Ap french Language and Culture Syllabus 2013-14







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titreAp french Language and Culture Syllabus 2013-14
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(Article and Video) « Nation et civisme » by Jean-Robert Pitte

(Article and video) « Le vin au coeur de l’identité française » by Jean-Robert Pitte

(Film) « Rien à Déclarer » 2010, Directed by Dany Boon



Functions and Structures : Fickle French Adjectives ; 10 must-know French verbs ; devoir vs. falloir (activities in-class, for HW and online)

Internet Sites and On-line Exercises:

http://www.bonjourdefrance.com/exercices/contenu/15/comprehension/44.html

http://www.bonjourdefrance.com/n1/qcm/a52t.html
Brief Description of Unit Assessment (Summative):

Reading, Writing, Speaking and Listening Tests in Interpretive, Interpersonal and Presentational Modes of Communication.

Comparative presentation on one of the essential questions, using two different types of sources (ie. a story and a song or a video and a poem).
Other Types of Assessment You will Use (Formative):

Sponge/bellringer activities; exit tickets; quizzes; student recordings using Google voice; individual whiteboards; Smart or Socrative Response System; think-pair-share; games such as flyswatter and bingo; projects.

Vocabulary quiz on family terms; grammar quiz on relative pronouns; 300 word composition; aural/written assessment of relevant songs, poems and podcasts, video and questions, short stories and questions., analysis of tables and graphs relevant to family structures.



Réseau

Ch. 2 Masculin/feminin: rôles, droits, responsabilités

La vie professionnelle et les relations entre hommes et femmes

Réflexion sur les rôles masculins et féminins

Réflexion Culturelle

Lautrou, “Mon chef est une femme…et alors?”

Réflexion Littéraire

S. de Beauvoir, “Le deuxième sexe II” (extrait)

Stratégie

Orale: Un entretien d’embauche

De lecture: Ce que nous dit la phrase clé d’un paragraphe

D’écriture: Comment formuler l’idée directrice d’un essai

Thème(s)

Global Challenges

Personal and Public Identities


Réseau

Ch. 4 Politique, independence: identité française, identité acadienne et québécoise

Gouvernements, fierté nationale, renouveau culturel, identité

Réflexion Culturelle

A. Laurens, “L’idée d’une certaine France”

Réflexion Littéraire A. Maillet, “Acadie, Paradis abréché” (extrait)


Stratégie

Orale: Comment exprimer ses opinions politiques

De lecture: Les références extra-textuelles

D’écriture: Comment structurer le paragraphe d’un essai

Thème(s)

Personal and Public Identities

Réseau

Ch. 8 La Francophonie

Cultures et littératures d’ailleurs

Réflexion sur le français hors de l’Hexagone

Réflexion Culturelle

E. Glissant, “La langue qu’on écrit fréquente toutes les autres”

Réflexion Littéraire

Assia Djebar, “il n’y a pas d’exil” (extrait)

Stratégie

Orale: Comment exposer un dilemma à un interlocateur

De lecture: Comment determiner l’attitude d’un personnage

D’écriture: Comment élaborer la structure argumentative d’un essai

Thème(s)

Personal and Public Identities

Beauty and Aesthetics

Réseau

Ch. 11 La France vue d’ailleurs

Francophilie, francophobie, opinions sur la France

Réflexions sur le regard des autres

Réflexion Culturelle

Marianne-en-ligne.fr, “Rêves de grandeur”

Réflexion Littéraire

N. Huston, “Lettres parisiennes: L’histoire de l’exil”

Stratégie

Orale: Comment exprimer son désaccord au cours d’une conversation

De lecture: L’importance et l’influence du lecteur

D’écriture: Comment bâtir un essai dialectique

Thème(s)

Personal and Public Identities


For all of the following: (Check those that apply by cutting and pasting: )

Global Context

In what ways are you pushing our students to engage in their global context?

 Global Impact

 Global Connections

 Community Relations

 Cultural Awareness

Describe the aspects of your unit that explore the standards checked above:

They will analyze and compare families and communities around the world and in relation to their own.



Global Content

How are you developing students’ skills in content-specific vertically aligned content standards? How are you building on work you have done previously?

 Interdisciplinary Curricula

 World Language Proficiency

Your Department: World Language

(insert your department’s agreed-upon vertically aligned content standards here)

Describe the aspects of your unit that explore the standards checked above:

Written, oral, aural, reading in advanced French



Global Thinkers

How are you developing students’ skills in our shared skill standards? How are you building on your previous work and the work of your colleagues?

Technology

 multimedia presentations

 communication and collaboration

 equipment and software

Critical Thinking

 problem solving

 use of data

to make comparisons

Research, Writing, Presentation

 persuasive techniques

 debate

 research

 inquiry

 interpretation

oral presentations

 vocabulary

Cooperation and Teamwork

 collaborative work

Lifelong Learners


Describe the aspects of your unit that explore the standards checked above (include references to previous instruction as necessary):



Global Systems

Did you reach outside our school to create this unit and engage in “global systems”? How might you do so?

