LCPS AP French Language and Culture Syllabus 2013

Advanced Placement ®
French Language and Culture
Syllabus 2012-2013

COURSE DESCRIPTION : Advanced Placement ® French Language and Culture
The Advanced Placement (AP) French Language and Culture course is holistically
designed to offer students a proficiency-based, rigorous college-level experience to
maximize their potential in interpretive, interpersonal, and presentational skills in
French. The following graphic displays the six global, overlapping course themes of
instruction and their related sub-themes:

The Loudoun
County Public Schools Advanced Placement ® French Language and Culture course actually begins in
Level I, where students gradually develop the essential listening, speaking, reading and writing skills
embedded in culturally authentic, meaningful contexts during their first three years of study. This will
enable students to function at more advanced cognitive, analytical, and communicative levels as the
pre-AP ® sequence begins in Level IV Honors. Students will build confidence in French by continually
developing comprehension and comprehensibility, a rich breadth of vocabulary, language control,
communication strategies, and cultural awareness throughout the curricula of study from Levels I-AP. In
order to connect the course with the ACTFL National Standards of Foreign Language of Learning for the
21st Century, students will be expected to communicate entirely in the target language in AP ® French
Language and Culture as they compare and contrast Francophone cultures with their personal
communities and connect their studies with other disciplines in their high school curricula.
ON PARLE FRANÇAIS!

1


French will be the dominant language of communication in this course between the teacher and
students. Students will learn techniques by which they can use other vocabulary and structures to
indicate meaning in situations where specific terminology is not yet known. The goal is to develop a

comfortable setting in which there is an appreciation and love for French language learning where
students feel free to take risks in order to maximize their level of proficiency.
INSTRUCTIONAL PRACTICES and ASSESSMENT
AP ® French Language and Culture course instructors will design their instructional techniques to set
reasonable learning objectives for students. They will also describe acceptable performance at distinct
achievement levels as designated in the AP ® scoring rubrics, design thematic instruction supported
by a variety of interesting, meaningful classroom activities, and then assess student progress towards
the initial objectives per unit. Teachers will be responsible for differentiating or redirecting instruction
as needed to strengthen proficiency skills. A large majority of the summative assessments in Levels IAP will be designed to be similar in style to the AP ® French Language and Culture exam.
The following six groups of learning objectives will be used to design activities throughout the scope
and sequence of French I –AP:
Spoken Interpersonal Communication
Written Interpersonal Communication
Audio, Visual, and Audiovisual Interpretive Communication
Written and Print Interpretive Communication
Spoken Presentational Communication
Written Presentational Communication
College Board Advanced Placement (AP) French Language and Culture Course Design


Align with national standards
Course revisions integrate the instructional goals, Communications, Cultures, Connections,
Comparisons, Communities, as outlined in Standards for Foreign Language Learning in the 21st
Century.



Focus on communication
Students will demonstrate proficiency in the three modes of communication: Interpersonal,
Interpretive and Presentational.



Encourage cultural awareness
Students will develop an awareness and appreciation of aspects of the target culture, including
products (tools, books, music, laws, conventions, institutions); practices (patterns of social
interactions); and perspectives (values, attitudes, assumptions).



Incorporate a thematic approach
A thematic structure enables students to study a variety of concepts in interesting, meaningful,
and engaging contexts.



Provide clear learning objectives
The learning objectives describe the college-level knowledge and skills students need to succeed
on the AP Exam.
2




Provide achievement-level descriptions
Performance indicators enable teachers to gain insight into students’ performance and adjust
curriculum and instruction to meet their needs.
The
be

following is a more specific language skill
breakdown accompanied by activities which shall
completed by students:

LISTENING:
Students
will be introduced to new vocabulary, conversational patterns,
and
grammatical structures via constant target language use by
the teacher. There will be opportunities for students to hear a variety of
Francophone speakers to provide authentic models by which students can
effectively develop their aural/oral interpretive skills.

It is vital for students to take notes when listening to dialogues or exchanges for which they are being
asked to seek information to provide assistance when answering questions. Students will facilitate their
own growth in listening comprehension by working in cooperative learning groups where they must
communicate with each other to express messages in response to prompts from their partners. A
general list of activities follows, all designed for acquisition of stronger listening comprehension skills:
 Audio recordings from classroom text publications
 Authentic recordings/broadcasts from French language media programs (i.e. radio, television,
film, Podcasts)
 Classical and popular French music, ranging from traditional compositions to modern top singles
in the French speaking world
 Opportunities to speak with Francophone guests
 Communicative exercises and games

SPEAKING:
Students will continue to develop speaking proficiency in French via a particular sequence. They will
first orally reproduce models presented, focusing on style, intonation, and correct pronunciation.
Students subsequently will engage in interpersonal conversational exercises to gradually master newly

introduced thematic vocabulary and supportive grammatical sequences. By maintaining French as the
essential language of communication, students will improve their speaking ability since their thought
patterns will be focused on responding in the target language Students will gain greater confidence in
presentational speaking by taking risks in communicative exercises, all in an enriched, supportive
academic environment. They will acquire a greater sense of both formal and informal forms of the
French language, often times acquiring vernacular expressions from their assigned exercises.

