BAA [ Introductory French 11
District Name: ChilliwackDistrict Number: 33 Developed by: Kevin Sigaty
Date Developed: December 2009/January 2010 School Name: Chilliwack Secondary School Principal’s Name: Rick Jones
Board/Authority Approval Date: Board/Authority Signature: Course Name: Introductory French Grade Level of Course: secondary grades Number of Course Credits: 4
Number of Hours of Instruction: 120 Prerequisite(s): None
Special Training, Facilities or Equipment Required: Knowledge of French Course Synopsis:
Introductory French is designed for students who may not have taken French in Middle School. Successful completion of this course should provide students with a level of competence that will allow them to successfully communicate in French, learn basic grammatical structures and common vocabulary. There will also be
opportunities throughout the course for students to learn about the values and customs of French speaking people. This course is valuable for anyone wishing to travel to French speaking regions or work in French environments. Introductory French is a four credit Grade 11 course and will allow students to proceed into either French 10 or French 11.
Rationale:
This course is intended to provide an entry point into the French program for students in a 10-12 secondary school. Given the large number of elective courses offered in the middle school grades, students who might be interested in French often choose not to at the middle grades. Without an entry point at the secondary level, not taking French closes that door for them. With Introductory French as an option at the secondary level, students have an opportunity to entre the French program.
Organizational Structure
TERM 1/Level A1.1
Level A1.1 OverviewStudents identify strategies used in their study of English Language Arts and learn to transfer these strategies to help them in their learning and understanding of French. At this level, writing consists of information produced in words and simple sentences that may be supported with pictorial representations. Listening and speaking skills are aided by exposure to simple French songs, rhymes, and simple texts. Students are encouraged to respond through drawing, acting, singing, dancing, and using simple language. Students participate in a variety of cultural experiences based on their own heritage as well as Francophone culture in Canada and show their understanding in graphic and visual forms, with some commentary in English.
Culture and the Curriculum
Every language and its culture are intertwined. Language use requires an understanding of the cultural context in which the communication takes place, but at this level student exposure to culture occurs primarily by means of topics chosen by the teacher to support the language learning. In most classrooms, for example, classroom vocabulary and appropriate linguistic structures will be taught early on to enable students to function in French. Such a choice enables students to understand from the beginning of their language study that French can be used to perform real-life tasks and to get things done.
Possible Level A1.1 Cultural Topics • Canada’s official languages
• Major French-speaking areas in Canada • French-speaking populations and culture in BC • School life in French-speaking regions
• French songs and national anthem
• Formal and informal forms of address and greetings (e.g., shaking hands, kissing on both cheeks, body language)
Possible Idiomatic Usage
• Number patterns (e.g., dix-sept, dix-huit, dix-neuf, vingt et un, vingt-deux, trente et un, trente-deux) • Use of the 24-hour clock
• Calendar – Monday is the first day of the week; days of the week and months of the year are not capitalized
• Accented and silent letters, rhythm, and emphasis • Use of the verb avoir for age (e.g., J’ai dix ans.) • Interjectory expressions (e.g., Et toi? Tu blagues! Tiens!) Level A1.1 Language-learning Strategies
Language-learning strategies support communication in the multiple skills of language learning. Students are encouraged to develop a repertoire of cumulative strategies to support their learning.
• Recognize cognates
• Use visual aids, actions, lists, and graphic organizers • Use visual and context clues to guess meaning
• Use repetition, alone or with others, to practice and reinforce new language • Record ideas or expressions with visual images and symbols
• Derive meaning by listening attentively to key ideas and participating fully in activities • Use formulaic phrases, including greetings and expressions of politeness
• Actively seek help by asking for clarification and repetition • Connect new topics to personal experience
Listening Comprehension
Overall goal: Learners can follow speech that is very slow and carefully articulated, with long pauses to assist in recognition.
