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AP French Language and Culture

AP French Language and Culture

Agenda week 1-3

Objectives Materials Activities Homework:

Know how to recognize and produce words that are feminine and masculine

Use the present tense to communicate and express ideas

Understand the cultural difference between the use of "tu" and "vous" and fam. and form. expressions

ch 1 grammar

Exchanges p.15-17


Intrigue ch 1p. 1-43

"La Ficelle" Maupassant www.jenksps.wikispaces.net read and blog 

Poem, Je vous remercie mon dieu

entrevue de joueuse de tennis

exercice d'ecoute le foot


Practice the fem./masc in short sentences

Practice present tense with partner

Presentational communication: introduce classmate 

Formal writing: Biography paragraph with the presentation of classmate as a model

Restate rules and chart common Masc and fem endings

Find some of your own examples of tricky masc fem words and devise a way to remember them

Restate rules for Present tense -er -ir and -re

Find verbs that are irregular and pose problems for you. Chart them and devise a way to remember them.


Course Overview and Learning Objectives

• Students will demonstrate the ability to express themselves coherently, resourcefully and with reasonable fluency (Intermediate to Pre-Advanced) using the French language almost exclusively in class.
• Students will master authentic reading and listening sources, formal and informal writing assignments that will develop communication skills in the three modes of communication: interpersonal, interpretive and presentational communication.
• Students will enrich their cultural knowledge through their experience with the French speaking world and through comparing their own culture to Francophone culture within the six course themes.

I create an immersion experience and conduct class almost exclusively in French and expect my students to do the same. Class activities will consist of reading, listening and viewing of authentic French material. All will be followed by extensive discussions (conducted exclusively in French) [CR1] When discussing literary texts students will be asked to give particular attention to stylistic analysis: character development, theme, structure, style, and overall interpretation. When the source is oral or visual the above concepts as well as audience, point of view and artist’s message will be discussed. Students will be given comprehension questions, to be completed outside of class, which will enable guided discussion and textual analysis later. Passages are also highlighted for style and grammar, as well as course themes and their relevance to current issues.The discussions guide students to make comparisons between the Francophone world and their own. Assessment of the students is done informally, on a daily basis, through the students’ participation in class discussion and their efforts to use French exclusively.

Student Materials:
Blood, Elizabeth and Yasmina Mobarek. Intrigue. Upper Salle River, NJ:Pearson Prentice Hall, 2nd ed. 2007.
Ladd, Richard. AP French Preparing for the Language and Culture Examination. Upper Salle River, NJ:Pearson Prentice Hall, 2012.

Other novels: provided by the school
Voltaire, Candide  
L’homme qui plantait des arbres
Petit Nicolas: La Récré
Camara Laye, L’enfant Noir
Short selected sections from various other authors
Various poems from French speaking regions around the world

On-line current events:
Save these in your favorites on your computer at home. Use these sites along with the “grille d’analyse” to complete your À La Une homework. Soon there will be a site on wikispaces to perform this work.


login: your login for school computers password: password for school computers

• News broadcast on France 2 (via WYBE) or online at france2.fr
• Radio France http://www.rfi.fr/
•        French newspaper Internet sites • Ina.fr
There are many other media sites that you can discover on your own and use in class.

Daily/weekly activities:
• Students write between 3-5 separate homework paragraphs analyzing a specific aspect of a theme.These paragraphs are graded for effort in using various vocabulary and grammar structures. [CR3b]
• Students report orally  their answers to a discussion question within a specific theme.
• Students read passages from the Triangle workbook to prepare for the AP exam format.
• Students prepare for daily discussions in French. [CR3a]
• Students synthesize and analyze information gleaned from podcasts, songs, film, artwork and photos. [CR4a]
• Students synthesize and analyze information gleaned from newspaper and magazine articles and literary texts. [CR4b]
• Students practice speaking in pairs based on discussion questions and impromptu questions.
• Students complete grammar exercises in the textbook Intrigue and other sources.
• Students take grammar test based on grammar and verb points in Intrigue.