3


A general list of activities follows, all designed for acquisition of stronger speaking skills:
 Recycling vocabulary and structures
 Conversational activities in both direct and cooperative
learning settings
 Dialogue performances / Mini-speeches / Readings / Picture
Sequence Descriptions
 Role-play / Dramatizations / Skits / Songs / Games
 Interviews / Oral practice drills / Question sequences /
Debates

READING:
Students will improve reading skills while refining the listening and
speaking elements of newly acquired vocabulary and structures. Students will learn additional
vocabulary and grammar patterns from context-based readings in individual and collaborative group
settings. Readings will be derived from textbook exercises and authentic resources. Students will be
formally exposed to samples of classic and modern French literature as part of their studies. Students
will read silently and aloud to promote guided literacy skills, supporting the acquired listening/speaking
skills. They will learn to effectively read a text, summarize, and offer analysis of various literary
elements which drive the theme, content, and style of the reading. Students will also make connections
and comparisons to their native cultures via the study of the Francophone culture in their readings.

Students will develop critical thinking skills in the target language in response to both closed and openended exercises based on their reading activities. Finally, students will interpret texts to answer related
questions, interact with the teacher and classmates orally on the theme(s) associated with the text,
and create original presentational responses based upon their readings.
A general list of activities follows, all designed for acquisition of stronger reading skills:
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French literary excerpts from a variety of sources
French Plays
Novels
Poetry
Songs
Online Newspaper Articles and Advertisements
Journals/Magazines
Devinettes

Short stories
Essays
Textbook assigned readings
Comics
Peer compositions
Riddles
Proverbs / Idiomatic expressions
Subtitled films
Games

WRITING:

4


Students will increase their written proficiency in French by engaging in a variety of directed and openended activities, in support of the previously outlined skills of listening, speaking, and reading.
Students will respond in informal and formal styles. They will begin by writing new vocabulary, extend
to patterned exercises of grammatical structure and style, respond to questions / exercises focused on
acquisition of new structures and enrichment of previously introduced items, and finally graduate to
direct application of learned structures in more composition-based activities. Students will be required
to spell French words and use grammatical structures correctly to build language control and support
their level of proficiency. They will also learn how to compose an introduction, supportive body, and
conclusion to a thematic composition. Various creative writing styles shall be implemented, including
descriptive, compare/contrast, persuasive, and critical response formats. Students will make
connections from the texts they read and use them as prompts to compose their own work.
A general list of activities follows, all designed for acquisition of stronger writing skills:

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Responses to textbook-based and teacher-created exercises
Vocabulary strengthening exercises
Personal Journals
In-Class Timed Writings/Themes
Homework-assigned compositions / themes
Skits / Dialogues
Creative writing essays
Poetry
Songs
Speeches
Debate responses
Games
Dictations
Pen pal communicative activities
Calligrams
Critiques

Descriptive / Persuasive / Compare-Contrast Essays

MAIN TEXTS / RESOURCES:
Students will use a variety of textbook-based and authentic resources throughout the year in AP ®
French Language and Culture. The following is just a basic list of the many resources which shall be
employed in the course:
MAIN TEXT SERIES:

Dietiker,
Simone Renaud and
Dominique
Hooff. En Bonne Forme. New York, New York:
Houghton-Mifflin Company, 2006.
Civilisation progressive du franỗais: niveau debutant. Grand-Clộment, Odile,
CLE International, France 2007.

van

5


Civilisation progressive du franỗais:niveau intermộdiaire. Grand-Clộment,
Odile, CLE International, France 2008.
Pộcheur, Jacques. Civilisation progressive du franỗais: niveau avancộe. CLE
International, France 2010.
Ladd, Richard. Allons au-delà. Pearson, 2012.
Ladd, Richard. AP French: Preparing for the French Language and Culture
Exam. Pearson, 2012.
Mitschke, Chérie. Imaginez: Le franỗais sans frontiers. Vista Higher Learning,
2012.

Sturges, II, Hale, Linda Craig Nielsen, and Henry L. Herbst. Une fois pour toutes. White Plains, New
York: Longman Publishing Group, 1992.
Vocabulaire progressif du franỗais: niveau avancée. Grand-Clément, Odile, CLE
International, France 2004.
NOVELS:
(de) Saint-Exupéry, Antoine. Le Petit Prince. Luỗon (Vendộe): Gallimard,
2000.
Sartre, Jean-Paul. Les jeux sont faits. Luỗon (Vendée): Gallimard, 1990.

THE ADVANCED PLACEMENT® FRENCH LANGUAGE AND
CULTURE EXAM :
Tuesday, May 14,

2013, PM Exam (12:00pm start time)

Students enrolled in the AP® French Language and Culture course will take the Advanced Placement®
French Language and Culture exam on Tuesday, May 14, 2013 during the afternoon session. Students
will be given every opportunity to be thoroughly prepared for the assessment via the activities
completed in class. They will be continually assessed in the exact same format and expectation level as
on the AP exam.
Students will be afforded opportunities to practice for the AP French Language and Culture exam in the
following manners:





Class time activities
Practice AP tests scheduled regularly throughout the year
Individual meetings upon request and also upon requirement

Rộussissons au cours de franỗais AP! County-wide meetings for AP students and
teachers
It is vital that we see our class as a team of students who are all striving for
the best score on the exam…The ultimate goal overall, however, is for students to
participate in this course and learn as much French as possible. The teacher will be here
to support you along the way!

