Course Name: French 4H

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titreCourse Name: French 4H
date de publication31.03.2017
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Students will communicate and interact in an increasing range of task-oriented and social situations. Students will respond to statements, initiate, and sustain conversations with increasing linguistic accuracy. Student s will comprehend fluent speakers in everyday situations, as well as communicate orally with increasing logic and accuracy. Culturally appropriate communications and social behaviours will continue to be developed.


Students will formulate oral, written and multi-media presentations on familiar topics. Students will demonstrate control of an expanding number of familiar words, phrases, and time frames, supplemented by expressions acquired from other sources. Students will demonstrate increased use of culturally appropriate vocabulary, idiomatic expressions, and non-verbal behaviours.


Students will use some culturally appropriate vocabulary and idiomatic expressions, as well as some gestures and body language of the target culture. The students will recognize and compare similarities and differences in the perspectives, products and practices of the target culture and their own. They will demonstrate some cultural knowledge in oral and written presentations. As students experience the satisfaction of participating in authentic cultural situations, they become more confident in their ability to use their skills in the wider global community.

The following proficiencies are based on the NJ State standards for World Languages, strands 7.1 and 7.2
By the end of Level 4, students will:
Standard 7. 1 : Communication

A. Interpretive Mode (Understanding and interpretation of spoken or written communication)

1. Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.

2. Compare and contrast similarities and differences in the use of verbal and non-verbal etiquette found in the target culture with their own culture (cf. social studies standards).

  • Eye contact and interpersonal social distance

  • Table manners and telephone practices

3. Identify people, places, objects, and daily activities based on oral or written descriptions.

  • Famous historical and contemporary personalities from the target culture (cf. social studies standards).

  • Regions, cities, historical and cultural sites in the target country (cf. social studies standards).

  • Events from U.S. history and target culture history from a specific era (cf. social studies standards)

4. Comprehend conversations and written information on a variety of topics.

  • Academic and social interests

  • Current or past issues and events at home or in the target country (cf. social studies standards)

5. Apply knowledge and skills gained in other core content areas to the learning of the target language.

  • Converting maps into appropriate graphics to display geographical information about the target culture country (cf. social studies standards)

  • Comparing and contrasting celebrations in the target culture and in one’s own culture (cf. social studies standards)

  • Studying percentages of ethnic cultural diversity within the Hispanic population. (cf. mathematics standard 4.2)

  • Evaluating authentic weather reports from different regions of the target country to predict weather conditions (cf. science standard 5.8)

6. Identify the main idea and theme, and describe the main characters and setting in readings from age-appropriate, culturally authentic selections.

7. Compare and contrast unique linguistic elements in English and the target language (cf. language arts literacy standards).

  • Time and tense relationships

  • Commonly used words and phrases

  • Idiomatic expressions

B. Interpersonal Mode (Direct spoken or written communication)

1. Give and follow a series of oral and written directions, commands, and requests for participating in age-appropriate classroom and cultural activities.

2. Use common idiomatic expressions, culturally appropriate vocabulary, and gestures of the target culture in familiar situations (cf. social studies standards).

3. Ask and respond to factual and interpretive questions of a personal nature or on school-related topics.

  • Reactions to an incident occurring in school or an event taking place in the school, community or world

  • Characteristics and shared characteristics of major categories of organisms (cf. science standard 5.5)

  • The role of the target culture country in colonization and exploration of the Americas or in the American Revolution (cf. social studies standards)

4. Engage in short conversations about personal experiences or events (e.g., family celebrations and coming of age customs. Cf. social studies standards).

5. Describe the principal characters, setting, and important events from age-appropriate, culturally authentic selections both orally and in writing (cf. language arts literacy standards).

6. Identify professions and careers that require proficiency in a language other than English (cf. the workplace readiness skills needed to engage in these professions).