• À la une: Students keep a weekly current events journal where they select an article from an online French newspaper site that concerns the theme addressed in class. Students look up unknown words and then summarize and write their reactions based on what they read.
• Students take turns starting the class with à la une: a current event.They must present a topic and then ask a discussion question to engage the rest of the class in participation. [CR3a] & [CR9]

• Written homework assignments, which ask students to expand on a topic discussed in class that relates to the six themes.
• Spoken homework assignments, which ask students to record their view about a topic discussed in class such as a description of a movie or what political issue.
• Weekly current events journal where students select an article from an online French newspaper site. Students look up unknown words and then summarize and write their reactions based on what they read. [CR4b]
• In-class compositions. Instead of a test, students write composition based on the current theme. For the first quarter they may use any aids (dictionaries, verb books, vocabulary lists, etc.) but they are not allowed to during the second quarter.They are graded using the AP writing guidelines.
• At home compositions.Throughout the semester they are asked to write on different topics, such as doing an explication de texte of a poem, an analysis of Candide or an autobiography. They are graded using the AP writing guidelines plus a separate grade for content (similar to the one used for the AP French Literature test mixed with persuasive writing rebrics). [CR5b]
• Oral presentations. For each theme, students are given different speaking assignments, such as presenting a speech for equalty for immigrants or their analysis of a painting when studying art. They are graded using the AP speaking guidelines. [CR5a]
• Grammar tests. Tests and quizzes are based on grammar points  and verbs highlighted in Intrigue as well as concepts that arise due to common errors in student writing and speaking. are administered each week.
• Participation. Students are graded daily to encourage them to speak as much as possible in class and to use French exclusively in the classroom.

Course Planner

Week 1-3

La Quête de Soi
Personal and Public Identities
Sub Themes: Alienation & Assimilation; Beliefs & Values, Language and Identity,
Multiculturalism, Nationalism/Patriotism
Chapitre 1  Intrigue

Overview: We start by brainstorming stereotypes of various cultures and discussing their origins. From there we incorporate the above sub themes into the discussion.

Learning Objectives: [CR6d] & [CR7]
• Students will analyze judgments they have about other nationalities as well as their own.
• Students will discuss the role of language (including slang) not just as a means of communication, but as a cultural identity. [CR8]
• Students will discuss the role of various ethnic groups and what they contribute to a given society. [CR3a]
• Students will discuss the role of cultural identity and compare it to nationalism and patriotism.

1. adjectives of description and nationality
2. idiomatic expressions  and French slang
3. travel/hobbies/interests/youth activities/work

Grammar: Ch 1 grammar
1. review present tense forms of regular and irregular verbs.
2. regular and irregular adjective forms.
3. Articles: definite and indefinite

Listening: Students listen to clips, answer analytical questions based on content. [CR4a]
1. film clips of Louisiane and the accents.
2. clips from Canada and accent
3. Song evangeline 
4. film clips from “Inchala Dimanche “
5. excerpts from RFI en français facile   excerpts from France 2 champs Elysée “la voile”

Read: HW answering comprehension questions as well as discussion questions such as the difference between nationalism and patriotism
1. Articles from Le Monde, Le Figaro, Les Clés de l’actualité, Phosphore or other periodicals [CR2b]
2. Excerpts from Intrigue [CR2c]
3. languageroutes- hotels and vacations
4. history of grand derangement

Interpersonal Speaking:
1. Role play: meeting friends at a café using French slang.
2. Students interview each other for future presentation. [CR3a]

Presentational Speaking:
1. Presentation of a classmate for an initial assessment of their speaking. 2.
2. Presentation of a specific nationality’s stereotypes, where these ideas come from
and what can we do to eliminate them. [CR5a]
     3. à la une presentations and conversations

Interpersonal Writing: www.jenksps.wikispaces.net
1.    Blog answers to discussion questions such as where stereotypes come from.
2.    Blog answers to questions such as how do you prefer to travel and compare to French       students.
3. Students must write an advice letter to a student’s problem, incorporating subjunctive expressions. [CR3b]

Presentational Writing:
1.  Students write an autobiography to introduce themselves to me and for an initial assessment of their writing. [CR5b]
2.  in-class essay. topic revealed later.

La Vie Contemporaine
Contemporary Life
SubThemes: Education, Leisure and Sports, Holidays and Celebrations, Housing and Shelter, Professions, Travel
Chapitre 2 Intrigue

Overview: We cover various aspects of students’ daily lives with the goal of being able to describe their personal lives and contrast them with others in the class and people from different cultures. This theme includes a lesson on the French education system contrasted with the American system.

Learning Objectives: [CR6c]
• Students will describe various aspects of contemporary life including schooling, sports, hobbies, housing, professions and travel.
• Students will describe their current situations (i.e. schooling, sports, etc.) and future aspirations (i.e. profession, travel).
• Students will compare and contrast different school systems. • Students will evaluate the role of sports in a society. [CR7]

1.  schooling, grade levels / sports  /hobbies/ housing
2. travel: modes of transport and country names
3. words for letter writing-formal and informal

interrogative formations/ commands/ passé composé and imparfait

Articles from Le Monde, Le Figaro, Les Clés de l’actualité, Phosphore or other periodicals
Job ads and CVs [CR2b]   Le Mythe de Sisyphe [CR2c]

film clip from Être et avoir and Entre les Murs   interview of athlete, for example Zinedine Zidane   on Canal+ online   podcasts detailing specific professions [CR2a]

Interpersonal Speaking:
HW recording of past travel experiences and if they have been prejudiced against in their travels.
Students act out job interviews.