IN-CLASS ASSESSMENTS: In order to adequately prepare students for the May 2013 AP
French Language

6


and Culture exam, scoring rubrics matching those for the spring assessment will be used
throughout the
year when grading students on their SPEAKING and WRITING (timed writing
/compositions) assignments. A
percentage grade shall be assigned to the performance according to the following
generalized tables.
AP ® French and Language 2012-2013 Scoring Guidelines:
Presentational and Interpersonal Speaking and Writing Assessments

AP ® FRENCH LANGUAGE AND CULTURE SCORE GUIDELINES
5 : Response demonstrates strong
communicative skills.
4: Response demonstrates good communicative
skills.
3: Response demonstrates fair
communicative skills.
2: Response demonstrates weak

communicative skills.
1: Response demonstrates poor
communicative skills.
0: The response is totally incomprehensible or does
not address the question at all. / Unacceptable

PERCENTAGE EQUIVALENT
AP ® French Language and Culture
98% A+ (5+)
95%A (5)
92% A- (5-)
88% B+ (4+)
85% B (4)
82% B- (4-)
78% C+ (3+)
75% C (3)
72% C- (3-)
68 % D+ (2+)
65%D (2)
62% D- (2-)
58% F (1)
0% F (0)

* Note: Student compositions shall be composed on college-ruled notebook paper with writing
on every other
line. Typed assignments will not be accepted unless otherwise proscribed by the teacher.
The specific rubrics for the AP ® French Language and Culture 2013 Scoring
Guidelines are attached at the back
of this syllabus, specifying all of the details which show the characteristics
of

each performance factor listed in
the charts above to the left.

Advanced Placement®
French Language and
Culture
Thematic Program of Study
7


SEMESTER I :
I. THÈME 1 : La vie contemporaine
A. L’éducation formative :
o Bravo, pp. 73-74 (Vocabulary and Reading)
o Interaction, Chapitre 8, pp. 250
 Cultural focus and literary reading
o Song : Si Jộtais Prộsident by Gerard Lenorman
o Civilisation Progressive du Franỗais – Niveau Intermédiaire, Chapitre 18, À l’école, p.
110-115
o L’Enfant noir : Le départ pour l’école, reading by Camara Laye
o « Partir étudier aux Etats-Unis » (article on Vision)
o « Les étudiants repoussent leur travail » (article on Vision)
o Article : « Le retour de l’école du passé (article on Vision)
o Article : « L'iPod utilisé comme antisèche » (on Vision)
o Article : « Internat: pension magique? » (on Vision)
o Students read poem and respond to questions. They then write their own poem about
their school experience « GRAND CŒUR MALADE – L’éducation Nationale » (on Vision)


Grammaire / Structure en Contexte :

o Le genre des noms
o Les articles définis, indéfinis, partitifs
o Le présent
o L’impératif
o Le passif

AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Text: Sélection 6: pp. 14-15 – L’école
Interpretive Communication, Print Texts: Sélection 32: pp. 68-69 – L’école
Interpretive Communication, Print and Audio Texts: Sélection 2: pp. 88-89 – Le bac
Interpretive Communication, Audio Texts: Sélection 28: p. 154 – L’université
Interpersonal Writing, E-mail Reply: Courriel No. 9: p. 172 – L’université
Presentational Writing, Persuasive Essay: Sélection 4: pp. 184-85 – Le bac

Liens électroniques
o Article : « Zappe ton prof » />o Podcast : Vox Pop Nouveaux Savoirs (Université de Montréal) Pourquoi les étudiants
étrangers choisissent-ils l’Université de Montréal
/>v=7iIUvuFAuGg&safety_mode=true&persist_safety_mode=1
o Watch and respond to questions about Daniel Pennac « Chagrin d’école » (questions
on Vision). There is also a PowerPoint (on Vision) to introduce Daniel Pennac
8


o
o

/>v=JkE4njEGS5o&safety_mode=true&persist_safety_mode=1
Read article « Les Ecoles en France » and answer questions. (worksheet on Vision)
/>Le système éducatif en France
/>

FILM: « M. Lazhar » (2011)
SUGGESTED UNIFIED THEMATIC PROJECT:
Interpretive Task

Interpersonal Task

Presentational Task

Students read a text from
Le Nouvel Observateur
« Faut-il supprimer le
bac?», a survey from Le
Figaro,
rsonscho
ol.com/asset_mgr/current/
20116/PresentationalWriti
ng20.pdf and an audio
source from Canal
Acadộmie ô Le
Baccalaurộat doit-il
disparaợtre ? »

Students compare and contrast in
groups / teams the American vs.
French educational systems by
looking at the advantages and
disadvantages of each from their
personal perspectives. They may
create tables of advantages /
disadvantages of each system to

set into play in a debate setting
as well.

Students compose a persuasive
essay, referencing each of the
examined resources and using their
created tables of advantages /
disadvantages to answer the
following questions :

alacademie
.com/apprendre/fiche.php
?id=36. They answer a
series of teacher-created
comprehension questions
based on the above
resources to check for
understanding of the
presented material.

