Draft 2014-2015
Collier County Public Schools
World Language Curriculum Map Grades 8-12
French 1 – 0701320
French 2 – 0701330
French 3 – 0701340
French 4 – 0701350
French 5 – 0701360
AP French Language – 0701380
Bon Voyage! by Glencoe, is the adopted series for French 1 - 3.
Bonne Continuation by Pearson publishing is the adopted text for French 4.
Tresors Du Temps – Glencoe along with Amsco: French 4 Years have been adopted for French 5.
Advanced Placement French, Preparing for the Language Exam along with Listening Comprehension Skills: A Longman Guide to the French Achievement Test,
both by Pearson Publishing, have been adopted for AP French Language.
Prepared for CCPS by Daniel E Johnson, Master of Arts, French and Francophone Literature, University of California at Los Angeles
French II 0701330
Timeline
Quarter 1
Week
1-3
Essential
Questions
(Theme)
What do you
remember
from French 1?
Learning Goals
Grammar and Structure)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Review present tense
of ER verbs
Review present tense
of RE verbs
Review present tense
of IR verbs
Review present tense
of common irregular
verbs
Review regular passé
compose
Review passé
composé with
irregular past
participles
Review passé
compose with être
auxiliary
Review passé
composé with
reflexive verbs
Review passé
composé with
reciprocal verbs
Review construction
of imparfait
Review use of passé
composé versus
imparfait
Review savoir versus
connatre
Review pronouns: me,
te, nous, vous, le, la,
les, lui, leur, y, en
Review souffrir,
ouvrir, offrir in
present and past
Review the imperative
construction and uses
Review venir in
present and past
Review preposition
use with geographical
locations
Review relative
pronouns qui & que
Review personne ne
and rien ne
Vocabulary
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


Review basic vocab:
Asking for and
stating your name
Asking for and
stating your age
Asking for and
stating your
nationality
Asking for and
stating your place
of origin
Asking for and
stating your age
Asking for and
stating the date
Asking for and
stating the time
Asking about and
stating the weather
Asking about and
stating one’s
interests and
preferences
Review vocabulary
regarding: Les
loisirs culturels
Review vocabulary
regarding: La santé
et la medicine
Review vocabulary
regarding: Les
telecommunication
s
Practice, Resources & BYOD
Standards
Recommended Assessment
Textbook
•
Revision A-F page R1-R57
•
Chapter 1 Assessment and
FCAT Practice page 28-29B
•
Chapter 2 Assessment and
FCAT Practice page 60-61B
•
Chapter 3 Assessment and
FCAT Practice page 92-93B
•
Chapter 4 Assessment and
FCAT Practice page 126-127B
•
Chapter 5 Assessment and
FCAT Practice page 168-169B
•
Revision 1-4 page 130-135
(All French 1
Florida Next
Generation
Standards may
apply and
additionally)
Florida TeacherWorks CD-ROM
•
Révision A –F Reading and Writing Test
•
Révision A-F Listening Test
•
Révision A-F Speaking Test
•
UNIT TEST 1-4 Reading and Writing Test
•
UNIT TEST 1-4 Listening Test
•
UNIT TEST 1-4 Speaking Test
WL.K12.NH.7.1
WL.K12.NH.7.2
WL.K12.NH.8.1
Teacher generated assessments
ExamView generated assessments
Workbook
•
Révision A-F page R1-R38
•
Self-Test 1-4 page 45-50
BYOD Resources
See all Resources on French 1 Curriculum
Map.
www.quia.com/shared/french
Also search for Bon Voyage Level 2 under
“textbook” and then look for “révision”
activities, especially for sections A-D
2
3
Timeline
Essential
Questions
(Theme)
Quarter 1
Week
4-5
“L’Aéroport et
l’Avion
Learning Goals (Grammar
and Structure)

How do the
French talk
about traveling,
airports and
airplanes?
To become
familiar with
simple
vocabulary of
travel, airplanes
and airports
Vocabulary
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

Quarter 1
Week
5-6
How do the
French ask
“which one”
and then
answer with
“every [one]”?
What would it
be like to take a
class trip to
France?



To become
familiar with the
conjugation of
regular –ir verbs
To learn how to
make the
expressions
“quel” and
“tout” agree
with nouns they
modify
To learn the
conjugations of
irregular verbs
sortir, partir,
servir and dormir
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














