amanda barrilleaux 8th grade french ii 2012-2013
TRANSCRIPT
8 th Grade French II
Madame Barrilleaux
Bonjour! My name is Amanda BARRILLEAUX and I am originally from New Orleans, Louisiana, United States. I have taught French, Spanish, English, and English as a Foreign Language in the United States, Europe and Africa. I hold a Master of Arts in History with a specialization in Public History and am currently working on a PhD in Anthropology.
My first two years in Egypt have been amazing and I have the BEST students! I am the faculty advisor for the Key Club, a service organization, and the students at AIS have been very active in community service projects this year. Some of these projects include planting a garden at an Egyptian public school, donating clothes, blankets, vitamins and supplements to the South Sinai Desert Relief Project, hosting a course and becoming certified in first Aid by the American Red Cross, planting gardens at the school in Garbage City, and raising money for the cancer hospital, Resela, and the food bank. This year our theme is Education for All. We have opened 5 little free libraries in South Sinai, sponsored a Read-a-Thon and hosted a guest speaker from the United Nations who addressed the Middle School. The students’ sense of social justice and willingness to help others is inspiring and I could not be more proud of them! We are the first Key Club in Egypt, Africa and the Middle East! Please check out our facebook page for more information.
Contact InformationStudents and parents are encouraged to contact me should a question, comment, or concern arise. My preferred method of contact is via my school email at [email protected] For answers to many questions, please refer to my website at Madamebarrilleaux.wordpress.com. I believe it is essential that teachers students and parents all work together to make sure everyone achieves his or her potential. Both students and parents are free to call me any time before 9pm should you or your child have any questions about assignments.at 01207070986.
Classroom Rules1) Be respectful of others’ time, personal space, and differentiated learning styles.2) Tardiness will be accounted for and discipline will be concordant with the AIS
student handbook and all AISE Middle School policies.a. When the bell rings, you must be in your seat. This classroom and the
time allotted during the period will be used to the fullest. Remember that your decision to waste time negatively affects everyone around you including the teacher, and as such, will not be tolerated.
b. If you are tardy, please come in, sit down, and do not disrupt the class. If you are not asked immediately to give the reason for your tardiness, please wait until the end of class if you feel an explanation must be given.
3) Students are expected to raise their hands to be called upon unless otherwise directed i.e., debate, Socratic discussion, etc...
4) The room will be clean before students depart for their next class.5) Please sharpen pencils before class begins. Sharpening a pencil during class is
distracting for everyone. Please bring two pencils in case the point of one pencil breaks. A dull pencil does not need to be sharpened. Best course of action: bring a small sharpener.
6) The space under the desk is to be used for books and/or materials. It is not, nor will it ever be, a trash can, drink holder, Kleenex/tissue container, drum, etc.
7) The teacher desk(s) is not to be touched by a student at any time unless otherwise directed.
Class MaterialsStudents are required to bring the following materials with them to class:
Textbook (When issued) Binder :3 inch preferred A writing utensil Spiral bound notebook to be kept either in the binder or with the binder at
all times. Loose leaf paper is acceptable but only if it is contained within the binder.
All articles, handouts, or other in-class materials.Policies – to be discussed within grade or subject teamsAll assignments are due on the due date given in class. The acceptance of late assignments will be determined on a case by case basis. Please notify the teacher in advance of any known absences that you may incur during the school year. The student, NOT the teacher, is responsible for his/her make-up work should an absence occur. The due date for all make-up work will be set in accordance with the time allotted all present students to complete the specific assignment.
If, for any reason, you would like to discuss a grade received on an assignment, please schedule an appointment with the teacher at the end of the day. The teacher will NOT discuss grades during class. Human errors will happen and efforts will be made if corrections are necessary.
Assessment
Achieving linguistic fluency and cultural understanding is a long-term endeavor, requiring experiences beyond the classroom setting. Within the scope of the level of study, students will be able to perform with reasonable success in each of the following areas:
Effective Communication
• Students will learn to communicate with others in a language other than English.
• Students will improve their understanding of and ability to communicate in the English language by comparing and contrasting another language with their own.
• contributions have shaped international perspectives.
