CORE FRENCH 5 TO 12 ENHANCEMENT PACKAGE - … · CORE FRENCH 5 TO 12 ENHANCEMENT PACKAGE • 1...

CORE FRENCH 5 TO 12ENHANCEMENT PACKAGE

Achievement Indicators,Key Elements and Illustrative Examples

Ministry of Education 2004

Copyright © 2004 Ministry of Education, Province of British Columbia.

Copyright NoticeNo part of the content of this document may be reproduced in any form or by any means, includingelectronic storage, reproduction, execution or transmission without the prior written permission ofthe Province.

Proprietary NoticeThis document contains information that is proprietary and confidential to the Province. Anyreproduction, disclosure or other use of this document is expressly prohibited except as the Provincemay authorize in writing.

Limited Exception to Non-reproductionPermission to copy and use this publication in part, or in its entirety, for non-profit educationalpurposes within British Columbia and the Yukon, is granted to all staff of B.C. school board trustees,including teachers and administrators; organizations comprising the Educational Advisory Councilas identified by Ministerial Order; and other parties providing direct or indirect education programsto entitled students as identified by the School Act or the Independent School Act.

INTRODUCTION

Background 1Core French 5 to 12 Enhancement Package 1Definition of Terms Used in the Core French 5 to 12 Enhancement Package 1How to Use the Core French 5 to 12 Enhancement Package 2Possible Assessment Opportunities 2

CORE FRENCH 5 TO 12 OVERVIEW SCALE 3

CORE FRENCH GRADE 5Course Overview 5Achievement Indicators and Illustrative Examples 6








ACKNOWLEDGMENTS 37

TABLE OF CONTENTS

CORE FRENCH 5 TO 12 ENHANCEMENT PACKAGE • I

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CORE FRENCH 5 TO 12 ENHANCEMENT PACKAGE • 1

Introduction to the Core French 5 to 12 Enhancement Package

BACKGROUND

A survey distributed by the Ministry ofEducation in June 2002 to all BC teachers(in public, independent, and band schools),asked what kind of enhancements wouldmake IRP documents more useful. The changesrecommended by more than 3,000 respondentsincluded:

• reducing the number of prescribed learningoutcomes while making them more specific

• providing more subject-specific andgrade-specific support material for bothinstruction and assessment

• streamlining the entire IRP documentand creating an on-line/CD version tomake the IRP easier for teachers to useas a planning tool

The ministry has developed this enhancementpackage in order to support the Core French 5to 12 Integrated Resource Package (Revised 2001)with the type of information recommended inthe survey response.

CORE FRENCH 5 TO 12 ENHANCEMENT PACKAGE

Each grade level in the enhancement packagebegins with an overview page consisting of thesecond-language learning context for the gradein question, the prescribed learning outcomes,the key elements for each curriculum organizer,language-learning strategies, and possibleassessment opportunities. This overview pageis followed by a three-column multi-page chartthat shows the prescribed learning outcomes,achievement indicators for a student who fullymeets expectations, and supporting illustrativeexamples that clarify the outcomes andachievement indicators and define the keyelements. In addition, the package includesa chart of possible assessment opportunitiesand the Core French 5 to 12 Overview Scale.

DEFINITION OF TERMS USED IN THE CORE

FRENCH 5 TO 12 ENHANCEMENT PACKAGE

Grade Context – The context statementprovides an overview of the type of learning

and demonstration of skills, attitudes, andlanguage-learning strategies that form the basisof the year’s work.

Prescribed Learning Outcomes – Theprescribed learning outcomes are the contentstandards for the Core French 5 to 12 curriculum.These outcomes are expressed as tasks to beperformed rather than language items to bemastered.

Achievement Indicators – The achievementindicators further describe what students shouldbe able to do in order to demonstrate that theyfully meet expectations for Core French in aparticular grade. Achievement indicators arenot mandatory, but are provided to assistteachers in assessing how well their studentsachieve the prescribed learning outcomes.

Illustrative Examples – The illustrativeexamples further clarify the learning outcomesand achievement indicators. These examplesare not mandatory, but are provided to indicatethe type of performance expected of a studentin order to fully meet the learning outcomes.

Key Elements – The key elements provide agrade-level synopsis of the major knowledge,skills, or attitudes for each Core Frenchcurriculum organizer.

Curriculum Organizers – The curriculum isbuilt on four organizers supporting the commonreasons people have for wanting to learn anadditional language. The organizers are usedto group all aspects of the Core French 5 to 12Integrated Resource Package (Revised 2001) as wellas the Core French 5 to 12 Enhancement Package.

Language-Learning Strategies – Researchshows that language-learning strategies are anessential part of successful language learning.When students apply a range of specificstrategies to their language learning, they arebetter able to understand information, clarifyand negotiate meaning, and communicate moreeffectively.

INTRODUCTION TO THE CORE FRENCH 5 TO 12 ENHANCEMENT PACKAGE

2 • CORE FRENCH 5 TO 12 ENHANCEMENT PACKAGE

Possible Assessment Opportunities –Each grade-level course overview page inthis enhancement package indicates severalpossible assessment opportunities andencourages teachers to create additionalstrategies to complement their students’ learningstyles. The Core French 5 to 12 Integrated ResourcePackage (Revised 2001) provides detailedassessment strategies and activities, and acomplete unit for each grade that includesinstructional and assessment activities, rubrics,and assessment grids.

Core French 5 to 12 Overview Scale –The overview scale has been developed toprovide an overview of provincial expectationsof achievement for second-language learning.The scale reflects the communicative-experientialapproach that is the basis of the Core French 5 to12 curriculum and is meant to provide a holisticview of student performance in relation to

second-language learning. This scale isnot intended to be used for assessment ofindividual tasks and activities. Please referto the Core French 5 to 12 Integrated ResourcePackage for a variety of task-specific andgeneric assessment tools. Teachers will needto consider the age and language level ofstudents when using this scale.

HOW TO USE THE CORE FRENCH 5 TO 12ENHANCEMENT PACKAGE

This package is not intended to replace theCore French 5 to 12 Integrated Resource Package(Revised 2001) but rather to complement itand provide additional clarity and definitionfor teachers, students, and parents. Teachersare encouraged to share the enhancementpackage with students and parents and maycopy any part of the document.

Written• Essay• Research report• Poetry• Biography• Book review• Script• Editorial• Letter to the Editor• Story• Questionnaire• Journal• Article• Survey• Poster• Scrapbook• Pamphlet• Puzzle• Brochure• Booklet• Timeline• Scroll• Document• Manual• Proclamation letter

INTRODUCTION TO THE CORE FRENCH 5 TO 12 ENHANCEMENT PACKAGE

Oral• Dialogue• Interview• Skit• Demonstration• Lesson• Prototype• Telephone conversation• Discussion• Puppet show• Slide show• Song• Talk show• Report/Presentation• Play• Scenario• Slogan/Jingle/Commercial• Audio/Video tape• Simulation

Possible Assessment Opportunities

Visual• Artifact• Mobile• Map• Costume• Mask• Photograph• Photo essay• Blueprint• Computer presentation• Cartoon/Comic strip• Mural• Collection• Model• Graphic organizer• Artistic creation• Chart• Diorama• Display• Project/Lab• Diagram• Construction


CORE FRENCH 5 TO 12 OVERVIEW SCALE

• communicates clearly in oral, visual, and written forms using a rich variety ofvocabulary and language patterns with very few errors

