| Big Ideas |
Expressing ourselves in French involves courage, risk taking, and perseverance. |
Core French Introductory 11 |
No CCG |
|
| Big Ideas |
Stories help us to acquire language and understand the world around us. |
Core French Introductory 11 |
No CCG |
| Keyword: Stories |
Elaboration: Stories are narrative texts that can be oral, written, or visual. Stories can be simple or complex and may be derived from real or imagined experiences. They can be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. Examples are indigenous oral histories, personal stories, skits, series of pictures, songs, student-created stories. |
| Keyword: understand the world |
Elaboration: exploring, for example, thoughts, feelings, knowledge, culture, and identity |
|
| Big Ideas |
We can have meaningful conversations in French using high-frequency vocabulary and sentence structures. |
Core French Introductory 11 |
No CCG |
|
| Big Ideas |
Listening and viewing with intent supports our acquisition and understanding of French. |
Core French Introductory 11 |
No CCG |
|
| Content |
ethics of cultural appropriation and plagiarism |
Core French Introductory 11 |
No CCG |
| Keyword: cultural appropriation |
Elaboration: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn |
|
| Content |
lives of Francophone Canadians and their contributions to society |
Core French Introductory 11 |
No CCG |
| Keyword: Francophone Canadians |
Elaboration: including First Nations, Métis, and Inuit people; immigrants to Canada; and Canadians of diverse backgrounds |
|
| Content |
idiomatic expressions from across la francophonie |
Core French Introductory 11 |
No CCG |
| Keyword: idiomatic expressions |
Elaboration: for example:expressions using avoir, faire, être (e.g., avoir besoin de, faire beau, être d'accord)expressions from l'argot (e.g., jaser for bavarder)other expressions (e.g., coûter les yeux de la tête, c'est dommage, un coup de foudre) |
|
| Content |
traditions and other cultural practices in various Francophone regions |
Core French Introductory 11 |
No CCG |
| Keyword: traditions and other cultural practices |
Elaboration: relating to celebrations, holidays, festivals, and other events (e.g., Le Tour de France, la St-Jean Baptiste, Noël, le Mardi gras, le poisson d'avril) |
|
| Content |
Francophone communities |
Core French Introductory 11 |
No CCG |
| Keyword: Francophone communities |
Elaboration: communities across Canada, such as les Acadiens, les Franco-Albertains, les Franco-Colombiens, les Fransaskois, les Québécois; Métis communities in Baie St. Paul, MB, Fort Nelson, BC, and Île-à-la-Crosse, SKcommunities in countries around the world, such as Belgium, France, Haiti, Morocco, Republic of Côte d'Ivoire, Senegal, Switzerland, Vietnamcould include information about celebrations, festivals, food, geography, history, population, territory, traditions |
|
| Content |
common elements of stories |
Core French Introductory 11 |
No CCG |
| Keyword: common elements of stories |
Elaboration: for example, place, characters, setting, plot, problem and resolution |
|
| Content |
common, high-frequency vocabulary and sentence structures for communication in past, present, and future time frames:- various types of questions
- greetings and introductions
- basic information about, descriptions of, and interests of self and others
- degrees of and reasons for likes, dislikes, and preferences
- descriptions of items, places, and events
- descriptions of emotions and physical states
- simple needs
- sequences of events
|
Core French Introductory 11 |
No CCG |
| Keyword: past, present, and future |
Elaboration: Sentences change according to when events occur (i.e., a change in time frame requires a change in wording); for example, J'ai étudié pour mon test hier soir; Elles ne sont pas à l'école aujourd'hui; Nous allons regarder un film demain. |
| Keyword: questions |
Elaboration: intonated questions (e.g., Tu as faim?)Est-ce que questions (e.g., Est-ce que tu as faim?)inversion questions (e.g., As-tu faim?)questions using different interrogative words, (e.g., Comment…?; Où…?; Pourquoi…?) |
| Keyword: greetings and introductions |
Elaboration: common expressions used in greetings, salutations, and getting to know others (e.g., Bonjour; Bon après-midi; Bonsoir; Comment ça va?; Quel est ton nom?; Quel est ton numéro de téléphone?; À plus tard; Bonne journée!; Bonne fin de semaine!) |
| Keyword: basic information |
Elaboration: common expressions used to share information about one another (e.g., Comment vas-tu?; Quel âge as-tu?; Je m'appelle…; J'ai __ ans; Mon anniversaire est ...; J'ai un frère et une sœur; J'habite à Prince George; Je suis artistique; Je parle deux langues) |
| Keyword: likes, dislikes, and preferences |
Elaboration: for example, J'aime…parce que…; J'adore…mais je préfère…; Puisque je n'aime pas les tomates, je déteste manger les spaghettis |
| Keyword: emotions and physical states |
Elaboration: for example, Je suis triste parce que…; Je suis excité puisque…; J'ai envie de jouer au soccer, Je suis occupé avec…, J'ai mal à la tête; J'ai mal au dos |
| Keyword: sequences |
Elaboration: using words that indicate sequence (e.g., premièrement, deuxièmement, après, ensuite, troisièmement, finalement) |
|
| Content |
gender and number |
Core French Introductory 11 |
No CCG |
| Keyword: gender and number |
Elaboration: introduction to:masculine and feminine forms of words (gender) (e.g., chanteur versus chanteuse, acteur versus actrice, the determiners le, la, un, une)singular and plural forms of words (number) (e.g., livre versus livres, animal versus animaux, the determiners un/une versus des and le/la versus les) |
|
| Content |
French alphabet, phonemes, and letter patterns |
Core French Introductory 11 |
No CCG |
| Keyword: phonemes |
Elaboration: individual sounds for consonants and vowels, including diphthongs (e.g., au, eu, oi, ou, ui) and nasal vowels (e.g., an, ain, en, im, on, un)distinguishing similar phonemes (e.g., u versus ou, e versus eu, s versus z) |
| Keyword: letter patterns |
Elaboration: such as groupings of letters that make the same sound (e.g., au, aux, eau, ô, os) rhyming words, and letter patterns that have consistent pronunciations (e.g., ai, -ille, -ment, -tion) |
|
| Curricular Competency |
Explore the importance of story in personal, family, and community identity |
Core French Introductory 11 |
Personal and social awareness |
| Keyword: importance of story |
Elaboration: Stories are an important way to seek and impart knowledge, beliefs, customs, perspectives, traditions, values, and worldviews. In doing so, they can share history and strengthen a sense of identity. |
|
| Curricular Competency |
Explore the lives and contributions of Francophone Canadians |
Core French Introductory 11 |
Personal and social awareness |
|