• French AP

     

     

    AP FRENCH LANGUAGE AND CULTURE COURSE SYLLABUS

    COURSE OVERVIEW

    The AP French Language and Culture Course is a college level course, conducted entirely in French. Students will be expected to speak entirely in French [CR1].  

    It prepares students to communicate proficiently through three modes:  interpretive (receptive communication), presentational (1-way productive communication), and interpersonal (2-way interactive communication).  

    This course emphasizes the five domains of learning found in our Foreign Language Standards: Communication, Cultures, Connections, Comparisons, and Communities.

    These 5 domains of learning involve Listening, Speaking, Reading, Writing, and developing Cultural awareness appropriate to this level of coursework.  

    Authentic audio, video and written materials and resources along with the primary text are used throughout the year.  Students are expected to take the AP French Language Exam at the end of this course [CR2].  

    COURSE PURPOSE AND GOALS

    It is our mission that students achieve at high levels.  The Foreign Language Department intends to graduate students linguistically proficient and culturally competent in the French language with particular focus on oral proficiency.  Successful completion of AP Foreign Language coursework requires long-term study and involves an intensity that significantly advances student proficiency and achievement in a foreign language.  Students enrolling in this course should be committed to this challenge. AP French Language is equivalent to fifth and sixth semester college work (3rd year college) such as found in university level French Composition and Conversation courses.  By the end of this course, the successful AP French Language student will:

    • Demonstrate strong communication skills (Pre-Advanced on ACTFL scale) in the interpersonal, presentational, and interpretive modes. The student is able to make oral presentations on various topics assigned and can participate actively in discussions on a variety of topics.
    • Demonstrate a strong command of French linguistic skills (Pre-Advanced on ACTFL scale) to support communication (accuracy/fluency). The student shows control of grammatical context within sentences.
    • Comprehend French (Advanced level or above on ACTFL scale) that is intended for native speakers in a variety of settings. The student understands presentations/ speeches of others with various accents.
    • Produce French (Pre-Advanced on ACTFL scale) comprehensible to native speakers in a variety of settings, including classroom discussions, presentations by people of various backgrounds.
    • Acquire information from authentic French sources, including articles from French speaking newspapers, French speaking television channels, Music from CDs, videos and programs produced in French speaking countries.
    • Demonstrate an awareness of some cultural perspectives, practices, and products of Francophone peoples, including history and customs of the Host Nation country.

     

    COURSE FORMAT AND POLICIES

    AP French Language is for students who wish to develop strong proficiency and integrate their language skills, using varied and authentic materials.  This class is conducted in French and is interactive in nature with the expectation that students will be actively involved in all assignments and projects.   The academic rigor for this course is high. Weighted grades are calculated for students completing the course and taking the requisite AP exam.

    • The student is strongly encouraged to review material covered during class time on a daily basis.
    • Written and oral proficiency performance is expected on a daily basis. Pair work occurs whenever activity allows it.
    • Class time is divided into oral oriented activities, followed by written, independent work, to provide for review with teacher on an individual basis if needed.
    • French is used exclusively in class [CR1].

     

    COURSE MATERIALS AND RESOURCES

    1. Primary textbooks

    -Civilisation Progressive du français (CPF): Niveau avancé, Jacques Pécheur,  CLE International 2010

    -Civilisations en dialogues (CED) : Niveau débutant, Odile Grand-Clément, CLE International 2007

    -Une Fois Pour Toutes (UFPT) Pearson 2008

    -AP French Preparing for the Language and Culture Examination 2012, Pearson 2011

    2. Supplementary Texts :

    -Trésors du Temps (TDT) McGraw-Hill      2001-02

    -Traitement de Textes, Elizabeth New, Virginia M.Scott, Prentice-Hall 2000

    -Civilisations en Dialogues Niveau Intermédiaire, Odile Grand-Clément, CLE International 2008

    -Dictionnaire des Synonymes Larousse 2001

    -Dictionnaire des Citations Larousse 2001

    -L’Art de Conjuguer Bescherelle Hatier 2001

    -Vocabulaire Progressif du français : Niveau avancé, Claire Miquel, CLE International 1999  --  --

    -Contes et Legende, Andree Vary and Claire Brouillet, Ed. Glencoe McGraw-Hill

    - Littérature du monde francophone, Peter Thompson

     

    3. Other Resources

    -French/Belgian speaking channels : TF1 / RTBF/RTL/TV5/FR2/EURONEWS

    -French/Belgian  newspapers and magazines: Le Soir/ Le Vif l’Express/ Courrier International/ Le Monde/ Paris Match/ Elle/ Marie-Claire/ chez nous/ jeune Afrique

    -French international radio station : RFI 

    - Poesie sonore - http://wheatoncollege.edu/academic/academicdept/French/ViveVoix/Home.html

    - AP French language and culture – Curriculum module (pour l’environement).