(1) Est-ce que le bac reste une
marque d’excellence à
laquelle on aspire à la fin des
études secondaires ou est-ce
que les nouvelles formules
du bac ont amoindri
l’importance de l’examen
jusqu’à le rendre inutile ?
(2) Est-ce un héritage du passé
d’être mis au goût du jour ?

B. Les voyages :
Allons au-delà :
 LECTURE 1 : Montesquieu : Lettres persanes
 LECTURE 2 : Jules Verne : Le tour du monde en 80 jours
o Imaginez !, Leỗon 8 : Sộvader et samuser
o Interaction, pp. 214-215
o If you had 15 days paid vacation, which destination would you choose and
why ?
 Students will write a travel article on a destination from a recent trip or
next planned trip
o Quant à moi, pp. 216-223, Documents et Lectures
o Reading « Les petits secrets des chambres d’hôtes » (on Vision)
9




Grammaire / Structure en Contexte :
o Le passé récent
o Le passé composé
o L’accord du participe passé avec les temps composés
o Le passé simple

AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Text: Sélection 11: pp. 24-25 – Les Taxis
Interpretive Communication, Print and Audio Texts: Sélection 12: pp. 108109 – SNCF
Interpretive Communication, Audio Texts: Sélection 17: p. 144 – Une visite
guide
Interpretive Communication, Audio Texts: Sélection 27: p. 154 – Le voyage

Interpretive Communication, Audio Texts: Sélection 31: p. 158 – Un trajet en
métro
Interpersonal Writing, E-mail Reply: Courriel No. 10: p. 173 –
L’environnement
Interpersonal Speaking, Conversation: Sélection 1: p. 200 – Le voyage

Liens électroniques
o Podcast : />o Song : Hiro by Soprano (plus-que-parfait and past conditional) : Students discuss what they
would do if they could travel through time / />v=7iIUvuFAuGg&safety_mode=true&persist_safety_mode=1

SUGGESTED UNIFIED THEMATIC PROJECT:
Interpretive Task
Interpersonal Task
Students listen to / read Les
vacances
( />ch/civ/vacance/vacan.htm)
and Les Transports
( />iv/transpor/transp.htm) and
complete the associated listening
/ reading / writing exercises
contained within the site pages.

Students create a dialogue
between a travel agent and a
prospective traveler to a
Francophone country or region of
the world, discussing what they
will do or will have done / could
do or could have done as part of
the trip ahead citing experiences

from past experiences to support
plans for the trip being discussed.

Presentational Task
Students perform
dialogue skits
composed as their
interpersonal tasks
as observing
students write
questions and
answers based on
what they hear / see
to be posed to their
classmates as an
interactive
assignment in
conjunction with the
presentational task.

10


II. THÈME 2 : Les défis mondiaux
A. L’économie :
 Bravo, p. 278 – Reading L’argent
 Student Debate : Keep the euro or return to the franc ?
 Read L’homme d’affaires from Le Petit Prince
 Read Les lettres persanes by Montequieu
Grammaire / Structure en Contexte :

o L’imparfait
o Le plus-que-parfait
o Le passif au passé
AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Text: Sélection 30: pp. 62-63 – Le
microcrédit
Presentational Writing, Persuasive Essay: Sélection 1: pp. 176-179 –
L’économie
Interpersonal Speaking, Conversation: Sélection 9: p. 208 – La banque
Interpersonal Speaking, Conversation: Sélection 10: p. 209 Les SDF

Civilisation Progressive du Franỗais, Niveau Intermédiare
Chapitre 11 -- La France dans l’Europe et dans le monde pp.72-75

Liens électroniques
Website for current events www.1jour1actu.com
SUGGESTED UNIFIED THEMATIC PROJECT:
Interpretive Task
Interpersonal Task
Students listen to / read
Passer à l’euro
( />nguages/french/news/eco
nomy/euro_france.shtml)
and complete the
associated listening /
reading / writing exercises
contained within the site
pages. Teachers may also
choose to create content /
application questions

related to the listening /
reading exercise for
checking comprehension.

Students write a dialogue
between a banker and a
homeless man sitting on the
front steps of the local bank
who has only francs, but no
Euros, incorporating as much
vocabulary and structures
related to the unit as
possible. Students also want
to tackle the issue of
homelessness and the ways
in which society may help
someone in such unfortunate
conditions of unemployment
and financial struggle.

Presentational Task
Students write an persuasive
essay incorporating previous
research and readings from the
unit to provide justification for
their viewpoint concerning the
maintenance of the Euro versus
the return of the franc in France.

11

B. La paix et la guerre
Allons au-delà :
 LECTURE 1 : Arthur Rimbaud, Le dormeur du val
 LECTURE 2 : Paul Éluard, Liberté
 LECTURE 3 : Jacques Prévert, Familiale
 LECTURE 4 : Guy Môquet, La lettre de Guy Môquet
 Quant à moi, Chapitre 5, p. 181, readings
o
o
o
o

L’Amérique touchée au cœur
New York, la ville qui ne dort jamais, est devenue fantôme !
11 septembre un an déjà
Le terrorisme : A qui la faute ?

