I. Course Overview

télécharger 47.12 Kb.
titreI. Course Overview
date de publication27.03.2017
taille47.12 Kb.
ar.21-bal.com > documents > Cours
AP French Language Syllabus

(September 2011 – June 2012)

I. Course Overview

Learning Objectives

Required materials:

  • Binder, pencils /pens

  • French – English Dictionary (For home use)

  • Grammar book

Course Objectives:

The AP French Language program has several objectives to ensure student success:

  1. The ability to understand spoken French in a variety of contexts;

  2. A French vocabulary sufficiently ample for reading magazine and newspaper articles, literary texts, and other non-technical writings without dependence on a dictionary;

  3. The ability to express oneself coherently, resourcefully, and with reasonable fluency and accuracy in both written and spoken French.

The class will be taught entirely in French. The use of English is not permitted in the AP French Language class.

Section I Listening

  • Students are required to understand fairly complex structures, such as passive voice construction and tense usage.

  • Students should possess a fairly broad vocabulary.

  • Students should be able to capture overtones conveyed in spoken language, such as humor and irony.

Listening Comprehension Activities in the AP French Class

  • Songs by: Kyo, Edith Piaf, Calogero etc.

  • Movies in the Original Version: « Bienvenus chez les Chtis », « Cyrano de Bergerac », etc.

  • News Live (M6, TF1 etc.)

Section II Writing

In this part of the examination, students are asked to demonstrate knowledge of French structure by filling in omitted words or verb forms within paragraphs. They are also asked to show their ability to express ideas in written French, by writing a 40-minute essay on a given topic. The essays are evaluated for appropriateness and range of vocabulary, grammatical accuracy, idiomatic usage, organization and style.
Writing Performance Activities in the AP French Class

  • Essay writing

  • Paragraph writing

  • Dialog writing

Section III Reading

The AP French candidate is expected to have attained enough reading proficiency to read expository and narrative French prose with good overall comprehension, despite perhaps missing some details or experiencing gaps in vocabulary and a limited recognition of subtle nuances.
Reading Comprehension Activities in the AP French Class

  • Books: St. Exupery, Antoine: « Le petit prince »

Maupassant, Guy: « La parure »

Perrault, Charles: « Contes »

Molière: Selected Works

  • Short stories: Related Topics

Taken from different Resource Books

Section IV Speaking

AP language candidates should have attained a speaking proficiency that allows them to communicate ideas and facts in a form of speech that a native speaker would easily understand; express personal opinions and discuss current topics; describe, narrate, and explain using appropriate grammatical structures; have a fairly broad range of vocabulary and thus speak with a certain fluency and accuracy.
Speaking Activities in the AP French Class

  • Class discussion about different topics (Mentor System)

  • Individual presentations (Marking Period Projects)

  • Interactive group activities (Dialogues, etc.)

Course Planner:

Week 1 and 2

Communication Functions and Content: Describing people, inquiring about people, beauty
Grammar: Review of the tenses (past, present, future), timeline
Culture: Reading “Les petites annonces classes” (Easy French Reader), Analyses of French magazines
Literature/Music/Arts: Ionesco Conte pour les enfants de moins de trois ans / Le Théâtre de l’Absurde

Quiz : verb tenses

Writing/ Reading: Answering the comprehension questions to « Conte pour les enfants de moins de trois ans »

Speaking : Each student describes his/her ideal partner. In form of a game, they pick someone from the school/famous and take rounds guessing the person.

Week 3 and 4

Communication Functions and Content: Prepare a short speech about a specific topic.
Grammar: Le subjonctif
Culture: Text: « Les discours » (Easy French Reader)
Literature/Music/Arts: « La resistance (Charles de Gaulle, discours) », (Chosen examples in video format)

Quiz: Le subjonctif

Writing : Write your own speech

Speaking : Choose a topic and deliver a speech about it.

Listening: Les guignols de l'info. (Chosen examples), les discours de Charles de Gaulle et Andre Malraux.

Week 5 and 6

Communication Functions and Content: Fairy tales, talking about action in the past,
Grammar: Passé Composé vs. Imparfait
Culture: Variations of fairy tales in France

Literature/Music/Arts : Charles Perrault «Cendrillon ou la Petite Pantoufle de verre », Fairy Tale


Quiz : Passé Composé vs Imparfait

Writing : Answering comprehension questions on Cendrillon. Rewriting the story from another viewpoint (another character as narrator)

Speaking: Role play: “Cendrillon”

Listening: Audiobook of ‘Cendrillon’

Week 7 and 8

Communication Functions and Content: Shopping for various items, at the post office, asking for a variety of services
Grammar: The pronouns: me, te, se, nous, vous/ le, la, les/lui, leur/y, en/
Culture: Shopping in France, research on internet for items, prices, stores etc.
Literature/Music/Arts: Histoire de la chanson française, La musique des jeunes, La musique francophone en Amérique / French Music

Quiz: Pronouns

Writing: Students choose one French chanson and write an essay about it giving background information, talking about the singer, and about the message of the song.

