St. John Bosco High School

0520 French III

Syllabus

2012-2013

St. John Bosco High School

Location: Room 206

1. Madame/Louka

Phone: (562) 9201734 ext.582
E-mail:
Hours: by appointment

St. John Bosco High School Mission Statement:

Our mission is to:

• Provide a safe environment for learning and celebrating Christian life;
• Embrace diversity as an advantage for our school community;
• Encourage the highest standards of excellence in academic, athletic and community efforts;
• Develop young men, parents, faculty and staff with the spirit to contribute to our school, our communities, and our country;
• Maintain our commitment to the legacy of St. John Bosco through our faith, fellowship and funding;
• Apply a positive moral work ethic to our environment;
• Give assistance to all in need of our passion for living and learning in the ways of St. John Bosco.

California World Languages Standards:

California is home to the most diverse student population in the country, with well over a hundred languages and dialects spoken by children in our schools. It is important to recognize and appreciate this diversity in our school by placing an added emphasis on the effective learning of these languages and the cultures from which they are derived. Our students need to use language effectively across geographic boundaries in order to cultivate positive relationships with future clients, allies, and neighbors. At the same time, students also need to communicate with the diverse populations that constitute California’s rich linguistic and cultural tapestry. For this reason the standards refer to world, rather than foreign, languages.

The standards are separated into five categories: Content, Communication, Cultures, Structures, and Settings.

Content

As students become literate in the target language, they acquire relevant content through the study of various topics. This in turn expands their access to information from around the globe. At the same time, students use the language to participate in everyday social interactions with members of California’s diverse communities. Moreover, the content that students acquire in the language classroom enables them to make connections and reinforce knowledge from other content areas of the curriculum.As they progress along the Language Learning Continuum,* students address a wide variety of content that is age- and stage-appropriate.

Stage III

3.0Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.

3.1Students address concrete and factual topics related to the immediate and external environment, including:

a.Social norms

b.Historical and cultural figures, stereotypes

c.Animals and their habitats

d.Community issues, current events

e.Origins of rites of passage, social and regional customs

f.Environmental concerns

g.Media, Internet, television, radio, film

h.Cultural, historical, and geographic aspects of travel

i.Curricular and extracurricular subjects

j.Significant historical events

k.Careers and future plans

l.Nutrition, fitness, and health

m.Geographically and culturally appropriate clothing

n.Cultural differences in health care

o.Effects of technology on the modern world

Communication

To achieve communicative competence, students convey and receive messages effectively. Students actively use language to transmit meaning while responding to real situations. Moreover, they process language in linguistically and culturally appropriate ways while interacting with a wide variety of audiences. As they progress along the Language Learning Continuum, students engage in communication that is age- and stage-appropriate.

Stage III

3.0Students use planned language (paragraphs and strings of paragraphs).

3.1Engage in oral, written, or signed (ASL) conversations.

3.2Interpret written, spoken, or signed (ASL) language.

3.3Present to an audience of listeners, readers, or ASL viewers.

Functions

3.4 Describe, narrate, explain, and state an opinion.

3.5 Demonstrate understanding of the main idea and key details in authentic texts.

3.6 Produce and present a written, oral, or signed (ASL) product in a culturally authentic way.

Cultures

To understand the connection between language and culture, students discern how a culture views the world. Students comprehend the ideas, attitudes, and values that shape the target culture. Those shared common perspectives, practices, and products incorporate not only formal aspects of a culture such as contributions of literature, the arts, and science, but also the daily living practices, shared traditions, and common patterns of behavior acceptable to a society. As they progress along the Language Learning Continuum, students demonstrate their understanding of cultural perspectives by behaving in culturally appropriate ways.

Stage III

3.0Students determine appropriate responses to situations with complications.

3.1Use products, practices, and perspectives in culturally appropriate ways.

3.2Describe similarities and differences in the target cultures and between students’ own cultures.

3.3Describe how products and practices change when cultures come in contact.

Structures

Languages vary considerably in the structures that learners use to convey meaning; therefore, the following standards are general in order to apply to all languages. It is expected that the curriculum will feature language-specific structures essential to accurate communication. As students acquire vocabulary in the target language, they grasp the associated concepts and comprehend the structures the language uses to convey meaning. Moreover, students discover patterns in the language system. A language system consists of grammar rules, vocabulary, and elements such as gestures and other forms of nonverbal communication. A language system also includes discourse, whereby speakers learn what to say to whom and when. As they progress along the Language Learning Continuum, students use linguistically and grammatically appropriate structures to comprehend and produce messages. Students identify similarities and differences among the languages they know.

Stage III

3.0Students use knowledge of text structure to understand topics related to the external environment.

3.1Use paragraph-level discourse (text structure) to produce formal communications.

3.2Identify similarities and differences in the paragraph-level discourse (text structure)
of the languages the students know.

Grammar lessons for this course:

• Verbes avoir- être – aller – faire à tous les temps
• L’emploi de depuis – il ya - pendant.
• Les verbes du premier groupe en “er”
• Les verbes du dexième groupe en “ir”
• Les verbes du troisième groupe en “re”
• Les verbes en “oir”
• Limpératif: affirmative et négatif
• La construction de deux verbes sans preposition ou avec la preposition à ou de
• Les adverbes
• L’usage de “on”
• Le passé composé
• L’imparfait
• Le plus que parfait
• Le passé simple
• L’accord du participle passé
• Les pronoms d’objet direct et indirect
• Les pronomsaccentués
• Les verbes de communication
• Le futur – Le conditionnel
• Le verbe devoir , ses différents temps et ses différents sens.
• Le subjonctif present et passé
• L’usage du subjonctif.
• Les verbespronominaux
• Verbe faire et se faire + verbe à l’infinitif
• Les adjectifsqualificatifs
• Les négations
• Le participle présent
• Les pronoms: possessifs – relatifs- intérrogatifs et démonstratifs.
• Le discours indirect
• Le passif
• L’infinitif
• La règle de «Si»

Settings

For students to communicate effectively, they use elements of language appropriate to a given situation. Language conveys meaning best when the setting, or context, in which it is used, is known. This knowledge of context assists students not only in comprehending meaning but also in using language that is culturally appropriate. Context also helps define and clarify the meaning of language that is new to the learner. As students progress along the Language Learning Continuum, they carry out tasks in stage- and age-appropriate situations that reflect the target culture.

