Last updated: 3/16/2015

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World Languages-French Pacing Guide Grades 6-8

Sixth Grade

  1. PERSONAL IDENTIFICATION—GREETINGS

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. greet one another in the target language

      2. discuss their moods

      3. exchange telephone numbers and e-mail addresses

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1.  the familiar and the formal address

      2. use masculine, feminine and gender-neutral adjectives

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1.  that the second person address “you” can be formal or familiar, singular or plural

      2. that the use of vous is strictly observed in France, and the misuse of tu can result in a cultural faux pas. 

      3. that country-code top level domains such as .fr, .ca, .ch, .ci, etc. may indicate the country of origin of a particular website or e-mail address. 

      4. that telephone numbers in France are often said in double-digits

         

    4. ESSENTIAL QUESTIONS: 

      1.   Tu t’appelles comment ? Comment vous appelez-vous ?

      2. Comment ça va ?  / Comment allez-vous ?

      3. Comment est-ce qu’on écrit ton (votre) prénom / nom de famille ?

      4. Quelle est ton (votre) adresse e-mail ?

      5. Quel est ton (votre) numéro de téléphone ?

 

  1. PERSONAL IDENTIFICATION—NUMBERS, DAYS AND DATES

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. discuss today’s, tomorrow’s and yesterday’s day and date

      2. discuss their birthdays, birthdays of loved ones, and other important dates

      3. add, subtract, multiply and divide in French

      4. discuss age

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. third person singular conjugation of être (est, será, a été) to discuss dates

      2. use avoir + # to discuss age

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1.   that dates in France and other target cultures are written dd/mm/yy

      2. that students in some countries celebrate their Saint’s Day in addition to their birthday

      3. that commas and decimals switch places when writing prices  (e.g. 1,5 € = one euro and fifty cents)

         

    4. ESSENTIAL QUESTIONS: 

      1. Quelle est la date ?

      2. Quel jour est-il aujourd’hui ?

      3. Quand est ton (votre) anniversaire ?

      4. Combien coûte__________?

      5. Tu as quel âge ?  / Vous avez quel âge ?

  1. PHYSICAL ENVIRONMENT—WEATHER

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. discuss the weather and temperature

      2. understand a written or video weather forecast

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. faire and être with weather vocabulary

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. that temperature is measured in Celsius in most French-speaking countries

         

    4. ESSENTIAL QUESTIONS: 

      1. Quel temps fait-il ?

      2. Quelle est la témperature ?

      3. Comment est la prévision de temps ?

  1. PHYSICAL ENVIRONMENT—TIME

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. discuss the current time

      2. discuss the time of various events

      3. understand a schedule from the target culture

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. être to discuss time

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. that the twenty-four hour clock is often used in the target cultures

      2. that the time is different in different time zones

      3. that mealtimes/bedtimes/school hours vary in different cultures

         

    4. ESSENTIAL QUESTIONS: 

      1. Quelle heure est-il ? 

      2. À quelle heure est ________?

      3. Quelle heure est-il en  ________?

 

  1. PERSONAL IDENTIFICATION

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. describe themselves and others (personality and physical characteristics)

      2. describe the people in their families

      3. describe nationalities of various people

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. être verb conjugations

      2. noun / adjective agreement in number and gender

      3. definite and indefinite articles plus an adjective to discuss a person

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. that certain adjectives take different connotations in different cultures

      2. the difference between nationality and national origin. 

      3. the importance of the extended family in many French-speaking countries

         

    4. ESSENTIAL QUESTIONS: 

      1.  Tu es comment ? / Vous êtes comment ?  Comment est ________ ?

      2. Tu es d’où ? / Vous êtes d’où ? Il est d’où ?

      3. Quelle est ton (votre) nationalité ?

      4. Comment est ta (votre) famille ?

      5. Il y a combien de personnes dans ta (votre) famille ?

  1. HOUSE AND HOME

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. describe their houses and the rooms inside them

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. nouns and adjectives that agree in number and gender

      2. être to describe and to discuss location

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. that living situations vary around the world

      2. that the “first floor” is the equivalent to the American understanding of the second floor.  The street-level is called the “ground floor”.

         

    4. ESSENTIAL QUESTIONS: 

      1.  Où habites-tu ?  / Où habitez-vous ?

      2. Comment est ta (votre) maison ?

      3. Avec qui habites-tu ? / Avec qui habitez-vous ?

      4. Qu’est-ce qu’il y a dans ta (votre) maison ?

      5. Aimes-tu ta (votre) maison ?

      6. Quelle est ta chambre préférée ?

  1. LEISURE

    1. COMMUNICATIVE AIM:  Students will be able to:

      1.  discuss their likes and dislikes

      2. discuss their favorite hobbies and pastimes

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1.  aimer to discuss things that they like to do

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. that teens in the target cultures enjoy some of the same activities as teens in the U.S.

