International Baccalaureate

Diploma Programme
Language B : French

Teacher: Karen Motz

IB Coordinator: James T. Davis II
Head of School: Karin Pearson
 This course is designed for those students wishing to increase proficiency in the target language through rigorous study of authentic materials, self-expression
in speech and in writing, and a commitment to nearly exclusive use of the language when interacting with the teacher or other students. An appropriate range of
grammatical structures will be reviewed and/or taught, integrated with the study of contemporary themes to enable the acquisition of vocabulary in context, and to
elicit spirited discussions and composition. Students will advance their appreciation and understanding of the culture(s) where the target language is spoken. The
evaluation of each student’s progress will include internal and external assessments of listening, speaking, reading, and writing skills.

The aims are to:

 develop students’ intercultural understanding
 enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes
 encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people
from other cultures
 develop students’ awareness of the role of language in relation to other areas of knowledge
 develop students’ awareness of the relationship between the languages and cultures with which they are familiar
 provide students with a basis for further study, work and leisure through the use of an additional language provide the opportunity for
enjoyment, creativity and intellectual stimulation through knowledge of an additional language.
 IB FRENCH
Unit 1: Les relations sociales (Social Relations)
CONTENT EXPECTATIONS PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES
TOPIC 1: La famille et l’identité
 Quels sont les différents Imaginez, 2e Édition, Mitschke, Poème et interprétation à l’oral  Readings and discussion
types de famille? Vista Higher Learning, 2012 (recording): “Père mère” de  Role plays
 Quel est le rôle de chacun Leçons 1, 2 et 6 Lamine Diop (écrivain sénégalais)  Review of verbs irregular in
dans la famille? the present tense
 Les grands-parents, quel Other timely, relevant sources  Short speech—photo of
rôle jouent-ils dans la from current publications or the family event
famille? Dans la société? Internet.  Essay on an admired
 Comment s’identifie-t-on member of the family
dans la communauté?  Listening comprehension
 Comment la langue et la and discussion of “Père
culture influencent-elles mère”
l’identité?
ASSESSMENT: Various formative and summative assessments, quizzes, graded speaking and formal writing

Unit 1: Les relations sociales
CONTENT EXPECTATIONS
TOPIC 2: L’amitié et l’amour
 L’ami(e) idéal(e), c’est qui?
 Quelles qualités sont
essentielles dans un ami, un
voisin, un(e) partenaire?
 Quel est le rôle des amis dans
la vie?
 Tomber amoureux, c’est quoi,
alors?!
IB FRENCH
PRIMARY MATERIALS SUPPLEMENTAL MATERIALS
Imaginez, 2e Édition, Mitschke, Vista Poème: “Le Pont Mirabeau” de
Higher Learning, 2012 Guillaume Apollinaire
Leçon 1 Récit de journal: “Les rencontres sur
Internet: un conte de fees?” (Le Figaro
en ligne 2006)
Musique: “Mon amour me revient” de
Mireille Mathieu
Vidéo: “Le Télégramme” (Vista)
SUGGESTED ACTIVITIES
 Review the formation of
questions
 Review and expand the idioms
with avoir and faire
 Practice listening to music and
Cloze exercise
 Practice listening
comprehension and eventual
discussion of the video, “Le
Télégramme”

ASSESSMENT: Various formative and summative assessments, verb quizzes, reading comprehension questions, role play
 IB FRENCH
Unit 1: Les relations sociales
CONTENT EXPECTATIONS PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES
TOPIC 3: À l’école et au travail
 Quels sont les avantages et Imaginez, 2e Édition, Mitschke, Essai: “Émile ou de l’éducation”  Review of the imperative
les inconvénients du Vista Higher Learning, 2012 (extrait) de Jean-Jacques Rousseau  Review of personal
système scolaire Leçons 1, 2 et 9 pronouns
américain? Récit de journal: “Pour progresser  Expansion of school
 Comparaison du système en français, arrêtez de 4réviser!” vocabulary
scolaire américain avec (Le Figaro en ligne, le 4 juin 2010)  Discuss the importance of
celui de France, de Canada, “relevant” academic
et/ou d’autres pays Poème: “Enfance” de Marie- courses
francophones—et Thérèse Rouil,  Debate the value of
comment affecte-t-il le Présence africaine No 57, 1966. standardized tests
rapport entre les élèves?  Follow-up “Enfance” with
 Quel/Comment est le “Inscrivez-vous!” (Shein 259-61, discussion of who
rapport entre les élèves et AMSCO) determines what is taught
les profs? in schools
 On est prêt à aller au  Role play—job interview
travail?
ASSESSMENT: Grammar and vocabulary quizzes; short essay taking a position on a curricular question; Interactive oral activity