un aéroport
une aérogare
un avion
un hall
un comptoir
une compagnie
aérienne
un passage
un bagage à main
une valise
un billet
un passeport
le numéro du vol
une porte
d'embarquement
une carte
d'embarquement
un siège
une place côté
couloir/côte fenêtre
un départ/ arrivée
une piste
le contrôle de
sécurité
un vol
intérieur
international
non-fumeurs
à destination de
en provenance de
une annonce
un pays/une ville
à bord
la cabine
une ceinture de
sécurité
un coffre à bagages
un plateau
une carte de
débarquement
un agent
le personnel de bord
un pilote/steward
une hôtesse de l'air
voyager
faire un voyage
faire une annonce
Practice Activities and Resources
BYOD Resources
Standards
Recommended Assessment
Textbook Review:
WL.K12.IL.1.4
WL.K12.IL.1.6
WL.K12.IL.2.4
WL.K12.IL.3.1
WL.K12.IL.3.5
WL.K12.IL.3.2
WL.K12.IL.4.1
WL.K12.IL.4.3
WL.K12.IL.5.1
WL.K12.IL.1.1
WL.K12.IL.5.2
WL.K12.IL.4.2
WL.K12.IM.2.2
WL.K12.IM.6.4
WL.K12.IL.6.4
WL.K12.IL.7.1
WL.K12.IL.8.3
WL.K12.IM.6.3.
WL.K12.IM.8.1
Assessment component can be accessed
through ExamView Assessment Suite (Test
Generator, Test Player and Test Manager), or
through:
•
Vocabulary and Structure quizzes p
•
Chapter tests pp.286-287
•
Situation Cards Chapter 1
Vocabulaire: Mots 1
Pages 260-261
Vocabulaire: Mots 2
Pages 264-265
Structure:
Les verbes en –ir au present Page 268
Quel et Tout Page 270
Differential Assessment:
http://www.glencoe.com/qe/qe22.php?qi=501
Teacher generated assessment
Les verbes sortir, partir, dormir et servir Page272
Lectures Culturelles Pages 278-279
On va en France
Lecture Supplémentaire, P 280
(Great cross-curricula on crossing time zones I
added problems such as ‘If a planes leaves NYC at 7
pm local and it takes 8 hours to fly to Paris, what
time will it be locally when it lands ? What about
the same plane leaving CDG at 8 am the next day.
When will it land in NYC locally ? What if it were to
continue on for 4 hours more and land at LAX?)
Passport to Success Notebook:
•
Note-taking and Study Strategies
•
Reading Strategies
•
FCAT Practice
Audio/Visual Resources
Vocabulary Transparencies 1.2-1.5
Audio CD 2
Vocabulary PuzzleMaker
Interactive Conversations
Pronunciation Transparency P 1
4
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














finir
choisir
remplir
atterrir
partir/sortir
dormir
servir
passer par
verifier
décoller
attacher
ramasser
être à l'heure
avoir du retard
(faire) enregistrer
Sous
il faut
faire ses valises
Bon Voyage! Video, Episode 1
Video Activities, Chapter 1
Mindjogger Videoquiz
BYOD Resources:
Games:
www.quia.com/shared/french
Flashcards
http://quizlet.com/31836215/bon-voyage-level-1chapter-8-vocab-flash-cards/
Powerpoint video of vocabulary from this exact
chapter
http://www.youtube.com/watch?v=Sh57D6uDoME
Tour of CDG Airport
http://www.youtube.com/watch?v=Au4Nu0-mnNU
5
Timeline
Quarter 1
Week
7-8
Essential
Questions
(Theme)
“La Gare et le
Train”
Learning Goals
(Grammar and Structure)

How do the
French talk
about traveling,
trains and train
stations?
Quarter
1-2
Week
8-9
How do the
French point
out “this one”
or “that one”?
What are the
main (irregular)
verbs of
communication
and how are
they
conjugated?
Where are
Bamako and
Dakar and what
would it be like
to take a train
from one city to
the other?



To become
familiar with
simple
vocabulary of
travel, trains and
train stations
To become
familiar with the
conjugation of
regular –re verbs
To learn to use
demonstrative
adjectives
To learn the
conjugations of
irregular verbs
dire, écrire and
lire
Vocabulary


















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

























une gare
un train
un quai
une voie
la correspondance
un horaire
un guichet
un billet
un aller simple
un aller (et) retour
en première/
seconde
un chariot
un kiosque
un journal
un magazine
une carte (postale)
une salle d'attente
un buffet
faire la queue
attendre
descendre
vendre
monter (en voiture)
composter
partir
changer (de)
rater
une voiture
un wagon
assis(e)/debout
un voyageur
une voyageuse
contrôler les billets
lire/ dire/ écrire
un contrôleur
un snack-bar
répondre
un arrêt
au prochain arrêt
arriver à + infinitive
être en avance/
retard
perdre patience
la plupart
quelques
depuis
Practice, Resources &
BYOD
Standards
Recommended Assessment
Textbook Review:
WL.K12.IL.1.1
WL.K12.IL.5.2
WL.K12.IL.4.2
WL.K12.IM.2.2
WL.K12.IM.6.4
WL.K12.IL.6.4
WL.K12.IL.7.1
WL.K12.IL.8.3
WL.K12.IM.6.3.
WL.K12.IM.8.1
WL.K12.IM.3.3
WL.K12.IM.4.6
WL.K12.IL.3.8
WL.K12.IL.1.2
WL.K12.IL.1.4
WL.K12.IL.1.6
WL.K12.IL.2.4
WL.K12.IL.3.1
WL.K12.IL.3.5
WL.K12.IL.3.2
WL.K12.IL.4.1
WL.K12.IL.4.3
WL.K12.IL.5.1
Assessment component can be accessed
through ExamView Assessment Suite (Test
Generator, Test Player and Test Manager), or
through:
•
Vocabulary and Structure quizzes p
•
Chapter tests pp.318-319
•
Situation Cards Chapter 1
Vocabulaire: Mots 1
Pages 292-293
Vocabulaire: Mots 2
Pages 296-297
Structure:
Les verbes en –re au present Page 300
Les adjectifs démonstratifs Page 303
Les verbes dire, lire and écrire Page 306-307
Lectures Culturelles Pages 310-311
Un voyage intéressant
Differential Assessment:
http://www.glencoe.com/qe/qe22.php?qi=502
Teacher generated assessment
Passport to Success Notebook:
•
Note-taking and Study Strategies
•
Reading Strategies
•
FCAT Practice
Audio/Visual Resources
(same as for chapter 8 above)
BYOD Resources:
http://quizlet.com/30055514/bon-voyage-level-1chapitre-9-flash-cards/
Games:
www.quia.com/shared/french
Powerpoint of vocabulary
http://www.youtube.com/watch?v=qRq2bAGWDsA
Video of Gare de Lyon
http://www.youtube.com/watch?v=wt5t0UMaVWs
Official website of SNCF. Kids could plan a trip to
6
several different cities they have learned about and
then estimate the cost
http://en.voyages-sncf.com/en/
Timeline
Essential question
(Theme)
Learning Goals (Grammar &
Structure)
Vocabulary
Practice Activities & Resources
BYOD Resources
Florida Next
Generation
World
Language
Standards
Recommended Assessment
7
Quarter
2
Week
10-11
Les Sports

