Doral Academy AP French Course Syllabus Guillermo A. Rivera, Ph.D AP syllabus

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1 Doral Academy AP French Course Syllabus Guillermo A. Rivera, Ph.D AP syllabus Brief description of the course: AP French Language and Culture is a college-level course. Students should have a good command of the grammar and skills in listening, reading, speaking, and writing. We follow a block schedule of 90 minutes. French is used exclusively in the classroom. This is a college-level class and students are expected to be actively involved in all aspects of the discussion. TEXTBOOKS Ladd, Richard. (2012) Allons au délà. La Langue et les Cultures du Monde Francophone. Ladd, Richard. (2012) AP French. Preparing for the Language and Culture Examination. Sturges, Hale et al. (2009) Une fois pour toutes: Une révision des structures essentielles de la langue française, 3rd Edition. SUPPLEMENTAL READINGS Stillman, David M. and Ronnie L. Gordon. Reprise, a Review Workbook for Grammar, Communication, and Culture. (2nd edition) Bon Voyage 3. Glencoe Mc-Graw Hill. Other sources (articles, etc.) Listening practice: AP exam practice from AP site; TV5 Le Journal and Sept Jours sur la Planète ; Movies, songs. French newspaper Internet sites. Listening practice: AP exam practice from AP site. TV5 Le Journal and Sept Jours sur la Planète. Movies, songs. French newspaper Internet sites. 1

2 Unit one: Personal and Public Identities Multiculturalism. Theme: Personal and Public Identities / La quête de soi Recommended Contexts: Alienation and Assimilation / L aliénation et l assimilation; Beliefs and Values / Les croyances et les systèmes de valeurs; Gender and Sexuality / La sexualité; Language and Identity / L identité linguistique; Multiculturalism / Le pluriculturalisme; Nationalism and Patriotism / Le nationalisme et le patriotism. Overarching Essential Questions: How are aspects of identity expressed in various situations? How do language and culture influence identity? How does one s identity develop over time? Time frame: September-October Objectives: Students will discuss vocabulary related to ethnicity, race, multiculturalism. Students will review vocabulary to describe themselves (origins, likes, dislikes, hobbies, etc.) Students will discuss issues of immigration in France. Students will discuss the use of slang as an expression of cultural identity. Students will discuss the issue of multiculturalism in France and in the US. Students will analyze stereotypes associated to different cultures. Vocabulary: Talking about oneself, about our cultures. Movie: View excerpt regarding multiculturalism from Entre les Murs and Paris Je t aime. Grammar: Present tense, regular and irregular verbs. Reflexive verbs. The imperative. Adjectives- describing oneself. Nouns and articles. Adjectives and Superlatives. Il est vs. c est. Negative sentences. 2

3 Assessment: Verb quizzes. Vocabulary quizzes. Compositions related to topics. Oral presentations. Listening tests. Interpersonal speaking- Students interview each other, talk about their origins. Role playing: meeting friends using slang. Recording an answer to a question and bringing it to class. Presentational speaking- Presenting a classmate. Talking in class about different stereotypes. Interpersonal writing- writing an advice letter. Presentational writing Students write a short autobiography. Essay in class. Unit two: Families and communities October November Theme: Families and Communities / La famille et la communauté Recommended Contexts: Age and Class / Les rapports sociaux; Childhood and Adolescence/ L enfance et l adolescence; Citizenship / La citoyenneté; Customs and Ceremonies / Les coutumes; Family Structures / La famille Friendship and Love / L amitié et l amour Overarching Essential Questions: What constitutes a family in different societies? How do individuals contribute to the well-being of communities? How do the roles that families and communities assume differ in societies around the world? Study vocabulary associated with family and relationships. 3

4 Participate in a debate about the changing roles of families. Grammar: The passé compose, the imperfect, the pluperfect. Possessives and demonstrative adjectives. Object pronouns. Disjunctive pronouns. Write about the topics of families and communities. Interpersonal speaking Students do a talk show in which they represent a family with problems. Presentational speaking Students make recordings talking about their families and their traditions. Students make an oral presentation in which they pretend to be parents taking to their kids. Interpersonal w riting- Students write about the generation gap, etc. Presentational w riting- Students write about families and traditions in class. Unit 3: Contemporary life November December. T he me: Contemporary Life / La vie contemporaine Recommended Contexts: Advertising and Marketing / La publicité et le m arketing; Education / L éducation et l enseigne ment; Holidays and Celebrations / Les fêtes Housing and Shelter / Le logement; Leisure and Sports / Les loisirs et le sport; Professions / Le monde du travail; Rites of Passage / Les rites de passage; Travel / Les voyages O verarching Essential Q estions: How do societies and individuals 4

5 define quality of life? How is contemporary life influenced by culturalproducts, practices, and perspectives? What are the challenges of contemporary life? Sub themes: Holidays/Celebrations Professions. Education. Students will discuss and learn vocabulary about holidays and celebrations. Students will also discuss professions and compare the work environment in France with the one in the US. Students will compare the Education system in the US and France. Vocabulary: school, grade levels, hobbies, housing, professions, sports. Grammar: The future and the conditional. Future perfect. Conditional perfect. Sentences with si. Interrogative sentences. Interpersonal speaking present a job interview, students simulate interviews done to sports players. Presentational speaking Present research on a sport played in France. Present research on education in France. Students do an oral presentation talking about their education (past, present, future). Presentational w riting Students describe a sports event. Students write about a day in a French high school. Interpersonal w riting Students write postcards and s from a place they visit virtually. Unit 4: Science and technology. Social networking. Technology. Scientific debates. January/February. T he me: Science and Technology / La science et la technologie Recommended Contexts: Current Research Topics / La recherche et ses nouvelles frontiers; Discoveries and Inventions / Les découvertes et les 5

