Elizabethtown Area School District French II

Transcription

1 Elizabethtown Area School District French II Course Number: 605 Length of Course: 18 weeks Grade Level: 9-12 Total Clock Hours: 120 Length of Period: 80 minutes Date Written: Spring 2009 Periods per Week/Cycle: 5 Written By: S. Crawford Credits (if app): 1 Course Description: This course will build on skills developed in French I, in addition to expanding reading, writing, listening and speaking in context about a variety of concepts, such as travel and daily life. French-speaking islands of the Caribbean, as well as Canada and Africa, will be discussed in more detail. Language and cultural concepts will be presented to the students through the exploration of stories, mininovels and articles from newspapers and magazines that increase in difficulty and utilize high-frequency vocabulary and grammar in French. 4a

2 I. Overall Course/Grade Level Standards Students will KNOW and be able TO DO the following as a result of taking this course. A) Hold a conversation with a peer on a variety of topics in the Target Language. B) Refer to people, places, and things already mentioned. C) Ask and answer questions. D) Express dates and times. E) Talk about the past, present, and future. F) Form complex sentences. G) Talk about locations using adjectives. H) Give and receive directions in the Target Language. I) Gain an understanding of culture related to food, school, holidays, people and professions, places of interest, health, routines, leisure activities, correspondence, shopping, travel, and social issues. J) Continue study of French grammar and use the following appropriately at the end of the semester: pronouns (object, relative, stress, interrogative), present, past, simple future, imperfect, and conditional tense of regular and irregular verbs, contractions, gender and number agreement, comparative and superlative, imperative, and irregular adjectives and nouns. K) Read short newspaper and magazine articles in the Target Language by the end of the semester. 4b

3 II. Content Major Areas of Study List all units of study below: Unit Estimated Time Materials 1. Review 3 weeks Text, overheads, realia, mini-stories 2. The City 2 weeks Text, overheads, realia, ministories 3. The Country 2 weeks Text, overheads, realia, ministories 4. Daily Life 3 weeks Text, overheads, realia, ministories 5. Travel 2 weeks Text, overheads, realia, ministories 6. Francophone World 3 weeks Text, overheads, realia, ministories 7. Contemporary Issues 3 weeks Text, overheads, realia, ministories 4c

4 Name of Unit: Review Essential Question: Quelles sonte les similarities entre le monde francophone et chez nous? (What are the similarities between Francophone and American cultures?) Aligned to Aligned to PA Priority Course Standard Standard 1. Use present tense of regular and irregular verbs. E 1.1, 1.3, 4.1 N/A 2. Express dates and time. E 1.3, 4.1 N/A 3. Review gender and number agreement for all E 3.2, 4.1 N/A types of adjectives: possessive, regular and irregular. 4. Recall vocabulary (food, school, holiday). E 1.1, 2.1, 2.2, 4.2, N/A 5.1, Ask questions. E 1.1 N/A 6. Answer questions affirmatively or negatively. I 1.1 N/A 4d

5 Name of Unit: The City Essential Question: La vie en ville est souvent plus occupée que la vie dans les villages et surtout dans la compagne. Laquelle prèrerais-tu et pourquoi? (City life is often busier than life in small towns and certainly more so than in the country. Which lifestyle would you prefer and why? ) Aligned to Aligned to PA Priority Course Standard Standard 1. Talk about the past and immediate past. E 1.1, 1.3, 4.1 N/A 2. Identify physical and character traits. E 1.3 N/A 3. Compare people and things. E 1.3 N/A 4. Give commands or suggestions. E 1.3 N/A 5. Cite places of interest in the city (Paris). E 2.1, 2.2 N/A 6. Tell what you see (verbs like voir). I 3.2, 4.1 N/A 7. Talk about professions. I 1.1, 2.1, 2.2, 4.2, 5.1, 5.2 N/A 4e

6 Name of Unit: The Country Essential Question: L usage de directives est toujours praticique dans la vie actuelle. Pourquoi dois-tu savoir comment donner des bonnes directives? (Giving directions is a practical life skill. Why do you need to know how to give good directions?) Aligned to Aligned to PA Priority Course Standard Standard 1. Identify features in the country, including animals. E 1.1, 2.1, 2.2, 4.2 N/A 2. Tell how you get somewhere. E 1.1, 2.1, 2.2, 4.2 N/A 3. Recall and use restaurant vocabulary and E 1.1, 2.1, 2.2, 4.2 N/A expressions. 4. Use geographic prepositions. E 3.2, 4.1 N/A 5. Form and use irregular plural forms. E 1.3, 4.1 N/A 6. Identify regions of France and their products. I 2.1, 2.2 N/A 4f

7 Name of Unit: Daily Life Essential Question: Est-ce que la vie quotidienne est très differente si vous habitez en France ou au Cananda? Si non, pourqoui pensons-nous desfois que les pays étranges sont dramtiquement différents que chez nous? (Is daily life in France or Canada very different than our own? If not, why do we sometimes think that foreign cultures are so drastically different?) Aligned to Aligned to PA Priority Course Standard Standard 1. Talk about personal routines and hygiene. E 1.1, 2.1, 2.2, 4.2 N/A 2. Form and use the present and past forms of E 1.1, 1.3, 4.1 N/A reflexive verbs. 3. Discuss household chores. E 1.1, 2.1, 2.2, 4.2, 5.2, 5.2 N/A 4. Give commands or make suggestions. E 1.3 N/A 5. Identify French speaking islands of the Caribbean. I 2.1, 2.2 N/A 4g

