Mr. Ed Weiss
Links to sites with themed resources
Theme based site w/ links to the 6 themes - A great site by Guy Vandenbroucke!
Civilisation francaise site (SUNY Cortland) variety of themes w/ audio & video
French themed podcasts (use dropdown menu "categories")
Themed videos with activities
BBC "Le Mensuel" - themed videos
Writing letters in French
Maigret et le Clochard par Georges Simenon
La chanson "Pauvre Type" par Amadou et Mariam (paroles)
Les Restos du Coeur (logicel)
Podcast - Reportage de la peniche des Restos du Coeur (RTL)
Podcast- N'oublions pas les SDF (Europe 1)
Video du gouvernement francais (first 1m12)
Video (Yabla) Sans-Domicile Fixe
Clip quebecois "Un SansAbri" par Stephane Ruel
Maigret et le Clochard par George Simenon
Maigret et le Clochard est un roman policier du vingtième siècle qui s’agit d’une
attaque sur un clochard qui habite à Paris. Les lieux à Paris sont tout à fait vrais et Paris
joue un role central dans ce roman. L’inspecteur Maigret doit investiguer le crime d’un
clochard qui était attaqué au bord de la Seine. La Seine aussi joue un role important
dans le roman. Simenon et Maigret – les deux grands noms dans le genre de roman
ACTFL Performance Guidelines Overview
Achievement Level Descriptions for Written Presentational Communication
Achievement Level 5
(a) Discourse and development. When planning, producing and presenting written presentational communications, students at Achievement Level 5 use paragraph-length discourse with mostly appropriate use of cohesive devices to report, explain and narrate on a range of familiar topics. They integrate content from multiple sources to support their presentation.
(b) Strategies. These students employ a variety of strategies to clarify and elaborate the content of the presentation; self-correction is mostly successful.
(c) Language structures. These students use a variety of simple and compound sentences, and some complex sentences in major time frames. Errors do not impede comprehensibility.
(d) Vocabulary. These students use vocabulary on a variety of familiar topics, including some beyond those of personal interest. They use some culturally appropriate vocabulary and idiomatic expressions.
(e) Writing conventions. They demonstrate consistent use of standard conventions of the written language (e.g., capitalization, orthography, accents). Errors do not impede comprehensibility.
(f) Register. Their choice of register is usually appropriate for the audience, and its use is consistent despite occasional errors.
(g) Cultures, connections and comparisons. These students identify the relationship between products, practices and perspectives in the target culture(s) and demonstrate understanding of most of the content of the interdisciplinary topics presented in the resource material. They also compare and contrast geographic, historical, artistic, social or political features of target culture communities.
(a) Discourse and development. When planning, producing and presenting written presentational communications, students at Achievement Level 3 use strings of sentences and a few basic cohesive devices to express personal opinions, describe and narrate on familiar topics. They summarize content from sources to support their presentation.
(b) Strategies. Self-editing is occasionally successful.
(c) Language structures. They produce simple and compound sentences with the most accuracy in the present time and some accuracy in other time frames. Errors may impede comprehensibility.
(d) Vocabulary. These students use vocabulary from familiar thematic word groups and occasionally incorporate some culturally appropriate and idiomatic expressions.
(e) Writing conventions. Their use of standard conventions of the written language (e.g., capitalization, orthography, accents) is inconsistent, which may cause confusion for the reader.
(f) Register. Their choice of register may be inappropriate for the intended audience, and shifts between formal and informal registers occur.
(g) Cultures, connections and comparisons. They identify some cultural products and practices of the target culture(s) and may identify a few common perspectives. They also are able to identify a few geographic, historical, artistic, social or political features of target culture communities.
La France d'Aujourd'hui
Le racisme (article)
Metisse (chanson / fiche / paroles)