HS French Instructional Guide

FRENCH LEVEL 2

UNIT 6 PROFESSIONS

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE

5-6 weeks/unit

Novice-High

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM EXPLAIN NARRATE

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE - HIGH PROFICIENCY READING LISTENING

When students exhibit Novice High listening ability in French, they can: 1. understand the main idea and some details in short, simple conversations about familiar topics and daily life. 2. understand short descriptions, messages, announcements, and simple stories supported by context or visuals. 3. follow one- or two-step directions and identify key information related to familiar school and everyday topics.

When students exhibit Novice High reading ability in French, they can: 1. understand the main idea and some details in short, simple texts on familiar topics. 2. interpret basic information, forms, signs, schedules, directions, and instructions, especially when supported by visuals. 3. identify key information in age-appropriate informational and narrative texts. When students exhibit Novice High speaking ability in French, they can: 1. ask and answer questions to exchange information about people, places, daily routines, and familiar events. 2. discuss plans, activities, and meeting arrangements. 3. describe familiar events and explain simple processes or directions. 4. share information about themselves and topics learned at school or in the community. SPEAKING

WRITING

When students exhibit Novice High writing ability in French, they can: 1. write short, simple texts about themselves, people, places, daily routines, and familiar events. 2. share information and ideas about topics learned at school or in the community. 3. ask questions and provide basic information to communicate with others.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Describe professions, job responsibilities, and workplaces using profession and workplace vocabulary, the present tense, être, travailler, and prepositions of location ( à, au, à la, à l', aux, dans, chez ). ○ Ex: Le médecin travaille à l'hôpital. La professeure enseigne au lycée. ● Ask and answer questions about professions, workplace locations, and career interests using interrogative words ( qui, que, où, pourquoi ), question forms ( est-ce que , inversion, or intonation), and complete responses. ○ Ex: Qu'est-ce que tu veux faire plus tard ? Que fait un ingénieur ? Où travaille-t-il ? ● Express preferences, interests, strengths, and abilities related to careers using verbs of preference and opinion ( aimer, préférer, détester ), modal and ability expressions ( savoir, pouvoir ), and in fi nitives to describe actions. ○ Ex: J'aime aider les autres. Je préfère travailler avec des enfants. Je sais bien communiquer. ● Describe future career goals using aller + in fi nitive and/or the simple future tense to explain future plans and aspirations. ○ Ex: Je vais devenir vétérinaire. Plus tard, je travaillerai dans un hôpital. ● Give reasons and justify career choices using expressions of opinion, cause-and-effect expressions ( parce que, car ), and vocabulary related to interests, values, and personal qualities. ○ Ex: Parce que j'aime les sciences. C'est intéressant. Je veux aider les gens. ● Compare professions using comparative expressions ( plus...que, moins...que, aussi...que ), descriptive adjectives, and workplace or job-related vocabulary to discuss similarities and differences. ○ Ex: Un médecin travaille plus longtemps qu'un professeur. Être ingénieur est aussi intéressant qu'être architect e.