Monsieur Grasmann            Français 7                            

Welcome to your second year of language study.  This course is a continuation of French 6.  We will begin with a quick review of material and topics covered last year.  You must be solid with everything from last year so I ask that if you have any difficulties, see me immediately for extra support.  We will continue to build our language skills and you should continue with your self-exploration of strategies that help you learn best.  Strategy cards and triple note totes can be applied to French if they were useful for you in other classes. 

Although conversation and communicative skills are emphasized, many different teaching strategies are used to maximize all of the various aspects of learning a language.  Repetition is essential to memorization and internalization of key elements of any topic covered.  Grammar studies are equally important to mastering conversation and the concepts that lead to true proficiency in French.  The key to mastery is practice and study time.  ***More time will need to be devoted to studying as the grammatical concepts, homework assignments, and projects are much more complex as we build up from the foundation that you already established. 

Flashcards are still an essential component to mastering vocabulary.  When I ask vocabulary to be copied five times, one of the sets should still be written on index cards. 

I.                    Course Description:  French 7 is designed to continue building the four basic language skills:  Listening, speaking, reading, and writing.

II.                Classroom Expectations:  Students are expected to arrive to class on time with all necessary materials.  When students arrive to class, they should find their seat, copy down the homework assignment, take out the homework from the previous night, and start any work that is written on the board.  The students should participate actively and be respectful to everyone at all times.

III.             Textbook and Materials:  The French 7 textbook, Allez Viens!, is left at home.  There is also a workbook that students should keep in their binder and write in for any assignments.

a.       Supply List is as follows:

                                                               i.      1.5 – 2 inch binder (yellow).  This should be divided into five sections (conversation, vocabulary, verbs, grammar, and culture).

                                                             ii.      1 marble composition notebook

                                                            iii.      Larousse Student Dictionary ISBN 2-03-540105-4.

                                                           iv.      Packet of index cards with 2 inch binder rings or a box for organization.

                                                             v.      Pen and/or pencil.  (I will only accept work done in blue or black ink.)

IV.              Topics:  Conversation and vocabulary topics will include making suggestions, making excuses, ordering food and drink, asking for a check, inquiring about likes/dislikes, town locations, extending and responding to invitations, introducing family and friends, chores, cooking terminology and market shopping terms.  Grammatical concepts will include adjectives, question words, possession, possessive adjectives, adjective agreement, and the verbs vouloir, pouvoir and être.  Cultural projects will include mapping and researching Paris which helps builds spatial and organizational skills.  The Versailles/Fontainebleau research project is historical at its roots and allows students to catch a glimpse of royal life, and the Castles of the Loire Valley is designed for students to compare and contrast the architecture of the Medieval ages and the Renaissance.  Linguistic projects include the Family Tree and Album.  This integrates language components in real life products.  Students will create a small book detailing a day.  Besides the integration of linguistic components from the topics covered in class, it allows for practice of the writing process, organization and creativity. 

a.      With all projects, I suggest a timeline.  As a family, read through the requirements and set up a timeline that breaks down the pieces of the project into bits that are smaller and easier to manage.  Completing small parts along the way will lead to a sense of accomplishment and time to reflect on a finished project instead of rushing last minute to hand in an incomplete assignment.   

V.                 Grading Policy:    There will be one major test per chapter.  A test will be assigned at least one week before the student is expected to take it.  Quizzes may be assigned the day before it will be taken.  There are occasional quizzes that check a students’ grasp of a particular topic and vocabulary as well as quizzes for each of the three étapes in a chapter.  Sometimes there will be many small quizzes so that they are easier to study for and so that a lot of time does not pass between assessments.  Students have one day to make up an assignment.  The student can receive up to half of the original credit for made up work.  In addition to quizzes and tests, class work assignments such as skits, orals, group activities as well as projects and compositions will be included to form the student’s average.  The student’s average is the number of points he or she has received divided by the maximum number of possible points.

VI.              Extra Help:  Students are encouraged to come and see me during period one, lunch, or activity period.  Students should make an appointment to see me as soon as they are in need of extra support.  This is especially true for extra support for homework and projects.

Working together will make this our second exciting and productive year for learning French!