LCPS AP French Language and Culture Syllabus 2013

Advanced Placement ® French Language and Culture Syllabus 2012-2013 COURSE DESCRIPTION : Advanced Placement ® French Language and Culture The Advanced Placement AP French Language and C

Advanced Placement ®

French Language and Culture

Syllabus 2012-2013

COURSE DESCRIPTION : Advanced Placement ® French Language and Culture

The Advanced Placement (AP) French Language and Culture course is holistically AP) French Language and Culture course is holistically designed to offer students a proficiency-based, rigorous college-level experience to maximize their potential in interpretive, interpersonal, and presentational skills in French The following graphic displays the six global, overlapping course themes of instruction and their related sub-themes:

The LoudounCounty Public Schools Advanced Placement ® French Language and Culture course actually begins inLevel I, where students gradually develop the essential listening, speaking, reading and writing skillsembedded in culturally authentic, meaningful contexts during their first three years of study This willenable students to function at more advanced cognitive, analytical, and communicative levels as thepre-AP ® sequence begins in Level IV Honors Students will build confidence in French by continuallydeveloping comprehension and comprehensibility, a rich breadth of vocabulary, language control,communication strategies, and cultural awareness throughout the curricula of study from Levels I-AP

In order to connect the course with the ACTFL National Standards of Foreign Language of Learning for the 21 st Century, students will be expected to communicate entirely in the target language in AP ®

French Language and Culture as they compare and contrast Francophone cultures with their personal communities and connect their studies with other disciplines in their high school curricula

ON PARLE FRANÇAIS!

French will be the dominant language of communication in this course between the teacher andstudents Students will learn techniques by which they can use other vocabulary and structures toindicate meaning in situations where specific terminology is not yet known The goal is to develop acomfortable setting in which there is an appreciation and love for French language learning wherestudents feel free to take risks in order to maximize their level of proficiency

INSTRUCTIONAL PRACTICES and ASSESSMENT

AP ® French Language and Culture course instructors will design their instructional techniques to set reasonable learning objectives for students They will also describe acceptable performance at distinct achievement levels as designated in the AP ® scoring rubrics, design thematic instruction supported

by a variety of interesting, meaningful classroom activities, and then assess student progress towards the initial objectives per unit Teachers will be responsible for differentiating or redirecting instruction

as needed to strengthen proficiency skills A large majority of the summative assessments in Levels

I-AP will be designed to be similar in style to the I-AP ® French Language and Culture exam

The following six groups of learning objectives will be used to design activities throughout the scope and sequence of French I –AP:

Spoken Interpersonal Communication

Written Interpersonal Communication

Audio, Visual, and Audiovisual Interpretive Communication

Written and Print Interpretive Communication

Spoken Presentational Communication

Written Presentational Communication

College Board Advanced Placement (AP) French Language and Culture Course DesignAP) French Language and Culture Course Design

 Align with national standards

Course revisions integrate the instructional goals, Communications, Cultures, Connections,

Comparisons, Communities, as outlined in Standards for Foreign Language Learning in the 21st

Century

 Focus on communication

Students will demonstrate proficiency in the three modes of communication: Interpersonal,

Interpretive and Presentational

 Encourage cultural awareness

Students will develop an awareness and appreciation of aspects of the target culture, including

products (tools, books, music, laws, conventions, institutions); practices (patterns of social

interactions); and perspectives (values, attitudes, assumptions)

 Incorporate a thematic approach

A thematic structure enables students to study a variety of concepts in interesting, meaningful,

and engaging contexts

 Provide clear learning objectives

The learning objectives describe the college-level knowledge and skills students need to succeed

on the AP Exam

 Provide achievement-level descriptions

Performance indicators enable teachers to gain insight into students’ performance and adjust

curriculum and instruction to meet their needs

The following is a more specific language skill

breakdown accompanied by activities which shall

LISTENING:

Students will be introduced to new vocabulary, conversational patterns,and grammatical structures via constant target language use bythe teacher There will be opportunities for students to hear a variety ofFrancophone speakers to provide authentic models by which students caneffectively develop their aural/oral interpretive skills

It is vital for students to take notes when listening to dialogues or exchanges for which they are beingasked to seek information to provide assistance when answering questions Students will facilitate theirown growth in listening comprehension by working in cooperative learning groups where they mustcommunicate with each other to express messages in response to prompts from their partners Ageneral list of activities follows, all designed for acquisition of stronger listening comprehension skills:

 Audio recordings from classroom text publications

 Authentic recordings/broadcasts from French language media programs (AP) French Language and Culture course is holistically i.e radio, television, film, Podcasts)

 Classical and popular French music, ranging from traditional compositions to modern top singles

in the French speaking world

 Opportunities to speak with Francophone guests

 Communicative exercises and games

SPEAKING:

Students will continue to develop speaking proficiency in French via a particular sequence They willfirst orally reproduce models presented, focusing on style, intonation, and correct pronunciation.Students subsequently will engage in interpersonal conversational exercises to gradually master newlyintroduced thematic vocabulary and supportive grammatical sequences By maintaining French as theessential language of communication, students will improve their speaking ability since their thoughtpatterns will be focused on responding in the target language Students will gain greater confidence inpresentational speaking by taking risks in communicative exercises, all in an enriched, supportiveacademic environment They will acquire a greater sense of both formal and informal forms of theFrench language, often times acquiring vernacular expressions from their assigned exercises

A general list of activities follows, all designed for acquisition of stronger speaking skills:

 Recycling vocabulary and structures

 Conversational activities in both direct and cooperative

learning settings

 Dialogue performances / Mini-speeches / Readings / Picture

Sequence Descriptions

 Role-play / Dramatizations / Skits / Songs / Games

 Interviews / Oral practice drills / Question sequences /

Debates

READING:

Students will improve reading skills while refining the listening and

speaking elements of newly acquired vocabulary and structures

Students will learn additional vocabulary and grammar patterns from context-based readings inindividual and collaborative group settings Readings will be derived from textbook exercises andauthentic resources Students will be formally exposed to samples of classic and modern Frenchliterature as part of their studies Students will read silently and aloud to promote guided literacy skills,supporting the acquired listening/speaking skills They will learn to effectively read a text, summarize,and offer analysis of various literary elements which drive the theme, content, and style of the reading.Students will also make connections and comparisons to their native cultures via the study of theFrancophone culture in their readings Students will develop critical thinking skills in the targetlanguage in response to both closed and open-ended exercises based on their reading activities.Finally, students will interpret texts to answer related questions, interact with the teacher andclassmates orally on the theme(AP) French Language and Culture course is holistically s) associated with the text, and create original presentationalresponses based upon their readings

A general list of activities follows, all designed for acquisition of stronger reading skills:

 French literary excerpts from a variety of sources

speaking, and reading Students will respond in informal and formal styles They will begin by writingnew vocabulary, extend to patterned exercises of grammatical structure and style, respond toquestions / exercises focused on acquisition of new structures and enrichment of previously introduceditems, and finally graduate to direct application of learned structures in more composition-basedactivities Students will be required to spell French words and use grammatical structures correctly tobuild language control and support their level of proficiency They will also learn how to compose anintroduction, supportive body, and conclusion to a thematic composition Various creative writing stylesshall be implemented, including descriptive, compare/contrast, persuasive, and critical responseformats Students will make connections from the texts they read and use them as prompts tocompose their own work.