    Videos  et Films

    - Les Choristes 2006

    -Au Revoir Les Enfants, Louis Malle 1988

    -  Entre les Murs 2010

    - Etre et avoir

    CDs with songs from various francophone singers such as:

    Any new French song that illustrates the theme being studied.  

     

    Online Resources such as:

    www.apcentral.collegeboard.com

    www.enversetcontretout.org/game.html

    www.radiofrance.org

    www.jeuneafrique.com

    www.collegeboard.com

    www.utm.edu/staff/globeg/gramm.shtm/ (Grammar Central)

    www.lesoir.be

    www.parismatch.be

    www.tv5.org

    www.lemonde.fr

    www.le point du FLE

    www.Canalacademie.com

    www.newyorkinFrench

    www.7jourssurlaplanete

    www.utas.edu.au/french/language/ventenpoupe

    www.courrierinternational.com

    ASSESSMENT

    AP College Board Rubrics are used for each skill listed in the Course Overview.  Practice exams as shown in the AP College Board web site will be given throughout the year to enable students to be comfortable with the exam format.


    TEACHING STRATEGIES

     

    As shown in the Course Planner:

    -Each thematic unit is introduced with Authentic French Materials that enhance the different skills required in the AP French class.

    -Each skill is practised on a regular basis:

    Listening and Speaking: on a daily basis through Listening Comprehension exercises, peer and class discussions, Oral Presentations. (Note that Listening and Speaking stay together, as Listening is usually followed by oral activities).

    Reading: on a daily/ weekly basis through Non-Literary and Literary texts.

    Writing skills: on a daily or weekly basis through Summaries of articles, Journals, E-mails, Essays, Grammar tests.

    AP College Board Exam Practice on a weekly basis, as home assignment, with class correction/ remediation if needed.

    Course planner – Each quarter will indicate sample course activities that integrate all the modes of communication and the course themes.

    QUARTER 1

     

    THEME 1

    Personal and Public Identitites

     

    SUBTHEMES:

    • Alienation and assimilation
    • Language and Identity
    • Nationalism and 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?




















    THEME 2

    Families and communities

     

    SUBTHEMES:

    • Family structures.
    • Customs and ceremonies

     

    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.

     

    First two weeks are spent on:

     

    -Getting familiar with Course contents (Themes) and expectations.

    - Go through to the Model Exam provided by the College Board, so that students get to know what the exam will be like.

     

    -Getting to know each other- Oral and written presentations:

    -Personality and character: Vocabulaire Progressif du français avancé p. 66: Vocabulary study, oral and written  practice.

    -Grammar review: Past tenses UFPT leçon 2

    -Review how to write compositions and essays: Use Traitement de Textes “fichiers”. Use of AP FRENCH PEARSON p. 216 à 223.

     

    • Alienation and assimilation

    -Study of texts in AP French – Pearson - part A (interpretive communication – print text, selection number 37 and 38) [CR2b]

     

    -Listening comprehension activity - Audio and Video from 7jours sur la planete [CR2a]

     

    -Speaking presentational communication – Student will present personal family history [CR5a]

     

    • language and Identity

    -Reading comprehension activity from the newspaper “l’Express” [CR2b]

     

    -Listening comprehension of different francophone speakers from www.newyorkfrench.com [CR2a]

     

    • Nationalism and Patriotism

    - Reading: Excerpts from « La Chanson de Roland » (Trésors du Temps) and « La Mort de Gavroche » from Les Misérables (Trésors du Temps) [CR2c]

    -Film : Jeanne d’Arc 2005 [CR4a]

    -Peer and class discussion: Compare the attitudes of Roland, Gavroche and Jeanne d’Arc. [CR3a]

    What do they have in common? Are they heroes?

     

    - Grammar review: Future and Conditional tenses

    -Review how to write a composition, to present an opinion/an idea: Traitement de Textes fichiers 5 and 6

     

    -Essay 1 – Pursuasive essay from AP workshop and resource book 2011/2011–Practice exam p. 64  [CR5b]

    -Presentational speaking, cultural comparaison – selection number 8 page 213 from AP French, Pearson. [CR5a]

    * Family structures

    - Review and practice exercises of the past tenses and personal pronouns.

