FRENCH I CURRICULUM
Revision
submitted by: Patricia Westerfer
June
1, 1998
World
LANGUAGE DEPARTMENT
I.
Philosophy
Ø
The
ability to communicate in another language is an indispensable life skill for
all students. As countries of the
world become increasingly interdependent, we must actively promote proficiency
in World Language as well as cross-cultural understanding. As we move into the twenty-first century, we
need educated citizens whose World Language abilities and cultural sensitivities
prepare them to work in such a pluralistic society and global economy. Our students must possess the ability to
communicate in other languages and develop the understanding needed to operate
within differing cultural contexts.
This will significantly broaden
their personal and professional opportunities.
Ø
The
World language program can serve as an important ingredient in developing a
well-rounded individual. It can be the
basis for the linguistic training which is so important for the citizens of
tomorrow. World Languages are a part of
the American heritage. This makes the study of World Languages even more
important. The study of World language can open the door to a richer, more
rewarding life through literature, art, music and travel. From it should come a deeper appreciation
of the varied cultures of the world and also an appreciation of our own
culture.
Ø
The
language program should serve as a means for enriching the curriculum of all
interested students. The study of
language should be a wonderful and challenging experience for the
individual. The teacher must allow for
differences in background and ability. A
successful student should be encouraged to study the language in depth over an
extended period of time. All materials
and instructional techniques should be up-to-date in order to provide effective
teaching methods.
Ø
All
students will be able to communicate at a basic literacy level in at least one
language other than English.
Ø
All
students will be able to demonstrate an understanding of the interrelationship
between language and culture for at least one world language in addition to
English.
III.
Guiding Principles
Ø
World
Languages are an essential part of all students' education. They should be able
to communicate in at least one language in addition to English.*
Ø
The
primary goal of a World Language program is communicative proficiency.*
Ø
All
students should be able to read, write, speak and comprehend in the World
Language.
Ø
Culture
is an integral part of the World Language discipline.*
Ø
The
student is the center of an effective World Language classroom.*
Ø
The
content of the World Language program should be meaningful and interesting.*
Ø
The
student should be aware of career possibilities involving World Languages.
Ø
World
Languages connect with other disciplines.
IV.
Proficiencies
Ø
The
student will demonstrate the ability to understand spoken French by listening
and responding to the teacher, other students, cassette tapes and by writing
French dictation.
Ø
The
student will be able to communicate and interact in a limited range of
task-oriented and social situations.
Ø
The
student will understand a sustained conversation on topics pertaining to
different times and places.
Ø
The
student will demonstrate the ability to
express himself/herself orally in
simple French through class participation and use of cassette tapes.
Ø
The
student will be able to respond to statements and initiate and sustain conversations
with increasing linguistic accuracy.*
Ø
The
student will demonstrate the ability to read and write simple French with the
understanding of basic language structures, including grammar, idioms and
vocabulary by successfully completing written tests and quizzes.
Ø
The
student will demonstrate the ability to recognize cognates and similarities
between French and English through reading, discussion and written
assignments.
Ø
The
student will demonstrate the ability to recognize and understand verbal and
non-verbal cues within French culture and to recognize the cultural
similarities and differences as presented within the context of the text or
supplementary materials.*
Ø
The
student will be able to comprehend native speakers in everyday situations with
some repetition or clarification.*
Ø
The
student will demonstrate the ability to complete written assignments based on
text contents and classroom presentation of grammar, idioms, vocabulary and
culture.
Ø
All
material will be used on the basis of the degree of proficiency attained by the
students. The individual needs of the
students are to be given much consideration.
IV.
Course of Study
Ø
Learning Outcomes - Students who show a proficiency at
the beginning level in reading can:
Ø
Recognize
letters of printed and written French.
Ø
Recognize
and recall factual information presented in simple reading passages.
Ø
Recognize
French punctuation and accent marks.
Ø
Recognize
common nouns, adjectives, question words and simple verb forms.
Ø
Be
able to read standardized expressions, phrases, messages, such as: items on
menus, schedules and maps.
Ø
Use French-English dictionary which will assist in comprehension.
Ø
Activities
and Indicators of Success - Students will be exposed to various forms of
printed material including the following:
v
Textbook
v
Supplementary
readers
v
Magazines
v
Newspaper articles
v
Puzzles,
games
v
Letters
v
Posters
v
Brochures
v
Flash
Cards
Writing
Ø
Learning Outcomes - Students showing a beginning
proficiency in written communication
can:
Ø
Select
answers to complete basic responses to questions.
Ø
Identify
and use parts of speech.