Learners can:
Prescribed Learning Outcomes Illustrative Examples
Identify the sounds of letters in context Recognition of alphabet through games, email addresses, spelling of student names, and other listening
activities Understand basic greetings, farewells, and expressions of
politeness Recognition of greetings and farewells (e.g., Salut, Comment ça va? Au revoir) and expressions of Bonjour, politeness (e.g., merci, s’il vous plaît/s’il te plaît,
monsieur, madame, mademoiselle)
Recognize the numbers 0 to 31 in context Recognition of the numbers 0 to 31 in simple contexts such as page numbers, counting, and dates
Recognize common colours Recognition of basic colours (e.g., rouge, bleu, vert, jaune) through songs, games, and other listening activities
Recognize basic introductory expressions and useful
conversation conventions Recognition of basic introductory expressions and conversation conventions through the question and response structure (e.g., Comment t’appelles-tu? Je m’appelle ___. Bonjour, comment ça va? Ça va bien, merci. Au revoir. À bientôt.)
Recognize expressions of time such as days of the week,
months, and dates Recognition of days of the week, months of the year, and dates through listening activities such as calendar time, songs, rhymes, and telephone messages
Recognize familiar words and phrases about oneself, family, and friends, including name, age, family members, pets, and friends
Recognition of familiar words and phrases about oneself, family, friends, and pets (e.g., Je m’appelle ___.
J’ai douze ans. J’ai un frère/une soeur. J’ai un chien/un chat/un cheval/un hamster. Voici mon amie Jackie. Elle....)
Recognize town or city of residence and
nationality/country of origin Recognition of town/city of residence and nationality/country of origin (e.g., J’habite à
Vancouver/Fernie. Je suis du Canada/des États-Unis/de la Chine/d’Indie/Korea.)
Recognize and understand words and expressions related to basic
information statements and interests
Recognition of basic information statements and interests, such as places, school, and shopping activities (e.g., Phillipe étudie à la bibliothèque. Madame Lebrun mange au restaurant. Je suis dans la classe de M. Desjardins. Il y a quatre personnes dans ma famille. Mes amis aiment le magasin H&M. J’aime beaucoup la musique rock.)
Recognize basic classroom vocabulary
and follow instructions Recognition of classroom vocabulary and demonstration of the ability to follow instructions (e.g., Le stylo, le crayon, l’agrafeuse. Tournez à la page __.
Ouvrez/Fermez vos livres. Asseyez-vous s’il vous plaît. Attention toute la classe. Est-ce que tu as de la colle?) Recognize short sentences about events in present time Recognition of short sentences about events in present
time (e.g., Aujourd’hui, c’est lundi. Qu’est-ce que tu fais maintenant? Je fais mes devoirs, je regarde la télé.)
Overall goal: Learners can understand very short, simple texts, with teacher support as required.
Learners can:
Prescribed Learning Outcomes Illustrative Examples Recognize and understand familiar words and phrases,
supported by visuals
Identification of targeted information such as months, days of the week, places, numbers, and colours on signs, notices, posters, ads, and calendars (e.g.,
L’adresse du restaurant est 25 rue Legrand. La date aujourd’hui c’est le trois novembre.)
Understand simple messages found in a variety of texts Location of basic information in simple texts such as a message, email, form, or poster dealing with
greetings, location, time, date, teacher comments, and personal information (e.g., Mon frère a douze ans et sa fête est en septembre. Mon ami aime la ville de Montréal! Très bien! Formidable! Bon travail! Attention à l’orthographe.)
Follow brief and simple directions to complete a task Understanding of simple written directions (e.g., Écris ton nom/Écrivez votre nom.)
Overall goal: Learners can interact in simple ways by using memorized questions and answers. Learners begin to use the techniques of repetition, rephrasing, and repair.
