French 1 (Bien Dit! 1)
Chapter 1: Salut les Copains
LEARNING OUTCOMES:
Students will be able to independently and collaboratively use their learning to… (What kinds of long-term
independent accomplishments are desired?)
communicate about very familiar topics
comprehend isolated learned words and high-frequency phrases
comprehend isolated learned words and high-frequency phrases on very familiar topics
identify common practices within the target cultures studied
identify similarities and differences of the most basic vocabulary through comparisons of the student’s own language
and the language studied
identify the nature of culture through comparisons of the target culture(s) and the student’s own culture
CHAPTER OBJECTIVES
VOCABULARY:
● Greetings, introductions,
● leave-taking,
● numbers,
● classroom objects,
● dates, asking for help, leave-
taking,
GRAMMAR:
• Subjects and verbs
• Subject pronouns
• Indefinite articles and plural of
nouns
• The verb avoir and negation
CULTURE:
• Kissing or shaking hands while
greeting
• Personal space and formal versus
informal greetings
MEANING
ENDURING UNDERSTANDINGS: Students will understand
that… (What specifically do you want students to understand?
What inferences should they make?)
ESSENTIAL QUESTIONS: Students will keep
considering… (What thought-provoking questions will
foster inquiry, meaning-making, and transfer?)
● people in different countries greet each other in different
ways
● French has different expressions for age and giving
name
1. How do people in other countries greet each
other?
2. How is it different from country to country?
3. How are French and English sentence structure
different?
ACQUISITION
ACQUIRED KNOWLEDGE: Students will know… (What facts
and basic concepts should students know and be able to recall?)
LANGUAGE SKILLS: Students will be skilled at…
(What discrete skills and processes should students be
able to use?)
● greetings
● basic vocabulary for greeting and leave taking
● culturally appropriate gestures for greeting and leave taking
● correct pronunciation for reading vocabulary
● greeting people
● introducing themselves to others
● responding to classroom directions and questions
● selecting the correct form of tu/vous
● asking questions about new words and phrases
● using singular definite articles with the proper
nouns
French 1 (Bien Dit! 1)
Chapter 2: Qu’est-ce qui te plaît
LEARNING OUTCOMES:
Students will be able to independently and collaboratively use their learning to… (What kinds of long-term
independent accomplishments are desired?)
communicate greetings, introductions, leave-taking, numbers, classroom objects, dates, asking for help, leave-
taking,
comprehend isolated learned words and high-frequency phrases
comprehend isolated learned words and high-frequency phrases on very familiar topics
identify common practices within the target cultures studied
identify similarities and differences of the most basic vocabulary through comparisons of the student’s own
language and the language studied
identify the nature of culture through comparisons of the target culture(s) and the student’s own culture
CHAPTER OBJECTIVES
VOCABULARY:
● Likes and dislikes
● Ask about likes and or dislikes
● Agree and disagree
● Ask how often you do an activity
● Ask how well you do something
and to ask about preferences
GRAMMAR:
• Definite articles
• ER verbs
• Irregular plurals
• Contractions with à
• Conjunctions
• Est-ce que
CULTURE:
• Music in France
• Soccer in Africa
• French language comic books
• Movies theaters in France
MEANING
ENDURING UNDERSTANDINGS: Students will understand
that… (What specifically do you want students to understand?
What inferences should they make?)
ESSENTIAL QUESTIONS: Students will keep
considering… (What thought-provoking questions will
foster inquiry, meaning-making, and transfer?)
● French and English change the verb to agree with the
subject
● nouns have gender in French
● nouns have to have an article in French
● what is the French liason in pronunciation
1. What are ways to write and say more complex
sentences?
2. What are the differences in French and English
sentence structure?
3. What are some differences in
French/Francophone countries and American
pastimes?
ACQUISITION
ACQUIRED KNOWLEDGE: Students will know… (What facts
and basic concepts should students know and be able to recall?)
LANGUAGE SKILLS: Students will be skilled at…
(What discrete skills and processes should students be
able to use?)
● er verb endings for present tense
● vocabulary for activities
● expressions to agree and disagree
● subject pronouns
● talking about things they like and don’t like with
basic vocabulary
● identifying subject and verb
● changing the verb to agree with the subject of the
sentence
● agreeing and disagreeing about likes and dislikes
● making questions with est-ce que
French 1 (Bien Dit! 1)
Chapter 3: Comment est ta famille?
LEARNING OUTCOMES:
Students will be able to independently and collaboratively use their learning to… (What kinds of long-term
independent accomplishments are desired?)
communicate about very familiar topics
comprehend isolated learned words and high-frequency phrases
comprehend isolated learned words and high-frequency phrases on very familiar topics
identify common practices within the target cultures studied
identify similarities and differences of the most basic vocabulary through comparisons of the student’s own language
and the language studied
identify the nature of culture through comparisons of the target culture(s) and the student’s own culture
CHAPTER OBJECTIVES
VOCABULARY:
● Physical descriptions and
personality traits
● Family and pets
GRAMMAR:
• The verb être
• Adjective agreement
• More irregular adjectives
• Possessive adjectives
• Contractions with de
• C’est versus il/elle est
• C’est versus ce sont
CULTURE:
• Last names
• Quebec
MEANING
ENDURING UNDERSTANDINGS: Students will understand
that… (What specifically do you want students to understand?
