AP French Language Curriculum It is to be noted that this course outline was submitted to and approved by the College Board. COURSE OVERVIEW This course is designed to develop advanced skills in listening, speaking, reading and writing in French. The five national standards (Communication, Culture, Connections, Comparisons and Communities) will drive instruction in this class, as well as the AATF and ACTFL performance guidelines for demonstration of the three communicative modes - interpretive, interpersonal and presentational. In order to support these goals, we have established the following strategies. -The course is taught exclusively in French -extraneous activities \ in the classroom must also be in French. -Language lab-type activities in our library) provide weekly opportunities in listening comprehension and speaking. -Technology via the internet (magazine resources), TV5Monde and RFI provide authentic, timely material for discussion and development of reading skills via authentic text. -Interdisciplinary writing activities and presentations in art, music and social studies fosters learning and understanding of francophone cultures. -Textbooks, literary works (mostly short stories and "les comedies" music CDs, films .and other audio and video recordings support and provide structure to the course content. COURSE OBJECTIVES Students will develop a high level of proficiency in listening, speaking, reading and writing in preparation for the Advanced Placement French Language Examination. Students will have a deeper cultural knowledge and experience with the francophone world. Students will be able to demonstrate mastery of advanced grammar and vocabulary for a college level French language course. Special emphasis will be placed on idiomatic expressions -what makes the language come alive! Their comparison with other language equivalents has always been a fun, successful lesson. The course provides students with regular opportunities, in class/ out of class or in a language laboratory, to develop their speaking skills in a variety of settings, types of situations and topics. Ex: - French language students went to Quebec for 5 days in February, 2007 where they interacted with their peers in an authentic French-speaking environment. Students will demonstrate the ability to make comparisons with their native language (if not English), French and other languages, especially Latin.

Students will make connections with the course content and other curricular as (including technology) to support and enhance their learning through projects and assignments. Students will use the language outside of the classroom, interacting with the community through the Internet, cultural activities, presentations, field trips and assemblies and other demonstrations of performance. These include student’s first year participation in Le Cercle Francais as well as our chapter of the Societé Honnaire Nationale de Français. Chanteclair our school’s French literary magazine allows our French students to submit short stories, poetry and prose all the while improving their language skills. This publication is issued in May. National French Week (usually the first week in November) and participation in National Foreign Language Week (first week of March) are strongly encouraged, as well as participation in Le Grand Concours and the National French Poetry Contest. We subscribe to the newsletter from the French Consulate –Cultural Services in New York and are often in contact for participatory ideas and events. AP Course Material (Abbreviations in used in calendar) Tresors du Temps (for structured grammatical review through all readings) TT Reprise: A Complete Review Workbook for Grammar, Communication and Culture (NTC) NTC Preparing for the AP Language French Language Examination (Longman) L Cours Superieur (Amsco) AMS How to Prepare for the AP French Language Exam (Barron’s) BAR AP French Language (Knauer) K Champs-Elvsées Le Petit Prince (*) Pierre et Jean Jean de Florette We offer an AP French option in the students fifth year (usually as a high school senior). That option for the foreseeable future will be AP French Language. As our French program is built, we could offer a fifth year honors (non-AP) or AP French Literature. The student population here is fairly homogenous -occasionally heritage speakers whose speaking skills are above-average but with weak grammatical skills -as is often the case. At the end of their junior year (in most instances after French 4), students are required to read ( re-read) Le Petit Prince during the summer vacation. They are also given a copy of the AP syllabus so that they may have the opportunity to improve those areas where improvement may be needed. Upon their return to school, they are issued the Longman and Amsco publications. Other materials are distributed throughout the year. It is always considered optimal to balance their "hard" learning (grammar and vocabulary review, discussion of ideas) with their "passive" learning - (reading texts, speaking in everyday conversations).

