September 4-21 COURSE OVERVIEW. Primary texts:

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1 COURSE OVERVIEW Primary texts: Une fois pour toutes, H. Sturges, L. Nielsen, H. Herbst. 1992, Longman. La grammaire à l oeuvre, with Quia web site support, J. Barson. 2004, Heinle. Du Tac au Tac,, J. Bragger, D. Rice. 1991, Heinle. OBJECTIVES To become proficient in reading, writing, speaking and listening, in preparation for the AP French Language Exam To attain proficiency in accordance with the National Standards and the ACTFL Proficiency Guidelines To achieve a level of oral and written expression that would be comprehensible to the non-sympathetic native listener or reader To use French almost exclusively in the classroom (teacher and students) To enrich the students cultural knowledge of France and the francophone world COURSE PLANNER September 4-21 Activity 1: La Gloire de mon père, pp Introduce the author and the setting of the novel Show first 10 minutes of the film We read the first chapter in class, discuss, identify essential vocabulary At home: students continue to read approximately 10 pages per night and write a summary, including vocabulary. Students use their summaries

2 as a basis for discussion. The summaries are collected at the end of the week and graded. Assessments: Student summaries of the novel Vocabulary quiz Free-response quiz on the chapters read Activity 2: Une fois pour toutes, Lesson 1 (gender of nouns, articles, the present, imperative, passive) and Lesson 2 (the passé composé), and La Grammaire à l oeuvre, ch.1,2 At home: study the lesson and do the exercises; refer to key In class: do some exercises orally and trouble shoot difficulties and discuss At home, or in the Media Center, practice oral exercises from La Grammaire à l oeuvre Assessement: Quiz on Lesson 1 Activity 3: du Tac au Tac, 2: Comment participer à une conversation At home: students read part 1; listen to the tape and complete exercises In class: students complete pair activities At home: read part 2, students complete paraphrasing activity At home: in pairs, students record a conversation (graded) Assessment: Graded tape-recorded conversations September 24-October 12 Activity 1: La Gloire de mon père, pp (end)

3 At home: Read and summarize, note vocabulary. In class: in pairs, students read and compare their summaries In class: Read and translate selected passages In class: make a list of essential vocabulary In class: show film At home: essay assignment on the book/film Assessment: Summaries Free response quiz on the chapters read Essay (first draft) Vocab quiz Activity 2: Une fois pour toutes, Lesson 2 (imparfait, plus-que-parfait, passif); La grammaire à l oeuvre, ch.2 At home: study the lesson and self-test by doing the exercises; check key In class: do some exercises orally and trouble shoot difficulties At home or at the Media Center, practice oral exercises from La Grammaire Assessment: Quiz on Lesson 2 Activity 3: du Tac au Tac, lesson 3: Comment demander et rendre service At home: read the lesson; listen to the tape and complete exercises In class: complete pair activities and role plays At home: tape record a conversation (graded) Assessment: A tape recorded conversation October 15-November 2 Activity 1: Articles chosen from L express or other news sources

4 At home: read the articles, note vocabulary, write 3-5 questions for the class In class: Discussion; identify vocabulary At home: write sentences using essential vocabulary Assessment: Quiz or essay Activity 2: Une fois pour toutes, lesson 4 (the subjunctive); la grammaire à l oeuvre, chapter 10 At home: study the lesson; self-test the exercises; check key Assessment: Quiz on lesson 4 Activity 3: Du Tac au Tac, lesson 4: Comment donner et demander renseignements At home: do the chez vous exercises At home: do the à l écoute exercises In class: students do pair activities and role plays Assessment: Graded tape-recorded conversations November 5-23 Activity 1: Le racisme expliqué à ma fille, by Tahar Ben Jelloun, pp Introduce author, read introduction together in class At home: students read approximately 10 pages per night In class: students respond (discussion) to guided questions In class: identify essential vocabulary Assessment: Research racisme in France on the internet. Prepare a 5-minute presentation to the class.

5 Activity 2: Une fois pour toutes, Lesson 5 (les pronoms complements et les pronoms accentués); la Grammaire à l oeuvre, chapter 6 At home: study the lesson; self-test the exercises; check key Assessment: Quiz on lesson 5 Activity 3: du Tac au Tac, lesson 5: Comment exprimer ses sentiments At home: do the chez vous exercises At home: do the à l écoute exercises In class: students do pair activities and role plays Assessment: a tape-recorded, or in-class conversation November 26-December 14 Activity 1: Film, les 400 cents coups (François Truffaut) and le récit d après le film, by Marcel Moussy and François Truffaut. Introduce Truffaut and the New Wave cinema movement In class: show opening scenes of the film to situate the setting & characters At home: students read approximately 10 pages per night and complete a summary, noting vocabulary In class: students use their summaries as a basis for discussion and response to guided questions prepared by the teacher. In class: after reading, the students watch the film Assessment: student summaries, vocabulary quiz, an essay (perhaps on delinquency, or comparing Marcel (Gloire ) and Antoine Doinel Activity 2: Une fois pour toutes, lesson 6 (les possessifs et les