What inferences should they make?)
ESSENTIAL QUESTIONS: Students will keep
considering… (What thought-provoking questions will
foster inquiry, meaning-making, and transfer?)
● adjectives must agree in gender and number with nouns in
French, with few exceptions.
● adjectives are placed after the nouns with few exceptions.
● possessive adjectives reflect the gender and number of the
noun they modify.
● French and English change the verb to agree with the
subject.
1. How are families similar and different in the US
and French speaking countries?
2. What types of activities do families do together in
the US and French speaking countries?
ACQUISITION
ACQUIRED KNOWLEDGE: Students will know… (What facts
and basic concepts should students know and be able to recall?)
LANGUAGE SKILLS: Students will be skilled at…
(What discrete skills and processes should students be
able to use?)
● conjugation of avoir
● conjugation of être
● adjective agreement
● adjective placement
● possessive adjectives
● describing themselves and others.
● talking about their family and inquire about other
people’s families.
French 1 (Bien Dit! 1)
Chapter 4: Mon année scolaire
LEARNING OUTCOMES:
Students will be able to independently and collaboratively use their learning to… (What kinds of long-term
independent accomplishments are desired?)
communicate about very familiar topics
comprehend isolated learned words and high-frequency phrases
comprehend isolated learned words and high-frequency phrases on very familiar topics
identify common practices within the target cultures studied
identify similarities and differences of the most basic vocabulary through comparisons of the student’s own language
and the language studied
identify the nature of culture through comparisons of the target culture(s) and the student’s own culture
CHAPTER OBJECTIVES
VOCABULARY:
● School subjects
● Days of the week
● Time
● School supplies
● Colors and numbers 31-201
● Clothing vocabulary from Chapter 7
GRAMMAR:
• Re verbs
• ger and cer verbs
• Le with days of the week
• The verbs préférer, acheter
• Adjectives as nouns
• Agreement with numbers
• Demonstrative adjectives
• Interrogative adjectives
CULTURE:
• Bill 101
• 24 hour clock
• The school system
MEANING
ENDURING UNDERSTANDINGS: Students will understand that…
(What specifically do you want students to understand? What
inferences should they make?)
ESSENTIAL QUESTIONS: Students will keep
considering… (What thought-provoking
questions will foster inquiry, meaning-making,
and transfer?)
● words for numbers are formed differently in French (seventies through nineties)
● colors are adjectives and need to agree with the item they are describing
● AM and PM are expressed differently in French
● there are major groups of verbs that follow same rules for conjugations
● demonstrative and interrogative adjectives agree with the noun they modify
1. How is school different in
French-speaking
countries?
2. How does culture affect the
concept of time?
ACQUISITION
ACQUIRED KNOWLEDGE: Students will
know… (What facts and basic concepts should
students know and be able to recall?)
LANGUAGE SKILLS: Students will be skilled at… (What discrete
skills and processes should students be able to use?)
● how to conjugate -RE verbs
● how to conjugate spelling change verbs
● the difference in meaning when using “le”
before a day of the week
● talking about school schedule and what they need for their
classes.
● being able to tell, recognize and say time
● talking about the amount and color of various school supplies
● asking and answering preference questions using appropriate
forms of “quel” and “ce”
French 1 (Bien Dit! 1)
Chapter 5: Le temps libre
LEARNING OUTCOMES:
Students will be able to independently and collaboratively use their learning to… (What kinds of long-term
independent accomplishments are desired?)
communicate about very familiar topics
comprehend isolated learned words and high-frequency phrases
comprehend isolated learned words and high-frequency phrases on very familiar topics
identify common practices within the target cultures studied
identify similarities and differences of the most basic vocabulary through comparisons of the student’s own language
and the language studied
identify the nature of culture through comparisons of the target culture(s) and the student’s own culture
CHAPTER OBJECTIVES
VOCABULARY:
● Sports and activities
● Season and months of the year
● Places in town
● weather
GRAMMAR:
• the verb faire
• question words
• adverbs
• aller and the future proche
• venir and the passé recent
• idioms with avoir
CULTURE:
• school sports
• sports de glisse
• French sports teams
• La pétanque
MEANING
ENDURING UNDERSTANDINGS: Students will
understand that… (What specifically do you want students
to understand? What inferences should they make?)
ESSENTIAL QUESTIONS: Students will keep
considering… (What thought-provoking questions will
foster inquiry, meaning-making, and transfer?)
● a form of the verb aller and the infinitive forms a near future
tense
● a form of the verb venir with de and the infinitive is a recent
past tense
● the function of adverbs and their placement in a sentence
● expressions in French do not always translate directly
1. How do sports and activities differ in French-
speaking countries from those in the US?
