Ridgefield Public Schools

French 2 - High School

Describing Oneself to Others (early September)

FOCUS QUESTIONS

How do I describe myself and others and say how I feel?
How do I talk about what I plan to do and describe what I did recently?
How do I introduce people and make a phone call?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

identify descriptive adjectives, adjectives of nationality, family, friends, and professions.
identify the forms of the verbs être,avoir, faire, aller and venir.

DEVELOPING AN INTERPRETATION The student will . . .

examine idiomatic expressions with the above verbs.
compare and contrast regular and irregular adjectives.
examine the use of depuis with the present tense.

MAKING CONNECTIONS The student will . . .

describe the diversity of France and its people.
describe him/herself and others and his/her feelings and needs.
describe family relationships.

Leisure Activities (mid October)

FOCUS QUESTIONS

How do I describe my weekend and other leisure activities and what I see when I go to the country?
How do I use the public transit system?
How do I talk about what happened in the past?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

identify weekend activities, including going to the city and the country, domestic and other animals, expressions of present, future and past time and impersonal expressions.
identify the forms of the verbs mettre, permettre, promettre, voir, sortir, partir, dormir and prendre.
identify irregular past participles.
identify verbs conjugated with êtrein the passé composé.

DEVELOPING AN INTERPRETATION The student will . . .

compare and contrast the passé composé with –er, --ir and –re verbs.
compare and contrast the passé compsé with avoir and être.

MAKING CONNECTIONS The student will . . .

describe his/her weekend plans in the city and the country.
describe where he/she went and did and did not do.

Defining Quantities (late November)

FOCUS QUESTIONS

How do I talk about foods and beverages?
How do I order in a French restaurant or cafe and shop for food in a French market ?
How do I express what I want to do, what I can do and what I must do?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

identify meals, place settings, café and mealtime foods and beverages, fruits and vegetables.
identify common quantities and expressions of quantity and partitive article.
identify the forms of the verbs boire, préférer, vouloir, acheter, payer, devoir, pouvoir and falloir.

DEVELOPING AN INTERPRETATION The student will . . .

compare and contrast stem-changing verbs in the present indicative.
compare and contrast definite, indefinite and partitive articles.
compare and contrast the forma of the adjective tout.

MAKING CONNECTIONS The student will . . .

describe where to eat, setting the table and ordering in a café.
describe preferences and what he/she wants.
describe how to interact with vendors and ask prices.
describe what he/she can get and what he/she should buy or do.

Entertainment and Leisure (early January)

FOCUS QUESTIONS

How do I describe and discuss various forms of entertainment?
How do I extend, accept and turn down invitations?
How do I write a letter in French?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

identify places to go, things to do and types of movies.
identify expressions used in letters and types of reading materials.
identify verbs used to talk about possessions.
identify the forms of the verbs connaître, savoir, écrire, lire and dire.
identify object pronouns.

DEVELOPING AN INTERPRETATION The student will . . .

compare and contrast verbs asking for a service and verbs using an indirect object.
compare and contrast single and double object pronouns.
compare and contrast object pronouns in the imperative, present indicative and passé compose.

MAKING CONNECTIONS The student will . . .

describe going out with his/her friends, extending, accepting and declining invitations and talking about concerts, and movies.
describe people and place he/she knows.
describe asking others for services.
describe what he/she likes to read and what others have written or said.
describe losing and finding things.

Sports, Health, and Daily Life (mid February)

FOCUS QUESTIONS

How do I name and describe my favorite sports, daily activities and personal care?
How do I identify body parts and physical features and tell what is wrong when I feel sick or am in pain?
How do I explain what I do to stay fit and follow and give instructions in exercise class?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

identify individual sports, parts of the body and health expressions.
identify adverbs of frequency and expressions of opinion.
identify daily occupations, hygiene and personal care products and common activities.

DEVELOPING AN INTERPRETATION The student will . . .

compare and contrast the use of the pronouns y and en.
compare and contrast the use of the definite article with body parts.
compare and contrast the use of reflexive verbs in the present tense, imperative, infinitive and passé composé.

MAKING CONNECTIONS The student will . . .

describe what sports his/her friends like, where and when he/she practices sports and give his/her opinion.
describe exercise routines and common pains and illnesses.
describe his/her daily routine, caring for his/her appearance, giving others advice and asking about tomorrow’s plans.

Talking About the Past (late March)

FOCUS QUESTIONS

How do I describe where I live, rooms and furnishings?
How do I say what I was doing at a certain time or what I used to do on a regular basis in the past?
How do I describe the background for past events?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

identify types of residences, the rooms of the house, furniture and appliances.
identify prepositions of time and vocabulary pertaining to an automobile accident.
identify the forms of the verb vivre.
identify the forms of the imperfect tense.

DEVELOPING AN INTERPRETATION The student will . . .

compare and contrast the relative pronouns qui and que.
compare and contrast the imperfect and the passé composé.

MAKING CONNECTIONS The student will . . .

describe the location of his/her home and what it looks like.
describe a classified ad he/she read about a rental.
describe what he/she used to do in the past and when.
describe specific past events in his/her life, giving background information.

Shopping for Clothing (mid May)

FOCUS QUESTIONS

How do I describe clothes and accessories and shop in a French department store?
How do I count beyond 100 and rank items in a series?
How do I tell who and what is the best, ask people to make a choice and be more specific when talking about people or things ?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

identify clothes, accessories, colors, fabric, design and materials.
identify types of clothing stores, clothing sizes, looks and prices.
identify the numbers 100-1,000,000.
identify descriptive adjectives, common adverbs and adverbs ending in -ment.

DEVELOPING AN INTERPRETATION The student will . . .

compare and contrast ordinal and cardinal numbers.
compare and contrast comparative and superlative constructions.
compare and contrast comparisons with adjectives and adverbs.
compare and contrast the pronouns lequel and celui.

MAKING CONNECTIONS The student will . . .

describe his/her clothing and accessories and his/her opinions about these items.
describe who or what is the best.
describe and compare how things are done.

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