Ap french Language and Culture Syllabus 2014-15








télécharger 79.32 Kb.
titreAp french Language and Culture Syllabus 2014-15
date de publication28.03.2017
taille79.32 Kb.
typeDocumentos
ar.21-bal.com > documents > Documentos


AP French Language and Culture Syllabus 2014-15

Students at my high school major in one language and minor in a second. AP French Language and Culture is offered in the 5th year of study to French majors. It is an immersion French class, taught exclusively and totally in French. The students, many of whom are heritage speakers and/or K-11 immersion students, are expected to speak French to each other and to the teacher during class. They are expected to have a very good command of grammar and in the four proficiency areas of speaking, writing, listening and reading.

Organization:

The AP French Language and Culture course uses as its foundations the six themes of AP (Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics) and the three modes of communication (interpersonal, interpretive and presentational). This helps develop critical thinking and analytical skills, as well as a more developed world view, in our students. Students have one primary textbook for grammar review, vocabulary and literature (Réseau) and many, many additional texts and authentic written and audio-visual resources.

Students will be given three essential questions at the beginning of each new theme. This is the lens through which they will analyze aural/oral and written selections and upon which some formative and summative assessments will be based.

Examples of additional authentic resources and activities include, but are not limited to: podcasts; movies; video-clips (music, news, publicity); newspaper and magazine articles; songs; personal journals; blogs; debates; multimedia presentations; role-plays; improvisational dialogues; interactive exercises; social networking with a class of French students via e-pals; Voki; Audacity; and short stories and excerpts of classical and modern Francophone literature. The emphasis on authentic materials is a necessity for the purposes of real-world language acquisition, application and usage.

Objectives: After completing this course, students will be able to:

  • Read and react orally and in writing to authentic articles, literary works, song lyrics, correspondence (letters and emails), etc.

  • Listen and react orally and in writing to authentic podcasts, songs, conversations, fiction and non-fiction narratives and other aural works

  • View, listen and react in writing and/or orally to films, trailers, commercials, music videos, documentaries and interviews

  • Demonstrate writing proficiency in various modes: expository and persuasive essays and composition, poetry, commentary, fiction and non-fiction narratives, correspondence, summarizing, etc. (interpersonal/interpretive/presentational)

  • Demonstrate oral proficiency in various modes: presentational, role-play, debates, spontaneous, commentary, question and answer, etc. (interpersonal/interpretive/presentational)

  • Learn and use new theme-based vocabulary while reviewing and refining grammatical knowledge and structures from French 1, 2, 3 and 4.

Activities:

  • Students read authentic Francophone literary texts and show comprehension in various ways: reflect and discuss orally and in writing in journals; summarize; answer fill-in and multiple choice questions and/or free response questions

  • Students read and discuss newspaper and magazine articles aloud. They make cultural comparisons between the Francophone world and the U.S. and/or their country of origin (if not the U.S.)

  • Students listen to authentic songs and watch authentic music videos and reflect orally and in writing on lyrics

  • Students are given situation cards and role-play with improvisation if needed

  • Students debate immigration and multiculturalism in France in teams

  • Students debate PACS in France in teams

  • Students research and persuade others to buy organic, non-genetically modified food (organismes modifiés génétiquement) in a PSA using Voki

  • Students write and present in groups their own newscast, with segments on international and local news, weather, traffic, sports, feature story and a commercial for a made-up product

  • Students research famous Francophone artists, scientists, historical figures and celebrities and present their findings orally in a Powerpoint or Prezi to the class

  • Students read contemporary Francophone newspapers and magazines and present orally a current event article to share with the class, giving their opinion and asking and answering questions of their audience

  • Students take docent-led tour of the Ohio State University Wexner Center museum with written and oral discussion to follow

  • Students tour the Ohio State University foreign language facility in French with guide

  • Students read a literary work, then predict a sequel to the story or rewrite the ending

  • Students write letters and/or emails to the editor of a French newspaper to take a stance on one aspect of waste and recycling

  • Students write emails to the head of an Emmaüs shelter asking for information on volunteer opportunities

  • Students write emails to various figures in history using website “jesuismort.com”

  • Students research a history of various Francophone cities with regard to architecture, immigration or contemporary life and present findings orally and on Wikispaces page(s).Students comment on and discuss others’ Wikispaces page(s).

