BAA [ Introductory French 11
District Name: Chilliwack
District Number: 33
Developed by: Kevin Sigaty
Date Developed: December 2009/January 2010
School Name: Chilliwack Secondary School
Principal’s Name: Rick Jones
Board/Authority Approval Date:
Board/Authority Signature:
Course Name: Introductory French
Grade Level of Course: secondary grades
Number of Course Credits: 4
Number of Hours of Instruction: 120
Prerequisite(s): None
Special Training, Facilities or Equipment Required: Knowledge of French
Course Synopsis:
Introductory French is designed for students who may not have taken French in Middle School. Successful
completion of this course should provide students with a level of competence that will allow them to successfully
communicate in French, learn basic grammatical structures and common vocabulary. There will also be
opportunities throughout the course for students to learn about the values and customs of French speaking people.
This course is valuable for anyone wishing to travel to French speaking regions or work in French environments.
Introductory French is a four credit Grade 11 course and will allow students to proceed into either French 10 or
French 11.
Rationale:
This course is intended to provide an entry point into the French program for students in a 10-12 secondary school.
Given the large number of elective courses offered in the middle school grades, students who might be interested in
French often choose not to at the middle grades. Without an entry point at the secondary level, not taking French
closes that door for them. With Introductory French as an option at the secondary level, students have an opportunity
to entre the French program.
BAA [ Course Name and Grade Level ] Framework
1
Organizational Structure
TERM 1/Level A1.1Level A1.1 Overview
Students identify strategies used in their study of English Language Arts and learn to transfer these strategies to help
them in their learning and understanding of French. At this level, writing consists of information produced in words
and simple sentences that may be supported with pictorial representations. Listening and speaking skills are aided by
exposure to simple French songs, rhymes, and simple texts. Students are encouraged to respond through drawing,
acting, singing, dancing, and using simple language. Students participate in a variety of cultural experiences based
on their own heritage as well as Francophone culture in Canada and show their understanding in graphic and visual
forms, with some commentary in English.
Culture and the Curriculum
Every language and its culture are intertwined. Language use requires an understanding of the cultural context in
which the communication takes place, but at this level student exposure to culture occurs primarily by means of
topics chosen by the teacher to support the language learning. In most classrooms, for example, classroom
vocabulary and appropriate linguistic structures will be taught early on to enable students to function in French.
Such a choice enables students to understand from the beginning of their language study that French can be used to
perform real-life tasks and to get things done.
Possible Level A1.1 Cultural Topics
• Canada’s official languages
• Major French-speaking areas in Canada
• French-speaking populations and culture in BC
• School life in French-speaking regions
• French songs and national anthem
• Formal and informal forms of address and greetings (e.g., shaking hands, kissing on both cheeks,
body language)
Possible Idiomatic Usage
• Number patterns (e.g., dix-sept, dix-huit, dix-neuf, vingt et un, vingt-deux, trente et un, trente-deux)
• Use of the 24-hour clock
• Calendar – Monday is the first day of the week; days of the week and months of the year are not
capitalized
• Accented and silent letters, rhythm, and emphasis
• Use of the verb avoir for age (e.g., J’ai dix ans.)
• Interjectory expressions (e.g., Et toi? Tu blagues! Tiens!)
Level A1.1 Language-learning Strategies
Language-learning strategies support communication in the multiple skills of language learning. Students are
encouraged to develop a repertoire of cumulative strategies to support their learning.
• Recognize cognates
• Use visual aids, actions, lists, and graphic organizers
• Use visual and context clues to guess meaning
• Use repetition, alone or with others, to practice and reinforce new language
• Record ideas or expressions with visual images and symbols
• Derive meaning by listening attentively to key ideas and participating fully in activities
• Use formulaic phrases, including greetings and expressions of politeness
• Actively seek help by asking for clarification and repetition
• Connect new topics to personal experience
• Develop word bank of useful expressions to aid in more spontaneous communication
BAA [ Course Name and Grade Level ] Framework
2
Listening Comprehension
Overall goal: Learners can follow speech that is very slow and carefully articulated, with long pauses to assist in
recognition.