Our school library subscribes to Paris Match and L'Express. I also make use of MCM, Quia, Nouvelles de Clio, Champs-Elysées, TV5Monde and Frenchpodclass.com for contemporary issues as it concerns "les ados", as well as a contemporary music sources (MCM) and a recommended historic/contemporary vocabulary source by (Bernard Oreguillei). In addition to the classic French films after the literary works cited above, there are other French films that are level and age appropriate which change from time to time. These films include but not limited to 400 Coups, Au Revoir Les Enfants, La Gloire de Mon Père, Le Château de Ma Mère, Va Savoir et Les Compères. Our classrooms are all equipped with screens, DVD and video recorders/players. "SmartBoards" are in most rooms used by this department.. Frequent use is made of all technology. A special teaching technique that I find works well with students is using individual white boards or "mes planches blanches”. With dry markers, the teacher may ask students to translate a sentence, answer a question or give suggestions. Student holds up board with written French. It saves time, paper and gives both teacher and student instant feedback. For "top-of-mind" exercises - which are stringently needed in an AP course, this practice motif fits the bill. Students keep journals and write in them at the beginning of class as part of the classroom routine. They are not restricted as to what they may write -some elect narratives and descriptive writing; others start short stories and continue each day that we do these journals; others do a reporting type of writing. What ever topic that they choose, this writing is an opportunity for them to write something relevant for them. I ask that each student keep the facing page blank. In this fashion I can either make a correction via a mini written tutorial. Most of the time, however, I will indicate where a correction is and prompt the student to find the error themselves. I have found this mode of instruction gratifying for the students - one element where pressure is minimal. They may use their notes or a dictionary in this endeavor only with permission. Extra-help is available on a variety of levels. Teacher has set days/times as well as by appointment. La Societé Honoraire de Français members offer extra-help and tutorials to more challenged students. This strengthens our French program. Tutors really improve their skills and understanding while they teach – the students receiving the tutoring have added incentive to improve their performance through peers.

COURSE PLANNER ( All readings in Tresors du Temps ( TT) are in addition to specific weekly outlines including exercises and accountable vocabulary) Week 1

- Review and discussion of Le Petit Prince (Chapters 1 -12) - Review and practice*. All present tense verbs (regular and irregular -NTC , chapters 1-2) *( All “Review and practice” is always supplemented by teacher -created materials and activities) - Review and practice. The indefinite and definite article. K, p. 31 - 42 - Review and practice. The partitive article. K. p. 43 - 52 - Review and practice. Vocabulary (based on vocabulary by theme used in French 4) - Review and practice. Classroom routines including “des phrases de survivrement" usage. - Composition. First draft of ideas and their application to contemporary life in Le Petit Prince. Errors indicated; students correct. Assessment: present tense: regular verbs; present tense: irregular verbs.

Week 2

- "Un peu d 'Histoire" ( TT, chapter 1 )

- Review and practice. The gender of nouns. K. p. 53 – 58

- AP French speaking rubric. Explain and give examples.

- Music/lyric comprehension. Songs of Michel Polnareff, Michel Fugain and Tragadie

- Composition. Second draft of ideas and their application to contemporary life in Le Petit Prince (Chapters 13-24)

- Review and practice. Imperative mood (NTC, chapter 5) - Review and discussion. Le Petit Prince (Chapters 13-24)

Assessment: Speaking and writing: the imperative mood

Speaking and writing: Essay questions (compare and contrast), Le Petit Prince Listening comprehension: francophone speakers in music. Week 3

- Teacher overview/introduction. Formal and professional letters - AP essay format and rubric; Baccalaureat/French format on position papers; class error codes

for self-correction and eventual assessment - Review and practice. The Plural of Nouns; compound nouns; K p. 58 - 70

- Review and practice. Imperfect vs. passé composé review ( NTC, chapter 3)

- Review and discussion. Le Petit Prince ( Chapters 25- 32, with conclusions) Assessment: Speaking and writing: expressing and contrasting ideas in Le Petit ~. Speaking, writing and listening comprehension: usage and formation of the passé composé vs. imperfect. Week 4 Une fable de La Fontaine. Background lecture by teacher ; teacher acts out the 3 major characters with accompanying voices. Questions ( speaking and written responses required)

- Cooperative work. Students write questions and ask them of other student groups. - Cooperative learning – pairs: rewrite the fable in current language or to a rap song ( handed in

and corrected)