    -Listening comprehension of song about childhood – “la rivière de notre enfance sung by Garou and Michel Sardou”. [CR2a]

    -Study of texts in AP French – Pearson - part A (interpretive communication – print text, selection number 34) [CR2b]

    - Interpersonal communication – students will interview a family member about his/her family structure [CR3a}

    -Readings:  - “L’Enfant Noir” from Camara Laye

                      - “ Une si longue lettre” from Mariama Bâ [CR2c]

    -Class discusssion and written assignment on: Comparisons/ Differences between the African/ European/ American family structure. [CR3a]

     

    -Essay 2: Que signifie le mot “tradition”? Quelles traditions avez-vous en famille ? D’où viennent-elles ? Comment les maintenez-vous ? Est-ce qu’elles sont importantes? Lesquelles sont en train de disparaître ? Répondez en citant des exemples.

     

    • Customs and ceremonies.

    -excerpt from film – Fatou la Malienne de Daniel Vigne.  Discussion  et comparaisons des differentes coutumes liees au marriage en Europe, en Afrique et aux Etats-unis [CR3a]

    Assessment – practice portion of a sample AP test – http://apcentral.collegeboard.com/apc/public/216409.html

     

    QUARTER 2

     

    THEME 3

    Contemporary life

     

    SUBTHEMES:

    • Advertising and Marketing.
    • Education
    • Leisure and Sport


    Overarching Essential Questions :

    • How is contemporary life influenced by cultural products, practices and perspectives?
    • What are the challenges of contemporary life?
    • How do societies and individuals define quality of life?

     

    THEME 4:

    Global challenges:

     

    SUBTHEMES:

    • Diversity issues.
    • Environmental issues.
    • Human rights.

     

    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.










    * Advertising and Marketing

    - Review and practice exercises of the subjunctive mood.

    -Video of «  7 jours sur la planète » with vocabulary acquisition and discussion on the topic [CR2a] [CR3a]

    http://www.tv5.org/TV5Site/7-jours/sommaire.php?id_dossier=350

    -Use of francophone magazines on the theme for vocabulary acquisition and discussion [CR3a] [CR2a].

    -Use of Utube videos of French and Canadian commercials to compare advertising in France and the US.

     

    • Education

    -Film – “Avoir et etre et les choristes – Discussion comparing the american and the French system [CR3a]

    - Reading samples from different francophone newspapers connected to the theme of education [CR2b]

    -Song – Sacré Charlemagne, France Gall – Listening comprehension [CR4a]

    -Start pen pal program – www.epals.com

     

    • Leisure and sport

    -Research and presentation on the topic of sports in different francophone countries [CR3a] [CR5a]

    -Essay 3 – Selection number 7 in AP French Pearson – Page 213 [CR5b]

    -Oral presentation of above mentioned essay and discussion [CR5a][CR3a]







    • Diversity issues

    “entre les murs” de Laurent Cantet– oral comprehension [CR4a] and discussion about need and issues of diversity in France.[CR2a]

    Enrichment and use of vocabulary pertaining to the topic.

    -video from TV5 monde on current event that illustrate the theme [CR2a] [CR4a]

    -Listen to songs « Les Sans-Papiers » and « Bohémienne » from French Musical « Notre Dame de Paris », with cloze exercises referring to specific vocabulary of the songs. [CR2a]

    -CPF p. 52 on Immigration/Integration in France.

    -CPF p. 102 La diversité culturelle: Vocabulary expansion through reading and exercises.

    -Project: do research to find an area in the world where a diversity issue exist and do a photo story [CR5a] [CR5b]

    -Grammar review: demonstrative/ possessive/ interrogative pronouns

     

    • Environmental Issues

    -Video on current event concerning the environment from TV5 Monde [CR3a] [CR2a]

    -Class Discussion on the topic and various oral and written activities provided by website.[CR3a]

    -Song: Aux Arbres Citoyens, by Yannick Noah

    -Grammar review: The Subjunctive of opinion

     

    -Socratic seminar or debate on the following topic : Quel impact le réchauffement de la planète a-t-il sur le monde ? Quelles sont les causes ? Les conséquences précises ? Que fait-on pour lutter contre ce réchauffement ? Donnez des exemples précis en répondant à chaque question [CR3a] .