P
Learners can:
Prescribed Learning Outcomes Illustrative Examples Greet, say farewell, thank people, and respond
appropriately
Recognition of and response to greetings using simple salutations (e.g., Bonjour, monsieur. Salut, Josée. Au revoir, à la prochaine); recognition and use of simple courtesy words (e.g., merci, s’il vous plaît, s’il te plaît)
Communicate personal information using numbers 0 to 31 in context
Use of numbers from 0 to 31 to share information (e.g., J’ai onze ans. Mon numéro de téléphone est 250-321-5678. J’habite au/le 29-12e avenue, rue Main. Il y a 12 filles et 13 garçons dans la classe. Combien coûte un bonbon? C’est 10 cents. Cinq et six font onze. J’ai treize ans. Mon anniversaire est le 21 mars.)
Introduce self and respond to introductions and
common personal questions Recognition of and response to introductions and questions (e.g., Je m’appelle ___, et toi/vous? Comment ça va? Ça va bien, merci. Comment allez-vous? Où est-ce que tu habites? J’habite rue Montréal, et toi? Moi, j’habite rue Douglas. Quel âge est-ce que tu as?/Quel âge as-tu? J’ai douze ans, et toi? Moi, j’ai quatorze ans.)
Communicate using expressions of time, including
days of the week, months, dates, and hours Use of numbers, days, and months (e.g., Aujourd’hui, c’est le mardi dix-huit septembre. Quelle heure est-il? Il est six heures et quart.) Share information about one’s family, including
name, age, family members, pets, and hobbies
Use of basic repertoire of phrases, expressions, and vocabulary to support description of one’s family (e.g., Dans ma famille, il y a cinq personnes: mes parents, deux frères, et une soeur. J’ai un chien aussi. Ma famille aime lehockey.)
Interact using memorized language
about the classroom and classroom/ school routines Retrieval from memory and interaction using phrases, questions, and support vocabulary to help negotiate the classroom experience (e.g., Quelle est la page? Est-ce que je peux aller aux toilettes? Où est mon crayon? Voiciun crayon. Est-ce que tu as un stylo/As-tu un stylo? Ferme la porte. )
Use strategic language to support lack of vocabulary
and request clarification Retrieval from memory and use of basic repertoire of phrases, and facial and body language to ask for clarification, vocabulary support, or assistance (e.g.,
Comment dit-on... en français? Je ne comprends pas. Répétez, s.v.p. Répète, s’il te plaît. Pouvez-vous m’aider?)
Ask and respond to simple everyday questions Requesting of and responding to simple questions (e.g., Quel temps fait-il? Il fait beau. Est-ce que tu aimes le baseball? Non, je préfère le football.)
Overall goal: Learners can ask for or give personal details in written form.
Learners can:
Prescribed Learning Outcomes Illustrative Examples
Label pictures accurately, using familiar vocabulary Accurate labelling of pictures (e.g., label classroom or other known everyday objects such as
neighbourhood places on a map, picture captions) Complete simple forms with personal details such as
name, date of birth, nationality/country of origin, and address
Filling out a basic form such as school ID (Nom de famille, Prénom, Nationalité/pays d’origine, Date de naissance, Adresse, Numéro de téléphone) or completing a simple survey (e.g., Est-ce que tu
manges du chocolat? Oui/ Rarement/Non)
Produce short phrases retrieved from memory about oneself or other people and their daily life,
acknowledging the use of accents
Use of learned phrases to write greetings on a card or postcard (e.g., Bon Anniversaire/Bonne Fête, Joyeux Nöel. Il fait beau ici. Je marche beaucoup, je mange au restaurant, et je visite les parcs. J’aime ça.)
Produce personal lists using known vocabulary Production of lists using known vocabulary (e.g., grocery list, list of school supplies)
Use appropriate writing conventions such spelling,
accents, and capitalization when producing texts Recognition and use of appropriate writing conventions when copying texts (e.g., C’est mercredi. C’est le six janvier. Il y a vingt élèves dans la salle de classe.)