Civilisation Progressive du Franỗais, Niveau Intermộdiare
Chapitre 7 -- La France Moderne, pp. 50-51


Grammaire / Structure en Contexte :
o Le futur proche
o Le futur
o Le futur antérieur
o Le conditionnel présent
o Le conditionnel passé

AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Text: Sélection 28: pp. 58-59 – La guerre

Liens électroniques
 Chanson :
Tryo « Toi et moi »
/>v=LloxpbkJpJg&safety_mode=true&persist_safety_mode=1
In response to the lyrics, students will develop a list of « social » concerns or problems
as viewed by the French. Students wil then evaluate if their home country places more
or less importance on these listed items. By comparing, students will explore the
values of the contrasting society.

12


SUGGESTED UNIFIED THEMATIC PROJECT:
Interpretive Task
Interpersonal Task
Students listen to / read Le
jour “J,” Le grand jour de
la libération
( />ps/ifl/languages/french/n
ews/quizengine?
quiz=frnews_d_day;temp
lateStyle=frnews_d_day)
and complete the
associated listening /
reading / writing exercises
contained within the site
pages. Teachers may also

choose to create content /
application questions
related to the listening /
reading exercise for
checking comprehension.

Students write a
conversation between a
news journalist and an
important historical figure
associated with D-day /
World War II in France.

Presentational Task
Students present their own
personal perspective in a
persuasive essay to justify their
position on ways in which the
world may prevent further
breakouts of war and to
maintain peace in societies that
are in consistent strife.

C. L’alimentation :
Allons au-delà :
 LECTURE 1 : Émile Zola : Le ventre de Paris
 LECTURE 2 : Maryse Condé : Rêves amers
 LECTURE 3 : Dans la vie de tous les jours :
 Une génération « élevée au fromage pasteurisé et au soda »
 Cantines scolaires : Ce que l’on vous cache

 pp. 66-71 Rêves amers : une jeune fille Haïtienne parle de son travail dans un fast-food à
Port –au-Prince
o Les exercices « pour communiquer » aux pages 72&73


Bravo :
o « Comment offrir à boire ou à manger » aux pages 60-70
o Sujet : Savoir/Vivre à table en France. aux pages 61-69



Grammaire / Structure en Contexte :
o Les phrases conditionnelles
o L’emploi du verbe devoir

AP French: Preparing for the French Language and Culture Exam:
13


Interpretive Communication,
recette
Interpretive Communication,
gastronomie franỗaise
Interpretive Communication,
Bien manger
Interpretive Communication,
Restaurant Gilles
Interpretive Communication,
113 Un menu
Interpretive Communication,

119 – Les Brownies
Interpretive Communication,
125 – Les fajitas

Print Text: Sélection 15: pp. 32-33 – Une
Print Texts: Sélection 36: pp. 74-75 – La
Print and Audio Texts: Sélection 1: pp. 86-87 –
Print and Audio Texts: Sélection 6: pp. 96-97 –
Print and Audio Texts: Sélection 14: pp. 112Print and Audio Texts: Sélection 17: pp. 118Print and Audio Texts: Sélection 20: pp. 124-

Liens électroniques
 /> good big site discussing health and
nutrition in schools
 />doc=allergie_vue_ensemble_pm allergie aliment
 />v=oqcdpSamzgw&safety_mode=true&persist_safety_mode=1taires definitions +
nutritioniste videos (recettes) ….from Canada – fun
 />v=Q1FgR9Mdo6c&safety_mode=true&persist_safety_mode=1 you tube - allergy
explanation
 />v=oqcdpSamzgw&safety_mode=true&persist_safety_mode=1 Canadian video about
allergies – song and funny!
 recettes
saines….bon pour la santé
 des
recettes saines et bon marché…the site has videos….
 santé/obesité/ nourriture/diététique….good
vocabulary….
 article
ci-dessous
 article sur la nourriture et la
santé dans les écoles

14




BBC website
on allergies/foods etc….to be explored

SUGGESTED UNIFIED THEMATIC PROJECT:
Interpretive Task
Interpersonal Task
Students listen to / read Les
vertus cachées du sucre
( />fl/languages/french/news/qu
izengine?
quiz=frnews_sugar;templat
eStyle=frnews_sugar),
Maigrir, pour qui et
pourquoi?
( />fl/languages/french/news/qu
izengine?
quiz=frnews_diet;templateS
tyle=frnews_diet) and
L’obésité
( />fl/languages/french/news/qu
izengine?
quiz=frnews_obesity;templa
teStyle=frnews_obesity) to
complete the associated
listening / reading / writing

exercises contained within
the site pages. Teachers
may also choose to create
content / application
questions related to the
listening / reading exercise
for checking

Students organize a debate
regarding the nutrition value
of foods in their native
cultures versus those in the
target culture and ways in
which one may stay in good
physical and mental health.

Presentational Task
Students write a persuasive
essay citing information from
the three sources previously
utilized for the interpretive task
and the debate activity to
defend their point of view
regarding the nutrition value of
foods in the native culture vs.
the target culture and ways in
which an individual can reach
optimal physical and mental
health.

15


comprehension.

