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French V Honors

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Full year
Philosophy
 
This course challenges students to communicate with more accuracy, at a more refined level, and with a greater lexical repertoire.
Using a variety of authentic materials such as poetry, novels, films, and articles from the current press, the class explores topics of modern Francophone literature, historical and cultural interest.
 
Student productions include leading discussions, interviewing guests and creating a presentation for another French class, relating the literature to cultural elements of its era or our own.   Student interests guide the selection of the novels to be read during the second part of the academic year.
 
Independent work.
 
Analytical assignments or compositions, résumés, poems, biographies are given over the course of the year. French composition writing is expected to be perfect in terms of formatting, structure, grammar, and presentation.
Promoting rational and critical thinking skills, the language is discussed and used from all perspectives, literary, cultural, social, and political.
 
Evaluation.
 
It is based on participation, oral, and writing skills, readiness, and contribution to the discussions, debates and, individual book review.

 
Textbooks.
 
Au delà des mots: A textbook to provide the student with an immediate and first-hand acquaintance with literary styles, achieving a truly objective and exhaustive comprehension and appreciation of both the content and style of a literary work. The questions offered, beginning with the reading of Jean Giono’s work, will discover not only the obvious meaning, but also the deeper, and sometimes hidden, intentions of the author. The student’s imagination and intuition been stimulated orally, he may then be ready to produce original and interesting compositions.
A review of grammatical materials is introduced as needed.
 
Littèrama XXe: gives a panorama of the literary production from the century stated in the title, linked to the social, historical and contemporary artistic contexts. Attention to the cultural aspects is combined with numerous activities, which summarize the criteria for the systematic analysis of texts. The volume is accompanied by an audio CD with some of the anthological extracts from the book.
 
Novels:
·      “L’homme qui plantait des arbres.“Jean Giono
·       Excerpt from ‘Le désert” J M G Le Clézio, 2008 Nobel Prize
·      ‘Le pont Mirabeau” and “L’adieu” poems. Guillaume Apollinaire.
·      Auguste Rodin. Camille Claudel. Cultural studies
·      ‘La Civilisation, ma Mère!...”Driss Chraïbi.
·      ‘La grammaire est une chanson douce” Erik Orsenna
·       
Excerpts from:

                  Marcel Proust. Colette. Simone de Beauvoir. Albert Camus.Tahar Ben Jelloun. Samuel Beckett. Jacques Brel 

Films:

·      Camille Claudel
·      L’enfant noir
·      Si le vent soulève les sables
·      TBD
 

Grade 4

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The fourth grade's curriculum is about the theme of traveling. Students will review numbers from 1-100 and learn to use the numbers with the Chinese currency. They will role-play for shopping and bargaining, which is a customary concept when traveling in China/Taiwan. Learning about other countries in the world and the language spoken also give students a global perspective and enhance their motivation for foreign language learning. 

Mandarin Chinese 5

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In 5th grade, students will learn to type using Pinyin to reinforce their pronunciation and literacy skill. Moreover, our 5th graders will take a field trip with 4th graders to a Chinese restaurant and supermarket to put their oral communication into practice and have fun. As the last year in LS, the 5th graders will put out a skit/play from a classical Chinese tale as their graduation performance. 

Mandarin Chinese 4

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In 4th grade, our Chinese students will explore the topics they learned with more complex sentences to talk about themselves or describe their environment. They will also experience calligraphy as part of their cultural competence, which facilitate the better understanding of the structures of Chinese characters. During the field trip, 4th graders will get to put their oral skill of ordering food in a Chinese restaurant.  

Mandarin Chinese 3

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In third grade, students will be officially introduced to both simplified and traditional Chinese characters about their structures and meanings as an introduction to literacy. In third grade, students also start practicing asking and answering yes/no and WH questions to form short conversations. Students will be expected to recall vocabulary learned in the past through regular quizzes, individual projects, games, etc. They will participate in authentic conversation about ordering food at a Chinese restaurant during their field trip in May. 

 

Mandarin Chinese 2

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In the second year of the Lower School Chinese program, students are expected to extend the number of vocabulary for topics they learned in the first year. They will also learn to understand and respond to short dialogues. 

Mandarin Chinese 1

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In the first grade, we are expecting our Chinese learners to take advantage of their precious period of second language learning for Chinese Mandarin, which is a tonal language. The first graders will be exposed to simple and short vocabulary that are more concrete and tangible for them in their prior knowledge of the world. They will be able to distinguish the four tones of the Mandarin Chinese, and pronounce basic characters and simple sentences with correct tones. They will also recognize and write 50 - 100 basic characters. Singing and acting out are two major elements in first grade Chinese. There are also holiday celebrations through food and folk tales to familiarize themselves with Chinese cultural practices. 