Curriculum Organizers, Prescribed Learning Outcomes and Illustrative Examples Level A1.2 Context
The emphasis at this level is on continuing to help students develop positive attitudes to learning and using French. Interactions with partners and small groups are more frequent. Guided conversation helps students to express their ideas and when working with internalized language, students can begin to connect ideas to form short interactions or complete messages. Students are encouraged to take risks as they use previously learned structures and demonstrate their learning orally and by means of visual representation. Listening and speaking skills continue to be reinforced by exposure to simple French songs, rhymes, and texts. Students are encouraged to respond through drawing, acting, singing, dancing, and using basic language.
Students can recognize familiar language in written texts and can sometimes use their growing range of strategies to make educated guesses at the meaning of new expressions. Students explore and experience the Francophone presence, both historical and current, in various French-speaking regions, including British Columbia and Canada, and show understanding in a variety of graphic and visual ways, with some commentary in simple French. Culture and the Curriculum
Every language and its culture are intertwined. Language use requires an understanding of the cultural context in which the communication takes place. At this level student exposure to culture occurs primarily by means of topics chosen by the teacher to support language learning, based on student interest. Students at this language level will be interested in what students their age in French-speaking countries are like. The desire to visit a French-speaking region begins to develop and encourages the learning of vocabulary and structures.
Possible Level A1.2 Cultural Topics • Benefits of knowing more than one language
• French in students’ daily lives (e.g., signs, labels, radio, television, newspapers, magazines, comics such as Tintin, books such as Babar)
• Sports and leisure in French-speaking regions • French-language pop music
• Celebrations and customs of French-speaking cultures Possible Idiomatic Usage
• Number patterns (e.g., quarante, quarante et un, quarantedeux, cinquante, soixante, soixante-dix, quatre- vingts, quatre-vingt- un, quatre-vingt-dix, quatre-vingt-onze, cent, mille)
• Nouns are masculine or feminine
• Adjectives – use of masculine or feminine agreement
• Possession (e.g., mon, ma, mes. C’est le chien de mon cousin. C’est à toi? Use of faire for weather (e.g., Quel temps fait-il?)
• Use of avoir for hunger/thirst/pain (e.g., J’ai faim/J’ai soif/J’ai mal au dos.) • Use of venir de for recent past (e.g., Je viens de manger.)
• Intonation, stress, and rhythm for emphasis and meaning
• Interjectory expressions (e.g, c’est dommage, c’est bien, je suis désolé, vraiment, c’est vrai, quoi de neuf) Level A1.2 Language-learning Strategies
Language-learning strategies support communication in the multiple skills of language learning. Students are encouraged to develop a repertoire of cumulative strategies to support their learning.
• Use prior knowledge of a topic to predict meaning
• Recognize known French words and cognates in new contexts
• Ask for specific words in French, if necessary, while continuing communication • Listen to and practise pronunciation of the written word
• Group new items into categories that are personally meaningful
• Self-evaluate progress by comparison with earlier performance or against personal goals
Listening Comprehension
Overall goal: Learners can follow speech that is very slow and carefully articulated, with long pauses to assist in recognition.
Prescribed Learning Outcomes Illustrative Examples
Learners can:
Prescribed Learning Outcomes Illustrative Examples Recognize numbers from 32 to 100, multiples
from 100 to 1000, and the structure of ordinals Recognition of numbers from 32 to 100, multiples from 100 to 1000, and basic ordinal structure (e.g., premier, première, deuxième, troisième) in contexts and situations involving time, money, dates, scores, and page numbers
Recognize formal and informal forms of address and the relationships between people, including immediate and extended family
Recognition of the difference between familiar and formal forms of address (e.g., et toi/vous? tu/vous, lève-toi/levez-vous, assieds-toi/asseyez-vous) and recognition of immediate and extended family relationships(e.g., mère, père, frère, soeur, grand-père, grand-mère, oncle, tante, cousin, cousine, nièce, neveu, beau-père, belle- mère, beau-frère, belle-soeur)
Recognize basic ways to denote ownership Recognition of simple terms of relationship and ownership (e.g, mon père, ma mère, ma soeur, mon frère; C’est le livre de Marie. C’est à toi?) Recognize basic phrases that provide information
about likes and dislikes
Recognition of simple questions about likes and dislikes (e.g., Est-ce que tu aimes le soccer? Non, je n’aime pas le soccer, je préfère jouer au hockey. Est-ce que tu aimes le chocolat? Oui, j’adore le chocolat.)
