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Amanda Barrilleaux 8th Grade French II 2012-2013

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8th Grade French IIMadame BarrilleauxBonjour! My name is Amanda BARRILLEAUX and I am originally from New Orleans, Louisiana, United States. I have taught French, Spanish,English, andEnglish as a Foreign Language in the United States, Europe and Africa.I hold a Master of Arts in History with a specialization in Public History and am currently working on a PhD in Anthropology.My first two years in Egypt have been amazing and I have the BEST students! I am the faculty advisor for the Key Club, a service organization, and the students at AIS have been very active in community service projects this year. Some of these projects include planting a garden at an Egyptian public school, donating clothes, blankets, vitamins and supplements to the South Sinai Desert Relief Project, hosting a course and becoming certified in first Aid by the American Red Cross, planting gardens at the school in Garbage City, and raising money for the cancer hospital, Resela, and the food bank. This year our theme is Education for All. We have opened 5 little free libraries in South Sinai, sponsored a Read-a-Thon and hosted a guest speaker from the United Nations who addressed the Middle School. The studentssense of social justice and willingness to help others is inspiring and I could not be more proud of them! We are the first Key Club in Egypt, Africa and the Middle East! Please check out our facebook page for more information.

Contact InformationStudents and parents are encouraged to contact me should a question, comment, or concern arise. My preferred method of contact is via my school email at [email protected] For answers to many questions, please refer to my website at I believe it is essential that teachers students and parents all work together to make sure everyone achieves his or her potential. Both students and parents are free to call me any time before 9pm should you or your child have any questions about 01207070986.

Classroom Rules1) Be respectful of others time, personal space, and differentiated learning styles.2) Tardiness will be accounted for and discipline will be concordant with the AIS student handbook and all AISE Middle School policies.a. When the bell rings, you must be in your seat. This classroom and the time allotted during the period will be used to the fullest. Remember that your decision to waste time negatively affects everyone around you including the teacher, and as such, will not be tolerated.b. If you are tardy, please come in, sit down, and do not disrupt the class. If you are not asked immediately to give the reason for your tardiness, please wait until the end of class if you feel an explanation must be given.3) Students are expected to raise their hands to be called upon unless otherwise directed i.e., debate, Socratic discussion, etc...4) The room will be clean before students depart for their next class.5) Please sharpen pencils before class begins. Sharpening a pencil during class is distracting for everyone. Please bring two pencils in case the point of one pencil breaks. A dull pencil does not need to be sharpened. Best course of action: bring a small sharpener.6) The space under the desk is to be used for books and/or materials. It is not, nor will it ever be, a trash can, drink holder, Kleenex/tissue container, drum, etc.7) The teacher desk(s) is not to be touched by a student at any time unless otherwise directed.

Class MaterialsStudents are required to bring the following materials with them to class: Textbook (When issued) Binder :3 inch preferred A writing utensil Spiral bound notebook to be kept either in the binder or with the binder at all times. Loose leaf paper is acceptable but only if it is contained within the binder. All articles, handouts, or other in-class materials.Policies to be discussed within grade or subject teamsAll assignments are due on the due date given in class. The acceptance of late assignments will be determined on a case by case basis. Please notify the teacher in advance of any known absences that you may incur during the school year. The student, NOT the teacher, is responsible for his/her make-up work should an absence occur. The due date for all make-up work will be set in accordance with the time allotted all present students to complete the specific assignment.

If, for any reason, you would like to discuss a grade received on an assignment, please schedule an appointment with the teacher at the end of the day. The teacher will NOT discuss grades during class. Human errors will happen and efforts will be made if corrections are necessary.


Achieving linguistic fluency and cultural understanding is a long-term endeavor, requiring experiences beyond the classroom setting. Within the scope of the level of study, students will be able to perform with reasonable success in each of the following areas:Effective Communication Students will learn to communicate with others in a language other than English. Students will improve their understanding of and ability to communicate in the English language by comparing and contrasting another language with their own. contributions have shaped international perspectives. Enhanced Cultural Understanding Students will develop an awareness of and an appreciation for another peoples unique way of life, the patterns of behavior that order their world, and the ideas and perspectives that guide their behaviors. Students will learn about other cultures contributions to the world and how thesePerson-to-Person CommunicationThe first strand focuses on the communicative skills needed to exchange information in the target language with another person. When demonstrating skills in the person-to-person strand, students demonstrate their ability to initiate, sustain, and close a conversation or an interactive written communication, such as an e-mail exchange.Listening and Reading for UnderstandingThe second strand consists of the communicative skills necessary to comprehend speaking and writing in the target language. The students level of communicative competence is indicated by the degree of comprehension of spoken or written language, together with interpretation of other visual and auditory cues given by the speaker or writer. This strand differs from the person-to-person strand in that the skills involve understanding one-way communication with no opportunity for clarification through interaction.Oral and Written PresentationThe third strand centers around the communicative skills needed to present information in the target language orally or in writing to an audience. This set of skills calls for the student to be able to organize thoughts and deliver presentations to a variety of audiences. These skills involve both spontaneous and prepared presentations and, again, differ from the person-to-person strand in that students do not interact with the audience.Cultural Perspectives, Practices, and ProductsUnderstanding the culture of native speakers of the target language is an integral part of learning any language. Students demonstrate their understanding of the inextricable link between language and culture by developing an understanding of the perspectives or viewpoints, practices or patterns of behavior, and products of the culture(s). In-depth understanding of these elements of culture improves the students ability to interact appropriately with native speakers of the language and to function successfully within that cultural setting.Cultural and Linguistic ComparisonsThe process of language learning causes students to reflect on their own culture and language in a way that increases their understanding of the nature of language in general and of elements of their own language and culture. As students become more knowledgeable about the target language, they increase their skills in their native language by making frequent comparisons between the target language and their own. The insight students develop into their own culture helps them increase their understanding of and openness to people who speak other languages and who may view the world from a different perspective.

Integrated Unit: Making Connections through LanguageTopics addressed in the foreign language classroom provide an opportunity for students to connect information about the language and culture(s) they are learning with concepts being studied in other subject areas. In addition, students are able to enhance their knowledge of other subject areas by accessing additional information in the target language. This reciprocal reinforcement and enhancement of curricular concepts increases students in-depth understanding of the total curriculum. Students will connect with other disciplines through foreign language study, enabling them to reinforce and expand their understanding of the interrelationships among content areas. Students will access information in more than one language, giving them a greater range of resources and a richer base of knowledge. Increased Global Perspective

Course OutlineFrench, Level II In level II foreign language courses, students continue to develop their communicative competence by interacting orally and in writing with other speakers of the target language, understanding oral and written messages in the language, and making oral and written presentations in the language. They begin to show a greater level of accuracy when using basic language structures, and they are exposed to more complex features of the language. They continue to focus on communicating about their immediate world and daily activities. They read material on familiar topics and write short, directed compositions. Emphasis continues to be placed on use of the target language in the classroom as well as on use of authentic materials to learn about the target culture(s).The following is a month by month pacing g

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