III. THÈME 3 : La science et la technologie
La recherche et ses nouvelles frontières / Les découvertes et les inventions :
Allons au-delà :
 LECTURE 1 : Birago Diop : La lance de l’hyène
 LECTURE 2 : Dans la vie de tous les jours : Un appareil qui retranscrit du texte en braille
consacré au Concours Lépine
 Essay/Presentation : Imagine how your life would be without technology. Compare pros
and cons.
 Discussion groups : How has technology changed our personal relationships ?
 Debate : Choose three new inventions. Debate why these are or are not good or
necessary objects.
 Student voice thread : « What is the most important piece of technology (device) for
you ? Could you live without it ? Explain »


Grammaire / Structure en Contexte :
o Le subjonctif
o La concordance des temps au subjonctif
o Comment éviter le subjonctif

AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print and Audio Texts: Sélection 3: pp. 90-91 –
Ipod App
Interpretive Communication, Print and Audio Texts: Sélection 7: pp. 98-99 –
Téléphone

mobile
Interpretive Communication, Print and Audio Texts: Sélection 10 p. 104105 – Propriété
Intellectuelle
Interpretive Communication, Audio Texts: Sélection 2: p. 129 – La
technologie moderne
Interpretive Communication, Audio Texts: Sélection 9: p. 136– Le sciencefiction
Interpretive Communication, Audio Texts: Sélection 22: p. 149– Les
satellites
Interpersonal Writing, E-mail Reply: Courriel No. 166: p. 166 – Un courriel
Interpersonal Speaking, Conversation: Sélection 3: p. 202 – Les textos

Liens électroniques
 Read article from le Nouvel Observateur : Le Bourget LE BOURGET : un avion-fusée
pour relier Paris à Tokyo en 2h30 (see article in Vision if link doesn’t work) and watch
16







video />Podcast :
/>ml
/> />
SUGGESTED UNIFIED THEMATIC PROJECT:
Interpretive Task
Interpersonal Task
Students listen to / read Les
pirates de la carte à

puce
( />fl/languages/french/news/qu
izengine?
quiz=frnews_credit_cards;te
mplateStyle=frnews_credit_
cards) to complete the
associated listening /
reading / writing exercises
contained within the site
pages. Teachers may also
choose to create content /
application questions
related to the listening /
reading exercise for
checking comprehension.

Students hold a debate
proposing alternate
viewpoints regarding
intellectual property
and the ability of the
average citizen to
download music, video,
and other media
without monetary
dispensation.

Presentational Task
Students write a persuasive essay
citing information from sources

previously utilized for the interpretive
task and the debate activity, as well
as those utilized in class or via their
own research, to defend their point
of view regarding the protection of
intellectual property.

SEMESTER II:
IV. THÈME 4 : La quête de soi
A. L’aliénation et l’assimilation :
Allons au-delà :
LECTURE 1 : Gabrielle Roy : Vincento
LECTURE 2 : Azouz Begag : Béni ou le paradis privé
LECTURE 3 : Immigration : Ces étrangers, élèves modèles
17


Imaginez !, Leỗon 5 : La sociộtộ en ộvolution
Grammaire / Structure en Contexte :
o
o
o

L’infinitif et les propositions infinitives
Le participe présent et le gérondif
Le discours indirect

AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Texts: Sélection 37: p. 76 – L’aliénation et l’assimilation
Interpretive Communication, Print Texts: Sélection 39: p. 80 – L’aliénation et l’assimilation

Interpretive Communication, Audio Texts, Sélection 20, p. 147– L’aliénation et l’assimilation:
L’écrivain maghrébin / Tahar Ben Jelloun
Interpretive Communication, Audio Texts, Sélection 27, p. 154– L’aliénation et lassimilation:
Les Franỗais qui cherchent sexpatrier au Brộsil
Liens ộlectroniques
1. La ‘dolce invasione’ – Les Italiens à Paris
/>quiz=frnews_italians;templateStyle=frnews_italians
2. Le menace Al-Qaida est réelle en France
 />quiz=frnews_fundamentalists;templateStyle=frnews_fundamentalists
SUGGESTED UNIFIED THEMATIC PROJECT:
Interpretive Task
Interpersonal Task
Students read Béni ou le
paradis arrivé and complete
a series of content-based and
application/analysis questions
regarding the story.

Students write an e-mail to
their teacher regarding the
treatment of a new classmate
from Sénégal in their French
class from their personal
perspective culturally.

Presentational Task
Students present a
persuasive plan of action to
their classmates about ways
in which to learn from each

others’ differences in order to
create a comfortable
classroom environment for
new students.

B. Le genre et la sexualité
LECTURE 1 : Dépénaliser l’homosexualité (Lien électronique)
/>
18


LECTURE 2 : Combattre mondialement l’homophobie (Lien électronique)
/>LECTURE 3 : L’implication des hommes , nouveau levier dans la lutte pour l’égalité sexuelle
(Lien électronique)
/>Grammaire / Structure en Contexte :
o Les pronoms compléments
o Les pronoms accentués
D’AUTRES Liens électroniques
1. La parité des sexes au travail
/>quiz=frnews_discrimination;templateStyle=frnews_discrimination
2. Le mariage homo – une victoire symbolique ?
/>quiz=frnews_gay_marriage;templateStyle=frnews_gay_marriage
3. Allemagne : Le marché du mariage sur catalogue
/>4. Les nouveaux contrats de complaisance
 />SUGGESTED UNIFIED THEMATIC PROJECT:
Interpretive Task
Interpersonal Task
Students read La parité des
sexes au travail and
complete a series of contentbased and

application/analysis questions
regarding the story.

