DOCUMENT RESUME TITLE French: Foreign …DOCUMENT RESUME ED 048 800 FL 002 155 TITLE French: Foreign...

DOCUMENT RESUME

ED 048 800 FL 002 155

TITLE French: Foreign Language Curriculum Guide, Grades7-12.

INSTITUTION Farmington Board of Education, Conn.PUB DATE 66NOTE 144p.; Preliminary version

EDRS PRICEDESCRIPTORS

EDRS Price MF-$0.65 HC-$6.58Audiolingual Methods, Autoinstructional Aids, BasicSkills, Continuous Progress Plan, *CurriculumGuides, Evaluation Methods, *French, InstructionalMaterials, *Language Instruction, Language Skills,Language Tests, Modern Languages, Nongraded Classes,*Nongraded System, *Secondary Schools, SecondLanguage Learning, Self Actualization, TeachingMethods

ABSTRACTThis curriculum guide, developed for an ungraded

language program at the secondary school level, allows for a steadyprogression of skills from unit to unit. Based on the audiolingualapproach to language instruction, the guide is divided into foursections: (1) concepts to be taught, (2) references to instructionalmaterials, (3) special suggestions for teaching procedures, and (4)evaluation techniques. Taped materials are correlated to lessonsthroughout. Use of the curriculum guide, five preliminary lessons,and 24 lessons are included in the level 1 materials. The secondlevel of instructional materials, based primarily on the text "LeFrancais Vivant" (level 2), contains 24 units. Remarks with exampleson testing the four skills are provided. (RL)

U.S. DIPARIMINI Of HEALTH. EDUCATION I WILIAM

OFFICE OF EDUCATION

IHIS DOCUMENT HAS RUN REPRODUCED (HUM AS RECEIVED FROM THE

PERSON OR OROANI1ATION ORIGINATING IT. POINIS OF VIEW OR OPINIONS

MUD DO NOT NECESSARILY REPRES1111 OFFICIAL 0111C1 Of EDUCATION

CO POSITION OR POLICY.

CO

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40a

FRENCH

Foreign Language Curriculum GuidePreliminary Version

Grades 7 - 12

A Noah Wallace Fund Experimental Center ProjectFarmington Public SchoolsFarmington, Connecticut

Summer, 1966

1

FVVINGTON TOWN BOARD OF EDUCATION

Mr. John H. Filer, Chairman

Mr. Ralph F. Fabrizio

Mr. rilliam A. LaPointe

Mr. Paul Menzel

Mrs. Ralph V. vesterberg, Secretary

Mr,, J. Richard Pandora

Mrs. Jeremiah T.T. Sheehan

Mrs. R. Graeme Smith

Mr. William N. Nixon

NOAH WALLACE INCOME FUND ADVISORY COMMITTEE

Mr. James Bishop

Mrs. Arthur Deming

Mr. Ralph F. Fabrizio

Mr. John Filer

Mr, Francis Hatch

Mr. Alfred Mikitas

Mrs. R. Graeme Smith

Mr. Adrian Wadsworth

Mrs. RE...lph V. 1.resterberg

Mrs. Norman C. Ilhite

ADMINISTRATION, PAWINGTON PUBLIC SCHOOLSSuperintendent

Dr. John A. Santini

Assistant Superintendent Coordinator of Instruction

Mr. John P. McDonouab Miss Joan D. Kerelejza

Business Administrator

Mr. Andrew Lesiak

Mr. Nelson F. Ashline

Mr. George T. Bennett

Principals

Mr. John McManama

Mr. M. Edward Sullivan

Mr. Eugene J. Voll

2

FOREIGN LANGUAGE CURR,TCULUi. STUDY

1963 - 1966

uPITINGCOMITTEE

Mr. Frederick Burkhardt Mrs. Anne Lewis

Mr. lhomas Crane Miss Celeste Masi

STUDY COMMITTEE .

Mr. Frederick Burkhardt

Mr. Thomas Crane

Mr. Dario Diorio

Mrs. Doris Harwe

Mrs. Anne Lewis

Miss Celeste Masi

Mr. Joseph Sonntag

Mrs. Lucille 7imnotch

The members of the committees wich to express theirappreciation to the Noah Wallace Income Fund AdvisoryCommittee and to the Farmington Town Board of Educa-tion for making possible the completion of thisproject. We also. wish to thank Miss Joan Kerelejza,coordinator of instruction, for. her. guidance in thiscurriculum study.

TABLE OF CONTENTS

ForewardUsing the Curriculum Guide ii

Preliminary Lesson I 1Preliminary Lesson II 5Preliminary Lesson III 8

Preliminary Lesson IV 11Preliminary Lesson V 14French Level I

Lesson 1 17Lesson 2 19Lesson 3 21Lesson 4 23

Lesson 5 25Lesson 6 27

Lesson 7 29Lesson 8 *4 31Lesson 9 33Lesson 10 36Lesson 11 39Lesson 12 41Lesson 13 45Lesson 14 48Lesson 15 51Lesson 16 53Lesson 17 55Lesson 18 57Lesson 19 59Lesson 20 61Lesson 21 63Lesson 22 65Lesson 23 67Lesson 24 69

Teacher's List of Ma terials 71French Level IIIntroduction to French Curriculum Guide 73Supplemental Materials 75Reference Books 77

Unit I 78Unit II 80Unit III 82Unit IV 84Unit VI 88Unit VII 90Unit VIII 94Unit IX 98Unit X 100Unit XI '04Unit XII 106Unit XIII 108Unit XIV 110Unit XV 112Unit XVI 114Unit XVII 116Unit XVIII 118Unit XIX 120Unit XX '122Unit XXI 124Unit XXII 126Unit XXIII 128Unit XXIV 130

Appendix A - Test the Four Skills 132 4

F O R E W O R D

This guide represents the culmination of over three years of

study of the foreign language program in the secondary schools.

The group faced the difficulties of changes in staff, large num-

bers of students, inadequate laboratory facilities, variations in

texts and insufficient time allotments. As a result, overcoming

these rather formidable obstacles creates something of the exuber-

ance of une grande victoire.

With nongrading on the secondary level imminent, the writing

committee planned the guide to allow for a steady orogression of

skills from unit to unit. Students of all abilities will be able

to continue the study of French or Spanish as long as they have an

interest. Language study remains open to every student, not just to

a select few.

The program is based on the audio-lingual approach. The guide

itself is divided into four sections: concepts to be taught, refer-

ences to instructional materials, special suggestions for teaching

procedures and evaluation techniques. Taped materials are cor-

related to lessons throughout. A separate script of the tapes in

use in the orogram is ava_lable. To aid in revision, teachers are

asked to annotate their on copies of the course of study.

The foreign language teachers should be lauded for their pa-

tience and forbearance as well as for the excellence of the material

found in this guide.

For the Committee

Joan D. Kerelejza

USING THE CURRICULUT1 GUIDE

The concept of an ungraded foreign language instruc- UNGRADEDtional program on which this curriculum guide is based INSTRUCTIONALis new and challenging. It is hoped that it will enable PROGRAMall students who elect to study French and Spanish tofind a measure of successful achievement in such pursuitWithin its framework of units and levels, a student'sprogress can be paced at a rate which is best for him,Methods of evaluation of his progress have been carefullyindicated in the guide.

The foreign language program consists of sic years ELECTICN OFof instruction, with students having the option of be- FOREIGN LANGUAGEginning their study in the seventh, ninth, tenth or AND STUDENTeleventh grade. The student has a double election at the PLACEMENTend of the sixth grade. He may or may not elect to takea foreign language; he may elect French or Spanish.Readiness for foreign language study should be judged byelementary school achievement in English and socialstudies and by maturity level. Students should be ad-vised by their sixth-grade teachers and guidance per-sonnel as to their readiness.

Progress and achievement determine whether or not astudent should continue in the foreign language programat the eighth grade. Teacher evaluation of a student'sperformance is of vital importance here. It is oftenprofitable for a student to wait a year or two and beginthe material again. Continuance in the high school shouldbe with placement at the unit and year in the student'son-going foreign language experience at which he findshimself. Under this ungraded program, the student maycomplete large units of work at different times duringthe school year in accordance with his ability.

Students should be encouraged to plan at least athree-year sequence if they elect to begin the study offoreign language at the high school. Learning to speakis time consuming and unless more than two years areplanned, their ability to read and especially to writewill be seriously underdeveloped.

The problem of college entrance credits under the COLLEGEungraded program can best be met by indicating on the ENTRANCEtranscript that the student has successfully completed CREDITSa number of levels (level in this sense is to be definedas the equivalent of one year's work under the tradition-al programs) of French or Spanish rather than the numberof years he has studied the language. A good evaluationof such progress through the levels is the MIA Cooperative

6ii

Modern Language Tests in the basic four skills. Standingson these tests, based on national norms, is valuable in-formation for college admissions officers in evaluatingcredit in foreign language and should be part of thetranscript.

BASICCONVICTIONS The following convictions form a basis for this

Curriculum Guide:

1. French and Spanish are of immediate practicaland cultural value in the curriculum of the FarmingtonPublic Schools in that they:

a. meet the practical need of introducing the cul-ture of the French and Spanish speaking peoples to thestudent so that he can learn first hand about groups ofpeople who are members of foreign language speakingminority groups in his on community, state and nation,or who are members of nations which are near neighborsof the United States as well as part of the UnitedNations community;

b, prepare those students who will enter com-mercial areas of world trade with a language backgroundand understanding of economics and cultural patternswhich will aid him in this pursuit;

c. provide the necessary preparation for advancedwork and admission requirements in foreign language atcolleges and universities,

2. The foreign language must LIVE for the studentif it is to justify its place in the curriculum. To -e

ALIVE it must be adtive, interesting, and challengingin spirit. The student must be able to see his pro-gress and the value of his study if it is to maintainhis interest.

3. A student will achieve best in a programwhich proceeds at his rate of learning. He is not dis-couraged in a program in, which he is not held back byslower-learning students or unnecessarily challengedbeyond his ability by faster-learning students.

METHODS The method adopted for use in the FarmingtonUSED Public Schools is that which was formerly called the

"audio-lingual" and which perhaps could be betternamed "basic skills," since all four skills are tobe developed during the language experience of thestudent,

7iii

At first the approach is Completely oral, with the studentlearning to comprehend the spoken word (listening skill) andresponding to it with oral utterances which have meaning bothto speaker and hearer (speaking skill). When evaluative tech-niques indicate that the student is ready for the third basicskill, that of reading comprehension (reading skill), he isintroduced to the textbook and begins by reading material hehas already mastered in the listening and speaking stages oflearning. The fourth skill, that of writing (writing skill),is developed progressively through various means which aredescribed later in this guide.

The language of the classroom is that which is being LAYGUAGE OFlearned. For clarity and understanding, an occasional THE CLASSROOMEnglish meaning may be given; however, care is to be takennot to allow classes to deteriorate into sessions in English.

Grammatical patterns, a tool basic to the mastery oftbDGRAMMARbasic four skills, are taught by practice drills and labora-tory sessions in which imitation, repetition and variationinsure familiarity and mastery of the sp....ach habit. Explana-tions of grammar are often confusing to the student and arepostponed until the pattern has been controlled by the student,in some instances many units or levels later.

Laboratory drill is an important part of the language LABORATORYlearning experience. The student's active participation in DRILL3-boratory sessions, whether he is recording or not, is a-:itical point to be insisted upon by the teacher. Passivelistening without mouthing the sounds in careful imitationis of little value, In structural drills the student shouldbe encouraged to anticipate the correct model, listen to it,and then repeat it again. It is often advisable to givevisual aid by using an overhead projector, filmstrip, orfilm to insure learning with meaning rather than "parrotting"of material.

Visual aids form a vary necessary part of the course;,. VISUALThe overhead projector offers many opportunities for pre- AIDSsentation of visual cues to match oral drills and responses.Realia in the form of objects, models, pictures and materialsgathered from the French and Spanish speaking countries addinterest and variety. This storehouse of teaching aids andmaterials should be continually improved.

While specific references are made to certain pronun. PRONUNCIATIONciation patterns in the units following, the oral commandof the sound structure of the language must be constantlyrefined and improved. The teacher should correct glaringerrors, but not at the expense of fluency. The studentshould be encouraged to speak; he may be discouraged bypersistent interruption of speech patterns for minormistakes.

8iv

MLACOOPERATIVEFOREIGN LANGUAGETESTS

TESTINGTECHNIZUES

ROLE OFTHE TEACHER

The TILA Cooperative Foreign Language Testsare used as an evaluating device to enable theteacher to judge the student's progress and todetermine areas for restudy. Forms LA and LBare given near the end of level one, the end oflevel two, and at the half-way mark in levelthree. Forms MP. or MB are given near the endof level three, the end of level four, and theend of level five. These cooperative tests areused diagnostically and not for grading purposes.Other quizzes and tests are written by teachersor adapted from suggestions in the specificpublisher's Teacher's Guide for the textbookbeing used.

Suggestions for testing the four skills,prepared for methods classes at CentralConnecticut State College, are repeated inAppendix A as a guide for teachers in preparingquiz and test materials.

Unit tests should be uniform and alikefor each unit taught. As the staff preparessuch tests, strict security of them will berequired, since only when we can use an evalua-tive instrument wer several years do we havethe necessary knowledge to judge progress onthe Part of students. Teachers will wish toreturn tests for class review, but should becertain to collect and store them after suchreview.

It must be emphasized that the key to suc-cessful teaching is the classroom teacher. He

is an individual, as each student is an individu-al. It is hoped that as a creative individualthe teacher will develop a multiplicity ofmethods and means to lead his students to suc-cessful learning experiences. This guide isto give direction to the foreign languageprogram for continuity and coordination, andshould not deter a teacher from individual-istic practices so long as they are coordinatewith its broad framework and basic method.Pe ask that members of the foreign languagestaff communicate their new ideas and prac-tices, with an aim to constant revision ofthis guide, to keep it current and of value.

Frederick R. BurkhardtResource TeacherGrades 7 - 12, Modern Foreign Languages

9

1

ATTEPTION: PTELIAINARY LESSON I PRE-TEXT LESSON

UNIT I

L'ARRIVEE A L'ECOLE

(ON FRAPPE, k LA POPTE)

PROFESSEUR DIT: ENTREZ.

(LeiTUDIANT OUVRE LA PORTE ET EDTRE ')AYS LA SALL1 DE CLASSES)

PROFESSEUR DIT: BONJOUR MON AMI.

LliTUDIANT: BONJOUR MONSIEUR. (:IADAME, MADAMOISELLE)

PROFESSEUR DIT: COMIENT ALLEZ-VOUS?

LIETUDIANT: TRES BIEY, AERCI. ET VOUS?

PROFESSEUR: MOI, JE VAIS BIEF AUSSI, MERCI 6EAUCOUP.

(R1P1TEZ AVEC UN OU DEUX iTUDIANTS. PUIS TOUTE LA CLASSE)

VARIETES:

PROFESSEUR DIT: FAITES COMTE 40I.

LIWEZ-VOUS (LES ETTJDIANTS SE LEVENT)

ALLEZ A LA PORTE. (UN ETTDIANT VA A LA PORTE)

OUVREZ LA PORTE. (UN ETUDIANT OUVRE LA PORTE)

SORTEZ. (UN ETUDIANT SORTE DE LA CLASSE)

FRAPPEZ A LA PORTE. (UN ETUDIANT PRAPPE A LA PORTE)

OUVREZ LA PORTE. (IN ETUDIANT OUVRE LA PORTE)

ENTREZ. (UN ETUDIANT ENTRE DANS LA SALLE DE CLASSE)

ALLEZ Ai VOTRE PLACE: (UN ETUDIANT VA A SA PLACE)

ASSEYEZ-VOUS. (UN ETUDIANT StASSIED) .

COMPTONS UN PEU: ZERO UN DEUX TROIS QUATRE CINQ0 1 2 3 4 5

STX SEPT HUIT NEUF6 7 8 9

COMPTONS: de z6ro A neuf

de neuf A z6ro

10

2

PRELIMINARY LEssor

Concept To Be Taught

BASIC CONCEPTS' To intro-duce the sound system witha little conversation.

To establish the habitof careful listening and at-tention.

To formulate patternsof stimulus and response,question and answer.

11

PRE-TEXT LESSON I

References

PETITES CONVERSATIONS byJulian Harris and H6lene

Monad - Cassidy. D.C. Heathpublisher. Lecon 1.

Cours de Langue et de Civili-sal:don francaises pariauger. Librairie Hachettepage 11, Dialogue.

LE FRI,T1CAIS VV:21T, I byLouis'e Couture. CharlesMerrill & Co. Locon 1.

LE FRANCAIS PAR LA ATHODEDIRECtF. Premier Livre.Robin et Bergeaud.Librairie Hachette. Lecon 2

Special Comments

NOTE: This brief introduc-

tory dialogue should be

memorized by each student

and it should become a part

of the daily routine and

warm-up in the class.

CAUTION: Explain meaning

in English in advance. Re-

peat as often as necessary

to insure each student's

grasp.

PI

[

3

Evaluation

AURAL--LINGUAL

Each student should be able

to carry on this simple con-

versation with the teacher

and as soon as possible be

directed to carry on the

conversation with each

other.

12

415

ATTENTION: PRELIMINARY LMSOF II PF;E-TEXT LESSON

UNIT II

QUI EST-CE?

(DAYS LA CIASSE DE '1-1AITCAIS)

PROPESF,EUR: BONJOUP, 117S AMIS.

LES PTUDIANTS: BONJOUR MONSIEUR, (MADA71E, ouMademoiselle)

PROFESSEUR: COMLENT ALLEZ-VOUS?

LES ATUDIANTS: TRES BIEN, MERCI. ET VOUS?

PROFESSEUR: JE VAIS BIEN, MERCI 13EAO(OUP.

(professeur a un 6tudiant)

PROFESSEUR: COMIENT VOUS APPELEZ-VO4S?

UN GARCON: JE vl'APPELLE

UNE FILLE: JE M'APPELLE 4ARGOT.

(le professeur montre un gtudiant et it demande a unautre etudiant)

PROFESSEUR: CON4ENT S'A"PELLE-T-IL?

UNATIDIANT: IL SIAPPTUJJE HRYPI.

PROFESSEUP: com-cm S'APPELLE-T-ELL'??

UNE EVTDIANTE: ELLE S'APPELLE SUZANNE.

COMPTONS UN PEU: DIX ONZE DOME TREIZE10 11 12 13

QUINZE SEIZE DIX-SEPT15 16 17DIX-NEUF VINGT

19 20

NOUS FAISONS UN PEU DE dATHEMATIQUE:PROFESSEUR: COMBIEN FONT DEUX ET DEUX?U .ETUDIANT: DEUX ET DEUX FONT QUATRE.PROFESSEUR: COMBIEN FONT TROIS ET QUATRE?UN ETUDIANT: TROIS ET QUATRE FONT SEPT.CONTINUONS AVEC LES AJTRES NOMBRES.

13

QUATORZE14

DIX-HUIT18

PRELIMINARY LESSON PRE-TEXT LESSON II

Concept To Be Taught References

BASIC CONCEPT: The associa-tions of the new sound ofFrench with names of indi-vidual students.

TO expand the association ofsounds with new combinationsof letters in varying situa-tions.

To aid in learning the newsounds, intonations andpronunciations.

LE FRANgAIS VIVAITT, I.Louise Couture. CharlesMerrill Books, Inc.Lecon 1, page 1.

PETITES CONVERATIONSJulian Harris and H6leneilonod- Cassidy. D. C.Heath, publisher. Lecon 3

LE FRAITAIS PAR LA METMODEDIRECTE. Robin et Ber-geaud. Librairie Hachette.Lecons 1-3.

ALM - LEVEL ONE, Unit 1.Directed Dialog, page 8.

PCCTTER ET PARLER,Conversations 1,(authors: C3t6,O'Connor)(publisher: Holt& Winston)

pages 6-93, 4, 6.Levy,

, Rinehart,

MOIFIRSTZEAR FRENCH.O'Brien and LaFrance.Ginn & Co. pages 11-12

SOUPCES OP LISTS OF FRENCHNA1ES FOR BOYS AND GIRLS:

FRENCH I. O'Brien, LaFrance,Brachfeld, and Churchill.Ginn & Co. pages xxx,xxxi.

SCOUTER ET PARLER. Se in-side of back cover for listof names,

14

7

Special Comments

NOTE: The use of Frenchnames for each studentgives the individual apersonal interest in cor-rect pronunciation of hisown and other names. Thisencourages careful listen-ing and imitation of themodel voice which producesthe sound. This is one ofmany ways of developing thefundamental habits forlanguage learning.

NOTE: Lists of Frenchmanes are to be found invarious texts and onrecords.

NOTE: SHIRT CARDBOARDS orother stiff paper can beused to make name cards foreach student. This is amethod of identification ofeach student in the earlydays of class meetings.

