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Unit 1 Syllabus

Here is the syllabus for unit 1.pdf

jour A

jour B

Objectifs

Plan du Jour

Examens

le 22

août

le 23

août

  • I can explain what I do in the morning before school.
  • I can ask someone to describe their morning routine.
  • I can say what time I do things.

(1) Discuss rules, norms, and disclosure document. Learn reflexive verbs for morning routines. Review telling time. Getting to know each other. Practice asking/telling about morning routine.

CULTURE: Qu’est-ce qu’on mange au petit déjeuner ? https://goo.gl/4t1xYT

 

le 24

août

le 25

août

  • I can name items that I use to get ready in the morning or before bed.
  • I can name the brands of common beauty and hygiene products.
  • I can tell how I feel in a number of ways.

(2) Procedures/Royalty. Daily routines & activities. Talk about products and objects we use to get ready and go to bed. Talk about feelings. Observe and explore products from France we use here in America.

CULTURE: Expressions du Jour https://goo.gl/FfR1rU

Rules quiz

Numbers quiz

(NH.PW.1)

 

le 26

août

le 29

août

  • I can describe myself, what I look like, what I wear, what I like and dislike.
  • I can describe others, what they look like, what they wear, their likes and dislikes.
  • I can ask someone what they look like.

(3) Review the verbs to be and to have. Talk about physical appearance. Review clothing, the verbs to wear and put on. Teach to get dressed/undressed. Talk about likes and dislikes, sports & activities.

CULTURE: Le Temps du Jour https://goo.gl/QIshFq

Passport 1 – Saying hello and how I feel
(NH.IC.1)

Getting Ready Vocabulary

le 30

août

le 31

août

  • I can describe my personality, how I act, my attitudes, beliefs, and lifestyle.
  • I can describe the personality of others, their attitudes, beliefs, and lifestyle.
  • I can ask someone what their personality is.

(4) Read and learn about personality words. Practice talking about personality and describing what people are like. Talk about “la mode de vie” and “les croyances”.  

CULTURE: Studying a language: https://goo.gl/Py3h4z

Listening quiz
(NH.IL.1)

Routine Verbs Vocabulary

le 1

sep

le 2

sep

  • I can describe my routine during the day with a variety of regular and irregular verbs.
  • I can ask others what they do during the day.

(5) Review routines in the morning. Practice talking about what we do during the day. Time to look at and reviw basic regular and irregular verbs. Be sure they can create simple connected sentences.

CULTURE: Vivre une vie simple quote: https://goo.gl/HTJ61W

Reading quiz
(NH.IR.1)

Passport 2 – Describing self and others

(NH.IC.2)

le 5 sep

 

La Fête du Travail

 

le 6

sep

le 7

sep

  • I can say what I do to get ready for bed, my night-time routine.
  • I can ask others to describe their night-time routine.

(6) Review daily routines by dicussing the routines of other teens, family, and friends. Talk about night-time routines. Describe what we do before bed, including times, and days of the week.

CULTURE: Chanson – « Au Clair de la Lune » https://goo.gl/cjebxW

Time and Interjections Vocabulary

le 8

sep

le 9

sep

  • I can ask simple questions (who, what, when, where, why, how).
  • I can talk about my habits, my chores, how I spend my time, and expand on my lifestyle.

(7) Review verb choice - when to make sentence reflexive. Discuss asking questions - and making our conversations rich with content. Speaking about daily life. Really work on expanding on what we say.

CULTURE: French Faux Pas http://goo.gl/fTIZ29

Regular Verb quiz

(NH.PW.1)

le 12

sep

le 13

sep

  • I can talk about my family, give their names, ages, and talk about what they are like.

(8) Take a look at family vocabulary some more. Spend time reviewing the verbs, activities, and description for others, including friends, family, and pets.

CULTURE: Manifeste de la Famille https://goo.gl/slrPl6

Reflexive Verb quiz

(NH.PW.1)

le 14

sep

le 15

sep

  • I can talk about my school, my schedule, the names of friends, teachers, and the principal. I can talk about classes here, what the school looks like, and describe where it is located.

