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AP French Language Syllabus

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					                             AP French Language and Culture Syllabus


Course Background:

The course provides students with a learning experience equivalent to that of a third-year
college course in French language and culture. Instructional materials, activities, assignments, and
assessments are appropriate to this level.

Students review grammar and verb tenses from the three previous years and learn advanced
grammar structures. Most students have had three years of French, while a few have had four. This
grammar review and learning will take place along with a meaningful study of the six AP themes:
Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities,
Families and Communities, and Beauty and Aesthetics. These themes serve as springboards for
practice of interpersonal, interpretive and presentational communicative skills within interesting and
relevant contexts. The course guides the students to explore culture and events in both contemporary
and historical settings and to examine products and practices of the target culture with regard to their
perspectives.

Through writing and speaking on a wide range of topics, students expand their vocabulary, develop
their writing style in French, and improve their critical thinking skills—all in the target language. The
use of English in the classroom is not permitted. The teacher uses French almost exclusively in class
and requires students to do likewise. CR 1: The teacher uses French almost exclusively in class
and encourages students to do likewise.

Listening skills continue to be developed by participating in classroom discussions, viewing and
discussing authentic French films and video clips and listening to French songs and audio
recordings by native French speakers from a variety of francophone countries.

Reading skills continue to be developed by reading a variety of authentic texts, literary as well as
authentic texts to include newspaper or magazine articles or advertisements, from a variety of
francophone countries. CR 2b: Instructional materials include a variety of authentic non-
literary texts such as newspaper and magazine articles.

Objectives:
Students should be able to:
    understand the French of native speakers in a variety of contexts and representing a variety of
      francophone cultures;
    understand nontechnical written texts from a variety of sources (magazine and newspaper
      articles, literary texts, letters, etc.);
    achieve a level of oral and written expression that would be comprehensible to the
      nonsympathetic (i.e. not the teacher) native listener or reader; and
    grow in their knowledge of francophone cultures.



Grading:

Listening exercises                                                   20%
Compositions, emails and other writing exercises                      20%
Oral assessments                                                      20%
Reading comprehension                                                20%
Vocabulary and grammar assessments and participation                 10%
Final exam                                                           10%

Our district has three high schools, whose schedules vary somewhat. They are as follows:

High School 1: Monday and Friday: 60 minutes; two other days a week for 90 minutes each.

High Schools 2 and 3: 60 minutes each day, five days per week.

Primary Textbooks:
Muyskens, Harlow, Vialet and Brière. Bravo. Heinle, 2005. (for grammar and vocabulary)
Ladd, Richard. Allons au delà. Pearson, 2012. (for authentic texts and audio by theme)
Ladd, Richard. AP French Preparing for the Language and Culture Examination. Pearson, 2012. (for
AP exam-type practice exercises)
The latter two sources have an E-Text with embedded authentic audio and video resources.

Supplementary Texts and Materials:

Podcasts from various sites such as RFI, RTL, France Info, RTBF, Radio Canada
French and francophone newspaper internet sites such as Le Monde and Le Figaro
Video from sites such as France 2 and tf1.fr
various internet sites with text, audio and video such as www.ina.fr, www.tv5.org/,
www.bbc.co.uk/languages/french, www.lepointdufle.net, www.emcp.com (i-culture porgram)
French films and film clips such as Au Revoir Les Enfants, Army of Crime, Jean de Florette/Manon
des Sources, Le Petit Nicholas, Entre Les Murs, Le Chateau de Ma Mère, Le Diner de Cons, Les
Choristes et Le Grand Voyage. Clips are also used from: tv5monde, rfi.fr and Le Canal Acadamie.
Students may use a class NING site for posting their own videos as well as writing blog entries.
AP French Language and Culture: A Curriculum Module from the College Board,
“L’Environnement: Quels voeux pour notre planète?”

CR2c: Instructional materials include a variety of authentic literary texts.


Course Organization:

Over the summer before starting this class, students will complete a comprehensive review packet of
exercises on the verb tenses covered in levels 1-4. They will also watch 2 French films and present
film reviews to the class at the beginning of the semester.