NOTE: An orderly methodof giving out the namecards and the storing ofthe cards by class forfurther use should be de-termined by the class andthe teacher.

Evaluation

Each student should be ableto ask and answer questionsconcerning his name and thatof other students in theclass.

Each student should respond toFrench greeting with French.

Each student should be able torepeat these first sounds withaccuracy of rhythm and into-nation.

^15

8

PRELIMINARY LESSON IIIOU ETES-VOUS?

(LA CLASSE DE PRAIA'S CO-IIPECE LE ATIN)

PROFESSEUR: BONJOUR,MES nTUDIANTS

LES ATUDIAITS: BONJOUR, MADAM (ou Aonsieur, ouMadamoiselle)

PROFESSEUR: COAIKET ALLEZ -VOUS?

UN GAR ON: TR2S BIEg, 1CRCI. ET VOUS?

PROFESSEUR: MOI, JE VAIS BIEN. MERCI BEAUCOUR.COlIENT VOUS AN'ELEZ-VOUS?

UN GARCON: JE ItA0PELLr' JACQUES. ET TOI, MONCOMUrNT TIAPPELLES-TU?

UN GARCON: JE MIATTELLE HENRI. O. nTES-VOUS, MONAMI JACQUES?

JACQUES: JE SJIS DAYS LA CLASSE DE FRAICAIS. ET VOUS,MON AMI. 017 nTES-VOUS?

HENRI: MOT AUSSI, JE SUIS DAPS LA CLASSE. 2TES-VOUS ALINOOLE?

JACQUES: JE SUIS A L'ACOLE, MOI AUSSJ.

(A TrUTE LA CLASSE)PROFESSEUR: FAITES COIVE MOI.

MOI, JE ME LEVE. QUE FAITES-VOUS? MARGOT?

MARGOT: MOI, JE ME LtVE

PROFESSEUR: MOI, POUVRE LE LIVRE. QUE FAITES-VOUS,ADELE?

AD2LE: MOI, JIOUVRE LE LIVRE, AUSSI

PROFESSEUR: MOI, JE PERM LE LIVRE. QUE FAITES-VOUS,JEAN?

JEAN: MOI, AUSSI, JE FERME LE LIVRE.PROFESSEUR: MOI, J'OUVRE LA PORTE. QUE FAITES-VOUS,11ARIE?MARIE: MOI, POUVRE LA PORTE, AUSSI.PROFESSEUR: MOI, JE FERME LA PORTE. QUE FAITES-VOUS,MAURICE?MAURIFE: MOI, AUSSI, JE FERME LA PORTE.PROFESSEUR: TRES BIEN MES AMIS. MAINTENANT,,TOTJTE LA CLASS

ENSENBLE. FAITES COME MOI: LEVEZ-VOUS.ASSEYEZ-VOUS, OUVREZ LES LIVRES. FERMEZ LESLIVRES. OUVREZ LA PORTE. FERMEZ LA PORTE.C'EST TOUT. LA LECOIT EST FINIE. All REVOIS ADEMAIN.

LES ATUDIANTS: AU REVOIR A DEMAIN, PROFESSEUR. 16

9

Special Comments

NOTE: The use of the inter-rogative form here as thestimulus for response maybe noted by the teacher asan opportunity to have thestudents practice askingthe question as well asmaking the answer.

Evaluation

Students should demonstrateunderstanding of the elementsof this dialogue by being ableto accept directions to dothese things and do them cor-rectly as directed.

Later each student should havethe ability to direct the per-formance of these actions byother students.

17

10

PRELLIINARY LESSON


BASIC COFCET:

TO WAKE WHAT wE ARE norm,to suit the word and theaction.

Simple actions which are com-mon to the classroom arecarried out and described inFrench.

Simple commands for actionssuitable to the classroomare given to the student.Each student has an oppor-tunity to demonstrate hisunderstanding of the spokemword by doing what he canalso say he is doing.

To continue the establishmentof the sound system and itsassociation with specificideas, actions and words.

To establish good habits ofcareful attention to in-structions.

To establish the use of thetarget language in the class-room in all situations.

18

PRE-TEXT LESSON III

References

LE FRAFgAIS PAR LA MeTHODEDIPECTE. ROBIN ET BEPGPAUDLibrairie Hachette. Lecon 4.

YEW FIFST-YEAR FRENCH.O'Brien and LaFrance. GinnFc Co. Legon 2, page 10

ALMFRENCH, LEVEL ONE.Harcourt, Brace & WorldUNIT I, page 8Directed Dialog.

LE FRANCAIS VIVANT, I.Louise Couture. CharlesMerrill Books, Inc.Legion 1, pages 2,3Lec,on 2, page 9

11

PRELEIINAPY LESSON IV

QUE FAISONS-NOUS?

NOUS ARPIVONS A LA CLASSE DE FRANCAIS.

NOTJS REGARDONS LE PPOPESSEUP DAYS LA SALLE DE CLASSE.

NOUS FRAPPONS A LA PORTE.

PPOFESSEUR: ENTREZ, MES A4IS. BONJOUR.

NOUS DISONS BONJOUR AU PROF7SSEUR.

PROFESSEUR: ALLEZ A VOS PLACES, S'IL VOUS PLAIT.ASSEYEZ-VOUS.

NOUS ASSEYONS-NOUS. NOUS DISONS, MERCI, MONSIEUR.

NOUS RECARDONS LE TABLEAU. NOUS LISONS UNE DICTEEDEMAIN.

VOILA LA DICTITE:

BONJOUR, MES AMIS.

COMIENT ALLEZ-VOIS?

JE VA IS BIEN, MERCI.

ET VOUS, JONSIEUR?

TRIPS BIEN, MERCI.

FT VOS PARENTS?

ILS VONT BIEN, AUSSI, M7PCI.

NOUS ICRIVONS LA DICTE7. NOUS REPETONS. NOTJS APPRENONS.

NOUS PRONONCONS LES VOYELLES nE FRANCAIS (a.) (4r):

FRANCAIS LA TABLEFE:WM LA PAGELIEXERCICE REGARDEZJE METS VOILA

NOUS DISONS AU REVOIR A DEMAIN AU PROFESSEUR. MERCI,MONSIEUR.

NOUS SORTONS DE LA CLASSE.

NOUS FERMONS LA PORTE.

NOUS RENTRONS DANS LA CLASSE DE FRANCAIS DEMAIN.

NOUS ALLONS PREPARER LA PREMIERE T)ICTE DANS LA CLASSEDE PRAT'S.

13

12

PPELIHINARY LESSON IV


BASIC CONCEPTS:

To aid the students to makethe transfer from the spokento the written word withoutthe loss of the grasp of thesound system.

To continue the use of theexercise which is directedtoward the coordination ofsound and word symbol withaction or activities mean-ingful to the classroom.

To continue the use ofFrench in the classroom inall situations.

The presentation of the dic-tation on the blackboard orby other means as an audio-lingual "reading," stressingcorrect pronunciation.

To stress the need of repe-tition of careful pronuncia-tion to iniure the continuedgrasp of the sound system.

To copy carefully theFrench word including accentmarks, the first and con-tinuing activity in theleuming of the Frenchlanguage.

20

PPE-TEXT LESSON

References

LE FRANCAIS VIVANT, I byLouise Couture. CharlesMerrill Books, Inc.Legon 1, papa 3.

NEW FIRST-YEAR FRENCH.O'Brien and LaFrance.Ginn and Co.Legon 3, page 21

FRENCH I. O'Brien, LaFrance, Brachfeld andChurchill. Ginn and Co.

Premiere Legon, page 3.Deuxieme Legon, page 21.

COURS DE LANGUE ET DE CIVILI-SATION. Maupsr.Librairie Hachette.DictAes, pare 11.Le2on 10, les verbes, P.24

'Poacher's ManualALM - FRENCH - LEVEL OPE

Harcourt, Brace & World.Pronunciation 1-)rills,P. 45.

10

13

Special Comments

NOTE:. The teacher shouldwrite the dictation on theboard before the class ar-rives.

NOTE: The use of the"dict6e" may be limited torepeating, reading and re-peating, or it may be usedfor copying and dictation.

NOTE: The students shouldasked to copy the exercisefive times without error.

NOTE: Pronunciation ex-ercises may be extended toother sound and letter com-binations.

NOTE: Students should beasked to write "dict6e" atthe top of their papers.

NOTE: Students should betaught that their writingexercises will be gradedstrictly, since a degree ofaccuracy should be attained

Evaluation

Students should be able torespond to questions withboth the "je" form and the"nous" form of the verbs.

Individual check should re-veal whether students havecomprehended this question-response exercise.

The dictation may be usedbe for indivichal repetition

to check on individual pro-nunciation and response tothe sound system.

The teacher may check onthe individual copying ofthe student to see what de-gree of accuracy was obtained.

Students should check theirown finished dictations forerrors, marking errors andcorrecting at once from themodel on the blackboard.

21

1L.

PRELIMINkRY LESSON - PRE-TEXT LESSON V

QUE FAITES-VOUS?

(LES EXPRESSIONS DANS LA CLASSE)

PROFESSEUR: BONJOUR, .P1AN. COMIENT VAS-TU AUJOURD'HUI?

JEAN: BOPJOUR, JiON PROFESSEUR. JE VAIS BIEN, iIERCI.Ec' VOUS?

PROFESSEUR: JE VAIS J3IEN AUSSI. ERCI. FT TES PAEIDTS?

JEAN: 'MCI, MONSIEJR. MPS DAPT1 TS? ILS VONT BIEN,'IERCI.

PROFESSEUR: QUE FAITES-VOUS?

JEAN: J'APRIvE A LA CLASSE. J7 FRAPPE ALA PORTE.J'OUVRE LA -00-)TE. JE DIS, BONJOUR A 40N PROFESSEURDE FROC4TS.JE REPOTbS A LA QUESTIOY, CO'ITIENT vAS-TIT?

PROPESSEUR: BONI ECOITEZ-VOUS?

JEAN: OUI, PEAUTE.

PROFESSEJR: PARLEZ-VOUS FRANCAIS?

JEAN: OUI, je parle francais.

PROFESSEUR: rgPetez-vous apre's moi?

JEAN: OUI, monsieNr, je re/Ate apri4s vous.

PROFESSEUR: RL4PONDEZ-VOUS aux questions?

JEAN: OUI, monsieur, je rgoonds aux questions.

PROFESSMR: COQ PTEZ-VOUS en fransais?

JEAT': OUI, MONSTER:, je compte:

un, deux, trois, quatre, cinq, six a vingt

PROFESS7UR: REOARDEZ-VOUS le tableau?

OUI, je reparde le tableau.

PROFESSEUR: LISEZ-VOJS la dicte?

'MAN: OUI, pecris la dictee.

PROFESSEUR: FAITES-VOUS des fautes dans la dictSe?

JEAN: OUI, je fais deux fautes.

PROFESSEUR: AU FEVOIR A DE1AIN.

22

15

PRELIMINARY LESSON


BASIC CONCEPT:

The aim of all languagelearning is communication.

PRE-TEXT LESSON V

REFERENCES

LE ERYCAIS VINTA17, Iby LoUise Couture.Charles Merrill Books,Inc.Leron 2, pa,^e 10.

The conversation between NEW FIRST -YEAR PRErCHthe student and teacher may O'Brien, LaFrance. Ginn &ba a kind of guide to the Co.sort of classroom exercise Troisieme Legon, page 21.which will aid the learningof the student and the es- FRENCH I. O'Brien, LaFrance,tablishment of good liabits Brachfeld and Churchill.of communication for the Ginn & Co.whole class. Premiere Legon, pape 3.

PETITES CONVERSATIONS,Teachers" Guide. Prefaceand Introduction.

ALM - FRENCH - LEVEL ONEHarcourt, Brace and WorldUNIT IV. Page 1.

COURS DE LANGUE ET DE CIVI-LISATION I. Mauger.Librairie Hachette.Leoon 13, page 32.

PETITES CoNVERSATIOYS.Edition with Teachers'Guide by Julian Harris andHelene Monod-Cassidy.D.C. Heath & Co., Boston.

23

16

Special Comments

NOTE: The teacher may usethis oral exercise to pro-voke responses from individu-al students and then directstudents to ask questions ofeach other.

Evaluation

Estimate by question andanswer the comprehension ofthe student.

Make an effort to ascertainthe students' grasp of themeaning of the verbs usedin oral exercise by themethods of demonstrations.

Reading of the "dictee" fromthe blackboard may be usedto check on pronunciation.

Require the student to re-spond to question with morethan one form of the verb.

24

17

FRENCH I--L ]SSONS 1-6


FIRST LTP,SSON

Use of subject pronouns by:

(a) aller(b) 8tre

Simple Imperatives(Continuation of oralphase)

Greetings and leave taking(Continuation of oral

phase)

References

(a) O'Brien & LaFrance,page 146

(b) Harris Pc Levoque

ALM Unit 1 (work withdirected responses)

Harris & LevNue, paEe 3

Harris & Levgquepages 1-2

Ecouter et Parlerpages 2-9

Numbers to 10 Dale & Dale, pp. 11-17

Matgor I, page 14.

25

18

Special Comments

Use of verb aller for ques-tions of health.

Try to introduce the verbforms orally with booksclosed. Discuss spellingdifficulties to try toanticipate them.

Drill to and vous as inTeacher's Guide.

Have studs is carry outsimple situations, asdirected, preferably duringthe warm-up period.

Introduce the numbers orallylater going from student tostudent having them supplythe next number. When somemastery has been attainedstart simple arithmetic,progressing to the more dif-flout'.

Check Teacherts Glide fornote on pronunciation ofcinq, six, huit and dixfollowed by nouns.

26

Evaluation

Student should be able tomake simple changes rapidlyand accurately.

This can best be observedover a period of time asthey follow instructions inFrench. Pupils having dif-ficulty can be singled outafter a few days and propersteps taken.

Students should be able toask suitable questions aswell as to supply appropri-ate answers.

Spellings should be learnedfor these simple numbers.

Testing should be in writingfrom Arabic numbers, as wellas supplying the missingnumber in short series.

19


LESSOV TWO

Verb avoir (present tense)

Articles

a. (definite)

b. (indefinite)

References

Mauger I, page 21

Mauger I, recording on Disc 1

Hauger I, (a) pp. 6-7

(b) pp. 4-5

O'Brien & LaFrance

(a) page 64(b) pages 22-3

Teacher's Guide of FrancaisVivant

(a) pages 16 fmle and les

(b) Same

Interrogatives

(a) with est-ce que Mauger I, pages 1-7

(b) with inversion ofsubject pronoun andverb

(c) with interrogativewords

. 27

O'Brien and LaFrance

(a), (b), and (0)

20

Special Comments

This verb must be masteredas soon as possible.

Close attention should begiven to these forms sincethe le and les sounds arecommonly cal-Used.

Demonstrate linking withoral drills, then proceed towritten exercises.

Give close attention to themeaning and use of des.

Use verb forms which beginwith a vowel as well asthose with consonants.

Stress the replies of:Vest and Ce sont.

Evaluation

Test mastery by convertingsentences from singular toplural and in reverse.

It is suggested that a shortwritten test be given usingsimple responses.

NOTE

This should help to pointout to students the extremeimportance of learning thegender of all nouns.

Have students copy shortsentences changing them toand from interrogatives.

21


LESSON TWO (CONTINUED)

numbers from 11 to 20

LESSON THP7E

References

Dale & Dale, page 26

(a) possessive adjectives Mauger I, pages 22-3

O'Brien and LaFrance,pages 84-85

(b) personal subject pronouns O'Brien & LaFrance, page 24

Mauger I, pages 6-7

(c) the family Scouter et Parlerpages 26-33

Dale & Dale, page 99

. 29

22

Special Comments Evaluation

Students are usually inter- Same method as used inested in seeing why the word Lesson One."teen-ager" has developedand how the French dix doesnot correspond well.

This is a difficult area andshould be covered slowly.

Gradually the students 'lustrealize that agreement re-quires checking four things(1) the person of the pos-sessor (2) the number ofthe possessor (3) the num-ber of the article possessed(4) the gender of the arti-cle possessed

This is somewhat an extensionof Lesson I

Family relationships can bebrought out during the warm-up periods using known re-lationships then proceedinginto the more complicatedones.

Variety can be added byusing well-known familiessuch as the President andAbraham Lincoln.

30

A quick evaluation can bef7iven orally but finalevaluation must be in writ-ing and at lonrer andlonger intervals until thehabit is well learned, evenover-learned.

Possibly some oral reportsgiven on a volunteer basiswould add to pupi sknowledge.

23


LESSON THREE (CONTINUED)

(d) days of the week

LESSON FOUP

(a) present tense of firstconjugation verbsusing regarder as amodel.

(b) negatives

31

References

O'Brien & LaFrance, pages62-3

...

Harris & Leveque, page 34

Mauger I, page 25record

Dale & Dale, pages 77-8

Mauger I, page 17

O'Brien & LaFrance, p. 12

Dale & Dale, pp. 42-3

24

Special Comments

Try to use the Europeanmethof of having Mondaythe first day of the week.

These new words can beintroduced by oral drillstarting with several re-petitions of lundi, follow-ed by lundi, mardi, thenaddint3 additional daysuntil the breaking pointis reached or the dayslearned.

The teacher should addother vocabulary such asyesterday, tomorrow, lastweek, etc. to make thisconcept more meaningful.

Introduce the verb formsorally with books closed.

Discuss spelling dif-ficulties to try to anti-cipate them.

Use verbs which begin withvowels as well asthosebeginning with consonants.

Useful to reinforce numberconcepts and to providevariety.

32

Evaluation

Testing should be the re-writing of sentences,changing the verbs fromsingular to plural, etc.,and the filling in of miss-ing verb forms.

Introduce several verbswhich they have not had butwhose meaning should be clear.

Rewrite sentences as above.

Interest and skill varywidely. No special evalua-tion needed.

-?5


LESSON PTVE

(a) verbs of the second conjugation Manger I, page 33using finir as an example.

O'Bef.en and La France, page 176

faire and dire as examples of Dale & Dale, pages 112-113the third conjugation

(b) direct object pronouns Manger I, page 104

Dale & Dale, pages 190-191

(c) the seasons O'Brien and Ls:France, page 74

Mauger T, page 32

(d) ordinal numbers Maurer I, pages 24-30

33

26

Special Comments

Introduce orally with the textbooksclosed.

Try to get the students to associatethe verb forms with the subjectpronouns in short sentences.

As above

This concept lends itself well tolaboratory drill after oral work inthe class.

This is merely an introduction tothis concept.

This concept can be developed over aperiod of time during the warm-upperiod, especially as weather ex-tremes occur.

It will take time to break down theEnglish use of the verb to be forweather situations.

Stress the form of premier and theexact spelling of the others.

Evaluation

Give them sentences to rewriteor to fill in the verb formwhich corresponds to the sub-ject pronoun given.

As above

Give a short quiz onthe laboratory work, showingan example of what is desired.

Le Francais Vivant, I. 27

by Louise CoutureCharles Merrill Books, Inc.

Teacher's Guide to accompany the text.

Concept To be Taught References

Basic concept: Language is Text: Le FRANCAIS VIVANT I

communication. The =Aerialin this lesson enlarges andenriches the area for oralcommunication and for secur-ing these concepts in thefour basic skills. All ex-periences must be first oral.

by Louise Couture.Charles Merrill Books,Inc.Lesson 6. Tastes andColorsTeacher's Guide,Lesson 6 and the intro-duction to Guide.

Lesson 6. Tastes and Colors Supplementary Materials:The verb, voir (to see)

in the present tense.The verbs of the five

senses, regular and irregu-lar, present tense.

sentir--to smellscouter- -to hearentendre--to hearregarder--to look at,

to seetoucher--to touchaimer--to like

Tb' adjectives, quali-fication, descriptive anddemonstratives.

The agreement of ad-jectives with nouns in gen-der and number.

/1711 FIRST-YEA.R FRENCH.O'Brien and LaFrance.Ginn & Co.Lecon 5, panes 40 -47.The colors the demonstra-tives.

FRENCH I. O'Brien andLaFrance. Gina, page 80.La Date.ALq--Level One. Harcourt,Brace & World. Unit 13.Structure DrillsDemonstrative adjectives.

+COURS ELEdENTAIRE DEFRANgAIS. Mauger. LibrairieHachette.Legor, L. The colors, page 8Lecon 5. The adjectives p.12

The colors as adjectives Ltion 6. See ex. 3, page 15and for work identification. Leon 9. La tote, page 22

Lecon 29.Les demonstratifscomposes, (pare 134)

adjectifs, d4monstratifsPronoms dgmonstratifs.

How to write a date.

Parts of head and face.