(9) Talk about the school. Spend time reviewing prepositions of location, directions, basic description of places, and the names of rooms, subjects, and people.

CULTURE: School in France https://goo.gl/berLmD

Passport 3 – Explain my daily routine

(IL.IC.1)

le 16

sep

le 18

sep

 

Unit One Review, adjectives, basic verbs, routines, and physical and personality description.

1st draft due of Pen Pal Letter (teacher reads)

Me, my friends, and school presentation

(NH.PS.1-4, N.CP.1, N.CPP.2)

 

le 20

sep

le 21

sep

Unit 1 Exam. All mastery assignments & quizzes must be done prior to taking the exam.

Quizlet

Vocabulary

Unit 1 – Vocabulary pdf

Questions | Answers | Expressions | Routine | Objects | Review | Interjections

I. Questions
*Note questions can be formal or informal. Be sure to learn both forms.
1-How do you like to spend your free-time?
2-Tell me how you spend a week-day or a week-end?
3-At what time do you…?
4-What is your school & teachers like?
5-What do you have (at/between/during)?
6-How do you spend a typical day?
7-Where shall we go tonight?

I. Les Questions
*Note questions can be formal or informal. Be sure to learn both forms.
1-Comment est-ce que tu aimes passer ton temps libre ?
2-En général, qu’aimes-tu faire pendant la semaine ou le week-end ?
3-À quelle heure est-ce que tu…?
4-Décrivez votre école et vos profs ?
5-Qu’est-ce que tu as (à/entre/pendant) ?
6-Comment passes-tu une journée type ?
7-Qu'est-ce qu'on fait ce soir?

1-Typically, I…
2-In general, I…
3-At… I…
4-They are…
5-I have…
6-Sometimes, I…
7-Shall we eat out?

II. Les Réponses
1-Typiquement, je…
2-D’habitude, je…
3-À … je…
4-Ils/elles sont… ou Ils/elles ont…
5-J’ai…
6-Parfois, je…
7-On se fait un restau?

III. Time/Space Expressions
1-the morning
2-the afternoon
3-the evening
4-(this) morning, afternoon, evening
5-before
6-during
7-after
8-first
9-then
10-next
11-finally
12-early
13-late

III. L’Heure/Le Temps/L’Espace
1-le matin
2-l’après-midi
3-le soir
4-(ce) matin, (cet) après-midi, (ce) soir
5-avant
6-pendant
7-après
8-d’abord
9-(et) puis
10-ensuite
11-enfin
12-tôt
13-tard

IV. Daily Routine
1-to get your hair cut
2-to dye your hair
3-to straighten your hair
4-to bleach your hair
5-to curl my hair
6-to get a perm
7-to get the mail
8-to check your email
9-to exercise
10-to go to practice
11-to show off
12-to leave the house
13-to get ready
14-to read
15-to talk with friends
16-to chat online
17-to play games
18-to go see a movie
19-to get a bite to eat
20-to attend a concert
21-to prepare for a test
22-to veg/chill/relax
23-to party
24-to be weird
25-to do something random
26-to sluff
27-to stay up late
28-to pass a note
29-to scribble/doodle
30-to talk in the hall

IV. La Routine Quotidienne
1-se faire couper les cheveux
2-se teindre les cheveux
3-se lisser les cheveux
4-se décolorer les cheveux
5-se friser les cheveux
6-faire une permanente
7-prendre le courrier
8-regarder mon mail
9-faire de l’exercice
10-aller à l’entraînement
11-faire le fier/la fière
12-quitter la maison
13-se préparer
14-lire
15-bavarder
16-chatter sur le web
17-jouer aux jeux
18-aller voir un film
19-manger un morceau
20-assister à un concert
21-se préparer un examen
22-décompresser
23-faire la fête
24-se comporter mystérieusement
25-agir au hasard
26-sécher un cours
27-se coucher tard
28-donner une petite note à qqn
29-griffonner
30-parler dans le couloir