Students work in male vs.
female teams and elect a
student leader to act as a talk
show host, holding a
debate/discussion on the
equality of genders at the
work place and in modern
society.

Presentational Task
Students write a persuasive
essay citing previously
researched sources in the
target language concerning
the equality of genders at the
work place and in modern
society. They may also work
in teams to perform this task
since the debate would be the
oral component of this written
presentational task.

V. THÈME 5 : L’esthétique
Les arts visuels :
Allons au-delà :
 LECTURE 1 : Marguerite Yourcenar : Comment Wang-Fô fut sauvé
 LECTURE 2 : La Farce de Mtre Pathelin

19











LECTURE 3 : Dans la vie de tous les jours : Mémorables Misérables
Class Art Museum : students each choose a painting by a French artist and learn about
it ; bring a copy of it to class to be the museum guide for your painting ; explain how
his/her era influenced his/her art
Visit a virtual museum from a Francophone county ; share your observations with the
class
Essay : Dans une société qui devient de plus en plus technologique, quelle est
l’importance des arts (cinéma, danse, littérature, musique, peinture, sculpture, etc.)
dans votre vie ?
Presentation : Students each choose an artist and give a presentation about the life of
the artist ; students also create an original work of art based on the style of the artist
they chose
Grammaire / Structure en Contexte :
o Les possessifs
o Les démonstratifs
o Les adverbes interrogatifs
o Les adjectifs interrogatifs
o Les pronoms interrogatifs

o Les interrogations exceptionnelles
o Les pronoms relatifs simples
o Les pronoms relatifs où, dont, quoi, et l’emploi de lequel
o L’emploi des pronoms démonstratifs avec les pronoms relatifs

AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Text: Sélection 31: pp. 64-65 – Une choréographe
Interpretive Communication, Audio Texts: Sélection 3 p. 130 – Les bandes dessinées
Interpretive Communication, Audio Texts: Sélection 26: p. 153 -- L’art
Interpersonal Writing, E-mail Reply: Courriel No. 7: p. 170 – Le téléchargement
Presentational Writing, Persuasive Essay: Sélection 2: pp. 180-181 – L’art

Liens électroniques
 Podcast : Canal Académie , Uderzo et Goscinny : génies de la BD
o /> Interview with Alain Jaubert /> Interview with Zazie />20




Reading : />
SUGGESTED UNIFIED THEMATIC PROJECT:
Interpretive Task
Interpersonal Task
Students listen to the
interview with Zazie as listed
above and take detailed
notes demonstrating
comprehension of what they
have heard…They may also
answer

comprehension/application
questions based on the texts.

Students watch several
videos as performed by Zazie
and discuss artists who have
had the same impact in the
native society. They choose a
particular song of Zazie’s and
critique it together in a
“Siskel and Ebert” sort of
format.

Presentational Task
Students present a talent
show that features original
songs / art work to be
criticized in written format by
classmates observing the
presentations. These may be
filmed and used for further
activities in AP.

VI. THÈME 6 : La famille et la communauté
L’enfance et l’adolescence
 LECTURE 1 : Sempé et Goscinny : Le petit Nicolas « On a eu l’inspecteur »
 Dans la vie de tous les jours : Lẹla Sebbar : « Driss » tiré de Shérazade
 Imaginez !, Leỗon 6 : Les gộnộrations qui bougent

Grammaire / Structure en Contexte :
o Les adverbes négatifs : ne...pas / ne…point / ne…pas du tout
o Les pronoms négatifs : ne…personne / ne…rien
o L’adjectif négatif : aucun(e)
o La conjonction négative : ne…ni…ni
o Les négations multiples
o Les négations indépendantes
o Les expressions restrictives
o Les expressions non restrictives
o Les adjectifs
o Les adverbes
o Les comparatifs et les superlatifs
o Les prépositions
o Les conjonctions

AP French: Preparing for the French Language and Culture Exam:
Interpretive Communication, Print Text: Sélection 34: pp. 70-71 – Un peu
d’histoire: La structure

21


familiale au Moyen Age
Interpretive Communication, Audio Texts: Sélection 2 p. 129 – La
technologie entre une mère et son
fils
Interpretive Communication, Audio Texts: Sélection 30: p. 157 -- Mémoires
d’une jeune fille rangée
Presentational Speaking, Cultural Comparison: Sélection 3 p. 212 – Les rites
de passage pour ados

Liens électroniques
 Le Parler des Enfants : /> Etats-Unis/Afrique : un sommet de jeunes « leaders » africains


/>Les adolescents prennent le pouvoir à la maison: />


france/2009/02/19/01016-20090219ARTFIG00011-les-adolescents-prennent-le-pouvoir-ala-maison-.php
Les adolescents ne se reconnaissent pas dans le discours public:



/>Les Jeunes Européens: />


Auberges de Jeunesse: />


Pourquoi les ados sont-ils si mous?: />


VkRzR65fB8&safety_mode=true&persist_safety_mode=1&safe=active
Pourquoi les ados sont-ils avachis?: />v=qPysv_w_Dl8&list=PL70451040C35AE0B2&index=27&feature=plpp_video&safety_mode=
true&persist_safety_mode=1&safe=active

SUGGESTED UNIFIED THEMATIC PROJECT:
Interpretive Task
Interpersonal Task
Students view and listen to

Pourquoi les ados sontils si mous / avachis? and
answer teacher predesigned questions
regarding the presentation
and then discuss / relate
their answers to one
another before verifying
them with their teacher.