35

+Cours de langue et decivilisation franpises.Mauger

fcouter et Parler. CeteLevy-61Connor.Holt, Rinehart, WinstonLe$on 7. La Date

28


Systematic presentation of Copying exercises:groups of adjectives (of dialogue, pare 49color, of size, and of other Un Peu de Pratique, p.54physical characteristics)is to be achieved here orally Lecture, pafre 57and then followed by listen- to bc presen+ed orallying, reading and writing audio - lingua. l. reading ispractise. desirable with new

material.Demonstrate the distinctionbetween -ci and -2'_asdirectional demonstratives.Explain if necessary. Referto droite and a'gauche.Locate two persons and twoobjects, near and far.

Present English and Frenchmethods of writing the date.Use chalk board.

Use pictures for the pre-sentation of and the prac-tise of adjectives of colorand other descriptive words

After second or third oralacquaintance, students maybe asked questions for dem-onstration of reading compre-hension.

Complete or fill in sentenceswhich provide place for theforms of the demonstrativeadjectives.

Complete or fill in phraseswith the correct form of theadjective which is supplied.

concerning physical character-Spelling test with pluralsistics. of words which end in the

letters x, z, and s.Agreement of adjectives-withnouns to be practised orally Dictation: Using theand work recognition and verbs of the five senses.sound changes made clearbefore writing is under-taken.

36

Dictation using colorswith the familiar objects inthe classroom.

Re-entry: Oral commandsto students to be performedand the student to tellwhat he is doing.

29

Lesson 7, L7 TTRATSAIS vIVANT, I. LEVEL OTT


Basic Concept: The studentlearns a second language,including words, structuresand idiomatic expressions,by these audio-lingual steps:recognition, imitation,repetition, substitutionand variation.

Specific Concepts:

Irregular verb, prendre(to take), present tense,given as a model forsimilar verbs.

The verb, vendre (tosell) present tense, givenas a model for similarverbs.

Vocabulary Building:

Articles of clothinr.(Studalats will tame thearticles of clothing whichthey are other students arewearing).

Exclamatory phrases withquel, masculine; and quelle,feminine. (What a lovelydress!)Expand vocabulary with theuse of the exclamatoryphrase.

Use of it y a and it n'y apas.

How to tell time.

The number of days in aweek and two weeks.

References

FRENCH I. O'Brien, LaFrance, Brazkfeld,Churchill.Ginn & Co.Legon 4, P. 34Quest -ce qu'ily a sur la table

NOTE: Especially suggestiveillustration on p. 34,Lapon 4. Quoted above.

Fi:COUTER ET PARLER. C6te-Levy - O'Connor.Holt, Rinehart, and Winston.Leon 12. Les Achats,p.118.

ALM - LEVEL ONE Harcourt,Brace & World. Unit 9.Structure drills on verbs:repondre perdre comprendreattendre entendreprendre descendre

Unit 6. Structure drill.it n'y a pas.

COUPS de lanpue et de civi-lisation francaises parMauger. Librairie Hach-ette. Leson 6. p. 14.

y a. Y a-t-il?n'y a pas. Qu'y a-t-il?

Qu'est-ce qu'il y a dansla serviette?

EN FRANCE, comme si vous yWITi7--Librairie Hachette. part 8,pages 28-31."Veronique achete--du par-fum,... un cendrier,une robe, ... un porte-

monnaie."

PARIS 1ATCH. Current maga-zine published in France.See ads for men's andwomen's clothing in cur-

rent magazine.

LE FRANgAIS VIvANT, I. AudioTapes. Use drills, 82-99 ontape reel 3, side B and 4,side A. 31

30

Special Comments

Using materials in texts andin supplementary texts,listed:

DRILL -re verbs, regular,like vendre,

giving special attention tosound and spelling changein the singular and pluralverb forms.

TRILL -re verbs, likeprendre,

noting spellinr and souldchanges.

MODEL AND DRILL ABOVE VERBSseparately.

SYNTHETIC DRILLS may be at-tempted after mastery issecure.

Verbs like prendre and likevendre may iperpxirlised1577a117 and in writing witha model sentence as begin-ning and continuing tosupply the model with allpronouns.

DRILLS for interrogative andnegative forms of it y a.

NOTE: Much practise isneeded to insure accurategrasp of the negative formwith de after it n'y a pas.

3E;

Evaluation

Copying exercises:dialogue on page tlUn Peu de Pratique,p.65Complete the sentencesin this part of lesson inthe negative and two in-terrogative forms, inver-sion of verb and pronounand formair the questionwith EST-Ce? nUE?

Write out exervises 1,2,8on pages 63-4 in the nega-tive and interrogative.

Complete sentences withverbs which have beendrilled. Model sentencegiven to be completedwith other pronouns, bothsingular and plural forms.

DICTATIONS: Sentence orparagraph:(a) articles of clothing

for men(b) articles of clothing

for women.(c) Use of il y a and it

n'y a pas.selections from drillsor examples of allforms which havebeen presented.

ORAL:

Use tapes which accompanytext with drills listedto estimate oral com-petence and progress.

31L7 .141RAN2AIS VIVANT I by Louise CoutureCharles Ec Merrill Books, Inc.Lesson Eight

Concept To Be Taur.ht ReferencesBasic con.ept: The structure Audio-lingual materials:of a foreign language shouldbe learned systematically. L7 FRArcAIS VIVAFT, I.The control of sounds, form by Louise Couture.and order is a product of Drills 100-112 on tape reel 4repetition and listening sides A and B.acuity; COUPS T)E LArflE T-T DE CIVILI-

SATIOY PRAMAISES par. Mauger.Specific concepts: Librairie'HachetteThere are two basic gram- Laboratory tapes for exposi-matical structures to learn tion of Lesors 16 and 17.in the variety of forms in ALM - L7VEL OTTE. Unit 11.which it is employed. The Structure drills to accompanyforming of the past tense(le passe compose) withavoir, the auxiliary verb(to have). The past tensewill be introduced first

Unit 11, le passe composewith avoir.

Text Materials:Cours de Langue et de Divilisa-

with regular -er verbs, tion franyaises. Tome I.already learning in the par Mauger."Librairie Hachettepresent tense. These verbs, Lesons 16-17, pp. 44-47. Howlearned in other lessons, to form the past tense withwi31 be changed to the past avoir.tense, usin; familiar andunfamiliar patterns. One of ECOUTER ET PARLEE. Cete-Levythe basic facts of language O'Connor.learning is the changes made Holt, Rinehart & Winston.in verb forms to express dif-le passe' compose. Le5on orferent times and moods of Unit 16, p. 174. avoir mal aexperience.

Personal pronouns used asdirect objects and indirectobjects. The pronouns andthe past tense will requirepresentation by teacher dur-ing several classes. Expandstructure drill on aboveforms to give class,07TJr groups and indivi:f.u-als an opportunity to usethem.

Expand vocabulary Employthe idiomatic expression,avoir mal W. Idiomaticexpressions used to tell thetime, the weather, and par-ticular uses thereof.

Become acquainted with thenames of garden flowers.

+++Dlrect and indirect objects,part 17,pp.64,pt.20,pp76-7part 23, p. 88.

Unit 17, p. 205, Ex 7, 10.p. 212, Exs.,2,4,5

ALM - LEVEL ONE. Harcourt,Brace and World

Le passe composd. with avoir,regular -er verbs.

FRENCH I. O'Brien, LaFrance,Brachfeld Pc Churchill.Ginn and Co.Luon 13, pp. 155-158. The

explanation of the structureof the passe compose. Drillswith regular -er verbs infour forms: affirmative; in-terrogative; negative andnegative-interrogative.

Teacher's Manual and Key byGladys Churchill to ac-

/ company French 1, op. cit.ECOUTER ET PARL.1-3 op.cit.Unit16,p.174.Le pass4'composg withavoir.EnFrance comme si vousgtie7jLibrairie Uaahette.Lepasse 'compose +++ 39

32

Special Comments

NOTE: This lesson containsseveral demanding structureswhich will require carefulpresentation during seven lclass periods. Drilling andevaluation should continueuntil the students have con-trol of the new structure.

Many exercises should bedone in the passe composewith familiar verbs, alreadylearned.

Students may be asked toprepare questions and an-swers which require use ofnew tense--le passe compose.

Order of pronouns in asentence when they precedethe verb should be taughtorally with drills and tapesFor example, employ drillswhich require answers withboth le and la.

Model repetition drills withan object pronoun in thenegative form.

Present the use of twoobject pronouns, drills 12and 13 on pav-:e 75. Modeleach sentence several times.Ask students to make thestructural changes afterhearing it more than once.

Evaluation

Copying exercises:dialogue, page 71

Un Pen de Pratique,Lecture, p. 76. (Lequi passe.)

QUIZ: Model sentencfor the replacementwith direct and indobjects.

Dictations: L'heureto tellLTHeureof the

P. 77Temps

es givenof nounsirect

or howtime..Partsday.

Each drill on the regular-er verbs, change to passecompose may be used as oraland written test.

Taped materials, ex. 100-12,tape reel 4, sides A and B.Use as oral and written testmaterial.

Use earlier structure drillswith regular -er verbs todrill on the use and identityof the passe compose withavoir.

40

Students should be givanvariety of tests on the twobasic grammatical structuresto be learned. Familiardrills or exercises from otherlearning can most profitablybe used to secure the forma-tion of the new structures,orally and later for writingand reading.

Evaluative tests should con-tinue until there is evi-dence of success in control.

Examples of familiar verbsalready studied in earlierlessons with familiar ex-ercises and dialogue linesto be used for teachingstructure: regarder, pre-senter, oublier, chercher,preparer, appeler, fermer,chanter, parler, acheter,donner.

33

Lecon 9


Basic Concept: Emphasis ofone of audio-lingual stepsfor securing control ofsound system and the struc-ture changes is the imita-tion of authentic Frenchvoices on record and tapeas well as the models pre-sented by the teacher.Acuity of listening and care-ful repetion aid in controlof complex forms.Specific Concepts;Present the passe compose ofverbs in -ir, like finir.Present the passe'composeroffrequently occurring irregu-lar verbs: avoir, l'tre,fairePresent,the use of commonverbs: 6tudier, parler, en-tendre, repondre, chanter,and the new verb, faire, inasking questions and elicit-ing response concerningschool subjects.Make necessary changes inthe above questions and an-swers to require responses,replacing the noun objectswith pronoun objects. Pro-nunciation Exercises for thedual purpose of provokingrecognition of character-istic and similar sounds,also to be used as a vocabu-lary builder, the aim beinga growing number of wordsrecognized and understood.Present exercises for thegrasp of the necessarychanges in the use of thedefinite articles le and leswhen preceded by t prep-o-a-tions a' and de.Varigfies. 1175 a littlegymnastics in the classroom.Students follow verbal com-mand and action model, "Doas I am going to do."

++Leon 7. La Da'e. Sentences12 and 13, passtrcomposewith avoir and precedingdirect on

References

AUDIO-LINGUAL MATERIALS ontapes for use in classroomand language laboratory:ALM--LTWEL ONE Unit 12,p. 4, text. Passe Composeof some irregular verbswith avoir. Tape to ac-company Unit 12.

LE FRArcATS VIvArT I byLouis Couture. Tape

reel 4, side B, ?)rills113-120.

Cours de langue et de civi-lisation frang_aises. Mawer.Laboratory takes accompany-ing Lecons 16 and 17. Sup -plementary text materials:FRENCH I. O'Brien,LaFrance,Brachfield, and Churchill.Ginn & Co. Leon 14, pp.168-169.The past tense of verbs, ir-regular in formation of pastparticiple with avoir. Ex-ercise C, page 169. Struc-tures which requi ;e changingthe passe comnose to thepresent, also negative formof the passe compose. Ex-ercise A, pare 173. Makenegative questions with thepasse composd. See Teacher'sManual and Key by GladysChurchill to accompanyFrench I. Ginn A Co. pa,"e84, Exercises A,B,C, and Ex-ercise B on page 65.

Maurer, op.cit. Leon 16,p. 44, pass6 composdof ir-regular verbs with avoir.Leon 17, p. 46, passer com-pdhef in the negative andinterrogative forms. Verbswith avoir. Le2on 19, p.50.Contraction of le and lesafter prepositi3E de. IF§on12, p.30. Contract7n of leand les after preposition Et.ttO4TRR ET PARLER.O'Connor--Holt,Rinehart andwinston. (See left) ++ 41

Special Comments

NOTE: As the structures tobe learned prow in complex-ity, it is well to reviewsome simpler drills formaintaining confidence ofthe students and retainingsecure grasp of previousforms.NOTE: In French the names ofa people living in a countryand the name of the countryare capitalized but thelanguage is not capitalized.NOTE: obeir and other simi-lar verbs, demander, ri-pondre, sometimes parler,require the use of the pre-position a after the verbform before an object nounor pronoun.QUESTIONS AIO RESPONSES isan exercise which may beused for vocabulary buildingteaching the names of agroup of loosely relatedobjects.QUESTIONS AND RESPONSES isan exercise which may beused also to elicit responseswith both the present andthe past tenses of the verbsbeing studied.CAUTION: Since avoir and4tre are the most commonlyused verbs, alons and asauxiliaries;to form the pasttense (passe composd), it isessential that studentslearn them in all forms. Fre-quent review drills withthese verbs in the resentand the past (pass/ compose)tenses will be helpful instrengthening the controlof these structures.PRONUNCIATION -nRCISES maybe used daily as the ex-pected procedure or they maybe tailored to fit neededcorrections of the class orsome individuals.

Evaluation

Copying: exercises:dialorue on p. 83Varidle6 on p. 89Exercise B, p.97 in passecompose.

Oral and written test drillson contraction of prepositionsIand de with le and les, de-finite articles follOrip.

Test: complete the modelsentences with the correctcontraction.

tations:the verb aimer with theinfinitive form of verb,following, negative, af-firmative and interroga-tive forms.Sentence with verbs inthe present tense.(review)Sentences usin; theverbs, parler andhabiter, making thedictinction in soundand spelling betweenthe name of the coun-try and the name ofthe language spokenin the same country.

See note concerningcapitalization.

Use drills referred to inreference as both oral andwritten tests, in languagelaboratory and classroom.

Give oral commands withaction model; then givecommands without actionmodel and ask students toshow comprehension by per-forming the actions named.

42

35

Special Comments(Continued)

Drills with the prepositiona rid le, lee,should be con-ducted systematically.Necessary change to be madein structure following thepreposition a and the occur-rence of thearticles le andles followin,7.

Drills requiring the ne.es-sary contracting of de +le,de + les, similar to butseparate from above struc-ture, should be repeatedseveral times for adequatecontrol of these structures,orally and in writing andreading.

Classroom drills and pro-cedures must be presentedin a variety of wayt b in-sure continuity of learningand continued challenge tostudent.

Students can conduct drillsof their own constructionwhich have been checked forpronunciation and structureby the teacher.

43

Lesson 10


36

Basic Concept: A studentlearns the structure of aforeign language from pro-cesses which work from with-in the language. French isfully adequate for communica-tion without recourse toEnglish for explanation,analysis or comparison.Specific concept: Presentnew verbs: vouloir, savoirmanger in the present.Present -re verbs, with ir-regular formation of pastparticiple in the past tense.Reinforce learning of thepast tense of -ir verbs and-er verbs with additionaldrills in these first andsecond group verbs. Presentthe partitive article innegative and affirmativeforms. Present the use ofthe personal pronoun 2.r2which can be used as anadditional object pronounand which replaces both thepartitive article and theobject.

Dramatize meals in therestaurant and with thefamily.

Stretch vocabulary withpictures of foods, familygatherings, menus. Employverbs aimer and prendre inquestions and answers aboutfood. Dramatize setting thetable for a family dinnerwith objects. Review agauche, a droite, la, a.

Telling time in French re-lated to times of meals isa device for integratinglearnings.

References

Audio - lingual materials:LE PPAY2kIS VIVANT, I byLouise Couture. Drills

121-136, tane reel 5, SideA. ALM - LEVEL ONE, Unit 3As MIDI. Harcourt, Brace &Woz.ld. Dialogue on record.Structure drills on Labora-tory Tape to accompany UnitIII. Notice structure drillson pp. 4-5 in text materialsvouloir and aimer.COU.RS DE LAYGUE ET DE VICI-LISATION FRANCAISES. Mauger.Lnon 19. Les4Repas. Labora-tory tape to accompany thislesson.Audio-visual materials:Mauger, op.cit. Filmstripand tape to accompany Le9on17, Le Salon, La Salle aManger, et la Cuisine.Supplementary text materials:FRENCH I by O'Brien, LaFrance,Brachfeld and Churchill. GinnPc Co. Lesson 14, pp. 83-88."La Famille Table," pp.168-169., Grammaire: ParticipesPasses irr4guliers, np.159-9.Grammaire: ne apr'es la nega-tion, pp. 175-171.Teacher's Manual and Key forFRENCH I by Churchill. Lesson14, pp. 83-88.EN FRANCE CO'IME SI VOUS YTIEZ, part 12, "Le diner

ehez les Dulac." pP.4417."Aprate le diner." pp. 4 -5o.2COUTER ET PARLER, Ctte,Levy,O'Connor. Ginn & Co. Repas,Unit 8, p. 70. Pattern Prac-tise, pp. 72-3. Conversations,PP.74-5.LE FRANCAIS PAR LA PETHODEDIRECTS; PREMIER LIVRE.Robin et Bergeaud. LibrairieHachette. "Le Repas de laFamille." Lecon 17, pp.36-7.Grammaire: L1article partitif,P.36. nevoir, p. 39.Mauger, op.cit. Leon 32, p.90Le petit dejeuner (au restau-rant). Cours de langue et deCivilisation franvises.brairie Hachette.

37

References(Continued)

COURS DE LANGUE ET DE CIVI-LISATION FRANCAISES. Mauger.Librairie Hachette. Legon 34,p.94. "Le dijeuner au restau-rant." Le9on 35, "Chez lesLegrand." Madame Legrandsert le thy.page 100, Dialogues 1. Aurestaurant. 2. Au Salon

WORXBOOK TN FRFPCH, FirstYear. Eli Blume. AmacoSchool Publications, Inc.315 Hudson Street, New York,New York, 10013.

Verb Lesson 16, n. 41.Passe Comnose of irregu-lar verbs.

Grammar lesson 11. ThePartitive, pp. 93-96.

45

38

Special Comments

NOTE: Peculiarities ofspellin in ce:bain verbs,introduced in this lesson.Add e between g and o or a.Use drills for work in mak-ing orthographic changes.Use familiar drills to re-view passe compose of -erand -ir verbs.

Evaluation

Test orally and in writingon changing models in thepasse compose from affirma-tive to negative and inter-rogative forms, also nega-tive-interrogative forms.Verbs in -er, -ir.Copying exercises:

Dialogue, p. 91After review of these forms Varietes, p. 101and adequate presentation of Written assignment:the present tense of new Change to passe compose,verbs, give exercises requir- Exercises 1,2,3,5,8, pp.96-ing the composite or past 97.tense of new verbs in tt,is Exercise 9, p. 97, changelesson. to present tense and inter-NOTE: Use of en is integral rogative forms with est-ceor indigenuousro the lan- que.guage. Present with ap- Quiz using the new verbs inpropriate drills modeled this lesson in the negativecarefully for rlruthm in form.pronunciation will point theway for student's grasp of Quiz, using the new verbs instructure. See models 14,15, the lesson in the inter-16,17, pages 97-98, text, rogative.op.cit.NOTE: Un Peu de Pratique, Quiz, using the new verbs inp. 98 for appropriate drill the lesson in the passeon use of en. Text, op.cit. compose.NOTE: Drill the negative formof the partitive after nega- See Workbook in Referencetive form of the verb. material for test materialCATTION; All new forms of on passe compose or ir-new verbs and other structure regula r verbs.changes in this lessonshould be drilled and See Uerkbeek for testgrasped orally before writ- material on use of Parti-ing reading or testing on tive.these forms. Familiar verbsare used in learning new DICTATION:vocabulary words.

Idiomatic expressions:avoir faimavoir soif

NOTE: Eliminate use of Eng-list from test materials inWorkbook.

. 46

using avoir faimavoir soifavoir chaud

avoir froidavoir peur

JI

Lesson 11


Basic Concept: Acquiring abeginning understanding ofFrench culture, civilizationand geography is part oflanguage learninP.

Specific Concepts:

Present brief lessons con-cerning the geography ofFrance, use maps for eachstudent to locate highlights.

Present brief lessons concern-inn the plan of Paris, withreference to its beginningsand position it occupies inFrance.

Present brief s'tetches ofpersons of historicalfigures in French history.

Present information concern-ing outstanding landmarks inthe City of Paris.

Present supplementary read-ings as a test for readingcomr.rehension followingal,ove presentations. Presentnew verbs suivre and voirin the present and past tenseUse new verbs suivre (to fol-low) and voir to see) intaking an imaginary sight-seeinp tour through the Cityof Paris.

Present adverbs of quantitywith the partitive de follow-ing. Present adver'E -

plus, moires, autantadverbs of comparison.