• interacts easily, listens, and asks follow-up questions or volunteers additional information• applies language-learning strategies, takes risks, and is comfortable in new situations• easily manipulates oral, visual, and written information to create and/or extract meaning

on a variety of topics

• readily comprehends and interprets a variety of creative works

• demonstrates a comprehensive understanding of and engagement with Francophonecultural elements and/or issues

• communicates clearly in oral, visual, and written forms using a variety of vocabularyand language patterns with few errors

• interacts, listens, and asks some follow-up questions or volunteers some additionalinformation

• applies some language-learning strategies and is able to cope in new situations

• manipulates oral, visual, and written information to extract meaning on selected topics

• comprehends and responds to a variety of creative works

• demonstrates an understanding of and engagement with Francophone cultural elementsand/or issues

• communicates in oral, visual, and written forms using learned vocabulary and languagepatterns; makes errors that may impede meaning; may hesitate frequently

• struggles to interact; uses only simple words and patterns; has difficulty respondingto questions

• attempts to apply language-learning strategies but has difficulty coping in all but themost predictable situations

• understands basic oral, visual, and written information, but extracts relevant detailswith difficulty

• has a basic comprehension of creative works but responds with difficulty

• demonstrates some understanding of and engagement with Francophone culturalelements and/or issues

• demonstrates limited communication in visual, oral, and written forms; message may beincomprehensible, inappropriate, or extremely brief

• interacts minimally or not at all; has difficulty recognizing and responding without prompts• is not yet able to apply language-learning strategies; is uncomfortable in target language

situations

• demonstrates limited or no comprehension of oral, visual, or written information;is unable to extract relevant details

• demonstrates little or no comprehension of creative works; response may beinappropriate or inadequate

• demonstrates little or no understanding of or engagement with Francophone culturalelements and/or issues

Communicating

AcquiringInformationExperiencingCreative WorksUnderstandingCultural Influences

Communicating


Communicating


Communicating


Exceeds Expectations

Minimally Meets Expectations

Fully Meets Expectations

Does Not Yet Meet Expectations

CORE FRENCH 5 TO 12 OVERVIEW SCALE

This overview scale has been developed to provide an overview of provincial expectations of achievement forsecond-language learning. The scale reflects the communicative-experiential approach that is the basis of theCore French 5 to 12 curriculum and is meant to provide a holistic view of student performance in relation tosecond-language learning. This scale is not intended to be used for assessment of individual tasks and activities.Please refer to the Core French 5 to 12 Integrated Resource Package for a variety of task-specific and genericassessment tools. Teachers should consider the age and language level of students when using this scale.


Ministry-Prescribed Learning Outcomes

Communicating• ask and respond to simple questions• identify greetings and expressions of politeness• communicate likes, dislikes, wants, and needs• respond to classroom instructions

Acquiring Information• identify specific information from French-language

resources to complete authentic tasks• express acquired information in oral and visual

forms

Experiencing Creative Works• respond to creative works from the Francophone

world

Understanding Cultural Influences• identify elements of their own cultural backgrounds• identify elements of Francophone culture in Canada

Language-LearningStrategies(cumulative through Grades 5-12)• recognize cognates• use visual aids, actions, lists,

and pre-framed models• use visual and context

clues to guess meaning• use mime, gesture, and

props to help conveymeaning

• use repetition, alone orwith others, to practise andreinforce new language

• record ideas orexpressions with visualimages and symbols

• derive meaning by listeningattentively and participatingfully in activities

CORE FRENCH GRADE 5 COURSE OVERVIEW

Possible AssessmentOpportunities• short oral presentation

with a labelled picture• small group mimed

demonstration• partner interview using

simple framed questionsand answers

Teacher Selected•••

Core French Grade 5 ContextFor many students, this is their first exposure

to a second language. Students have the opportunityto hear, repeat, and “play” in French. Teachers giveinstructions in French. Students use drawings andother visual aids as well as non-verbal gestures toassist in communication.

Students identify strategies to acquireinformation from English resources and learn totransfer these strategies to simple French languageresources. They are able to present information inpictoral form and use individual French words andphrases.

Students are exposed to French songs, rhymes,and picture books. They respond to these worksthrough drawing, acting, singing, dancing, and usingsimple language.

Students actively participate in a variety ofcultural experiences based on their own heritage,as well as on Francophone culture in Canada.Students show their awareness in graphic and visualforms, with some commentary in English.

Experiencing Creative Works• understanding of

developmentally appropriateoral and visual creative works

• oral and other forms ofresponse

Communicating• simple memorized questions• simple responses• salutations• courtesy words• introductions• French names and titles

of address• expression of likes and

dislikes• expression of wants and

needs• basic classroom instructions

and routines• vocabulary such as numbers,

days, and months

Acquiring Information• targetted keywords and

phrases• simple oral and visual

representation

Grade 5Key Elements

Understanding CulturalInfluences• concept of culture• elements of own cultural

heritage• Canadian Francophone

locations• Canadian Francophone

historical locations• Francophone elements

in daily life• French-Canadian

achievements


Prescribed Learning OutcomesIt is expected that students will:

Achievement IndicatorsStudents who have fully met theprescribed learning outcome are able to:

Illustrative ExamplesStudent learning might include:(these are suggestions only)

• ask and respond to simplequestions

• identify greetings andexpressions of politeness

• communicate likes, dislikes,wants, and needs

• respond to classroominstructions

• use simple memorized questionformats

• provide simple responses in avariety of ways

• recognize and respond togreetings using simple salutations

• recognize and use simplecourtesy words

• recognize and respond tointroductions

• recognize and use French namesand titles of address

• respond to simple questionsabout likes, dislikes, wants, andneeds

• use memorized phrases andvocabulary to express likes,dislikes, wants, and needs

• comprehend familiar vocabularyto follow classroom instructionsand routines

• comprehend and use vocabularysuch as numbers, days, andmonths

• simple memorized questions -Tu aimes ... (les sports)? As-tu ... (unchat)? Est-ce que tu es ... (content(e))?

• simple responses - single-wordreply, raising of hands, gesture,drawing, mime, choosing from twooptions (rouge ou bleu, oui/non)

• salutations - bonjour, au revoir, salut

• courtesy words - merci, s’il vousplaît, s’il te plaît

• introductions - Je m’appelle ...,et toi? Comment ça va?, Commentallez-vous?

• French names and titles ofaddress - Madame, Monsieur,Mademoiselle, Jacques, Chantal

• expression of likes anddislikes - Oui, j’aime le .... Non, jedéteste les ....

• expression of wants andneeds - Je veux ... (un bonbon, uncahier). Je déteste ... (la pluie).

• basic classroom instructionsand routines - Ferme la porte,s’il te plaît. Asseyez-vous. Tournez àla page ... (cinq). Attention, toute laclasse. Un, deux, trois, les yeux sur moi.

• vocabulary - Quel jour est-ce?Quelle est la date? C’est lundi ....C’est le trois octobre.