6 démonstratifs); La grammaire à l oeuvre, chapter 5 At home: study the lesson; self-test the exercises; check key Assessment: Quiz on lesson 6 Activity 3: du Tac au Tac, lesson 6: Comment demander et donner des conseils At home: do the chez vous exercises At home: do the à l écoute exercises In class: students do pair activities, role plays, and written activity Assessment: either a recording, an in-class role play, or a written advice letter December 17-January 11 (Note: Winter Break takes place between December 21 and January 2. Students will have a reading homework assignment during the break.) Activity 1: Stupeur et tremblements, by Amélie Nothomb Introduce author; talk about cultural adaptation Show the opening scenes of the film; discussion Begin reading in class At home: students will read approximately 10 pages per night, and complete a summary, with essential vocabulary. (Over the winter break they will be assigned additional pages to read.) In class: show film At home: essay assignment Assessment: Summaries; vocab quiz; essay Activity 2: Une fois pour toutes, lesson 7 (les expressions interrogatives);

7 La gramaire à l oeuvre, chapter 3 At home: study the lesson; self-test the exercises; check key Assessment: Quiz on lesson 7 Activity 3: du Tac au tac, lesson 7: Comment faire des projets At home: do the chez vous exercises At home: do the à l écoute exercises In class: students do pair activities, role plays, and written activity Assessment: Un projet de voyage (written) January 14-February 1 Activity1: News articles; French news recorded (TV5); music videos (Trace TV) At home: read articles, summarize, note vocabulary, write 3-5 questions for the class (Students may be assigned different articles to present to the class) In class: discussion of articles In class: viewing of French news or music videos In class: Discussion Assessment: a quiz, a presentation, or a research project on a news issue or popular singer Activity 2: Une fois pour toutes, lesson 8 (les pronoms relatifs); La grammaire à l oeuvre, chapter 11

8 At home: study the lesson; self-test the exercises; check key Assessment: Quiz on lesson 8 Activity 3: du Tac au tac, lesson 8: Comment raconter une histoire At home: do the chez vous exercises At home: do the à l écoute exercises In class: students do pair activities, role plays, and written activity Assessment: Students tell a story in class; or, a written story Activity 4: AP released exam, 1998 In class: students will take the 1998 exam, including the speaking and essay February 4-22 Activity 1: a choice L étranger (Camus) or Le retour de Martin Guerre (novelization by Davis, Carrière, and Vigne) For Camus: introduce author and existentialism For Martin Guerre: introduce the setting; real events For Martin Guerre: show opening scenes of film Begin reading in class In class: general discussion based on guided questions by the teacher In class: read and translate passages as necessary At home: students will read approximately 10 pages per night, and complete a summary, with essential vocabulary Assessment: Summaries; vocab quiz; essay

9 Activity 2: Une fois pour toutes, lesson 9-10 (la negation, expression indefinites, adjectives, adverbs, comparatifs, superlatives); la grammaire à l oeuvre, chapter 8 At home: study the lesson; self-test the exercises; check key Assessment: Quiz on lessons 9-10 Activity 3: du Tac au tac, lesson 9 Comment donner son avis et réagir aux opinions des autres At home: do the chez vous exercises At home: do the à l écoute exercises In class: students do pair activities, role plays, and written activity Assessment: A debate February 26-March 14 Activity 1: continue either L étranger or Le retour de Martin Guerre In class: general discussion based on guided questions by the teacher In class: read and translate passages as necessary At home: students will read approximately 10 pages per night, and complete a summary, with essential vocabulary Assessment: summaries, vocab quiz, essay Activity 2: Une fois pour toutes, lesson 11 (prepositions and conjunctions) At home: study the lesson; self-test the exercises; check key

10 Assessment: Quiz on lesson 11 Activity 3: du Tac au tac, lesson 10 Comment discuter At home: do the chez vous exercises At home: do the à l écoute exercises In class: students do pair activities, role plays, and written activities Assessment: Discussion with an invited French person in class; an essay on American life and culture March 17-April 11 (Note: Spring Break takes place between March 21 and 31. Students will have homework in their Barron s AP Prep book) Activity 1: News articles; French news recorded (TV5); music videos (Trace TV) At home: read articles, summarize, note vocabulary, write 3-5 questions for the class (Students may be assigned different articles to present to the class) In class: discussion of articles In class: viewing of French news or music videos In class: Discussion Assessment: a quiz, a presentation, or an essay Activity 2: Une fois pour toutes, lesson 10 (infinitif, participe présent, discours indirect); La grammaire à l oeuvre, chapter 12 At home: study the lesson; self-test the exercises; check key Assessment: Quiz on lesson 12