Presentational Speaking:
1.       Students choose from three discussion questions analyzing their education or education in        general and report to the class.The rest of the class is responsible for answering discussion questions the speaker created.
2.       Present research about a francophone country.
3.       Present research about a sport played in France or francophone country.

Interpersonal Writing:
1. Students write postcards from places they have “virtually” visited.   A cover letter for a job application.   
2. Blog on topics such as future careers or the 35 hour work week.

Presentational Writing:
1.   Students describe a sports competition to “appear” in a French newspaper.   
2.    Students will create a brochure attracting people to come to a francophone country.

Beauty & Aesthetics
Sub Themes: Architecture; Ideals of Beauty; Literature; Music; Performing Arts; Visual Arts
Chapitre 3 Intigue

Overview: This theme includes a lesson on some of the most famous artists, musicians,
films, cuisine, literature in French and francophone culture.

Learning Objectives: [CR6f]
• Students will describe various art products (film, painting, books) and their preferences.
• Students will cite various well-known French (and francophone) artists, musicians, actors, etc.
• Students will discuss what art is and the role of art in a society. [CR7]

fine art, poetry, music   music   literature terms; descriptions   film genres, descriptions of movies   theatre terms   food and restaurants

adjectives, possessive pronouns, past infinitive, comparatives and superlatives

French poetry Labé, Ronsard, LaFontaine, Baudelaire, Rimbaud, Appolinaire [CR2c]   Roland Barthes’ philosophy of French cuisine   Film reviews [CR2b]

Sstudents perform close listening exercises of contemporary French music (MC Solaar, Louise Attaque, Indochine, Carla Bruni, etc.)
various film clips: Les Choristes, Les 400 coups, Cyrano de Bergrac, Amélie;
Watching Les 400 Coups without subtitles. Students analyze the movie as they would a piece of literature.They complete several cloze exercises.
interview with FrançoisTruffaut describing his movies
film Coco Avant Channel
Watching previews of recent and up-coming French movies [CR2a] Interpersonal Speaking:
Students act out scenes from films with input from class   Students debate aspects of art such as violence in movies, censorship of art, etc.

Presentational Speaking:
1. present research to class on a French composer and artist HW recording on their art preferences
 2. students select a French painting of excerpt of music and analyze it for the class
  students present a French recipe as if they were on a food show explaining how to cook it,             where it is from (which region), why they chose it and how it is served [CR7]
 3. students present a virtual tour of a French museum highlighting favorite works of art
Interpersonal Writing:
Students blog about the role of art in their lives and the role of art in a society [CR9]

Presentational Writing:
students write their own fable à la LaFontaine   explication de texte of a poem of their choice   film review of a French movie

Presentational Speaking:
 in groups students report on the major events of the novel in a news broadcast format
 students assume a role from the book and explain their character’s progression throughout the book Candide---ex. Cunegonde’s beauty or lack of beauty at end. Character who is art collector but not amused by art.

Interpersonal Speaking:   role plays

Presentational Writing: at home essay graded on content and language

La Famille et La Communauté
Families & Communities
Sub Themes: Childhood and Adolescence, Customs and Ceremonies, Family Structures, Friendship and Love
Chapitre 4 Intrigue

Overview: We start with a brainstorming of family vocabulary, which leads to the discussion of what constitutes a family. We extend this discussion to include friendship and love.

Learning Objectives: [CR6e]
• Students will describe their families and others.
• Students will discuss traditional and modern families and what constitutes a family.
• Students describe and discuss different customs and ceremonies in their cultures and others.

Vocabulary :
1. family  
2. holidays and celebrations  
3. emotions

1. Review various tenses/moods: passé composé, imparfait, plus-que-parfait, futur, conditionnel, futur antérieur, conditionnel passé.

1.Articles from Le Monde, Le Figaro, Les Clés de l’actualité, Phosphore or other periodicals. [CR2b]
2. Read experts from Voltaire- Candide, Laye- Enfant Noir and Maupassant- Pierre et Jean

 Watch clips www.yabla.com
Presentational Speaking:
 HW recording of their families and family traditions.
 Students discuss the views of their parents concerning discipline, dating and intimacy.

Interpersonal Speaking:
Students choose either a role-play of a family dinner or a family appearing on a talk show. At the end I ask pointed questions to students based on their prepared role.
Students act out a Dating Game scenario, describing their background and interests.