Lesson 12, pare 30.Present tense of voir.Exercises on voir.

4 ri'

References

LE FRANCAIS VIVANT, I..

Loutse CoutureCharles Merrill Books,Inc.Use drills 137-124 on

reel 5, Sides A and B.Supplementary Reading,p.263, "L'Arc de Triomphe.""Notre Dame de Paris." p.262Pictures on Napoleon, pp.

111-113.WORKBOOK 70i? FIRST YEAR by

Eli Blume. Amsco SchoolPublications, Inc.315 Hudson Street, NewYork, New York - 10013Part V - CivilizationLesson 1. Geography ofFrance. Map study.Exercise - location ofplaces.Lesson 2. Paris. Desk-chair tour of importantlandmarks in the city ofParis with appropriatedescriptions and guides,also simple tests.Lesson 9. Historical Fig-

ures.Good exercises and simplepresentation.

EN FRANCE comme si vous yetiez. Librairie Hachetteparts 23-24, pp. 89-9part 23, Napoleonpart 24, Oue pensez-vous101221221122?

FRENCH I. O'Brien, LaFrance,Brachfeld and Churchill.Ginn & Co.Plan de Paris, p. 396.Good, clear illustrated map.Le9on 12.A Paris, Gare deLyon.

ALM- -LEVEL ONE Unit 5. Us-ing adverbs in dklog,tropand plus,adjective plus ad-verb form for comparison.See dialog adaptation forsentences with trop and plussuggestions for drills.1.70R,CBO0K FOR FIRST YEAR.op.cit. Lesson 14, p.35,irregu-lar verbs, present tense. (Left)

Lo

Special Comments

NOTE: Supplementary readingsfor testing reading compre-hension may be introducedand then re-entered at alater period if studentsfind them too difficult tohandle.

NOTE: Cultural lessonsshould be brief and simplein content. This is an el-ementary orientation only.

/TOTE: Liaison with SocialStudies Courses might pro-duce a Foreign Language -Social 3tudies Seninar fora change of nace.

NOTE: Investigation ofstudent's assignments inother courses may locate onror two other subjects of acultural nature which couldbe treated in a bulletinboard presentation of re-search.

CAUTION: EJery effort shouldbe made to use French inteaching tais part of thecovrse, thereby limiting thematerial to what the stu-dents can say and understand.

Practise the formation ofnew verbs, voir and suivre inin present and past tenses.

Employ pattern practise,chain drills, to recallgroups of vocabulary words:

foods mealsclassroom objectsidiomatic expressionsverbslike prendre,vendre

Evaluation

Make out questions fortesting the reading com-prehension selections:

"L'Arc de Triomphe"p.263"Notre Dame de Paris"p.262

Write model 3, p.108 inthe passe compose.

Write exercise 18, p.110,replacing noun object withobject pronoun.

write questions which callfor answers with the ad-verbs of quantity and com-parison introduced in thelesson.

Use exercises listed inWORKBOOK, First Year, asoral andwritten testmaterial.

Use drills on audio-lingualtapes as oral and writtentests.

CAJTION: From the direc-tions and exercises in WORK-BOOK, FIRST YEAR, eliminateall Engllsh, includingtranslation exercises.These exercises may be sug-gestive additional materialto be given in French only.

414

Lesson 12


Basic Concept: The writingof French evolves from andis interrelated with thedevelopment of listening,speaking and reading. Thisskill proceeds from assignedpassages to copy throughassigned materials to bestudied for dictation tomaking simple changes in agiven sentence to more com-plex assignments throughoutthe study of the lsnguago.

Specific Concept:Present model verbs forteaching the formation ofthe future tense.

Group I - aimerGroup II - finir

Group III - vendre.Present the formation of thefuture tense of avoir and

Present adverbs of time andrelate them to tenses ofverbs to be studied 3ralready studied:

le present--aujourd'huile passe--hierle futur --demain

Present the meaning of thefuture tense by using thepresent tense of aller +infinitive.Introduce names of profes-sions, in addition to thosesuggested in text. Presentidiomatic uses of berb avoir.Strengthen Vocabulary bTFEFpresentation of word groups,opposite in meaning.

Present conditional tense ofverbs used as models forlearning of future tense.

References

Cours de lanpue et de civi-lisation franpaises byMauge3'. Librairie HachetteLecon 20, p.56. Le futurde l'indicatif. Lepon 63,p. 174. Le present du condi-tional.FRENCH I. O'Brien,LaFrance,Brachfeld and Churchill.Ginn & Co. Ler:on 24, Skide printemps, p.310, thefuture tense.Lepon 26. Ski de printemps,p.344.Exercises for practisewith the future tense. Leon21, p.277. Use of pronoun en.The Teacher's Manual and Key.(French I), Gladys G. ChurchillGinn & Co. pp. 122,131,278,exercises A,B,C,D.

WORKBOOK IN FRENCH, Two Years.by Eli Blume. AMSCO SCHOOLPUBLICATIONS, INC., 45 East17th Street, New Yorl, N.Y.Mailing Address: Box 351Cooper Station, New York10003Verb Lesson 8, The FutureTense, pp.29,30,31. Reviewof Verb Lessons: 1-8, p.33.Verb Lesson 10; The Condi-Sional, p.60.COUTER ET PARLER. Cate",Levy,O'Connor--Holt, Rine-hart & Winston.Unit 13, p. 135, Ex.8 theconditional.Unit 15, p. 161,Exs.6,7,10.The future of irregular verbs.Unit 18, p.217,ex.6,the fut-ure of revenir, the future ofirregular verbs, Exs.7,9,10.

EN FRANCE come si yous ygtiez. Librairie Hachette.Part 19, pp.72-3. "LesSecrets du Futur ." avoirand'atre, pouvoir and 7537,,

PP.74-5. Part 20, p. 73adverbs of time and con-tinuation of future.

49

I 1

7

Special Comments Employ adverbs of time to testcomprehension and uso of the

NOTE: Usually the future verb tenses already studiedtense is taught by adding and also those introduced inpersonal endings to the inthis lesson.finitive form of the verb.In -re verbs the final e is questions which requiredropped before addin- the an answer in the future.endings.

Use questions which requireNOTE: The personal endings an answer in the conditional.for all verbs in the futureare similar to the endings Direct the students to changeof the present tense of model sentences to the nega-avoir: -ai, -as, -a, -ons, tive and interrogative forms.-ez, -ont.

Completion test: model sen-NOTE: The conditional tense tences given to be completedis formed in a manner with the future forms of thesimilar to the future tense verbs avoir and'atre.with the addition of theletter s to the personal Completion test: model sen-endings in the first person tences given to be completedsingular and ai to the secondwith the eonditional formsperson singuliT and the addi-of the verbs avoir and etre.tion of the ]etters it to thethird person aingufiF. The Dictation: Idiomatic usesplural is formed by insertingof avoir.the letter i before the per-sonal endinT for the first Dictation: Groups of wordsand second persons, plural. identifying opposites inThe third person plural end- meaning.ing is formed by the _addi-tion of the letters ent, to Quiz on the verb venir inthe personal ending ?Fr, the the present and futurefirst person singular, tenses.added to the imperative.The second nerson singular See WORKBOOK IN FRENCH.repeats the ending of the First Year. and TWO YEARS,first person singular. The same title, for suggestivefirst, second and third test material on the use ofpersons, singular and the idiomatic expressions withthird person plural sound avoir: the future tense ofalike. verbs and a vocabulary test

on opposites in meaning.NOTE: The indefinite articleis omitted with unmodified Oral and written tests onnouns denoting profession, familiar structures usingnationality and religion. "en."

50

Re-test on any materialwhich has been located as"trouble spot" for groupor individual students.

Lesson 12

43

References

WORKBOOK IN FRENCH. F-rstYear. Eli Blume. AmscoSchool Publications, Inc.315 Hudson Street, New York,New York 10013.

Optional Verb Lesson - TheFuture, p. 55. EliminateEnglish Translation exercises.

Part III--Idioms with avoir.p.122. (Eliminate Englishtranslation exercises. )Vocabulary Lesson I.Opposites. p. 143.

. 51

Special Comments

CAUTION: Eliminate Englishtranslation exercises fromthe exercises referred to inwORKBOOK IN FRENCH,FirstYear and Second Year.

Choose familior exercisesfor reviewing the use of"en."

Re-enter items for purposeof review as a necessaryexercise. These itemsshould be identified andsystematically employed asoral and written exercises.

The important verbsdatre andavoir always require s)ecialattention and the studentsmay often need to haveearlier forms recalled beforeproceeding to new tenses.

NOTE: The adverbs of timeoffer an opportunity for re-viewing many familiarformsof verbs and idiomatic ex-pressions.

NOTE: Use the verb slier inthe present tense 071iin-finitive to ask. questionsrequiring an answer in thefuture.

Lesson 13

Concept To Be Tailrht

45

Basic Concept: with the aimof this work established ascommunication in a secondlanguage, the student isnow learning from appropriatemodels to recognize, imitateand make substitutions instructures.

Specific Concepts: Presentthe verbs of motion whbb re-quire'retre to make the pasttense.

Present the reflexive verbs,asking questions about dailyactivities to introducethe common reflexive verbs.

Present the imperative formof the reflexive verbs.

Present the past tense, pastecompose; of regular and ir-regular verbs with avoir, inconjunction with verbs withecre.

Present the use of reflexiveverbs which take the directobject or act upon objectsother than oneself.

Present brief passages forreading comprehension.

References

LE FPAPrAIS VIVANT, I. Usedrills 152-163 on tapereel 6, Side A.

MAUGER. COnS DE LANGUE ETDE CIVILISATIff FRAUgAISES.Librairie Hachette. Leverbe pronominal. Legion 24,p. 64. Writing exercises,P. K.Leon 25, p.66. Le PasseCompose d'un verbe pronomi-nal. Writing exercisesp.67.Le9on 29. L'Imperatif,p.80.Exercises, p.81. Page 223Auxiliare'btre au lieu deavoir. Accord du participepasse.

WORUOOK IN FRENCH. FirstYear by Eli Blume. AmscoSchool Publications, Inc.315 Hudson Street, N.Y.10013. Lesson 17. p.44.The passe compose of'btreverbs.Lesson 16, p. 41. Thepasse compose of irregularverbs.

WORKBOOK IN FRENCH, TwoYears, by Eli Blume. AmscoSCHOOL PUPLICATIONS45 East 17 Street, 14147 Yofk.Mailing Address: Box 351,Cooper Station, New York10031.Lesson 13, p. 47. Reflex-ive verbs.

FRENCH I. O'Brien, LaFrance,Brachfeld and Churchill.Ginn & Co.Le9on 18, pp. 225-229.Exercises, pp. 232-233.Teacher's Manual and Key toaccompany French I byGladys Churchill. Review ofirregular verbs., po.99-100.ALM--LEVEL TWO Harcourt,Brace & World.Passe Composewith avoir, irregular verbs,p3.Un

tit12.Pa.

0se1Ccomposewith pp-2. 55

46

PEFEPENCES

ALM--L 1VEL TWO. Harcourt,Brace & World.Unit 15, pp. 43-50. Verbswith reflexive pronouns,present and passicomposd:

Le francais par la mthodedirectd,' Deuxiame livre.Robin & Bergeaud. LibrairieHachette.

Un test rapide, p.22 (read -inc comprehension with testquestions).La Lecture, p. 23. (readingcomprehension exercise).

Le francais par la mgthodedirestel premier livre.Robin & Bergeaud. LibrairieHachettoThe reflexive verb in thepast tense, p. 8The reflexive verb used asregular -er verb, p.57.Le pronom -en, p. 91.Le passe composg en -er etle participe passe en -e,p.39.Les verbes avec Itre aupasse composd% p. 93.

Teacher's Manual, FRENCH ALMLevel One. Harcourt, Braco& World.Presentation, p. 19. (Descrip-tion of the techniques of em-ploying structure drills.)

la

Special Comments

NOTE: a reflexive verb isone that describes motion oractions carried out by thesubject on himself, herself,itself.

NOTE: many reflexive verbstake direct objects and areused like regular verbs whenthe action denoted is per-formed on an object or sub-ject other than that of thespeaker.

NOTE: The reflexive pronounswhich precede the verb formmay be either direct or in-direct objects dependingupon the action.

NOTE: In the past tense ofthe reflexive verb form, thepast participle agrees withthe subject in gender andnumber.

NOTE: In the reflexive verbform, the preceding objectpronouns, me, te, se, dropthe letter e when followedby a verb bWginninp with avowel.

NOTE: In the imperativeform of the reflexive verb:second person singular, thedisjunctive pronoun is usedfollowing the verb form.

NOTE: Verbs of motion orchange of condition whichuse etre to form their pasttensii-Mould be learned as agroup.

NOTE: The past participle ofmourir has a sound distinc-tion when used with afeminine subject.

Evaluation

Choose brief selecticns forreading comprehension. Testorally and in writ inp thesuitable questions.Test: Select model sentencesfrom structure drills to beused for critical drill inwritinr:. Give instructionsfor changing the tense ofthe verb or the pronoun andconsequently the verb formrequired by the pronounchange.

ASK the students to write ashort paragraph describingwhat they do in the morning.Specific questions may bedevised to elicit responseswith reflexive verbs.

CHAT GE the time of the aboveexercise by requiring thestudents to describe whatthey did yesterday whenthey got up.

EMPLOY question and answerdrills about the day'sactivities as a chain drill,first from teacher to studentand then from student tostudent.

DIRECTED DIALOG: Directionsmay be given to student re-quiring that a given ques-tion be asked to anotaerstudent thereby requiringimmediate change of struc-ture and the same or similarinstructions given to theone who is to respond, call-ing for pronoun change im-mediately.

QUIZ: Model sentences inthe present. Change topast tense.

5 5

48..

Lesson 14


BASIC CO-OCEPT: uhen goodhabits of listening pndspeaking have been establish-ed, the teacher should guidethe student through addi-tional meaningful experiencesin which he has heard,recognized, identified andimitated successfully.

ST)-CITIIC COYCEPTS:

pPEsETIT: a geography lessonusing the map of France forlocating landmarks andguideposts. Locate the dif-ferent parts or provinces ofFrance, sketching brieflythe outstanding characteris-tics of each area.

PRESEITT the agreement ofadjectives with subjectnoun or pronoun.

PRESENT the comparative andsuperlative forms of adjec-tives.

PRESENT the formation ofadverbs from adjectives.

INTRODUCE a group of adverbsof manner.

RE-ETRY of the use of theverb aller in the presenttenseTIM the infinitiveform of a verb of motionor change of condition.

CONPARE familiar objectsor persons in color, size,manner or quality.

56

References

WORKBOOK IN FREIICH. TwoYears. Eli Blume. AMSCOSchool Publications, Inc.45 East 17th Street N.Y.Mailing address: Box 351,New York, N. Y.Part V. Civilization.1. Geography of France,p.2664. Provinces, p. 279.

AUDIO-LING7AL materials:LE FRAYgATS VTIr'_Trn, I, op.cit. Drills 164-167 oriTapePeel 6, Side A.

ALM - French, Level One.Harcourt, Brace & World.Teacher's Manual, StructureDrills, described, pp. 14-21.

COURS DE LANGUE ET DE CIVI-LISATION. Mauger. LibrairieHachette.Legon 22, Le futur proche.p.60. Exercises to writeSand 7, p. 61.

LE FRANchIS PAR LA MATHODEDIRECTE, PREAIER LIVRE.Robin & Berbeaud. LibrairieHachette. The agreement ofadjectives, Vol.I, p. 32.Exercises.Doccriptive adjec-tives, p. 79. Adverbs ofManner, p.94. Le futur proche,p.97. Comparative form ofadjectives, p.98. Superlativeform of adjectives, p.130. Lefran9ais par la Methode DirecteDeuxiame livre par Robin &Berreaud. Librairie Hachette.L'article partitif et adverbesde quantit4. p.50. Verbswhich are followed by theinfinitive form of anotherverb., p.50.

FREJ\ICH I. O'Brien,LaFrance,Brachfeld,Churchill. Ginn& So.adjectives, exercises p.54

49

References

FRENCH I. O'Brien, .:aFrance,Brachfeld and ChurchillGinn 81 Co.Formation of feminine formof adjectives, p.55. Theposition of adjectives inrelation to noun, p. 56.Formation of the plurals offeminine and masculine formsof adjectives, p. 59. De isused before a noun, singularor plural that follows a nounor adverb of quantity, p.384.Expressions of cluantity,p.385.Adverbs of manner, p.387.Exercises. Position of ad-verbs, p. 3'33.

Mauger, op.cit. Lecon 9,p. 23.Des livres bleas, mais deBros livres.Use de before an adjectivemodifying a plural nounwhich comes before the noun.Exercise, VII. To write.

ALM--FRENCH LEVIL TWO.Harcourt, Brace and World.

Formation of adverbs,p.298.

0I

50

Special Comments

NOTE: Presentation should bebrief and related only to alimited amount of materialregarding the culture andcustoms of .tie celebratedprovinces in France.

NOTE: Use familiar objectsin classroom in teachingthe comparative and super-lative forms of adjectives.

NOTE: Give some attentionto the similarities ofstructure in writinr thepass compos6 of reflexiveverbs and motion verbs withmetre and the agreement 01adjectives with subject nounor pronoun.

NOTE: Comprehension of theagreement of adjectives mustbe tested with writing sincethere is often no soundchange when there are morpho-logical changes for agree-ment.

NOTE: Audio-lingualmaterials are source of 1.

models for the constructionof oral and written tests.

CAUTION; Students shouldbe requited to use groupsof words already studiedin writing brief composition.

Evaluation

MAP STUDY: Location ofsome of the celebratedprovinces in France.

COMPLITTION 17;X'MCISES forfurther identification ofprovinces above, withreference to culture andtraditions.

TYICTATIOYS: Use modelsentences as dictation forthe testing of writinr ofcomparative and superlativeforms of adjectives.U3e model sentences fordictation to recall theforms of the reflexiveverbs.

TEST: Model sentence withadjectives to be changedto the comparative andsuperlative forms.

ORAL TEST: Model sentencesusing aller + infinitive andrequiring student's substi-tution of other infinitivesand pronoun and, noun sub-jects.

COMPOSITION: Based onpicture selected by teacherfor brief descriptivesentences by student.

51

Lesson 15


BASIC C010EPT: The forma-tion of good habits in ex-periencing the elements oflanguage learning shouldresult iu the student'sbeing able to select forhimself expressions appro- COURS DE L:',1 CUE ET DE CIVI-priate to specific situations.T.ISATION par Mauger.

Leslon 35, p.96, "L'objetSPECIFIC CONCTS: direct."

References

AJDIO-LINGUAL ARTERIALS:LE FRATTAIS VIVANT T. tapes

to accompany text. Trills168-175 on tape reel 6, SideB.

PRESENT the future form ofthe irregular verbs, pouvoirand vouloir. Add the condi-tional form of these sa:reverbs after the future formshave been understood.

PRESENT the complex sentencewith the "if" cla.lse con-struction with oral drills.

PRESENT the various struc-tures in which the disjunc-tive pronouns are used.

P7:ESEPT idiomatic expressionswith the verb avoir.

PRESENT structure drills torecall the comparative andsuperlative forms ofadjectives.

PRESENT structure drills torecall the use of the parti-tive article.

PRESENT structure drillcombining the use of thepresent ard conditionaltenses of vouloir andpouvoi.

PRESENT restatement of theuses of personal pronouns asdirect and indirect objects.

Leon 33, p.106. "L'objetindirect."

EN FRANCE come si vous y6tiez. Libraiie

Hachette.Part 10, p.37.Idioms with

avoir.Part 17,p.64.Direct and

indirect object pronounswith verb aimer.

Part 15 p.57---Indirectobjects.

Part 14. p.52.Disjunctivepronouns.

Part 11. pp. 42-43.Directobject nronouns with

regarder.

LE FRINCATS PAR LA IETHODEDIRECTE. op.cit. "Les

pronoms-- compl4mentsdirects, p.90.

5J

woric3rAv IN FRENCH. TwoYears. Eli Blume. AMSCOSchool Publications, Inc.45 East 17 Street N.Y.Mailing Address:Box 351,Cooper. Station, NewGrammar Lesson 22,pp.183-4Disjunctive Pronoun;; (Eli-minate the drills whichrequire English translation.)FRENCH I. O'Brien, LaFranceBrachfeA,Churchill.Ginn & Co.Leon 20, p. 256.0bjectPronouns. Teacher'sManual and Key.Churchill.Lesson 2,), p.106.

52

Lesson 15

Special Comments

NOmE: Special verb forms inthe dial(Tue in the text.

NOTE: Xew vocabulary wordsand idiomatic expressionthe dialogue.

NOTE: Recall familiar verbforms and other review itemswith the oral and writtendrills which have been used,varyinr,, these drills where-ever necessary with forms inthe reference materials.