Students write a dialogue
using appropriate teenage
slang and common
expressions among
students their own age in
France. They may also
create a video version of
their dialogue as a court
métrage..

Presentational Task
Students present their dialogues
to their classmates. Prior to the
presentation, students create
their own “quiz” or questions
based on their dialogue so that
their classmates may answer
them orally or in written form in
conjunction with their teacher’s
facilitation of the activity.
Discussions regarding American
vs. Francophone

stereotypes/generalizations/expre
ssions may ensue where a debate
can also be arranged.

22


ELECTRONIC AUTHENTIC MEDIA / SAMPLE WEBSITES: There is a wealth of realia to be discovered
at the following websites that are updated from time to time. Teachers are advised to consult them to
further enrich their AP French Language and Culture course in order to keep students up-to-date with
current events, trends, and issues related to the six global themes of the curriculum.

CURRENT EVENTS AND LE MONDE FRANCOPHONE:
Le Monde: www.lemonde.fr
Le Figaro: www.lefigaro.fr
BBC France News Site: www.bbc.co.uk/languages/french/news/topic_focus/
TV5 / 7 Jours Sur La Planète: www.tv5.org / Sept jours sur la planete - TV5
TV5 - Apprendre.TV - numerous videos for all levels with scripts & questions
Le journal franỗais: www.journalfrancais.com
Yabla: www.yabla.com
RFI: www.rfi.fr
AP 2012 Thematic Resources : />FRENCH LANGUAGE LISTENING LINKS:
ielearning – Variety of Listening Situations
Passé Partout – University of Texas Leveled Listening
Test Preparation Site with Listening Activities
Culturebox - Video Collection
BBS Bitesize Listening and Speaking
Tourism-Based Listening Activities
Leveled Videos with Quizzes
National Film Board of Canada

Contes d'Afrique - pour débutants
Films Pour Enfants - NFB Canada
Immense Collection (All levels of Audio & Video by themes )
Out My Window - A Young Põtissier in Montrộal
Huge Collection of Varied Listening Clips
Pubs franỗaises - Links to 30 Ads
Worksheet for the 30 Pubs
Pubs franỗaises - Embedded
Interactive Travel Adventure to Paris - select ALOITA PELI
Interactive Adventure - Travel to France
Categorized Listening and Reading
Dictées
Interactive Listening

23


Sur mes lèvres Vidéo Listening Activity
Elysée Palace
French Radio Stations
Labis Listening w/Activities & Scripts
Asst. Francophone Vidéos by Categories w/Scripts
Zut!-Beginner to Advanced (featuring audio & video)
Le Point du FLE

Podcasts

French Podcasts w/Activities
RTL Podcasts
Europe 1

Radio Canada - the A/V page - select "Baladodiffusions"
Radio France
Links to 50 different French podcast sites

BBC Links

Interactive video program from BBC- Ma France
FRENCH LANGUAGE SPEAKING LINKS:
Sujets pour la Conversation
Type in text - Hear it in target language!
Speaking Activities
Discussion Topics
FRENCH LANGUAGE VOCABULARY, GRAMMAR, STYLE, and MECHANICS:
Jeu de L’oie : />Tex’s French Grammar : />Le conjugueur : />Writing Letters in French : www.oxfordlanguagedictionaries.com/Public/PublicResources.html?
direction=b-fr-en&sp=S/oldo/resources/fr/Writing_letters_in_French.html
Wordreference Online Multilingual Dictionary : www.wordreference.com
French Language Guide : />Vocabulary, Grammar, and Readings : />Writing Essays in French : />Tennessee Bob Supersite: />Lexique: Vocabulary and Grammar in Themes />Colle Franỗaise : />Fumer Tue - Relative Pronouns
Le Vin - Tenses
La Cuisine - Definite Articles
La Banlieue - Subjects & Objects
Les Jeux Vidéos - Past Participles
Imperfect vs Passé Composé
Passé Composé - La Baguette
de, de la & du
Adjectives & Adverbs

24


Infinitives - Texting

Cool French
FRENCH LANGUAGE READINGS / LITERATURE :
Le génie du manguier : French African Story />Contes du Monde Francophone />L’homme qui plantait des arbres : (TEXT)
(VIDEO)
(ACTIVITIES)
Intimate Alice (Interactive Story) />Etre à la plage Project : Pop Media Blog />Internet Actuel : />French Interactive Readings (Listening / Reading) : />Internaute />Murder Mystery Interactive Story />Paperboy />Poetry assortment

mardi le 14 mai 2013, Afternoon Session – Advanced Placement® French Language and Culture
Exam
BONNE CHANCE! Vous pouvez réussir! 

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