• Enhanced Cultural Understanding
• Students will develop an awareness of and an appreciation for another people’s unique way of life, the patterns of behavior that order their world, and the ideas and perspectives that guide their behaviors.
Students will learn about other cultures’ contributions to the world and how these
Person-to-Person Communication
The first strand focuses on the communicative skills needed to exchange information in the target language with another person. When demonstrating skills in the person-to-person strand, students demonstrate their ability to initiate, sustain, and close a conversation or an interactive written communication, such as an e-mail exchange.
Listening and Reading for Understanding
The second strand consists of the communicative skills necessary to comprehend speaking and writing in the target language. The student’s level of communicative competence is indicated by the degree of comprehension of spoken or written language, together with interpretation of other visual and auditory cues given by the speaker or writer. This strand differs from the person-to-person strand in that the skills involve understanding one-way communication with no opportunity for clarification through interaction.
Oral and Written Presentation
The third strand centers around the communicative skills needed to present information in the target language orally or in writing to an audience. This set of skills calls for the student to be able to organize thoughts and deliver presentations to a variety of audiences. These skills involve both spontaneous and prepared presentations and, again, differ from the person-to-person strand in that students do not interact with the audience.
Cultural Perspectives, Practices, and Products
Understanding the culture of native speakers of the target language is an integral part of learning any language. Students demonstrate their understanding of the inextricable link between language and culture by developing an understanding of the perspectives or viewpoints, practices or patterns of behavior, and products of the culture(s). In-depth understanding of these elements of culture improves the students’ ability to interact appropriately with native speakers of the language and to function successfully within that cultural setting.
Cultural and Linguistic Comparisons
The process of language learning causes students to reflect on their own culture and
language in a way that increases their understanding of the nature of language in general and of elements of their own language and culture. As students become more knowledgeable about the target language, they increase their skills in their native language by making frequent comparisons between the target language and their own. The insight students develop into their own culture helps them increase their understanding of and openness to people who speak other languages and who may view the world from a different perspective.
Integrated Unit: Making Connections through Language
Topics addressed in the foreign language classroom provide an opportunity for students to connect information about the language and culture(s) they are learning with concepts being studied in other subject areas. In addition, students are able to enhance their knowledge of other subject areas by accessing additional information in the target language. This reciprocal reinforcement and enhancement of curricular concepts increases students’ in-depth understanding of the total curriculum. Students will connect with other disciplines through foreign language study, enabling them to reinforce and expand their understanding of the interrelationships among content areas. Students will access information in more than one language, giving them a greater range of resources and a richer base of knowledge. Increased Global Perspective
Course OutlineFrench, Level II In level II foreign language courses, students continue to develop their communicative competence by interacting orally and in writing with other speakers of the target language, understanding oral and written messages in the language, and making oral and written presentations in the language. They begin to show a greater level of accuracy when using basic language structures, and they are exposed to more complex features of the language. They continue to focus on communicating about their immediate world and daily activities. They read material on familiar topics and write short, directed compositions. Emphasis continues to be placed on use of the target language in the classroom as well as on use of authentic materials to learn about the target culture(s).
The following is a month by month pacing guide of the class, including all vocabulary lists and worksheets:
septembre- Unite 5 Lecons 13 et 14
Objectives: Students will be able to ask and give directions, and to describe their city and their home. They will be able to talk about various places they go during the week and on week ends, describe their house or apartment, discuss future plans and say what they are
going to do, talk about their friends and families. They will be able to use the verbs aller and venir, the prepositions a, a+ indefinite article, chez,de, de+ indefinite article, possession with avec, possessive adjectives, ordinal numbers.