CAUTION: individual writingassignments may be made tocorrect repeated errors.

REFER to previous materialused on the teaching ofdirect and indirect objectpronouns. Begin withsimple structures proceed-ing to the use of bothdirect and indirect objectsbefore the verb and makingthe distinction betweenthese objects and thevarious uses of the dis-junctive pronouns.

PRACTISE of structures usingthe disjunctive pronounsshould take into accounttheir position after apreposition; their use whenthe verb is understood orunexpressed; their use toaccent the subject; and theiruse to express possessionafter the verb 'etre and thepreposition 2".

Evaluation

READING COTIPEHTTSTON EX-ERCISES:Simple Poems for Reading

Enjoyment. pp.70-71;PP.78-79.LE FRAATS 'AR L4. MIITHODEDIRECTE par Robin & I3ergeaudPremier Livre. LibrairieHachette.

DICTATION:1. Model sentences using

the future forms ofpouvoir and vouloir.

2. Model sentences requir-ing the use of the com-parative and sy)erlativeforms of the regular ad-jectives.

3. Model sentences usingthe partitive article.

4. Compound sentences usingboth the present and con-ditional tenses ofpouvoir and vouloir.

5. Complex sentences usingthe "if" clause.

ORAL CiTIZ: Direct questionsto the class requiring re-sponss with the verbspouvoir and vouloir in thepresent tense. Require a. re-sponse with all pronounforms. Direct questions tothe class requiri:,r, answerswith the disjunctive pro-nouns.

SPELLING QJIZ:

New vocabulary words in thislesson, using the Frenchalphabet.

Numbers

GO

53

Lesson 16

Concept To Re Taught References

BASIC COvCEPT: Reading in an LE toRAPSATS PAP LA If1THOT)Eaudio-lingual sense is some- DIP7OTE, Premier Livre.what different from any other Robin and Bergeaud.kind of reading. Audio- Librairie Hachette. Sug-lingual reading stresses the Bested Readings, pp.106,110,ability to make sounds Aaich 111. Review exercises,correspond to the printed op. 139-140.symbol. Forms of the verbs in the

third group, pp. 142-144.SRECIFIC CONCEPTS:

PRESENT brief poems listedunder Suggested Readings.It is hoped that this itind

. of reading willbe pleasur-able for the student aswell as comrehensible.

PRESENT the irregular verb,croire, to believe, in thepresent.

RECALL the future tense ofthe verbs, avoir ande"tre,with irregular stems.

PRESENT the future tense ofthe irregular verbs: faire,aller and venir, Aaich aia)EiTy-eirregular sterns .

PRESENT the structure of acomplex sentence with the"if" clause, using thefuture and conditionaltenses.

PRESENT the interrogativepronouns. Distinguish be-tween the pronouns whichrefer to things and thosewhich refer to persons.

FRENCH I. O'Brien, LaFrance, Brachfeld andChurchill. Ginn & Co.

Leon 17, p. 2114Review of regular verbs,p. 216.

Ir:,egular verb, pouvoir,p. 219.

Teacher's Manual and Key,Churchill, p. 96.

WORKBOOK IN FRENCH. TwoYears, Eli Blume.

AISCO School Publications,Inc.

45 East 17th Street, NewYork.

Mailing Address; Box 351,Cooper Station, New York,10003.Grammar Lesson 19, Inter-

rogatives, p. 172.

CO MS DE LAN' UE ET DE CIVI-LISATION, Mauger.Le2on 50, p. 140. Les pro-noms intgrrogatifs.

Exercise 2, p. 141, writinp.

ALM--LEVEL TWO. Harcourt,Brace and World.

If si" or "if" clauses, pp.234-239.

Unit 20.

61

54


NOTE: The suggested A'JDIO-LIN0JJAL IrAT)ING:readings are chosen for SJ, C-ESTED READIT'GSthe purpose of illustrat- "Choses du Soir," bying the intonation and by Victor Hugo, p.106rhythm of the spoken "L/Usine," p. 110language. More appro- "Le Boulanger," p.111.nriate readings may bedded or substituted. DICTATIONS:

NOTE: Structures usingthe interrogative pro-nouns should be present-ed, repeated and thenreinforced with appro-priate pattern drills.

NOTE: The interrogativepronoun, qui, may beused as aaTrent object.

NOTE: "Whose" is trans-lated by i qui +Itre orDe qui +-etre. Thyformer denotes owner-ship; the latter rela-tionship, as in familyrelationships.

TOTE: Supplementary ex-ercises for the reviewof verb forms are sug-gested here. These maybe adapted to whateverpractise is specificallyneeded.

NOTE; Audio-lingualmaterials should be uredas review in writingfor structures, as theyare needed, and aftertheir use in the labora-tory has been completed.

6

1. Sentences in paragraphform in the present terse,irregular verbs, studiedin this lesson. Changethe form to the futuretense.

2. Sentences in the presenttense of familiar but ir-regular verbs. Change tothe passe compose.

QUIZ: Use additional modelsentences with verb formsin this lesson to be statedin the present and changedto the future or the passecompose.TEST: Interrogative pronounsreferring to persons andthings. Present model state-ment to be changed to a ques-tion replacing noun with in-terrogative pronoun ofperson or thing.

TEST: Combine the requiredanswer with interrogativepronoun with use of theverb, croire, present tense.

TEST: Combine the requiredand suggested to elicit in-terrogative form of pronounswith verbs in the future.

55

Lesson 17


BASIC CONCEPT: The structureof a foreign language mustbe learned systematically.Words and expressions shouldbe learned in context notin isclation. A variety ofmaterials should be pre-sented for the learning andreinforcement of structures.SPECIFIC CONCEPTS: PRESENTthe impersonal verbs in alltenses: falloir, pleuvoir,neiger, faire - with expres-sions concerninf, the weather

71!,ArL the learnings con-cerning the seasons of theyear in presenting the com-mon expressions concerningthe weather.

PRESENT the adverbs of timein relation to the discus-sion of the weather.

PRESENT the use of falloirin the four tenses:TE7--present, the past, thefuture and the conditional.

PRESENT THE USE OF FALLOIRIN THE IMP-R1PECT TENSE,also the other impersonalverbs and impersonal ex-pressions.

PRESENT the double functionof the verb falloir, in alltenses and in theand interrogative, when itis followed by the infini-tive form of a verb andwhen this verb is used toshow need.

References

AUTIO-LINGUAL MATERIALS:TAPES TO ACCOtPAIY LE FRANCAISVIVANT, I. Drills 186-190'on tape reel 7, side A.

ALM - FRENCH - UNFL ONE.Harcourt, Brace and World.

Unit 6. falloir, expressionsof need. See drills onlaboratory tane.

Unit 7. faire, present tense.interrogation: inversion andthe use of "est -ce que."

See drills on laboratory tape.

SUPPLEMENTARY KTERIALS:COURS DE LANGUE IT,' DE CIVILI-S4TION FRANCAISES. Tome I.Mauger. Librairie Hachette.Leon 44. "Limparfait de 11

indicatif."Exercises to write for review

and for learning the im-perfect tense. p. 125.

Exercises 1,2,3,4.

ALM - FRENCH - LEVEL TWO.Harcourt, Brace and World.

Unit 15, p. 57. Position ofnegatives with inficitives.

Conversation Build-up. "LesGrandes Vacances." p. 65Unit 15. Writing drills, p.

66.

vORKBOOK IN FRENCH, TWOYT, .RS. Eli Blume. ASCOSchool Publications, Inc.45 East 17th St., N.Y.Mailing Address: Box 351,Cooper Station N.Y.10003

Grammar Lesson 14 - Geograph-ical Expressions. pp.151-155.

Vocabulary Lesson 9. Atleisure, p. 257-259.

56


NOTE: The introduction of the SILENT READING:imperfect tense added to tne Familiar passapes in textdrills on the impersonal or other supplementaryverbs and expressions. materials.

NOTE: Special attentionshould be given to the nrac-tise and use of the imper-sonal expression, il v a.Difficulties may be experi-enced in the interrogative,the negative and the nega-tive-interrogative forms ofthis expression.

NOTE: Recall the use of theinterrogative pronouns bythe presentation of state-ments which can then bemade into questions usingthe interrogative pronouns.

Test with arranged ques-tions to determine compre-hension.

DICTATION:

1.

2

NOTE: Add to the understand- 3.ing and use of the interroga-tive pronouns model sentencesusing the interrogativeadjectives. Call attentionto the masculine and femi-nine forms of the adjective,singular and plural.

NOTE: The introduction ofnew adjectives and adverbsin this lesson, for example,pret, prete, singular andplural. Point out the dif-ference between adjectivesand adverbs and their func-tion in the sentence inrelation to other words.

NOTE:: Recall previous learn-ings of the geography andcultural highlights.

Model sentences withnouns and pronounsusing the new adjec-tives and adverbs inthis lesson.

Model sentences usingthe future tense ofirregular verbs withsingular and pluralnoun subjects.

Model sentences usingthe present tense ofavoir.

4. Model sentences usingthe interrogativepronouns.

5. Expressions of weather.

IDENTIFICATION TEST, usethe material su'gested inWorkbook.

VOCABULARY TEST, use thematerial suggested inWorkbook.

SPELLING TEST, Specialattention to words usingdiacritical marks.

PRONUNCIATION TEST, useflash cards to recallfamiliar words and askfor identification andcorrect pronunciation.

Lesson 18

Concept To Be Tajit

BASIC CONCEPT: An understand-ing on the part of thestudent as to how the struc-ture of the lanPuage works isnecessary. Judicious use ofEnglish is recomlnended whennecessary, however, timespent talking or hearingEnglish is time subtractedfrom the time available forthe secure control of thesounds and structures ofFrench.

SPECIFIC COITE'TS:PRESENT the verb voir (to see)in the future tense.PRESENT structures using therelative pronouns, que and qdRECALL interrogative formsof the pronouns, .gai and que,the adjectives quel, quelle,quels, quelles.PRESENT a geography lessonconcerning the countriessurrounding France, namingthe countries with theirFrench names, their capitalcities, the name of theirinhabitants and the languagewhich they speak.

PRESENT use of the verb voirwith an imaginary trip inFrance, including; the pro-vinces studied.

PRACTISE riving and followingdirections for locatingplaces on small or large mapof France and environs.

References

A 1DIO-LINGUALMaterials:

LE PRAITJATS VIVANT, I.Tapes to accompany text.nrills 191-194 on tapereel 7, side 4.

VISrTAL A:MS: T)esk si.e orwall size maps of Franceand surrounding areas.WORI:B00 IN FRENCH. Two

Years. AISC0 School Publi-cations, Inc., 45 East 17thSheet, New York, N.Y.Mailing Addesss:Box 351,Cooper Station, New York,N.Y.10003Civilization Lesson 7.French lanr',uage, influence onEnglish, ppl 289-291. GrammarLesson 18. Relative Pronounspp. 168-171. Grammer Lesson19. Interrogatives,--.172-5.

EN FRANCE come AVMS y gtiezLibrairie Hachette. Smallmaps of Italy, France andCanada with geographical

expressions. COURS DE LANGUEET DE CIVILISATION FRANgAISESpar Mauger. Librairie Hachette.Leon 51, p. 142,"Les EronomsInterrogatifs." Writing Exer-cises 1,2, p. 143. FRENCH IO'Brien, LaFrance, Brachfeldand Churchill. Ginn & Co.Lecon 13, pp. 159-159. Rela-tive pronouns qui and que.Irregular verb: voir, pp.150and 161. Premiere Revision,Le9ons 1-10, pp.117-119."Un Peu deGeographie." Read-ing page 120. Teacher's Manualand Key. Churchill, pp.81-82.Premiere Revision,pp.0-70.LE FRAPgAIS PAR LA METHODEDIRECTE. Robin & Bergeaud.Librairie Hachette. PremierLivre.Exs. 237-38,pp.138-9.Mettez au present, au passe'compose'et au futur.Deuxi&me Livre. Exercise 227,p. 164. Mettez les phrasesau futur.

58

Special Comments

NOTE: Rules concerning theuse of relative pronouns,qui and que.

1. Qui is used as the sub-ject of a subordinateclause. The i of qui isnever dropped.

2. Que is used as the=get object in a sub-ordinate clause. Cu' isused before a vowel.

3. Qui , as the object ofa preposition, refersonly to persons.

4. The relative pronounis never omitted inFrench, as it frequentlyis in English.

NOTE: relative pronouns arethe connecting work for twoclauses in a complex sen-tence. Stress relationshipby giving two statements andrequiring in response onecomplex sentence using stiiand que.

MATERIALS: Wall maps and in-dividual maps of France andsurrounding countries willbe needed.

NOTE: Review the geographyof France, locating placesin the country. Larger mapsof the bordering countries,naming the country, capitalcity, inhabitants andlanguage.

NOTE: Practise giving andfollowing directions, usingan imaginary trip by auto,boat or plane.

66

Evaluation

READII0G: "Tin Peu de Geogra-phe," p. 121. FflEICN I.

on.cit. Usinp* oral andwritten exercises followingfor text comprehension.

TEST ON ST7UCTUPE CHANGES:

Models of two statements tobe changed to a complexsentence connected with astated relative pronoun.

Test on the future tense ofirregular verbs: faire

'etreMirvo ir

(See Robin and Bergeaud foradditional exercises, to beused as test material forthe future tense of ir-regular verbs.)

(See WORXBOOK IN FRENCH.Two Years) Additionaltest material concerningthe use of interrogativepronouns and adjectivesand the relative pronouns.

52_

Lesson 19


BAS IC CONCEPT: Growing under- AUTIO-LINMJAL Materials:standing of the culture of LE FRANgAIS VIVANT, I byFrance to be discussed free- Louise Couture. Tapes toly by the students. accompany text. Drills

195-201, on tape reel 7,SPECIFIC CONC'PTS: sides A and B.

PRESENT the present tense ofthe verbs, connaitre andsavoir, and the future tenseof savoir, also the pasttense of savoir, pouvoir,and vouloir, irregularverbs with similar pastparticiples.

PRESENT the comparative andsuperlative forms of ir-regular adjectives, meilleur

PRESENT the related struc-tures of the regular com-parative and superlativeforms of adjectives.

PRESENT the verbs savoirand connaitre in an exer-cise designed to clarifythe difference in meaning;between these two verbs.

PRESENT all forms of theadjective, meilleur.

RECALL the conjupation ofverbs which make their pasttense usingl-tre as auxili-ary.

RECALL the agreement of thepast participle in verbsconjugated withlatre, likean adjective.

RECALL the use of de beforeplural adjectives.

Supplenentary text material:FRENCH I. OrBrien, LaFrance,Brachfeld and Churchill.(=inn & Co. Lecon 15, p.177."De Devant l'adjectif pluriel"See exercise B, p. 183.gLe ;on 18, p. 227. "PasseCompost with-etre.""Modeles," pp. 229-232.Leion 23. "Savoir vs Con -naftre," p. 300. Exs.pp.305-307.Teacher's Manual and Keyby Churchill pp. 99-101.

WORKBOOK IN FRE3:CH. FirstYear by Eli Blume. AMSCOSchool Publications, Inc.Grammar Lesson 6. Irregu-lar Adjectives, pp. 74-75.

rORKBOOK IN FREI.CH. TwoYears. Eli Blume. AMSCOSchool Publications, Inc.Grammar Lesson 12. Compari-son of adjectives. LEFRAYcAIS 'AR LA METHODEDIRECTE% Deuxieme Livre.par Robin and Bergeaud.p. 12. Exercises for com-paring flowers, etc. p.18.Games and Sports. p. 41.Exercise 109. Complete thesentences with the adjective"Meilleur" or the adverb,"mieux.0p. 42. The position ofadjectives.ALM - FREJ'1CH - LEVEL TWOHarcourt, Brace and World.See pp. 61-63.savoir, present tense.past tense of savoir,pouvoir, vouloir.

6o

Special Comments

NOTE: The adjectives Aireand plus mauvais are inter-changeable.

NOTE: Provide ample oppor-tunities for writing prac-tise of all forms of theadjective meilleur.

NOTE: Recall the generalize-ttons concerning the agree-ment of the past participlewith the subject in theetre verbs.

NOTE: Develop a sequentialdrill on savoir in the fu-tire tense. Previous drillswith voir may be sufzestive

NOTE: Use relative pronounsfor asking questions re-lated to sports and studies

NOTE: Connaltre indicatesacquaintance with people,places. It always takes adirect object.

NOTE: Savoir indicatesknowledge of a fact or ofsomething learned. Whenfollowed by the infinitive,it means to know how.

NOTE: Des (some, any) be-comes de before a pluraladjective which precedes anoun.

Evaluation

'TEST: Model sentencesusing the future tense ofsavoir; instruct studentsto change these models tothe present tense and tothe past tense.

TEST: Model sentences withverbs masking their pasttense with 1.Ftre, to bechanged from the past tothe present and from thepresent to the past.(This may be two tests orone.)

COMPLETION OF SENTENCES:

Use exercises for comple-tion of sentences with thecomparative forms of adjec-tives and a similar groupof sentences for completionwith the superlative formof adjectives.

ORAL AND WRITTEN:

Construct a model question,for exalple "Uhere didyou go"? with adverbs oftime, (yesterday, lastweek, last year), to stimu-late answers with the ltreverbs in the past tense.This may be an oral exer-cise. After the properresponses have been elicited,it may form a dictation.

DICTATION:

Include most of the etreverbs with singular andplural forms

68

Lesson 20


BASIC CONCEPTS The value ofspeaking foreign languagesfor the purposes of communi-cation with and understand-ing peoples of other nations

SP7CIFIC CONCEPTS:

PRESENT a situation throughdialogue, or other media forcommunication the value ofmultiple lanrruage learning.

PRESENT the imperfect tenseof verbs in all three con-jugations.

PT ?ESENT the imperfect tenseof avoir and Ptre.

PRESENT the imperfect tensepaired with and comparedwith the past tense (passicompos4).

PRESENT cue words which re-quire the use of the im-perfect tense.

PRESENT the use of les deux,nous deux, and othersimilar expressions.

PRESENT cardinal numbersfrom 70 to 900.

RECALL number facts withflash cards and arithmeticproblems.

References

AUDIO - LINGUAL materials:LE PRANpAIS VICANT, I.tapes to accompany test.Drills 202-205 on tape

. reel 7, side B and 8,side A.

Supplementary Text Materials:

Cours de langlle et de civi-lisation. Haur4er. Tableof numbers. "Nombres."p. 216.

EN FRANCE come si vous ysties.p. 10, Part 3. "Je suisgtrangere. Je ne parle pasBien frauais.

ALM - FRENCH - LEVEL TWO.Harcourt, Brace and World.The imperfect, p. 85.Paired sentences contrast-ing the past tense and theimperfect.

WORKBOOK IN FRENCH. TwoYears. Eli Blume. An

AMSCO School Publication.Verb Lesson 7, , 24. TheimpeAbot indicative. Exs.following, eliminatingtranslation exercises.

LE PRANSAIS PAR LA METHODEDIRECTE. Robin and Ber-geaud. Deuxi-eme Livre.

PP. 27-29 "L'Imparrait."Exercises 81, 82, 83, 85, 86,

87.

FRENCH I. O'Brien, LaFrance,Brachfeld and Churchill.Ginn & Co.Legon 26, p. 346."Imparfait." ExercisesA, C, D, p. 348.

69

62

Special Comments

NOTE: The imperfect tensepoints to a continuousaction or condition.NOTE: The continuity ofaction described in the im-perfect tense does not tellwhen the action began andwhen completed.NOTE: The endings for theimperfect tense are derivedfrom the first person pluralwith the exception of 'etre.NOTE: Four forms of the im-perfect tense sound alike.NCYlE: Spelling changes inthe formation of the im-perfect tense with someverbs, manger, voyager,nager.NOTE: Spelling changes inthe first person plural inthe present tense of theverbs, manger, voyager andnager.NOTE: The imperfect tensein French is always formedin one word. The Englishequivalents are for example,I sang, I was singing, Iused to sing.NOTE: The imperfect ofavoir is generally trans-lated by had; the imperfect°fib-bre is translated bywas or were:tne imperfect ofouvoir is translated by

cou d.NOTE: While the past tense(passcompos4) expressesthe completion of an action,the imperfect stresses thecontinuity of action.NOTE: Since it stressescontinuity, the imperfectis the tense for descriptionin the past.NOTE: Spelling changes inthe cardinal numbers pre-sented in this lesson.

Evaluation

TESTS ON NUMBERS:

Dictate numbers to bewritten on the board orat the desk.

Use flash cards forarithmetic problems to bedone orally and in writ-ing.

Dictate long columns ofnumbers to be calculated.Have the students pro-nounce carefully the cor-rect answer.

ASSIGN text or supplement-ary materials for practisein writing the impettecttense.

STRUCTURE CHANCE:

Assign exercises in thepresent and the imperfecttenses to change to thepasse compose.

