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Use correct words, expressions, spelling, and gender to talk about all aspects of films this semester (in French)
Assessment Strategies
Weekly writing, speaking, listening, and reading skill demonstrations with classmates and instructor
Criteria
Identify a variety of movie genres using correct spelling and pronunciation
Identify various aspects of a movie, such as the director, the music, the dialogue, the décor, etc
Identify different kinds of movie endings
Say which actor or actress plays a particular role
Say when a particular movie “came out”
Identify numbers correctly in years
Use new and old vocabulary to talk about character types and personalities
List what is most important to you as a movie-goer and explain why
Talk about your likes and dislikes in terms of movies, genres, characters, actors
Use the expression “Il s’agit de…” when explaining what a movie is about
List a variety of possible movie themes
Use strings of sentences to talk about your favorite movie (or any movie) and explain why you like it
Identify some aspects of culture, such as French-speaking actors, actresses, directors, and style
Use communicative strategies to stay in the target language and convey your message
Engage in regular, repeated practice of this movie vocabulary, both in speaking and writing
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Discuss the cultural and historical elements of the film Rue Cases Nègres (1983) and the topics of family, education, hard work, and sacrifice (in French)
Assessment Strategies
Weekly writing, speaking, listening, and reading skill demonstrations with classmates and instructor
Criteria
Use new and old vocabulary to describe the movie characters and their relationships to each other
Identify the movie genre, date of release, and director
Identify the forms of regular and irregular adjectives
Use new and old vocabulary to describe life on the island of Martinique in the 1930s
Use new and old vocabulary to talk about slavery, colonization, and oral traditions
Use correct placement of regular and irregular adjectives to make sentences more complex
Sustain conversation by using a variety of question forms (inversion, est-ce que, etc)
Participate in exchanges using basic negation and basic adverbs
Use QUI and QUE to make sentences more complex and provide definitions
Participate in conversations using spelling change verbs in the present tense
Express your opinions about various aspects of the movie and its characters, comparing characters with simple comparative and superlative structures, focusing especially on adjectives
Identify possible movie themes and support your answer
Describe people, places, and scenes using strings of sentences and paragraphs
Identify and use reflexive verbs in the present tense
Use vouloir, pouvoir, devoir, and other irregular verbs and expressions to describe the movie and characters with more depth and quantity
Use some transitional words and phrases (especially French 4)
Use LUI and LEUR avoid repetition
Ask and answer questions within the topics of this movie
Provide details about the historical, cultural, social, and/or artistic context of this film
Communicate paragraph-length messages, both orally and written, in the present tense
Identify the important details of written texts and spoken messages within the topics of this movie
Engage in written and spoken exchanges with others about this movie, its characters, and its themes
Use communicative strategies to stay in the target language and convey your message
Engage in regular, repeated practice of the four skills in the target language (reading, writing, listening, speaking)
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Discuss the historical and cultural elements of the film Au revoir les enfants (1987) and the topics of friendship, religion, courage, and betrayal (in French)
Assessment Strategies
Weekly writing, speaking, listening, and reading skill demonstrations with classmates and instructor
Criteria
Use new and old vocabulary to describe the movie characters and their relationships to each other
Identify the movie genre, date of release, and director
Use new and old vocabulary to describe life in a French boarding school during World War II
Use new and old vocabulary to discuss friendship, religion, courage, and betrayal
Use QUI, QUE, DONT, OÙ to make sentences more complex and provide definitions
Use the imparfait to makes descriptions in the past
Use the imparfait to talk about repeated/habitual activities in the past
Use VENIR DE to express the recent past
Express your opinions about various aspects of the movie and its characters
Compare and contrast this movie with other movies
Identify possible movie themes and support your answer
Identify verbs that are conjugated with ÊTRE in the passé composé
Use verbs in the passé composé, including ÊTRE verbs and reflexive verbs, to list events that took place in the past
Communicate paragraph-length messages, both orally and written, in the past tense
Ask and answer questions within the topics of this movie, sometimes with LE/LA/LES
Provide details about the historical, cultural, social, and/or artistic context of this film
Identify the important details of written texts and spoken messages within the topics of this movie
Engage in written and spoken exchanges with others about this movie, its characters, and its themes
Use communicative strategies to stay in the target language and convey your message