V. Nouns
1-stud
2-earring
3-mascara
4-lipstick
5-eye shadow
6-foundation
7-blush
8-a haircut
9-gel
10-hair spray
11-hair band
12-beanie
13-spiky hair
14-brush
15-toothpaste
16-tooth brush
17-soap
18-wash cloth
19-body wash
20-luffa
21-deodorant
22-body spray
23-perfume
24-lotion
25-shampoo
26-conditioner
27-razor
28-shaving cream
29-after shave
30-curling iron
31-movie ticket
32-weights
33-cash

V. Noms
1-un clou
2-une boucle d’oreille
3-le mascara
4-le rouge à lèvres
5-l’ombre à paupières
6-le fond de teint
7-le blush
8-une coupe
9-le gel coiffant
10-la laque
11-un bandeau
12-une tuque
13-les cheveux en brosse
14-une brosse
15-le dentifrice
16-une brosse à dent
17-le savon
18-un gant de toilette
19-le gel douche
20-un luffa
21-le désodorisant
22-l’aérosol de désodorisant
23-le parfum
24-la lotion
25-le shampooing
26-l’après-shampooing
27-un rasoir
28-la crème à raser
29-l’après-rasage
30-le fer à friser
31-un billet (de cinéma)
32-les poids (m.)
33-l’espèce (f.)

VI. Review
1-conjugation of regular ER, IR, RE verbs in present tense
2-articles
3-school and classroom talk
4-ordinal numbers
5-going places
6-telling time
7-conjugating some irregular verbs (to go, to do, to have, to put on)
8-prepositions (at, in, to, from, etc.)
9-adverbs (sometimes, occasionally, it depends, typically, usually, etc.)
10-interjections and expressions

VI. Révision
1-la conjugaison des verbes au présent
2-les articles
3-l’école et la salle de classe
4-les chiffres ordinaux
5-visiter des endroits
6-indiquer l’heure
7-conjuguez certains verbes irréguliers (aller, faire, avoir, mettre)
8-les prépositions (à, dans, au, de, etc.)
9-les adverbes (parfois, de temps en temps, ça dépend, typiquement, normalement, etc.)
10-les interjections et les expressions

VII. More Expressions/Interjections
1-Great, isn't it?
2-Right, if you want.
3-Well, er..it's possible.
4-Got a problem?
5-a bloke, dude
6-see you later
7-affirmative, you got it
8-go find out
9-holy cow!
10-but of course!
11-all the better, thankfully!

VII. Les Interjections
1-c'est chouette, hein ?
2-Bon, si tu veux.
3-Ben...euh...c'est possible.
4-T'as un problème?
5-un mec
6-à plus
7-affirmatif
8-allez savoir
9-oh la vache!
10-mais oui!
11-tant mieux!

Practice - On va pratiquer!

conversation listening reading presentation writing

Conversations | Listening | Reading | Presenting | Writing

Select a topic for practice based on what you are studying in class or need help on.

 

 


Here is where you will find your homework for class. Be sure to follow your syllabus and homework sheet and keep up on the work that has been assigned. You will be studying vocabulary with quizlet, you will also need to complete these assignments and practices (other tab) on the date they are due.

 

homework tracking sheet

Link to Homework Sheet

Canvas

Link to Canvas - to submit your work!

Canvas Join Code: BACH6Dor follow url: https://canvas.instructure.com/enroll/BACH6D

 

 

 

Listening

PRACTICE 1:

French Dialogues - Directions

http://video.about.com/french/French-Dialogues--Directions.htm

Bonjour. J'ai besoin d'aller de Roissy-Aéroport Charles de Gaulle au centre de Paris. Vous pouvez m'aider, s'il vous plaît? Bien, merci. 