Speaking: In groups of 3, students prepare dialogues pretending to be in a shop they can choose

Listening: Different French songs (e.g. Carmen by Bizet)

Week 9 and 10

Communication Functions and Content: La BD dans la Francophonie, takling about negative actions
Grammar: Future Tense, Negation
Culture: Astérix (Text from Regents June 2006)

Literature/Music/Arts: La BD (research project, followed by presentation)

Quiz: Future Tense, Negation

Writing: research Power Point about BD, story with ONLY negative sentences

Speaking: Presentation “la BD”

Listening: Movie “Astérix” in French

Week 11 and 12

Communication Functions and Content: ‘les voyages’, literature and poems about travelling
Culture : La Polynésie
Literature, Art, Music : Denis Diderot : ‘ Supplement au voyage de Bougainville’

Claude Levi Strauss: ‘La Quête du pouvoir’
Assessment :

Writing : Dialog between a native and an explorer

Speaking: How does tourism change the world? – round table discussion in class

Listening: selected videoclips from youtube about travelling and ads.

Week 13 and 14

Communication Functions and Content: Register of languages, formal and informal, children’s and adults’ speeches.
Grammaire : formal vs informal, questions in French
Literature, Art, Music: ‘Le Petit Nicolas’ (Texte et film)
Assessment :

Quiz : Listening

Writing : Qu’est-ce qui fait l’humour dans le film/texte du ‘Petit Nicolas’ (‘Je frequente Agnan’)

Speaking : Interview

Listening : Movie ‘Le Petit Nicolas’

Week 15 and 16

Communication Functions and Content: languages and identity, multiculturalism, patriotism
Grammaire: les anglicismes, relatifs pronoms
Literature, Art, Music: Texts and poems to ‘anglicisme’ (‘franglais’)
Culture: The defense of the French language against English, Academie Française
Assessment :

Quiz : Pronoms relatifs

Writing : Est-ce qu’il faut protéger la langue française de l’influence anglaise ? Essay

Speaking : Présentation: quelles compétences linguistiques faut-il avoir?

Listening : Entretien sur la beauté de la langue française (excerpt new AP course)

Week 17 and 18

Communication Functions and Content: Idiomatic expressions and their use

Grammaire: le gerondif, participe present

Literature, Art, Music: regions in France
Culture: cultural background to idiomatic expressions
Assessment :

Quiz : Gerondif, participe present

Listening : « ca bouge en France » (videos TV5monde)

Writing : Ecris une histoire en utilisant 5 expressions imagees differentes

Speaking : Dialogue avec les expression imagees

Week 19

Final exam

Week 20 and 21

Communication Functions and Content: Talking about the environment, weather, global warming, pollution, technology
Culture: Le Minitel
Grammar: Conditionnel, hypothesis
Literature/Music/Arts: text: ‘la pollution’, ‘l’internet’

Quiz: Le conditionnel

Reading/ Writing: ‘les sacs plastiques’

Speaking: Quels problèmes environnementaux est-ce qu’on envisage aujourd’hui?

Listening: « les catastrophes et leurs conséquences », « en panne »

Week 22 and 23

Communication Functions and Content: talking about human rights, creating a professional portfolio, education
Culture: History (French Revolution etc) behind Human Rights in France; French school system
Grammar: conjunctions
Literature/Music/Arts : text: ‘le travail, c’est la sante’ (La France d’aujourd’hui)

Writing: Professional portfolio (C.V., lettre de motivation, annonce d’emploi/de formation)

Speaking: Un entretien d’emploi

Listening: I-catcher video ‘militants et fantômes’

Week 24 and 25

Communication Functions and Content: Personal relationships, friendships, and family life
Culture: Text: ‘Génération jeunes’
Grammar: Hypothesis in the past (si + plusquearfait)
Literature/Music/Arts: Michel de Motaigne : ‘Un veritable ami’


Quiz: Les pronoms relatifs

Writing: Qu’est-ce qui caractérise la jeune génération d’aujourd’hui? Essay

Speaking: Jeux de role

Listening: ‘conseils, regrets et reproches’ (CLE international)

Week 26 and 27

Communication Functions and Content: Feminism, gender and sexuality, identity
Culture: Simone de Beauvoir, le feminisme en France ; la francophonie
Grammar: Review tenses, concordance des temps
Literature/Music/Arts : French authors writing about feminism (research project with presentation)

Quiz: les temps verbaux

Writing/Reading: research project

Listening: videos of different French speaking people, introducing their countries (TV5monde)

Speaking: presentation of research project
Week 28 and 29

Communication Functions and Content: Le cinéma, les arts, l’architecture et le théâtre
Culture: Festival de Cannes
Literature/Music/Art: les grands peintres, les monuments de France

Quiz: Knowledge about cinema, art, theatre, architecture

Writing/Reading: different texts (‘la Joconde et son sourire’, ‘Cannes’ etc.)

Listening: videos on TV5 monde

Speaking: Presentation of one monument / artist of student’s choice

Week 30

Communication Functions and Content: holidays and celebrations in France
Culture: French holidays and how they are celebrated
Literature/Music/Art: different texts and songs covering holidays (les Rois Mages, le carneval, la fete de la musique, la fete nationale, Noel, etc.)