Unit 1: Les relations sociales
CONTENT EXPECTATIONS
TOPIC 4: La formation des préjugés et des discriminations
 Comment est-ce qu’un
enfant développe son
identité?
 Quels sont les éléments qui
influencent l’identité?
 Qui, à part la famille, aide à
IB FRENCH
PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES
Imaginez, 2e Édition, Mitschke, Other timely, relevant sources  Review of the past tenses:
Vista Higher Learning, 2012 from current publications or the le passé composé,
Leçon 4 Internet. l’imparfait, le plus-que-
parfait
 Discussion of family
traditions
 former l’identité d’une  Discussion of religious,
personne? cultural and/or holiday
traditions
ASSESSMENT: Brief formative assessments of grammatical concepts; short essay on one aspect of tradition or custom that shapes the identity of a
child Paper 1: Receptive Skills

IB FRENCH
Unit 2: La diversité culturelle (Cultural Diversity)
CONTENT EXPECTATIONS PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES
TOPIC 1: Les stéréotypes
 Quel est le rapport entre Imaginez, 2e Édition, Mitschke, Video: “Der Schwarzfahrer”  Review of the future tenses
l’identité personnelle et les Vista Higher Learning, 2012  Review of the conditional
stéréotypes? Leçon 4 “Quand la pub joue avec les tenses
 Quel rôle, la langue, joue-t- stéréotypes” de Delphine Ménard,  Drawing and discussion of
elle dans le développement French B Course Companion, stereotypes
des stéréotypes? Trumper and Israel, Oxford  Discussion of language and
 Comment sont les Français University Press 2011. word choice in describing
et les Américains typiques? others
Est-ce que ces images sont  Guest speaker, if available
réelles ou vraies?
 Quelles vérités contribuent
à la formation des
stéréotypes ?
ASSESSMENT: Grammar quizzes, launch a campaign to promote tolerance with a TV spot (public service announcement) and an accompanying
brochure

Unit 2: La diversité culturelle
CONTENT EXPECTATIONS
TOPIC 2: Les clichés en question?
 Quel est le rapport entre
les stéréotypes et les
préjugés?
IB FRENCH
PRIMARY MATERIALS SUPPLEMENTAL MATERIALS
Imaginez, 2e Édition, Mitschke, Other timely, relevant sources
Vista Higher Learning, 2012 from current publications or the
Leçons 4 et 6 Internet.
SUGGESTED ACTIVITIES
 Reading and discussion
 Create a how-to list of ways
to encourage tolerance at
  Qu’est-ce qu’on peut faire
pour encourager la
tolérance ?
ASSESSMENT: Describe in writing and/or in speech the ideal world where people would not be judged by superficial and cliché criteria; brief
formative assessments to check sentence structure issues; composition of original sentences using si and quand
Unit 2: La diversité culturelle
CONTENT EXPECTATIONS
TOPIC 3: Le passé, le présent et l’avenir
 Comment l’histoire
française a-t-elle influence
le développement des
préjugés?
 Comment vivre dans la
France multiculturelle
d’aujourd’hui?
IB FRENCH
PRIMARY MATERIALS
Imaginez, 2e Édition, Mitschke,
Vista Higher Learning, 2012
Leçon 4
SUPPLEMENTAL MATERIALS
Music and video: “La femme
grillagée”
Video: De l’autre côté (Vista
Leçon 7)
Other timely, relevant sources
from current publications or the
Internet.
HL Literature: L’Étranger par
Albert Camus (This novel brings
together the study of human
character and indifference, and the
cultural experiences and influences
of French Algerians along with the
Arab-French tension. It is an
home and at school
 Introduce the sequence of
tenses in French si- and
quand- clauses
 Discuss first-person
experiences with prejudice
or judging a book by its
cover
SUGGESTED ACTIVITIES
 Learn and practice the
sequence of tenses,
continued
 Read and retell
 Discuss the French
presence in northern Africa
 Discuss the African-Muslim
presence in metropolitan
France
 existentialist classic, and while the
philosophy is deep, the language is
very manageable.)
ASSESSMENT: Reading comprehension passages and questions; essay for HL students