D'accord. Je peux prendre le train, l'autobus, la navette, ou le taxi? Le train s'il vous plaît. Le train part toutes les 15 minutes des Terminaux 1 & 2 et arrive au centre de Paris en 30 minutes. Il y a des trains de 5h du matin à 0h15 et le trajet coûte 8,40 Euros. 

Hm. J'aurai beaucoup de bagages en fait, donc peut-être que je devrais prendre un taxi. Vous pourriez me dire comment aller au centre de Paris en voiture? Mon hôtel est sur le Boulevard Malesherbes. 

Il faut prendre l'autoroute A1, suivre les pancartes jusqu'à Paris. Au Boulevard Périphérique, il faut prendre direction Rouen. Puis quitter le Périphérique à la Porte d'Asnières, tourner à gauche, et prendre direction Centre Ville, tout droit sur le Blvd Malesherbes. C'est ça? D'accord. Merci beaucoup! Au revoir.

Vocabulaire

Où est...? la salle de bain, l'hôtel, le restaurant, le musée, la banque, le bureau de change, l'église, le cinéma, le théâtre, l'école, la poste, le parc, l'hôpital, le commissariat. C'est... à gauche, à droite, tout droit, à côté de, devant, derrière, en haut, en bas, près de, loin de, au nord, au sud, à l'est, à l'ouest.

Questions:

  1. Summarize the meaning of the vocabulary words listed above.
  2. Describe the train system to get to the airport.
  3. Does she take a train? Why or why not?

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Following multi-step directions

PRACTICE 2:

Although you have learned many classroom instructions, commands for chores, and other requests, here is your chance to see what you can remember. Listen to the directions and then see if you can state back in the correct order what was asked.

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Reading

PRACTICE 3:

Here is a fun story about a big animal.

Le plus grand crocodile du monde

Posté par La Rédac, le 4 juillet 2012

Quel monstre !
Capturé il y a quelques mois aux Philippines (Asie), ce crocodile est officiellement le plus grand jamais capturé. Sur la photo, un zoologiste est en train de le mesurer. Résultat : 6,18 m, soit près de 1 mètre de plus que l’ancien détenteur du record, un crocodile australien.
Ce saurien est soupçonné est d’avoir tué au moins 2 personnes avant sa capture, qui a soulagé la population locale. La bestiole est désormais l’attraction d’un parc zoologique.
Même s’il est en captivité, on n’a pas trop envie de s’approcher quand même !

Photo : © AFP/Richard Grande.

Crocodile Reading Activity

Now that you read about it, try to summarize what you read in English. As another task, you might try relating this story in French to a classmate.

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Speaking

PRACTICE 4:

Listen to Mr. Rocque do the Bienvenue. Practice writing yours and then sharing it with a classmate, or saying it outloud several times to prepare.

Script - Fill in the missing words

Je m'appelle M. Rocque. Aujourd'hui, c'est le 23 août. Il fait aujourd'hui. Okay, je vais parler un peu de moi. J'aime et j'aime jouer au foot. Je joue au foot avec mes amis au parc le week-end et pendant aussi. Je joue au golf pendant l'été, simplement parce que je n'ai pas beaucoup de temps libre. Je n'aime pas parce que je me brûle facilement. C'est quand j'ai la peau rouge et quand le soleil et très fort et je n'aime pas nager pour cette raison. Donc, je vais parler de . Normalement, je me lève à et je me baigne, je m'habille professionellement parce que je suis un professeur. Je porte normalement et une chemise. Je vais à l'école à 7h00/ 7h15 et je prépare mes leçons et j'enseigne le français. l'école, je à la maison. Je mange , par exemple une pomme ou une orange. Je ne sais pas. Et puis, je joue avec mes amis et je mange le dîner envers 18h00. J'adore manger et préparer la cuisine aussi. Après le dîner, ça dépend, , je regarde la télé et je me couche vers dix heures du soir. Et voilà, j'adore ma famille. J'ai quatre enfants, et . Je suis marié. J'adore l'école. Je pense que Lakeridge est super, Elle est la meilleure école en Utah et dans . Et voilà, merci.