GRADE 5 ACHIEVEMENT INDICATORS AND ILLUSTRATIVE EXAMPLES

Communicating






• identify specific informationfrom French-languageresources to completeauthentic tasks

• express acquired informationin oral and visual forms

• respond to creative worksfrom the Francophone world

• identify elements of theirown cultural backgrounds

• identify elements ofFrancophone culture inCanada

• recognize targetted keywordsand phrases in familiar contexts

• repeat targetted keywords andphrases in French

• use simple oral and visual formatsto convey acquired information

• demonstrate a basicunderstanding of developmentallyappropriate oral and visualcreative works

• express their ideas or feelingsabout a work using memorizedvocabulary and sentence patterns,and formats such as art, music,dance, and drama

• demonstrate a basic understandingof what culture means

• identify elements of their owncultural heritage

• locate and name places in Canadawhere people speak French

• locate and name Francophonesites of historical importance toCanada

• identify where French can be seenor heard in their daily life

• recognize the achievements ofsome famous French-Canadians

• targetted keywords andphrases - look at text or listento audio clips to identifytargetted information, such asdays of the week, salutations,weather descriptions, numbers

• simple oral and visualrepresentation - oralrepetition, mimed demonstration,fill in blanks, check list, circle, ordraw picture

• oral and other forms ofresponse - respond to songs,stories, comptines, paintings,movies, television, big books, etc.- repeat a comptine with actions- draw a picture in response to

a Francophone song- act out a scene from a painting

• concept of culture -understand that culture includesthe ideas, customs, skills, arts, etc.of a given people at a given time

• elements of own culturalheritage - greetings, holidays,food, celebrations

• Canadian Francophonelocations - applicable provincesand cities in Canada

• Canadian Francophonehistorical locations - Plains ofAbraham, Mont Royal, Le vieuxMontréal

• Francophone elements indaily life - television, radio,packaging, airplane travel

• French-Canadianachievements - musicians,athletes, heroes

Acquiring Information

Experiencing Creative Works

Understanding Cultural Influences



Communicating• make and respond to simple requests• use greetings and expressions of politeness• recognize and use formal and informal forms

of address• express preferences and interests• participate in known and predictable classroom

situationsAcquiring Information• extract specific information from French-

language resources to complete authentic tasks• express acquired information in oral and visual

formsExperiencing Creative Works• respond to creative works from the Francophone

worldUnderstanding Cultural Influences• identify elements of Francophone cultures that

are different from or similar to their own• give examples of the presence of Francophone

cultures in their community

Language-LearningStrategies(cumulative through Grades 5-12)• use prior knowledge of a

topic to predict meaning• use formula phrases,

including greetings andexpressions of politeness

• actively seek help by askingfor clarification andrepetition

• connect new topics topersonal experience

• use some English ormother-tongue words, ifnecessary, to maintaincommunication

• develop personalnotebooks and dictionariesto record new vocabulary


Understanding CulturalInfluences• Francophone cultural

elements• cultural comparisons• Francophone names

and places• Francophone events

Possible AssessmentOpportunities• oral presentation with a

captioned poster• survey of peer interests• partner dialogue based on

framed languageTeacher Selected•••

Core French Grade 6 ContextThe emphasis at this level is on continuing to

help students develop positive attitudes to learningand using French. Interactions with partners andsmall groups are more frequent. Pre-framed modelshelp students express their ideas. Students areexpected to take risks, attempting to use previouslylearned structures, and demonstrate their learningorally and through visual representation.

As students apply strategies such as predicting,connecting, and guessing from clues, they experiencesuccess and develop confidence in working withFrench materials. They are able to select key ideas,along with selected details. They represent theirunderstanding in a variety of ways that requireminimal use of language.

Creative works might include a catchy song,a rhyming poem, or a big-book story. Students’comprehension of the work and their visual andsimple oral responses to it will rely heavily on visualand contextual support.

Students talk and write about their own culturalexperiences and take part in classroom culturalactivities. Their responses reveal the extent of theircultural understanding.

Experiencing CreativeWorks• understanding of

developmentally appropriateoral, visual, and writtencreative works

• oral and other forms ofresponse

Communicating• memorized question formats• memorized response formats• salutations• courtesy words and phrases• introductions• familiar and formal forms

of address• expression of preferences and

interests• known and predictable

classroom situations androutines

Acquiring Information• targetted keywords and

phrases• simple oral and visual

representation

Grade 6Key Elements





• make and respond to simplerequests

• use greetings and expressionsof politeness

• recognize and use formal andinformal forms of address

• express preferences andinterests

• participate in known andpredictable classroomsituations

• use memorized question formatsto make simple requests

• provide appropriate responsesusing memorized languagepatterns and vocabulary

• initiate and respond to greetings

• use courtesy words and phrasesas part of simple conversation

• initiate and respond tointroductions

• recognize the difference betweenfamiliar and formal forms ofaddress and use appropriately

• use simple sentence patternsand vocabulary to expresspreferences and interests

• comprehend and use familiarvocabulary and sentence patternsto participate in known andpredictable classroom situationsand routines

• memorized question formats -Est-ce que tu as un ... (stylo)? Quel(le)est ton/ta/votre... favori(te)?

• memorized response formats -Oui, j’ai un ... (stylo). Mon/Ma ...favori(te) est ....

• salutations - Bonjour, mes amis.Au revoir, Madame. Salut, tout lemonde.

• courtesy words and phrases -Merci, Madame/Monsieur. De rien,Pierre.

• introductions - Commentt’appelles-tu? Je m’appelle .... Et toi?Comment ça va? Ça va ..., merci.

• familiar and formal forms ofaddress - Et toi/vous?, tu/vous,lève-toi/levez-vous, assieds-toi/asseyez-vous

• expression of preferences andinterests - oral, visual, writtenpresentations. Moi, je préfère ....Voici ... (mon collage/ma collection)de .... J’aime faire ....

• known and predictableclassroom situations androutines - Répétez, s’il vous plaît.Je ne comprends pas. Est-ce que jepeux aller aux toilettes?


Communicating






• extract specific informationfrom French-languageresources to completeauthentic tasks



• identify elements ofFrancophone cultures thatare different from or similarto their own

• give examples of the presenceof Francophone cultures intheir community

• select targetted keywords orphrases required to completea specific task

• restate targetted informationin French

• use simple oral and visual formatsto convey acquired information

• demonstrate a basicunderstanding of developmentallyappropriate oral and visualcreative works

• express their ideas or feelingsabout a work using memorizedvocabulary and sentence patterns,and formats such as art, music,dance, and drama

• identify cultural elements fromFrancophone cultures

• make simple comparisonsbetween Francophone and theirown cultures

• seek information and provideexamples of the presence ofFrancophone cultures in theircommunity

• targetted keywords orphrases - listen to a phonenumber or spelling of a name,read an advertisement or aTV listing to identify days,channels, types of shows

• simple oral and visualrepresentation - short oralpresentation, label a diagram,drawing, construct a model ordiorama, puppet show

• oral and other forms ofresponse - respond to songs,stories, paintings, movies,television, storybooks, shortpoems, etc., in various ways- create a dance in response to

Francophone music- make a model of a scene or a

character from a story- draw a favourite scene from

an animated video

• Francophone culturalelements - currency, schooltimes, holidays (Carnaval), food

• cultural comparisons - school,routines, pastimes

• Francophone names andplaces - family names in phonebook, street names, towns,businesses, fashion, menus

• Francophone events - festivals(Festival du Bois, Festival d’été,Cabane à Sucre)





Ministry-Prescribed Learning OutcomesCommunicating• ask for and give simple information• exchange information about themselves• participate in classroom activities• begin to derive meaning in new language

situationsAcquiring Information• extract and retrieve specific information from

French-language resources to complete authentictasks

• express acquired information in oral and visualforms

Experiencing Creative Works• respond to authentic creative works from the

Francophone worldUnderstanding Cultural Influences• identify elements of Francophone cultures

present in British Columbia and Canada• compare the daily lives of students in Canadian

Francophone communities to their own lives

Language-LearningStrategies(cumulative through Grades 5-12)• recognize known French

and cognates in newcontexts

• ask for specific words,if necessary, whilecontinuing communication

• listen to and practisepronunciation of thewritten word

• group new items intocategories that arepersonally meaningful

• self-evaluate progress bycomparison with earlierperformance or againstpersonal goals

• continue to record newvocabulary and phrases


Understanding CulturalInfluences• Francophone elements

in BC• Francophone elements

in Canada• comparison of daily

life with CanadianFrancophone students

Possible AssessmentOpportunities• role-play presentation

of a familiar event• map reading and creation• timelineTeacher Selected•••

Core French Grade 7 ContextStudents are working with memorized language

and can begin to connect ideas to form completemessages or short interactions. They use writing forreference purposes and to develop their languageskills, although written expression is not evaluated inGrade 7.

