This course provides intensive, context-specific practice in speaking, listening, reading and writing. It will also provide a review and expansion of vocabulary and grammar. Various aspects of French culture and civilization are presented using audiovisual, computer and other resource materials.

ESSENTIAL THEMES

• What is the purpose of language?
• How is the structure of a language related to its function?
• What kinds of beauty does language create?
• How do we express our values and beliefs through language?
• How do culture and language interact?
• How does language influence who I am?
• How does language influence perception and understanding of diverse cultures?
• How does competency in language empower us in decision-making?
• How does language influence the development and interaction of civilizations?

FOCUS QUESTIONS

• How can we describe what people do for themselves?
• How can we describe certain aspects of our daily routine?
• How can we express feelings and changes of mood?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify descriptive adjectives, items used for hygiene, and adjectives and adverbs describing feelings.
• identify the imperative and passé composé forms of reflexive verbs.

DEVELOPING AN INTERPRETATION The student will . . .

• examine idiomatic expressions using reflexive verbs.
• examine the use of the definite article with body parts.

MAKING CONNECTIONS The student will . . .

• describe what people look like and how they feel.
• describe his/her daily routine and what people do for themselves.

FOCUS QUESTIONS

• How can we describe what we have to do?
• How can we ask others to do certain things for us?
• How can we express opinions about situations and events?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify vocabulary related to household chores and the shape and form of objects.
• identify the present subjunctive forms of verbs.

DEVELOPING AN INTERPRETATION The student will . . .

• examine the use of the subjunctive after verbs indicating necessity, wantand certain impersonal expressions.
• compare and contrast the use of the infinitive with that of the subjunctive.

MAKING CONNECTIONS The student will . . .

• describe what chores and activities people have to do around the home.
• ask others to perform certain tasks and explainwhy he/she cannot perform certain tasks.
• describe the shape, dimension, weight and construction of objects.

FOCUS QUESTIONS

• How can we narrate a sequence of past events?
• How can we describe the setting of past events?
• How can we read literary accounts of past events?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify vocabulary pertaining to vacation activities, describing events and telling stories and weather.
• identify verb forms in the passé composé, imparfait and passé simple.

DEVELOPING AN INTERPRETATION The student will . . .

• examine the differences in usage between the three aforementioned tenses.
• examine the use of the time expressions quand, lorsque, pendant, pendant que and au moment où.

MAKING CONNECTIONS The student will . . .

• describe vacation activities, dangers and precautions.
• describe weather conditions and natural phenomena.
• describe the sequence and setting of past events .

FOCUS QUESTIONS

• How can we answer questions using one or more pronouns?
• How can we talk about numbers and things without specifying exact quantities?
• How can we describe actions that people have others do for them?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify shopping- and service-related vocabulary.
• identify indefinite expressions of quantity.

DEVELOPING AN INTERPRETATION The student will . . .

• examine the use of direct and indirect objects pronouns, including y and en.
• examine the use of the construction faire + infinitive.

MAKING CONNECTIONS The student will . . .

• describe where to buy various items and obtain various services.
• describe numbers of people and things without specifying exact quantities.
• describe actions that people have others do for them.

FOCUS QUESTIONS

• How can we discuss future plans?
• How can we talk about future events?
• How can we describe what we would do under certain conditions?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify travel-related vocabulary.
• identify negative expressions.
• identify future and conditional verb forms.

DEVELOPING AN INTERPRETATION The student will . . .

• examine the use of the negative.
• examine the use of the future tense with if clauses and time conjunctions.
• examine the use of the conditional mood.

MAKING CONNECTIONS The student will . . .

• describe how to make travel plans, purchase tickets, go through customs and travel by plane and train.
• describe future plans and events and what he/she would do under certain conditions.

FOCUS QUESTIONS

• How can we compare people and things and express who or what is the best?
• How can we indicate what belongs to us and what belongs to others?
• How can we point out specific people or things and ask questions about them?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify hotel-related vocabulary.
• identify comparative and superlative forms.
• identify interrogative, demonstrative and possessive pronouns.

DEVELOPING AN INTERPRETATION The student will . . .

• compare and contrast comparative and superlative constructions.
• compare and contrast the use of interrogative and demonstrative pronouns.
• examine the use of possessive pronouns.

MAKING CONNECTIONS The student will . . .

• describe how to reserve a hotel room and ask for hotel services.
• compare people or things and describe who or what is the best.
• describe what belongs to him/her and others and indicate specific people and things.

FOCUS QUESTIONS

• How can we express our doubts and fears?
• How can we affirm our beliefs?
• How can we let people know how we feel about present and past events?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify health-related vocabulary.
• identify present tense forms of the verbs croireand craindre.
• identify the forms of the past subjunctive.

DEVELOPING AN INTERPRETATION The student will . . .

• examine the concept of time and mood with the subjunctive.
• compare and contrast the use of the subjunctiveafter expressions of emotion, feeling, doubt and certainty.
• compare and contrast the use of the subjunctive and the infinitive.

MAKING CONNECTIONS The student will . . .

• describe a visit to the doctor or dentist and how to follow medical instructions.
• describe doubts, fears and beliefs and how he/she feels about present and past events.

FOCUS QUESTIONS

• How can we make wishes or suggestions and formulate polite requests?
• How can we narrate past actions in sequence?
• How can we indicate what we would do in certain circumstances?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify vocabulary pertaining to city life and activities and where one lives.
• identify the forms of the past perfect and past conditional.

DEVELOPING AN INTERPRETATION The student will . . .

• compare and contrast the use of the past perfect and the passé compose.
• compare and contrast the use of the imperfect, conditional, past perfect and past conditional with si.
• examine the use of the conditional withpolite requests and indirect speech.

MAKING CONNECTIONS The student will . . .

• describe his/her neighborhood, where others live and how to arrange to meet friends.
• describe wishes, suggestions, requests and what he/she would do in certain circumstances.
• narrate past actions in sequence.

FOCUS QUESTIONS

• How can we talk about how people interact with each other?
• How can we describe people and things in a clear and complete manner?
• How can we describe the various phases of the life cycle?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify vocabulary related to friends, relationships and the stages of life.
• identify relative pronouns.

DEVELOPING AN INTERPRETATION The student will . . .

• examine the reciprocal nature of certain reflexive verbs.
• compare and contrast the use of the various relative pronouns.

MAKING CONNECTIONS The student will . . .

• describe friends and acquaintances and how people interact with one another.
• describe the various phases of life.
• describe how to congratulate others or comfort them when they are feeling down.

FOCUS QUESTIONS

• How can we describe simultaneous actions?
• How can we indicate why we do certain things and explain under what conditions or constraints we do them? How can we express how our actions depend on what others do and describe how our actions affect others?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify vocabulary pertaining to studies, jobs and professional life.
• identify the past infinitive and present participial forms of verbs.
• identify conjunctions which require the use of the subjunctive.

DEVELOPING AN INTERPRETATION The student will . . .

• examine the use of the infinitive and past infinitive after certain prepositions.
• examine the use of the present participle.
• examine the use of the subjunctive after certain conjunctions.

MAKING CONNECTIONS The student will . . .

• describe what he/she plans to study in the future, what type of career he/she would like to have and his/her qualifications for that profession.
• describe simultaneous actions.
• describe the reasons for certain actions, the conditions or restraints attached to these actions and how they depend on or affect others.