Unit 5 Vocabulary p.238 -239
Vocabulaire et Culture- La vill et la Maison p. 194
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Vocabulaire et Culture- Ici a Toursp, 195
Vocabulaire- Ou habites-tu? p.196
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Notes Culturelles- Le nom des rues p. 196
p.196 exercises 1 & 2
Vocabulaire- Ma Ville p. 197
P. 198 exercises 3 & 4
Vocabulaire- Pour demander un renseignement p. 199
P. 199 exercise 5
Vocabulaire-Ma maison p.200
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P. 201 exercises 6-8
A votre tour! p.202-203 exercises 1-5
Conversation et Culture- Week -end a Paris p.204
Note Culturelle- a Paris p.205
Le verbe aller p. 206
P. 207 exercises 1 & 2
La preposition a; a plus l’article defini p. 208
P.208-209 exercises 3-6
Vocabulaire- En ville p. 210
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P. 210 exercise 7
La preposition chez p. 211
P.211 exercises 8 & 9
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La construction aller + l’infinitive p. 212
P.212-213 exercises 10-12
Prononciation-les semi-voyelles p. 213
A votre tour! p. 214-215 exercises 1-5
AISE CRIBS PROJECT
octobre- Unite 5 Lecons 15 et 16
Objectives: Students will be able to ask and give directions, and to describe their city and their home. They will be able to talk about various places they go during the week and on week ends, describe their house or apartment, discuss future plans and say what they are going to do, talk about their friends and families. They will be able to use the verbs aller and venir, the prepositions a, a+ indefinite article, chez,de, de+ indefinite article, possession with avec, possessive adjectives, ordinal numbers.
Unit 5 Vocabulary p.238 -239
Conversation et Culture -Mes Voisins p. 226-227
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Note Culturelle- Les Animaux Demestiques en France p. 227
La possession avec de p.228
exercises 1&2 p. 228
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Vocabulaire- La Famille- p. 229
exercise 3 p. 229
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Les Adjectifs possessifs: mon, ton, son p. 230
exercises 4-6 p. 231
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Vocabulaire- Expressions pour la conversation p. 231
exercise 7 p. 231
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Les Adjectifs possessifs : notre, votre, leur p.232
exercises 8-10 p.232
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Les Nombres Ordinaux p. 233
exercise 11 p. 233
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A Votre Tour ! exercises 1-5 p. 234-235
Tests de Controle exercises 1-5 p. 236-237
Le cinema p. 240-241 Comparaisons culturelles
Tin Tin et ses Amis p. 242-243
Bonjour Osmane p. 244 Comprehension et Activite d’ecrire
MC Solar p. 245
novembre- Unite 6 Lecons 17 & 18
Objectives: The students will be able to name and describe the clothes they wear, discuss style, shop for clothes and other items, talk about money, make comparisons, point out certain people or objects to their friends. They will be able to use the verbs acheter and preferer, l’adjectif domonstratif ce ,l’adjectif interrogatif quel?, le verb mettre, les verbes reguliers en -IR, les adjectifs beau, nouveau, et vieux, les comparisons avec les adjectifs, le pronom on, les berbes reguliers en -RE, et l’imperitif
Unite 6 Vocabulary p. 298-299
Quelques faits p. 246
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Le Paris Traditionelle 248-249 Activite Culturelle
Le Nouveau Paris p. 250-251 Activite Culturelle
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Salut les Amis p. 252
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Paris en Bateau-Mouche p. 253 Activite Culturelle
Paris Project: Using subway and tourist attraction maps of Paris, students will plan and describe a week end trip to Paris. Students will use aller + infinite to describe future plans. Students will give acurate directions to 6 different paris attractions via subway and by foot. Each set of directions ( subway and foot) using aller+ infinitive is worth 10 points. If any portion of the directions is incorrect, the entire set of directions is wrong. This is worth 60 PROJECT POINTS
Vocabulaire et Culture- L’achat des Vetements p. 256-257
Vocabulaire- les vetements p. 258-259
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exercises 1 & 2 p. 259
Vocabulaire-d’autres vetements et accessoires p. 260
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exercise 3-6 p. 260-261
