Mr. Abdelmoumen Moulay School Year 2013-2014

French III Syllabus Mr. Abdelmoumen Moulay School year 2013-2014 French 1, 2, 3 and 4 Language courses are designed to achieve the following objectives as aligned with the Texas Essential Knowledge and Skills for Languages Other Than English (TEKS for LOTE), The American Council on the Teaching of Foreign Language (ACTFL), and the American Association of Teachers of French (AATF):  To satisfy the needs of the students who wish to pursue specific work to increase their ability to listen, speak, read, and write the French language.  To provide the students with the opportunity to compare and contrast their language and culture with those of French speaking countries and other parts of the world.  To provide students with the opportunity to relate the topics in their textbook to other subject areas, making French relevant to the students’ overall academic experience.  To encourage the students to seek opportunities to practice French outside of the classroom by interacting with family members and members of the community.  To encourage the students to understand that they are members of a global society and help them develop “survival” skills in the language so they may function adequately in social interactions and discussions. The components of the courses are:  READING -At the beginning the students are expected to read and to understand short, simple dialogues. As progress becomes apparent, it will reflect on the reading skills of the students.  SPEAKING -Communicative tasks will facilitate the new language acquisition. The tasks can be prepared, personalized or an extemporaneous activity can be utilized.  WRITING –The tasks at the beginning are structured and guided. As the students become more proficient, they will include brainstorming, drafts, and peer editing.  LISTENING –In this task the students receive information via audiocassette, CD, TV, etc. and they demonstrate effort in understanding and processing what is being said. Required Textbook: Bon Voyage! 3 Glencoe/McGraw-Hill Course Requirements:  After the introduction of new vocabulary, there will be a required quiz.  Upon completion of grammatical units there will be major exams that will incorporate all skills: listening, speaking, reading, and writing.  In each unit the students are introduced to cultural and historical facts of the French- speaking world. They will also be introduced to music and literary works, both prose and poetry. Exams and quizzes will be given at the teacher’s discretion.  It is imperative for the students to attend class regularly. In case of an absence the student must make up the work expeditiously  Truancies and tardiness will follow Campus Policy. Discipline referral and parental contact will follow.  The grades follow the International Languages Policy. 40% comes from daily work, homework, quizzes, workbook, etc. The other 60% comes from the major exams and projects. Students must avoid cheating and plagiarism because those result in a 0 grade.

REQUIRED MATERIALS  One notebook/spiral  Pens/pencils  French Dictionary (optional, but very useful for your language studies) TEACHER CONTACT INFORMATION/TUTORING HOURS Mr. Abdelmoumen Moulay Email: [email protected] Tel: (281) 727-3017 ext.3017 Tutoring: TBA COURSE OUTLINE FOR LEVEL 3 The proposed outline is very general. Occasionally there will be changes due to special projects assigned by individual instructors.

First Nine Weeks: Revision: Themes:  Les courses (vocabularies)  Les copains et l’école (vocabularies)  Train et voyage (vocabularies)

Communication:  How to identify more foods.  How to name the subjects you take in the school and express some opinion about them.  How to use expression related to train travel. Structure:  Present Tense : ER, IR, and RE Verbs  Verbs Avoir Vs Etre (Présent Tense)  Les adjectives.  Verbes Faire et Aller (Présent Tense)  Pouvoir Vs Vouloir (Présent Tense)  Aller + Faire (Présent Tense) Culture:  People habits, regarding food, school and travel in France.

o Speaking, listening, reading activities.

Assessment:  Quizzes/dictations as needed per section  Revision Tests  Project Qu'est-ce que tu vas faire? Due Date: November 1st, 2013 

Second Nine Weeks: Chapitre 1: Les vacances 1. Themes:  Summer activities  Winter activities  Camping  Taking vacations  Travel by car, train, and airplane  Weather 1. Communication:  How to get the information you need in different travel situations  How to describe past actions  How to read and discuss newspaper and magazine articles how to talk about actions that may or may not take place  How to express wishes, preferences, necessity, or possibility. 1. Structure:  The passé composé with avoir and regular verbs  The passé composé with avoir and irregular verbs  The passé composé with avoir versus être 1. Culture:  Travel habits of the French  Modes of transportation in France  A weather report from a French newspaper  A magazine advertisement for a hotel in Tunisia 1. Music and Video Clips:  At teacher discretion 1. Literature: o Le petit prince d’Antoine de St. Exupéry – page 434 o La Seine de Flavien Monod et Guy Lafarge – page 440 o Speaking, listening, reading activities. o www.quia.com 1. Assessment:  Quizzes/dictations as needed per section  Project: Personnages et Monuments Célébres Due Date: December 19th, 2013  First semester review  Final Exam SEMESTER BREAK: 12/23/13 ------01/07/14

