French IV Honors
Standard 1.1, 1.2, 1.3 Communication:
Communicate in languages other than English
Standard 2.1 Cultures: Gain knowledge and
understanding of other cultures
Standard 3.1, 3.2 Connections: Connect with
other disciplines and acquire information
Standard 4.1, 4.2 Comparisons: Develop
insight into our own language and culture
Standard 5.2 Communities: Participate in
multilingual communities and global societies
Estimated
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August – June |
The student will
understand that:
|
1. |
Language is a part of the culture of a nation |
|
2. |
Customs and traditions vary not only from culture to culture, but also within a culture. |
|
3. |
Improving pronunciation increases opportunities for authentic conversation |
|
4. |
Concepts and thoughts can be expressed differently in French and English. |
|
5. |
Having an understanding of the English language will facilitate the acquisition of the French language. |
|
6. |
There are structural similarities and differences between French and English. |
|
7. |
Language allows for both self-expression and communication. |
|
8. |
Meaning is expressed through context. |
|
9. |
French is not a phonetic language. |
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10. |
Conventions of listening and speaking are different from the conventions of reading and writing in French. |
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11. |
|
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Written tests, journals, dictation, question-answer opportunities, class discussions, conversations in pairs or within groups, opportunities to read selected passages and demonstrate detailed comprehension, composition, skits, role plays, simulations Example composition assessment: The students write a narrative text following the process writing sequence completing several drafts, editing for accuracy, and publishing a final copy. The students engage in collaborative discussions with a writing partner at each stage, support one another and provide a self-assessment of both their collaborative process and the product of their writing. They are assessed by portfolio, which includes a rubric for each stage of the writing process. |
|
1. |
How do object pronouns, relative pronouns and demonstrative pronouns function? |
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2. |
How does the use of pronouns avoid repetition in communication? |
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3. |
Why is it important to use the correct tenses in the spoken language? |
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4. |
How does the use of present indicative differ from the use of present subjunctive? |
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5. |
What clarification strategies are available to sustain use of the target language? |
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6. |
How do customs and culture differ between the various Franco-phone countries and the students’ own culture? |
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7. |
How do customs and traditions vary from one franco-phone country to another? |
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8. |
How do customs and traditions vary from one individual to another within the same cultural context? |
|
9. |
How does the knowledge of English vocabulary help in the study of French vocabulary? |
|
10. |
What vocabulary is essential to effectively communicate in a French-speaking country with native speakers of French? |
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11. |
Of what importance is the knowledge and use of a second language to students in future chosen careers? |
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12. |
How is communication determined by the choice of verb mood and tense in French? |
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13. |
How do impersonal expressions in French determine verb mood in French? |
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14. |
What are the best strategies for reading for different purposes? |
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15. |
In what linguistic situations does one use the various grammatical structures such as: negation, comparative and superlative, possession, use of prepositions, etc? |
The student will be
able to:
|
1. |
Express what s/he is doing, will be doing, was doing, or would be doing in conversation or in the written language with a high level of accuracy |
|
2. |
Compare people and things using adjectives of description, nouns, and adverbs with a high level of accuracy |
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3. |
Express the extreme qualities of people and things (superlative) with increasing automaticity |
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4. |
Express who or what is receiving an action (using direct and indirect object pronouns) with a high level of accuracy |
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5. |
Express thoughts, ideas, and opinions related to various content themes and topics |
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6. |
Discuss, compare, and contrast Franco-phone culture as related to content themes and topics |
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7. |
Refer to people or things already mentioned (using object pronouns) |
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8. |
Use adverbs in spoken and written language with a high level of accuracy |
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9. |
Express thoughts using a variety of negative expressions with increasing automaticity |
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10. |
Express wishes, demands, preferences concerning oneself and others, doubt, opinions, and emotional reactions to the actions of others or to situations (present subjunctive) with increasing automaticity |
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11. |
Infer meaning from context |
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12. |
Apply appropriate reading strategies to different reading tasks |
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13. |
Describe using significant detail in present, past, and future tenses |
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14. |
Understand and communicate main ideas and significant detail in written text and in target language |
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15. |
Pronounce to a high degree of accuracy |
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16. |
Make requests, express needs and give and understand advice with increased automaticity |
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17. |
Describe and compare people, places, and objects with a high degree of accuracy |
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18. |
Request and understand clarification in target language |
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19. |
Narrate and understand narration in present, past and future tense with increasing accuracy |
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Schmitt/Lutz. En Voyage, Glencoe MacMillan/McGraw-Hill, 1994. |
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Foreign service careers |
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Teaching careers |
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Political science careers |
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Health or related fields |
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Tourism/Travel related careers |
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International business/diplomacy careers |
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Communications careers (translator /interpreter) |
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Service careers (international au pair/food service/customer service) |
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Bilingual municipal services |
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Art related careers (film/theater/television) |