11 Activity 3: AP speaking practice, Drawing Conversations, by V. Lynch In class: students will practice in pairs describing a picture series and answering all three questions (timed) Students will trade partners and repeat the exercise Discussion of difficulties and strategies April 14-May 2 Activity 1: News articles; French news recorded (TV5); music videos (Trace TV) At home: read articles, summarize, note vocabulary, write 3-5 questions for the class (Students may be assigned different articles to present to the class) In class: discussion of articles In class: viewing of French news or music videos In class: Discussion Activity 2: In-class AP-style essay Students will write a least 2 in-class essays Assessment: evaluated according to the AP essay standard Activity 3: Barron s AP Preparation test specific review of listening, reading, grammar fill-ins Activity 4: Students will take the AP 2003 released exam in its entirety

12 May 5: AP exam TEACHING STRATEGIES I have at my disposal a wide variety of resources to choose from in order to meet the perceived needs of my AP students. Students have copies of the primary grammar text, Une fois pour toutes, and also La grammaire à l oeuvre, which I use mainly as a supplement because of the Quia web site s listening and speaking support activities. We also use du Tac au Tac regularly to develop speaking skills. Reading: I have class sets of various novels and usually plan on having the students read two or three during the school year, before the exam in May. The students write summaries in French of the chapters assigned which are collected and graded. We have daily discussions of the reading, weekly quizzes on vocabulary from the book, and occasionally read aloud and translate passages which may be challenging grammatically (an opportunity to point out topics which are covered in our grammar book). Students will have an exam on the novel, and will write an essay comparing the novel to the film, which I show after they have completed reading it. Other reading resources used throughout the year, aside from the Barron s AP Prep book, are newspapers, magazines and poetry, which may be read in or outside of class. Class discussion is in French, followed by a quiz or writing assignment, either formulated by myself, or the students. Every reading assignment is, of course, an opportunity to enlarge the students vocabulary. New words will be included in quizzes, and vocabulary quizzes may include words from previous quizzes, thereby emphasizing the cumulative nature of language acquisition.

13 Listening and speaking: All communication in the classroom is almost exclusively in French. Aside from discussion generated by reading, a variety of recorded resources used on a regular basis afford students with opportunities to improve listening comprehension, as well as speaking: cassettes which accompany our du Tac au Tac text, the Quia web site, films, news segments from TV5 or other programs, extracts from the Champs Elysées audio magazine, songs by popular French/francophone artists--all serve as points of departure for discussion. Each resource may generate partner or group activities, which provide for more opportunities for students to speak than general class discussion. Of course, we also use the Barron s AP Prep book in the months leading up to the exam for listening comprehension practice. Students are assessed on speaking tasks from du Tac au tac, and also practice AP-type picture description tasks (all three questions), again more intensely as we near exam time. They collect their performances on cassette or CD, which allows me to evaluate them individually and give helpful feedback. Students may also give presentations (researched on the Internet), perform skits, debates or interviews which can be video taped for self-analysis afterwards. Students usually enjoy seeing themselves and others on video, and I find this an excellent means of making them aware of pronunciation, syntax, and structure issues. At some point before the Winter Break, when students have become more comfortable using French in the classroom (and no doubt have improved), I hand out the AP rubric for the speaking section of the test. At that time, I might have students evaluate one of their own performances with a partner, and come up with ways they think they could improve. Their suggestions are often very helpful and allow me to organize class time and activities to suit their needs. Writing: About every two or three weeks, students will write an essay. The first draft is turned in on a Friday. I return it on Monday, having made coded notations of errors, as well as general comments on the content and organization. It is the student s responsibility to make the necessary corrections and turn in the final draft by the end of that week. (The students have a self-

14 correction guide of my creation.) Both drafts are graded according to the 9-point AP rubric. After the Spring Break, about every 3 weeks, students will write an in-class AP-type essay (40-minutes) without notes or dictionaries. I may select certain essays, which I retype and put anonymously on transparency, so that as a class we can identify typical errors, and devise strategies for avoiding them. At the same time, I can point out what is successful in the essays, so as to encourage students to keep up the good work. I also have students keep a personal grammar book, that is, a page in their writing portfolio, where they note down their recurring errors, and successes. Other occasions for writing might come from the grammar text, Une fois pour toutes, or in reaction to a reading, a recent event, or a topic of class discussion. RESOURCES Texts: Une fois pour toutes La grammaire à l oeuvre Bragger and Rice, du Tac au Tac, Managing conversations in French Ladd, Preparing for the AP Examination, vocabulary supplement Lynch, Drawing Conversations Halpern, Laboudigue, Duverger, Le subjonctif par la conversation Novels/literature: La gloire de mon père, Pagnol Stupeur et Tremblements, Nothomb L étranger, Camus Le Retour de Martin Guerre Various poetry anthologies Films:

15 Stupeur et Tremblements La gloire de mon père Le Retour de Martin Guerre Le dîner de cons Comme une image Rue cases nègres Media: TV5 (news, documentaries) Trace TV (music videos) Champs Elysées audio news magazine L express magazine France-Amérique newspaper (Figaro) Recorded music Web sites: Paroles.net

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