Recognize basic phrases that provide information
about time of day, weather, and seasons Recognition of basic phrases about time, weather, and seasons (e.g., Quelle heure est-il? Il est neuf heures. Quelle temps fait-il? Il fait beau, il fait mauvais, il pleut, il neige. Il neige en hiver; il fait beau en été, il pleut au printemps à Vancouver.) Recognize basic phrases that provide
information about physical characteristics, personality, and feelings
Recognition of basic phrases about physical characteristics, personality, and feelings (e.g., je suis grand(e), elle est petite, il est drôle, elle est géniale, il est heureux, elle est triste, je me sens triste, es-tu content? Tu te sens bien? Tu te sens heureux?)
Recognize basic phrases that denote position Recognition of basic position words (e.g., La règle est dans mon sac. Le livre est sur la table. Marie est avec Julie.)
Understand familiar requests and instructions Recognition of familiar requests and instructions (e.g., Fermez la porte. Prenez vos livres, viens jouer avec moi! Est-ce que tu as un crayon? Attends!)
Understand and respond to basic everyday needs Recognition and demonstration of understanding of everyday needs (e.g., J’ai besoin d’un stylo. Est-ce que je peux emprunter / avoir ton stylo?)
Understand short sentences about events that take place in the present, the immediate future, and the immediate past, qualified by appropriate time expressions
Understanding of short sentences about events in the present and near future (e.g., Qu’est-ce que tu vas faire demain? Je vais au parc demain. La semaine prochaine, je vais visiter Québec pour le Carnaval. Je viens de manger. Hier, j’ai écouté la nouvelles DC.)
Recognize words that describe actions Recognition of adverbs of manner (e.g., Il parle vite. Elle marche lentement. L’avion descend rapidement.)
Understand short, clear messages and
announcements Recognition of clear, simple messages and announcements, such as weather reports, descriptions, and introductions (e.g., Bouclez vos ceintures, s.v.p. Aujourd’hui c’est le club de danse. Demain c’est l’équipe debasketball. Aujourd’hui il neige et demain il va pleuvoir. Je présente mon amie, Julie.)
Recognize the gist of new or less familiar phrases and sentences in the present, immediate past, or near future
Understanding of the main idea of a short conversation or short presentation (e.g., Je viens de manger. Je vais faire mes devoirs/la tâche finale de sciences humaines.)
Reading Comprehension
Overall goal: Learners can understand very short, simple texts a single phrase at a time, picking up familiar names, words, and basic phrases and rereading as necessary.
Learners can:
Prescribed Learning Outcomes Illustrative Examples Understand specific, predictable information in
simple texts Identification of textual information (e.g., simple food items, times of movies, channels, types of shows, on signs, menus, posters, ads, timetables, calendars, TV listings, telephone book, store signs, catalogues)
Understand short, simple messages Understanding of short, simple messages, such as in an email (e.g., J’adore cette ville! Il fait toujours beau et les plages sont belles. Ce soir je vais au concert de rock. J’aime beaucoup le groupe____. La musique est formidable.)
Follow short, simple written instructions Understanding of short, written instructions to complete a task (e.g., Écris ton nom, cherche le mot en rouge à la page 5. Viens au centre d’achats avec moi cet après-midi.)
Understand the gist of slightly more complex or less
familiar written phrases and sentences Understanding of the general idea of slightly more complex or less familiar written phrases and sentences (e.g., C’est génial! C’est moche! J’ai un rendez-vous avec mes amis. Appelle-moi bientôt.)
Spoken Interaction
Overall goal: Learners can interact in simple ways, initiating and responding to simple statements about familiar topics. Communication requires repetition at a slower rate of speech, rephrasing, and repair.