- Individual work. Each student memorizes a role of a fable character

- Group work. Present play to class based on memorized parts. - Review and practice. Adjective formation/ agreement/singular/plural/position/placement. K p. 71 - 88

- Realia usage of common forms, texts, signage and publicity (vocabulary)

- Review and practice. Indefinite adjectives, K. p. 89 - 98

- Review and practice. Written and speaking practice of idioms using avoir, etre, faire

Assessment: : Writing: Composition I. First draft. ( with pronoun usage emphasis) Listening: Directions and announcement with avoir, etre, faire Common expressions: TVSMonde- actualités Speaking: usage in mini-conversations with avoir, etre, faire idioms Week 5

- Review and practice. Future and conditional ( TT, chapter 5) - "La vie de domicile" - a review of all household vocabulary/chores ( male and

female roles)

- The Songs of Francis Cabrel. Text/vocabulary analysis and review. - Renaissance poetry. Teacher overview. ( TT, chapter 5)

- Linguistic exploration based on Renaissance (northern France) and troubadour (Provençale)

poetry comparing languages. - Review and practice. Indefinite pronouns. K. p. 99 - 101

- TVSMonde- actualités (two days)

Assessment: Writing: Composition 1. Second and third drafts. Speaking: personal household routines Listening comprehension: lyric comprehension of songs/ fill-ins of vocabulary, including pronouns; Champs-Elysées Week 6

- Jean de Florette by Marcel Pagnol. Introduction to the novel. Study guide distribution. (Chapters 1-2). Class work on vocabulary designated by teacher. Instructional material to include highlighted text that will develop reading skills/comprehension skills.

- Cooperative learning. Writing questions for other groups to answer.

- Presentations of synopsis of Chapters 1-2 individually/ team. Each student will submit three

drafts plus a final draft, each indicating where corrections should be made., utilizing a teacher rubric. This is the normal procedure for all essays.

- Review and practice. Plusqueparfait ( TT, chapter 3)

- TV5 Monde. ( actualités ) - (two days).

- Review and practice. Adverbs – formation, position, adjectives as adverbs, comparison ( comparative and superlative). K. p. 102 – 126; NTC, (Chapter 9)

Assessment: Quiz and essays/ oral picture sequences from movie stills. Week 7

- Jean de Florette. Study guide distribution including essential vocabulary. (Chapters 3-4). Classwork. Teacher overview, discussion in class on selected topics noting participation and selected written work based on lecture.

- Cooperative learning. Write questions and ask them to other groups.

- Classwork: Students formulate their own vocabulary list and essential expressions

- Individual work: Each student will do a resume of each chapter using the aforementioned

vocabulary list. Handed in to teacher and corrected.

- Groups of two: Make four caricatures (portraits) with five lines describing each person. Present to class in the form of a Powerpoint presentation.

- Individual work: Profile the four characters in class (interro) using neither notes or dictionary.

- Review and practice. Future tense (TT, chapter 4). Sentences with si + future

- Vocabulary and idiomatic expressions (TT, chapter 4) History : 19th century. (TT, chapter 11 )

- Review.and practice. Demonstrative adjectives and pronouns, K. p. 127 – 134.

- Assessment: Self-assessment of participation; picture story; Quiz and essays Week 8

- Jean de Florette. Study guide distribution and essential vocabulary (Chapters 5-6) - Classwork. Teacher lecture overview. Discussion and evaluation of student participation and

written responses to teacher questions based on overview.

- Cooperative classwork. Students write questions based on chapters 5-6 and ask them to the other groups. (Teacher always notes quality of questions and responses).

- Classwork. Read/scan novel and make a list of essential vocabulary and necessary expressions. Finalized and distributed by teacher.

- Individual work. Written summary for the chapters using the vocabulary/expression list. Four

drafts with corrections noted to be made and then corrected by teacher.

- Quizzes on vocabulary/ plot questions/ idiomatic expressions/ chapter summaries.

- Review and practice. Future and "futur anterieur" (TT, chapter 4). Sentences with quand, des que, aussitot que and si. Vocabulary and idiomatic expression review (TT, chapter 4).

