AP French, Preparing for the Language Examination Richard Ladd, Colette Girard, Scott Foresman Addison Wesley copyright 1998

Transcription

1 AP French Language and Culture Course Course Overview Primary sources Allons au-delà La Langue et les cultures du monde Francophone along with accompanying on line activities Richard Ladd, Pearson Education, Inc., copyright 2012 AP French, Preparing for the Language and Culture Examination including access to the AP French Digital Course (etext with audio, activities and test practice, Real Talk! Speak and Record), Richard Ladd, Pearson Education, Inc., copyright 2012 Une fois pour toutes, Troisième edition, Une révision des structures essentielles de la langue française, Halle Sturges II, Linda Cregg Nielsen, Henry Lynn Herbst, Pearson Education, Inc., copyright 2008 AP French, Preparing for the Language Examination Richard Ladd, Colette Girard, Scott Foresman Addison Wesley copyright 1998 Secondary sources Le Petit Nicolas Sempé/Goscinny Barron s How to Prepare for the AP Advanced Placement Exam French Lalia Amiry 501 French Verbs Christopher Kendris AP French Language 2nd edition Ellen Knauer REA with Audio CDs Trésor du Temps Yvone Lenard Les Choristes film La Rue Cases-Nègres film Mon meilleur ami film National French Contest past exams Released AP exam Youtube Francoscopie Gérard Mermet En Bonne Forme Simone Renaud, Dominique van Hooff Amsco Troisième Livre Eli Blume

2 (graphs and charts) Animoto.com Livebinder.com Monsondage.com linglanguage.com Description of Course The AP French Language and Culture Course is comparable in content and difficulty to a full-year course in French composition and conversation at the third year college level. The course is designed, in accordance with the Standards for Foreign Language Learning: Preparing for the 21st Century (ACTFL), and College Board guidance to provide students with communicative fluency in French and to prepare

3 them for the AP French Language and Culture exam. This course, as described below, will be conducted exclusively in French and students will be required to speak in French at all times in the classroom. The framework of the course will be structured around the six themes of Les défis mondiaux, L esthéthique, La science et la technologie, La famille et la communauté, La vie contemporaine, and La quête de soi. The resources used will be the above listed items including authentic video, audio and print materials including but not limited to films, podcasts, music, Youtube videos, literature, newspapers, magazines, maps/charts/tables. Grammar lessons as needed will be taught from Une fois pour tous. The course s objectives will be within the three modes of communication defined by the Standards for Foreign Language Learning: Preparing for the 21st Century-Interpersonal, Interpretive, and Presentational. These include the following: Spoken Interpersonal Communication Written Interpersonal Communication Audio, Visual, and Audiovisual Interpretive Communication Written and Print Interpretive Communication Spoken Presentational Communication Written Presentational Communication The course focuses on the mastery of these three modes of communication rather than the content of specific texts. Skill specific goals: A. The listening ability of candidates who have completed the course should allow them to: -follow the essentials of conversation between educated native speakers of French who may occasionally use colloquial French -follow with general understanding oral reports and lectures on non-technical subjects -understand standard French transmitted clearly by means of CD recordings, radio, telephone and films/videos/music i. COMPONENT 4a - Students will complete a dictation where they must write down the questions that they hear in an interview. The second step is to answer that question. ii. Students will answer spoken questions which are then recorded in the lab. 1. Spoken questions come from recordings found on B. The speaking ability of candidates who have completed the course should allow them to: -communicate facts, ideas, and feelings successfully -make presentations with a defined audience and register; narrate, describe, and explain using past, present and future tenses correctly **(Presentational Communication)** i. Students on the first day of school are asked to present what they did over the summer to the rest of the class.

4 1. Students in the audience must ask at least one question based on a presentation after it has ended. ii. Students in groups of 4 will play the headband game. 1. Students will write the name of a famous person or character and will give it to another person in the group without letting them see it. One student at a time will ask yes no questions to try and figure out the person/character that is on the notecard on their forehead. iii. Show and Tell 1. Students bring in a bag full of 3 things that are important to them and they must speak about them to the class. iv. Students teach a lesson. 1. Each student is chosen to teach a 20 minute lesson to the class on a grammar subject. Ex. Student must teach the subjonctif to their classmates. -demonstrate a good command of grammatical forms and syntactic structures i. Students teach a lesson. 1. Each student is chosen to teach a 20 minute lesson to the class on a grammar subject. Ex. Student must teach the subjonctif to their classmates. -have immediate recall of a fairly broad range of vocabulary items -discuss topics of current interest and express feelings and opinions -conduct spontaneous communication (student-lead class discussions, debates, unrehearsed role plays i. Students are given a situation and they role play with a partner. -relate their own culture and personal experiences to those of the Francophone world i. Ex Lesson: Students are given a copy of the French Constitution and the American Constitution (both in French) They must interpersonally communicate about the similarities and differences between both Constitutions. ii. Ex Lesson- Students read an excerpt of an average day of a Moroccan fisherman. They must speak on the differences and similarities of an average day in America vs. in Morocco. C. The reading ability of candidates who have completed the course should allow them to: -read expository and narrative French prose with good overall comprehension -understand French magazine articles on various topics -read literary texts: novels, essays, poetry, and short stories in their original form