As students review grammatical structures and vocabulary, the course will focus on one theme per
unit. However, the course will continuously bring up each theme so that topics are discussed
throughout the year. Grammar topics will be a review of previously learned grammar.

AP students will do a considerable amount of reading, listening and writing outside of class in addition
the work we do in class. Readings will come from online newspapers such as Le Monde and from
authentic excerpts of magazines and newspapers in Allons au Delà and in the new AP French Prep
book. Listening will come from sources such as RFI and other francophone radio and TV online from
not only France but also francophone Africa, Canada, Europe and the Caribbean. Writing will include
a bi-weekly essay on topics chosen from the recommended contexts. After practicing separate writing
and listening, essays will be persuasive essays using an audio and a text source for reference.
Activities assigned after reading any poem, literary piece, newspaper article or excerpt will include
building vocabulary, answering both multiple choice and free response questions, and writing an
essay or making a presentation to compare and contrast themes.

CR4a: The course provides opportunities for students to demonstrate their ability in
Interpretative Communication to understand and synthesize information from a variety of
authentic audio, visual and audio-visual materials.

 CR1: The teacher uses French almost exclusively in class and encourages students to do
likewise.

Discussion of current events “à la une” in the Francophone world supplement thematic units. They
explore the current social, political, and economic trends of today’s world as well as global
challenges.
CR9: The course prepares students to use the French language in real-life settings.

Objectives for each unit correlate to measurable student understanding of central questions
considered central to the debate of each topic. They are listed with each unit. Students are given
pre/post instructional assessment to determine the amount of growth in knowledge and proficiency in
using vocabulary, grammar and idiomatic expressions relating to the central questions.


Central 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?

Activities
    Study vocabulary associated with tolerance, nature/environment, health, human rights, food,
       war and peace
    Read, discuss and culturally compare authentic readings/embedded audio in “Allons Au Dela”
       on topics above.
    Learn about the Earth Day Celebration in Canada “Allo La Terre”
    Investigate the French and Canadian Government websites devoted to Environmental Issues
    Music Videos: “Respire”, “Aux Arbres Citoyens”, “Sous Les Déchets De La Plage” and “De
       L’Eau”
    Video Clip on Biodiversity
    Investigate the World Health Organization French links
    Explore Humanitarian Organizations in Africa and France DOM
    Listen, analyze and draw cultural inferences from authentic listening sources in the Ladd, AP
       French Book, which correspond by theme.
    Students choose topics for an audio-visual presentation on the environment from the website:
       www.toutsurlenvironnement.fr
    Students respond by e-mail to a Radio Canada blog by a doctor who suggests limiting the
       amount of sweets to give children for Halloween: http://blogues.radio-
       canada.ca/johanneblais/2011/10/20/halloween-et-si-on-diminuait-la-quantite-de-bonbons/

CR6a: The course explicitly addresses the Global Challenges theme.
CR4b: The course provides opportunities for students to demonstrate their ability in
Interpretative Communication to understand and synthesize information from a variety of
written and print resources.

CR2a: Instructional materials include a variety of authentic audio and video recordings.

CR8: The course provides opportunities for students to make comparisons between and
within languages and cultures.

November/December

Theme 2: Science and Technology
Students will address the social impact of new communications as detailed below. Students will
participate in a debate about the ethics of cloning as detailed below. Students will study
about discoveries and inventions from both a historical and contemporary perspective.

Central 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 do ethics play in scientific advancement?