While the information tasks at this level continueto rely on visual representations, students areexpected to use some basic, well-practised Frenchvocabulary and language structures. Their growingcommunicative skills permit them to begin totransfer and substitute language in the resourcesto suit their needs.

Students can recognize familiar language increative works and can sometimes use their growingrange of strategies to make educated guesses at themeaning of new expressions. They experience andcan respond to an increasing range of creativeworks.

Students explore and experience the Francophonepresence, both historical and current, in BritishColumbia and Canada.

Experiencing CreativeWorks• understanding of

developmentally appropriateoral and visual creative works

• oral, written, and other formsof response

Acquiring Information• search for targetted

information• selection of targetted

information• oral and visual

representation

Communicating• basic formatted questions• simple responses• personalized information• predictable and new

classroom activities• comprehension in new

language situations• use of reference materials

Grade 7Key Elements






• ask for and give simpleinformation

• exchange information aboutthemselves

• participate in classroomactivities

• begin to derive meaning innew language situations

• use basic question formats toseek information

• use simple response patterns andvocabulary to provide information

• use simple sentence patterns andvocabulary to share personalizedinformation

• rely on previous experience tocomprehend and use appropriatevocabulary and sentence patternsto take part in predictable andnew classroom activities

• recognize previously learnedlanguage structures in newlanguage situations

• use strategies to constructmeaning, such as backgroundknowledge, prediction, contextualclues, word order, and wordssimilar to English

• use reference materials

• basic formatted questions -Qu’est-ce qu’il/elle fait? Qu’est-ce quetu veux ... (manger)? Où est-ce qu’il/elle ... (habite)?

• simple responses - Il/Elle ... (nage/chante). Je veux ... (manger de lapizza). Il/Elle habite ... (à Kelowna).

• personalized information -oral, visual, and writtenpresentations. Combien de ... (frères)est-ce que tu as? J’ai deux ... (frères).À quelle heure est-ce que tu vas àl’école? Je vais à l’école à huit heures.

• predictable and newclassroom activities - Voici notreinvité(e) qui va parler de ....

• comprehension in newlanguage situations - use ofcognates (le papier, le prof), askingfor specific words, categorizing,self-evaluation of progress, goal-setting, recording of new words/phrases

• use of reference materials -dictionary, Internet, textbook,word list

Communicating






• extract and retrieve specificinformation from French-language resources tocomplete authentic tasks



• identify elements ofFrancophone cultures presentin British Columbia andCanada

• compare the daily livesof students in CanadianFrancophone communitiesto their own lives

• search for targetted informationin a variety of resources

• select appropriate targettedinformation required tocomplete a specific task

• use oral and visual formats toconvey acquired information

• demonstrate an understandingof developmentally appropriateoral, visual, and written creativeworks

• express their ideas or feelingsabout a work in oral or writtenform using simple vocabulary andpatterned sentences, and formatssuch as art, music, dance, anddrama

• identify cultural elements fromFrancophone cultures in BC

• identify cultural elements fromFrancophone cultures in Canada

• seek information and provideexamples of similarities anddifferences between their livesand the lives of CanadianFrancophone students

• search for targettedinformation - listen to a messageabout a schedule, find movieshowtimes on the Internet

• selection of targettedinformation - select an onlineregional recipe

• oral and visual representation -chart, list, statement, graph, wordweb, demonstration

• oral, written, and other formsof response - respond to songs,storybooks, paintings, movies,TV shows, poems, stories, shortplays, cartoons, etc., in variousways- mime to interpret a character

or scene from a story or play- paint in the style of a

Francophone artist- write a cinquain, diamante,

haiku

• Francophone elements in BC -festivals, associations, businesses

• Francophone elements inCanada - types of food (lapoutine), holidays (Carnaval, St. JeanBaptiste), dance (Ballet Jazz deMontréal), music (Acadian)

• comparison of daily lifewith Canadian Francophonestudents - school (diagram orchart to compare school systems),home (interview with an exchangestudent), family and friends(scrapbook)





Ministry-Prescribed Learning OutcomesCommunicating• ask for information, permission, and clarification• share information about activities and interests• participate in familiar activities (real or simulated)• classify events as past, present, or future• derive meaning in new language situationsAcquiring Information• extract, retrieve, and process specific information

from French-language resources to completeauthentic tasks

• express acquired information in oral, visual, andwritten forms

Experiencing Creative Works• respond to authentic creative works from the

Francophone worldUnderstanding Cultural Influences• identify elements of Francophone cultures in

Canada and the world• identify and compare the activities and interests

of young people in Francophone communities totheir own

Language-LearningStrategies(cumulative through Grades 5-12)• recognize and use common

patterns• adjust the message in order

to use known expressionsand vocabulary

• use word webbing charts,tables, and other graphicorganizers to support oraland written expression

• reflect on learning byrecording personal goals,successful strategies, andnew vocabulary andphrases


Understanding CulturalInfluences• Francophone locations• Francophone cultural

elements• comparison of activities

and interests

Possible AssessmentOpportunities• oral presentation on a

topic of personal interest• simulated talk show

interview of a well-knownFrancophone

• creation of a comic stripTeacher Selected•••

Core French Grade 8 ContextStudents use French as a tool for communicating

about everyday topics they enjoy talking about,such as themselves, their friends, and favouriteactivities. They practise and develop the languagein new and interesting contexts and in differentgroupings – pairs, small and large groups, andindividually. In Grade 8, writing skills are alsoassessed.

In a communicative-experiential approachto language learning, students acquire and useinformation to complete meaningful tasks. Thepurpose or task dictates the information needed.

Many students develop a strong interest inpopular culture in the form of rock videos, popularmusic, and films. They show an emerging ability touse French to express their thoughts, feelings, andreactions to creative works.

At this level, students are encouraged to useFrench in activities that support cultural awareness.Their understanding of Francophone culturesdeepens as they explore the variety of Francophonecultures in Canada and around the world.