How do the French
Talk about team
sports and other
physical activities?
How do the French
describe past
actions and events?
How do the French
ask people “what”
questions?
Quarter
2
Week
11-12
Which sports are
popular in Quebec
and in French West
Africa?

Describing a sports event:
To become familiar with
simple vocabulary of popular
team sports
To recall the helping verb
avoir and learn the part
participles of irregular verbs:
Le passé compose des verbes
réguliers

To learn the different forms
of what and when they are
used: Qui, Qu’est-ce que,
quoi

To learn the irregular verbs
boire, voir, et recevoir and
how they are also similarly
conjugated

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
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




















un stade
des gradins (m. pl.)
un spectateur
une spectatrice
un terrain
une piste
un match
un joueur/joueuse
une équipe
le camp (adverse)
un arbitre
un penalty
le score
un(e) gagnant(e)
une coupe
jouer (à)
lancer
servir
envoyer
renvoyer
passer/recevoir
égaliser
gagner/perdre
siffler
beaucoup de monde
comble/plein
contre
Describing a soccer game:







le foot(ball)
un ballon
marquer un but
un gardien de but
un coup de pied/ tête
un but
bloquer/arrêter
Describing a basketball
game:





le basket(-ball)
le panier
un demi-cercle
dribbler
réussir un beau panier
Describing a volleyball
game:
Textbook Review:
Vocabulaire: Mots 1
Le foot(ball) pp. 324-327

Audio Activities TE pp . 122-124

Workbook p. 95

Quiz 1 p. 51
Vocabulaire: Mots 2
D’autres sports d’équipe pp. 328-331

Audio Activities TE pp. 124-126

Workbook p. 96

Quiz 2 p.52
Structure:
Le passé compose des verbes réguliers pp.
332-334
Qui, qu’est-ce que, quoi pp. 335-336
Les verbes boire, devoir et recevoir pp.
337-339

Audio Activities TE pp. 127-128

Workbook pp. 97-101

Quizzes 3-5 pp. 53-55
WL.K12.IL.1.4
WL.K12.IL.1.6
WL.K12.IL.2.4
WL.K12.IL.3.1
WL.K12.IL.3.5
WL.K12.IL.3.2
WL.K12.IL.4.1
WL.K12.IL.4.3
WL.K12.IL.5.1
WL.K12.IM.3.3
WL.K12.IM.4.6
WL.K12.IL.3.8
WL.K12.IL.1.4
WL.K12.IL.1.2
WL.K12.IL.5.1
WL.K12.IL.1.1
WL.K12.IL.5.2
WL.K12.IL.4.2
WL.K12.IM.2.2
WL.K12.IM.6.4
WL.K12.IL.6.4
WL.K12.IL.7.2
WL.K12.IL.8.3
WL.K12.IM.6.3.
WL.K12.IM.8.1
WL.K12.IM.8.2
WL.K12.IL.5.4
WL.K12.IL.6.1
Assessment component can be
accessed through ExamView
Assessment Suite (Test Generator,
Test Player and Test Manager), or
through:

Chapter tests pp. 350-351

Situation Cards Chapter 10
Differential Assessment:
http://www.glencoe.com/qe/qe22.p
hp?qi=503
Teacher generated assessment
Conversation:
On a gagné p. 340

Audio Activities TE p. 129
Prononciation:
Liason et élision p. 341

Audio activities p. 130
Lectures Culturelles:
Le hockey et le basketball pp. 342-343
Le Tour de France pp. 344-345