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Riots in France, 2005

PRACTICE 5:

Here is the transcript of the discussion about some riots that occurred in France. You will read narration from a reporter, and some question they ask.

Les aînés des quartiers

Les violences qui ont secoué la France ces dernières semaines - 2 200 voitures brulées en l'espace d'une dizaine de jours - ont été révélatrices de la méfiance et de l'incompréhension entre certains habitants des banlieues des grandes villes et les forces du gouvernement. Cette incompréhension commence avec les faits qui ont déclenché les émeutes. La mort de deux jeunes gens électrocutés en fuyant la police a été un accident tragique pour les autorités d'une part, la conséquence du comportement agressif des policiers pour les amis des victimes d'autre part. Le gaz lacrymogène qui est entré dans une mosquée a été vite pris comme une provocation insupportable par les manifestants, tandis que les autorités disent que les gaz a pénétré dans le bâtiment à la suite des affrontements qui se déroulaient dehors, niant absolument que des bombes aient été lancées dans la mosquée. Est-ce que la réaction musclée des forces de l'ordre a aidé à rétablir l'ordre ou est-ce que cela a exacerbé le conflit ? Certains y voient une stratégie du ministre de l'Intérieur Nicolas Sarkozy pour ne pas perdre la face - il est en effet candidat potentiel pour les élections présidentielles de 2007 - davantage qu'une vraie défense des intérêts des habitants victimes de la situation. Dans les quartiers sensibles, les aînés jouent un rôle important - ils sont souvent les intermédiaires entre les autorités et les jeunes radicaux. Et à Clichy-sous-Bois, là où les violences ont commencé, ils sont certains que les autorités portent une grande part de responsabilité dans ce qui s'est passé. Reportage Dillah Teibi.

Vous, vous habitez là depuis combien de temps ?

Eh ben, moi, ça fait vingt-cinq ans que j'habite dans cette cité. J'en ai trente. Alors, je te laisse imaginer que depuis l'âge de cinq ans je suis ici.

Donc t'habites ici, hein, depuis vingt-cinq ans. T'en penses quoi de tout ça ?

Ben, j'en pense quoi ? J'en pense que... Est-ce que un jour on aura la chance d'avoir un homme politique qui va faire la vraie démarche ? Qu'on arrête de nous mentir ! Qu'on arrête de nous faire espérer ! Qu'on arrête de nous prendre pour des lapins ! On est des gens courageux. Il y a toujours des brebis galeuses, quoi qu'il arrive, ça c'est dans le monde entier, d'accord ? Et qu'on arrête de nous prendre pour des cons parce qu'on est pas cons. On a tous été à l'école. On sait tout le monde sait le droit qu'on a en France et on en a marre que certaines personnes nous gâchent notre vie. Pourquoi tirer, tirer sur des gens, des innocents, tirer sur nos mères, sur mon oncle qui était en train de faire sa prière ?

Tirer avec les lacrymogènes.

Avec des lacrymogènes. Ça, c'est la France? Ça, c'est ce qu'ils ont promis à nos parents ? C'est comme ça qu'on remercie nos parents à nous. On en est à la troisième bavure.

un affrontement

confrontation (with police), clash

un ainé

elder

la banlieue

suburbs

une bavure

blunder, mistake

une brebis galeuse

bad apple, black sheep

déclencher

to set off, start, spark

se dérouler

to take place, occur

une émeute

riot

fuyant

present participle of fuir - to flee

le gaz lacrymogène

tear gas

la méfiance

mistrust

une mosquée

mosque

niant

present participle of nier - to deny

 

Question:

  1. What prompted the violent riots to begin?
  2. In what ways do you feel the police acted poorly?
  3. Can you sympathize in any way with the man who was interviewed? In what ways?
  4. How would you react if this happend in your neighborhod, with people you loved?
  5. What should the government have done to handle the situation better? What would you have done if you were in power?