Experiencing CreativeWorks• understanding of authentic

oral, visual, and writtencreative works

• oral, written, and other formsof response

Communicating• basic questions• permission questions• clarification questions/

statements• information about familiar

activities and interests• familiar activities (real or

simulated)• expressions of time• comprehension in new

language situations• use of reference materials

Acquiring Information• search for key information• comparison of information• personalization of

information• oral, visual, and written

representation

Grade 8Key Elements





• ask for information,permission, and clarification

• share information aboutactivities and interests

• participate in familiaractivities (real or simulated)

• classify events as past,present, or future

• derive meaning in newlanguage situations

• use a variety of question formatsto seek information

• ask for permission by usingappropriate sentence patterns

• ask for clarification by asking forrephrasing or repetition

• use appropriate sentence patternsto share information aboutfamiliar activities and interests

• comprehend and use appropriatevocabulary and sentence patternsto take part in conversations/scenarios based on familiaractivities

• recognize order of events

• recognize parallels between newand familiar language structures

• construct meaning throughknowledge of basic vocabularyand structures, word order,cognates, and contextual clues

• use a variety of referencematerials

• basic questions - Est-ce que tuvas au concert? Qu’est-ce qu’on vafaire le weekend? Il/Elle habite où?

• permission questions - Puis-je...? Est-ce que je peux...? Je peuxaller...?

• clarification questions/statements - Répétez, Madame,s.v.p. Parle plus lentement. Qu’est-ceque ça veut dire? Comment dit-on ...?

• information about familiaractivities and interests - Jejoue de la guitare. Il joue au hockey.Je fais du ski. Quel sport est-ce quetu fais? Dans notre groupe, nouspréférons l’éducation physique.

• familiar activities (real orsimulated) - Je vais montrer macollection .... Voulez-vous aller au ...?

• expressions of time -aujourd’hui, demain, hier, days ofthe week, months, 24-hour clock

• comprehension in newlanguage situations - useof cognates (le taxi, l’hôtel...),recognition and use of commonpatterns, prior knowledge,graphics, visual cues, vocabularylists, non-verbal language(gestures, facial expressions),context (situation, format)

• use of reference materials -dictionary, Internet, books,television, resource person


Communicating






• extract, retrieve, and processspecific information fromFrench-language resources tocomplete authentic tasks

• express acquired informationin oral, visual, and writtenforms

• respond to authentic creativeworks from the Francophoneworld

• search for key informationin a variety of formats

• select appropriate keyinformation required tocomplete a specific task

• represent key information ina variety of oral, visual, andwritten formats

• demonstrate a deepeningunderstanding of authenticFrancophone oral, visual, andwritten creative works

• express ideas or feelings abouta work in oral or written formusing appropriate vocabularyand sentence structures, andformats such as art, music,dance, and drama

• search for key information -find key information, such ascharacter, setting, basic plot in afilm or book; locate message in aselected advertisement or web site

• comparison of information -select a movie according to genre,shop on a budget

• personalization of information -read a tourist brochure to organizea trip, search a web site for a localevent

• oral, visual, and writtenrepresentation - role-play, mime,artwork, poster, cartoon strip,puppet show, map, dialogue,introduction, Reader’s Theatre,postcard, recipe, e-mail

• oral, written, and other formsof response - respond to songs,TV shows, radio or onlinebroadcasts, paintings, movies,commercials, stories, web sites,magazines, etc., in various ways- act out a song, create a DVD

cover- make a papier maché model- write a framed journal response

J’apprécie la chanson de ... parceque ....



Understanding Cultural Influences (see page 20)






• identify elements ofFrancophone cultures inCanada and the world

• identify and compare theactivities and interestsof young people inFrancophone communitiesto their own

• locate and name places in theworld where French is spoken

• identify cultural elementsassociated with Francophonecultures in Canada and the world

• seek information and provideexamples of similarities anddifferences in the activities andinterests of young people inFrancophone communities andtheir own

• Francophone locations - usea globe, map, or other referenceto locate and name places in theworld where people speak French

• Francophone culturalelements - types of food(croissant), holidays (Ste. Catherine),music (Cajun), art (impressionisme),games (la pétanque/boules),sporting events (Tour de France)

• comparison of activities andinterests - present informationabout shopping (web page ofmost popular clothing brands),movies (poster/collage), sports(demonstrate a skill), music(Top-10)



Ministry-Prescribed Learning OutcomesCommunicating• ask for assistance and detailed information• share opinions and preferences, giving reasons• describe and exchange information related to activities,

people, places, and things• arrange events in past, present, and future• participate in selected meaningful, real-life situationsAcquiring Information• extract, retrieve, and process information from French-

language resources to complete authentic tasks• explain acquired information in oral, visual, and written

formsExperiencing Creative Works• reflect on and respond to authentic creative works

from the Francophone worldUnderstanding Cultural Influences• identify and compare Francophone cultures from

around the world• distinguish similarities and differences between their

own customs and those of Francophone cultures• identify language, expressions, and behaviours that suit

cultural context

Language-LearningStrategies(cumulative through Grades 5-12)• recognize and use

common patterns• listen, view, or read

selectively to focuson key information

• tolerate ambiguity ofmeaning when unable tounderstand fully

• transfer and adapt knownstructures to conveymeaning in new contexts

• use a variety of writingprocesses to conveypersonal meaning

• plan ahead forcommunicative activities byanticipating language andresources needed


Possible AssessmentOpportunities• conversation about

a prepared topic• creation of a web page

about a cultural element• letter/e-mail writingTeacher Selected•••

Core French Grade 9 ContextThe focus of learning at this level is to

convey and understand meaning for practicalpurposes in situations that are meaningful toGrade 9 students, such as ordering a meal orbuying a gift. Some activities involve spontaneouscommunication, where students apply strategiesfor expressing and understanding meaning.Students need continued support to developthe range of language necessary to communicatewith one another.

Students show evidence of their languageskills and strategies in the way they approachand work with materials, as well as the waythey represent the information they haveresearched.

Students experience and can respond to anincreasing range of creative works, includingmusic and other works from popular culture,in their oral, visual, and written responses.

Students build on their knowledge ofFrancophone cultural practices and reflecton the added interest that variety brings.

Experiencing Creative Works• increased understanding of

authentic oral, visual, andwritten Francophone creativeworks

• oral, visual, or writtenreflection/response

Communicating• assistance questions/

statements• information questions• expression of opinions and

preferences• emotional reactions• description• interaction• time words/sequencing• selected real-life situations

Acquiring Information• location of information• prioritization• comparison• processing• presentation

Grade 9Key Elements

Understanding CulturalInfluences• comparison of

Francophone cultures• comparison of Francophone

and own customs• identification of

Francophone cultural cues





• ask for assistance anddetailed information

• share opinions andpreferences, giving reasons

• describe and exchangeinformation related toactivities, people, places,and things

• arrange events in past,present, and future

• participate in selectedmeaningful, real-life situations

• use a variety of question formsor statements to ask forassistance

• use a variety of question formsto ask for detailed information

• use a variety of sentencepatterns and question formsto state, ask for, and justifyopinions and preferences

• express reactions such asenthusiasm, indifference, anddoubt

• comprehend and useappropriate vocabulary andsentence patterns to describeand exchange informationrelated to activities, people,places, and things

• recognize and use time wordsto sequence events

• use appropriate vocabularylanguage patterns to participatein familiar, real-life situations

• assistance questions/statements - Pouvez-vous medonner le...? Peux-tu me dire ...?Expliquez comment .... Que veutdire ...?

• information questions -Combien de ...? Qui ...? Pourquoi ...?Où est-ce que ...? Quand ...?

• expression of opinions andpreferences - Nous pensonsque .... Que penses-tu de ...?J’ai préféré ... parce que ....

• emotional reactions -Formidable! J’ai apprécié taprésentation parce que .... Je ne suispas sûr(e). Comme ci, comme ça.

• description - Voici mon nouveaupartenaire. C’est une personneactive et amusante. Je suis allé(e)à ... et j’ai acheté un beau colliercher.