8 Name of Unit: Travel Essential Question: Les voyages sont toujours une bonne experience, plein de souvenirs et de loisirs; pourtant, pourqoui est- il aussi importante d être bien prepare avant partant en voyage? (Vacations are almost always great experiences, filled with memories and leisure activities; however, why is it also important to be well-prepared prior to the departure?) Priority Aligned to Course Standard Aligned to PA Standard 1. Use words and expressions related to travel E 1.1, 2.1, 2.2, 4.2 N/A (various modes of transportation, currency, packing, and passport procedures). 2. Describe arrival and departure proceedings at the E 1.1, 1.2, 2.2, 4.2 N/A airport and a hotel. 3. Describe people s activities using certain irregular E 1.1, 1.3, 4.1 N/A verbs. 4. Refer to people and things already mentioned. E 1.2 N/A 5. Form and use the imperfect. E 1.1, 1.3, 2.1 N/A 6. Cite popular sports and cultural activities in France, Canada and French-Speaking Africa. 7. Use various irregular verbs and adjectives appropriately. 8. Emphasize or clarify who you are talking about (stress pronouns). E 1.1, 1.2, 2.2, 4.2, 5.1, 5.2 N/A I 2.1, 2.2 N/A I 1.1 N/A 4h

9 Name of Unit: Francophone World Essential Question: Comment a-le français influencé les langues du monde et comment a-le colonialisme français continué à influencer le monde actuel? (How did the French language influence a multitude of languages in the world and furthermore, in what ways does French Colonialism still affect the world today?) Priority Aligned to Course Standard Aligned to PA Standard 1. Identify French-speaking countries and areas. E 1.1, 2.1, 2.2, 4.2, N/A 5.1, Describe using adjectives of nationality. E 1.3 N/A 3. Express conditions (conditional tense). E 1.1, 4.1 N/A 4. Express better and best. I 1.3 N/A 4i

10 Name of Unit: Contemporary Issues Essential Question: Pourquoi sont les actualités mondiales importantes pour mieux comprendre la culture francophone? (Why are current news events in the Francophone world important to you as a student of French to ensure a more thorough understanding of French Culture?) Priority Aligned to Course Standard Aligned to PA Standard 1. Discuss contemporary social and political E 1.1, 2.1, 2.2, 4.2 N/A problems in France. 2. Form and use verb and infinitive constructions. E 3.2, 4.1 N/A 3. Express and use a variety of regular and irregular verbs in varying tenses. 4. Read short articles from newspapers and magazines in the Target Language. E 3.2, 4.1 N/A E 1.1, 1.2, 3.1, 3.2, 4.1, 4.2 N/A 4j

11 III. Course Assessments Check types of assessments to be used in the teaching of the course and provide examples of each type. Objective Tests/Quizzes Constructed Responses Essays Reports Projects Portfolios Presentations Performance Tasks Response Journals Logs Computer Simulations Research Papers Class Participation Note Taking Daily Assignments Writing Samples Provide copies of common assessments that will be utilized for all students taking this course. Overall course/grade level standards will be measured by a common course assessment. Unit objectives will be measured on an ongoing basis as needed by the classroom teacher to assess learning and plan for instruction. List common assessments below and recommend date/time frame for administration (at least quarterly). Name of Common Assessment When given? 1. Quizzes As needed 2. Tests At the end of each unit 3. Final Exam At the end of the semester 4k

12 IV. Expected levels of achievement Current grading scale : A 83-91: B 74-82: C 65-73: D 0-64: F ACTFL Proficiency Guidelines See Below The following scoring documents have been developed for this course: Level II: Listening: Intermediate-Low Able to understand sentence-length utterances which consist of recombinations of learned elements in a limited number of content areas, particularly if strongly supported by the situational context. Content refers to basic personal background and needs, social conventions and routine tasks, such as getting meals and receiving simple instructions and directions. Listening tasks pertain primarily to spontaneous face-to-face conversations. Understanding is often uneven; repetition and rewording may be necessary. Misunderstandings in both main ideas and details arise frequently. Speaking: Intermediate-Low Able to handle successfully a limited number of interactive, task-oriented, and social situations. Can ask and answer questions, initiate and respond to simple statements, and maintain face-toface conversation, although in a highly restricted manner and with much linguistic inaccuracy. Within these limitations, can perform such tasks as introducing self, ordering a meal, asking directions, and making purchases. Vocabulary is adequate to express only the most elementary needs. Strong interference from native language may occur. Misunderstandings frequently arise, but with repetition, the Intermediate-Low speaker can generally be understood by sympathetic interlocutors. 4l

13 Reading: Intermediate-Low Able to understand main ideas and/or some facts from the simplest connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example, chronological sequencing. They impart basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples include messages with social purposes and information for the widest possible audience, such as public announcements and short, straightforward instructions dealing with public life. Some misunderstandings will occur. Writing: Intermediate-Low Writers at the Intermediate-Low level are able to meet some limited practical writing needs. They can create statements and formulate questions based on familiar material. Most sentences are recombinations of learned vocabulary and structures. These are short and simple conversational-style sentences with basic subject-verb-object word order. They are written mostly in present time with occasional and often incorrect use of past or future time. Writing tends to be a few simple sentences, often with repetitive structure Vocabulary is limited to common objects and routine activities, adequate to express elementary needs. Writing is somewhat mechanistic and topics are limited to highly predictable content areas and personal information tied to limited language experience. There may be basic errors in grammar, word choice, punctuation, spelling, and in the formations and use of non-alphabetic symbols. When Intermediate-Low writers attempt to perform writing tasks at the Advanced level, heir writing will deteriorate significantly and their message may be left incomplete. Their writing is understood by natives used to the writing of non-natives, although additional effort may be required. 4m