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Having a conversation

PRACTICE 6:

This is one video of many, check out the online channel, find a topic that interests you and listen to the beautiful French. As you listen, focus on understanding, and try to find expressions and words that you can use in your dialogues.

Background: Jean-Jacques Rousseau celebrated his 300th anniversary in 2012. This is a video about his birth. Listen to the interaction between the interviewer and the interviewee.

http://www.rhonealpes.tv/

  1. What tragic event happened early in the life of Jean-Jacques Rousseau?
  2. Was he born in present day France or Switzerland?
  3. What other tragic event occurs in middle age?
  4. After living with a severe pastor for some time he runs away, and then who does he end of living with?

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Talking about your daily routine and schedule

PRACTICE 7:

Your daily routine includes many activities, from getting up in the morning and getting ready, to what you do before, during, and after school. When discussing your "quotidien" you will often need to use pronominal verbs. These verbs often begin with "se" like se lever, se brosser les dents, se maquiller, etc. The "se" is a pronoun that changes to match the subject. If I use these verbs in the first person, the "se" will change to "me". Je me lève, je me brosse les dents, je me maquille.

Be careful to only use this pronoun if the action is reflected, or if you are saying "myself". Many other actions do not require it. For instance: je dîne, je prépare mon petit déjeuner, je regarde un film, je joue au baset, etc.

 

Watch this video to see some things you can say about your daily schedule

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Other situations

PRACTICE 8:

In addition to talking about your daily routines and doing a basic introduction, you may need to practice how you would handle other typical situations. Look at these for some additional practice. Youtube is required.

In a restaurant or café

You could look up a restaurant and the menu at http://www.restoaparis.com/. After that practice with a friend your dialogue's for ordering.

 

Buying something at a grocery store

 

Shopping for clothes

 

YouLearnFrench - Youtube user link

Watch other videos from this user to practice additional dialogues.

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Writing

PRACTICE 9:

Question

A Swiss school wants to find out information about school life in the UK and have sent you the following questions. Read them through and look up any words you do not understand.

  • Comment s'appelle ton collège?
  • C'est un collège mixte?
  • Comment vas-tu au collège?
  • A quelle heure est-ce que les cours commencent?
  • En quelles matières es-tu fort(e)?
  • Quel jour de la semaine préfères-tu?

Write a paragraph about 40 words long answering the questions.

Exam tips

Planning your writing

  • Think back to the work that you did on the topic of school in class. You will be able to use much of it if you are preparing a task about school life for your controlled writing assessment.

Checking your writing

  • Read carefully through your paragraph to check that it makes sense. Did you stick to the French that you already know?
  • Did you look at the verbs in the questions with 'tu' (for example 'es-tu...?') and try to turn them into answers with 'je' (for example 'je suis')?
  • Did you recycle parts of questions, such as 'les cours commencent' into your answers?
  • Did you describe yourself as 'forte' (if you are a girl)?
  • Is there any way that you could have 'improved' what your wrote (eg by giving more detail, opinions, etc)?

Here is a link to a test for more practice.

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Les Alpes

PRACTICE 10:

Practice your French listening and reading comprehension with this low-intermediate level audio journal about a hiking trip through the Swiss Alps.

 

La Haute RouteEn été 2010, mon frère et moi avons fait une longue randonnée dans les Alpes. Le chemin s'appelle « la haute route ». C'est une randonnée qui va de Chamonix en France à Zermatt en Suisse. La randonnée fait 200 kilomètres. Elle commence au pied du Mont Blanc à Chamonix et elle traverse onze cols jusqu'à la fin, au pied du Cervin à Zermatt. Pendant la randonnée nous sommes montés 12.000 mètres environ et nous sommes descendus 10.000 mètres environ. La randonnée a duré quatorze jours. Chaque nuit nous sommes restés dans un hôtel ou une cabane de montagne. Nous avons porté seulement nos vêtements. La plupart du temps, nous avons déjeuné dans un restaurant le long du chemin.