  • Students compare and contrast main ideas and viewpoints between two works in a theme (for example: the lyrics of Grand Corps Malade’s “St. Denis” with the lyrics to Lynda Lemay’s “Bleu” in the Identity unit)

  • Student watch TV5 news, then summarize current events in writing and/or discuss orally

  • Students use Publisher to prepare a travel brochure after having researched a Francophone destination and its offerings

  • At the end of each of the 6 theme units, students will write an essay that synthesizes the theme along with the listening and reading sources

  • Students view French-language films (recent and classics alike) and answer questions, multiple choice and free response to demonstrate comprehension

  • At the end of each of the 6 theme units, students will reflect and record using Audacity or Google voice their thoughts on the 3 essential questions, citing details and examples from works studied to back up opinions

  • Students examine their own self-perception and identity, and use a variety of media to visually present it in a show at the OSU Wexner Center in May as part of the Art in Action collaboration

  • Students use Students 2.0 to keep in contact with students and teachers in Normandie France with whom they have corresponded since their freshman year

  • Students are encouraged to attend lectures and films at the Ohio State University conducted in French

  • Students will rewrite a fairy tale with directions to personalize it or modernize it

  • Students will retell a tale in writing or orally using indirect discourse

  • Students will write and illustrate their own Life’s Little Instruction booklet as their key to success in life and, using moviemaker or similar software, will present to the class

  • Students will retell a story or fable in graphic novel form using Pixton or similar software

  • Students will be given a finite number of “euros” and will “buy” values they deem important in an “auction” conducted by the teacher

  • Students will read and synthesize into their writings and discussions graphs, charts and statistics on various sub-themes from INSEE - L’Institut National de la Statistique et des Études Économiques

  • Students prepare their personal Curriculum Vitae and introduce themselves to prospective employers and/or college admissions officers on video

All evaluations and grading are based on AP guidelines.

All students in AP Language and Culture will take the AP Exam in May.

September 2014:

Personal and Public Identities (sub-themes: alienation and assimilation, immigration, beliefs and value systems, sexuality, linguistic identity, multiculturalism, nationalism and patriotism)

Essential questions: 1.How are aspects of identity expressed in various situations?

2.How do language and culture influence destiny and identity?

3.How does one’s identity develop over time?

Texts, Songs, Articles, Podcasts, Videos and other resources

Grammar : Fickle French Adjectives ; 10 must-know French verbs ; French e-mail phrases and letter-writing ; relative pronouns (activities in-class, for HW and online)

Internet Sites and On-line Exercises: (and see list of URL's)

http://www.bonjourdefrance.com/exercices/contenu/15/comprehension/44.html
http://www.bonjourdefrance.com/n1/qcm/a52t.html

Réseau

Ch. 2 Masculin/feminin: rôles, droits, responsabilités

La vie professionnelle et les relations entre hommes et femmes

Réflexion sur les rôles masculins et féminins

Réflexion Culturelle

Lautrou, “Mon chef est une femme…et alors?”

Réflexion Littéraire

S. de Beauvoir, “Le deuxième sexe II” (extrait)

Stratégie

Orale: Un entretien d’embauche

De lecture: Ce que nous dit la phrase clé d’un paragraphe

D’écriture: Comment formuler l’idée directrice d’un essai

Thème(s)

Global Challenges

Personal and Public Identities


Réseau

Ch. 4 Politique, independence: identité française, identité acadienne et québécoise

Gouvernements, fierté nationale, renouveau culturel, identité

Réflexion Culturelle

A. Laurens, “L’idée d’une certaine France”

Réflexion Littéraire A. Maillet, “Acadie, Paradis abréché” (extrait)


Stratégie

Orale: Comment exprimer ses opinions politiques

De lecture: Les références extra-textuelles

D’écriture: Comment structurer le paragraphe d’un essai

Thème(s)

Personal and Public Identities

Réseau

Ch. 8 La Francophonie

Cultures et littératures d’ailleurs

Réflexion sur le français hors de l’Hexagone

Réflexion Culturelle

E. Glissant, “La langue qu’on écrit fréquente toutes les autres”

Réflexion Littéraire

Assia Djebar, “il n’y a pas d’exil” (extrait)