• interaction - Comment est-il?Vraiment beau! Où es-tu allé(e)samedi soir? Au cinéma. Qu’est-ceque tu as acheté? Rien!

• time words/sequencing -En 1867, le Canada a célébré ....Maintenant nous célébrons ....À l’avenir, les Canadiens vontcélébrer ....

• selected real-life situations -organize a party, phone invitation,penpal/e-pal correspondence,volunteer event. Bonjour. Est-ce quec’est ...? Pouvez-vous me donner lenuméro pour .... Répétez, s.v.p. Merci!


Communicating





• extract, retrieve, and processinformation from French-language resources tocomplete authentic tasks

• explain acquired informationin oral, visual, and writtenforms

• reflect on and respond toauthentic creative works fromthe Francophone world

• identify, select, and processinformation required tocomplete a specific task

• demonstrate in a variety ofvisual, oral, and written ways anunderstanding of the main ideasin the information

• demonstrate a deeperunderstanding of authenticFrancophone oral, visual, andwritten creative works

• express their interpretation ofa work in oral, visual, or writtenforms

• location of information -use French search engines, printmaterial, resource people, etc. tofind details about French-speakingcountries

• prioritization - weigh relevanceof information (main idea vs. detail,headings vs. text)

• comparison - state differencesbetween two products, similaritiesamong characters

• processing - research theelements of a holiday meal, viewan interview with a Francophonescientist, athlete, actor, adventuretraveller

• presentation - graphic organizer,web page, interview, poem, letter,story, message, skit, demonstration,architectural model, song

• oral, visual, or writtenreflection/response - respondto music videos, TV shows, radioor online broadcasts, painting,architecture, movies, commercials,poems, stories, magazines, websites, etc., in various ways- set a poem to music- create an ad for a Francophone

art gallery- maintain a listening log











• identify and compareFrancophone cultures fromaround the world

• distinguish similarities anddifferences between theirown customs and those ofFrancophone cultures

• identify language, expressions,and behaviours that suitcultural context

• research and compare a varietyof cultural elements fromFrancophone cultures aroundthe world

• seek information and provideexamples of similarities anddifferences between Francophonecustoms and their own

• identify demonstrations ofgreetings, gestures, expressionsof courtesy, and colloquialisms

• comparison of Francophonecultures - compare types offood, dance, art, music, traditions,sports, architecture, holidays, etc.

• comparison of Francophoneand own customs - comparesimilarities and differences incustoms such as mealtimes,school procedures, datingcustoms

• identification ofFrancophone cultural cues -shaking hands, kissing bothcheeks, etc.



Communicating• explain how to do everyday activities or procedures• communicate needs, desires, and emotions, giving

reasons• describe events and experiences• express statements in past, present, and future• participate in a variety of meaningful, real-life

situationsAcquiring Information• retrieve, process, and adapt information from French-

language resources to complete authentic tasks• explain in detail acquired information in oral, visual,

and written formsExperiencing Creative Works• discuss and respond to authentic creative works from

the Francophone worldUnderstanding Cultural Influences• describe ways in which the French language has

influenced other languages• compare and contrast their own customs to those

of Francophone cultures• identify and compare language, expressions, and

behaviours that suit cultural context

Language-LearningStrategies(cumulative through Grades 5-12)• take risks with the

language to extendlanguage boundaries

• use a variety of referencematerials, includingdictionaries, forcomprehension andproduction

• set personal goals inlanguage skills and monitortheir progress


Understanding CulturalInfluences• influence of the French

language• comparison of Francophone

and own customs• comparison of cultural cues

Possible AssessmentOpportunities• demonstration involving

class participation• narrated illustrated

presentation about aresearched topic

• creation of a résuméTeacher Selected•••

Core French Grade 10 ContextStudents are increasingly able to take risks

while engaging in spontaneous interactionsusing memorized vocabulary and structures.In addition, students are developing descriptiveabilities that include linking and sequencing ofnarrative.

Students are able to work with an increasingvariety of print materials, media, and the Internetto locate information to complete tasks.

Students continue to experience a rangeof creative works and as their facility withlanguage increases, they are able to providemore detailed oral, visual, and written responses.

Students examine the role of culturalpractices and traditional language patternsthat help to shape their identity and thoseof Francophones.

As students talk and write about theirdeveloping knowledge, they show increasingawareness about cultural comparisons.

Experiencing CreativeWorks• understanding of more

complex oral, visual, andwritten Francophone creativeworks

• oral or written discussionformats

Communicating• simple instructions• sequenced instructions• demonstration• expression of needs, desires,

emotions• emotional reactions• descriptions• application of language

patterns• variety of real-life situations

Acquiring Information• location of information• application• paraphrasing• detailed presentation

Grade 10Key Elements





• explain how to do everydayactivities or procedures

• communicate needs, desires,and emotions, giving reasons

• describe events andexperiences

• express statements in past,present, and future

• participate in a variety ofmeaningful, real-life situations

• use appropriate vocabularyand sentence structures togive information on how todo familiar activities

• present a sequenced set ofinstructions

• use appropriate vocabulary andsentence structures to expressand justify needs, desires, andemotions

• express reactions such asencouragement anddiscouragement

• present information about eventsand experiences of interest, usinga range of sentences that arerelated to each other

• apply and use appropriate timewords and language patterns todiscuss events

• use a range of appropriatevocabulary and language patternsto participate in a variety of real-life situations

• simple instructions - Mettezles journaux dans la boîte àrécyclage.

• sequenced instructions -D’abord, on met de la farine ...,ensuite on verse ..., après on lesmelange ..., et enfin on le mange!

• demonstration - assemble aregional dish, lead an activity

• expression of needs, desires,emotions - On a besoin de ....Maman, je t’adore parce que ....Chouette! Je l’ai trouvé .... Tu memanques beaucoup! Je vais êtrecontent(e) de recevoir ta lettre.

• emotional reactions - Jeregrette .... Félicitations!

• descriptions - Mercredi soir, jesuis allé(e) à une danse avec mesamis. C’était vraiment amusant!

• application of languagepatterns - Cette Canadienne estnée .... Elle a réussi à .... Aujourd’huielle fait .... Dans dix ans, elle vahabiter ....

• variety of real-life situations -fashion show, school event,shopping, sports, Web Quest,concert. Voici le nouveau look de ....C’est le plus .... C’est moins cherque .... Regardez en particulier les ...magnifiques qu’elle porte.