6 inventions; Ethical Questions / Les choix m oraux; Future Technologies / L avenir de la technologie; Intellectual Property / La propriété intellectuelle;the New Media / Les nouveaux moyens de communication; Social Impact of Technology / La technologie et ses effets sur la société Overarching Essential Questions: How do developments in science and technology affect our lives? What factors have driven innovation and discovery in the fields of science and technology? What role does ethics play in scientific advancement? Grammar: Relative pronouns and relative clauses. Interrogative adjectives and pronouns. Adverbs. Prepositions, verbs followed by prepositions. Students will review vocabulary about social networking and technology. They will find articles about those topics in the Internet and discuss them in class. Interpersonal speaking Students describe French inventions. Students debate controversial topics such as nuclear energy, stem cell research, the use of social media in young people. Presentational speaking Students present a discovery they created to deal with a current problem. Students describe inventions. Interpersonal writing- Students interact in a blog in which they discuss their ideas about social media, Presentational writing Students write an essay about the importance of 6

7 inventions in general and discuss one invention without which they could not live. Students will blog to discuss their opinions about social networking and technology in general. Unit 5: Global Challenges. February/ M arch Theme: Global Challenges / Les défis mondiaux Recommended Contexts: Diversity Issues / La tolérance;economic Issues / L économie ;Environmental Issues / L environnement; Health Issues / La santé; Human Rights / Les droits de l être humain; Nutrition and Food Safety / L alimentation; Peace and War / La paix et la guerre Overarching Essential Questions: What environmental, political, and social issues propose challenges to societies throughout the world?;what are the origins of those issues?; What are possible solutions to those challenges? Sub themes: Environment, Health, Rights of Man Content and skills taught: We will discuss topics related to the environment and to health issues around the world. We will also discuss the Declaration of the Rights of Man(audio). We will discuss vocabulary about the environment and health in general. Also, we will discuss vocabulary regarding the Rights of Man. Presentational speaking-present research on an environmentalproblem. Present research on a health issue or a health organization. Students will present their candidacy to become president of the class, discussing the issues that are of importance. 7

8 Interpersonal speaking- Debate on socialized health care, on global warming. Interpersonal writing- Review of technology in blog. Presentational writing- Write an essay discussing important issues and possible solutions in topics such as Human Rights, the environment, etcc. Students write about Giono s story, Noah s song. Major assignments or assessments: Students will read and analyze L homme qui plantait des arbres par Jean Giono. Students will listen and analyze Yannick Noah s song Aux arbres citoyens Students will complete listening activities from Sept Jours sur la Planète Students will write pieces discussing global challenges (abuse of rights of man, environmental issues, health issues) Student will do an exposé on one of the topics discussed in this unit. Grammar: the subjunctive, present and past. Le passé simple. Unit 6: Beauty and Aesthetics March/April Theme: Beauty and Aesthetics / L esthétique Recommended Contexts: Architecture / L architecture; Contributions to World Artistic Heritage / Le patrimoine; Ideals of Beauty / Le beau; Literature / Les arts littéraires; Music / La musique; Performing Arts / Les arts du spectacle; Visual Arts / Les arts visuels Overarching Essential Questions: How are perceptions of beauty and creativity established? How do ideals of beauty and aesthetics influence daily life? How do the arts both challenge and reflect cultural 8

9 perspectives? Students will discuss artistic movements in France and learn vocabulary related to the arts. Students will analyze a work of art and present their analysis to class. Students will discuss ideals of beauty (contemporary, traditional.)students wil read the poem by Baudelaire. Hymne a la Beauté. Presentational speaking Students will do a presentation about concepts of beauty. Students will do a presentation on different painters and their works. Interpersonal speaking- Students discuss a visit to a museum in France. Interpersonal writing Students write postcards and s to each other to explain their visit to a museum. Presentational writing- Students discuss aspects of beauty in an essay. In May, we will do a grammar review. AP practice. Useful sites: Daily/weekly activities: Listening: Students listen to the news, to songs, to film scenes. Practice AP activities. Speaking: Students record an answer to a question they have recorded. Students create a conversation in pairs about a topic related to one in 9

10 class and present it. Students participate in daily discussions in French, regarding the news or other topics. Students prepare a short presentation about a current event. Writing: Students write and analyze information from articles on the Internet, from literary texts. Students write practice compositions in class and at home. Students will have a section in their composition books in which they must do a weekly entry about an article related to a current event. They summarize the article and write reactions. Students take weekly quizzes on verbs, etc. Students complete grammar exercises using Reprise Reading: Students read articles, poems, literary excerpts. Grammar: Students take verb quizzes every week. Students complete grammar exercises in Reprise. Assessment: Written homework assignments. Spoken homework assignments. Weekly current events journal. In class compositions. Oral presentations. Verb and grammar quizzes. Participation. Vocabulary quizzes. Compositions related to topics. Oral presentations. Listening tests. 10

11 Other texts to be discussed (excerpts); Le Petit Prince. Saint-Exupéry. L Eloge de la Créolité. (La Négritude) Websites: Radio Stations Radio France Internationale: France Info: Radio Canada: Radio Belge: Radio Outre Mer: Radio Moyen Orient: Télévision Programs Télévision Française 1: Antenne 2: TV5: M6: 11 AP French Sites TBob s AP French Sites: College Board AP French: College Board Online: Marin Catholic AP Page: Reading in French: Writing in French: Cours Autodidactique de Français écrit: 11

12 Listening & Speaking French: ETS Test File: - ETSTF G R 12