ASSIGN exercises to writeusing the past tense ofavoir and etre.

Develop writing and oraldrill to be used in whichthe passe compose and theimparfait are paired insentences.

70

63Lesson 21


BASIC CONCEPT: The aim oflanguage study remains con-stant, communication throwtthe heard, spoken and thewritten word. It may nowbe possible for the studentto use his learninrs to ex-press his own likes, wishesand desires.

SP7CIPIC COTCE'TS:PRESENT THE US7 OF THEconditional expression andthe "if" clause, in otherwords the "real" conditionand the "contrary-to-fact"proposition, to be expressedin a complex sentence.PRESENT situations wellknown to the student toinspire conversational useof the "if" clause and theconditional expressions.PRESENT structures or modelswith conditional expressionsto which the student may re-ply in one or more ways.RECALL spelling changes withverbs having the letters-ger in all forms.PRACTISE familiar modelsin the present tense. Changethese forms to the pasttense.PrESPNT the basic conditionalexpression which employs acomplex sentence in the im-perfect and conditionaltenses.

+PRESENT the basic condition-al expression which employsa complex sentence in thepresent and future tenses.

+PRACTISE changing basic con-ditional sentence, inpresent and future tenses,to the past, usin7, the im-perfect and conditionaltenses.

References

AUTIO-LINGUAL MATERIALS:LE FRANCAIS VIVANT, I.

Tapes to accompany text.Drills 206-208 on tapereel a, side A.SUPPLEMENTARY TEXT mkTEPIAL:AL-1 - FFENCH - LEVU., TWO.Harcourt, Brace and World.

p. 111. The MRTPRFECT%Contrasted in pairs withthe passe'composce. The im-perfect and the Passd-Com-posdcontrasted in the samesentence, p. 112.The Imperfect and the PasseCompose paired in the samesentence, pare 112.Meaning Drill and Exercises,pp. 113-118.FRENCH I. O'Brien, LaFrance,

Brachfeld, and Churchill.Ginn 8.1 Co.

PP. 349-350. Lecon 26. Ex-ercises on the use of theimperfect and the n_ assecompose.Suggested Reading Passages,page 19 and 176.wORKBOOK IN FRITSCH, First

Year. Eli Blume. p. 111,Lesson 16. Exercises inwriting the date inFrench.

WORKBnOK IN FRET CH. TwoYears. Eli Blume. p.21

Writing practise for ex-pressing the date in French.page 60. Verb Lesson 16.Conditional sentences.Summary of tenses used inthe Si Clause and the Mainor Result Clause. ExercisesA,B,C.COURS DE LAMM ET DE CIVI-LISATION Mauger. p.124."L'Imparfait de ltindicatif(la duree)Exercise 4, p. 125.

p. 126. "L'IrlJarfait del'Indicatif"

Exercise 6, p. 127.

71

6L

Special Coments Evaluation

NOTE: The presentation of the WRITING DRILLS: (See ALM -complex sentence with tho "if"French - II).clause can rest upon the 1. Paragraph to be changedstudents /earnings in other from the present to thestructures. Begin with re-petition of earlier struc-tures, for example changinga sentence in the presentto the past tense. Proceedto new conditional expres-sions in the ordinary com-bination of tenses.NOTE: Several presentationsof these structures shouldbe planned varying thematerial )resented. Sug-gested exercises may beused for variety. Also writ-ing and listening practicein alternation may reinforcelearning.NOTE: The imperfect tense isused to express a pastevent or condition as beingprogress.NOTE: With the cue wordbeing when the imperfect isfrequently used to providebackground for an eventtaking place at a singlepoint in time.NOTE: The imperfect may beused to indicate an habitualor repeated act, cue wordsbeing, "In the old days,"or "I used to."NOTE: Sequence of tenses inthe conditional expressions:if a possibility or condi-tion is expressed in thepresent, the result will, beexpressed in the future.Secondly, if a possibilityor condition is expressedin the past tense the re-sult will be expressed inthe conditional.

passe compose or imper-fect to fit the situa-tion.

2. Write new sentencesusing nouns, preposition,adverbs, cues given foreach new sentence.

3. Simple narrative to writein French.

SUGGESTED RTEADINGS:Lecture, p. 90. FRENCH I%

(Ginn & Co.)"Henri rifest pas attentif."Lecture, p. 176."Henri a faim."Procedures:Use above reading passagesfor listening and compre-hension test. Questionssupplied after the passage.Use above reading passagesfor oral reading pleasure.After these selections havebeen used for reading andpronunciation practise, usethem as basis of writingexercises. Direct thestudents to change thetine of the paragraph andthp tense of the verbs.Introduce a new conditionwhich might have existedand ask the students to"rewrite" the lectures.WRITING practise for ex-pressing the date inFrench. See Workbook TI.ASSIGN written homework:Pattern drills using, thefuture and conditionaltenses of regular and ir-regular verbs.Special exercises to prac-tise the spelling changein: ache ter and appeler.Model sentences in avariety of tenses to bewritten in the negativeform.

72

65Lesson 22


BASIC CONCEPT: SupplementaryReadings are supplied atthis point to give the be-ginning student a feeling ofcommand over the lrtnguage byencouraging him to realizethat he can read and hearfamiliar and unfamiliar inunfamiliar contexts withunderstanding.SPECIFIC CONCEPTS: PRESENTindefinite pronouns used asobject and subject.EXPAI'!D this presentation toinclude negative and inter-rogative forms with the in-definite pronouns asobjectand subject.FORMULATE the above presenta-tions in the past tense aswell as the present tense.PRESENT new expressions andnew vocabulary in the contextof a dialogue, a drama, or asong.STIMULATE the students torecapitulate some of theirprevious learnings in theform of brief dialogues.PRESENT suggested readingsto permit students to re-late the sound system tothe written symbol.PRESENT cultural lesson con-cerning the industries andagriculture of France.RECALL location of best-known provinces in relationto the best-known productsof France.RECALL days of the week, theseasons, an.ty the months withquestions about special daysEnd special activities andsports appropriate to eachseason.RECALL the use of the condi-tional expression summariz-ing the sequences of tensesin a variety of exercises.

ATDIO-LINNIAL MATEPIALS:LE T',RArcATS VPrAFT, Itapes to accompany text.Drills 209-21(), on tapereel 8, side A.

SUPPLEMENTARY T7:TS:WORKBOOK IN REr I% Two

Years by Eli Blume.p. 282, Civilization Lesson

5. Agriculture and Indus-try. (Se maps for loca-tion of agricultural andindustrial products.)

WORKBOOK IN FRENCH. FirstYear by Eli Blume., p.134,135. Idiom Lesson 5.Miscellaneous Idioms andExpressions. (Use ofrien, personne, and otherexpressions) See exercises.

FRENCH I. O'Brien, LaFrance,Brachfeld and Churchill.Ginn & Co.pp. 96-7. Leson 9. Exs.pronom on, especiallyex. C., p. 97.

STMGESTED TrADINGS:

p. 103. Lecture Supple-mentaire, discussion ofsports in each season."C'est p. 334."On est en retard."

LE FRANCA IS PAR LA METHODEDIRECTE Robin and Ber-geaud. Librairie Hachette.

p. 96. "La phrase condition-elle aux trois temps."Exs. C rind D.

p. 158. "lln voyage en France."with a nap. Exercises andquestions concerningplaces aid products inFrance.

66

Special Corrients

NOTE: On is a general sub-ject that stands for nous,vous, ils and elles. Theverb form is in the thirdperson singular.

NOTE: In the use of theindefinite pronouns, per-sonnel rien, and quelqtrrun as subjects of the verb,the negative E2 is relatedto the verb as in othernegative forms.

NOTE: In the use of theindefinite pronouns assubject or as object,the pronoun takes theplace of the negativeexpression pas and standsalone with ne.

NOTE: Reading passages naybe adapted for use as abrief drama, or form thebasis for a writing drill.First these should be usedfor reading and listeningcomprehension.

NOTE: The conditional ex-pression should be rein-troduced and practised forsecure control.

74

Evaluation

slrrIERTE) R"ADIMS:"C'est l'hiver." (French 1)"On est en retard." "(Check on students. abilityto pronounce unfamiliarwords in context and to re-late the sound system to thewritten symbol.)Questions following Lecturefor listening comprehensiontest.

See Workbook II. Agricultureand Industry in France.Identification of provincesand products.1. True-False statements.2. Completion of statements.

WRITING DRILL:1. Change tense of the

verbs in reading exercisesto imper?sct and the pasttense.

2. Change subject of modelsentence to the indefi-nite pronoun.

DICTATION:1. A series of questions

using the indefinitepronouns.

2. A series of statementsusing the indefinitepronouns.

3. A series of questionsand statements usingthe indefinite pronounswith compound tense.

67Lesson 23

Concept To Be TaughtBASIC CONCEPT: A secure rraspof structure and sound inthe larwuage is the primaryand unchanging aim of alllanguage learning.SPECIFIC CONCET'TS: Presentthe verb form for expressingthe near future of the"futur proche." Present theverb form for expressing; therecent past or the "passerecent." Present the commonuses of the pronouns y anden.EMPLOY familiar models anddirect the students to makethe suitable changes for ex-pressinr the near futureand the recent.EfiDLOY familiar models anddirect the students to makethe necessary change usingthe pronouns y and en.RECALL the use of the ir-regular verbs, vouloir,savoir and pouvoir. Usequestions ciJITE7for re-sponses with the varioustenses previously learned.FOLLOW the recall of theverbs listed above in asequential pattern with theverb forms for expressingthe near future and therecent past.RECALL adverbs of time inrelaticn to expression ofthe near future.RE-ENTER the use of the ex-pression it y a in the af-firmative and the negativeforms.INTEGRATE the use of the ex-pression, it y a, with theuse of the pronoun en,inaffirmative and negativeforms. INCLUDE exercises forpractising the imperatil'sform with the pronouns, y,enin the negative and affirma-tive.RE- INTRODUCE familiarmaterial for practise ofstructure changes.

ReferencesAMIO-LINC-UAL TATERIPLS:

LE FRA.UAIS VIVAFT, I.tapes to accompany text,drills 217-220, 8,side A.

SUPPLITI9TAFY TEXT nTEPIALS:LE FRANAIS PAR LA i7THOTTDIPECTE. Robin and Bergeaud.Librairie Hachette.

p. 50. "Les verbes dami-auxiliares." eller(futur prochain) and z2niEde (Passe imrnediat)Exercises suites.

C OURS DE LAYGrJE ET DE civr-LISATION FRA1!9AISES byMauger.

p. 60. Le9on 22. "Le futurproche.' Exs. 1,2,3.suites.

p. 62. Lecon 23. "Le passerecent:* Exs. 1,2,3,4suites.

FRT7CH I. O'Brien, LaFrance,Brachfeld and Churchill.Finn & Co.

p. 248, Suggested Readingfor aural comprehension."Les marches de France."Questions following.

p. 272, Les on 21. Use ofpronouns y and en.

p. 323, Le9on 25.le futur procheop.325In passe'rdcent, p. 327

EN FRANCE come si vous yOtiez. p. 2d, part d,

"Veronique achete..." (augrand magasin de Paris)p. 32, part 9. "Ou voulez-vous eller"

YeadO,Os:b!lifEgel2mT.

p.164. Grammar Lesson 17.for

testing. Suggested Reading:pp.31011.Questions, auralcomprehension. ALM -FRENCH--LEVEL TWO. Harcourt,Brace &World.pp.76-83.Structuredrills with pronounsa and en.The Imperative form.

r

68

Special CommentsNOTE: The expressions calledthe near future and the re-cent past are used in theimperfect tense as well asthe present.VOTE: The infinitive form ofthe verb follows the use ofaller to express the nearfuture.NOTE: The infinitive form ofthe verb follows the use ofvenir de to express the re-cent past.NOTE: in the form expressingthe immediate future, the ob-ject pronoun precedes the in-finitive.NOTE: The pronoun z replacesexpressions of location in-troduced by a prepositionsuch as 2'7', chez, devant,dansThe pronoun_y precedes a verbexcept in the affirmativeform of the imperative. Itis never omitted in French.NOTE: The pronoun en replacesnouns used in a partitive orin an indefinite sense. Itmeans "some of it, or ofthem" and "any of it or them%En precedes a verb exceptin the affirmative imperative.It also precedes voici andvoila. It is never omittedin French.NOTE: The pronoun z is notused with the future form ofthe verb aller.NOTE: The pronoun z usuallyreplaced a + noun. The pro-noun

.

en usually replaces de-

NOTE: The pronoun z does notreplace a prepositionalphrase referring to a person.NOTE: The pronoun en makesliaison with a fonSwingword which begins with avowel or a vowel sound.

EvaluationSUGGESTED RIDINGS'p. 248. FRENCH T. (inn & Co.p. 310. Workbook in French,Two Years.PROCED IRE: The teacher readsaloud the selected passagesand then asks questions totest students' aural compre-hens ion.

7,TRITINC DPILLS:1. Change model sentences

replacing noun or adverbphrase with the pronoun

ChangeChange model statementsreplacing partitive +noun with the pronoun en.

3. Model sentences using thepronoun en with the passecompose, cue words forchanges supplied.

4. Model sentences in theaffirmative-imperativeto be changed to thenegative-imperative.

5. Model sentences withthe pronouns, z and en,to be changed fromnegative to affirmative.

DICTATION:Make note of forms whichcause difficulty and givesome model sentences in aseries of sentences.Review use of the imperfecttense. Use cue words fornecessary response withthe imperfect tense.

76

69Lesson 24

Concept To Be TaughtBASIC CONCEPT: A basicallyaudio-linrual approach tolanguage learning is the mostefficient means of acqufringthe fundamental skills in asecond language and shouldnow result in the student'sability to synthesize hislearnirr;s and to formulatemeaningful responses.SPECIFIC CONCEPTS:PRESENT the irregular verb,mourir, also the irregularverbs, nitre and vivre, inthe present and past tenseswith personal pronouns andnoun subjects.PRESENT the basic use of thecommon prepositions.PRESENT the use of en and awith geogranhical terms, thenames of cities, provinces,countries, continents.CONSIT)ER various methods oftransportation, using en and

RECALL the future tense ofirregular verbs, falloir,

/Igtre faire, alle7775717oir,savolr.PRESENT the common uses ofother prepositions, de,avant, devant, chez.!Tan the basic use of thepartitive article, also theform of tbs partitive in anegative statement.PRESENT drills in closelyrelated sounds. Have thestudents listen and repeat.Provide sheet for student toindicate correct and incor-rect rasp of sounds.PRESENT a variety of readingpassages for testing auralcomprehension. Use the pre-pared questions for auralcomprehension and then per-mit students to see the pas-sages and read and answerthe questions.PRESErT a topic for discus-sion which has the studentskeenly involved in their ownschool.

ReferencesAUDIO-LINGUAL 1ATERIALS:LE FRANAIS VIVANT, Itapes to accompany text.Use drills 221-225 ontape reel 8, side A.

SUPPLEMENTARY TEXT 1ATERIALS:FRENCE I. O'Brien, LaFrance,Brachfeld and Churchill.Surmested Readings withquestions.

"La Bretagne" p. 267"La Normandie" p. 269"Rsume", "Travail Oral."following. (See otherselections on the Pro-vinces.)

LE FRAUAIS PAR LA 1ETHODEDIRECTE. Robin & Bergeaud.

p. 4. "L'Article Partitif"p. 5 "La Prgposition de ou d'"p. 39 "Les Trois verbes,

mourir, vivre, nattreg togs les tempsconnus."

p. 49wrgiPr4positions de-vant les noms de payset de continent"

STIGESTED P7ADTNOS:flRE4I2RES L7CTMES CUL-T1FELLES by Arsene Croteauand Arthur M. Salvi.American Book Co. 1952.

1. Villes de France2. Fleuves de France3. Les ProvincesQuestions followingALM - FRENCH - ',WEL TWOp. 183. Verbs with irregu-lar Future Stems; drillsfollowing, especially onpresent and future tenses.

p. 184. Writing DrillsWORKBOOK fl' FRENCH. TWOYEARS by Eli Blume

p. 192. Grammar Lesson 25.Prepositions with the in-finitive.ECOUTER ET '1ARLER.Levy, O'Connor. p. 200.Signalisation. (TrafficSigns. Avertissements -Ads)

p. 232, p. 246. PatternPractice.

70

Special CommentsNOTE: Colloquial use of theverb mourir. For example,"I am dying of thirst.""I am dying of curiosity."NOTE: En is used when oneenters a vehicle; a'` is gen-erally used for vehicleswhich one cannot enter.NOTE: Writing practise inboth tenses of the verb,mourir should be provided.It is suggested that theverbs, naitre and vivre beincluded here in all tensesand that the students write

EvaluationREADING SELECTIONS fortesting aural, comp.,ehen-sidn with prepared ques-tions. Test to be madeafter listening only andthen after reading withanswers in writing.SU ("ESTE1-) P. ADINGS:FRENCH I. Ginn Q- Co.p. 267.I. "La Bretagne"II. "La Normandie""Resumd and "Travail Oral"See othersuggested readins.

sentences using various pro- TEST ON PROYINCIATION:noun-and noun subjects, as 1. Use test on closely alliedwell as the various tenses sounds first for listen-of the verbs. ing acuity and identifi-NOTE: Some verbs require a cation. Individual stu-and others de before an in- dent should have sheetfinitive,,. Some verbs are for checking.followed directly by the in- 2. Expand test to integratedfinitive. Most adjectives skills of hearing, pro-and nouns require de before nouncing, reading andan infinitive. writing. Check on eachNOTE: An infiAitive that is student's ability topassive in meaning is preced- discriminate betweened by . closely allied sounds.NOTE:. An impersonal expres-sion such as it +atre + wRITI:Orl- DRILLSadjective requires de before ALM - FRENCH - LEVEL TWOthe infinitive. p. 184.NOTE: Practise exercisesshould be supplied to help 1. Rewrite sentences, chang-the students discriminate ing the verb from thebetween the cases for use present to the future.of devant and avant. 2. Write a paragraph, sup-NOTE: Refer to such typical plying the appropriateuse as de after the verb present or future formsortir and dans after the of the verb indicated.verb entrer,NOTE: The pronunciation WORKBOOK IN FRENCH. TWOdrills may, be used to test YEARS. p. 192. Exercisesacuity of hearing and identi- on the use of prepositions.fication and reproducingFrench sounds.

71 -

FRENCHLTEL ONE

TEACHEP'S LIST O' MTEPIA.LS, INCTU-WYn GIMES

TEXT: LE TPRANCsATS uIVAT., I. TEACHER'S GUIDE, tapes toaccompany text.

LE PRAYCAIS VIvIlYT, I. by Louise Voature. CharlesHarrill Books, inc., Columbus, Ohio

Teacher's Guide to LE FRAVCAIS VIvAYT, I. by LouiseCouture. Charles Merrill' Books, Inc.

Merrill Lanpugge Tapes by Louise CoutureGreenberg (consultant)

Drills prepared by Karen Dunlop. Eight tapes, in-cluding 225 separate grills.

Text copyrighted by Charles E. Merrill Books, Inc.Columbus, Ohio 43216.

Teacher's Script of Tapes prepared by the Staff ofFarmington High School.

PETITES CONVERSATIMS by Julian Harris and 11.41ne Monod-Cassidy. Edition with Teacher's Guide.D. C. Heath and Company, Boston

COtJRS "OE LANGTE ET nE CIVILISATION FPA1CAISES. Tome I.G.Mauger. Librairie Hachette. 3 LP records to ac-company text. Laboratory Tapes to accompany text.Filmstrips and accompanying script.

ALM - FRENCH - Level One. Harcourt, Brace and World, Inc.New York. Text. Dialopues in records sets.Laboratory Drills:'

ALM - FREITCH - Level Two. Harcourt, Brace and World, Inc.New York. Text.

ECOUTER ET PARLER, Teacher's Elition by Otte, Levy, 08Connor.Holt, Rinehart and Winston, New York. Text only.

NEW FIRST-YEAR FREITTI. O'Brien and LaFrance. Ginn andCompany. Text.

FRENCH 1. O'Brien, LaPrance, Brachfeld, ChurchillGinn and Company. Text.

Teacher's Manual and Key by Gladys G. Churchill.To accompany French Z. Ginn & Co.

WORKBOOK IF FRENCH, FIRST YEAR by Eli Blume.Set of thirty copieS only for classroom use.AMSCO SCHOOL PUBLICATIONS, INC 315 Hudson'St.

New York, N.Y.100013

WORKBOOK IN FREYCH,.TWO Y7ARS by Eli Blume.Set of-thirty copies only for classroom use.AMSCO'SCHOOL PUBLICATIONS, INC 45 East 17th St.