Vocabulaire- dans un magasin p. 262
Les Nombres 100-1000 p. 263
exercises 7-8 p. 263
A Votre Tour! exercises 1-6 p. 264-265
Conversation et Culture- Rien n’est Parfait p. 266- 267
Comprehension p. 267
Notes Culturelles- le grand magasin p. 266
Les Verbes achater et preferer p. 268
exercise 1 p. 268
Vocabulaire- Verbes comme achater et preferer p. 269
exercises 2 & 3 p. 269
L’adjectif demonstratif ce p. 270
exercises 4 & 5 p. 270
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L’adjectif interrogatif quel? p. 271
exercise 6&7 p. 271
Le verbe mettre p. 272
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exercise 8 p. 272
exercise 9 p. 273
A Votr Tour! exercises 1-4 p. 274-275
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Test lessons 15-18
decembre- Unite 6 Lecons 19 & 20
Objectives: The students will be able to name and describe the clothes they wear, discuss style, shop for clothes and other items, talk about money, make comparisons, point out certain people or objects to their friends. They will be able to use the verbs acheter and preferer, l’adjectif domonstratif ce ,l’adjectif interrogatif quel?, le verb mettre, les verbes reguliers en -IR, les adjectifs beau, nouveau, et vieux, les comparisons avec les adjectifs, le pronom on, les berbes reguliers en -RE, et l’imperitif
Unite 6 Vocabulary p. 298-299
Conversation et Culture- Un Choix Dificile p. 276- 277
Comprehension p. 277
Note Culturelle- Les Jeunes et la Mode p. 276
Les verbes reguliers en -IR p. 278
exercise 1 p. 278
Vocabulaire- Les Verbes reguliers en -IR p. 278
exercise 2 p. 278
exercise 3 p. 279
Les Adjectifs beau, nouveau, et vieux p. 279
exercises 4 & 5 p.279
La comparison avec les adjectifs p. 280
exercise 6 p. 280
Vocabulaire- Expressions pour la conversation p. 281
exercises 7 & 8 p. 281
A Votre tour! exercises 1-5 p.282-283
Conversation et Culture- Alice a un job p.284
Comprehension p. 285
Note culturelle- l’argent des jeunes p. 285
Comparaisons Culturelles p. 285
Vocabulaire- L’argent p. 286
exercises 1-4 p. 286-287
Le prenom on p. 288
exercise 1 p.288
Vocabulaire- Expressions pour la conversation p. 289
exercises 6-8 p. 289
Vocabulaire – les verbes reguliers en – RE p. 290
Les verbes reguliers en -RE p. 290
exercises 9-11 p. 290-291
L’imperitif p. 291
exercises 12-15 p. 292-293
A Votre Tour! exercises 1-5 p.294-295
Tests de Controle exercises 1-7 p. 296-297
Unit 6 Test
janvier- Examen semestriel ( Lecons 13-20) + Unite 7 Lecon 21
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Objectives: The students will be able to discuss week end activities, talk about individual summer and winter sports, describe vacation and travel plans, describe where they went or what they did yesterday,last week, ir last summer, narrate what occured at any time in
the past,use les expressions avec avoir, le passe compose des verbes en -ER, le passe compose forme negative, les questions au passe compose, le verbe voir, le passe compose des verbes reguliers en -IR et -RE, le passe compose des verbes etre, avoir, faire,mettre et voir, le passe compose negative ne…jamais, et les expressions quequ’un, quelque chose et leurs contraires.
Unite 7 Vocabulary p.352-353
Vocabulaire et Culture- Le week-end et les vacances p. 308-309
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Vocabulaire- Le week-end p. 310exercises 1-3 p. 311
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Vocabuliare-les vacances p. 312-313
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vocabulaire- activites sportives p.313
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Note Culturelle- les sports d’hiver p.313
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exercises 4-6 p. 314-315
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A Votre Tour! exercises 1-5 p. 316-317
fevrier- Unite 7 Lecons 22 & 23
Objectives: The students will be able to discuss week end activities, talk about individual summer and winter sports, describe vacation and travel plans, describe where they went or what they did yesterday,last week, ir last summer, narrate what occured at any time in the past,use les expressions avec avoir, le passe compose des verbes en -ER, le passe compose forme negative, les questions au passe compose, le verbe voir, le passe compose des verbes reguliers en -IR et -RE, le passe compose des verbes etre, avoir, faire,mettre et voir, le passe compose negative ne…jamais, et les expressions quequ’un, quelque chose et leurs contraires.