5 -deal strategically with texts that are conceptually abstract or linguistically complex -draw inferences, and separate main ideas from subordinate ones -discriminate between different registers of language and recognize their cultural implications -make cultural and linguistic comparisons Component 4b i. Ex Lesson: Students are given a copy of the French Constitution and the American Constitution (both in French) They must fill in a Venn diagram of the similarities and differences. D. The writing ability of candidates who have completed the course should allow them to: -express themselves in a variety of modes, styles and purposes including but not limited to s, letter writing, essays, summaries, reports, journals, blogs -set forth and develop ideas in a clear, logical manner -demonstrate an understanding and control of the verb system -use language appropriate for the purpose of the text, topic and intended audience -utilize a variety of grammatical structures and vocabulary i. Students complete a writing test each Friday that gives them a different topic on which to write. Component 5b 1. Example situations... 1 e jour à Paris," "Si je gagnais à la loterie," "mon ancienne maison," "Quand j aurai 50 ans... " Le lycée Stevenson...qu en penses-tu?" The cultural comprehension ability of candidates who have completed the course should allow them to: -demonstrate an understanding of cultural perspectives E. -have an understanding of the diversity of the French speaking world These skills will be taught with the use of the above listed textbooks and supplementary materials as well as extensive use of our digital language lab. The lab will be used on a weekly basis to target the three modes of communication (Interpersonal, Interpretive and Presentational). Students will write regularly in journals, blogs, and compositions. The course provides opportunities for students to demonstrate their ability in Interpretive Communication to understand and synthesize information from a variety of authentic audio, visual, audio-visual, written and print resources. Assessment -homework assignments (written and spoken) -compositions -quizzes/tests/exams -participation -presentations The course syllabus will include lessons in each theme as listed but not limited to below: Thème: Les défis mondiaux (context: Les Droits de l être humain) Primary Source: Allons au-delà La Dernière Classe ch. 4, 6, 19

6 AP French Sélection no. 28 pp La citoyenneté canadienne no. 15 pp Presentational writing AP French selection 1 pp Songs: Faudel Mon Pays Stanislas- Tu verras en France Édith Piaf- Mon legionnaire Thème: La science et la technologie (Les nouveaux moyens de communication) Primary Source: Allons au-delà Ch. 8 AP French Sélection No. 3 pp (publicité pour un App iphone) No. 7 pp (telephone mobile et GPS) No. 10 pp (Youtube face à Viacom) No. 11 pp (La Presse de Montréal) No. 7 p. 170 ( ) No. 9 p (ipad) No. 3 p. 202 (le portable) Thème: La vie contemporaine (l education et l enseignement & le logement) Primary Sources: La rue Cases-Nègres- film Allons au-delà Secondary Sources : AP French Sélection #5 pp (?) #6 pp (lettre) #33 pp (littérature) #2 pp (le baccalauréat-reading/listening) #14 p. 112 (recipe) #13 pp (listening) #4 pp (Faut-il supprimer le bac?) Songs: Thème: La quête de soi (l aliénation et l assimilation/l amitiés) Primary Sources: Mon meilleur ami (film) Allons au-delà Ch. 16, Ch. 17 AP French Sélection #37 pp (Immigrés..) #38 pp (L Étranger) #8 p. 171 ( ) #3 p (La carte d identité) Songs: Faudel Mon Pays Stanislas Tu verras en France Thème: La famille et la communauté (l enfance et l adolescence, la famille, l amitié, l amour) Primary Sources: Allons au-delà Le Petit Nicolas Le Petit Nicolas- le film/cd Allons au-delà Ch. 21, 24 AP French #3 pp (Goscinny) #30 p. 157 (listening) Etre et Avoir film clips Songs: L Hymne à l amour Édith Piaf & Josh Groban

7 Thème: L esthétique (L architecture) Primary Sources: Allons au-delà Ch. 26, 27 The building of cathedrals (PBS video) navigala.fr AP French Sélection #34 pp (la structure familiale) #17 pp (Jeanne d Arc) Les Piliers de la Terre (extraits du roman, film) La Cathédrale de Chartres Versailles Songs: Notre Dame de Paris musical production