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French as a Second Language – Senior High School Courses

French 13 (Beginning 1/2)

COMPONENTS	French 13 (Beginning French 1/2)
	Based on their life experiences, learners will be able to, depending on the field of experience:
Experience/	engage in various language experiences in the following fields: school people around us weather holidays and celebrations food clothing and other fields that relate to their needs and interests;
Communication	understand the meaning of a series of simple oral or written statements using basic vocabulary and commonly used sentences; express their communicative intent by producing, orally or in writing, simple and/or commonly used messages containing one or two statements in a structured context, based on the communicative task;
Culture	identify concrete facts that reveal the presence of francophone individuals and groups at the local and provincial/regional levels;
Language	understand the sound-symbol system, vocabulary and word order appropriate to simple oral or written messages in the present tense; use, orally and in writing, the sound-symbol system related to vocabulary appropriate to the field of experience while respecting word order in the present tense and using the following linguistic elements: gender the plural of nouns definite and indefinite articles verbs such as avoir, être, faire and aller in the present tense (using the appropriate personal pronoun) negative and affirmative sentences expressions with avoir and faire (J’ai dix ans. Il fait froid.) prepositions of place commonly used sentences cohesive elements at the word level (word connectors such as: et, parce que…) commonly asked questions qualifying adjectives the imperative form (singular) possessive adjectives (mon, ma, mes, ton, ta, tes, son, sa, ses) -ER verbs in the present tense, using the appropriate personal pronoun the questions: qu’est-ce que…?, qui…?, quand est-ce que…?, où est-ce que…?, quel…? the partitive
General Language Education	identify known words, cognates, or the meaning of words by their roots in oral and written communications (cognitive); associate, orally and in writing, words or expressions to gestures or illustrations (cognitive); articulate and respond voluntarily to a statement or to aspects of verbal or non-verbal communication (socio-affective); identify, orally and in writing, with the teacher’s assistance, key words needed to follow directions concerning a task (metacognitive).