| Content |
a Francophone cultural festival or celebration in Canada |
Core French 6 |
No CCG |
| Keyword: Francophone cultural festival or celebration |
Elaboration: for example, le Carnaval de Québec, le Festival Acadien de Caraquet, le Festival de la francophonie de Victoria, le Festival du Voyageur, le Festival du Bois, Métis Festcould include information about activities, clothing, dance, decorations, First Peoples regalia, food, music, parades, sports |
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| Content |
communities where French is spoken across Canada |
Core French 6 |
No CCG |
| Keyword: communities where French is spoken |
Elaboration: for example, 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, SKcould include information about celebrations, festivals, food, geography, history, population, territory, traditions |
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| Content |
common, high-frequency vocabulary and sentence structures for communicating meaning:- common questions
- descriptions of people and items
- hobbies and topics of interest
- reasons for likes, dislikes, and preferences
- common emotions and physical states
- basic information about events
- cultural aspects of communities
|
Core French 6 |
No CCG |
| Keyword: questions |
Elaboration: for example, Est-ce que…?; Où…?; Quand…?; Quel…?; Qu’est-ce que…?; Qui…? |
| Keyword: descriptions |
Elaboration: describing, for example, family, pets, friends, community members; objects in the classroom or in their backpack, desk, locker, home (e.g., Il/Elle/On est…; Il/Elle/On a…; Il/Elle/On aime…) |
| Keyword: hobbies and topics of interest |
Elaboration: for example, Je joue au/à la…; J’aime… |
| Keyword: likes, dislikes, and preferences |
Elaboration: for example, J’aime…parce que…; J’adore…parce que…; Je n’aime pas…parce que…; Je déteste…parce que…; Je préfère…parce que… |
| Keyword: emotions and physical states |
Elaboration: for example, Je suis triste; Je suis contente; J’ai mal à la tête; J’ai mal au dos |
| Keyword: events |
Elaboration: for example, in the form of posters or invitations, including information such as what the event is and where and when it will take place |
| Keyword: cultural aspects |
Elaboration: for example, activities, celebrations, clothing, First Peoples regalia, festivals, food, land, music, practices, protocol, traditions |
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| Content |
French letter patterns |
Core French 6 |
No CCG |
| 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) |
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| Content |
French phonemes |
Core French 6 |
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) |
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| Curricular Competency |
Explore a Francophone cultural festival or celebration in Canada |
Core French 6 |
Personal and social awareness |
|
| Curricular Competency |
Explore connections between First Peoples communities and the French language |
Core French 6 |
Personal and social awareness |
| Keyword: First Peoples communities and the French language |
Elaboration: for example, First Nations, Métis, and Inuit communities in Canada where French is spoken (e.g., Huron Wendake Nation, Innu Nation, Micmac Nation, and Mohawk Nation in Quebec; Métis communities in Baie St. Paul, MB, Fort Nelson, BC, and Île-à-la-Crosse, SK) |
|
| Curricular Competency |
Explore Francophone communities across Canada |
Core French 6 |
Personal and social awareness |
|
| Curricular Competency |
Express themselves and comprehend others through various modes of presentation |
Core French 6 |
Thinking and communicating |
| Keyword: modes of presentation |
Elaboration: making use of those best suited to their own and others’ diverse abilities (e.g., digital, visual, and verbal modes; students may make use of aids such as charts, graphics, illustrations, music, organizers, photographs, tables, and videos) |
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| Curricular Competency |
Exchange ideas and information using complete sentences, both orally and in writing |
Core French 6 |
Thinking and communicating |
|
| Curricular Competency |
Respond to questions, simple commands, and instructions |
Core French 6 |
Thinking and communicating |
|
| Curricular Competency |
Recognize the relationships between intonation and meaning |
Core French 6 |
Thinking and communicating |
| Keyword: intonation and meaning |
Elaboration: for example, recognizing whether someone is making a statement or asking a question and how it relates to their message; noticing and practising cadence of spoken French |
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| Curricular Competency |
Seek clarification of meaning |
Core French 6 |
Thinking and communicating |
| Keyword: Seek clarification |
Elaboration: using common statements and questions, as well as gestures (e.g., Je ne comprends pas; Répétez, s’il vous plaît; Répète, s’il te plaît; Comment dit-on…?) |
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| Curricular Competency |
Use various strategies to support communication |
Core French 6 |
Thinking and communicating |
| Keyword: strategies to support communication |
Elaboration: include strategies to comprehend and express meaningwill vary depending on the context and the individual studentfor example, interpreting body language; listening to intonation and expression; paraphrasing, reformulating, reiterating, and repeating; substituting words; using cognates, context, images, parts of speech, prior knowledge, reference tools, similar words in first language, and text features |
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| Curricular Competency |
Comprehend simple stories |
Core French 6 |
Thinking and communicating |
| Keyword: Comprehend |
Elaboration: understand key information and events in stories |
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