Interpersonal Writing:
1. Students journal or blog on a variety of family topics such as the generation gap, curfew, le pacs, etc. [CR3b]
2. Students write a letter to a family member expressing how his or her example has guided t heir life.
3. Students write a letter giving advice to an incoming high school student.

Presentational Writing:
1. Description of a personal tradition or childhood memory.  
2. In-class essay

Les Défis Mondiaux
Global Challenges
Sub Themes: Economic Issues; Environmental Issues; Health Issues; Human Rights, Peace and War
Chapitres 5, 6 & 7

Overview: We start with brainstorming current political issues and discussing their importance. This theme includes a lesson on the French political and health systems contrasted with the American systems.
Learning Objectives: [CR6a]
Students will describe the French and American governmental systems.
Students will debate current events and controversial issues.
Students will describe their own health and others including life-threatening health issues and how it’s viewed by different countries. [CR7]

government   political issues   health issues   environmental issues
conditionnel   si clauses/ prepositions/ object pronouns/ future and future perfect

 Articles from Le Monde, Le Figaro, Les Clés de l’actualité, Phosphore or other periodicals
 L’Homme qui plantait des arbres [CR2c]

 documentary from dailymotion.com of Mai 68 demonstrations   online debates of political candidates when available   France 2 news [CR2a]   RFI en français facile
 Short film: L’Homme qui plantait des arbres
“respire”, Micky 3D- song mickey3d.com
Jour de la terre- Quebec 2008- you tube
la glaneur et la glaneuse- Agnès Varda
Vueduciel 13 Yann Arthus-Bertrand- film

Presentational Speaking:
 Present research to class on a French political party
 Present research previously conducted or on-going involving health issues (e.g. skin grafts, AIDS research, stem cell research)
Class election – students present themselves as candidates for “president” in which they list the most important issues to them and what their solutions might be

Interpersonal Speaking:
 Perform a debate on issues such as gun control; the use of nuclear energy or socialized health care. [CR9]

Interpersonal Writing:
 Students blog on topics such as US, NATO, autocratic governments, environment, retirement, if it is appropriate to judge the personal life of a candidate or if they have confidence in the president.

Presentational Writing:
Students write a promotion or critique of a new system of policy that will help global efforts to aide foreign nations that have been devastated by natural disaster or war.

Students write a review of the environmental project performed by the class.

La Science et La Technologie
Science & Technology
Sub Themes: Ethical Questions; Future Technologies; the New Media; Social Impact of Technology
Chapitre 9 7 10

Overview: We start with a questionnaire on students’ interest and awareness of technology. This theme includes a lesson on French discoveries of which they may be unaware. Then we delve into some of the ethical issues that surround new technologies.

Learning Objectives: [CR6b]
Students will describe various discoveries or breakthroughs of French scientists • Students will discuss the impact of various social media on a society

 Various technologies   Media   Texting/email language

Grammar: passive voice, relative pronouns, direct and indirect discourse
 prepositions (à, de, other)

 Articles from Le Monde, Le Figaro, Les Clés de l’actualité, Phosphore or other periodicals
 concours- www.lepine.fr explore the palmares en classe

Listening :
 News reports from France 2 and RFI [CR2a]

Interpersonal Speaking:
Students describe photos of actual inventions and their partners try to comprehend and guess shat invention the student is describing.

Students will debate controversial discoveries and topics such as texting and driving, stem cell research, freedom of speech and safety on the Internet.

Presentational Speaking:
Students present a French discovery /breakthrough such as the newest airplanes, facial skin   grafts, HIV discovery, Nuclear energy, energy efficient cars, wind energy.

Interpersonal Writing:
Students blog about their views on texting, phone use while driving, phone etiquette, pros and cons of nuclear power use, soloar and wind power, pros and cons in terms of technology and safety versus censorship.

Presentational Writing:
Promote a new law prohibiting cell phone use while driving.
Promote the use of clean energy.
Persuade other youth to follow rules of phone use etiquette with cell phones and other media.

FINAL PROJECTS (Presentational & Interpersonal Speaking/Presentational Writing)
Students select a topic. They may choose to delve into one we already discussed or one we never have studied. They research this topic and each student gives a presentation on his topic of no less than 15 minutes.
They are asked to make the presentation interactive by including discussion questions, visual aids, quizzes, games, etc. I then create an individual writing prompt for the student. This is their final exam for the class. It asks them to demonstrate control over a variety of vocabulary terms and structures in both spoken and written form. Their grade is based on their speaking ability, writing ability and the content of the presentation. Past topics have included a survey of the Nouvelle Vague Films, an explanation of the demonstrations of Mai 68, a background of the HIV discovery, and a history of French pastry.