- Reading: TBD (Poem, Literature Text, Article) (Friday)
Assessment: - Quiz #8
WEEK 18 - 60 Seconds Improve Skit (Monday)
- MAC (Theme TBD by students) (Monday)
-Reading: TBD (Poem, Literature Text, Article) (Friday)
SECOND SEMESTER
WEEK 1 AP Mock Exam #1 (Correction in class)
Section I: Part A & B (AP Mock Exam) (Monday)
Section II: Part 1 & 2 (AP Mock Exam) (Wednesday/Thursday)
Section II: Part 3 & 4 (AP Mock Exam) (Friday)
Assessment: - Quiz #1 (Week #1 – AP Vocabulary List S2) (Wed/Thu)
WEEK 2 AP Exam #1
Section I: Part A & B (Monday)
MAC Project – Theme: TBD by student (Tuesday)
Section II: Part 1 & 2 (Wednesday/Thursday)
Section II: Part 3 & 4 (Friday)
Assessment:
WEEK 3 AP Mock Exam #2 (Correction in class)
Section I: Part A & B (AP Mock Exam) (Monday)
Section II: Part 1 & 2 (AP Mock Exam) (Wednesday/Thursday)
Section II: Part 3 & 4 (AP Mock Exam) (Friday)
Assessment: - Quiz #2 (Week #3 – AP Vocabulary List S2) (Wed/Thu)
WEEK 4 AP Exam #2
Section I: Part A & B (Monday)
MAC Project – Theme: TBD by student (Tuesday)
Section II: Part 1 & 2 (Wednesday/Thursday)
Section II: Part 3 & 4 (Friday)
Assessment:
WEEK 5 AP Mock Exam #3 (Correction in class)
Section I: Part A & B (AP Mock Exam) (Monday)
Section II: Part 1 & 2 (AP Mock Exam) (Wednesday/Thursday)
Section II: Part 3 & 4 (AP Mock Exam) (Friday)
Assessment: - Quiz #3 (Week #5 – AP Vocabulary List S2) (Wed/Thu)
WEEK 6 AP Exam #3
Section I: Part A & B (Monday)
MAC Project – Theme: TBD by student (Tuesday)
Section II: Part 1 & 2 (Wednesday/Thursday)
Section II: Part 3 & 4 (Friday)
Assessment:
WEEK 7 AP Mock Exam #4 (Correction in class)
Section I: Part A & B (AP Mock Exam) (Monday)
Section II: Part 1 & 2 (AP Mock Exam) (Wednesday/Thursday)
Section II: Part 3 & 4 (AP Mock Exam) (Friday)
Assessment: - Quiz #4 (Week #7 – AP Vocabulary List S2) (Wed/Thu)
WEEK 8 AP Exam #4
Section I: Part A & B (Monday)
MAC Project – Theme: TBD by student (Tuesday)
Section II: Part 1 & 2 (Wednesday/Thursday)
Section II: Part 3 & 4 (Friday)
Assessment:
WEEK 9 AP Mock Exam #5 (Correction in class)
Section I: Part A & B (AP Mock Exam) (Monday)
Section II: Part 1 & 2 (AP Mock Exam) (Wednesday/Thursday)
Section II: Part 3 & 4 (AP Mock Exam) (Friday)
Assessment: - Quiz #5 (Week #9 – AP Vocabulary List S2) (Wed/Thu)
WEEK 10 AP Exam #5
Section I: Part A & B (Monday)
MAC Project – Theme: TBD by student (Tuesday)
Section II: Part 1 & 2 (Wednesday/Thursday)
Section II: Part 3 & 4 (Friday)
Assessment:
WEEK 11 AP Mock Exam #6 (Correction in class)
Section I: Part A & B (AP Mock Exam) (Monday)
Section II: Part 1 & 2 (AP Mock Exam) (Wednesday/Thursday)
Section II: Part 3 & 4 (AP Mock Exam) (Friday)
Assessment: - Quiz #6 (Week #11 – AP Vocabulary List S2) (Wed/Thu)
WEEK 12 AP Exam #6
Section I: Part A & B (Monday)
MAC Project – Theme: TBD by student (Tuesday)
Section II: Part 1 & 2 (Wednesday/Thursday)
Section II: Part 3 & 4 (Friday)
Assessment:
WEEK 13 AP Mock Exam #7 (Correction in class)
Section I: Part A & B (AP Mock Exam) (Monday)
Section II: Part 1 & 2 (AP Mock Exam) (Wednesday/Thursday)
Section II: Part 3 & 4 (AP Mock Exam) (Friday)
Assessment: - Quiz #7 (Week #13 – AP Vocabulary List S2) (Wed/Thu)
WEEK 14 AP Exam #7
Section I: Part A & B (Monday)
MAC Project – Theme: TBD by student (Tuesday)
Section II: Part 1 & 2 (Wednesday/Thursday)
Section II: Part 3 & 4 (Friday)
Assessment:
WEEK 15 AP Mock Exam #8 (Correction in class)
Section I: Part A & B (AP Mock Exam) (Monday)
Section II: Part 1 & 2 (AP Mock Exam) (Wednesday/Thursday)
Section II: Part 3 & 4 (AP Mock Exam) (Friday)
Assessment: - Quiz #8 (Week #15 – AP Vocabulary List S2) (Wed/Thu)
WEEK 16 AP Exam #8
Section I: Part A & B (Monday)
MAC Project – Theme: TBD by student (Tuesday)
Section II: Part 1 & 2 (Wednesday/Thursday)
Section II: Part 3 & 4 (Friday)
Assessment:
WEEK 17 AP Mock Exam #9 (Correction in class)
Section I: Part A & B (AP Mock Exam) (Monday)
Section II: Part 1 & 2 (AP Mock Exam) (Wednesday/Thursday)
Section II: Part 3 & 4 (AP Mock Exam) (Friday)
Assessment: - Quiz #9 (Week #17 – AP Vocabulary List S2) (Wed/Thu)
WEEK 18 AP Exam #9
Section I: Part A & B (Monday)
MAC Project – Theme: TBD by student (Tuesday)
Section II: Part 1 & 2 (Wednesday/Thursday)
Section II: Part 3 & 4 (Friday)
Assessment: Bonne Chance!
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