IB FRENCH
Unit 2 : La diversité culturelle
CONTENT EXPECTATIONS PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES
TOPIC 4 : Le français dans le monde
 Quel est le résultat de la Imaginez, 2e Édition, Mitschke, Article: “La Langue Créole” from  Learn to express what has
colonisation ? Vista Higher Learning, 2012 French B Course Companion, been heard or read from
 Quelles sont les différences Leçon 5 Trumper and Israel, Oxford another source (indirect
linguistiques dans les University Press 2011, p. 100. discourse)
diverses régions  Learn geographical terms,
francophones ? French-African and/or French- e.g., the names of
 Quel est le rôle des Canadian literature (excerpt) or countries, continents, and
dialectes/patois ? poetry cultural regions, plus the
prepositions used to
express “in” or “at” those
locations
 Locate French-speaking
places on the map
 Investigate French place
names in the USA and
Canada
ASSESSMENT: Find examples of indirect discourse in the readings and identify the tenses used; brief summative quiz on geographical terms; write
and deliver a “toast” to an African nation on the occasion of its independence

IB FRENCH
Unit 3 : Les défis mondiaux (Global Issues)
CONTENT EXPECTATIONS PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES
TOPIC 1 : L’environnement
  Quelles sont les ressources Imaginez, 2e Édition, Mitschke, Video : L’homme qui plantait des  Read and retell
naturelles qu’on peut Vista Higher Learning, 2012 arbres  Circumlocution and word
identifier ? Leçon 10 games
 Quels problèmes défient le Vocabulary : Animals  Role plays
monde naturel ? Vocabulary : Materials/Substances  The sequence of tenses,
 Quels problèmes politiques continued
et économiques qui  Passive voice
menacent le monde  Debate on saving the trees
naturel ? vs. deforestation
ASSESSMENT: Poster and brochure project—let’s protect our environment! Interactive oral activity

IB FRENCH
Unit 3 : Les défis mondiaux
CONTENT EXPECTATIONS PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES

TOPIC 2 : Les affaires internationales et l’économie

 Quels sont les effets de la
richesse et de la pauvreté
sur la population du
monde ?
 On dit que le monde
devient de plus en plus
petit. Quelles sont les
implications économiques ?
 Quels changements sont
nécessaires dans
l’éducation ou la
préparation de la
génération à suivre ?
Imaginez, 2e Édition, Mitschke,
Vista Higher Learning, 2012
Leçon 9
Music : « Chanson de l’Auvergnat »
de Georges Brassens
News articles on multinational
corporations
 Cloze exercise with
Brassens song
 Read and retell
 Read, discuss, summarize
 Identify cognates in text
 Create own vocabulary list
 The infinitive
 The present participle
 Faire causatif

ASSESSMENT: Interview of prospective employee for a position with an international company ; formative and summative assessments of grammar
and vocabulary
 IB FRENCH
Unit 3 : Les défis mondiaux
CONTENT EXPECTATIONS PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES
TOPIC 3 : Les droits de l’homme
 Qu’est-ce que c’est, La Imaginez, 2e Édition, Mitschke, La Déclaration universelle des  Discussion of the rights of
Déclaration universelle des Vista Higher Learning, 2012 droits de l’homme man, providing examples of
droits de l’homme ? Leçon 5 their violation
 Quel est le rôle des Nations Music : Haitian rap « La rage »  Discussion of human rights
Unies ? and ranking the top three
 Comment est-ce que le rôle in importance
de la femme a changé ? Y
a-t-il de l’égalité ?
 Quels sont les droits de
l’enfant ?

