El Segundo
Unified
El Segundo High School
Course
Title: French 3
Department:
Foreign Language
Grade
Level: 9 through 12
In
this course students will develop their ability to comprehend French spoken by
native speakers from different countries, converse comfortably in informal
situations, express themselves with accuracy and fluency in more formal
business or professional situations. Students will communicate effectively,
read with comprehension, analyze situations and think critically, express their
ideas accurately in writing with appropriate vocabulary and syntax and show an
understanding of historical and cultural perspective. Topics and activities
will include every day life and concerns, current affairs, history, geography,
art, literature and culture. Material will be based on a variety of sources
including lecture, reading, tapes, videos, films, pictures and media. Since
learning advanced language skills requires excellent study habits, this course
will require substantial study time outside of class.
Length: One year
Recommendation for
Enrollment: Teacher
Recommendation.
Type of Course: College
Preparatory (UC/CSU)
Course Outline and Standards
Communication: Communication in Languages
Other than English
1.1 Students engage in conversation, provide and obtain
information, express feelings, emotions and exchange opinions.
·
Participate actively in conversation in most informal and some formal
settings on topics of personal and public interest. (ESHS) (Effective communication)
·
Narrate and describe in major time frames with accurate control of the
language. (ESHS) (Effective
communication, Integration of Core Knowledge)
·
Deal effectively with unknown situations utilizing a wide variety of
communicative devices. (ESHS) (Effective
communication, Integration of Core knowledge, Critical thinking)
·
Sustain communication by expressing their feelings about local and
world events, react to the opinions of others, and engage in exchanges of
opinion in pairs, in small groups and in more formal settings. (ESHS) (Effective communication, Integration of Core knowledge,
Personal/Social development )
·
Satisfy the demands of work and/or school situations (ESHS) (Personal/Social development)
Students will be able to read, write, speak,
interpret and comprehend on a variety of situations and time frames the
following main topics:
· Read literary and historical works written in the PASSE SIMPLE. (ESHS) (Core knowledge, effective communication)
·
Express belief v.s. doubt, certainty v.s. uncertainty, necessity, and superlatives utilizing the
PRESENT INDICATIVE v.s. PRESENT SUBJUNCTIVE when
asked an opinion. (ESHS) (Effective communication, Persona/social
development)
·
Be able to speak and write using TWO OBJECT PRONOUNS, DEMONSTRATIVE
PRONOUNS, POSSESSIVE PRONOUNS, and RELATIVE PRONOUNS when making simple
requests.(ESHS) (Integration of
Core knowledge, Effective communication)
·
Know the function and demonstrate correct usage of QU’EST-CE QUE, QU’EST-CE
QUI v.s. CE QUE, CE QUI, and QUOI after PREPOSITIONS.
Know 30 PREPOSITIONS when asking for clarification. (ESHS) (Integration of core knowledge; Effective
communication)
·
Talk about hypothetical situations by utilizing IF / THEN statements: “SI CLAUSES” (ESHS) (Integration of Core knowledge, Effective
communication; Critical thinking)
·
Talk about hypothetical situations by utilizing the CONDITIONAL TENSE.
(ESHS) (Critical thinking,,
Integration of core knowledge)
1.2 Students understand and interpret written
and spoken language on a variety of topics.
Students will be able to:
·
Write a 200 words essay showing solid understanding of language syntax
concepts, good use of idioms, correct use of verbs tenses, and appropriate use
of vocabulary and grammar (ESHS) (Integration of Core
knowledge, Critical thinking)
·
Listen to Stage 3 interviews, speeches, advertisements, and stories,
interpret them and be able to retell the story and write about it. (ESHS) (Integration of Core knowledge, Critical thinking, Personal/Social
development)
·
Obtain and give information by asking and answering questions (ESHS) (Personal/Social development)
·
Satisfy personal needs and social demands to survive in the target
language culture. (ESHS) (Personal/Social
development)
1.3 Students
present information, concepts and ideas to an audience of listeners or readers
on a variety of topics.