Learners can:
Prescribed Learning Outcomes Illustrative Examples Communicate using numbers from 32 to 100 and
ordinal numbers Use of numbers in contextual situations involving time, money, dates, scores, and page numbers (e.g.,
Combien coûte ces jeans? À quelle heure est le film? Tournez à la page 156. Qui gagne la partie de hockey. Quels sont les points? Marie est la deuxième fille dans ma famille.)
Use appropriate terms to describe immediate and
extended family relationships Use of appropriate terms to describe one’s family (e.g., J’aime bien ma tante Lucie. Combien de cousins as-tu?/ Combien de cousins est-ce que tu as?)
Use formal and informal forms of address, accompanied by appropriate sociocultural conventions
Recognition of the difference between familiar and formal forms of address and appropriate use of the convention (e.g., tu/vous)
Use basic terms to express ownership Use of simple question/response patterns to express ownership (e.g., À qui est le crayon? C’est mon crayon. C’est à toi? C’est le livre de Jamal? Oui, c’est à lui. Voici ma collection de photos.)
Exchange simple information about likes, dislikes,
and needs Use of simple question/response patterns to express likes, dislikes, and needs (e.g., J’aime les oranges mais je n’aime pas les bananes parce qu’elles sont dégoûtantes. Est-ce que tu as faim?/As-tu faim? Non, mais j’ai vraiment soif. J’ai besoin d’eau.) Express basic agreement or disagreement and
support with reasons Use of simple phrases of agreement and disagreement retrieved from memory to extend conversations (e.g., Je ne suis pas d’accord parce que j’aime les films d’action. À mon avis, c’est un livre très intéressant.)
Exchange simple information about time of day,
weather, and seasons Use of simple question/response patterns to exchange information about time, weather, and seasons (e.g., Qu’est-ce que tu aimes faire en hiver? Quelle heure est-il? Il est sept heures. Quel temps fait-il? Il neigeaujourd’hui. Qu’est-ce que tu aimes faire en hiver? En hiver, j’aime faire du ski.) Exchange simple information about physical and
personality characteristics Use of simple question/response patterns to exchange information about people (e.g., Comment est ton frère? Il est grand. Et ta soeur? Elle est petite. Comment est mon ami Pierre? Il est drôle.) Communicate feelings with supporting simple
reasons and respond with basic expressions of empathy
Use of familiar vocabulary and sentence patterns retrieved from memory to express feelings such as happiness and expressions of empathy (e.g.,
Comment vas-tu? Ça va mal. Comment es-tu? Je suis triste. Pourquoi es-tu triste? Je suis triste, parce que mon copain n’est pas ici. Comment est-ce que tu te sens?/Comment te sens-tu? Je me sens _____. C’est dommage./C’est bien./Je suis désolé.) Suggest and respond to simple everyday plans in the
present or immediate future
Use of familiar vocabulary and sentence patterns retrieved from memory to express present and future plans (e.g., Est-ce que tu veux aller au
cinéma?/Veux-tu aller au cinéma? Oui je veux bien.) Exchange information about the recent past Use of familiar vocabulary and sentence patterns
retrieved from memory to ask questions and respond to events in the recent past (e.g., As-tu faim? Non, je viens de manger. Je viens d’aller au parc. Pourquoi est-ce que tues en retard?/Pourquoi es-tu en retard? Je suis en retard parce que je viens de finir mon test d’anglais.)
Use communication strategies to initiate and sustain
interaction Use of strategic language such as conversation sustainers or reactive expressions and empathetic words and phrases (e.g., quoi de neuf, bon, bien, quel dommage, tiens, vraiment)
Spoken Production
Overall goal: Learners can produce simple sentences about themselves, places, and familiar topics.