Communicating





• retrieve, process, and adaptinformation from French-language resources tocomplete authentic tasks

• explain in detail acquiredinformation in oral, visual, andwritten forms

• discuss and respond toauthentic creative worksfrom the Francophone world

• select, process, and adaptinformation required tocomplete a specific task

• paraphrase appropriateinformation in French

• demonstrate in a variety ofvisual, oral, and written forms, anunderstanding of the main ideasand some supporting details inthe information

• demonstrate an understandingof increasingly sophisticatedauthentic Francophone oral,visual, and written creativeworks

• share their interpretation ofauthentic Francophone worksusing a variety of written or oraldiscussion formats

• location of information - usea variety of information sourcesto support a topic, e.g., impact ofmedia, teens and nutrition (print,online, media)

• application - interpret mainideas and details to support task,prioritize and compareinformation

• paraphrasing - adapt researchedinformation to suit focus of task,e.g., the effects of fast food

• detailed presentation - step-by-step demonstration, guidedtour, computer presentation,photo album/scrapbook, online ad,diary entry, pamphlet

• oral or written discussionformats - discuss and respondto music videos, TV shows, radioor online broadcasts, paintings,architecture, movies, commercials,poems, famous monuments/museums, stories, web sites,magazines, etc., in various ways- role-play a movie reviewer- use a jigsaw approach to share

information about famousFrancophone monuments ormuseums

- write and share a book review







• describe areas where Frenchwords are used in otherlanguages, giving examplesand reasons

• research information to compareFrancophone customs with theirown

• identify and compare greetings,gestures, expressions of courtesy,and colloquialisms amongFrancophone cultures and withtheir own

• influence of the Frenchlanguage - areas include fashion,cooking and food, dance

• comparison of Francophoneand own customs - compareand contrast art, clothing, food,flags, sports, music, e.g., organize aFrancophone World’s Fair withcultural information

• comparison of cultural cues -table manners; greetings andfarewells, such as shaking hands,kissing both cheeks





• describe ways in whichthe French language hasinfluenced other languages

• compare and contrast theirown customs to those ofFrancophone cultures

• identify and comparelanguage, expressions, andbehaviours that suit culturalcontext


Ministry-Prescribed Learning OutcomesCommunicating• discuss plans related to common activities• exchange opinions on topics of interest, giving reasons

and reactions• describe or narrate events, situations, or experiences• use a range of vocabulary and expressions in past,

present, and future• interact in a variety of meaningful, real-life situationsAcquiring Information• retrieve, research, and use relevant information from

French-language resources to complete authentic tasks• summarize acquired information in oral, visual, and

written formsExperiencing Creative Works• compare, contrast, and respond to authentic creative

works from the Francophone worldUnderstanding Cultural Influences• identify the contributions of Francophones to Canada

and the world• demonstrate an understanding of similarities and

differences between Francophone cultures andtheir own

• use language, expressions, and behaviours to suitcultural context

Language-LearningStrategies(cumulative through Grades 5-12)• rephrase in French to

compensate for unknownexpressions

• make personal notes to useas a reference for oral andwritten productions

• actively review common,useful expressions andpatterns to refinecommunication

• self-monitor and correctrecurring or significanterrors in communication


Understanding CulturalInfluences• Francophone contributions• understanding of cultural

differences• use of cultural cues in

specific situations

Possible AssessmentOpportunities• product produced from

Web Quest or scavengerhunt completion

• composition about apersonal or historical eventin the past

• creative response to apoem, song, play, film

Teacher Selected•••

Core French Grade 11 ContextStudents are able to interact with greater

confidence in familiar situations and apply theirgrowing range of strategies more consistently.Self and peer assessment are important waysof supporting students as they acquire andpractise useful vocabulary, structures, andinteractions.

Students are familiar with a wide rangeof classroom, library, and other communityresources they can use to locate information.The forms and skills students use to apply andconvey information for particular purposes andaudiences are increasingly important.

Students’ oral and written skills enable themto respond to creative works in increasinglysophisticated ways, through oral interactions,journal entries, résumés, and short writtentexts.

At this level, the complexity of students’ideas may far exceed their ability to expressthem in French. As their knowledge ofFrancophone culture increases, so does theirability to make observations about their owncultures.

Experiencing CreativeWorks• understanding of complex

authentic oral, visual, andwritten Francophonecreative works

• written, oral, and visualcomparisons

Communicating• exchange of information• expression of opinions• emotional reactions• narration• time indicators and language

patterns• real-life situations

Acquiring Information• location of information• summarization/prioritization• summary/presentation






• discuss plans related tocommon activities

• exchange opinions on topicsof interest, giving reasons andreactions

• describe or narrate events,situations, or experiences

• use a range of vocabulary andexpressions in past, present,and future

• interact in a variety ofmeaningful, real-life situations

• initiate and sustain discussionby making statements, askingquestions, and giving appropriateresponses

• exchange and justify opinionson topics of interest usingincreasingly complex phrasesand structures

• express reactions such asagreement and disagreement

• recount events, situations, orexperiences using increasinglycomplex phrases and structures

• use increasingly complex timewords and language patterns todiscuss past, present, and futureevents

• use increasingly complexvocabulary and language patternsto interact in a variety of real-lifesituations

• exchange of information - planfor a trip, the weekend, driver’slicence exam, job interview, etc.Est-ce que tu veux faire du campingavec moi cette fin de semaine? Si j’aile temps, j’irai, mais ....

• expression of opinions -À mon avis .... Selon nous .... D’aprèslui .... Nous avons vu ... et nouspensions que .... Qu’en penses-tu?

• emotional reactions - Je suisd’accord. Tu as tort!

• narration - Quand j’avais huit ans,je jouais souvent à ... et un jour j’aidécouvert ... sous un ....

• time indicators and languagepatterns - Au debut du 22e siècle,nous voyagerons à la planète .... Nousn’aurons aucun problème si nousprenons ....

• real-life situations - advicecolumn, ideal school, restaurantchoices, the environment, law andjustice issues, health and fitness,media literacy. Selon la loi duCanada, les jeunes n’ont pas le droitde .... D’après moi, on devrait lachanger parce que ....


Communicating





• retrieve, research, and userelevant information fromFrench-language resources tocomplete authentic tasks

• summarize acquiredinformation in oral, visual, andwritten forms

• compare, contrast, andrespond to authentic creativeworks from the Francophoneworld

• research, select, process, andorganize relevant informationrequired to complete a specifictask

• demonstrate in a variety ofvisual, oral, and written forms anunderstanding of the main ideasand significant details in theinformation

• demonstrate a deeperunderstanding of sophisticatedauthentic Francophone oral,visual, and written creativeworks

• reflect on and respond toauthentic Francophone worksusing a variety of written, oral,and visual formats

• location of information -research a variety of informationsources to support a topic, e.g.,biographies, Canadian history

• summarization/prioritization -organize information to explorea topic, e.g., world poverty, impactof technology

• summary/presentation -change the end of a story, writeand perform an original episode,create and record a TVadvertisement, compose andperform a song, conduct a debate,create a computer presentation

• written, oral, and visualcomparisons - compareand respond to music videos,TV shows, radio or onlinebroadcasts, paintings, architecture,movies, commercials, poems,stories, web sites, magazines, fables,museums/art galleries, etc., invarious ways- compare imagery used in a

variety of poems- rate current music videos

according to student-established criteria

- compare a Francophonemagazine to an Anglophoneequivalent (print or online)











• identify the contributions ofFrancophones to Canada andthe world

• demonstrate anunderstanding of similaritiesand differences betweenFrancophone cultures andtheir own

• use language, expressions, andbehaviours to suit culturalcontext

• identify and reflect on theachievements of a variety ofFrancophones

• demonstrate a more complexunderstanding of the similaritiesand differences betweenFrancophone customs andtheir own

• use a variety of appropriateFrancophone greetings, gestures,expressions of courtesy, andcolloquialisms to suit specificsituations

• Francophone contributions -arts, science, education, medicine,business, food, politics

• understanding of culturaldifferences - comparesimilarities and differences infamily life, adolescent life, dailyroutines, celebrations, pastimes,e.g., perform skits

• use of cultural cues inspecific situations - gifts, drink,dining and shopping etiquette



