French V 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:
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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. |
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3. |
Improving pronunciation increases opportunities for authentic conversation |
|
4. |
Concepts and thoughts can be expressed differently in French and English. |
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5. |
Having an understanding of the English language will facilitate the acquisition of the French language. |
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6. |
There are structural similarities and differences between French and English. |
|
7. |
Language allows for both self-expression and communication. |
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8. |
Meaning is expressed through context. |
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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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12. |
Controversial topics can be understood from more than one perspective. |
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13. |
Narration requires different linguistic structures than description. |
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14. |
Reduced or contracted forms of the language are used among native speakers. |
|
15. |
Complex ideas must often be expressed using complex language structures. |
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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 and debates. Example debate assessment: The class selects a controversial topic. Students are polled regarding their position on the issue selected and are divided into two equal teams. Each team collaborates to express their opinions and perspectives. Their opinions must be supported with responsible statements, substantiated by facts when appropriate. At the time of the debate, each team member must be an active participant. They may refer to notes, gathered from research, but they should be prepared to speak (extemporaneously). After each position has been expressed, each team has time to prepare and present a rebuttal. In a subsequent class, the students are required to argue convincingly for the opposing position, following the same procedure. All speech is to be in complete sentences in French. The students are assessed ont heir participation and accuracy of presentation. |
|
1. |
How do object pronouns, relative pronouns and demonstrative pronouns serve self-expression and communication? |
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2. |
How can one express and support an opinion in French? |
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3. |
Why is it important to use the correct tenses in the spoken language? |
|
4. |
How does the use of the indicative differ from the use of the 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? |
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9. |
How is narration expressed differently from description? |
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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? |
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16. |
How can complex ideas be expressed in French? |
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17. |
How do colloquialisms and idiomatic expressions affect communication with and comprehension of native speakers? |
The student will be
able to:
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1. |
Express what s/he is doing, will be doing, was doing, or would be doing in conversation or in the written language with increasing automaticity |
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2. |
Discuss and/or debate topics that reflect experiences, interests and concerns of the students |
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3. |
Express one’s thoughts and ideas using compound and complex sentences |
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4. |
Express who or what is receiving an action (using direct and indirect object pronouns) with increasing automaticity |
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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. |
Recognize and understand colloquialisms and idiomatic expressions commonly used by native speakers |
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8. |
Express thoughts using a variety of negative expressions with increasing automaticity |
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9. |
Express wishes, demands, preferences concerning oneself and others, doubt, opinions, and emotional reactions to the actions of others or to situations (subjunctive) with increasing automaticity |
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10. |
Infer meaning from context |
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11. |
Apply appropriate reading strategies to different reading tasks |
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12. |
Describe using significant detail in present, past, and future tenses |
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13. |
Understand and communicate main ideas and significant detail in written text and in target language |
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14. |
Pronounce to a high degree of accuracy |
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15. |
Make requests, express needs and give and understand advice with increased automaticity |
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16. |
Request and understand clarification in target language with increasing facility |
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17. |
Narrate and understand narration in present, past and future tense with increasing automaticity |
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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) |