ASSESSMENT: Read a French newspaper online and find an example of the violation of human rights in the world , then explain in own words the
issue and propose a solution

IB FRENCH
Unit 3 : Les défis mondiaux
CONTENT EXPECTATIONS PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES

TOPIC 4 : La santé globale : medecine et éthique

 Quelles conditions et Imaginez, 2e Édition, Mitschke, News article : « L’Obésité  Debate pro/con genetic
maladies menacent la santé Vista Higher Learning, 2012 infantile : les jeux-vidéo mis en information that predicts a
et le bien-être de la Leçon 6 cause » (Le Figaro en ligne) deadly disease
population ?  Identify cognates
 Les transplantations et les « Les repas d’hier et  “To do” list for Les
vaccins sont souvent à d’aujourd’hui » (Shein 283-5, Médecins sans 9rontiers
court. Qui détermine qui AMSCO)  Prepositions
va les obtenir ?
  Comment est-ce que nous
allons nourrir le monde ?
 Comment est-ce qu’on va
contrôler les problèmes de
nutrition et d’obésité aux
États-Unis ?
ASSESSMENT: Compose a letter to the president, identifying the most pressing global concern (in your opinion) and a possible solution. Individual
oral assessment

Unit 4 : Communications et médias (Communication and the media)
CONTENT EXPECTATIONS
TOPIC 1 : La propagande
 Comment utilise-t-on la
langue pour manipuler le
public ?
 Où trouve-t-on la
propagande aujourd’hui ?
 Les émissions de télé :
comment forment-elles
l’image populaire de tout ?
IB FRENCH
PRIMARY MATERIALS
Imaginez, 2e Édition, Mitschke,
Vista Higher Learning, 2012
Leçon 3
SUPPLEMENTAL MATERIALS
Political speeches
Une émission de télé
SUGGESTED ACTIVITIES
 Review and reinforce the
formation and use of all
past tenses
 Debate: TV should be
banned for all children
under ten years of age.
 Listening comprehension
practice and paraphrases

ASSESSMENT: Write and deliver a campaign speech, persuading us to vote for you ! Interactive oral activity

IB FRENCH
Unit 4 : Communications et médias (Communication and the media)
CONTENT EXPECTATIONS PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES
TOPIC 2 : La publicité
 Où trouve-t-on la Imaginez, 2e Édition, Mitschke, Video : French TV commercials  Possessive adjectives and
publicité ? Vista Higher Learning, 2012 pronouns
  Quelle sorte d’influence la
publicité a-t-elle sur le
public ?
Leçon 3 YouTube : Oreo commercials  Read ads and identify
Magazine ads persuasive verbs and
adjectives
 Compare advertising from
two or more
countries/cultures

ASSESSMENT: Create a magazine ad or a TV commercial to sell a common household object (e.g., a paper clip)

IB FRENCH
Unit 4 : Communications et médias (Communication and the media)
CONTENT EXPECTATIONS PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES
TOPIC 3 : Les nouvelles technologies
 La technologie, comment a Imaginez, 2e Édition, Mitschke, Timely, relevant sources from  Placement of adverbs in
–t-elle changé la vie Vista Higher Learning, 2012 current publications or the past tense sentences
quotidienne depuis 1900 ? Leçon 7 Internet.  Interview a senior citizen
depuis 2000 ? about how technology has
 Est-ce qu’on devrait Video: Dépendance changed during his/her
permettre l’usage des lifetime and report to class
téléphones mobiles au in the target language
lycée ? pourquoi ou  Debate the permitted use
pourquoi pas ? of cell phones at school

ASSESSMENT: Write a letter to the school principal, urging a change of policy on the use of cell phones, iPods or other technologies at school.
 IB FRENCH
Unit 4 : Communications et médias (Communication and the media)
CONTENT EXPECTATIONS PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES
TOPIC 4 : Internet et communications en ligne
 Comment est-ce que les Timely, relevant sources from  Discussion of online
règlements de politesse ont Imaginez, 2e Édition, Mitschke, current publications or the research and personal
changé avec les nouveaux Vista Higher Learning, 2012 Internet. standards of honesty
moyens de communiquer ? Leçon 7  Past participles used as
 L’internet a beaucoup Examples of French, Creole, adjectives
changé les recherches et les Canadian music online.  The Subjunctive
devoirs. A-t-il changé aussi  Create own vocabulary lists
les règlements et les
attitudes envers
l’honnêteté ?
 Comment l’internet a-t-il
changé le shopping ?
 Quels effets négatifs de
l’internet voit-on quant aux
divertissements (la
musique, les films, la télé,
etc.) ?