Audio Activities TE pp. 130-131

Tests pp. 142, 145, 146
Connexions:
L’anatomie pp. 346-347

Tests p.146
8

C’est à vous: pp. 348-349

le volley(-ball)

un filet

le sol
Describing a bicycle race:







un vélo
une bicyclette
un coureur cycliste
une coureuse cycliste
le cyclisme
une course
rouler vite
Describing a track event:




l’athlétisme (m.)
une piste
un coureur
une coureuse
Expressing the past:






hier
hier matin/soir
avant-hier
la semaine dernière
l’année dernière
une fois
Assessment: pp. 350-351
Audio/Visual Resources
Same as for Chapter 8
BYOD Resources:
http://quizlet.com/40881889/bon-voyagelevel-1-chapter-10-flash-cards/
Supplementary vocabulary:
http://www.youtube.com/watch?v=8QXb
MPJnnqg
Games:
www.quia.com/shared/french
Number one daily sporting newspaper in
France:
http://www.lequipe.fr/
Tour de France:
http://www.letour.fr/us/
Other useful words and
expressions:

par -dessus
9
French II 0701330 – Bon Voyage 1 – Glencoe (Chapter 11)
Standards
Timeline
Essential
question
(Theme)
Learning Goals
(Grammar & Structure)
Vocabulary
Practice Activities, Resources
BYOD
Recommended Assessment
10
Quarter 2
Week
13-14
L’été et l’hiver

How do the
French describe
summer and
winter weather
and talk about
seasonal
activities and
sports?
Going to the beach:
To become
familiar with
simple vocabulary
of summer and
winter recreational
activities









Une station
balnéaire
Au bord de la mer
La mer
Une plage
Une vague
Des lunettes (f. pl.)
de soleil
De la crème solaire
un maillot de bain
une serviette
Describing a summer
activities:






Quarter 2
Week
14-15

How do the
French describe
the past when
using an
irregular verb?
How do the
French saying
“nothing”
“nobody” or
“never”?
When does the
auxiliary verb
change to être in
the passé
compose?




To learn and
memorize all the
irregular past
participles of
known, high
frequency verbs
To learn more
negations beyond
just “not”: Les
mots negatives
Le passé composé
avec être





nager/plonger
prendre un bain de
soleil
bronzer
attraper un coup
de soleil
faire du surf
faire du ski
nautique
faire de la planche
à voile
faire une
promenade
la natation
une leçon de
natation
un moniteur/une
monitrice
une piscine
un surfeur, une
surfeuse
Going to a ski resort:








une station de
sports d’hiver
une montagne
un sommet
un skieur, une
skieuse
un(e) débutant(e)
un télésiège
une piste
une bosse
Textbook Review:
Vocabulaire: Mots 1
À la plage p. 356
Des activités d’été p. 357
Le printemps p. 357
L’été pp. 357-359

Audio Activities TE pp . 133-135

Workbook pp. 105-106

Quiz 1 p. 57
Vocabulaire: Mots 2
Une station de sports d’hiver pp. 360-361
L’automne p. 361
L’hiver pp. 361-363

Audio Activities TE pp. 135-137

Workbook p. 107-108

Quiz 2 p.58
WL.K12.IL.1.4
WL.K12.IL.1.6
WL.K12.IL.2.4
WL.K12.IL.3.1
WL.K12.IL.3.5
WL.K12.IL.3.2
WL.K12.IL.4.1
WL.K12.IL.4.3
WL.K12.IL.5.1
WL.K12.IM.3.5
WL.K12.IM.3.3
WL.K12.IM.4.6
WL.K12.IL.1.4
WL.K12.IL.1.2
WL.K12.IL.5.1
WL.K12.IL.1.1
WL.K12.IL.5.2
WL.K12.IL.4.2
WL.K12.IM.2.2
WL.K12.IM.6.4
WL.K12.IL.6.4
WL.K12.IL.6.1
WL.K12.IL.7.1
WL.K12.IM.6.3.
WL.K12.IL.8.1
Assessment component can be accessed
through ExamView Assessment Suite (Test
Generator, Test Player and Test Manager), or
through:

Vocabulary and Structure quizzes
pp. 57-61

Performance Assessment, Task 11

Chapter tests pp. 382-383

Situation Cards Chapter 11
Differential Assessment:
http://www.glencoe.com/qe/qe22.php?qi=504
Teacher generated assessment
Structure:
Le passé compose des verbes irréguliers pp.
364-366
Les mots négatifs pp. 367-368
Le passé composé avec être pp. 369-371

Audio Activities TE pp. 138-139

Workbook pp. 109-111

Quizzes 3-5 pp. 59-61
Conversation:
À la plage p. 372

Audio Activities TE pp. 139-140
Prononciation:
Le son /y/ p. 373

Audio activities pp. 140-141
Lectures Culturelles:
11












le ski alpin/de fond
un ski
une chaussure de
ski
un bâton
une patinoire
la glace
le patin à glace
un patin
un gant
un bonnet
une écharpe
un anorak
Describing winter
activities:






faire du ski
monter en
télésiège
descendre une
piste
tomber
faire du patin à
glace
Describing weather and
seasons:













le temps
le printemps
l’été (m.)l’automne
(m.)
l’hiver (m)
Il fait quel temps…?
au printemps
en été/automne
en hiver
Il fait beau/
mauvais.
Il fait chaud/ froid.
Il fait frais.
Il fait du soleil.
Il pleut/Il neige.
Il gèle.
le vent
le ciel/ soleil
un nuage
Un petit voyage au Canada pp. 374-375
Connexions:
La peinture pp. 378-379