Ø
Use
simple verb forms.
Ø
Make
nouns and adjectives plural.
Ø
Make
nouns and adjectives agree in gender and number.
Ø
Use
French-English dictionary when needed.
Ø
Activities and
Indicators of Success - Students will:
Ø
Write
simple sentences and paragraphs which include topics, such as: names, health,
age, likes and dislikes, numbers, dates, days of week, months of year, common
adjectives, simple biographic
information, learned vocabulary and
basic expressions.
Ø
Write letters and conversations.
Ø
Write questions.
Ø
Make
lists.
Ø
Create
greeting cards.
Ø
Include the
following grammatical items
correctly in their writing samples:
v
definite and
indefinite articles
v
subject
pronouns
v
regular
"er" "ir" and "re" verbs
v
regular
adjectives; agreement and placement
v
adverbs
v
negatives
v
interrogative words
and information questions
v
possessive
adjectives and use of "de"
v
the
partitive
v
avoir besoin
v
contractions
with "de" and "a"
v
demonstrative adjectives
v
"de"
after negatives
v
irregular
verbs: avoir,
faire, prendre, aller, vouloir, etre, pouvoir, mettre, partir
v
the
imperative
v
"le"
with days of the week
v
"aller"
& infinitive
v
"de"
with expressions of quantity
v
pronouns
v
"
and "en"
v
Passe Compose
v
object
pronouns: le, la, les, lui, leur v. c'est
vs. il/elle est w.
prepositions "a" and "en"
v
correct accent
marks
Listening
Learning Outcomes:
Students
showing a beginning proficiency in listening comprehension can:
Ø
Understand
verbal commands
Ø
Understand
key words and phrases used in sentences.
Ø
Understand
most questions and statements using basic vocabulary and simple verb forms.
Ø
Understand requests
for information.
Ø
Activities and
Indicators of Success - Students will:
Ø
Understand
basic phrases and vocabulary covering topics, such as: nationality, the school and returning to
school, in a store or restaurant, daily needs, health, greetings and farewells,
past-times and sports, making plans, the family, at the market, on the
telephone, vacations and in the city.
Ø
Listen
to tapes and videos.
Ø
Respond
to controlled conversations.
Ø
Speaking
Ø
Learning Outcomes - Students demonstrating
proficiency in speaking skills at the beginning level can:
Ø
Put
together a limited number of words to form simple sentences using simple verb
forms.
Ø
Initiate
or respond to controlled questions.
Ø
Identify pictures
or objects.
Ø
Share
a personal experience.
Ø
Participate in
an oral interview.
Ø
Make
simple verbal commands.
Ø
Initiate requests
for information.
Ø
Pronounce
sounds and words correctly and use correct intonation.
Ø
Activities and
Indicators of Success - Students will:
Ø
Show
facility in the use of greetings, introductions, farewells and posing and answering
simple questions.
Ø
Initiate
controlled conversations on topics, such as: weather, date, time, family, months,
autobiographical information and physical description, the school,
past-times and sports, in a store or restaurant, daily needs, health, making
plans, at the market, on the telephone, vacations and in the city.
Ø
Role-play
textbook or original conversations.
Ø
Learn
the basic pronunciation and intonation of the language by repetition with
teacher and/or tapes.
Culture
Learning
Outcomes:
Students
will develop an understanding and sensitivity toward people of other cultures
and will be able to:
Ø
Recognize
and understand verbal and nonverbal cues within
French Culture.
v
Explore
and discuss similarities and differences between American and French culture.
v
Recognize
the geographical location of the French-speaking countries and areas of the
world.
Ø
Activities and
Indicators of Success - Students will:
v
View
films and filmstrips and react to them by discussion, taking notes and by
creating original questions.
v
Read
text, magazines, and newspaper articles.
v
Listen
to cassettes and radio for music, news, and information.
v
Make
a French map and label in French.
Ø
Evaluation
v
Tests
- standardized and teacher prepared
v
Quizzes
- standardized and teacher prepared
v
Dictation
v
Listening
comprehension
v
Oral
tests emphasizing pronunciation and fluency.
v
Directed
conversations and compositions.
v
Homework
assignments
v
Translations
Ø
Materials
v
Basic
text - Allez. viens! - Holt, Rinehart and Winston
v
Workbooks
v
Practice
and Activity Book - Allez. viens!
v
Grammar
and Vocabulary Book - Allez. viens!
v
Supplemental readers
v
Student
magazines, such as, "Bonjour"
v
Dictionaries
v
Teachers'
Resource Kit - Allez. viens!