Stratégie

Orale: Comment exposer un dilemma à un interlocateur

De lecture: Comment determiner l’attitude d’un personnage

D’écriture: Comment élaborer la structure argumentative d’un essai

Thème(s)

Personal and Public Identities

Beauty and Aesthetics

Réseau

Ch. 11 La France vue d’ailleurs

Francophilie, francophobie, opinions sur la France

Réflexions sur le regard des autres

Réflexion Culturelle

Marianne-en-ligne.fr, “Rêves de grandeur”

Réflexion Littéraire

N. Huston, “Lettres parisiennes: L’histoire de l’exil”

Stratégie

Orale: Comment exprimer son désaccord au cours d’une conversation

De lecture: L’importance et l’influence du lecteur

D’écriture: Comment bâtir un essai dialectique

Thème(s)

Personal and Public Identities


October 2014:

Families and Communities (Sub-themes: social relations, childhood and adolescence, citizenship, customs, family, love and friendship, class, sex, race)

Essential questions: 1.What makes up a family in different societies?

2.How do individuals contribute to the well-being of their communities?

3.How do the roles of families and communities differ around the world?

Texts, Songs, Articles, Podcasts, Videos and other resources:

Grammar : Devoir vs. Falloir; Pronouns (activities in-class, for HW and online)

Internet Sites and On-line Exercises: (and see list of URL's)

http://tnvocabulaire.tableau-noir.net/les_metiers.html

http://tnvocabulaire.tableau-noir.net/age.html

Réseau

Ch.1 Les Relations Familiales

En Famille:Parents, enfants, education, vie sociale

Réflexion sur la Famille

Réflexion Culturelle

G. Asselin & R. Mastron, “Français-Américains, Ces differences qui nous rapprochent”

Réflexion Littéraire

E. Ionesco, “Deuxième conte pour enfants de moins de trois ans”

Stratégie

Orale: Comment parler d’un problem familiale à un specialist

De lecture: Qu’est-ce que le titre nous dit?

D’écriture: Comment formuler l’idée principale d’un essai

Thème(s)

Families and Communities

Personal and Public Identities

Contemporary Life

Réseau

Ch. 5 La France: un kaleidoscope social

Classes, différences socio-économiques, riches et pauvres

Réflexion Culturelle

Y. Ohnona, “Semblant de domicile fixe”

Réflexion Littéraire

A. Ernaux, “Une femme” (extrait)

Stratégie

Orale: L’entretien formel et les formules de politesse

De lecture: La caractérisation

D’écriture: Comment écrire une conclusion


Thème(s)

Global Challenges

Personal and Public Identities

Families and Communities


October-November 2014: Kiffe-Kiffe Demain

November 2014:

Contemporary Life (sub-themes: publicity and marketing, education, holidays, housing, leisure and sport, the working world, rites of passage, travel)

Essential questions: 1. How do societies and individuals define quality of life?

2.How is contemporary life influenced by cultural products, practices and perspectives?

3.What are the challenges of contemporary life?

Texts, Songs, Articles, Podcasts, Videos and other resources:

Grammar : the passive voice ; (activities in-class, for HW and online)

Internet Sites and On-line Exercises: (and see list of URLs)

http://www.bonjourdefrance.com/n1/qcm/a42t.htm

http://www.bonjourdefrance.com/n2/qcm/a41t.htm

http://www.bonjourdefrance.com/n3/qcm/a41q.htm

(travel) http://tnvocabulaire.tableau-noir.net/les_voyages.html

Réseau

Ch. 3 La Vie Urbaine

La vie quotidienne

Réflexion sur la vie en ville et dans les banlieues

Réflexion Culturelle

S. de Royer, “Les Fractures de la France: dans les banlieues françaises, le fossé des discriminations”

Réflexion Littéraire

H. de Balzac, “Ferragus” (extrait)


Stratégie

Orale: Comment trouver un appartement et parler à un agent immobilier

De lecture:La description et la visuelisation

D’écriture:Comment écrire une introduction

Thème(s)

Contemporary Life


Réseau

Ch. 10 Regard sur la France

Films, acteurs, actrices, icônes du cinema

Réflexion sur le septième art: le cinéma français et francophone

Réflexion Culturelle

Dominique Borde, “Gérard Depardieu, souvenirs d’en France”

Réflexion Littéraire

E.-E. Schmitt, “Monsieur Ibrahim et les fleurs du Coran”

Stratégie

Orale: Comment inviter quelqu’un à sortir

De lecture: Comment analyser un film

D’écriture: Comment faire le conte rendu d’un film

Thème(s)

Beauty and Aesthetics

Contemporary Life

December 2014: Mideterm Exams

January 2015::

Science and Technology (sub-themes: research, discoveries and inventions, moral choices, the future of technology, intellectual property, new means of communication, technology and its effects on society)

Essential questions: 1. How do developments in science and technology affect our lives?