2. How do expression differ in French and English when
talking about the weather and sports
ACQUISITION
ACQUIRED KNOWLEDGE: Students will know… (What
facts and basic concepts should students know and be able
to recall?)
LANGUAGE SKILLS: Students will be skilled at… (What
discrete skills and processes should students be able to
use?)
● question words
● weather expressions
● sports expressions
● expression with avoir and what they mean
● how to form a question with a question word
● conjugating the verb faire
● using question words to ask more complex questions
● talking about the weather and what they do or don’t do
in various seasons
French 1 (Bien Dit! 1)
Chapter 6: Bon appétit
LEARNING OUTCOMES:
Students will be able to independently and collaboratively use their learning to… (What kinds of long-term
independent accomplishments are desired?)
communicate about very familiar topics
comprehend isolated learned words and high-frequency phrases
comprehend isolated learned words and high-frequency phrases on very familiar topics
identify common practices within the target cultures studied
identify similarities and differences of the most basic vocabulary through comparisons of the student’s own language
and the language studied
identify the nature of culture through comparisons of the target culture(s) and the student’s own culture
CHAPTER OBJECTIVES
VOCABULARY:
● Breakfast foods and drinks
● Place settings
● Café foods
GRAMMAR:
• The partitive
• Ir verbs
• The verb vouloir
• The verb prendre
• The imperative
• The verb boire
CULTURE:
• A typical breakfast
• Table manners in France
• Tipping in France
• The Euro
MEANING
ENDURING UNDERSTANDINGS: Students will understand
that… (What specifically do you want students to understand?
What inferences should they make?)
ESSENTIAL QUESTIONS: Students will keep
considering… (What thought-provoking questions will
foster inquiry, meaning-making, and transfer?)
● Ir verbs are one of the major verb groups
● Irregular verbs do not follow a predictable pattern
● you cannot give a command with all subject pronouns
● the differences in usage of the partitive, the definite
and indefinite articles
1. How do meals different in French and American
cultures?
2. What are major differences in eating in a
restaurant in France and US?
3. What are differences with breakfast in France
and US?
ACQUISITION
ACQUIRED KNOWLEDGE: Students will know… (What facts
and basic concepts should students know and be able to recall?)
LANGUAGE SKILLS: Students will be skilled at…
(What discrete skills and processes should students be
able to use?)
● present tense of vouloir, prendre and boire
● how to form the imperative
● vocabulary for breakfast foods
● how to order food in a restaurant
● how to use prendre instead of avoir for food
● talking about what they do and do not eat for
breakfast
● talking about eating some or a whole of something
● forming and follow commands
● having a simple conversation with a waiter
● conjugating prendre and use it to order food or
drink
● IR verb conjugation
French 1 (Bien Dit! 1)
Chapter 7: On fait les magasins
LEARNING OUTCOMES:
Students will be able to independently and collaboratively use their learning to… (What kinds of long-term
independent accomplishments are desired?)
communicate about very familiar topics
comprehend isolated learned words and high-frequency phrases
comprehend isolated learned words and high-frequency phrases on very familiar topics
identify common practices within the target cultures studied
identify similarities and differences of the most basic vocabulary through comparisons of the student’s own language
and the language studied
identify the nature of culture through comparisons of the target culture(s) and the student’s own culture
CHAPTER OBJECTIVES
VOCABULARY:
● Clothing and accessories
● Sports equipment, leather goods,
and jewelry
● Numbers 1,000-1,000,000
GRAMMAR:
• Demonstrative adjectives
• Interrogative adjectives
• The verb mettre
• The passé composé of er verbs
• The passé composé of irregular
verbs
• Adverbs with the passé compose
CULTURE:
• Clothing Sizes
• Les soldes
• Des costumes traditionnels
• Le Boubou
• The senegalese franc CFA
• Bargaining in Senegal
MEANING
ENDURING UNDERSTANDINGS: Students will understand
that… (What specifically do you want students to understand?
What inferences should they make?)
ESSENTIAL QUESTIONS: Students will keep
considering… (What thought-provoking questions will
foster inquiry, meaning-making, and transfer?)
● the past tense in French has two parts
● different countries have different monetary units
● sizes for clothing and shoes are different in different countries
● gender in nouns is used to form several parts of speech
● there are two different verbs used to say you are wearing
something
1. How does shopping differ in different
countries?
2. How do you convert money?
3. How do you form the past tense in
French?
4. What are some differences in French and
English with the past tense?
ACQUISITION
ACQUIRED KNOWLEDGE: Students will know… (What facts
and basic concepts should students know and be able to recall?)
LANGUAGE SKILLS: Students will be skilled at…
(What discrete skills and processes should students be
able to use?)
● avoir conjugation is necessary to make past tense
● past participles have different forms
● irregular verbs have irregular past participles
● vocabulary for clothing and shopping
● talking about their clothes
● having a basic conversation with a shopkeeper
● giving their opinions about clothing
● knowing the different parts of a department
● saying and write things in past tense
● how to conjugate the verb mettre