ASSESSMENT: Brief formative and summative assessments of vocabulary and grammar; reading and listening comprehension exercises
Written assignment: Receptive and written productive skills

Unit 5 : Les sciences et la technologie
CONTENT EXPECTATIONS
TOPIC 1: L’environnement
 La déforestation et
l’absence des lieux
d’habitation affectent
beaucoup d’animaux,
d’insectes et d’oiseaux.
Quelles sont les
implications pour la terre et
ses habitants ?
 Qu’est-ce qu’on peut faire
pour éliminer ou contrôler
la pollution des eaux et de
l’air ?
IB FRENCH
PRIMARY MATERIALS
Imaginez, 2e Édition, Mitschke,
Vista Higher Learning, 2012
Leçon 7
SUPPLEMENTAL MATERIALS
HL Literature : L’homme qui
plantait des arbres par Jean Giono
(This novel is about the power of
one person to enact change in the
environment and to influence
others to care. It ties in especially
well with this unit because of the
vocabulary learned here and the
focus on issues related to the
environment and how they impact
all aspects of a society’s
existence—from the simple, daily
routine to the stimulus of the
economy. Despite the obvious
connection to this unit, the novel
recalls the virtues of fortitude and
selflessness which harken back to
earlier units.))
SUGGESTED ACTIVITIES
 The comparative and
superlative degrees of
adjectives and adverbs
 The subjunctive used with
doubt and after certain
conjunctions
 Read and discuss the plight
of animals
 Create animal fables with a
lesson about caring for the
environment

Vocabulary : plants and flowers

Vocabulary : insects

Timely, relevant sources from

current publications or the
Internet.

ASSESSMENT: Formative and summative assessments of vocabulary and grammar Paper 2: Written productive skills
 IB FRENCH
Unit 5 : Les sciences et la technologie
CONTENT EXPECTATIONS PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES

TOPIC 2: L’exploration
 Qu’est-ce qu’il y a hors du
système solaire?
 Qu’est-ce qu’il y a sous les
mers ?
Imaginez, 2e Édition, Mitschke,
Vista Higher Learning, 2012
Leçon 7
Article et video: Jacques-Yves
Cousteau
Timely, relevant sources from
current publications or the
Internet.
 Formation and use of the
perfect subjunctive
 Reading for
content/comprehension

ASSESSMENT: Plan an adventure in which you will explore someplace new. Make checklists of what will be necessary, desirable, and permitted, and
lists of clothing and other provisions to bring along, etc., tying the vocabulary and subjunctive phrases into the fantasy.

Unit 5 : Les sciences et la technologie
CONTENT EXPECTATIONS
TOPIC 3 : Les gens dans les sciences
 Qui sont les Français qui
ont contribué aux
sciences ?
 Quelles sont les carrières
possibles pour ceux qui
étudient les sciences ?
 Comment les ordinateurs
ont-ils affecté les
recherches et les études ?
IB FRENCH
PRIMARY MATERIALS SUPPLEMENTAL MATERIALS
Imaginez, 2e Édition, Mitschke, Biographies of Marie Curie, Louis
Vista Higher Learning, 2012 Pasteur, Steve Jobs, and others
Leçon 7
Vocabulary: computers
SUGGESTED ACTIVITIES
 Mock interview of a
scientist, in which
biographical details and
info about research are
revealed
 Discussion of career
possibilities

ASSESSMENT: Vocabulary quizzes, speaking assessment—mock interview

 IB FRENCH
Unit 5 : Les sciences et la technologie
CONTENT EXPECTATIONS PRIMARY MATERIALS SUPPLEMENTAL MATERIALS SUGGESTED ACTIVITIES
TOPIC 4 : Les inventions et la science
 Qu’est-ce qu’on apprend Imaginez, 2e Édition, Mitschke, CERN : Conseil européen pour la  Discussion or debate on the
des recherches sur les plus Vista Higher Learning, 2012 recherche nucléaire pros and cons of nuclear
petites particules connues ? Leçon 7 energy to be used for
 Qu’est-ce qu’on apprend Article : French-speaking everyday purposes
concernant le corps Switzerland  Discussion of science in
humain ? everyday life—how
 Les sciences ont affecté Travel video : Switzerland knowledge has changed
même la gastronomie. household routines,
Comment est-ce que la cooking, gardening and
cuisine a évolué dans les other chores
années récentes ?

ASSESSMENT: Plan a “theme trip” in which you travel to centers of science or cuisine. Design an itinerary that includes at least four stops. Explain
the route, how you will travel, and in a brief paragraph for each destination, why you will stop there.