New YorkMailing Address: Box 351,Cooper Station, New -.fork

New York 10003

79

73

INTRODUCTION TO FRENCH CURRICULUM GUIDE LEVEL II

It seems advisable that something be said about the presentation

of material in the guide for this level and the choice of the text

itself. As more and more of our students require two or more years

of a modern foreign language for admission to college and to special-

ized training institutions, we must present a language program which

can be either terminal or form a basis for advanced work.

It has been difficult to secure a series of texts which will

stimulate the more gifted student and also to keep up the interest

of tOse who are working to the best of their ability with only aver-44,

pge success. It has been a problem for the teacher to clearly define

in his own mind the level of achievement which should be set when the

same traditional type text is being used as in the past. We are of

the opinion that Le Francais Vivant Level II will provide not only

an attainable level of performance which can be used as a basis for

promotion and evaluation but also a unified program of class and

laboratory work which will not vary appreciably from one teacher to

another, or from one school to another at a later date.

At the time of the writing of this original guide for Level II,

we have been working with several handicaps.

(1) Irle have not used the book in class as of this date.

(2) No teacher's guide is available except for Level I.

(3) No tapes will be available until the fall of 1966.

(4) No script of Vie tapes will be available at all

(if they continue the same plan as in Level I).

80

74

We would like Level II to reinforce and to supplement what has

been presented in Level I and also to provide a sound basis for the

introduction of the more difficult Holt, Ainehart and Winston series

toward which we are leading. We have tried to keep their methods in

mind while working at this second level. Teachers are encouraged to

read the teacher's guide for Hablar y Leer as well as Parler A Lire

since many of the same techniques can be used.

It will be helpful if teachers will make every effort to supple-

ment the rather sketchy reference material and comments listed in

this guide with those from their own experience. Those techniques

which appear to be especially a propos or helpful should be written

into the guide itself in order that we can all share in these find-

ings and they can be incorporated into the guide when it is re-

written.

In the matter of reference material we have drawn rather

heavily on both W'uger I and Mauger II since this text has been in

use here for some years. In the newer texts it becomes increasitg

ly difficult to find grammar references or exercises since these

concepts are presented functionally. Perhaps more of these refer-

ences can be found in Parler et Lire and so marked since the stu-

dents will meet them next year.

Under special comments and evaluation we have drawn from our

experience during the writing of thie guide. We are hopeful that

other suggestions will be freely advanced so we can include them at

a later date.

81

75

SUPPLEMENTAL MTERIAL (FRENCH II)

Formerly we used a reader at the second year of French in con-

junction with Mauger II. This was done to provide some variety for

the students and to further develop their reading skiff?. This use

of a reader has the advantage of allowing one more-advanced section

of a class to be actively engaged while slower sections are catching

up in the basic text. In this manner they can all be kept at the

same level for the examinations. Conversely it could be used at a

more advanced level where one section is lacking in reading skill

and overall achievement, to allow their level to be reached by those

advancing rapidly from a lower level.

The book is Souvenirs de la France (Keating-Eldridge) published

by the American Book Company in 1949. Since an effective tool for

reading comprehension is vocabulary mastery we have been able to

effectively supplement the reader with a French dictionary as an

aid in developing this latter skill. The reference book is the

Dictionnaire Fondamental de la Langue Francaise (Gougenheim) pub-

lished by the Chilton Company in 1958. The reader is provided

with a French-English reference section. Students should be asked .1

to resort to this only when absolutely necessary. (In practice this

is impossible to control but this depends on the individual involved).

The French dictionary is used for all vocabulary questions. Some-

times the definition is given and the corresponding word asked,

other times this process is reversed. It is necessary that the

dictionary be checked in advance to make certain that the word in

question is defined. In this way the students increase their

vocabulary and also form the habit of using French for their ex-

planations.

82

76

For several years we have used a monthly. magazine (Chez Nous

published in French and partly recorded) to provide variety. At

present enough copies are provided to take care of the largest

section. It is used in class or in the laboratory after which the

copies are picked up. It can be given to the last section which

uses it for their personal use. We have found the material prep

sented in the magazine of current interest with the vocabulary

especially effective. The use of the magazine is pretty much up

to the individual teacher in its application.

We also have two film strips, records and guides put out by

Teaching Audio Visuals, Inc. of New York, New York. These are en-

titled "La Douce France" and "Paris, La Ville Pour Flaner." They

are excellent in providing a dictee which can be administered in

the lab to the more advanced students. They have the disadvantage,

however, of speaking faster than a person can write legibly. Thus

the dictees should be given in short sections and an opportunity

given to recopy.

. oo

77

REFERENCE BOOKS FOR LEVEL II FRENCH

The list of reference books for Level II French should irclude

about everything used in Level I, as well as a few of those to be

used in the more advanced levels. In the Level II guide the follow-

ing have been found helpful:

(1) Cours de Langue et de Civilisation Francaises (Mauger)Hachette Level I Revised 1961

(2) Cours de Langue et de Civilisation Francaises (Mauger)Librairie Hachette Level II Revised 1795

(3) Cours Elementaire de Francais (Dale and Dale)D. D. Heath and Co., Second Edition

(4) Cours Moyen de Francais (Dale and Dale)D. C. Reath and Co., Third Edition

(5) AL -M Level I Harcourt, Brace, and World 1961

(6) First-Year French (O'Brien and La France) Ginn & Co.1958

(7) Le Francais: PARLER ET LIRE (Langellier, Levy andO'Connor) Holt, Rinehardt and Winston, Inc. 1964

(8) Teacher's Guide for above

(9) Le Francais Vivant I (Louise Couture)Charles E. Merrill Books, Inc. 1965

(10) Teacher's Guide for the above

(11) Initiation a la Culture Francaise (Parker and Grigaut)Harper and Row Publishers 1963

(12) L'Heritage Francais (Francois Denoeu) Holt, 'inehartand Winston 1953

(13) French Review Exercises (Phyllides) Educator's pub-lishing Service 1965

(14) Dictionnaire Fondamental de la Langue Francaise(Gougenheim) Chilton Company 1958

1 8,i

78

FRENCHLEVEL II


UNIT ONE

(a) Review of present tense offirst conjugation verbsReview of °resent of aller

References

Mauger I, p. 25

Dale & Dale, pp. 77-78

ALM Level I - Unit Four Replace-ment drill, p. 6

(b) Review of definite and in- Mauger I, pn. 4-7definite articles

(c) Review of plurals of nouns

(d) The French Heritage

O'Brien & La Frances pp. 22-23and 64

ALM Level I--Units Three and Fiveselected frills of replacementtype

Mauger I, pp. 5, 15, 74-76

Dale & Dale, pp. 23, 43, 85(footnote) and 300

(e) Reading comprehension and Teacher1s Manual of Parler etwritten exercises Lire, pp. 13 through 20

79

Special Comments

It appears that the languagelaboratory can be used here toeffectively recall the sounds.Frequent use is especially recom-mended at the end of summer vaca-tion.

Evaluation

No formal evaluation until later

Listen for students' ability No formal evaluation until laterto differentiate the various forms.The ALM drills should be selectedin advance or they lose theireffectiveness.

Several written exercises as a pre- A short quiz seems advisable totest may be given or extensive pick out students having problemsuse made of the chalk board with with the forms.students correcting the mistakes.

This reading on Villon starts aseries which is continued inlater chapters on various aspectsof French culture. No suggestionsare given us on how to utilize itbut it should lend itself to con-versation in the language.

Students should be well enoughprepared to do these exercisesorally with books closed.

The answers to the questions shouldbe assigned as homework.

It will be advisable to test thestudents on their retention ofthis material after two or threeunits have been covered.

Frequent tests should be givenon selected questions with thequestions often given orally.

86

so


UNIT TWO

(a) Review of present tense offinir, avoir and etre.

ALM lEVEL I, Unit 10, selecteddrills on pp. 4-5 (finir)Unit 2 drills on pp. 4-5 (avoir)Unit 5 drills on op. 8-9 (etre)

(b) Review of interrogatives and Francais Vivant Level 1, pp.9-negatives 13 and 32-33

Dale & Dale, pp. 33, 34 and 78

(c) Pascal Initiation a la Culture Francaisepp. 119-121, 189-190

(d) Comprehension and writing Teacher's Manual of Parler etpractice Lire, pp. 22-23 (writing skills)

gI

OD

81


Use short laboratory drills and Formal evaluation postponed

sessions until later.

Use both est-ce oue and the inver-sion in the interrogatives.

Many of the sentences of the read-ing can be made interrogative ornegative.

Some simple conversation can be Formal evaluation postponed

attempted on the culture or some- until later.one may volunteer to summarize.

Written homework should be collectedr gularly and gone over as far astime permits for errors common tomost papers. The papers can thenbe returned and gone over in theclass (possibly with the overheadprojector) with the students cor-recting the 2rors. At times theycan be collected again and in-spected for accuracy.

82;

82

Concepts to be Taught Reference

UNIT THREE

(a) Present tense of third con- Teacher's Guide of Parler etjugation verbs such as Lire (grammar tests at thevendre. end of each chapter)

(b) Possessive adjectives As above, p. 48 (possessives)

Demonstrative adjectives As above, p. 140 (demonstratives)

(c) Personal subject pronouns O'Brien & La France, p. 244with emphatic forms

(d) Jeanne D'Arc Initiation a la Culture Francaise

pp. 19, 55, 57-59, and 72

89

83

Special Comment

It can be pointed out that the singu-lar verb endings of s,s,t or so, -,result from d and t being dentals andthus like sounds.

Evaluation

This is an appropriate spotto pause and give a formalwritten test on the majorpoints of grammar covered inthese first three lessons.

The type of grammar quiz usedin Parler et Lire at the end ofevery chapter is a good form touse.

As Above

As above

Part of the exam shoud be amultiple choice or true-false series on the culturepresented in the first threelessons.


UNIT FOUR

(a) Verbs ending in -ger and -cer

(b) Present tense of lever andacheter

(c) Review and continuation ofqualifying adjectives

(d) Personal pronouns as directobjects (review)

References

O'Brien and LaFrance, p.289Parler et Lire, D. 338

Mauger I, p. 112Parler et Lire, D. 336Dale and Dale, pp. 112, 249-250

Dale and Dale, pp. 3!5 (list)Mauger I, pp. 8,9,12,13,78,90,

93,94

Mauger I, p. 104Dale and Dale, pp. 190-191, 223-

224ALM Level One, Unit 11, pp.5-6

(e) Rodin L'Heritage Francais, pp.183-4

(f) Reading comprehension

Writing practice

Special Comments

This concept should be clearlyunderstood before leaving it.

The future should be covered atthe same time.

Evaluation

Best evaluated a6 these wordsoccur in subsequent use.

A quiz should be given mixinguo the verbs which change andthose which do not.

Pay close attention to students' Sone of these adjectives can bepronunciation since this shows ex- included in most subsequenttent of their mastery of this tests given.concept.

Try having the students make upsome questions in advance of theclass on this subject.

Use techniques discussed previouslyor try out some new ones.

It is advisable to keep varyingthe method to nrovide as muchvariety as oossible.

Formal evaluation postponeduntil later.

9 r:

86

References

(a) Verbs ending in-eler and -eter Mauger I, p. 112

Dale and Dale, pp. 112,249,250

Parler et Lire, nn. 335-336

(b) Passe compose with avoir(review)

(c) Position of adjectives

(d) Indirect object pronouns(review and continuation)

Pale and Dale, po. 298-299

Mruger I, n. 44

ALM LEVEL I, Unit 11, oo.6 -7p. 10 (replacement)

Dale and Dale, pp. 43-44

O'Brien and LaFrance, pp.163-6

Parler et Lire, p. 409

Dale and Dale, p. 250

Mauger I, p. 106

ALM LEVEL I, Unit 10, pp.8-9

ALM LEVEL I, Unit 11, pp. 5-6

(e) Napoleon Initiation a la Culture Francaisepp. 157-161


Irriting practice

95

87


Cover the future at the same time.

Give numerous drills in class andat freouent intervals.

Use the language laboratory for Follow up the lab sessions 14iththe irregular verbs. a quiz on that material.

As discussed previously Postponed until after nextlesson

At times it may be desirable tohave the class give a quick trans-lation provided that all try toparticipate.

As above

88


UNIT STX

(a) Present tense of venir(irregular)

References

(b) Future of first conjugation Mauger I, p. 56verbs (review

(c) Conditional of regular verbs Mauger I, p. 174(review)

(d) Future of avoir and etre Mauger I, p. 56

(e) Contracted articles and Francais Vivant Book I, p. 85partitives

Lale and Dale, pp. 76, 102

French Review Exercises of theEducators Publishing Service

(f) Napoleon Initiation a la Culture Francaisepo. 157-161

(g) Reading comprehensionWriting practice

. 95

89

Special Comments

Through class discussion try tobring out the similesity of theverb endings of the future tothe present tense of avoir.

As above, try to have the classbring out the obtaining of thestem, also the source of theendings.

Selected exercises from the Frenchreview book just mentioned can beused for either additional classdrill or for evaluation at theoption of the teacher.

Same techniques as used previously

It would be well to give shortunassigned dictees at intervals,possibly as part of the exam.

Evaluation

This should be a good time togive an examination on theselast three lessons.

It is suggested that the teacherinclude any particular itemsfrom the first three lessonswhich seemed to give trouble,for retest purposes.

Before testing read the notebelow.

Assign the culture assignment ofthe next lesson before testingon Napoleon since the lesson endsdo not coincide.

90


UNIT SEVEN

Verb Review Francais Vivant, p. 91 (a)

(a) vouloir (present)

(b) aller (future) Francais Vivant, p. 159 (b)

(c) voir It Francais Vivant, o. 181 (c)

Mauger I, p. 58(other irregular futures)

(d) The passe simple (introduction) Mauger II, p. 32 - formation

p. 36 - avoir andetre

p. 38 - verbs in-ins

p. 40 - verbs in-us re oir

p. 42, verbs in-is

(e) Comparison of adjectives Francais Vivant Level 1,13.138

(some irregular forms) French Review Exercises, p.63

9

91

Special Comments

The verb pouvoir follows the samemodel.

The reading "Une Lecon" may begone over again changing thetenses to the present wheneverpossible.

In any situation where the verbform is not given quickly thestudent should be asked to supplythe infinitive of the verb foridentification.

Give special attention to thethird person singular and pluralsince these are most commonlyused in reading.

This test has a long list ofsentences, most of which aresuitable for practice.

Evaluation

Formal evaluation can be post-poned until later.

Informally the material shouldbe covered until the class hasperformed satisfactorily.

In the learning of any newtense such as this one, itis suggested that the formsbe introduced orally. Thetext is well supplied withdrills for class and labora-tory use. It would be wellto have a tape recorder inthe room every day and do afew drills when the laboratorycannot be used. Some effortshould be made to evaluateorally after each lab session.

Students who are having dif-ficulties should be givenadditional help, either inthe class or in the lab, pos-sibly a combination of each.

Postponed until later

92


UNIT SEVEN(continuation)

(f) Napoleon See previous references

(g) Reading comprehension Parler et Lire Teacher'S Guide

Writing practice pp. 12-21

93

Special Comments

It has been suggested that thisbe covered with earlier units toavoid confusion.

This is a good time to look atwhat we are trying to accomplishin reading, which is reading com-prehension. In the absence of aguide for Level II, the guide forParler et Lire can be veryhelpful.

Try to encourage the class to usethe dictionary pages only ce alast resort, or to confirm wordswhose meanings have already beendeduced.

Before assigning the comprehensionsection go over it orally with theclass in the target language toaid in the introduction of newwords. Many students will notdo this unless they are encouragedto do so. Do not interpret the"punch lines" (when they occur).Leave this until the next classsession.

Work with the rooks closed andvary the auestions from time totime so they cannot give theanswer without first listeningto the question.

Evaluation

Formal evaluation with previousrelated chapters.

Evaluation of the comprehensionsection of each unit can bemade at once, not waiting untilseveral units are covered.

The TRUE and FALSE questionscan be given at times by anoverhead projector, other timesthe material can be duplicatedin advance.

The same techniques can be usedfor filling in the blanks andfor the cuestions.

After a time the students hav-ing difficulties with the oralor the written presentation ortesting, can be identified andproper stens taken to assist them.

100

Concept To Re Taught References

UNIT ETGHT

(a) Future of pouvoirfaire

Francais Vivant, n. 150(pouvoir)

Francais Vivant, p. 160(faire)

Dale and Dale, p. 249(future afterquand)

Dale and Dale, p. 250 verbs withmute e

Dale and Dale, p. 288list ofirregular futures

Dale and Dale, p. 289 future of11yaandI)faut

(b) Passe simple avoir Mauger II, pp.32,36 and follow-ingetre

(c) Imperfect Francais Vivant I, pp.206-7

Mauger I, p. 124 (formation)

Dale and Dale, pp, 330-1 (use)

(d) Adverbs (review) Francais Vivant, p. 105 (quantity)

(continuation)

101

p. 118 (time)

11 11 p. 138 (manner)

French Review Exercises pp.35-6

95

Special Comments

Pay close attention to the pro-nunciation of the endings sincesome students are prone to confusethe sound of the endings.

These verb forms are very impor-tant because of their use asauxiliary verbs. Consec!uentlythey should be stressed.

Evaluation

Use some quick evaluation ofverb forms almost daily.

Postpone formal evaluationuntil later.

As above

The verb etre is very irregular. As above

Imperfect is formed from thepresent participle (etant)

These basic sentences could be As aboveredesigned to make a simple state-ment, then a comparison and finallya superlative.

102

96


UNIT EIGHT(Continued)

(e) Moliere L'Heritage Francais, pp.90-99


Writing practice

103

Initiation a la CultureFrancaisenumerous single page refer-ences

97

Special Comments

Special effort should be made toestablish this writer in thestudent's mind on account of hisextreme importance.

Evaluation

A multiple choice type testcould be rrepared, if possible,to evaluate the extent of thestudents' retention.

This comprehension exercise is Try to evaluate both parts ofcontinued from previous lesson. this reading at the same time.

98


UNIT NINE

(a) Reflexive verbs (review)

(b) Passe Compose (with etre)

References

Francais Vivant I, p. 128

Mauger I, p. 64affirmativeand negair:ve

p. 66 passe compose

Mauger I, p. 223 (list ofverbs used with etrebut shown as opposites)

c) Adverbs in -ment Francais Vivant I, p. 138

Dale and Dale, p. 235

(d) Louis )(IV L'Heritage Francais, pp. 76-90

(e) Rending Comprehension

practice

105

99

Special Comments

Relate to the early use ofCappeler in the case of studentswho seem to have trouble withthis concept.

It would be well to stress thatreflexive verbs use etre in com-pound tenses As well as the listof those shoTling motion or changeof state.

The more advanced classes may spendmore time on such culture as thiswhile the slower classes arecovering the other material.

Since thisthe end oflessons, aof ',hem is

time.

Evaluation

can be considereda group of threeformal evaluationadvisable at this

The concepts covered in Lessons7,8, and 9 should be stressed.It would be well to includesome review. questions from theearlier lessons as well to keepthem in the students' minds.

As above

Prepare some type of formalevaluation on culture on Units8 a,,d 9.

The test of page 133 of the textcan be given out of order totest the extent of their knowl-edge then repeated at a laterdate.

These exercises do not seemvery appropriate for formalevaluation and should merelybe covered orally in class.

106

100


UNIT TEN

(a) Verb savoir

Present and future

(b) The futur proche

(Review)

References

Francais Vivaht I, p. 92 (present)

P. 194 (futur)

Francais Vivant I, p. 240

Mauger I, p. 60

(c) Conditional sentences Francais Vivant I, p. 216

(Review and continuation)

(d) Pronouns en, Y, and le Francais Vivant I, p. 241

(Review and continuation) Dale and Dale, o. 289 (y)

(e) La Fontaine

10,1

101

Special Comments

Point out the difference in usebetween savoir and connaitre.Some sentences can be made up tohave the blank filled with thecorrect form of the correct verb.

The overhead projector can be usedeffectively for pre-test activity.

Simple sentences can be used toillustrate this concept, eithershown on the overhead projectoror given orally. Change thesentences from the future to thefutur proche and vice versa.

This concept seems to give diffi-culties and this will be shown infuture class work. Take advantageof every subsequent opportunityto reinforce its understanding.

Reference is made in this unit toFrench money. This would be agood tine to talk about id and toshow some samples.

10S

Evaluation

No mention has been made in thisguide up to now as to the use ofthe first reading of each lesson.

They seem to be a means of intro-ducint the grammar points as wellas to provide a subject for con-versation.

The students should he well enoughprepared to answer the questionssuggested in the text. It may benecessary to go over them oncewith books open, then with thebooks closed.

The students can be required towrite out the answers to thequestions as home work, especial-ly if they seem to be neglectingthis part of the lesson.

Students should be able to makethe necessary changes in the cor-responding clause when eitherverb is changed in tense.

