Country or region
A map of the country or region the reporters come from.
Essential Question
One question that guides students throughout the unit by putting the main topic into pespective. This question is grounded in the core of the units and help students to develope critical thinking skills.
Reporters’ video
Each unit is built around a reporter, a teenager from a French-speaking country. In the video, the reporters introduce themselves, their country, and the main topics of the unit.
UNIT CORE
Six sections that represent six themes. Each one can span in either one double-page or two double-page spreads
Can-Do Statement
A clearly-defined sentence to allow students to set their learning goal for this section and chart their progress towards language proficiency.
Authentic resources
A variety of engaging authentic resources, such as charts, infographics, articles, literary texts, videos, promotional materials, and images.
Sections spanned in two double-page spreads
Four pages with two documents portraying different viewpoints about the same topic.
Text recording
All of the texts are available as audio recordings to allow students to work on pronunciation and intonation. These recordings are especially helpful for auditory learners.
J’observe la langue
Activities in which students are asked to contemplate grammatical structures.
parle dans le pays où vous vivez. Répondez aux questions.
1. Est-ce qu’il y une ou plusieurs langue(s) officielle(s) là où vous vivez? Quelles sont les langues les plus parlées et où? 2. Quel est le lien entre les différentes langues parlées là où vous vivez et la géographie ou la culture? Créez une infographie
Unit objectives
A summary of the unit contents outlines key objectives through straightforward, action-oriented descriptions of the specific communicative skills, topics, and cultural aspects of the unit.
Projet final
One real-world project per unit in which students will use the grammar, vocabulary, and communicative skills they learned in each unit.
Opening activities
Activity based on the video about the reporters’ country and reference to the expanded activities on the Workbook pages.
Activity type
Each activity is introduced by one or more verbs (parler, lire, etc.) which will help students understand which communication skill(s) will be required in the activity.
J’observe la langue Activities in which students analyze vocabulary.
Workbook
A reference to the corresponding Workbook pages.
Grammaire
Concise, color-coded presentations and examples of the grammatical structures of this section, along with a reference to the page where a more detailed explanation is given.
Activities
based on two sources
Sections that span in two double-page spreads end with an oral or written activites designed to help students to develope skills such as summarizing viewpoints and supporting ideas using content from the sources. These skills are especially useful in preparing future AP exams
Lexique
A list of words and expressions that support the learning objective of this section with a reference to the visual presentation of the vocabulary.
Collaboration activities
Activities that can be completed in pairs or groups.
Communication examples
Examples of answers to serve as a guide for students. They are always written in blue and the grammatical structures are highlighted in yellow.
Interpersonal writing examples
Activities based on emails or other interpersonal texts designed to help students observe written language in use and practice replying in formal and informal contexts.
4. Selon une étude, les Suisses ont tendance parler… moins vite que les Parisiens. b. aussi vite que les Parisiens. c. plus vite que les Parisiens.
5. Les Suisses mettent souvent l’accent sur… a. la première syllabe des mots. b. l’avant-dernière syllabe des mots. la dernière syllabe des mots.
E. Résume les trois caractéristiques de l’accent suisse en comparaison de l’accent français.
F. Read the sentences below. What are the differences between direct speech and reported speech? What happens in the second part of the sentence in reported speech when the introductory verb is in the past?
Materials and worksheets linked to some of the activities of this section: Differentiation, Extra Resource, and the e-Workbook
Culture
A short text that highlights one of the 5 C’s and features a specific cultural element.
5Cs Question
Short questions based on Cultural Comparisons or Connections
l’âge et du niveau des élèves. b. la rapidité de réponse des élèves. c. la disponibilité et des intérêts des élèves. C. Quelles activités le professeur propose-t-il de faire au lycée?
Dis quelles structures utilise pour faire des propositions.
D. À deux, pensez à d’autres activités qui pourraient être organisées au lycée pour pratiquer
An email reply activity
An activity designed to train students to engage in real-life examples of written interpersonal communication. This activity is also useful in preparing future AP exams
Listening activities
Activities based on recordings of realistic conversations or interviews. These activities develop students’ interpretive skills and serve as examples for interpersonal speaking
A literary text
In every two units, an excerpt of a literary text related to the topic of the unit, contextualized with a short presentation of the writer. Accompanying activities train students to comprehend literal and infered meanings
A simulated conversation activity
An activity designed to enable students to participate in realistic conversations. Accompanied by an outline of the conversation and recordings of the interlocutor’s part of each conversation. This activity is especially useful in preparing future AP exams
Cultural video presentations
The reporter of the unit and a reporter of another unit present a cultural theme about their country (e.g., music, products, history, cuisine) on videos. These presentations provide useful cultural insights and language input.
Cultural comparisons
An activity designed to guide students through their presentations in which they compare aspects of French-speaking communities.
DIPLÔMÉS?
Authentic resources
A variety of engaging authentic resources, such as charts,
and
LEXIQUE
Vocabulary presentation
Active words and expressions from the unit presented in a clear, logical, and visual way.
PROJET FINAL
Context and product
A detailed description of the context in which the task should be completed and a clear explanation of what the final product should look like.
Task instructions
Step-by-step instructions to meet the task’s objectives.
Alternative
A digital or a traditional option to adapt the product to different situations.
References to Self-check Quizzes to practice the vocabulary found in the lesson.
Projet final
A real-life task that students can perform by using the grammatical structures, vocabulary, and communication skills they studied and acquired in the unit.
An Assessment Rubric and Self and Peer Assessment Rubrics based on the ACTFL Performance Descriptors for Language Learners
Strategies
Tips and strategies for successfully carrying out the task.
APPENDICES
Useful Expressions
A collection of communicative resources: the most frequently expressions used when dealing with everyday situations (formal and informal conversations and emails), as well as discourse and time expressions and the most common linking words.
Grammar reference
A schematic, clear, and visual grammar reference covering all the grammatical features presented in Reporters francophones 4 as well as the main grammatical features presented in previous levels.
References to visually appealing Grammar tutorials linked to most grammatical features and to interactive grammar quizzes to practice the structures.
Visual and color-coded explanations with diagrams, outlines, comparisons with the English language, and examples of usage to help students internalize grammar structures.