La plupart de la randonnée est dans la région où on parle français. Pour cette raison, j'ai décidé d'apprendre la langue française. Je me suis inscrit à un cours de français à l'université. Après un semestre de cours, j'ai réalisé que ce n'était pas suffisant si je voulais vraiment pouvoir parler, et j'ai commencé à prendre des cours téléphoniques réguliers avec Camille. J'ai appris assez pour pouvoir parler français presque tout le temps pendant la randonnée.

Swiss AlpsLes préparatifs du voyage incluaient la recherche du chemin et la recherche d'hébergements. J'ai acheté des cartes nationales de la Suisse et l'application Swiss Map Mobile pour mon iPhone. J'ai utilisé l'internet pour trouver un hébergement à chaque destination. J'ai réservé tous les hôtels et les cabanes de montagne à l'avance par courriel écrits en français.

Questions sur les Alpes

  1. Can you google map "la haute route"? Have you ever gone on a hike similar to this?
  2. What would 200km be in miles or feet?
  3. What did the girl do to be able to learn French?
  4. What do you think the difference is between a "hôtel" and a "cabane de montagne"? Where would you rather stay?
  5. Imagine if you were to do this same trip, how would you prepare? Would you be able to arrange everthing to have a safe, fun trip?

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Assignments

Les Devoirs!

Here is where you will find your homework for class. Be sure to follow your syllabus and homework sheet and keep up on the work that has been assigned. You will be studying vocabulary with quizlet, you will also need to complete these assignments and practices (other tab) on the date they are due.

 

homework tracking sheet

Link to Homework Sheet

Canvas

Link to Canvas - to submit your work!

Canvas Join Code: BACH6Dor follow url: https://canvas.instructure.com/enroll/BACH6D

 

Assignment 1: Time to read. Find a text that you can read or check out one from Mr. Rocque. I also have a huge selection of readings here. In French 3 you need to spend time reading French and look up words you don't know. Figure out the grammar. This will be an essential part of your practice. For this first assignment you need to indicate in writing your first text of choice, and email me the title. Then read 20 minutes.

Assignment 2: Current Events. Find out what's going on in France. As you learn about the culture, you'll learn the language faster. You need to bring in a summary of one news article that you found. Staple the article to your summary in English. For a list of some good French news sources, check here or under links above for teen sites:

Le Parisien | Le Figaro | Le Monde | l'Équipe | Les Échos | Libération | La Croix | La Tribune | l'Humanité | France-Soir

There are a myriad of topics to search through. What does France think of America? What are their current sporting events? What do they find important to discuss? Compare this with an American newspaper for more depth and analysis.

Assignment 3: Conversation practice - everyday situation. Make a video or a powerpoint slideshow about your life as a teenager. Talk about your daily routine. Try to use some of the new getting ready nouns and verbs. Include times, places, and other interesting details.

Assignment 4: Prepare your "Bienvenue for the class" and share it with a friend or family member.

Assignment 5: Time to overcome your speaking anxiety. Find a native French person (or someone pretty good at French) that you know and have a conversation with them in which you introduce yourself and ask them about themselves. This random conversation must last about a minute or so. If you get stressed and don't know anyone, take a walk to Eliane's Bakery and you'll have a perfect excuse to talk French. Plus, you can buy a yummy pastry while you're there.


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Assignment 6: Time to meet your penpal. You will be writing friends in France this year, and that means you will need to begin to work on your French writing skills. Each letter is a page long. Begin writing your first one now. You will introduce yourself, tell about your family and friends, as well as your city and state. Explain to them what Lakeridge is like, who the various teachers are, and what you enjoy most and least. Finish by asking your pen friend questions that you want to know, that you find interesting. The first letter should be entirely in French, spell checked, and include a small picture of you.