(f)

102


UNIT TEN(Continued)

Reading comprehension

Writing oractice

109

103

Special Comments

One part of each lesson is devotedto verbs, either review, or newforms. Parler et Lire has an ex-cellent summary of irregularverbs starting on page 372.This can be referred to from timeto time by the teacher in planningreview or testing exercises.

110

Evaluation

This final story of each unitcan be used alternately for atest of comprehension and forwriting practice. Studentsshould be able to answer ques-tions on this material with thequestions either given orally orduplicated in advance.

Try not to establish any setpattern for testing and evalua-tion since the students try toprepare for the evaluation andnot to study other narts of thelesson which msy not be covered.

104


UNIT ELEVEN

(a) Introduction of the Mauger II, p. 16 and followingsubjunctiveverbs chanter Dale and Dale, Level II, pp.66-9

obeirvendre Parler et Lire, p. 347-348

(b) Interrogative pronouns

(invariable)

(review and continuation)

(c) Henry IV

(d) Reading comprehension

Writing practice

Francais Vicant I, pp. 161-162

Mauger II, p. 56

French Review Exercises, pp.80-81

I

105

Snecial Comments

It is helpful to a class to pre-pare a series of short sentences,such as "Marie veut manger" andrestate them adding, "Je veux

. que Marie mange."

The French Review exercise bookhas many sentences which can beadapted for practice, some ofthem are on material which has notyet been presented.

Try to cover this material inclass throurrh conversation.

In the event they do not appearto be well prepared, have themeach prepare from three to fivequestions to ask of the class.

V

Evaluation

I is well to make an immed-iate evaluation of the materialas soon as it has been covered.

Introduce a variety of verbssome of which will not requirethe subjunctive so that thestudent must learn to discrim-inate.

Some formal evaluation isneeded immediately to testtheir understanding of thismaterial.

They can be asked to form ques-tions from an answer given tothem.

Use previous techniques.

Use previcus techniques Nhenthey can be applied.

A dictee should be given atfrequent intervals with thematerial taken either from thefirst or the last articles inthe unit.

At times it may be sufficientto use only a spelling test ofthe more difficult wordsencountered,

112


UNIT TWELVE

(a) Present subjunctive of

avoir etre

106

References

Mauger II, o. 20

Dale and Dale II, p. 67

(b) Subjunctive after impersonal '

expressionsDale and Dale II, p. 67-68

(c) Interrogative adjectives Mauger I, p. 140

(d) Interrogative pronouns Mauger I, pp. 140 and 142

Mauger, pp. 56 and 59

Parler et Lire, pp. 397-398

(e) Victor Hugo L'Heritage Franc s, pp. 156-165


Writing practice

115

107


These verbs should be carefullylearned since they are alsoauxiliary verbs.

The French Review Exercise bookhas a good supply of practicesentences on pp. 80-81. Most ofthese can be adapted for practiceor evaluation.

This continues into the nextlesson.

Since this is the last lessonin a series of three, it willbe well to evaluate the use ofthe subjunctive whic'h has beengiven thus far.

Students should be taught todiscriminate between sentencesin Vnich the subjunctive is re-quired and these which do notrequire it.

This is as Important as learningthe verb forms.

These last questions can be usedto evaluate the students' writ-ing. The students should be abloto write longer than usualanswers to selected questionswitliout the use of the books.They should be restricted to thevocabulary and constructionsused in tne text.

114

108

Concept To Pe Taught References

UNIT THIRTEEN

(a) Agreement of past participles Mauger iI, p. 90with avoir

(b) Expressions with avoir French Review Exercises, pp.42-3

(c) Relative pronouns Francais Vivant I, p. 182

(Review and continuation)

(d) Victor Hugo

(e) Reading comprehension

French Review Exercises'

pp. 40-41

Dale and Dale, Level II, pp.125. 128

L' Heritage Francais, pp.156-165

109

Special Comments

Students tend to be careless withthe agreement even after the ideais clear. This will require at-tLation for quite some time tocome,

Most of the sentences in the reviewbook are suitable for additionalpractice or evaluation.

Evaluation

Thic concept takes a lot of workand can best be evaluated over aperiod of time. Students shouldbe able to make the requiredagreement with reasonable accur-acy.

This lesson and reference takes in A brief testing is suggested nowce qui and ce que, which usually to evaluate the extent of theirgive some difficulty. understanding of how to refer to

people and to things, as well asto definite and indefinite items.

The first reading in this unitcontains some good material o: thecelebration of New Year's Eve, inParis.

There are other references to cul-ture which should be pointed out,such as the expressions on o. 191.

The exercise de redaction appearsto be a good opportunity to trysome directed composition.Restrict the students to thevocabulary and grammar constructionalready covered.

1

The written work should be evalu-ated for the ideas expressedrather than the method of carry-ing them out.

110


UNIT FOMEEN

(a) Present subjunctive of aller Mauger II, p. 26

(b) Subjunctive with verbs and Mauger II, o. 18adjectives of emotion

Dale and Dale Level II, p.221

(e) Demonstrative pronouns Mauger I, p. 134

French Revi,:w Exercises, pp.78-89

Parler et Lire, pp.b02-404

(d) Compound relative pronouns Mauger II, pp. 48, 50and dent

French Review Exercises, pp.

79-80

(e) Louis Pasteur initiation a la Culture Francaisepp. 216-217

L'Heritage Francais, pp. 165-171

(f) Reacting comprehension andother reading skills

11'r

111

Srecial Comments

Most texts do not mention the useof the subjunctive with adjectivesof emoticn. This is a gooa pointto stress.

These pronorns will reauire quitelot of work since their me,ningsare not always clear to thestudents,

The Review Exercises have provedto be very helpful.

As above

Many students are interested inPaoteur as a result of theirscience classes.

Evaluation

Students should be able todifferentiate between verbs andadjectives which require thesubjunctive and. those which donct.

a Students shot:d have the abil-ity to select the proper pronounand to make the appropriatechanges for gender and number,if required.

These lessons contain quite a lotof material for the development ofconversation in class. Studentsshould be encouraged to preparequestions in advance on thismaterial as a basis for this.

As above

Evaluation and testing in thenext lesson.

raterials for dictees should betaken from either the first orlast articles of each lessonand given to the class withoutadvance warning. Words whichappear to give difficulty canbe given separately as a spell-ing test.

112

1


UNIT FIFTEEN

(a) Agreement of past participles Mauger II, pp. 74-76used with reflexive verbs

(b) Possessive nronouns Mauger I, p. 102

(c) Paul Gaugin Initiation a la CultureFrancaise

(d) Reading comprehension

Writing nractice

1 19

pp. 204-205

113


Try the rewriting of sentences to This concept usually givesmake the participles agree and trouble. The explanation invice versa. the text seems adeauate however.

As above Since this is the last of aseries of three units, a testshould be given for these.This might consist of a dicteeof material which has given anysort of difficulty, a sectionon the recent grammar, and afinal part of true-false ormultiple choice on the culturepresented.

Try to work in some of thematerial which has been coveredorally in class as well asparts of the laboratory work.

The article "Les Pays du Nord"on page 227 of the text givesquite a bit of vocabulary whichcan be used for a directedwriting eAercise such as thosegiven on page 229 of the text.Restrict the students to vocabu-lary and grammatical constructionsalready covered in the course.

120


UNIT SIXTEEN

(a) Present subjunctive of

faire and savoir

References

(b) Subjunctive with verbs of Mauger II, p. 18doubt

Dale and Dale Level IIpp. 236-237

(c) Use of the infinitive whenthe subjects are the same

(d) Present participle and the Mauger II, p. 114gerundive

(e) Past infinitive Same as above

(f) Claude Monet

(g) Reading comprehension

Writing practice

121

115

Special Comments

Review the present indicative ofthese verbs before starting thenew subjunctive forms.

Write outsentences which take theindicative, then change them tothe subjunctive, and vice versa.

Stress the use of the nre2ositionen with the particinle

Some students with a backgroundor interest in art may wish to addnew material to the discussion.

Evaluation

The student should get thefeeling that the subjunctive isa method of expressing uncer-tainity, whether you are writ-ing or reading.

The last part of the unit is astory which should appeal tomost dents. it can be usedas a written exercise in com-prehension with the teacherreading it aloud, followed byan "open book" quiz on thetrue or false and the questionswhich follow in the text.


UNIT SNENTEEN

(a) Present subjunctive ofpouvoir and vouloir

116

References

Mauger II, p. 26plus previous references tothe subjunctive

(b) Subjunctive after certain Dale and Dale Level II, p. 287

conjuGticts

(c) Use of the infinitive assubject

(d) Use of the infinitive withverbs of perception

(e) Infinitives preceded by a

(f) gales Verne

Mauger II, p. 62

Dale and Dale Level II, pp.423and 424

. 12'3

117

Special Comments

It is well to review the presentindicative of tliese ve.bs beforeproceeding to the subjunctive. Afew moments of oral drill orreview riven frequnetly is effec-tive.

This lesson pert can be connectedup with the next two lessonswhere the use of de and of nepreposition is covered.

This author is becoming increasinglyinteresting as we continue toadvance in scientific exploration.

Evaluation

This is about a mod-point inthe presentation by the textof the subjunctive. It willbe well to try to single outthose having difficulty togive them extra help.

Students cannot be expected toknow manir of these verbs yetbut should be made aware ofthe mini:, of grammar Involvedas a whole.

1 2 _Tt

118

CatineOtTdoBeTTughtt References

UNIT EIGTEEN

(a) Contrast of the subjunctive and Previous subjunctive references

indicative with expressions ofdoubt and of fact

(b) The infinitive prececded by de Mauger II, p. 62

Dale and Dale Level II, pp. b23424

(c) Use of faire and the infinitive Dale and Dale Level II, p. 128

(d) The infinitive preceded bycertain adjectives

(e) Leayette


125

119

Special Comments

Continue to change sentences backand forth from the subjunctive tothe indicative and vice versa.This can be done orally with oc-casional written work.

As discussed previously

The explanation in the text seemsquite adequate

Evaluation

An effort can be made at thispoint to test mostly on grammar.(The reading comprehension andculture carry over into the nextunit.) It would be well thistime to include a larger part ofthe material covered previouslythan has been done. In this waythe extent of review at the endof the year can be gauged.

This is continued in the next unit. Testing should include thereqding in the next unit. The

culture can be tested separatelyor the next reading taken at thesame time as the one in UnitEighteen.

As above As above

12 6


UNIT NINETEEN

(a) The pluperfect

120

References

Mauger I, p. 160

(b) Recent Past Mauer I, p. 62

(c) Infinitives without preposi- Mauger II, p. 62tions

(d) The infinitive Nith pour

(e) La Fayette

(f) Reading comorehension

12?

121


Relate to the futur proche in UnitTen. Convert sentences back andforth from the futur proche to therecent past.

Relate to Units 17 and 18

Discuss with the preceding unit of A separate test can be given onLa Fayette culture and on reading compre-

hension to include relatedmaterial covered in Unit 18.This should provide some morevariety. A dictee can be in-cluded.

Discuss with the preceding unit onthe same material.

128

122

Concept Tolle Taught References

UNIT TWENTY

(a) Change of meaning with avoir Mauger I, p. 223

instead of etre.

(11) Negative constructions Dale and Dale Level II, p.259

(d) a and en with geographicalnames

Parler et Lire, p. 418

(d) LtHeritage de la Renaissance L'Heritage Francais, pp.62-76

(e) Reading comprehension

1 129

123

Special Comments

Change the meaning of the verbsgiven in this lesson by makingchanges in sentences.

The text dues a good job on thisconcept which is usually passedover lightly by most texts.

Stress the ne..que which is so

important.

This is rather a large subject tobe covered here.

Page 305 cf the text has rather agood vocabulary test. This wouldbe more effective if taken acouple of weeks early.

130

Evaluation

Students should be able to recog-nize the difference in meaningwith a minimum of difficulty.

Vocabulary tests of this typecan be prepared at intervalsperhaps v.sing a lesser known

but equally important meaningfor the words. This shouldaid in evaluation of studentreading comprehension.

The test can be set up to selectthe correct answer from a listof words or definitions andwrite the corresponding letterin the blank.

Concept To Be Teusht

UNIT TITITTY-ONE

(a) The past conditional

(b) Contmry to fact conditions

(c) Prepositions avant and

devant

(d) Marie Curie

(e) Reading

12L

1 131

References

Francais Vivant II, u. 141

French Review Exercises,

up. 76-77

As above

No references available

Initiation a la Culture''rancaise, pp. 215 -217

125


Review conditions in the present This can be another break tobefore starting the past condition- test the last three units andal. to evaluate student progress.

These conditions are quite dif-ficult for the students toremember.

This should provoke some discus-sion among the students rho havea particular interest in thesciences.

'. 132

Try to use the seine type ques-tion which will be used on thefinal exam at the end. of theyear so that students will be-come accustomed to the form.

It is well to give an exampleof each type question. Other-wise the student may not knowwhat is required.

126


UNIT TITE'NTY-TT O

(a) Verbs falloir and devoir

References

(b) L'Heritage du Grand Siecle L Heritage francaiss p. 76

(c) Reading comprehension

(1) Prose

(2) Poetry

Initiation a la Culturefrancaises pp. 107-117

1 133

127

.Special Comments Evaluation

The text gives a good summary ofthese two important verbs.

This discussion may be rather in-volved for most of the classes.It looks as if only the more ad-vanced sections may be able tocover this part of the text.

This appears to be one of themore difficult exercises.

Some effort should be made tocover some of the !Downs presentedin the text, . This must necessarilybe modified according to the in-dividual teacher's interest andknowledge of French pootry.

In order to be certain thatstudents understand the textthey can be given some "reallife" situations to selectthe proper verb.

In the "Exercise de redaction"there is an exercise to bewritten on a recent film. Thiscan be used should the entireclass see such a film.

13

128


UNIT TE',ITY-TURNE

(a) Le Gouvernment

References

(b) Uso of faire in weather Mauger I, Do h2expressions Dale end Dale Level I, p.153

(c) Pendant, det,uis, dans, and en Dale and Dale Level I (depuis)

(d) LIHeritage Rcmantique du L'Feritage francais, p. 143Dix -neuvieme siecle

(e) RLading comprehension

1 135


This initial reading for conversa-tion should lend itself to a gooddiscussion of our own federal,state and local governments.

This seems rather late to intro-duce this concept. Probably theteacher will have been suing theverb in this connection conversa-tionally for some time.

In any event the studentsshould be well aware of thisspecial use of the verb faire.

This can also only serve as anintroduction to this important era.

This contains an exercise on theuse of the vocabulary in sentences.This type of exercise seems ef-fective for vocabulary buildingand testing.

136

130


UNIT TI1ENTY-FOUR

(a) Use of quitter, laisser and Dale and Dale Level II, p. 136

partir

(b) Conjunctions quand, lorsque, Dale and Dale Level II, n. 28

aussitot que, and des que.

(c) Reading comprehension

*'. 137

131


If enough time remains in the school year, the classes an be testedon these last three units before a final examination is held. At thetime of this writing no teacher guide or suggested examination isavailatle, nor are the tapes which accompany the text. We are hope-ful that some tests will be available from the publisher Which canbe used to evaluate student progress. If these become availableit will be absolutely necessary that they not be given to the stu-dents to keep, but merely returned after teJting for them to seetheir mistakes and then be picked up again. This method has workedout very well in the Spanish program where such taste are available.The tests should be revised from time to time as the occasion seemsto demand.

In addition to the usual reading for comprehension at the end ofeach lesson, this chapter continues with a 30-page mystery story.This latter need not be covered in sequence but can be given tothe classes at the discretion of the teacher.

The students should try to develop comprehension of such materialwithoui, the use of the dictionary, if at all possible. They shouldbe watched closely that they do not write English vocabulary wordsin the book since this holds back their vocabulary development andoverall comprehension.

APTINDIX A

Testing the Four Skills

1 133

132

Testing the Four Skills

Following are some suggestions for helping test the four skills.

Item types have been gathered from tests that have already been pub.

lished or that are soon to be published. Teachers should be able to

adapt at least some of these to their own classroom tests.

Listening Comprehension

1. True-False Statements. The speaker or tape presents a

number of statements, each statement being presented

twice. The student indicates in some prearranged manner

whether the statement is true or false.

2. Action-Response or Body Motion. The student carries out

the commands given by the speaker.

3. Multiple Choice. Type "a" below involves some ability to

read; in types "b" through "c' the multiple choice answers

may be presented orally or maybe written on the st,dent's

test.

a. Sound Discrimination. The student's test contains a

set of four statements with slightly different mean-

ings but with similarities in sound. The speaker or

tape repeats one of the four statements twice. The

student checks the statement read.

Speaker: I hate cake.

Choices! A. I bake cake.

R. I hate cake.

C. I ate at eight.

D. I ate cake.

140

(Twice)

b. Recognition of Correct Answer to Question PresentedOrally.

The speaker or tape asks a question. The student indicates

which one of the four responses is the correct one,

Speaker: What do you answer when you are asked "How are you"?

Choices: A. You're welcome.

B. Nine o'clock.

C. Fine, thanks.

D. At home.

c. Recognition of Correct Completion of Incomplete Statement

Th.) speaker or tape presents an incomplete sentence. The

student chooses the word or phrase which best completes

it.

Speaker: I eat because (Twice)

Choices: A. I am tired.

B. I am hungry.

C. I am doing my homework.

D. I like television.

a. Recognition of Multiple Choice Answers Based on

Passage Presented Orally. The speaker or tape

presents a conversation or passage ttice. Each

question is presented orally twice. The student

selects the proper answer for each question from

the four choices giveA,

Speaker: Mrs. Jones stepped in front of heraparttent door.' She was discouraged.She had lost her keys. Her husbandwa6 in the hospital, very ill. Aerdaughter, whom she had met on thestreet, had told her that she hadflunked her history exam.

'. 141

134

1, Where mas Mrs. Jones?

A. On the street

B. In the hospital

C. In front of her apartment door

D. In school

Spea%ing Ability. A test for speaking ability should be short so

that if it is recorded, it will be possible ior the teacher to listen

to all the answers and score them, and if the test is given to one

student at a time, it will be possible for the teacher to get to each

studenb. The latter procedure may make it necessary to make a differ-

ent test for each student or seeing each student privately and in such

a manner that there will be no communication between a student mho has

finished and those waiting to be tested. Scoring might be based on how

soon the student responds, how good his pronunciation and intonation

are, and how accurate his answer is. Most of the item types listed

below involve listening comprehension as well.

1. Mimic or Echo. The student repeats what he hears.

2. Oral Reading. The student reads a passage aloud.

3. questions. The student may be asked to answer questions

himself or about other topics. He may be asked to answer

some questions in the affirmative and some in the negative.

h. Directed Dailog. The student is told to ask someone a

question, or he may be told to relay a message to another

person.

5. Respon0 to Picture. The student is instructed to respond

orally to a picture.

". 142

135

Reading Ability. The following question types have been used for

many years to test reading ability.

1. True-False Questions.

2. Ouestionc: on content.

3. Summaries.

4. ilef.111ing of items.

5. Completion.

6. Multiple choice.

Writing Ability. Writing ability should be tested at the subsentence,

sentence, and paragraph levels.

1. Subsentence Level.. Sentences are used in which one element,

rtsually a word, is deleted and has to be supplied by the

student. Words deleted should be non-content words such as

prepositions, pronouns, conjunctions, negatives, auxiliary

verbs, basic idioms, articles. Each item should have only

one possible answer,

1. He wrote not one sentence, two.

2. She gone to tha movies every night this week.

3. I picked U0 very book he was looking for.

2. Sentence Level. The following item types are among those

that can be used to test writing ability at the sentence

level.

a. Dehydrated or Fill-out. A sentence is "dehydrated"

(words deleted), and the student must restore it to its

original dimension. Words should be used in the order

given, and some ihdication should be given as to the

approximate length desired for the completed sentence:

1 143

33fL

"Construct an acceptable sentence of between ken and

fifteen words, using the words in the order given."

(1) go concert if buy ticket

(I will go to the concert if I can buy a ticket.)

b. Rewrite. The student is instructed to change a sentence

by changing the tense, or subject or number or to make

any other change desired.

c. Rejoinder. A rejoinder is written in response to an

utterance.

(1) 'You're late again. (It wasn't my fault this time.)

(2) Finish your homework. (I'm too tired.)

3. Paragraph Level.

a. Paragraph Writing. The student is instructed to write

a paragraph based on the eleAents given.

Using the items listed below, write a paragraph ofabout fifty words.

Winter vacationJohn and JoeNew skisBroken armSkis intact

b. Rewriting. The student is asked to rewrite a given para-

graph changing the time, changing the point of view, etc.

a. Combining Sentences. The student is asked to combine

isolated sentences into a paragraph. The sentences will

be structured to produce the desired type of response.

d. Fill-ins. A paragraph is presented containing blanks in

place of certain words that have been deleted. An ac-

ceptable paragraph is to be reconstructed by filling in

the blanks.

1 14

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