C. Presentational Mode (Spoken or written communication for an audience)

1. Present student-created and/or authentic short plays, skits, poems, songs, stories or reports (cf. visual and performing arts standards).

  • Staging a dramatic presentation (dramatization of significant aspect of the life of an important person in the target culture)

  • Doing an oral presentation on a famous person, place, or event from target culture supported by research obtained in the target language

  • Creating a visual representation of region or country supported by technological resources and other media (cf. workplace readiness standards)

2. Use the language creatively, in writing, in response to a variety of oral or visual prompts (cf. language arts literacy standards).

  • Writing short, well-organized essays on personal and school-related topics

  • Writing letters in response to ads in local or target language newspapers (cf. workplace readiness standards)

3. Engage in a variety of oral and written tasks using age-appropriate culturally authentic selections (cf. language arts literacy standards).

  • Summary of the plot and characters

  • Dramatization of principal scenes in the text

  • Role-playing a film critic to express opinions about the text

4. Describe orally, in writing, or through simulation, similarities and differences among practices found in the target culture with one’s own (cf. language arts literacy and social studies standards).

  • Origin and development of practice

  • Use of the product within the culture

  • Role-playing cultural practices

Standard 7.2 - Culture
A. Interpretive Mode (Understanding and interpretation of spoken or written communication)

1. Show how the attitudes and beliefs (perspectives) of the target culture(s) are reflected in cultural practices (cf. social studies standards).

2. Investigate how geography and climate influence the lives of people in the target culture country or countries (cf. social studies and science standards).

3. Show the relationship between the cultural characteristics found in films or videos to the cultural perspectives of the target culture (cf. visual and performing arts standards).

4. Examine tangible products of the target culture and begin to infer why people produce and use them (cf. social studies standards).

B. Interpersonal Mode (Direct spoken and written communication)

1. Interact in a variety of situations using culturally appropriate etiquette in verbal and non-verbal communication.

2. Discuss various elements of age-appropriate, culturally authentic selections and identify how they reflect certain aspects of the target culture (cf. language arts literacy standards).

3. Discuss in some detail observable patterns of behavior and social conventions of the peer group in the target culture(s) and make comparisons with the U.S. (cf. social studies standards).

4. Discuss the characteristics of the school community in the target culture and compare with those in the U.S.

5. Describe past and present issues, events, and/or trends from the target culture perspective and the U.S. perspective (cf. social studies standards).

C. Presentational Mode (Spoken and written Communication for an audience)

1. Present the results of research showing the extent of diversity that exists within the target language/culture(s) (cf. social studies standards).

2. Prepare an analysis showing how expressive products or innovations of the target culture(s) influence the global community.

French 4/4H– Scope and Sequence

Level French 4 will be taught through history, literature, art and thematic units.
Stage 1: Moi-même et les descriptions physiques
Stage 2: Ce que je fais, mes habitudes.

  • la routine quotidienne

  • les travaux domestiques

  • Les travaux d’extérieur

  • Le bricolage

  • La bonne action

  • Description d’où j’habite

  • Les rendez-vous

Stage 3: La condition physique et les sentiments.

  • l’école

  • les sports

  • la famille

  • l’humeur du jour

Stage 4: Les boutiques.

  • le shopping

  • chez le photographe

  • chez le coiffeur

  • A la papeterie

  • A la pharmacie

  • Au supermarché

  • Chez le cordonnier/ A la teinturerie

  • Les services

Stage 5: Les voyages: comment voyager?

  • discuter un projet de voyage

  • comment voyager?

- train

- avion

- voiture

- les logements

- trouver une location

- les vacances

- l’environnement et l’écologie

- projet pays francophones

Stage 6: La santé.

  • ma santé

  • la visite médicale

  • comment s’est-on fait mal?

  • Chez le dentiste

Art of the XVIIIth century.

Level 4

The level
French 4 will study various themes covered within chapters 1 through 8 of
Discovering French Rouge.

Level 4H
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