     

    • Human rights

    -Work in partners and present to the class as a whole - Expand on the project of diversity and use one article from the document of the “declaration universelle des droits de l’homme” to relate it to the topic of diversity in the nation they studied – www.UN.org [CR3a] [CR8]

    - create a brochure or poster to communicate a cause for human rights – www.UN.org and www.sosracism.com

     

    Essay 4– “Les defits mondiaux” - P.176 dans AP FRENCH – person [CR5b]

     

    Assessment – practice portion of a sample AP test – with sample email response http://apcentral.collegeboard.com/apc/public/216409.html

    QUARTER 3

     

    THEME 5

     

    Science and technology

     

    SUBTHEMES:

    • Discoveries and inventions.
    • The new media
    • Social Impact of Technology
    • Future Technologies

     

    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?








    • Discoveries and inventions

    Grammar review – adjectives and adverbs + idiomatic expression and verbs with preposition.

    - Projects on a famous European scientist/ inventor/explorer such as: Louis Pasteur, Marie Curie,   Jule Bordet, Georges Lemaître, Gerardus Mercator, Andreas Vesalius, Alain de Gerlache…[CR6b] [CR5a]

    -Written and oral presentation of project: Use of Power point or other means of presentation

     

    • The new media

    Kindle (Paris Match 2009)– Read and discuss et la “fin des livres” [CR3b]

    - Answer to a formal email – AP FRENCH PEARSON – part A courriel number 4, p. 167.[CR3b] [CR4b]

     

    • Social Impact of Technology

    -Reading comprehension – text from AP FRENCH PEARSON – Selection 23/and 29  – p. 48/49 – and – 60/61 [CR2b] [CR4b]

    -Print and Audio – selection number 3, p. 90/91 – selection number 7, p.98/99 – Selection number 10, p. 104/105 – selection number 11, p. 106/107 – Selection number 13, p. 110/111- from AP FRENCH PEARSON [CR4a]

    -Complete online “test” – Etes-vous technostresse? http://www.alainmailhot.com/technostresse.html

     

    • Future technologies

    -Research web 2.0 tools.  Choose one/ use it and present it. [CR2] [CR3b][CR4a] [CR6b]

    http://web2010.discoveryeducation.com/web20tools.cfm

    -Use of film – Video: Farenheit 451 by Francois Truffaut 1966 [CR3a} / discussion following the movie [CR3a]

    - Answer to a formal email – AP FRENCH PEARSON – part A courriel number 7, p. 170.[CR3b] [CR4b]

     

    Assessment end of quarter- practice portion of a sample AP test – Part B – of practice exam listening part page 24 in AP French Language and Culture http://apcentral.collegeboard.com/apc/public/216409.htmln

     

    Essay 6 - Student chooses between the following topics:

     

    1. Les nouvelles technologies ont révolutionné la communication ! Qu’en pensez-vous? Où cette  révolution nous mènera-t-elle ? Quelles en seront les conséquences ?

     

    2. L’ordinateur change rapidement notre vie. Quelles autres inventions ont révolutionné la vie quotidienne ? Comparez leur influence à celle de l’ordinateur.

     

    3. Sommes-nous manipulés par les medias en ce qui concerne notre conception de l’homme ou de la femme idéale? Quelles autres images les médias diffusent-ils ? Comment ces images influencent-elles notre point de vue et la qualité de notre vie ? Citez des exemples précis.


     

    QUARTER 4

     

    THEME 6

     

    Beauty and Aesthetics

     

    SUBTHEMES:

    • Ideals of Beauty

     

    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 perspectives.

     

    Preparation for the AP exam

     

    • Ideals of Beauty

    -Use of Francophone magazines such as “elle” “Marie Claire” “Femme actuelle” …. To compare, introduce current fashion style. [CR4B] [CR2b]

    -Reading comprehension of Senghor’s poem “femme Noire” [CR4b] [CR2]

    http://wheatoncollege.edu/academic/academicdept/French/ViveVoix/Resources/femmenoire.html

    -Utube videos of commercials to compare the different ideals of beauty throughout the francophone world. [CR2a] [CR4a]

    - Essay 7 – on EsthetiqueAP FRENCH – PEARSON p. 180,181 part B.

     

    Practice exam – section 2 of the test – interpersonal communication – workshop handbook and resources p.88/89 course and exam description exerpt and p.55 practice exam. [CR4a]

     

    • Literature
    • Music
    • Architecture

     

    End of the year Project can include one of the 3 above mentioned themes–