A general list of activities follows, all designed for acquisition of stronger writing skills:

 Responses to textbook-based and teacher-created exercises

 Vocabulary strengthening exercises

 Personal Journals

 In-Class Timed Writings/Themes

 Homework-assigned compositions / themes

 Descriptive / Persuasive / Compare-Contrast Essays

MAIN TEXTS / RESOURCES:

Students will use a variety of textbook-based and authentic resources throughout the year in AP ® French Language and Culture The following is just a basic list of the many resources which shall be employed in the course:

MAIN TEXT SERIES:

Dietiker,

Hooff En Bonne Forme New York, New York:

Houghton-Mifflin Company, 2006

Civilisation progressive du français: niveau debutant Grand-Clément, Odile,

CLE International, France 2007

Civilisation progressive du français:niveau intermédiaire Grand-Clément,

Pécheur, Jacques Civilisation progressive du français: niveau avancée CLE

International, France 2010

Ladd, Richard Allons au-delà Pearson, 2012.

Ladd, Richard AP French: Preparing for the French Language and Culture

Exam Pearson, 2012.

Mitschke, Chérie Imaginez: Le français sans frontiers Vista Higher Learning,

2012

Sturges, II, Hale, Linda Craig Nielsen, and Henry L Herbst Une fois pour toutes White Plains, New

York: Longman Publishing Group, 1992

Vocabulaire progressif du français: niveau avancée Grand-Clément, Odile, CLE

Sartre, Jean-Paul Les jeux sont faits Luçon (AP) French Language and Culture course is holistically Vendée): Gallimard, 1990.

THE ADVANCED PLACEMENT® FRENCH LANGUAGE AND CULTURE EXAM :

Tuesday, May 14, 2013, PM Exam (AP) French Language and Culture Course Design12:00pm start time)

Students enrolled in the AP® French Language and Culture course will take the Advanced Placement®French Language and Culture exam on Tuesday, May 14, 2013 during the afternoon session Studentswill be given every opportunity to be thoroughly prepared for the assessment via the activitiescompleted in class They will be continually assessed in the exact same format and expectation level

as on the AP exam

Students will be afforded opportunities to practice for the AP French Language and Culture exam in thefollowing manners:

 Class time activities

 Practice AP tests scheduled regularly throughout the year

 Individual meetings upon request and also upon requirement

 Réussissons au cours de français AP! County-wide meetings for AP students and

teachers

It is vital that we see our class as a team of students who are all striving for the best score on the exam…The ultimate goal overall, however, is for students to

participate in this course and learn as much French as possible The teacher will be here

to support you along the way!

IN-CLASS ASSESSMENTS: In order to adequately prepare students for the May 2013 AP

French Language

and Culture exam, scoring rubrics matching those for the spring assessment will be usedthroughout the

year when grading students on their SPEAKING and WRITING (AP) French Language and Culture course is holistically timed writing

/compositions) assignments A

percentage grade shall be assigned to the performance according to the following

generalized tables

AP ® French and Language 2012-2013 Scoring Guidelines:

Presentational and Interpersonal Speaking and Writing Assessments

AP ® FRENCH LANGUAGE AND CULTURE SCORE GUIDELINES PERCENTAGE EQUIVALENT

AP ® French Language and Culture

5 : Response demonstrates strong

communicative skills

98% A+ (5+)95%A (5)92% A- (5-)4: Response demonstrates good communicative

skills

88% B+ (4+)85% B (4)82% B- (4-)3: Response demonstrates fair

communicative skills

78% C+ (3+)75% C (3)72% C- (3-)2: Response demonstrates weak

communicative skills

68 % D+ (2+)65%D (2)62% D- (2-)1: Response demonstrates poor

communicative skills

58% F (1)

0: The response is totally incomprehensible or does

not address the question at all / Unacceptable

0% F (0)

* Note: Student compositions shall be composed on college-ruled notebook paper with writing

on every other

line Typed assignments will not be accepted unless otherwise proscribed by the teacher

The specific rubrics for the AP ® French Language and Culture 2013 Scoring

Guidelines are attached at the back

of this syllabus, specifying all of the details which show the characteristics

of each performance factor listed in

the charts above to the left

Advanced Placement® French Language and

Culture Thematic Program of Study

SEMESTER I :