Activities

      Study vocabulary associated with discoveries and inventions, methods of communication,
       intellectual property and moral choice
      Read, discuss and culturally compare authentic readings and embedded audio in “Allons Au
       Delà” of above topics.
      Listen, analyze and draw cultural inferences from authentic listening sources in the Ladd, AP
       French Book, which correspond by theme.
      Investigate UNESCO- United Nations website dedicated to science/technology:
       http://www.unesco.org/new/fr/unesco/
       Chemistry Video, Notable Women in Scientific Research, Planet Science Editorials
       Research Observatoire de Paris: http://www.obspm.fr/obsparis.fr.shtml

       News on latest scientific research. National Science Day (France), Students explore on self-
       directed topics.
      Power Point presentations on scientific phenomena from Dr. Timothy Farley, College Board
       Presenter, on lightning, thunder and salt water.
      Paris Observatory Multi-Media Presentations on Planets and Pluto
       http://www.obspm.fr/obsparis.fr.shtml

      French Ministry of Science Website Exploration: The government’s latest news on scientific
       development in France. http://www.science.gouv.fr/fr/
      Students debate and write persuasive essays on the most valuable invention of each decade
       from 1900-present day, after exploring the website: Greatest Inventions of the 20 th Century:
       http://www.linternaute.com/actualite/magazine/dossier/les-inventions-qui-ont-change-le-xxe-
       siecle/les-grandes-inventions-du-xxe-siecle.shtml
      Students analyze and evaluate “quotable quotes” from historical/modern day French scientists:
       http://www.evene.fr/citations/mot.php?mot=science-et-morale
      Selected readings from EVARISTE: (étude et valorisation des activités de recherche et
       d'innovation scientifique et technique pour les entreprises)
    Students take an Online Quiz- Inventions of the 20th Century- Guess when these products
       were invented? http://www.mesexercices.com/exercices/exercice-culture-2/exercice-culture-
       40862.php
    Students make an oral presentation to illustrate how life would be different for most students
       without cell phones and Facebook and include what future innovations in communication that
       may lie ahead.
        http://www.canalacademie.com/apprendre/fiche.php?id=65
    Students view the latest innovation in electric cars and compare French and American
       achievements in the development of this technology:
        http://videos.tf1.fr/jt-13h/salon-international-de-lyon-les-electriques-a-l- honneur-
   6765749.html
    Students will learn about the French Airbus program and compare/contrast it to the NASA
       Space Shuttle. http://mcetv.fr/mon-mag/1606-le-nouvel-airbus-sera-transparent
    Students will learn about the consequences of video/internet pirating. They will write an e-mail
       to a French record company/music label, to hear their viewpoint on the financial and artistic
       costs of pirating.
        http://www.canalacademie.com/apprendre/fiche.php?id=65 and
   http://www.laguinguette.com/lejournal/2005/02soc/index.php
   * Students will investigate France’s TV3 science broadcast, “C’est pas sorcière” and share
   findings on the latest research about the latest developments in “hot topics” like: nanotechnology,
   clothing of the future, alternative electricity resources, alternatives for plastic, and cloning.
   http://c-est-pas-sorcier.france3.fr/?id_rubrique=191-197&motcle=&page=recherche
   * Students debate the ethics of cloning after having read appropriate articles and viewing the
   following video. http://c-est-pas-
   sorcier.france3.fr/?id_rubrique=1&motcle=le+clonage&page=recherche


   CR2a: Instructional materials include a variety of authentic audio and video recordings.

   CR2b: Instructional materials include a variety of authentic non-literary texts such as
   newspaper and magazine articles.

   CR5a: The course provides opportunities for students to demonstrate their proficiency in
   spoken Presentational Communication in the Intermediate to Pre-Advanced range.

   CR6b: The course explicitly addresses the Science and Technology theme.

   CR9: The course prepares students to use the French language in real-life situations.


December/January

Theme Unit 3-Contemporary Life

This unit will include many or all of the following sub-themes: advertising and marketing, education,
holidays and celebrations, housing, leisure and sports, professions and work, rites of passage, and
travel.
      --Grammar review: pluperfect and “if” clauses with present, future, imperfect, present and past
       conditional, pluperfect, etc.
      --Study vocabulary associated with sports, professions, transportation, and lodging.
      --Complete any listening and Internet activities from Sept Jours sur la Planète that correspond
       to sports, professions and other contemporary issues in the francophone world.
      --Reading, listening, speaking and writing activities from AP French and Allons au-delà that
       relate to the themes of this unit.
      Authentic reading and listening activities such as "Mieux connaître la pratique… de la
       pétanque" from http://www.irbms.com, "A Quoi Sert Le Baccalauréat" from
       www.canalacademie.com/apprendre/fiche.php?id=36 and "La Tousaint, un moment de
       recueillement" from videos.tf1.fr/jt-13h/la-toussaint-un-moment-de-recueillement-6122769.html.
      --Writing pieces and blogs incorporating above grammar and addressing contemporary life.
      Oral presentation to the class about the differences between different Francophone countries
       school systems and the American system (students will be assigned different countries to
       research).