Tests p.161
C’est à vous: pp. 380-381
Assessment: pp. 382-383
Audio/Visual Resources
Same as for Chapter 8 above
BYOD Resources:
www.quia.com/shared/french
Flashcards
http://quizlet.com/44229908/bon-voyage-1-chapter-11mots-2-flash-cards/
Powerpoint with Supplementary vocabulary
http://www.youtube.com/watch?v=DnCNKMBO47M
Games: Official Site of Carnaval in Quebec
http://carnaval.qc.ca/en/
Weather game
http://www.languagesonline.org.uk/Hotpotatoes/Index.ht
m
Other useful words and
expressions:
12






Quarter
2
Week
16-17
passer la journée
faire attention
apporter
rester longtemps
de temps en temps
tout le temps
Review for Midterm Exam
13
French II 0701330 – Bon Voyage 1 – Glencoe (Chapter 12)
Standards
Timeline
Quarter 3
Week
18-19
Essential question
(Theme)
La routine
quotidienne
Learning Goals
(Grammar & Structure)
Doing daily activities:

How do the
French describe
their personal
grooming habits
and daily
routines?
To become familiar with
simple vocabulary of hygiene
and daily routines
Week
20-21













Quarter 3
What is a
“reflexive verb”
and how do you
conjugate one in
French?
Vocabulary

To learn the difference
between subject and object
pronouns and how to match
them up
Identifying grooming
articles:










Les verbes réfléchis au passé
composé
What is modern
family life like in
France and who
are the
maghrébins?
la routine
prendre un
bain/une
douche
se réveiller
se lever
se laver
se brosser
se raser
se maquiller
se peigner
s’habiller
s’amuser
se dépêcher
se coucher
du savon
un gant de
toilette
du shampooing
une brosse à
dents
du dentifrice
une glace
un rasoir
un peigne
une brosse
Identifying more parts
of the body:



la figure
les cheveux (m.
pl.)
les dents (f. pl.)
Identifying household
appliances:

Practice Activities, Resources
BYOD
Textbook Review:
Vocabulaire: Mots 1
La routine pp. 400-403

Audio Activities TE pp . 144-146

Workbook pp. 119-120

Quiz 1 p. 63
Vocabulaire: Mots 2
Chez les Moulin pp. 404-407

Audio Activities TE pp. 146-147

Workbook p. 121

Quiz 2 p.64
Structure:
Les verbes réfléchis au présent pp. 408-412
Les verbes réfléchis au passé composé pp. 413-415

Audio Activities TE pp. 148-151

Workbook pp. 122-125

Quizzes 3-5 pp. 65-67
Recommended Assessment
WL.K12.IL.1.6
WL.K12.IL.2.4
WL.K12.IL.3.1
WL.K12.IL.3.5
WL.K12.IL.3.2
WL.K12.IL.4.1
WL.K12.IL.4.3
WL.K12.IL.5.1
WL.K12.IL.1.4
WL.K12.IL.1.2
WL.K12.IL.5.1
WL.K12.IL.1.1
WL.K12.IL.5.2
WL.K12.IL.4.2
WL.K12.IM.2.2
WL.K12.IL.6.2
WL.K12.IM.7.1
WL.K12.IM.8.2
WL.K12.IL.5.4
Assessment component can be
accessed through ExamView
Assessment Suite (Test Generator,
Test Player and Test Manager), or
through:

Vocabulary and
Structure quizzes pp.
63-67

Performance
Assessment, Task 12

Chapter tests pp. 177190

Situation Cards Chapter
12
Differential Assessment:
http://www.glencoe.com/qe/qe22
.php?qi=505
Teacher generated assessment
Conversation:
Quelle interro? P. 416

Audio Activities TE pp. 151-152
Prononciation:
Les sons /s/ et /z/ p.417

Audio activities pp. 152-153
Lectures Culturelles:
La famille Ben Amar pp. 418-419
Le petit déjeuner pp. 420-421

Audio Activities TE pp. 154-155

Tests pp. 180, 183, 184
Connexions:
Assessment: 424-425
14






un évier
un lavevaisselle
un Frigidaire,
un réfrigérateur
une télé(vision)
une
télécommande
un
magnétoscope
Describing home
activities:













mettre la table
débarrasser la
table
faire la vaisselle
faire ses
devoirs
mettre la
télévision
allumer
éteindre
enregistrer
zapper
changer de
chaîne
une émission
une publicité
une chaîne
Passport to Success Notebook:

Note-taking and Study Strategies

Reading Strategies

FCAT Practice
Audio/Visual Resources
Same as for Chapter 8
BYOD Resources:
There are no Quizlet flashcards for this as of
06/16/2014. Have students create a set?
French Daily Routine Song (amusing)
http://www.youtube.com/watch?v=1s0Zh4fzjLI
Games
www.quia.com/shared/french
Have students find list of additional reflexive verbs,
make a conjugation table for a couple of them and
then create and “Historiette” that practices the
vocabulary
How to make couscous
http://www.youtube.com/watch?v=6bip_pMYL0E
Other useful words
and expressions:






s’appeler
tôt/tard
d’abord/
ensuite
enfin
tout de suite
15
French II 0701330 – Bon Voyage 1 – Glencoe (Chapter 13)
Standards
Timeline
Essential question
(Theme)
Quarter 3
Week
22-23
Les loisirs
culturels
Learning Goals
(Grammar & Structure)

How do the
French describe
movies, plays, and
museums?
Vocabulary
Discussing a movie:
To become familiar
with simple
vocabulary of
cultural activities








Quarter 3
Week
24-25
How could you
have two verbs
that both mean
“to know”?