Assessments: Aforementioned assessments for Jean de Florette ; Exam -to include a speaking component. Week 9 - Jean de Florette. Study guide distribution and essential vocabulary. (Chapters 7-8) - Teacher lecture overview. Discussion and evaluation of student participation and written responses to teacher questions based on overview.

- Cooperative classwork. Students write questions based on chapters 7-8 and ask those questions to other groups.

- Review and practice. Conditional (TT, chapter 4)

- Review and practice. Interrogative Adjectives and Pronouns. K. p. 135 – 140; Schaum’s (Chapter 6)

- Review and practice. Sentences with si + imparfait + conditional. Vocabulary with idiomatic expressions (TT, chapter 4).

- Samples of AP essays and practice with grading rubric

Assessment : Aforementioned assessments for Jean de Florette : quiz on vocabulary and idiomatic expressions; Champs-Elysees

Week 10

- Jean de Florette. Teacher overview, discussion, question sessions and written answers (Chapters 9-10)

- Group work – students formulate questions for other student groups to answer; students create their vocabulary list ( including idiomatic expressions)

- Individual work – students write chapter summaries ( 3 drafts – corrected – and final draft on Friday) - Jean de Florette- (film) 28 minutes.

- Review and practice. Past conditional (TT, chapter 4)

- Review and practice. Sentences with si + plus-que-parfait. Vocabulary and idiomatic

expressions (TT , chapter 4) ; Schaum's French Grammar, chapter 5

- « La mort de Gavroche » (Hugo) -TT , chapter 11. - Review and practice. Possessive adjectives. K. p. 140 - 147 - Review and practice. Possessive pronouns. K. p. 147 – 150

- Review and practice. Object pronouns and the pronoun y and en . Position, use of two pronouns in same sentence. K. p. 152 - 163

- MCM -music video ( Ad Veille Qui Pourra) ( Listening comprehension and « key-word fill- in exercises based on lyrics)

- Assessment: Quiz and oral picture sequence.

Week 11

- Review and practice. Passé compose, imperfect, conditional and future tenses. (AP , p. 122-145), K. p. 259 - 271 - Review and practice. Sentence structures and formation of all combinations using si

- Review and practice. Vocabulary and idiomatic expressions (TT, chapter 4)

- Review relative pronouns – qui, que, don’t, ce qui, ce que, ce dont, ce à quoi.

K. p. 164 - 171 Assessment: Essays and quizzes. Aforementioned assessments of Jean de Florette. Week 12

- Jean de Florette -(film) 25 minutes.

- Review and practice. Lequel. p. 172 – 175

- Review and practice. Stress/disjunctive pronouns. K. p. 175 – 180 ; TT, chapter 5 - Review and practice. Prepositions. K. p. 181 - 194

- Review and practice. Gender identification by endings and articles (Schaum’s French - Grammar, chapter 1 ) - Review and practice. The regular (present) subjunctive with impersonal expressions (TT,

chapter 6)

- Vocabulary and idiomatic expressions associated the subjunctive.

Assessment: Essays and quizzes. Aforementioned assessments of Jean de Florette.

Week 13

- Review and practice. The subjunctive of irregular verbs and supplemental expressions associated with the subjunctive -discussion of "mood" and "emotion". (TT, chapter 6).

- Vocabulary and idiomatic expressions. (TT , chapter 6)

- Review and practice. Conjunctions. K. p. 195 - 199

- Review and practice. Infinitives, past infinitives ( ex. après avoir fait), faire + infinitive; savoir

+ infinitive

- Film. L 'Auberge Espagnole. Study guide. Class discussion on common "ado" concerns, perceptions and attitudes. Plot analysis and discussion.

- Review and practice. Negations. K. p. 200 - 205 - Review and practice. Subjunctive. K. p. 293 - 305

Assessment: Essays and quizzes. Week 14

- Review and practice. The subjunctive after conjunctions. (TT, chapter 6) - Champs-Elysées – identification and discussion of usage of tense within selected passages – written and listening - TV5 Monde (two days) -discussion, listening comprehension, critical issue analysis

- Review and practice. Vocabulary and idiomatic expressions as they apply to the subjunctive

(TT , chapter 6)

- Review and practice. C'est I il / elle est (usage and differences) / comme/pour (compare and

contrast)

- AP Exam - listening comprehension practice Assessment: Essays and quizzes; individual white boards; self-assessments in participation.