2.What factors have driven innovation and discovery in the fields of science and technology?

3.What role do ethics play in scientific advancement?

Texts, Songs, Articles, Podcasts, Videos and other resources:

Grammar: How to write a persuasive essay; French literary tenses; manquer ; les règles d’écriture (fautes) (activities in-class, for HW and online)

Internet Sites and On-line Exercises:

http://www.bonjourdefrance.com/n2/qcm/a31t.htm

(health) http://tnvocabulaire.tableau-noir.net/les_aliments.html

February 2015:

Beauty and Aesthetics (sub-themes: architecture, patrimony, beauty, literary arts, music, theater, visual arts, photography, film)

Essential questions: 1. How are perceptions of beauty and creativity established?

2. How do ideals of beauty and aesthetics influence daily life?

3. How do the arts both challenge and reflect cultural perspectives?

Texts, Songs, Articles, Podcasts, Videos and other resources and studies:

Grammar : agreement of the past participle ; verbs followed by à ; verbs followed by de (activities in-class, for HW and online)

Internet Sites and On-line Exercises:

http://www.bonjourdefrance.com/n2/qcm/a42q.htm

(theater) http://tnvocabulaire.tableau-noir.net/theatre.html

http://tnvocabulaire.tableau-noir.net/les_spectacles.html

http://tnvocabulaire.tableau-noir.net/cinema.html

Réseau

Ch. 6 La France: icônes culturelles

Représentation de la France

Réflexion sur les symboles de la France

Réflexion Culturelle

D. Simmonet, “J-P. Guerlain: un parfum, c’est toujours une histoire d’amour”

Réflexion Littéraire

C. Baudelaire, “Éloge du maquillage” (extrait), “Parfum exotique”

Stratégie

Orale: Comment faire des achats

De lecture: La poésie et les associations personnelles

D’écriture: Comment améliorer son style

Thème(s)

Personal and Public Identities

Beauty and Aesthetics

Réseau

Ch. 9 Intersections esthétiques: architecture, peinture, sculpture

Musées, tableaux, artistes

Réflexion sur le monde de l’art

Réflexion Culturelle

A. Colonna-Césari, “Cézanne l’incompris”

Réflexion Littéraire

M. Aymé, “Oscar et Erick”

Stratégie

Orale: Comment obtenir les renseignements

De lecture: La satire et le fantastique

D’écriture: Comment rédiger une critique d’un oeuvre d’art


Thème(s)

Beauty and Aesthetics


Réseau

Ch. 10 Regard sur la France

Films, acteurs, actrices, icônes du cinema

Réflexion sur le septième art: le cinéma français et francophone

Réflexion Culturelle

Dominique Borde, “Gérard Depardieu, souvenirs d’en France”

Réflexion Littéraire

E.-E. Schmitt, “Monsieur Ibrahim et les fleurs du Coran”

Stratégie

Orale: Comment inviter quelqu’un à sortir

De lecture: Comment analyser un film

D’écriture: Comment faire le conte rendu d’un film

Thème(s)

Beauty and Aesthetics

Contemporary Life


March/April 2015:

Global Challenges (sub-themes : tolerance, the economy, environment, health, human rights, food, war and peace)

Essential questions: 1. What environmental, political and social issues pose challenges to societies throughout the world?

2.What are the origins of those issues?

3.What are possible solutions to those challenges?