Assignment 7: Create your own vocabulary list. You can go to quizlet or use another flashcard app program (flashcard app from the U.K., here is another flashcard app from Penyo). As you learn new words this year, put them into that list. Start to manage learning on your own, not waiting for Mr. Rocque to give you words. Start with 4-5 words for this assignment. Try and add five new words every week.

Assignment 8: What did you do this summer. Write a paragraph or two to describe what you did this summer. To help you review the past tense go to links or to the grammar section. Add as much detail as you can. You should have a good variety of verbs and description.

Assignment 9: Watch 20-30 minutes of a Disney or other movie with French Audio and English sub-titles. Write down 10-15 new words that you learned. Turn in a paper with the name of the film and the list of words with translations.

Assignment 10: UNIT EXAM REVIEW - Complete the review packet prior to taking the Unit 1 Exam. It is also a good idea to review all of the vocabulary and your notes. pdf Here is the French 3 Unit 1 study guide to download.

Links

Les Sites-Web

Here are several additional websites that will allow you to look up additional content and information about the topic. When you finish your assignments or practice for the day, and wish to advance your French, check them out.

  1. Word Champ http://www.wordchamp.com/lingua2/Home.do
  2. Online Dictionary http://www.wordreference.com/enfr/
  3. French vocabulary games http://www.learnalanguage.com/learn-french/french-words/
  4. The verb être: http://www.targetlanguage.co.uk/level4.html
  5. Regular ER verbs: http://www.targetlanguage.co.uk/level13.html
  6. Regular IR verbs: http://www.targetlanguage.co.uk/level15.html
  7. Regular RE verbs: http://www.targetlanguage.co.uk/level14.html
  8. Passé Composé: Lesson 1, Lesson 2, Lesson 3, Lesson 4
  9. Talking about the past: http://www.targetlanguage.co.uk/level63.html
  10. Teen News/Event Sites: www.geoado.com , www.l’express.fr , www.allocine.fr, www.jedessine.com

Objectives

UNIT 1 – Me, myself, and I
Students will talk about life from when they were little to now. They will create a timeline that goes through different life experiences.  They will tell about their family, important events of their life, schooling, and how those events have made them into the person that they are now.
standards
LEARNING INDICATORS

  • NH.IC.1 - I can exchange some personal information (repeat).
  • NH.IL.1 – I can sometimes understand simple questions or statements on familiar topics. (repeat).
  • NH.IL.2 – I can understand simple information when presented with pictures and graphs (repeat).
  • NH.IR.1 – I can usually understand short simple messages on familiar topics (repeat).
  • NH.PS.1 – I can present information about my life using phrases and simple sentences (repeat).
  • NH.PS.2 – I can tell about a familiar experience or event using phrases and simple sentences (repeat).
  • NH.PW.1 – I can write information about my daily life in a letter, blog, discussion board, or email message (repeat).
  • N.CP.1 – I can identify some beliefs and values related to age, gender, social class and ethnicity.
  • N.CPP.2 – I can identify some common practices related to home and community life of other cultures and my own.
  • N.CIA.2 – I can use memorized language and very basic cultural knowledge to interact with others.

GRAMMATICAL FORMS

  • Review of the use and placement of adjectives to describe people and things.
  • Review of regular and irregular verbs with all subjects in present tense, including pronominal forms and impersonal subjects.
  • Review of the ways that questions are formed.
  • Review of basic to have, to do, and to be expressions.
  • Review of gender of nouns and correct use of articles.

Note: Abbreviations are used for learning indicators. For the major level (N) indicates novice, (I) intermediate, and (A) advanced. The sub-levels of low, middle, and high are indicated with the addition of (L, M, and H) respectively. The next grouping indicates the mode of communication: Interpersonal Communication (IC), Interpretive Listening (IL), Interpretive Reading (IR), Presentational Speaking (PS), and Presentational Writing (PW). The number indicates the standard. For the entire Utah Core, please see: http://www.schools.utah.gov/CURR/worldlang/Home/UtahWorldLanguageCore2014.aspx or to access the ACTFL can do statements: http://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements.pdf