French II

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Objectives of the class
 
Building on the previous level, French II involves continued work on acquiring structures and vocabulary as well as developing greater competence
in speaking, listening, reading, and writing. Two objectives in mind:  a massive review and the development of basic vocabulary and grammar
structures that will allow students to recount their lives in writing (through the creation of a book) and in speaking. During the second half of the year,
students develop their reading skills and become fluent in reading and discussing Le petit Nicolas.  They also explore the Francophone world
through short films.
In order to build students' four skills - listening, reading, writing, and speaking - as well as cultural awareness, students are often involved in group
activities and are strongly encouraged to use the target language in the classroom as the course is mostly conducted in French. Writing competences
are expected to be at the paragraph level.  Communication occurs in the present tense, the past (passé compose, imparfait, plus-que-parfait), and the future.
 
Materials.      
       
·      Textbook: Latitudes 2 - Méthode de français A2 with two CDs.  DVDs
        FLE from DIDIER. Followed by Latitudes 2.
·      Workbook: Latitudes 2- Exercises A2 with one CD.  Exercises.
·      Grammar: FLE A2. Various French sites are used for current information and for independent practice, such as: www.ortholud.fr.
·      CD listening segments in class and films with French subtitles.
·      Moodle: The syllabus and independent work (homework) is posted every week.
·      Latitudes online exercises.
 
Readings and movies
 
               Le petit Nicolas, Sempé et Goscinny-
               Ronald Dahl (various titles)-Flore : short stories with audio-
               Magazines : Ça m’intéresse.
               Le papillon-Une hirondelle-Les enfants du marais (Michel Serrault) etc. La couleur des sentiments (THE HELP)
 
 
          
 
 
 
 

  

French IV

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Full year

 

Philosophy

*   Communication, cultures, connections, comparisons, communities… It is with this philosophy in mind that FR IV is taught.  

 Communication is at the heart of the second language study, whether the communication in a language other than English takes place face-to-face, in     writing or across centuries through the reading of literature.

  • Cultures gain knowledge by understanding and respecting other cultures.

  • Connections with other disciplines to acquire information provide additional bodies of knowledge.

  • Comparisons and contrasts develop insight into the nature of language and the concept of culture, realizing that there are multiple ways and styles of viewing the world.

  • Communities are expanded when all of these elements enable you to participate in multilingual communities at home and around the world in a variety of contexts and in culturally appropriate ways.

  •  

* Knowing how, when, and why to say what to whom.

While grammar (review and new rules) and vocabulary (extensive new vocabulary) are essential tools for communication, it is the acquisition of the ability to communicate in meaningful and appropriate ways that is the ultimate goal of the class.

 

Readings: Jean-Paul Sartre- Gilbert Cesbron- André Maurois- Françoise Sagan- Antoine de Saint-Exupéry- George Simenon-

Films: Marie- Antoinette- Indochine- Est-Ouest - Sagan- Coco Chanel-

 

French IV students are expected to have mastered the fundamentals of written and oral expression in view of the more complex and linguistically sophisticated material under study. Student’s review and study major grammatical structures, read extensively, and develop increasing accuracy in written and oral expression through discussion of literary texts and essay writing. Instruction is in French, and a variety of classroom activities and media are employed to maintain and build oral and written proficiency. French IV course involves further study of grammatical structures, verb tenses, increased vocabulary through short audio narrations, and a rich selection of articles, opinion polls and statistics, exploring the best of ancient, modern and contemporary art, complete with the historical background for each work and its artist. Designed to build the comprehension and the verbal expression of the students, this informative course develops elements of the present French civilization, contains geography, history, economy and involves current events and international relations.The class is conducted primarily in French and students are expected to participate verbally on a daily basis.

Chinese III

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Full year
Essential Questions
 
*What are the fundamental characteristics of Chinese culture and language?
*What are the fundamental skills students need to use beginning Chinese accurately and spontaneously?
*What are the most efficient learning and teaching strategies needed to use beginning Chinese accurately and spontaneously?
*How best to integrate and utilize technology in the Chinese language classroom curriculum?
 
Declarative Knowledge: Content 
*800 new Chinese characters and use in a variety of contextualized reading and writing tasks
*Chinese sentence constructionto express opinions, intentions, and desires.
* Study characters and vocabularies to develop more sophisticated reading and writing skills.
* Read short stories and articles in Chinese adapted from authentic materials.
*Current happenings in China
*Study techniques to learn and practice both oral and written language
* Chinese will be the official language of the classroom.
 