You engage in regular, repeated practice of the four skills in the target language (reading, writing, listening, speaking)
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Discuss the historical and cultural context of the film Inch’Allah Dimanche (2001), and the topics of immigration, assimilation, culture shock, and personal growth (in French)
Assessment Strategies
Weekly writing, speaking, listening, and reading skill demonstrations with classmates and instructor
Criteria
Use new and old vocabulary to describe the movie characters and their relationships to each other
Use new and old vocabulary to talk about family roles, home life, and traditional vs modern
Identify the movie genre, date of release, and director
Use new and old vocabulary to talk about immigration, assimilation, and culture shock
Talk about Algeria, music, and Islam
Use geographical prepositions when talking about cities and countries
Identify and use forms of the futur simple verb tense
Use the futur simple and the futur proche to make predictions about the movie and its characters
Ask and answer questions using the futur simple with DÈS QUE and QUAND
Compare secondary characters to the main character and identify their struggles
Identify possible movie themes, especially that of the quest, and support your answer
Engage in written and spoken exchanges with others about this movie, its characters, and its themes
Use LUI and LEUR to avoid repetition in sentences
Use the object pronouns Y, EN, LUI, LEUR, LE, LA, LES to avoid repetition
Use correct placement of these pronoun replacements
Identify negative expressions and their corresponding affirmative expressions
Use correct placement of negative expressions, especially in the future
Ask and answer questions within the topics of this movie
Provide details about the historical, cultural, social, and/or artistic context of this film
Communicate paragraph-length messages, both orally and written, in the future tense
Identify the important details of written texts and spoken messages within the topic of this movie
Use communicative strategies to stay in the target language and convey your message
Engage in regular, repeated practice of the four skills in the target language (reading, writing, listening, speaking)
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Discuss the artistic, social, and cultural elements of the film La Haine (1995) and the topics of unemployment, discrimination, violence, and revenge (in French)
Assessment Strategies
Weekly writing, speaking, listening, and reading skill demonstrations with classmates and instructor
Criteria
Use new and old vocabulary to describe the movie characters and their relationships to each other
Identify the movie genre, date of release, and director
Use correct forms of appropriate adjectives
Use new and old vocabulary to describe life in the Northern suburbs of Paris
Identify some slang terms
Use new and old vocabulary to talk about character development, cinematography, and artistic influences
Create questions, especially in the inversion, about the characters and the scenes of the movie
Use the conditional to give advice and make suggestions
Use relative pronouns to make complex sentences about the movie and topics
Express your opinions about various aspects of the movie and its characters, especially your opinions about what you would do in the same circumstances
Identify possible movie themes and support your answer
Identify the formulas for using SI clauses
Use correct verb tenses to complete SI clauses that express the hypothetical
Participate in exchanges that use all formulas of SI clauses
Develop answers into paragraph-length responses with complex sentences
Ask and answer questions within the topics of this movie
Provide details about the historical, cultural, social, and/or artistic context of this film
Engage in written and spoken exchanges with others about this movie, its characters, and its themes
Identify the important details of written texts and spoken messages within the topic of this movie
Use communicative strategies to stay in the target language and convey your message
Engage in regular, repeated practice of the four skills in the target language (reading, writing, listening, speaking)
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Discuss the social and cultural elements of the film Intouchables (2011) and the topics of work, disability, strength, and support (in French)
Assessment Strategies
Weekly writing, speaking, listening, and reading skill demonstrations with classmates and instructor
Criteria
Use new and old vocabulary to describe the movie characters and their relationships to each other
Identify the movie genre, date of release, and director
Use correct forms of appropriate adjectives
Use new and old vocabulary to describe disabilities, unemployment, and negative bias
Use new and old vocabulary to talk about friendship, support, and strength
Identify regular verb forms in the subjunctive
Identify and use some impersonal expressions of opinion that require subjunctive
Identify irregular forms of the subjunctive
Identify and use expressions of will and emotion
Create sentences and strings of sentences that use the subjunctive
Express opinions about the movie using expressions of doubt, disbelief, and uncertainty
Identify possible movie themes and support your answer
Identify conjunctions that require the subjunctive