Quiz: knowledge about holidays

Writing/Reading: texts about holidays

Listening: songs, videos about celebrations

Speaking: Comment se passent ses fetes chez vous?

Week 31 and 32
Reading: texts to multiple topics with multiple choice questions

Listening: videos and activities with multiple choice and comprehension questions

Speaking: class discussion about diverse topics

Writing: short persuasive essays and email replies on diverse topics

Week 33


AFTER AP EXAM to end of academic year
Students will work on a variety of projects that will further reinforce their knowledge of French Culture and Literature.

  • Excerpts of different important writers, the history of French literature will be studied in depth. This will be reinforced by videos / movies and listening activities.

  • Cultural differences will be discussed and an understanding of intercultural ideas will be reinforced.

  • Students’ ability to express themselves in a variety of contexts in French will be trained further.

II. Teaching Strategies

This curriculum incorporates the communicative and learning strategies that learners of a second language should develop in order to maximize their interaction skills in the target language. Communicative strategies refer to a wide range of skills students have to acquire to be able to participate in conversations and to understand the target language. In light of this picture of second language learning, this curriculum wants students to practice regularly the four communicative skills, namely, speaking, listening, writing and reading. As students have to be prepared for conversations outside the classroom, it is important that they can make free utterances.

As far as grammar is concerned, the functional and not the formal aspects are taught. The study of grammatical structures is embedded in a communicative context as students need to know when and how to use them.

The curriculum also underlines the fact that language has to be seen as a means of communication; therefore it stresses the importance of authenticity in all areas. Students are encouraged to pursue opportunities outside the classroom to extend and enrich their skills in French, for example talking to native speakers.

To enhance listening comprehension:

  • Students will also analyze dialogues on tape, documentaries from http://www.adodoc.net/ and will be able to work with http://www.tv5.org/TV5Site/info/accueil.php for information on current events.    

  • Students will be tested on their ability to understand language spoken at a normal native speed using structures covering a wide range of topics (culture, science, sports, etc.).

In order to assess students, the directed-response method will be used in class along with multiple choice selections.

To enhance reading comprehension:

  • Students will analyze several short stories, texts and articles from the textbook, the Internet and newspaper and practice on readings from previous AP exams. Reading will be part of class discussion (in the target language to promote speaking skills), through which students will read and summarize the various texts and articles.

  • Students will be evaluated on their participation in class discussions and their ability to answer questions on the topic using the directed-response method or the multiple choice selection.

To enhance writing:
In addition to a wide range of idioms and structures, correct grammatical structure is mandatory to achieve our goal in writing an AP essay. As we continue with writing short responses, compositions, and short essays, the correct use of vocabulary and grammar will be reviewed and refined with exercises from “Discovering French Rouge” as well as function word fill-ins and verb fill-ins from previous AP tests.

  • Students will be assigned essay subjects related to a reading or a previous AP essay topic every other week.

  • Students will handwrite their essay, will not use dictionaries, but will be allowed a rewrite for a final grade. The 200 to 250 words assignment is expected to last 40 to 50 minutes in the first semester, 40 minutes in the second semester

To enhance speaking

Since French 2, students have been required to communicate in class in the target language. At this level, they will be expected to use varied vocabulary, correct grammar and idiomatic expressions. Activities will include discussions of listening, reading and writing topics, as well as practice exercises modeled on picture sequence and free-response tests. As for listening comprehension, students will be evaluated on active participation. They will also be graded according to the rubric suggested by the College Board.

In order to improve the four language skills, students are required to speak French only in the classroom. Class is conducted in the target language.

III. Bibliography
Discovering French Rouge
French magazines
Zola, Emile: Trois nouvelles
Lanquetin, Pierre : SOS Français. Révision systématique de la grammaire et du vocabulaire
Sempe-Goscinny: Le petit Nicolas
Sauvard Jocelyne: Contes sous la lune
Perrault, Charles: Contes
Labrune, G. & Toutain, Ph: L’histoire de France
De Roussy de Sales, R.: Easy French Reader
Heminway, Annie: Better Reading French
Goscinny & Uderzo : Astérix
Lamarre, Melanie : Dictées pour progresser
Barfety, Michele: Comprehension orale. CLE international
Shein, Francoise: French four years. Advanced French with AP component. AMSCO
Ghillebaert, Francoise: Face-à-face. Conversation et rédaction. VISTA

Au revoir les enfants
La vie en rose
Coco avant Chanel
Madame Bovary
Les Misérables

Different songs from http://www.carmen-vera.es/site/hotpot/chansons/index.htm


I. Course Overview iconCourse Overview

I. Course Overview iconOverview Description

I. Course Overview iconCourse Overview Years of Study

I. Course Overview iconCourse Overview and Learning Objectives

I. Course Overview iconOverview Graph1 Jeu Des Scores Solutions Dico Sheet 1: Graph1

I. Course Overview iconOverview Personnel Recherchev base matricielle Clients Sheet 1: Personnel

Tous droits réservés. Copyright © 2016