·
Individually, in pairs, and in group, students prepare and deliver oral
and written reports on cultural and social topics (ESHS) (Personal/Social development, Core knowledge, Critical thinking)
·
Prepare videos, collages and other artistic representations of
important concepts and ideas for presentation to their peers and others (ESHS) (Personal/Social development, Core knowledge, Critical thinking)
Cultures: Gain Knowledge and
Understanding of other Cultures
2.1
Students demonstrate an understanding of the relationship between the
practices and perspectives of the cultures studied
·
Observe and discuss their own behavior and compare them to the behaviors
of their peers, their elders, and those of other cultural French- speaking
cultural groups (ESHS) (Critical thinking,
Personal/Social development)
·
Prepare, individually or in pairs, and deliver oral and written reports
showing the diversity of the francophone countries and regions: music, art,
politics, fashion, sports, and literature. (ESHS) (Integration
of Core knowledge, Personal/Social development, Critical thinking, effective
communication)
·
Students learn about and participate in age-appropriate activities such
as attending theater performances and visiting museums and target language
locales in
2.2
Students demonstrate and understanding of the relationship between the
products and perspective of the culture studied
·
Read and appreciate literature in various genres such as poems, short
stories, French magazines, books in which the significance of the French
culture is studied and discussed (ESHS) (Effective
communication, Personal development)
· Appreciate and compare various genres of music of different French- speaking countries such as works of popular, classical, and folk music (ESHS) (Effective communication, Personal development)
Connections: Connect with Other
Disciplines and Acquire Information
3.1
Students reinforce and further their knowledge of other disciplines
through the foreign language.
.
· Students gain knowledge in disciplines such as geography, world history, ecology, anthropology as well as fine arts and literature (ESHS) (Core knowledge)
·
Students discuss topics from other classes in the target language,
including political and historical concepts, worldwide health issues, and
environmental concerns (ESHS) (Core
knowledge, Personal/Social development)
·
Students use their knowledge of French to predict the meaning of
English cognates as well as reinforce their acquisition of English vocabulary
words necessary to function at the university level and as a literate adult.
(ESHS) (Integration of Core
Knowledge)
3.2
Students acquire information and recognize the distinctive viewpoints
that only are available through the foreign language and its cultures
·
Research and discuss on a wide variety of issues, take sides, interview
people, debate, read original document in the target language, and compose
position papers.(ESHS) (Integration of Core
knowledge, Critical thinking, Personal/Social development)
Comparisons:
4.1 Students demonstrate understanding of the nature of language
through
comparisons of the language studied and their own.
·
Compare and contrast various aspects of the language and culture in the
Francophone world with their own (ESHS) (Integration
of Core Knowledge, Critical thinking, Personal/Social development)
4.2 Students demonstrate understanding of the concept of culture
through
Comparisons of the culture studied
and their own
·
Recognize similarities and differences between themselves and peers in
the major Francophone countries in
·
Students compare cultures with a focus on being able to adapt as a
foreign exchange student, to work for an international company, be a respectful
traveler. (ESHS) (Integration of Core
Knowledge, Critical thinking, Personal/Social development, Effective communication)
Communities:
5.1
Students use the language both within and beyond the school setting
·
Establish and/or maintain interpersonal relations with speakers of the
target language through pen pals, e-mails to former exchange students. Reach
out to speakers of other languages on campus. (ESHS) (Integration of Core Knowledge,, Personal/Social development, Effective communication)
)
·
Participate in cultural events and activities connected to
French-speaking countries world and continue to expand their horizons to all
cultures. (Cirque du Soleil, Rive Gauche Restaurant,
Tour of Los Angeles Public Library, Norton Simon Art Museum, Watts Tower) (ESHS) (Personal/Social
development,
Effective communication)
5.2
Students show evidence of becoming life-long learners by using the
language for
personal
enjoyment and enrichment
A.
Lecture, guided practice, drill
B.
Manipulatives (Total Physical Response with props)
C.
Individual work
D.
Group work and paired dialogues and reading
E.
Projects
F.
Foreign language cassettes and movies
G.
Guest speakers
Evaluation/Grading of
student work
A.
Vocabulary and grammar quizzes
B.
Unit tests
C.
Oral presentations (individual and in groups)
D.
Semester exam
E.
Homework and classroom participation
F.
Projects
A. Text: C’est
Ca, Scott Foresman, l993
B. C’est Ca Workbook and Tape
Manuel, Scott Foresman, l993
C. Chez Nous,
Scholastic magazine
D. Le Petit Prince,
St. Exupery (exerpts)