 
Procedural Knowledge: Skills & Processes 
*Speaking
- To participate in face-to-face discussion and deliver lecture-style, visually enhanced presentations
*Listening
-Comprehend ideas and details in stories on familiar topics
*Writing
- To produce a formal, reflective essay 400-character with all the grammar patterns learned
 *Reading
-To read a variety of contextualized materials by using Chinese dictionaries
 
Assessment
*Papers, test, skits, interview
*weekly vocabulary and characters quizzes
*Unit tests
*End of term oral proficiency interviews and written tests
 
Multicultural Dimension 
* Increasing cultural awareness of both China and the United States
* Learn about lives of people in China through cultural readings, internet research, and videos
* Accept ambiguity in language by using context clues
* Familiarity with idioms
* Analyze underlying cultural values manifested in fine arts, literature, media and day-to-day life
* Explore social conventions regarding requesting services, paying social visits, eating and drinking, making friends etc. and learn appropriate behaviors
 
 
Resources
*Situational Functional Chinese, Drills & Notes, Language Group
*Handouts (Teacher created materials)
*Daily TV news, drama, movies and online materials
*Textbook: Learn Chinese with Me textbook 3 and workbook 3
 
 
 

Chinese IV

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Full year
Essential Questions
*What are the most efficient learning and teaching strategies needed to use Chinese accurately and spontaneously?
*How best to integrate and utilize technology in the Chinese language classroom curriculum?
*How does the philosophy and themes found in Chinese literature and cinema reflect the values that are most important to the culture?
*How can the vocabulary, expressions learned be manipulated in an original way so that it will show a good understanding and appreciation of the Chinese culture?
 
Declarative Knowledge: Content 
*1500 new Chinese characters and use in a variety of contextualized reading and writing tasks
*Use grammar and conceptsto communicate accurately in various social and cultural contexts
* Study characters and vocabularies to develop more sophisticated reading and writing skills.
* Build translation skills
*Current happenings in China
*Study techniques to learn and practice both oral and written language
 
Procedural Knowledge: Skills & Processes 
*Speaking
- To participate in face-to-face discussion and deliver lecture-style, visually enhanced presentations
*Listening
-Comprehend ideas and details in stories and news with a variety of topics
*Writing
- To produce a formal, reflective essay 700-character with all the grammar patterns learned and critical thoughts
 *Reading
-To read a variety of contextualized materials by using Chinese dictionaries
 
Assessment
*Papers, test, skits, interview
*weekly vocabulary and characters quizzes
*Unit tests
*End of term oral proficiency interviews and written tests
 
Multicultural Dimension 
* Analyze underlying cultural values manifested in fine arts, literature, media and day-to-day life
* Explore social conventions regarding requesting services, paying social visits, eating and drinking, making friends etc. and learn appropriate behaviors
* Awareness of the Chinese culture through an in depth look into the literature and its philosophy, through movies, articles, current events, and research on historical events of importance
Resources
*Situational Functional Chinese, Drills & Notes, Language Group
*Handouts (Teacher created materials)
*Daily TV news, drama, movies and online materials
*Textbook: Learn Chinese with Me textbook 4 and workbook 4

Chinese II

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Full year
Essential Questions
 
*What is the value in learning a Modern language?
*How do you compare between Chinese cultural values and your own values?
*How will you handle communicating in Chinese at your level of knowledge of the language?
 
Declarative Knowledge: Content 
*500 new Chinese characters and use in a variety of contextualized reading and writing tasks
*Communication strategies with a limited range of vocabulary and grammatical structures
*Chinese sentence construction
*Vocabulary laused in simple interactions communicating about recent events
*Geography of China and major Chinese cities
*Customs and cultural norms
*Current happenings in China
*Study techniques to learn and practice both oral and written language

 

 
Procedural Knowledge: Skills & Processes 
*Speaking
-Use simple memorized phrases, sentences and questions on a limited range of topics. Students continue to work on developing accurate pronunciation to build fluency.
*Listening
-Comprehend familiar ideas and details in short conversation and simple questions on limited range of topics
*Writing
-Write/compose simple stories written in the "spoken style," and write a short letter or story with all the grammar and vocabulary learned.
 *Reading
-Comprehend simple text using contextual cues
 
Assessment
*Papers, test, skits, interview
*Weekly vocabulary and characters quizzes
*Unit tests
*End of term oral proficiency interviews and written tests
 
Multicultural Dimension 
*Increasing cultural awareness of both China and the United States
*Learn about lives of people in China through short cultural readings, internet research, and videos
 
Resources
*Situational Functional Chinese, Drills & Notes, Language Group
*Handouts (Teacher created materials)
*Daily TV news, drama, and movies
*Textbook: Learn Chinese with Me textbook 2 and workbook 2