Week 15

- Review and practice. The past subjunctive. (TT, chapter 6; AP , p. 147- 153)

- Overall subjunctive review

- Vocabulary and idiomatic expressions review (TT, chapter 6) - Review and practice. Infinitives. K. p. 206 – 209

- Review and practice. Present participle. K. p. 210 - 213

- Review and practice. Imperatives. K. p. 214 - 217 Assessment: Essay and quizzes; self-assessments in writing Week 16

- Review and practice. Direct object pronouns ( TT, chapter 5) - Le Chateau de ma mère. Background and overview, written and oral questioning.

Distribution of study guide (Chapters 1-3) - Cooperative work. Students write questions and ask them to other student groups.

Students form own vocabulary list.

- Individual work. Student chapter summaries – ( 3 drafts – corrections indicated where needed drafts 1-2, third draft corrections made, final draft handed in Friday

- Review and practice. Adjectives -agreement and formation ( as a past participle- ex: la porte

fermé) - Champs-Elysées. Discussion and short written reports and presentations

- Reviewed and practiced. Vocabulary and idiomatic expressions within Champs-Elysées.

Assessment: Exam and essays; self -assessment in speaking.

Week 17 - Le Château de ma mère. Chapters (4-6). Written and oral questioning.

- Cooperative work. Students write questions and ask other student groups those questions. Students form own vocabulary list.

- Individual work. Student chapter summaries – ( 3 drafts – corrections indicated where needed drafts 1-2, third draft corrections made, final draft handed in Friday)

- Review and practice. Indirect object pronouns ( TT, chapter 5) - Review and practice. The pronoun en -it's use and placement - Review and practice. The pronoun y- it's use and placement

- Review and practice. Idiomatic expressions containing en and y.

ASSESSMENT: Exam and essays. Week 18

- “Les Feuilles Mortes”. Teacher overview. Reading.

- Cooperative work. Students formulate vocabulary lists; make up questions and ask to other students.

- Review and practice: à or de ( with verbs); idiomatic expressions. K. p. 218 – 226

- Review and practice: reflexive verbs, K. p. 227 – 230

- Review and practice. Vocabulary and idiomatic expressions (TT, chapter 5)

- Cultural research project. ( written and presented)

Assessment: Exam

Week 19

- Semester review (TT, chapters 1-6; NTC, p. 1 -145) - Mid-term examination in the form of an AP Exam.

Week 20

- Review results of mid-term exam; self-assessment of first semester progress; goals and improvements for second semester leading up to AP exam ( first week of May: week 35)

- Review and practice. Relative pronouns (TT, chapter 9)

- Samples of AP essays and speaking, practice with AP rubric grading

- Review and practice. Vocabulary and idiomatic expressions. ( NTC), chapter 23.

- Review and practice: “Modal” verbs. Pouvoir, Savoir, Vouloir, Devoir. K. p. 231 - 235

- "Les chansons de Patrick Bruel" -listening comprehension, grammar review, expression of ideas -concrete and abstract. Written fill-in and listening comprehension exercises based on lyrics.

Assessment:: Quiz and essays Week 21

- Review and practice. Lequel and lequel combinations ( and all it's forms) (TT , chapter 9)

- Review and practice. Causative construction – faire + infinitive. K. p. 236 – 239

- Review and practice. savoir vs. connaître. K. p. 240 - 244 - Review and practice. plaire vs. manquer. K p. 245 - 248

- AP picture sequence. Writing and speaking practice and assessments.

- TV5 Monde (two days) Analysis, discussion and review. Written critiques of topics.