Unite 7 Vocabulary p.352-353
Conversation et Culture- Vive le Week-end p.318-319
Et Toi? p. 319
Note Culturelle- Le week-end p. 319
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Les expressions avec avoir p.320
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Vocabulaire- les expressions avec avoir p.320
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exercises 1&2 p. 320
Le passe compose des verbes en -ER p.321
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exercises 3-6 p.322-323
Vocabulaire- expressions pour la conversation p. 323
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exercise 7 p. 323
Le passe compose: forme negative p.324
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exercises 8-11 p. 324-325
Les questions au passe compose p. 326
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exercises 12-15 p. 326-327
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A Votre Tour! exercises 1-4 p. 328-329
Conversation et Culture- L’alibi p.330
Comprehension p. 331
Et Toi? p.331
Note Culturelle – les jeunes Francais et la tele p.331
Le verbe voir p.332
exercises 1&2 p. 332
Le passe compose des verbes reguliers en – IR et -RE p.333
exercises 3-7 p.333-334
Le passe compose des verbes etre, avoir, faire, mettre et voir p.335
exercises 8-10 p. 335-336
Vocabulaire- Quand? p.336
exercises 11-13 p.336-337
A Votre Tour! exercises 1-4 p. 338-339
mars- Unite 7 Lecon 24 + Unite 8 Lecon 25
Objectives: The students will be able to discuss week end activities, talk about individual summer and winter sports, describe vacation and travel plans, describe where they went or what they did yesterday,last week, ir last summer, narrate what occured at any time in the past,use les expressions avec avoir, le passe compose des verbes en -ER, le passe compose forme negative, les questions au passe compose, le verbe voir, le passe compose des verbes reguliers en -IR et -RE, le passe compose des verbes etre, avoir, faire,mettre et voir, le passe compose negative ne…jamais, et les expressions quequ’un, quelque chose et leurs contraires.
Unite 7 Vocabulary p.352-353
Conversation et Culture- Qui a de la chance? p. 340
Comprehension p. 341
Et Toi? p. 341
Note Culturelle- Les jeunes Francais et la musique p. 341
Le passe compose avec etre p. 342
exercises 1-4 p.343-344
Vocabulaire- quelque verbes conjugues avec etre au passe compose p.344
exercises 5-7 p.344-345
La contruction negative ne…jamais p.346
exercises 8&9 p. 346
Les expressions quelqu’un et quelque chose et leur contraires p.347
exercise 10 p. 347
A Votre Tour! exercises 1-4 p. 348-349
Tests de Controle exercises 1-5 p. 350-351
Unite 7 Test
Objectives: The students will be able to talk about their favorite foods, describe the different meals of the day, prepare a shopping list and dp the grocery shopping, order a meal in a restaurant, set the table and ask people to bring them things. The students will also be able to use les verbes vouloir, prendre,boire, pouvoir et devoir, connaitre, dire et ecrire. L’article partitif: du de la et dans les phrases negatives. Les prenoms complements me, te, nous, vous, le, la, les, lui, leur et dans l’imperatif. La place des pronoms a l’imparitif.
Unite 8 Vocabulaire p. 410-411
Vocabulaire et Culture-Les repas et la nourriture p. 362-363
Vocabulaire- Les repas et la table p. 364
exercises 1-3 p. 365
Vocabulaire- La nourriture et les boissons p. 366-367
exercises 4-9 p.368-369
Vocabulaire- Les fruits et les legumes p.370-371
Note Culturelle – Le Marche p.371
exercises 10-12 p.370-371
A Votre Tour! exercises 1-4 p. 372-373
avril- Unite 8 Lecons 26 & 27
Objectives: The students will be able to talk about their favorite foods, describe the different meals of the day, prepare a shopping list and dp the grocery shopping, order a meal in a restaurant, set the table and ask people to bring them things. The students will also be able to use les verbes vouloir, prendre,boire, pouvoir et devoir, connaitre, dire et ecrire. L’article partitif: du de la et dans les phrases negatives. Les prenoms complements me, te, nous, vous, le, la, les, lui, leur et dans l’imperatif. La place des pronoms a l’imparitif.