   CR6e: The course explicitly addresses the Families and Communities theme.

   CR3a: The course provides opportunities for students to demonstrate their proficiency in
   spoken Interpersonal Communication in a variety of situations in the Intermediate to Pre-
   Advanced range.

   CR 8: The course provides opportunities for students to make comparisons between and
   within languages and cultures.


   February

   Theme 4 - Personal and Public Identities

This unit will include many or all of the following sub-themes: alienation and assimilation, beliefs and
values, language and identity, multiculturalism and immigration, and nationalism and patriotism.
Immigration, language and identity and alienation and assimilation, especially, will be the focus of in-
depth treatment.

      --Grammar review: prepositions.
      --Study vocabulary associated with immigration, identity, and clothing.
      --Discuss French colonization and contemporary immigration, and the dilemma of the veil and
       prayer in the street.
      --View and discuss excerpts concerning “multiculturalism” from the films “Paris, je t’aime” and
       “Entre les murs.”
      --Read and discuss “Le Racisme expliqué à ma fille” (Tajar Ben Jelloun).
      ----Reading, listening, speaking and writing activities from AP French and Allons au-delà that
       relate to the themes of this unit.
      Watch and listen to interview with Tajar Ben Jelloun from site
       http://www.youtube.com/watch?v=4GBE6yWjayE. Discuss as a class.
      --Song (discussion and activities): Ma France à moi (Diam’s).
      --Complete any listening and Internet activities from Sept Jours sur la Planète that correspond
       to immigration and multiculturalism.
      --Research the immigration issues of a selected francophone country and give oral
       presentation to the class.
       Authentic listening and reading activities such as "La Société Mulitculturelle Est-Elle Une
        Utopie?" from www.canalacademie.com/apprendre/fiche.php?id=92 and "La Déclaration
        Universelle Des Droits De L'Homme" from http://youtu.be/AFmGZy4JXxc.
       --Write newspaper article: “Did you know… » on a French legendary hero that they research.
        Discuss that person's influence on France.

CR6d: The course explicitly addresses the Personal and Public Identities theme.

CR7: The course provides opportunities for students to demonstrate an understanding of the
products, practices and perspectives of the target cultures.

March

Theme 5 - Families and Communities

This unit will include many or all of the following sub-themes: age and class, childhood and
adolescence, customs and ceremonies, family structures, and friendship and love.

       --Grammar review: personal pronouns and relative pronouns.
       --Study vocabulary associated with family (including chores), and friendship and love.
       --Complete any listening and Internet activities from Sept Jours sur la Planète that correspond
        to the family.
       --Reading, listening, speaking and writing activities from AP French and Allons au-delà that
        relate to the themes of this unit.
       --View and discuss the film Le Petit Nicolas
       --Authentic reading and listening activities such as an excerpt from "Le Mariage de Manon" by
        Marcel Pagnol and episodes of "Que du Bonheur" from http://www.wat.tv/video/que-bonheur-
        episode-26-novembre-13znx_2hg45_.html.
       --Writing pieces incorporating above grammar and on family life today, the generation gap,
        obligations of parents toward children, etc.. What is family?
       Research and discuss the importance of vacations to the French, and the laws that support
        their philosophy. Give oral presentation about typical vacations in different Francophone
        countries and their own typical family vacation.
       --Write an essay comparing the portrayal of a blended family on an American sitcom with the
        show "Que du Bonheur."

CR6e: The course explicitly addresses the Families and Communities theme.