Assessment: Quiz and essays Week 22

- Review and practice. Relative pronoun review. (TT, chapter 9)

- Review and practice. Vocabulary and idiomatic expressions (AMS, chapters 1- 3) - Review and practice. Irregular er and ir verbs. K. p. 249 – 258 (all tenses)

- Begin working in a packet of past AP Exam fill-in grammar exercises ( pre-1990 to be decided))

Assessment:: Quiz and essays

Week 23 - Review and practice. Verbs with special emphasis on regular verb formations, irregular verb

formations, usage, definitions and idiomatic expressions. - Review and practice. Negatives including subtle negatives ( ne...point) and negatives as

subjects ( Ex: Rien n'est pour rien.). Attention given to position and exceptions ( Ex: ne ...personne) - Vocabulary and idiomatic expressions (NTC, chapters 1-3)

Assessment: Quiz and oral picture sequence ( from a released AP exam) Week 24

- Review and practice. Demonstrative pronouns and articles (TT , chapter 9) - Reading comprehension. L. lectures 1 -5 - Review and practice. Compound tenses. K. p. 272 – 285

- Review and practice. Vocabulary and idiomatic expressions ( NTC, chapters 1-3)

Assessment: Quiz and essay

Week 25

- Demonstrative pronoun review (TT, chapter 9) - Review and practice. Passé simple K. p. 286 – 289

- Reading comprehension. L. lectures 6 – 10. Review vocabulary.

Assessment: Quiz and essays Week 26

- Review and practice ( tenses) with special emphasis on exceptions/oddities ( ex. créée) - Review and practice. Passive voice. Use of past participles and the pronoun on. K. p. 290 – 292. - Reading comprehension. L lectures 11 - 15 - Journal writing assessments. Teacher tutorials.

Assessment: Quiz and essays Week 27

- Review and practice. Possessive pronouns and articles (TT, chapter 9) - Review and practice. Imperfect and Pluperfect subjunctive. K. p. 306 - 307

- Listening dialogues. L. serie 1 – 5 - Reading comprehension. L. lectures 16 - 20

- Vocabulary and idiomatic expressions .

Assessment: Quiz and essays

Week 28

- Possessive review (TT, chapter 9) - Listening rejoinders. L. serie 1-5 - Listening dialogues. L. serie 6 – 10

- Reading comprehension. L. lectures 21 - 25 - TV5Monde. Listening comprehension, writing summaries, discussion

- Vocabulary and idiomatic expressions.

Assessment: Quiz and essays Week 29

- Verb review ( AMS) - Listening rejoinders. L. serie 6 - 10

- Reading comprehension. L. lectures 26 – 30 - Review vocabulary and idiomatic expressions

- Short projects based on film, literature and art.

Assessment: Essay and oral picture sequence (from a released AP exam); Week 30

- Writing exercises L. serie 1 - 8

- Function words. L. serie 1 - 8 - Listening rejoinders. L. serie 11 - 15 - Listening dialogues. L serie 11 - 15 - Reading comprehension. L lectures 31 - 35 Week 31

- Listening rejoinders. L. serie 16 – 20 - Listening dialogues. L. serie 16 - 20 - Function words. L. serie 9 - 18 - Reading comprehension. L. lectures 36 - 40 Week 32 - Function words L serie 19 – 27 - Listening rejoinders L serie 21 – 25 - Listening dialogues L serie 21 – 25 - Writing exercises L serie 9 - 18 Week 33

- Function words L serie 28 – 36 - Listening rejoinders L serie 26 – 30

- Listening dialogues L serie 26 – 30 - Writing exercises L serie 31 - 35

Week 34 - Function words L serie 37 – 45 - Listening rejoinders L serie 31 – 35 - Listening dialogues L serie 31 – 35 - Writing exercises L serie 31 - 35 Week 35- AP French Language Examination Weeks 36-40- Special projects will be assigned for all students that have taken the AP French Language exam and counts as a significant grade towards the final grade for the marking period. If some reason a student does not take the AP exam, then this project will still need to be done, plus the student will take a written final. The AP designation on the transcript will be changed to “5H” This special project will meet the following criteria:

I. Written format in French on a cultural/social topic to be mutually agreed between student and teacher and department chair approval. Minimum: 20 pages double spaced with schedule of drafts to be reviewed and corrected.

2. If the work is a performance piece, an outline needs to be submitted before approval.

3. Teacher will discuss any alternative projects subject to department approval.