GRADE 8 French Every Other Day
Standard 1.1 Interpersonal Communication
Standard 1.2 Interpretive Communication
Standard 1.3 Presentational Communication
Standard 2.1
Practices of
Culture
Standard 3.1 Making Connections
Standard 4.1 Language Comparisons
Standard 4.2 Cultural Comparisons
Standard 5.1 School and Community
Standard 5.2 Lifelong Learning
Estimated
|
August to June |
The student will
understand that:
|
1. |
the French language and culture have influenced the Anglophone world and that English words have infiltrated the French language and culture |
|
2. |
there is multi-cultural and multi-racial diversity in the French-speaking world |
|
3. |
there are cultural similarities and differences between French and American families |
|
4. |
there are linguistic and extra-linguistic distinctions in formal and informal address in French (tu vs vous) |
|
5. |
grammar and gender characterize relationships and ownership when describing people, places and things in French. (possessive adjectives – i.e. my and your) |
|
6. |
double-digit numbers are complex and formulating them requires the function of multiplication and addition |
|
7. |
the written representation and positioning of numbers (i.e. dates) are different from that of English |
|
8. |
liaison and elision are used to facilitate pronunciation |
|
9. |
there are grammatical conjugations and idiomatic expressions with the following verbs : “avoir”, “faire”, and “être” |
|
10 |
there is not a word-for-word correspondence between the two languages |
|
11. |
diacritical marks are used |
|
12. |
written representation of French often differs from how it is pronounced |
|
13. |
some foods from French-speaking nations have influenced American cuisine and vice versa |
|
14. |
different currencies and customs govern consumers’ transactions in French speaking countries. |
|
15. |
French teenagers spend more time on studies and yet share similar leisure activities as American students. |
|
16. |
French students have classes on Wednesday and Saturday morning but have Wednesday afternoons free. |
|
Test and quizzes Mini-compositions Dictation Question & Answer sessions Conversations Projects (Cultural) Games Drills Puzzles Warm-up exercises Listening Comprehension |
|
1. |
How do you know when a noun is masculine or feminine? |
|
2. |
What language is appropriate to use in a formal vs. informal setting? |
|
3. |
What words would you use to describe relationships with family, friends, and new acquaintances? |
|
4. |
What is the significance of the French family? |
|
5. |
How would your life change if you were an exchange student living in a French-speaking country? |
|
6. |
What relationships exist between grammatical and personal gender in French? |
|
7. |
How do the sounds of surprise, exclamation, anger and pause differ between the French and the English languages? |
|
8. |
Why are the French so interested in the American culture? |
|
9. |
Who are some French speaking celebrities familiar in the American culture? |
|
10. |
What English sounds approximate the “nasal” vowel sounds that are present in French? |
|
11. |
What are grammatical and number, as concepts? |
|
12. |
Living in a country neighboring |
|
13. |
How does school life differ in French-speaking countries
vs. the |
|
14. |
When does one pronounce a final letter? |
|
15. |
What does it mean to refer to something as an “idiomatic expression”? |
|
16. |
How has the introduction of the “Euro” affected |
The student will be
able to:
|
1. |
engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions.(greetings, introductions, asking how people feel) |
|
2. |
understand and interpret spoken and written French on a variety of topics (numbers, time, dates, days of the week, people, likes and dislikes) |
|
3. |
present information, concepts and ideas in French on a variety of topics to an audience of listeners or readers. |
|
4. |
demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the French-speaking world. |
|
5. |
reinforce and further their knowledge of other disciplines through French. |
|
6. |
demonstrate understanding of the nature of language through comparisons of French and their native language. |
|
7. |
demonstrate understanding of the nature of culture through comparisons of French speaking cultures and their own. |
|
8. |
use French both within and beyond the school setting. |
|
9. |
show evidence of
becoming lifelong learners by using French for personal enjoyment and
enrichment. |
|
10. |
demonstrate knowledge and understanding of common classroom commands, objects and phrases. |
|
11. |
interpret the meaning of unfamiliar vocabulary through context and cognates. |
|
12. |
learn about and understand the historical traditions celebrated during French-speaking holidays. |
|
13. |
listen to music and sing songs from the French-speaking culture. |
|
14. |
attend a cultural and/ or a social activity with a French focus. |
|
15. |
ask and answer questions on related topics. |
|
Valette
Valette, Discovering French Bleu Nouveau; la première partie, McDougal
Littell ISBN : 0-618-03500-1. Allez, viens, Holt. French level one, video. MUZZY, levels 1 & 2, French. MacArthur, Barbara. Sing, Dance, Laugh and Eat Quiche. Kidspeak French, “Claudine teaches French”, CD Asterix Learn French, CD ROM. Eurotalk Interactive. Video: La Video: Discovering |
|
MATH: Metric System, currency conversion, measurements HISTORY: Geographical concepts ART & MUSIC: Well-known French-speaking people and their contributions UNIFIED ARTS: gastronomy and technology |