 Leadership and Ethics

 Collaboration and Networking

Describe the aspects of your unit that explore the standards checked above:

No


Unit Template Columbus International High School updated August 2013
Course: French AP Teacher: Mme Schulté Unit #: 4 Grading Period: 3
Length of Unit (Approximately): 4-6 weeks
Unit Title: AP Theme:La Vie Contemporaine: Contemporary Life (sub-themes: publicity and marketing, education, holidays, housing, leisure and sport, the working world, rites of passage, travel)
Réseau Ch. 3 La Vie Urbaine and Réseau Ch. 10 Regard sur la France
Essential questions: 1. How do societies and individuals define quality of life?

2.How is contemporary life influenced by cultural products, practices and perspectives?

3.What are the challenges of contemporary life?
Texts, Songs, Articles, Podcasts, Videos and other resources:

(Video) “Les Petits Santons de Provence”, www.youtube.com

(Article) “25 Questions Posées aux Jeunes Diplômés” www.letudiant.fr/jobstages/s-entrainer-aux-entretiens

(Audio) Le Bac, www.ouest-france.fr/actu/actuLocale--Allo-maman-j-ai-decroche-mon-bac

(Video) 2010 French Commercials. Teacher’s Discovery

(Real estate ads) Le Républicain Lorrain

(Article) “Le Système Éducatif en France”. www.hku.hk/french/dcmScreen/lang2043/systeme_educatif.htm

(Contes) Le Petit Nicolas (selected stories), René Goscinny and Jean-Jacques Sempé

(Video) « Le Petit Nicolas » selected stories

(Podcast) “La Location d’Étudiants”, Initiative France Info, 15 février 2011

(Article) « Les métiers d’avenir » , l’étudiant.fr. 17/11/2012

(Table/graph) « Chômage de longue durée selon le sexe et l’âge en 2011 » Insee

(Video excerpt) « Monsieur Ibrahim et les fleurs du Coran »

(Film) « Entre les Murs » 2008. Directed by Laurent Cantet

(Film) « Être et Avoir » 2002. Directed by Nicolas Philibert

(Video) Brainpop.fr « Célébrations Religieuses » « Pelé »
Functions and Structures : the passive voice ; French e-mail phrases and letter-writing (activities in-class, for HW and online)

Internet Sites and On-line Exercises:

http://www.bonjourdefrance.com/n1/qcm/a42t.htm

http://www.bonjourdefrance.com/n2/qcm/a41t.htm

http://www.bonjourdefrance.com/n3/qcm/a41q.htm

(travel) http://tnvocabulaire.tableau-noir.net/les_voyages.html
Brief Description of Unit Assessment (Summative):

Reading, Writing, Speaking and Listening Tests in Interpretive, Interpersonal and Presentational Modes of Communication.

Comparative presentation on one of the essential questions, using two different types of sources (ie. a story and a song or a video and a poem).

Other Types of Assessment You will Use (Formative):

Sponge/bellringer activities; exit tickets; quizzes; student recordings using Google voice; individual whiteboards; Smart or Socrative Response System; think-pair-share; games such as flyswatter and bingo; projects.

Réseau

Ch. 3 La Vie Urbaine

La vie quotidienne

Réflexion sur la vie en ville et dans les banlieues

Réflexion Culturelle

S. de Royer, “Les Fractures de la France: dans les banlieues françaises, le fossé des discriminations”

Réflexion Littéraire

H. de Balzac, “Ferragus” (extrait)


Stratégie

Orale: Comment trouver un appartement et parler à un agent immobilier

De lecture:La description et la visuelisation

D’écriture:Comment écrire une introduction

Thème(s)

Contemporary Life


Réseau

Ch. 10 Regard sur la France

Films, acteurs, actrices, icônes du cinema

Réflexion sur le septième art: le cinéma français et francophone

Réflexion Culturelle

Dominique Borde, “Gérard Depardieu, souvenirs d’en France”

Réflexion Littéraire

E.-E. Schmitt, “Monsieur Ibrahim et les fleurs du Coran”

Stratégie

Orale: Comment inviter quelqu’un à sortir

De lecture: Comment analyser un film

D’écriture: Comment faire le conte rendu d’un film

Thème(s)

Beauty and Aesthetics

Contemporary Life



For all of the following: (Check those that apply by cutting and pasting: )

Global Context

In what ways are you pushing our students to engage in their global context?

 Global Impact

 Global Connections

 Community Relations

 Cultural Awareness

Describe the aspects of your unit that explore the standards checked above:

They will analyze and compare families and communities around the world and in relation to their own.



Global Content

How are you developing students’ skills in content-specific vertically aligned content standards? How are you building on work you have done previously?

 Interdisciplinary Curricula

 World Language Proficiency

Your Department: World Language

(insert your department’s agreed-upon vertically aligned content standards here)

Describe the aspects of your unit that explore the standards checked above:

Written, oral, aural, reading in advanced French

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