Use possessive pronouns to ask for clarification, to avoid repetition, to make sentences more refined
Ask and answer questions within the topics of this movie
Provide details about the historical, cultural, social, and/or artistic context of this film
Communicate paragraph-length messages, both orally and written, that feature appropriate use of the subjunctive
Engage in written and spoken exchanges with others about this movie, its characters, and its themes
Identify the important details of written texts and spoken messages within the topics of this movie
Use communicative strategies to stay in the target language and convey your message
Engage in regular, repeated practice of the four skills in the target language (reading, writing, listening, speaking)
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Discuss the social and cultural context of the film Mauvaises Herbes (2018) and the topics of work, personal strengths and character flaws, and redemption (in French)
Assessment Strategies
Weekly writing, speaking, listening, and reading skill demonstrations with classmates and instructor
Criteria
Use new and old vocabulary to describe the movie characters and their relationships to each other
Identify the movie genre, date of release, and director
Identify the forms of regular and irregular adverbs
Use new and old vocabulary to describe school, professions, and the process of finding work
Use new and old vocabulary to talk about comedy and film actors
Use correct placement of adverbs to make sentences more complex
Initiate and sustain conversations by using a variety of question forms (inversion, est-ce que, etc)
Participate in exchanges using basic negation and basic adverbs
Use QUI and QUE to make sentences more complex and provide definitions
Participate in conversations using spelling change verbs in the present tense
Express your opinions about various aspects of the movie and its characters, comparing characters with simple comparative and superlative structures, focusing especially on adverbs
Identify possible movie themes and support your answer
Describe people, places, and scenes using strings of sentences and paragraphs
Identify and use reflexive verbs in the present tense
Use verbs like OUVRIR and other irregular verbs and expressions to describe the movie and characters with more depth and quantity
Use LUI/LEUR to ask/answer questions within the topics of this movie
Provide details about the historical, cultural, social, and/or artistic context of this film
Identify the important details of written texts and spoken messages within the topics of this movie
Engage in written and spoken exchanges with others about this movie, its characters, and its themes
Communicate paragraph-length messages, both orally and written, in the present tense
Use communicative strategies to stay in the target language and convey your message
Engage in regular, repeated practice of the four skills in the target language (reading, writing, listening, speaking)
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Discuss the social and cultural context of the film L’Arnacoeur (2010) and the topics of comedy, celebrations, relationships, and honesty (in French)
Assessment Strategies
Weekly writing, speaking, listening, and reading skill demonstrations with classmates and instructor
Criteria
Use new and old vocabulary to describe the movie characters and their relationships to each other
Identify the movie genre, date of release, and director
Identify the forms of regular and irregular adjectives
Use QUI, QUE, DONT, OÙ to describe clothing, special occasions, scenes in the South of France
Use new and old vocabulary to wish people well and honor special occasions
Identify verbs conjugated with ÊTRE in the passé composé, including reflexives
Use the passé composé to list events that took place in the past
Use the plus-que-parfait to make complex sentences in the past more precise
Use LE/LA/LES with verbs in the passé composé
Express your opinions about various aspects of the movie and its characters
Compare this movie and its characters with other movies
Identify possible movie themes and support your answer
Use the imparfait to make descriptions in the past and talk about habitual/on-going actions in the past
Use the imparfait with SI…) to make suggestions
Narrate a paragraph-length story and/or scene in the past using both passé composé and imparfait
Ask and answer questions within the topics of this movie, in particular using QUEL and LEQUEL
Provide details about the historical, cultural, social, and/or artistic context of this film
Engage in written and spoken exchanges with others about this movie, its characters, and its themes
Identify the important details of written texts and spoken messages within the topic of this movie
Use communicative strategies to stay in the target language and convey your message
Engage in regular, repeated practice of the four skills in the target language (reading, writing, listening, speaking)
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Discuss the social and cultural context of the film Ne le dis à personne (2006) and the topics of suspense, mystery, crimes, and investigations (in French)
Assessment Strategies
Weekly writing, speaking, listening, and reading skill demonstrations with classmates and instructor
Criteria
Use new and old vocabulary to describe the movie characters and their relationships to each other
Identify the movie genre, date of release, and director
Identify the forms of regular and irregular adjectives
