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Français langue seconde - immersion 7T
Curriculum Français langue seconde - immersion Grade 7 Tardive
PDF Grade-Set: k-9
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Big Ideas
Grandes idées
Expressing oneself well in a language requires thinking in that language.
The perspectives and language of authors reflect the linguistic and cultural variations in the French-speaking world.
authors
creators of any oral or written message All texts are anchored in a context that must be considered in order to comprehend the message in its entirety.
texts
oral, written, visual The behaviour of the characters in a text allows us to understand how the society in which they live functions.
text
oral, written, visual Learning Standards
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Curricular Competencies
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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 in a clear and well-organized way
text
oral, written, visual Organize texts into paragraphs with transitions and varied sentence structures
texts
oral, written, visual Write well-structured texts that convey a message clearly and effectively
texts
oral, written, visual 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 listeningactive listeningthe recipient is physically and intellectually engaged, and reacts to what is heard
- expressions of courtesyexpressions of courtesyuse of “tu” and “vous”
cultural and historical elements
literary elements:
- characteristics of the youth novelcharacteristics of the youth novelcharacters, setting, chain of events, etc.
- characteristics of poetrycharacteristics of poetryrhyme, rhythm, repetition, comparison, theme, etc.
text organization:
- narrative structurenarrative structuresetting, inciting incident, rising action, falling action and resolution
- structure of informational textsstructure of informational textsintroduction, development (thematic progression) and conclusion
- discourse markersdiscourse markerset, mais, ou, car
language elements:
- structure of affirmative and negative complex sentences
- structure of interrogative sentencesstructure of interrogative sentencessubject-verb inversion, use of interrogative pronouns
- simple relative pronounssimple relative pronounsqui, que, quoi, où
- adverb formationadverb formationfeminine form of regular adjective + “ment”
- comparativeand superlativecomparativewith adjectivesstructuressuperlativerelative (with adjectives) and absolute (with adverbs)
- synonyms, homonyms and antonyms
- verb moods and tensesassociated with the genres being studiedverb moods and tensesthird group verbs in the present indicative, present perfect (“passé composé”), imperfect (“imparfait”) and present imperative tenses
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.