Français langue seconde - immersion 7T

Français langue seconde - immersion K 1 2 3 4 5 6 6T 7 7T 8 9 10 11 12
Curriculum Français langue seconde - immersion Grade 7 Tardive PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
Filter Curriculum:
o-o-o

Big Ideas

Grandes idées

Expressing oneself well in a language requires thinking in that language.
The perspectives and language of authors
authors
creators of any oral or written message 
reflect the linguistic and cultural variations in the French-speaking world.
All texts
texts
oral, written, visual 
are anchored in a context that must be considered in order to comprehend the message in its entirety.
The behaviour of the characters in a text
text
oral, written, visual 
allows us to understand how the society in which they live functions.
The form
form
the way in which the statement is formulated 
of a text
text
oral, written, visual 
plays as important a role as its content
content
the statement, what is said 
in conveying a message.

Learning Standards

Show All Elaborations

Curricular Competencies

Students are expected to be able to do the following, using oral, written and visual formats:

Exploring and Reflecting

Identify examples of linguistic and cultural variety in the French-speaking world
Compare cultural elements in Aboriginal and other texts
texts
oral, written, visual 
Identify the secondary ideas in a text
text
oral, written, visual 
Formulate hypotheses based on textual cues
Interpret and respond to a text
text
oral, written, visual 
Gain a better understanding of the plot by determining the roles played by the various characters
Identify poetic elements and understand their effects on the reader

Creating and Communicating

Express and justify an opinion using varied and appropriate vocabulary
Engage in a spontaneous conversation, taking into account the non-verbal behaviour of the other person
Read with fluency, pronouncing the liaisons between words
Create a character portrayal including physical characteristics and psychological traits
Summarize the main idea in a text
text
oral, written, visual 
in a clear and well-organized way
Organize texts
texts
oral, written, visual 
into paragraphs with transitions and varied sentence structures
Write well-structured texts
texts
oral, written, visual 
that convey a message clearly and effectively
Revise one’s work by referring to the spelling and grammar rules learned

Content

Students are expected to be able to know and understand the following in various contexts:
communication strategies:
  • active listening
    active listening
    the recipient is physically and intellectually engaged, and reacts to what is heard  
  • expressions of courtesy
    expressions of courtesy
    use of “tu” and “vous” 
cultural and historical elements
literary elements:
text organization:
language elements:
  • structure of affirmative and negative complex sentences
  • structure of interrogative sentences
    structure of interrogative sentences
    subject-verb inversion, use of interrogative pronouns 
  • simple relative pronouns
    simple relative pronouns
    qui, que, quoi, où 
  • adverb formation
    adverb formation
     feminine form of regular adjective + “ment” 
  • comparative
    comparative
    with adjectives 
    and superlative
    superlative
    relative (with adjectives) and absolute (with adverbs) 
    structures
  • synonyms, homonyms and antonyms
  • verb moods and tenses
    verb moods and tenses
    third group verbs in the present indicative, present perfect (“passé composé”), imperfect (“imparfait”) and present imperative tenses 
    associated with the genres being studied
revision strategies
revision strategies
rereading, consultation of reference tools, use of a revision grid, etc. 
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.