Third Nine Weeks: Chapitre 2: Les jeunes 1. Themes  Everyday life of young French people Leisure Time  Shopping  How to ask questions formally and informally  How to make sentences negative  How to describe things in the past  How to express wishes, preferences  How to express actions that may or may not take place

1. Communication: 1. Structure:  Formal and informal questions  Negative sentences  The imperfect (Regular and Irregular)  Language used by young people in France  Equality between men and women in France 1. Culture: 1. Music and Video Clips: o At teacher discretion 1. Literature: o “La ronde autour du monde” de Paul Fort – page 443 o La Symphonie Pastorale d’André Gide – page448 1. Multi-media : o Audio-lingual: speaking, listening, reading activities. o www.quia.com 1. Assessment:  Quizzes  Chapter 2 Exam

Chapitre 3: Les loisirs 1. Themes  Leisure activities in French-speaking countries  Cultural events in France  Music 1. Communication:  How to talk about actions in the past  How to compare people and things  How to express emotional reactions to others, uncertainty and uniqueness  How to express emotions or opinions about past events 1. Structure:  The passé composé versus the imperfect  Comparative and superlative adjectives 1. Culture:  Useful and inexpensive pastimes in French-speaking countries 1. Music and Video Clips: o At teacher discretion 1. Literature:  “Les feuilles mortes” de Jacques Prévert page 455 o Speaking, listening, reading activities. o www.quia.com 1. Assessment:  Quizzes/dictations as needed per section  Chapter 3 Exam (Optional) SPRING BREAK 03/10-----03/14  Project: Votre Château Due Date: Mars 20th, 2014

Fourth Nine Weeks Chapitre 4: Racines et Ethnies 1. Themes  North and West Africa  How to use prepositions with geographical names  How to refer to things already mentioned  How to say what you and other people will do or might do  How to express uncertainty and doubt  How to use certain time expressions 1. Communication: 1. Structure:  Future (Regular and Irregular Verbs) 1. Culture:  Léopold Senghor  The Touareg People 1. Literature: o “A mon mari” de Yambo Ouologuem – page 460 o “La réclusion solitaire de Tahar BenJelloun – page 466 1. Music and Video Clips: o At teacher discretion o Speaking, listening, reading activities. o www.quia.com 1. Assessment:  Quizzes/dictations as needed per section  Chapter 4 Exam Chapitre 5: Les faits divers et la presse 1. Themes:  French media  The police and firefighters  Social problems and petty crime 1. Communication:  How to tell what you do for others  How to tell what others do for you  How to refer to people and things already mentioned  How to use the subjunctive after certain conjunction   Direct and Indirect object pronouns  Using two object pronouns in a sentence  Object pronouns with commands 1. Structure: Conditional (Regular and Irregular Verbs) 1. Culture:  French newspapers  French magazine articles 1. Music and Video Clips: o At teacher discretion 1. Literature : o Les Misérables de Victor Hugo – page 474 o Speaking, listening, reading activities. o www.quia.com 1. Assessment:  Quizzes/dictations as needed per section  Chapter 5 Exam Chapitre 6: Passages de la vie 1. Themes  French customs 1. Communication:  How to express some and any  How to refer to things already mentioned  How to express who, whom, which and that  How to express of which and whose  How to talk about past actions that precede other past actions  How to express what would have happened if certain conditions had prevailed  How to express conditions 1. Structure:  The pronoun “en”  Relative pronouns “qui” and “que”  Relative pronouns “dont”  Expressing conditions with “si” 1. Culture:  Day care for children in France  Public notices in a French newspaper 1. Music and Video Clips: o At teacher discretion 1. Literature: o “Mignonne, allons voir si la rose” – Pierre de Ronsard – page 485 o La mare au diable de Georges Sand – page 489 1. Speaking, listening, reading activities. o www.quia.com 1. Assessment:  Quizzes/dictations as needed per section

 Project: Le Voyant (The Fortune-Teller.) Due Date: May 23rd, 2014  Second Semester Review  Final Exam

CULTURAL PROJECTS: Students prepare cultural projects to familiarize themselves and their classmates with a cultural topic of their choice. Project sources can be books, the Internet, or personal experiences, such as visiting a French restaurant, exhibit, or store, interviewing a francophone person, etc. Every 9 weeks, students select a topic from a given list, research it, and present their findings on an 8½ x 11 sheet of construction paper. They must create a scrapbook-type page, with an even but busy balance of images and original writing. They must prepare a 3- to 4-minute oral presentation to accompany their project, which they perform in class on the day the project is due. FOR MORE INFORMATION AND TO CHECK STANDARDS AND SPECIFICATIONS VISIT THE FOLLOWING WEB-SITES: www.tea.state.tx.us (Texas Education Agency) www.tfla.com (Texas Foreign Language Association) www.ACTFL.org (American Council on the Teaching of Foreign Language) http://www.frenchteachers.org/