         

    4. ESSENTIAL QUESTIONS: 

      1.  Qu’est-ce que tu aimes faire ?  / Qu’est-ce que vous aimez faire ?

      2. Qu’est-ce que tu n’aimes pas faire ? / Qu’est-ce que vous n’aimez pas faire ?

      3. Quel est ton (votre) passetemps  favori ?

Seventh Grade

  1. TRAVEL AND TRANSPORTATION

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. discuss the relative position of objects and locations

      2. give driving directions

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. prepositional phrases to discuss relative location

      2. formal and familiar commands to give driving directions

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. that street signs, signals, and rules of the road vary in different countries

      2. the meaning/function of various signs and signals

         

    4. ESSENTIAL QUESTIONS: 

      1. Où est________ ?

      2. Pouvez-vous me diriger à ___________?

         

  2. FAMILY LIFE

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. Discuss their morning and evening habits and routines

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. reflexive verbs to discuss what they do to themselves

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. that routines such as mealtimes and bedtimes often vary in different cultures

         

    4. ESSENTIAL QUESTIONS: 

      1. Qu’est-ce qu’on fait avant de sortir du matin ?

      2. Qu’est-ce qu’on fait avant de se coucher ?

  1. HOUSE AND HOME:

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. discuss and describe their homes, and the furnishings inside

      2. discuss the chores that they need to do

      3. shop for home furnishings in the target language

 

    1. GRAMMATICAL FOCUS:  Students will be able to use:

      1. avoir + besoin + de to discuss what they have to do

      2. avoir to discuss what they have

      3. il y a to discuss what there is in the house, in a passive voice

      4. direct object pronouns

         

    2. CULTURAL UNDERSTANDING:  Students will understand:

      1. that different homes and living arrangements that are common in various parts of the world

      2. that the “first floor” in many parts of the world is what Americans understand to be the second floor.  The street level is called the “ground floor.”

         

    3. ESSENTIAL QUESTIONS:

      1. Où habites-tu ?

      2. Où est votre maison ?

      3. Comment est votre maison ?

      4. Avec qui habites-tu ?

      5. Il y a combien de _________ dans votre maison ?

      6. Avez-vous _________?

      7. Quelle est ta pièce favorite ?  Pourquoi ?

 

  1. MEAL TAKING / FOOD AND DRINK

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. order food in a restaurant

      2. discuss nutrition, and healthy food choices

      3. follow a recipe in the target language

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. the conditional tense to make a polite request

      2. il faut que to discuss what must be done in the passive voice

      3. formal and familiar commands to follow a recipe

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. that many factors affect the gastronomy of a culture, including geography, climate, economy and local customs.

      2. that gastronomy varies widely among French-speaking cultures; that countries and even regions often have unique cuisine

      3. that metric units of measure are used in most French-speaking countries. 

      4. that mealtimes vary in different parts of the world

         

    4. ESSENTIAL QUESTIONS:

      1. Qu’est-ce que vous voudriez commander ?

      2. Qu’est-ce qu’on doit manger ?

      3. On a besoin de quoi pour faire la recette ?

      4. À quelle heure est le petit déjeuner / le déjeuner / le dîner ?

      5. Qu’est-ce que vous aimez manger ?

      6. Quel est ton dessert préféré ?

  1. HEALTH AND WELFARE

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. discuss parts of the body, face and organs

      2. discuss ailments, symptoms and sicknesses

      3. prescribe/recommend remedies

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. devoir to discuss what should be done

      2. formal and familiar commands to prescribe remedies

      3. avoir + mal  to discuss what hurts

      4. Contractions au, aux / du, des

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. that healthcare systems, doctor’s offices, hospitals, clinics and pharmacies vary in different countries

         

    4. ESSENTIAL QUESTIONS:

      1. Où avez-vous mal ?

      2. Quel est le problème ?

      3. Quels sont vos symptômes ?

      4. Qu’est-ce qu’on doit faire / prendre ?

      5. Quels sont les parts / les organes du corps humain ?

         

  2. PHYSICAL ENVIRONMENT:

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. name different animals and label their body parts

      2. discuss the biomes in which different animals live

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. avoir  to discuss parts of animals

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. that the French-speaking world contains many biomes, and is rich in biodiversity

      2. that nations and regions often associate themselves with animals as a source of pride

         

    4. ESSENTIAL QUESTIONS:

      1. Quels sont les biomes du monde ?

      2. Où habite(nt)________ ?

      3. Comment sont __________?

      4. Quels sont les parts de _______?

      5. Comment est le climat ?

         

  3. EARNING A LIVING:

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. discuss various professions

      2. discuss the work environments of various professions

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. masculine, feminine forms of various professions

      2. indefinite articles are eliminated when discussing one’s profession e.g. Je suis professeur.    