How do the
French tell what
happens to you,
them or someone
else?
What are the
main museums in
Paris and what do
they generally
have in their
collections?

To learn how to
conjugate the two
verbs “to know”:
savoir et connaîte
To learn all the
direct object
pronouns that exist
en langue françoise
To become a
Parisian “culture
vulture”, recognize
that expression as
British in origin and
“savoir” what the
French think of the
British







un cinéma
une salle de cinéma
un guichet
une place
une séance
un écran
un film
comique/policier/d’hor
reur/
de science fiction/
d’aventures/
d’amour
un documentaire
un dessin animé
étranger
en V.O./doublé
avec des sous-titres
jouer un film
louer une vidéo (DVD)
Describing a play:












un théâtre
une pièce
un acteur/actrice
un chanteur/chanteuse
un danseur/danseuse
une scène
un acte
un entracte
une tragédie/comédie
un drame
monter une pièce
chanter/danser
Describing a museum visit:





un musée
une exposition
un tableau
une sculpture
une statue
Practice Activities, Resources
BYOD
Textbook Review:
Vocabulaire: Mots 1
Au cinéma pp. 432-433
Au théâtre pp. 433-435

Audio Activities TE pp . 157-158

Workbook pp. 129-130

Quiz 1 p. 69
Vocabulaire: Mots 2
Au musée pp. 436-439
Structure:
Les verbes savoir et connaîte pp. 440-441
Les pronoms me, te, nous, vous pp. 442443
Les pronoms le, la, les pp. 444-447

Audio Activities TE pp. 160-162

Workbook pp. 133-135

Quizzes 3-5 pp. 71-73
Recommended Assessment
WL.K12.IM.3.5
WL.K12.IM.3.3
WL.K12.IM.4.6
WL.K12.IL.1.4
WL.K12.IL.1.6
WL.K12.IL.2.4
WL.K12.IL.3.1
WL.K12.IL.3.5
WL.K12.IL.3.2
WL.K12.IL.4.1
WL.K12.IL.4.3
WL.K12.IL.5.1
WL.K12.IL.4.5
WL.K12.IL.5.1
WL.K12.IL.1.1
WL.K12.IL.5.2
WL.K12.IL.4.2
WL.K12.IM.2.2
WL.K12.IL.6.2
WL.K12.IL.6.4
WL.K12.IL.6.1
WL.K12.IM.7.1
WL.K12.IM.8.3
WL.K12.IL.7.1
WL.K12.IM.6.3
WL.K12.IM.8.2
Assessment component can be accessed
through ExamView Assessment Suite (Test
Generator, Test Player and Test Manager), or
through:

Vocabulary and Structure quizzes
pp. 69-73

Performance Assessment, Task 13

Chapter tests pp. 191-204

Situation Cards Chapter 13
Differential Assessment:
http://www.glencoe.com/qe/qe22.php?qi=506
Teacher generated assessment
Conversation:
Lectures Culturelles:
Les loisirs culturels en France pp. 450-451
Connexions:
Assessment: 458-459
Passport to Success Notebook:

Note-taking and Study Strategies

Reading Strategies

FCAT Practice
Technology Resources
Same as for chapter 8
16




une oeuvre
une peinture
un(e) peintre
un sculpteur (m. et f.)
Other useful words and
expressions:






connaître
savoir
ouvert/fermé
célèbre/connu
sauf
ça (m’)est égal
BYOD: Resources:
The Louvre
http://www.louvre.fr/
Other museums/movie listings
http://www.paris-paris-paris.com/
http://en.parisinfo.com/
La comédie Française official site with
current offerings
http://comedie-francaise.fr/
Flashcards:
http://quizlet.com/42363837/bon-voyagelevel-1-chapter-13-flash-cards/
Games
www.quia.com/shared/french
At this point in the school year a research project can provide a positive intellectual spark to the students. Perhaps a slideshow on a painter or a
museum? Perhaps students download a list of addition reflexive verbs from the Internet, create verb tables for a few of their choosing, and then
write an historiette-style activity to go with their verbs? Perhaps they create a travel brochure for a winter or summer sports’ resort destination in
the francophone world? (There is a Florida Next Generation World Language Standard that mentions this specifically)
Le Petit Prince in French with English and Spanish subtitles http://www.youtube.com/watch?v=4mVBaKd45jk also see “Chez Mimi” Discovery
Education series on Youtube for amusing webcast style shows. “En Famille” is a good episode. WL.K12.IM.6.3
WL.K12.IM.5.5
WL.K12.IM.5.1
WL.K12.IM.4.4
WL.K12.IM.3.7
17
French II 0701330 – Bon Voyage 1 – Glencoe (Chapter 14)
Standards
Timeline
Quarter
3
Week
26-27
Quarter
4
Week
28-29
Essential
question
(Theme)
La santé et la
médecine
Learning Goals
(Grammar &
Structure)
Describing minor health
problems:

How do the
French
describe a
minor illness to
a doctor or pick
up a
prescription?
What is an
“indirect object
pronoun” and
when is it
used?
How do you
say “some” in
French?
What is ‘SOS
Médecins’ and
who pays for
health care in
France?
Vocabulary



To become
familiar
with
simple
vocabulary
of health
and
wellness
To learn
how and
when
« lui » and
« leur »
are used
To learn
how and
when
« en » is
used
To learn
what the
imperative
mode is
and how
you should
(not) use it
in French


















Speaking with the doctor:










Textbook Review:
Vocabulaire: Mots 1
la santé
en bonne santé
en mauvaise santé
une infection
un frisson
la grippe/un rhume
une angine
une sinusite aiguë
une allérgie
un mouchoir
un kleenex
se sentir bien/mal
être enrhumé
tousser/éternuer
avoir mal à la tête/au
ventre/aux oreilles/à
la gorge
avoir de la fièvre/le
nez qui coule/les
yeux qui piquent/la
gorge qui gratte
malade
viral(e)
bactérien(ne)
allergique
le médecin
le/la malade
un diagnostic
une ordonnance
souffrir
ouvrir
examiner
ausculter
respire
prescrire
Identifying more parts of
the body:
Recommended Assessment
Practice Activities, Resources
BYOD
On est malade pp. 464-467
Vocabulaire: Mots 2
Chez le médecin pp. 468-469
À la pharmacie pp. 469-471
Structure:
Les pronoms lui, leur pp. 472-473
Les verbes souffrir et ouvrir p. 474
L’impératif pp. 475-477
Le pronom en pp. 478-479
Lectures Culturelles:
WL.K12.IL.1.4
WL.K12.IL.1.6
WL.K12.IL.2.4
WL.K12.IL.3.1
WL.K12.IL.3.5
WL.K12.IL.3.2
WL.K12.IL.4.1
WL.K12.IL.4.3
WL.K12.IL.5.1
WL.K12.IL.3.5
WL.K12.IL.3.3
WL.K12.IM.4.6
WL.K12.IL.1.2
WL.K12.IL.4.4
WL.K12.IL.1.1
WL.K12.IL.5.2
WL.K12.IM.2.2
WL.K12.IL.6.2
WL.K12.IM.8.3
WL.K12.IL.7.1
WL.K12.IM.8.2
WL.K12.IL.8.1
WL.K12.IL.6.1
Assessment component can be accessed
through ExamView Assessment Suite (Test
Generator, Test Player and Test Manager), or
through:

Vocabulary and Structure quizzes
pp. 75-80

Performance Assessment, Task 14

Chapter tests pp. 205-218

Situation Cards Chapter 14
Differential Assessment:
http://www.glencoe.com/qe/qe22.php?qi=507
Teacher generated assessment
Une consultation pp. 482-483
Culture et santé p. 484
Connexions:
Assessment: 490-491
Technology Resources
Same as for Chapter 8
BYOD Resources:
Click on the following link for French online activities:
Flashcards
http://quizlet.com/41344442/bon-voyage-level-1-chapter14-vocab-flash-cards/
Games
www.quia.com/shared/french
http://www.languagesonline.org.uk/Hotpotatoes/Index.htm
18







la tête
un oeil, des yeux
le nez
la bouche
une Oreille
la gorge
le ventre
Supplementary Vocabulary
http://www.youtube.com/watch?v=AzSnup36ZWA
SOS Medecins official site. Hand out cards describing an
ailment. Students go on SOS and seek care
http://www.sosmedecins.fr/
Speaking with a
pharmacist:









un(e)
pharmacien(ne)
une pharmacie
un médicament
un comprimé
un antibiotique
un sirop
de la pénicilline
de l’aspirine (f.)
avaler
Other useful words and
expressions:




À tes souhaits!
Qu’est-ce qu’il a?
le/la pauvre
à fond
19
French II 0701330 – Bon Voyage 2 – Glencoe (Chapter 3)
Timeline
Quarter
4
Week
30-31
Theme
Les
Télécommunications
Grammar & Structure
Vocabulary
Describing a computer:

How do the French
talk about
computers, e-mail
the Internet, faxes,
and telephones?
To become familiar
with simple
vocabulary of
technological devices









un ordinateur
un clavier
un écran
une disquette
un lecteur
une souris
une imprimante
un CD-ROM
un logiciel
Using a computer:

Quarter
4
Week
32-33
How do the French
denote the
difference between
habitual and
continuous actions in
the past?
To learn what the
L’imparfait is and
when to use it





allumer
mettre une disquette
taper
cliquer
envoyer
un e-mail
un mail
un texte
des données (f. pl.)
sauvegarder
retirer
éteindre