Use new and old vocabulary to talk about crimes, criminals, and investigations
Use new and old vocabulary to talk about places in Paris and movie scenes
Use prepositions of place to describe scenes
Use negative and affirmative commands to give advice and directions
Use some pronoun replacements with commands
Use pronoun replacements to avoid repetition in sentences
Create commands and sentences using correct placements of pronoun replacements
Express your opinions about various aspects of the movie and its characters, using the future to make predictions
Identify possible movie themes and support your answer
Identify and use forms of the futur simple verb tense
Use both futur simple and futur proche to express paragraph-length messages about the future
Identify negative expressions and their corresponding affirmative expressions
Use negative expressions to ask and answer questions and to sustain the conversation
Ask and answer questions within the topics of this movie
Provide details about the historical, cultural, social, and/or artistic context of this film
Engage in written and spoken exchanges with others about this movie, its characters, and its themes
Identify the important details of written texts and spoken messages within the topic of this movie
Use communicative strategies to stay in the target language and convey your message
Engage in regular, repeated practice of the four skills in the target language (reading, writing, listening, speaking)
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Discuss the artistic and cultural context of the film Visages, Villages (2017) and the topics of friendship, art, the French countryside, and the beauty of the ordinary (in French)
Assessment Strategies
Weekly writing, speaking, listening, and reading skill demonstrations with classmates and instructor
Criteria
Use new and old vocabulary to describe the movie characters and their relationships to each other
Identify the movie genre, date of release, and director
Identify forms of regular and irregular adjectives
Use new and old vocabulary to describe places in town, aspects of village life in France, landscape
Use new and old vocabulary to talk about art, film, and photography
Ask questions with QUEL and LEQUEL
Identify forms of the conditional
Use the conditional to make requests more polite
Use relative pronouns to make complex sentences and to identify and define people and things
Use the comparative and superlative of nouns to express your opinions about various aspects of the movie and its characters
Identify possible movie themes and support your answer
Identify the formulas for using SI clauses
Use correct verb tenses to complete SI clauses that express the hypothetical
Participate in exchanges that use all formulas of SI clauses
Develop answers into paragraph-length responses with complex sentences
Ask and answer questions within the topics of this movie, including hypotheticals
Provide details about the historical, cultural, social, and/or artistic context of this film
Engage in written and spoken exchanges with others about this movie, its characters, and its themes
Identify the important details of written texts and spoken messages within the topic of this movie
Use communicative strategies to stay in the target language and convey your message
Engage in regular, repeated practice of the four skills in the target language (reading, writing, listening, speaking)
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Discuss the social and cultural context of the film Les Choristes (2004) and the topics of music, talent, kindness, and persistence (in French)
Assessment Strategies
Weekly writing, speaking, listening, and reading skill demonstrations with classmates and instructor
Criteria
Use new and old vocabulary to describe the movie characters and their relationships to each other
Identify the movie genre, date of release, and director
Identify the forms of regular and irregular adjectives
Use new and old vocabulary to describe the boarding school, the classroom, the people at school
Use new and old vocabulary to talk about music, singing, and talent
Identify and use some impersonal expressions of opinion that require the subjunctive
Identify regular verb forms in the subjunctive
Identify irregular forms of the subjunctive
Identify and use expressions of will and emotion
Create sentences that use the subjunctive
Express your opinions about various aspects of the movie and its characters using expressions of doubt, disbelief, uncertainty
Identify possible movie themes and support your answer
Identify conjunctions that require the subjunctive
Ask questions with the subjunctive to initiate and sustain conversations
Use demonstrative pronouns to make sentences more complex, to avoid repetition, and to be more precise
Ask and answer questions within the topics of this movie
Provide details about the historical, cultural, social, and/or artistic context of this film
Engage in written and spoken exchanges with others about this movie, its characters, and its themes
Communicate paragraph-length messages, both orally and written, that feature appropriate use of the subjunctive
Identify the important details of written texts and spoken messages within the topic of this movie
Use communicative strategies to stay in the target language and convey your message
Engage in regular, repeated practice of the four skills in the target language (reading, writing, listening, speaking)