Topic outline

  • Course Description

    Atlanta International School


    French 5/6 – Grade 8-10

    Course Description




    Develop student's appreciation of French culture, civilization and literature; develop curiosity, interest and enjoyment in the French language. This course will allow students to successfully approach, explore and understand different kinds of documents. Students will be able to use the language appropriately in different situations and will also be able to write different kinds of texts to serve different communicative purposes.

    Students will continue to gain a deeper insight in their own culture and that of the French-speaking countries. This course will allow students to communicate in French on a variety of topics ranging from concrete to abstract by continuing to develop to a higher level the skills of speaking, listening, writing, and reading.



    Major Units:


    1. Living Spaces (Urban vs. Rural, geography)


    (Life in a city compared to life in a village, urbanization, developed and undeveloped  countries, ...)




    Students will be able to research and identify a variety of physical living spaces. They will analyse the relationship between living spaces and lifestyle.

    Compare and contrast life in a city and the countryside.

    Evaluate the pros and cons of different living areas in the world.



    2. Idols and ideals


    (celebrities, fame, heroes, famous and infamous, scientists, writers, civil rights leaders innovators, trendsetters, leaders) … what is success?




    Students will identify and analyze characteristics of what makes an idol/hero and the responsibilities that come with it.

    They will justify how people and ideals can impact lives.

    They will examine and discuss what “true” success means?

    They will research examples of idols/heroes/famous people in the different cultures.









    3. Linguistic diversity


    Language varies and evolves in different geographical and cultural contexts. In the same language there are different linguistic varieties.




    Students will distinguish linguistic variations and will comment on how they are a reflection of context and culture. Students will be able to discuss how linguistic diversity influences identity and relationships.


    Grammatical concepts/Conjugation


    Ÿ Révisions :

         - conditionnel présent (souhait, rêve politesse...)

         - subjonctif

         - constructions et verbes suivis du subjonctif

    Ÿ Conditionnel passé (regret, reproche...)

    Ÿ Plus que parfait

    Ÿ Articulateurs logiques

         - expressions qui introduisent la cause

         - relier la conséquence et la cause

         - l’opposition (au lieu de + infinitif ; malgré + nom)

    Ÿ Le discours rapporté :

         - direct et indirect

         - concordance des temps dans le discours indirect

    Ÿ La forme passive – mise en valeur d’une action ou d’une condition

    Ÿ Les pronoms

         - relatifs

         - relatifs composés

         - démonstratifs




    Teaching and Assessment:


    All courses in the secondary school follow the Secondary School Assessment Policy, which can be found on the AIS website under Academics --> Curriculum and Assessment.  Students engage in multiple forms of formative assessment that help them develop their knowledge and skills.  Summative assessments allow students to demonstrate their learning and are marked on subject specific assessment criteria.   All Group 2 courses use subject specific criteria at least twice per semester to mark a variety of assessments.  For Language B the grade boundaries and the criteria are:








    0 - 5



    Phase 1 - Criterion A -  Comprehending spoken and visual text



    6- 9



    Phase 1 - Criterion B – Comprehending written and visual text



    10- 14



    Phase 1 - Criterion C -  Communicating in response to spoken, written and visual text



    15 - 18



    Phase 1 - Criterion D -  Using language




    19 - 23







    24 - 27





    28 - 32













    All courses in the secondary school follow the Secondary School Internal Assessment policy which can be found in the AIS Parent/Student Handbook and on  Teachers will use a balance of formative and summative assessments to provide ongoing feedback for student improvement.  All MYP courses will use subject specific criteria at least twice per semester to mark a variety of assessments. 



    Types of assessment emphasized in French 4 and 5 are:


    1. Class Participation
    2. Oral and written presentations or projects
    3. Skits in pairs or groups
    4. Group Conversation
    5. Reading Spanish magazine articles, books and texts
    6. Internet research using Spanish language sites



    1. Textbook: IMAGINEZ le Français sans frontières (cours intermediaire) aux editions Mitschke.
    2. Teacher created material
    3. Interactive Internet sites
    4. Additional Resources such as magazines, videos, etc.



  • Topic 4

  • Topic 5

  • Topic 6

  • Topic 7

  • Topic 8

  • Topic 9

  • Topic 10