Unite 8 Vocabulaire p. 410-411
Conversation et Culture- a la cantine p.374
Compehension p.374
Et Toi? p. 375
Note Culturelle- A la cantine p.375
Le verb vouloir p. 376
exercises 1-3 p. 376
Le verbe prendre p.377
Vocabulaire- verbes comme prendre p.377
exercises 4 & 5 p.377
L’article partitif: du, de la p.378-379
exercises 6-12 p.379-381
L’article partitif dans les phrases negatives p. 381
exercises 13-16 p.382
Le verbe boire p. 383
exercises 17 & 18 p.383
A Votre Tour! exercises 1-4 p. 385
Conversation et Culture- Un client difficile p.386
Comprehension p. 387
Et Toi? p. 387
Note Culturelle- Les restaurants francais et la cuisine francaise p. 387
Les prenoms complements me, te, nous, vous p. 388
exercises 1 & 2 p. 388-389
Vocabulaire- les services personnels p.389
exercises 3 & 4 p. 389-390
Les prenoms complements a l’imparitif p. 390
exercises 5-8 p.390-391
les verbes pouvoir et devoir p.392
exercises 9-12 p.392-393
A Votre Tour! exercises 1-4 p. 394-395
mai- Unite 8 Lecon 28
Objectives: The students will be able to talk about their favorite foods, describe the different meals of the day, prepare a shopping list and dp the grocery shopping, order a meal in a restaurant, set the table and ask people to bring them things. The students will also be able to use les verbes vouloir, prendre,boire, pouvoir et devoir, connaitre, dire et ecrire. L’article partitif: du de la et dans les phrases negatives. Les prenoms complements me, te, nous, vous, le, la, les, lui, leur et dans l’imperatif. La place des pronoms a l’imparitif.
Unite 8 Vocabulaire p. 410-411
Conversation et Culture- Pique-nique p.396
Note Culturelle- un pique-nique francais p. 397
Comprehension p. 397
Et Toi? p. 397
Le verbe connaitre p. 398
exercises 1&2 p. 398
Les prenoms complements: le, la, les p. 399
exercises 3-5 p. 400
La place des pronoms a l’imperatif p.401
exercises 6-8 p.401
Les pronoms complements: lui, leur p. 402
exercise 9 p.402
Vocabulaire- verbes suivis d’un complement indirect p. 403
exercises 10-12 p. 403-404
Les verbes dire et ercire p. 404
exercises 13-15 p. 405
A Votre Tour! exercises 1-3 p. 406-407
Tests de Controle exercises 1-5 p. 408-409
Bon Appetit, Aurelie p.412
Comparaisons culturelles p. 412
Allo Pizza p. 413
Et Vous? p.413
Le petit dejeuner en France p. 414
Comparaisons culturelles et activite ecrite p.414
FINAL PROJECT
You will write a children’s story and animate it using Photo Story. The book may tell a story or explain how something was done. The story must be at least 9 pages and each page must contain a visual, highlighting text- 3 sentences per page. to review the examples of the finished products shown in class please refer to http://www.rif.org/kids/readingplanet/bookzone/read_aloud_stories.htm
step one: brain storm
step 2: use elements of a story worksheet attached to plot out the story. If you are writing a story explaining how something was done, I need all ( minimum nine)of the steps typed out in French http://madamebarrilleaux.files.wordpress.com/2012/05/elements-of-a-story-6.jpg
step 3: fill in story board attached with text and pictures
http://madamebarrilleaux.files.wordpress.com/2012/05/storyboard_template1.jpg
ALL 3 are due to me ____________. ( Rough Draft) 30 points
ALL 3 revised are due to me WITH the first 3 noted copies ______. SIX PAGES TOTAL 30 points
Final Video due _______.
at least 9 pages WITH ANIMATION AND 3 LINES OF CORRECT TEXT 90 points
Title page and Credits page 10 points
Unite 8 Test
juin- Revisions + Examen semestriel ( lecons 13 a 28)
Virginia Standards of Learning for 6 th -8 th Grade French
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/complete/stds_foreignlanguage.pdf
In ClosingIt should be your goal, as you enter into Middle School at AIS Egypt, to put forth your best effort in every subject. Education is a partnership between teachers and students. We both work for the same goal – success.