Communicating• express long- and short-term plans, goals, and intentions• exchange ideas, thoughts, opinions, and points of view,

giving reasons and reactions• describe, narrate, and analyse events, situations, or

experiences• use a wide range of vocabulary, complexity of expression,

and idiom in past, present, and future• interact spontaneously in a variety of meaningful, real-life

situationsAcquiring Information• retrieve, research, and analyse information from French-

language resources to complete authentic tasks• synthesize acquired information in oral, visual, and written

formsExperiencing Creative Works• analyse and respond to authentic creative works from the

Francophone worldUnderstanding Cultural Influences• discuss contemporary issues in the Francophone world• explain how people are influenced by cultural experiences• adapt language, expressions, and behaviours to suit

cultural context

Language-LearningStrategies(cumulative through Grades 5-12)• negotiate meaning by using

questions in French andother techniques forclarification

• summarize information inoral, graphic, and writtenform

• use dictionaries, grammars,and other referencematerials for clarity ofcomprehension andexpression

• seek out and createpractice opportunities inand out of the classroom


Understanding CulturalInfluences• research• analysis/discussion• cultural perspectives• use of cultural cues in

spontaneous situations• regional variation in

vocabulary and behaviour

Possible AssessmentOpportunities• debate on a controversial

topic• essay expressing opinion

about a current event• dramatization of a creative

workTeacher Selected•••

Core French Grade 12 ContextStudents are expected to engage in

increasingly complex and spontaneous oralinteractions in which they demonstrate theirfacility with French and the strategies theyhave developed to sustain and extendcommunication.

Students are able to locate informationwith confidence, skim for relevant facts, anduse French-language resources in theircommunity and elsewhere, e.g., via theInternet or correspondence.

As students develop increasing facilitywith oral and written language, theyexperience and can respond to bothcontemporary and traditional works ina variety of genres.

The outcomes for cultural understandingemphasize awareness and sensitivity. Studentsreveal their cultural understanding throughdaily activities and interactions, as well as incompleted assignments.

Experiencing CreativeWorks• understanding of complex

and sophisticated authenticFrancophone oral, visual, andwritten creative works

• written, oral, and visualinterpretations

Communicating• preparation and

presentation of plans• exchange of ideas• debate/discussion• recounting• analysis• complex use of time

indicators, language patterns,and vocabulary

• spontaneous interactivecommunication

• participation in spontaneoussituations

Acquiring Information• location of information• analysis• synthesis/presentation






• express long- and short-termplans, goals, and intentions

• exchange ideas, thoughts,opinions, and points of view,giving reasons and reactions

• describe, narrate, and analyseevents, situations, orexperiences

• use a wide range ofvocabulary, complexity ofexpression, and idiom in past,present, and future

• interact spontaneously in avariety of meaningful, real-lifesituations

• report, narrate, or describe usingconnected sentences andparagraphs in present, past, andfuture when expressing plans,goals, and intentions

• use more specialized, and precisevocabulary, expressions, andlanguage structures whenexchanging ideas, thoughts,opinions, and point of view

• understand significant details andthemes in extended discussionsand presentations

• recount and analyse events,situations, or experiences usingmore specialized and precisevocabulary, expressions, andlanguage structures

• use multiple time frames andother complex vocabulary andlanguage structures to discussevents

• use complex vocabulary,language patterns, and idiomaticexpressions in a variety of real-life situations

• participate spontaneouslyin real-life situations

• preparation and presentationof plans - prepare a career path,plan a trip/study year. Quand jefinirai la douzième année, j’irai ....

• exchange of ideas - Je suisd’accord avec ce que tu dis,pourtant ....

• debate/discussion - Il faut queles jeunes soient ....

• recounting - Quand j’avais douzeans, mon père m’a acheté ... qui étaitexceptionnellement .... Quelle surprise!À vrai dire, j’aurais préféré ....

• analysis - Selon cette histoire,l’auteur croit que .... D’après lesondage que nous avons fait, ....

• complex use of time indicators,language patterns, andvocabulary - travel, graduation(le bal des finissants), environment,yearbook. De tous les évènements del’année scolaire, celui que nous avonsaimé le plus c’était .... Dans lesprochains mois, on s’attend à ....Quand j’y ai réfléchi, .... De temps entemps, nous avions l’habitude de ....À l'étranger .... J'ai hâte de .....

• spontaneous interactivecommunication - Notre classede douzième année vous présentenos histoires d’enfance. Veux-tu veniravec moi pour lire ensemble?

• participation in spontaneoussituations - theatre sport,improvisation, radio talk show,field trip, exchange student, guestspeaker, e.g., Guest: Ça me fait plaisird’être invité .... Je viens de ....Student(s): Quelles sont lesdifférences que vous remarquezentre ... et ....


Communicating





• retrieve, research, and analyseinformation from French-language resources tocomplete authentic tasks

• synthesize acquiredinformation in oral, visual, andwritten forms

• analyse and respond toauthentic creative works fromthe Francophone world

• research, select, interpret andanalyse relevant informationrequired to complete a specifictask

• demonstrate in a variety ofvisual, oral, and written forms anin-depth understanding of themain ideas and significant detailsin the information

• demonstrate an in-depthunderstanding of sophisticatedauthentic Francophone oral,visual, and written creativeworks

• examine in detail authenticFrancophone works and expresstheir interpretation using avariety of written, oral, and visualformats

• preparation to support aposition - research a variety ofinformation sources to supportan interest or topic/position, e.g.,living abroad, pros/cons of animaltesting, international aid issues

• analysis - summarize andprioritize information to supportan interest or topic/point of view,e.g., bias in media, stereotypes,female-male roles

• synthesis/presentation - holda debate, host a talk show, write aletter to the editor or persuasiveessay, prepare and deliver aspeech, hold a student election,present solutions to a localproblem

• written, oral, and visualinterpretations - analyse andrespond to TV documentaries,radio or online broadcasts,paintings, books, movies,architecture, advertisements,poems, stories, web sites,magazines, excerpts fromliterature, plays, tales and legends,etc., in various ways- analyse Francophone humour- dramatize a legend- prepare and conduct a gallery

walk of Francophone worksof art








• discuss contemporary issuesin the Francophone world

• explain how people areinfluenced by culturalexperiences

• adapt language, expressions,and behaviours to suitcultural context

• research, discuss, and state theirposition on current issues

• analyse and give examples of howculture shapes people

• adapt Francophone greetings,gestures, expressions of courtesy,and colloquialisms to suitprepared and spontaneoussituations

• research - newspapers, Internet,television, news broadcasts,documentaries

• analysis/discussion - essay,debate, host talk shows, roundtable discussion, interview, videoon issues such as current events,social responsibility, globalization,films

• cultural perspectives - familylife, traditions, education, religion,beliefs, history, the arts, socialmores, political systems, etc.

• use of cultural cues inspontaneous situations -formal vs. informal, written vs.oral

• regional variation invocabulary and behaviour -colloquialisms, appropriatelanguage use and behavioursamong different Francophonecountries, e.g., Québec vs.France, guest in a Francophonehousehold, education, humour





Many people contributed their expertise to this document. The project co-ordinator wasElizabeth McAuley of the Ministry of Education. We would like to thank all who participatedin the development of the Core French 5 to 12 Enhancement Package.

Wendy CarrSchool District # 43 (Coquitlam)

Dennis HazeltonSchool District # 36 (Surrey)

Sue JefferySchool District # 63 (Saanich)

Dan MilesSchool District # 8 (Kootenay Lake)

Diane TijmanSchool District # 38 (Richmond)

ACKNOWLEDGMENTS

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