CR3a: The course provides opportunities for students to demonstrate their proficiency in
spoken Interpersonal Communication in a variety of situations in the Intermediate to Pre-
Advanced range.


April/May

Theme 6: L’esthétique/beauty

This unit will include the following sub-theme: French contributions to world artistic heritage,
especially the visual arts.

       Study vocabulary associated with beauty, art, theater, poetry, architecture, patrimony
      Read, discuss and culturally compare authentic readings/embedded audio in “Allons Au Dela”
       on topics above.
      Discuss topics of inner beauty, artistic beauty, etc
      View the film “Le Huitième Jour” and/or “Les Choristes”
      Take virtual tours of Francophone museums
      Music Videos: “Il me dit que je suis belle”, “Victime de Mode”, “Pourquoi Tu Pleures” and “Tant
       Que Paris”
      Video Clips on architecture and art http://www.ina.fr/art-et-
       culture/cinema/video/2445103001039/motown.fr.html, video on the ballet http://videos.tf1.fr/jt-
       we/les-ballets-de-saint-petersbourg-font-un-tabac-a-paris-6809478.html, video on fashion
       http://videos.tf1.fr/jt-we/defiles-coup-de-projecteur-sur-les-belles-endormies-6740066.html
      Investigate the World Heritage French links
      Explore concepts of beauty throughout the Francophone world and through history
      Listen, analyze and draw cultural inferences from authentic listening sources in the Ladd, AP
       French Book, which correspond by theme.
      Based on the topics presented and discussed in this unit, students will do a brief oral
       presentation. Using their background knowledge and information learned during the unit,
       students will make a cultural comparison of one of the concepts of beauty between their own
       heritage and that of a Francophone culture. This will prepare them for the “Presentational
       Speaking, Cultural Comparison” section of the AP French Language and Culture exam.

CR4b: The course provides opportunities for students to demonstrate their ability in
Interpretative Communication to understand and synthesize information from a variety of
written and print resources.

CR2a: Instructional materials include a variety of authentic audio and video recordings.

Teaching Strategies

Our class is conducted entirely in French. Students will demonstrate their proficiency in spoken
interpersonal communication through class discussions of readings and films, through oral interviews
with one another, through conversations with French students when students from our exchange
schools in Rennes or Lyon, respectively, come in either Fall or Spring, according to the high school.
Therefore, students will engage in oral presentations for native speakers.

Students will demonstrate their proficiency in written interpersonal communication through emails,
interactive blogs and letter writing. An effort will be made to find French partners for the students with
whom they can correspond on various topics.

Students will demonstrate their ability in interpretive communication through the viewing and
discussion of films, through listening and responding to music and podcasts, and through comparing
and contrasting a written story with a related video (e.g. “Le Chandail de hockey” and “L’homme qui
plantait les arbres.”) Students ability to synthesize information will be demonstrated by answering
comprehension questions, by discussion of their personal reactions and through formal essays which
may require incorporating new vocabulary.

Students will demonstrate their proficiency in spoken presentational communication through oral
presentations and skits. Students will demonstrate their proficiency in written presentational
communications through formal essays that synthesize authentic listening and reading sources such
as those from the AP French book.
Students will demonstrate an understanding of the products, practices and perspectives of
francophone cultures through research on the customs and culture of a selected francophone
country. Findings will be presented to the class and students will be asked to compare their own
culture to the culture in question.

While activities vary from week to week, certain assignments and assessments will be scheduled
regularly, usually every week or two. These include thematic vocabulary quizzes, and grammar
assessments. Students will participate in an on-line chat on a variety of topics related to our
curriculum. Monthly rédactions will be evaluated using the AP French Language rubric. We will go to
the language lab about every two weeks for listening and speaking activities. Formal oral
assessments will be conducted in the language lab. We use Audacity to record responses to longer
questions and directed dialogs. We use the following rubrics as necessary from the College Board:

      Interpersonal Writing: E-Mail Reply
      Presentational Writing: Persuasive Essay
      Interpersonal Speaking: Conversation

				
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