Texts, Songs, Articles, Podcasts, Videos and other resources:

Grammar :Le Discours Rapporté ; le subjonctif vs. l’indicatif (activities in-class, for HW and online)

Internet Sites and On-line Exercises: (and see list of URL's)

http://tnvocabulaire.tableau-noir.net/seismes.html

http://tnvocabulaire.tableau-noir.net/arbres.html

http://tnvocabulaire.tableau-noir.net/volcan.html

http://tnvocabulaire.tableau-noir.net/ville_et_campagne.html

http://www.jourdelaterre.org/organisation/mission-2/

http://www.syctom-paris.fr/edi/sitetom/traite/indexvalo2.htm

Réseau

Ch. 7 La France Bigarrée-un pays métissé et multiculturel

Visages de la France: Le métissage et ses apports culturels

Réflexion sur la France multiculturelle


Réflexion Culturelle

S. Nair, “L’immigration expliquée à ma fille” (extrait)

Réflexion Littéraire

A. Begag, “Les voleurs d’écriture” (extrait)

Stratégie

Orale: Comment convaincre une personne qui doute de vos qualifications

De lecture: Le narrateur et le point de vue

D’écriture: Les transitions


Thème(s)

Global Challenges

Personal and Public Identities

Réseau

Ch. 12 La France et l’Europe

Vivre en Europe aujourd’hui: futurs, échanges, culture

Réflexion sur l’Union Européenne

Réflexion Culturelle

N. Lacube, “Les unions européennes pionnières de l’Europe”

Réflexion Littéraire

V. Hugo, “Discours d’ouverture pour le Congrès de la Paix 1849” (extrait)

Stratégie

Orale: Comment aboutir à une décision ou à une solution adéquate

De lecture: Le discours: diverses stratégies rhétoriques

D’écriture: Comment composer un discours argumentatif

Thème(s)

Contemporary Life

Global Challenges

April 2015: Oscar et la Dame Rose

May 2015:

Review for AP Exam

(Jigsaw Review with class divided into 6 groups: each group prepares and reviews with the class 1 of the 6 themes-vocabulary, essential questions and analysis/synthesis of resources)

AP Exam

_________________________________________________________________________________________________________________


Additional Authentic Online Resources (Audio)

RFI (Radio-France Internationale)

France Inter

TV5.org

France 2

TF1

Canal Académie

Additional Authentic Online Resources (Video)

TF1

TV5.org

Essec.fr

Passeportsanté.net

France 2

Youtube (ie.songs and videos by Grands Corps Malade, Diam, Micky 3D, Maé, Le Vent du Nord)


Additional Authentic Online Resources (Print)

Le Figaro

Le Monde

Le Républicain Lorrain :Édition de l’Orne

L’Internaute

L’Express

Le Nouvel Observateur

Additional Text Resources

AP French, Richard Ladd

Reprise:A Complete French Workbook, Amsco

Quant à moi, Jeannette Bragger and Donald Rice

Discovering French Rouge, Jean-Paul and Rebecca Valette

Face-à-Face, Françoise Ghillebaert

En Bonne Forme, Renaud Van Hooff

Allons Au-Delà !, Richard Ladd

Additional Websites

www.netvibes.com/bosvick

www.lyricstraining.com

www.canalacademie.com/apprendre/

www.insee.fr/fr/

www.TV5 monde

www.lepointdufle.net

www.TF1

www.RFI

www.curiosphere.tv

www.republiquelibre.org

www.classzone.com


similaire:

Ap french Language and Culture Syllabus 2014-15 iconAp french Language and Culture Syllabus

Ap french Language and Culture Syllabus 2014-15 iconAp french Language and Culture Syllabus 2013-14

Ap french Language and Culture Syllabus 2014-15 iconPreparing to Teach the ap® French Language and Culture Course

Ap french Language and Culture Syllabus 2014-15 icon5h french Language and Culture: Le travail pour l’été 2017

Ap french Language and Culture Syllabus 2014-15 iconAp french Language and Culture: Triton Regional High School / Madame...
«Il faut vivre chaque seconde comme si c’était la dernière». Êtes-vous d’accord ?

Ap french Language and Culture Syllabus 2014-15 iconLanguage: french

Ap french Language and Culture Syllabus 2014-15 iconEnglish to french languages french Native speaker. Brought up and educated in France

Ap french Language and Culture Syllabus 2014-15 iconIs a great French audio magazine for improving listening comprehension...

Ap french Language and Culture Syllabus 2014-15 iconFrench 4900: seminar in french & francophone studies

Ap french Language and Culture Syllabus 2014-15 iconClaude-Achille Debussy (French pronunciation: [klod aʃil dəbyˈsi])...








Tous droits réservés. Copyright © 2016
contacts
ar.21-bal.com