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. that the common American practice of making conversation about one’s profession is not necessarily commonplace in France, as one’s profession is often less intertwined with identity

      2. that great minds and pioneers in many professions have come from French-speaking countries

      3. that some professions do not have feminine versions e.g. une femme médecin

      4. the difference between une profession and un métier, and the required preparation for different jobs

         

    4. ESSENTIAL QUESTIONS:

      1. Quel est votre profession /métier ?

      2. Où travaille _________?

      3. Qu’est-ce que __________fait ?

         

  4. SERVICES AND TECHNOLOGY:

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. discuss computer technology and equipment

      2. use common commands associated with computer technology

      3. use a payphone in the target cultures

      4. send a letter/package in the post office

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. the conditional tense to make a polite request

      2. formal and familiar commands

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. that different cultures (e.g. France and Canada) may use unique lexicon for the same object

         

    4. ESSENTIAL QUESTIONS:

      1. Qu’est-ce qu’on doit faire ?

      2. Qu’est-ce que vous voudriez envoyer ?

      3. Comment voudriez-vous payer ?

      4. Comment puis-je appeler mon pays ?

 

Proficiency Exam Review

Eighth Grade

  1. FAMILY LIFE / LEISURE ACTIVITIES

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. Discuss what they used to like to do when they were children

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. The imperfect past tense

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. That many of the same childhood pastimes enjoyed in the United States are also enjoyed in other French-speaking countries. 

      2. That some games are particular to specific cultures

         

         

    4. ESSENTIAL QUESTIONS: 

      1. Qu’est-ce que tu faisais quand tu étais petit ?

      2. Comment étais-tu quand tu étais plus petit ?

      3. Quels étaient tes passetemps préférés, tes nourritures préférés, tes jeux préférés, etc. ?

      4. Où aimais-tu aller ?

  1. FAIRY TALE UNIT

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. Read, understand, tell and write fairy tales

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. The imperfect past tense

      2. The preterite past tense

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. That legends and fairy tales often serve a purpose, often moral or cautionary, that often reflect the cultural and temporal context of its origin.

      2. That many stories from the target cultures will be familiar to students, and some may be unfamiliar.

         

         

    4. ESSENTIAL QUESTIONS: 

      1. Qu’est-ce qu’a passé dans l’histoire ?

      2. Comment sont les personnages ?

      3. Quelle est la moralité de l’histoire ?  Cette moralité c’est importante, à ton avis ?  Pourquoi ou pourquoi pas ?

      4. Il y a des symboles dans l’histoire ? Quelles sont-ils et qu’est-ce qu’ils représentent ?

      5. Si tu peux changer l’histoire, comment la changerais et pourquoi ?

      6. Qu’est-ce que tu ferais si tu étais dans la même situation qu’une des personnages ?

      7. Il y a un conte moderne qui est semblable à ce conte ?  Quel ?  Comment est-il semblable ?  Comment est-il semblable ?

  1. PHYSICAL ENVIRONMENT/CURRENT EVENTS

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. Discuss what they would do, if given the opportunity

      2. Discuss their future plans, or to make predictions about the future

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. The conditional tense

      2. The future tense

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. That conservation is a global issue in which the French-speaking world also plays a role

      2. Concerns of young people in the French-speaking world about the future

         

    4. ESSENTIAL QUESTIONS: 

      1. Qu’est-ce que tu faisais si tu avais l’opportunité ?

      2. Qu’est-ce que tu feras quand tu es adulte ?

      3. Comment sera le monde vingt ans de maintenant ?

  1. LITERATURE UNIT

    1. COMMUNICATIVE AIM:  Students will be able to:

      1. Read and understand the original French version of Le Petit Prince

      2. Analyze important themes in the book

      3. Consider why this novel has had such an impact on world culture, even to modern times.

         

    2. GRAMMATICAL FOCUS:  Students will be able to use:

      1. All previously-learned tenses to discuss the novel

         

    3. CULTURAL UNDERSTANDING:  Students will understand:

      1. The philosophical and historical context of Le Petit Prince

      2. That Antoine de Saint-Exupéry’s life influenced his themes

      3. That Le Petit Prince is one of the most influential stories in world history, and that many modern novels, movies, theater and music reference or borrow from its themes.

         

    4. ESSENTIAL QUESTIONS: 

      1. Il est meilleur de vivre et de penser comment enfant ou comment adulte ?

      2. Qu’est-ce que veut dire « apprivoisé » ?

      3. Comment a traité Saint-Exupéry les idées d’amour, l’amitié, et la morte ?

Students work on final project and review for final exam.
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