Stage III

• 3.0 Students use language in informal and some formal settings.
• 3.1 Initiate age-appropriate cultural or language-use opportunities outside the classroom.

Course Catalog Description:

Further develops aural-oral facility through more varied listening and speaking activities. Grammatical concepts are reviewed and analyzed , while vocabulary development and proficiency skills are fostered.

Text book:

• Trésors du Temps Niveau avancé Yvonne Lenard.

Additional resources:

• Une fois pour toutes (2ndedition) (Une revision grammaticale) Hale Sturges II, Linda Cregg Nielsen, Henry L. Herbst.
• French-English/English-French dictionary (Harper-Collins-Robert or Larousse recommended, size compact or concise)
• French Verbs review and practice – David Stillman, RonniGordonl.
• Articles from newspapers.

General course information and Objectives:

The primary objective of French III Language Class is to enable students to communicate in oral and written French in both formal and informal situations, while gaining a further appreciation of Francophone cultures. By the end of the second semester, students should be able to exercise the following skills:

• Listening: understand and interpret the main ideas of increasingly longer stretches of speech with different accents, utilize context clues to piece together non-comprehended information. Lyrics of the songs of Céline Dion, Adamo, Charles Aznavour, Edith Piaf and Dalida are useful.

Spending ten minutes a day listening to French songs trying to understand will definitely improve students listening skills. In this course students will listen to some of the released AP Listening Rejoinders and Dialogues available. French Films are also very helpful listening tools and are widely available in video stores.

• Speaking: initiate a general conversation by means of asking questions; paraphrase what somebody else has said; begin to sustain conversation by utilizing effective communicative strategies; use increasingly precise vocabulary words; describe things and people; narrate experiences or events in various tense and mood; exchange opinions on cultural topics.
• Reading: read a variety of authentic materials. Reading novels, short stories in their original form will help students acquire a better understanding of the French culture.
• Writing: provide written responses to assigned questions; increase precision in the expression of ideas; describe or narrate ideas in extended informal writing; prepare a composition with a clear organization of topic sentences.
• Culture: gain a greater understanding of and appreciation for French peoples and cultures.

Syllabus:

Histoire et Littérature:

*Du passé mystérieux aux divisions d’aujourd’hui.

• La France , ses provinces et ses departments.
• L’artpréhistorique.
• De La Gaule au Moyen-âge.
• Le Moyen – âge
• La Chanson de Roland
• Tristan et Yseult
• Dernier siècle du Moyen-Age
• Croisades , Cathédrales et calamites
• La Farce de Maitre Pathelin – François Villon
• La Renaissance / L’art de la Renaissance
• La France en transformation
• Les grandes découvertes du XVe siècle
• Rabelais- Ronsard – Michel de Montaigne
• Le dix-septième siècle (L’Age Classique)
• Molière

Useful Web Sites:

Check the weather today at Meteo France. (French/English)

• This home page of the French TV sports channel (France 3) provides updates on all current sporting events.

Attendance, Participation and Discussion

Students are expected to attend class regularly, read the articles prior to class meetings and come prepared to engage in the discussion of the readings, verbally demonstrating their understanding of the reading assignments, and make informal presentations. Attendance, group work, and participation are strictly required.

Class participation is particularly important at the graduate level. Class participation is worth 10% of the grade and is based on active participation in class and regular attendance. Students are expected to be prepared to discuss the assigned readings in class and to contribute to both small and large group activities to receive full credit for class participation.

Assignments:

20% Presentations / Projects

20% Homework

20% Quizzes

20% Tests

10% Class Participation/ Attendance

10% Final exam

Grading:

A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 59 or below

*Please stop by to see me during office hours or contact me by e-mail or phone if you have questions about assignments or with course material. I will be happy to go over material with you.

School Policies:

Computers are to be utilized for coursework and activities related to coursework. Do not use computers for entertainment during class meetings. Do not display material on screen which may be distracting or of an offensive nature. Negative participation (surfing, gaming, chatting, emailing) in class will reduce your participation grade by at least ½ letter grade—you are a distraction to others sitting nearby and to me.

Outline of Study for the first semester

Week / Topics (Reading)
1 / Les pays francophones
2 / La France et ses provinces
L’environnement et la nature
3 / L’art préhistorique.
Les arts (la musique,lasculpture,la peinture...etc.)
4 / De La Gaule au Moyen-âge.
5 / La guerre et la paix
6 / Le Moyen – âge
7 / La santé
8 / Littérature:
La Chanson de Roland
Tristan et Yseult
9 / Dernier siècle du Moyen-Age
10 / La technologie et les médias
11 / Les Croisades
12 / Le logement
13 / Les calamités du Moyen-Age
la famille.
14 / Les Cathédrales au Moyen-Age
15 / Les professions
16 / Les voyages

Note: Topics are tentative and may be subject to change as the semester progresses.

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