I THÈME 1 : La vie contemporaine

A L’éducation formative :

o Bravo, pp 73-74 (Vocabulary and Reading)

o Interaction, Chapitre 8, pp 250

 Cultural focus and literary reading

o Song : Si J’étais Président by Gerard Lenorman

o Civilisation Progressive du Français – Niveau Intermédiaire, Chapitre 18, À l’école, p

110-115

o L’Enfant noir : Le départ pour l’école, reading by Camara Laye

o « Partir étudier aux Etats-Unis » (article on Vision)

o « Les étudiants repoussent leur travail » (article on Vision)

o Article : « Le retour de l’école du passé (article on Vision)

o Article : « L'iPod utilisé comme antisèche » (on Vision)

o Article : « Internat: pension magique? » (on Vision)

o Students read poem and respond to questions They then write their own poem abouttheir school experience « GRAND CŒUR MALADE – L’éducation Nationale » (on Vision)

 Grammaire / Structure en Contexte :

o Le genre des noms

o Les articles définis, indéfinis, partitifs

o Le présent

o L’impératif

o Le passif

AP French: Preparing for the French Language and Culture Exam:

Interpretive Communication, Print Text: Sélection 6: pp 14-15 – L’école

Interpretive Communication, Print Texts: Sélection 32: pp 68-69 – L’école

Interpretive Communication, Print and Audio Texts: Sélection 2: pp 88-89 – Le bac Interpretive Communication, Audio Texts: Sélection 28: p 154 – L’université

Interpersonal Writing, E-mail Reply: Courriel No 9: p 172 – L’université

Presentational Writing, Persuasive Essay: Sélection 4: pp 184-85 – Le bac

Liens électroniques

o Article : « Zappe ton prof » http://megamaths.perso.neuf.fr/echo/echo0057.html

o Podcast : Vox Pop Nouveaux Savoirs (Université de Montréal) Pourquoi les étudiants

étrangers choisissent-ils l’Université de Montréal

http://www.youtube.com/watch?

v=7iIUvuFAuGg&safety_mode=true&persist_safety_mode=1

o Watch and respond to questions about Daniel Pennac « Chagrin d’école » (questions

on Vision) There is also a PowerPoint (on Vision) to introduce Daniel Pennac

http://www.youtube.com/watch?

v=JkE4njEGS5o&safety_mode=true&persist_safety_mode=1

o Read article « Les Ecoles en France » and answer questions (worksheet on Vision)

http://www.cortland.edu/FLTEACH/civ/ecoles/ecoles.htm

o Le système éducatif en France

http://www0.hku.hk/french/dcmScreen/lang2043/systeme_educatif.htm

FILM: « M Lazhar » (2011)

SUGGESTED UNIFIED THEMATIC PROJECT:

Interpretive Task Interpersonal Task Presentational Task

Students read a text from

based on the above

resources to check for

as well.

Students compose a persuasive essay, referencing each of the examined resources and using their created tables of advantages / disadvantages to answer the following questions :

(AP) French Language and Culture course is holistically 1) Est-ce que le bac reste une marque d’excellence à laquelle on aspire à la fin des études secondaires ou est-ce que les nouvelles formules

du bac ont amoindri l’importance de l’examen jusqu’à le rendre inutile ? (AP) French Language and Culture course is holistically 2) Est-ce un héritage du passé d’être mis au gỏt du jour ?

B Les voyages :

Allons au-delà :

 LECTURE 1 : Montesquieu : Lettres persanes

 LECTURE 2 : Jules Verne : Le tour du monde en 80 jours

o Imaginez !, Leçon 8 : S’évader et s’amuser

o Quant à moi, pp 216-223, Documents et Lectures

o Reading « Les petits secrets des chambres d’hơtes » (on Vision)

 Grammaire / Structure en Contexte :

o Le passé récent

o Le passé composé

o L’accord du participe passé avec les temps composés

o Le passé simple

AP French: Preparing for the French Language and Culture Exam:

Interpretive Communication, Print Text: Sélection 11: pp 24-25 – Les Taxis

Interpretive Communication, Print and Audio Texts: Sélection 12: pp

o Song : Hiro by Soprano (plus-que-parfait and past conditional) : Students discuss what they

would do if they could travel through time / http://www.youtube.com/watch?

v=7iIUvuFAuGg&safety_mode=true&persist_safety_mode=1

SUGGESTED UNIFIED THEMATIC PROJECT:

Students listen to / read Les

vacances

(AP) French Language and Culture Course Design http://web.cortland.edu/fltea

ch/civ/vacance/vacan.htm )

and Les Transports

(AP) French Language and Culture course is holistically http://web.cortland.edu/flteach/c

iv/transpor/transp.htm) and

complete the associated listening

/ reading / writing exercises

contained within the site pages.

Students create a dialogue between a travel agent and a prospective traveler to a Francophone country or region of the world, discussing what they

will do or will have done / could

do or could have done as part of

the trip ahead citing experiences from past experiences to support plans for the trip being discussed.

Students perform dialogue skits composed as their interpersonal tasks

as observing students write questions and answers based on what they hear / see

to be posed to their classmates as an interactive assignment in conjunction with the presentational task.

II THÈME 2 : Les défis mondiaux

A L’économie :

 Bravo, p 278 – Reading L’argent

 Student Debate : Keep the euro or return to the franc ?

 Read L’homme d’affaires from Le Petit Prince

 Read Les lettres persanes by Montequieu

Grammaire / Structure en Contexte :

o L’imparfait

o Le plus-que-parfait

o Le passif au passé

AP French: Preparing for the French Language and Culture Exam:

Interpretive Communication, Print Text: Sélection 30: pp 62-63 – Le

microcrédit

Presentational Writing, Persuasive Essay: Sélection 1: pp 176-179 –

L’économie

Interpersonal Speaking, Conversation: Sélection 9: p 208 – La banque

Interpersonal Speaking, Conversation: Sélection 10: p 209 – Les SDF

Civilisation Progressive du Français, Niveau Intermédiare

Chapitre 11 La France dans l’Europe et dans le monde pp.72-75

Liens électroniques

Website for current events www.1jour1actu.com

SUGGESTED UNIFIED THEMATIC PROJECT:

Interpretive Task Interpersonal Task Presentational Task

Students listen to / read

reading / writing exercises

contained within the site

pages Teachers may also

choose to create content /

application questions

related to the listening /

reading exercise for

checking comprehension.

Students write a dialogue between a banker and a homeless man sitting on the front steps of the local bank who has only francs, but no Euros, incorporating as much vocabulary and structures related to the unit as possible Students also want

to tackle the issue of homelessness and the ways

in which society may help someone in such unfortunate conditions of unemployment and financial struggle.

Students write an persuasive essay incorporating previous research and readings from the unit to provide justification for their viewpoint concerning the maintenance of the Euro versus the return of the franc in France.

B La paix et la guerre

Allons au-delà :

 LECTURE 1 : Arthur Rimbaud, Le dormeur du val

 LECTURE 2 : Paul Éluard, Liberté

 LECTURE 3 : Jacques Prévert, Familiale

 LECTURE 4 : Guy Môquet, La lettre de Guy Môquet

 Quant à moi, Chapitre 5, p 181, readings

o L’Amérique touchée au cœur

o New York, la ville qui ne dort jamais, est devenue fantôme !

o 11 septembre un an déjà

o Le terrorisme : A qui la faute ?

Civilisation Progressive du Français, Niveau Intermédiare

 Chapitre 7 La France Moderne, pp 50-51

 Grammaire / Structure en Contexte :

AP French: Preparing for the French Language and Culture Exam:

Interpretive Communication, Print Text: Sélection 28: pp 58-59 – La guerre

In response to the lyrics, students will develop a list of « social » concerns or problems

as viewed by the French Students wil then evaluate if their home country places more

or less importance on these listed items By comparing, students will explore the values of the contrasting society.