Sending a fax:





What are some of
the most basic
changes in
technology and
telecommunications
between 1980 and
2005? (Why do the
computers in the
book look so funny?)
appuyer (sur)
envoyer, transmettre
un télécopieur, un fax
une télécopie, un fax
un document face écrite
visible/face écrite nonvisible
une touché

Describing a telephone:



un téléphone à
touches/publique
un répondeur
automatique
une fente
Practice Activities & Resources
BYOD Resources
Textbook Review:
Vocabulaire: Mots 1
L’ordinateur pp. 66-67
Le télécopieur, le fax pp. 67-69

Audio Activities TE pp . 23-25

Workbook pp. 21-22

Quiz 1 p. 13
Vocabulaire: Mots 2
Le téléphone pp. 70-73

Audio Activities TE pp. 25-27

Workbook p. 23-24

Quiz 2 p.14
Structure:
Skills
& Benchmarks
WL.K12.IM.3.3
WL.K12.IL.3.8
WL.K12.IL.4.4
WL.K12.IL.5.1
WL.K12.IL.1.1
WL.K12.IL.1.4
WL.K12.IL.1.6
WL.K12.IL.2.4
WL.K12.IL.3.1
WL.K12.IL.3.5
WL.K12.IL.3.2
WL.K12.IL.4.1
WL.K12.IL.4.3
WL.K12.IL.5.1
WL.K12.IL.4.2
WL.K12.IM.2.2
WL.K12.IL.5.2
WL.K12.IL.7.1
WL.K12.IL.8.1
Recommended Assessment
Assessment component can be accessed
through ExamView Assessment Suite
(Test Generator, Test Player and Test
Manager), or through:

Vocabulary and Structure
quizzes pp. 13-16

Performance Assessment, Task
3

Chapter tests pp. 29-42

Situation Cards Chapter 3
Differential Assessment:
http://glencoe.mcgrawhill.com/sites/0078656605/student_view
0/chapter3/self-check_quizzes.html
Teacher generated assessment
L’imparfait pp. 74-77
Les emplois de l’imparfait pp. 78-81



Audio activities TE pp. 28-29
Workbook pp. 25-28
Quizzes 3-4 pp. 15-16
Conversation:
Des devoirs difficiles pp. 82-83

Audio Activities TE pp. 29-30
Lectures Culturelles:
Le téléphone d’hier et d’aujourd’hui pp.
84-85
La télécarte p. 86
Les communications avant et maintenant
p. 87

Audio Activities TE pp. 30-31

Tests pp. 31, 35
Connexions:
20


un portable
une cabine
téléphonique
Giving a telephone number





un annuaire
le numéro
l’indicatif du pays (m.)
un indicatif régional
le bon/mauvais
numéro/une erreur
Making a telephone call:













téléphoner à
faire un appel
téléphonique
donner un coup de fil
décrocher
composer le numéro
faire le numéro
sonner
raccrocher
rappeler
une télécarte
une pièce de monnaie
la tonalité
occupé
Other useful words and
expressions:
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Assessment: 92-93
Audio/Visual Resources
(same as for Chapter 8)
BYOD Resources:
Click on the following link for French online
activities:
www.quia.com/shared/french
Flashcards
http://quizlet.com/33135732/bon-voyagelevel-2-chapter-3-flash-cards/
Additional Vocabulary (More updated)
http://www.youtube.com/watch?v=Ch7Ue
05JPDU
Google search “Telephone cards in France”.
(Students make Powerpoint with their
favorite télécartes, what they say from
French to English if they have writing on
them, when used, etc)
http://www.info-collection.fr/telecartefrance-telecom.html
http://alvarooscollections.blogspot.com/2012/01/600french-phone-cards-for-swap-1.html
Allô?
C’est de la part de qui?
Ne quittez pas.
Ce n’est pas grave.
désolé(e)
se servir de
aider
Quarter 4 Weeks 34-35 Students can work in groups, be given a specific section of the book, for example Chapter X Mots 1-2 or Chapter Y Structure
and then write Jeopardy or Mindjogger-style questions for that section. The whole class can then play the game, using the questions everyone has
written and divided up into teams or whatever works best. In the past I have also had students write Closed Word Sort items for specific sections. By
this I mean write four words from a given section, one of which does not go with the others. Example pomme, orange, banane, poisson. Groups or
teams then have to look at each other’s sorts and determine which words don’t fit. I also know a Spanish teacher, Madame Foreign Language
Department Chairperson Emeritus of Lely High School, Linda Jones, who has students work in groups of three to four and write original, 5-10 minute
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skits on a relevant topic. Of course Bon Voyage has a number of prompts which would aid in this. Her skit-writing project typically takes 1 week to
write and then 1 additional week for the students to perform. I know it to be an effective strategy and to cover many, many high level standards,
thinking skills, etc. Many lower level standards covered, depending on activity. In addition: WL.K12.IM.5.5
WL.K12.IM.5.1
WL.K12.IM.4.4
WL.K12.IM.3.7
Quarter 4 Weeks 36-37
Final Exam Review and Assessment
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