Learners can:
Prescribed Learning Outcomes Illustrative Examples Use simple phrases and sentences with or without
support to describe family, friends, school, and interests
Use of familiar vocabulary and sentence patterns in simple presentation format, to describe family, friends, school, and interests (e.g., Mon amie, Marie, est très sportive. Elle fait du patinage artistique et aussi elle joue auvolleyball, au basketball, et au tennis. Elle aime aussi regarder les sports à la télé.)
Give simple presentations Presentation of simple, rehearsed plays/skits, poems, songs, or informational materials Use comprehensible pronunciation, intonation,
stress, and rhythm of words, phrases, and sentences for emphasis and to support meaning
Use of French pronunciation, intonation, stress, and rhythm of words when reading aloud or presenting very short rehearsed statements
Written Production
Overall goal: Learners can produce familiar words and short phrases (e.g., simple signs or instruction, names of everyday objects, and set phrases used regularly). Learners can spell their address, nationality, and other personal details.
Learners can:
Prescribed Learning Outcomes Illustrative Examples Write short simple lists and messages, respecting
accents and punctuation conventions
Preparation of lists or notes (e.g., camping list, school schedule, homework, likes/dislikes, hobbies) or telephone messages (e.g., Téléphone Marie à 250-375-2091. Rendez-vous chez le dentiste le jeudi, 14 janvier à 2 heures.)
Write a short personal letter with modelled support Use of formulaic conventions of a friendly letter (greetings and salutations) with a personal message such as writing to a friend about a trip (e.g., Salut Louise! Je suis maintenant à Montréal. Quelle ville merveilleuse.Demain, je vais à la ville de Québec! Amicalement, Denise.)
Instructional Component:
The governing pedagogical philosophy behind Introductory French will be the Communicative-Experiential Approach, in which the focus of learning is the purposeful use of language to perform real-life tasks through listening, speaking, reading, and writing while being aware of what is culturally and linguistically appropriate. This approach is guided by an educational philosophy that includes the following principles:
• language learning should emulate authentic language use, to the greatest degree possible
• the goal of language learning is performance with the language rather than knowledge about the language • language learning is not additively sequential but recursive and paced differently at various stages of acquisition • language develops in a series of approximations toward native speaker-like norms
• language learning is not the accumulation of perfectly mastered elements of grammar and vocabulary; thus, learner errors are to be expected
• language proficiency involves both comprehension and production; comprehension abilities tend to precede and exceed productive abilities
• language is inextricably bound to culture; language use requires an understanding of the cultural context in which communication takes place
• language learning is complex; instruction takes into account individual learning styles and rates, and also attends to teaching process strategies for successful learning
• the ability to perform with language is facilitated when students actively engage in meaningful, authentic, and purposeful languagelearning tasks
• assessment reflects instructional goals and is based on performance;
• technology and textbook materials play support roles for language learning goals; they should not determine the curriculum.
Assessment Component:
Assessment of learning, as reflected on students’ report cards, will be based on the five overall goal statements for each proficiency level. Student performance will be reported to parents, consistent with the Student Progress Report Order and the Provincial Letter Grades Order. Proficiency meeting individual learning outcomes will be documented in anecdotal comments on report cards as well.
Since language is acquired in a spiraling and recursive process, students will be in an environment where risk-taking is nurtured and errors are viewed as a natural and informative part of language development. Assessment for Learning will be used extensively used as grow in language fluency requires constant, specific, and immediate feedback. When students understand the role of errors, they are able to make confident decisions about when to take risks and when to edit for accuracy. Assessment as Learning will factor in as well, given that the constant interaction among students in a language classroom lends itself extremely well to Peer and Self-Assessment. All assessment will reflect the Prescribed Learning Outcomes and the Common European Framework of Reference for Languages (CEFR) as students learning is moved forward along the continuum; setting goals and reaching milestones of language proficiency.
Learning Resources:
a) Horizons (Thompson-Heinle)
b) Varied printed, internet, video sources.
Additional Information: The curriculum of Introductory French is consistent with the Common European Framework of Reference for Languages (CEFR) and level A1 of the Additional Languages Draft Curriculum (2010).