Learners can:
Prescribed Learning Outcomes
Identify the sounds of letters in context
Understand basic greetings, farewells, and expressions of
politeness
Recognize the numbers 0 to 31 in context
Recognize common colours
Recognize basic introductory expressions and useful
conversation conventions
Recognize expressions of time such as days of the week,
months, and dates
Recognize familiar words and phrases
about oneself, family, and friends,
including name, age, family members,
pets, and friends
Recognize town or city of residence and
nationality/country of origin
Recognize and understand words and
expressions related to basic
information statements and interests
Recognize basic classroom vocabulary
and follow instructions
Recognize short sentences about events in present time
Illustrative Examples
Recognition of alphabet through games, email addresses,
spelling of student names, and other listening
activities
Recognition of greetings and farewells (e.g., Bonjour,
Salut, Comment ça va? Au revoir) and expressions of
politeness (e.g., merci, s’il vous plaît/s’il te plaît,
monsieur, madame, mademoiselle)
Recognition of the numbers 0 to 31 in simple contexts
such as page numbers, counting, and dates
Recognition of basic colours (e.g., rouge, bleu, vert,
jaune) through songs, games, and other listening
activities
Recognition of basic introductory expressions and
conversation conventions through the question and
response structure (e.g., Comment t’appelles-tu? Je
m’appelle ___. Bonjour, comment ça va? Ça va bien,
merci. Au revoir. À bientôt.)
Recognition of days of the week, months of the year, and
dates through listening activities such as calendar
time, songs, rhymes, and telephone messages
Recognition of familiar words and phrases about oneself,
family, friends, and pets (e.g., Je m’appelle ___.
J’ai douze ans. J’ai un frère/une soeur. J’ai un chien/un
chat/un cheval/un hamster. Voici mon amie Jackie.
Elle....)
Recognition of town/city of residence and
nationality/country of origin (e.g., J’habite à
Vancouver/Fernie. Je suis du Canada/des États-Unis/de
la Chine/d’Indie/Korea.)
Recognition of basic information statements and
interests, such as places, school, and shopping activities
(e.g., Phillipe étudie à la bibliothèque. Madame Lebrun
mange au restaurant. Je suis dans la classe de M.
Desjardins. Il y a quatre personnes dans ma famille. Mes
amis aiment le magasin H&M. J’aime beaucoup la
musique rock.)
Recognition of classroom vocabulary and demonstration
of the ability to follow instructions (e.g., Le stylo, le
crayon, l’agrafeuse. Tournez à la page __.
Ouvrez/Fermez vos livres. Asseyez-vous s’il vous plaît.
Attention toute la classe. Est-ce que tu as de la colle?)
Recognition of short sentences about events in present
time (e.g., Aujourd’hui, c’est lundi. Qu’est-ce que tu fais
maintenant? Je fais mes devoirs, je regarde la télé.)
Reading Comprehension
BAA [ Course Name and Grade Level ] Framework
3
Overall goal: Learners can understand very short, simple texts, with teacher support as required.
Learners can:
Prescribed Learning Outcomes
Recognize and understand familiar words and phrases,
supported by visuals
Illustrative Examples
Identification of targeted information such as months,
days of the week, places, numbers, and colours on
signs, notices, posters, ads, and calendars (e.g.,
L’adresse du restaurant est 25 rue Legrand. La date
aujourd’hui c’est le trois novembre.)
Understand simple messages found in a variety of texts
Location of basic information in simple texts such as a
message, email, form, or poster dealing with
greetings, location, time, date, teacher comments, and
personal information (e.g., Mon frère a douze ans et
sa fête est en septembre. Mon ami aime la ville de
Montréal! Très bien! Formidable! Bon travail!
Attention à l’orthographe.)
Follow brief and simple directions to complete a task
Understanding of simple written directions (e.g., Écris
ton nom/Écrivez votre nom.)
Spoken Interaction
BAA [ Course Name and Grade Level ] Framework
4
Overall goal: Learners can interact in simple ways by using memorized questions and answers. Learners begin to
use the techniques of repetition, rephrasing, and repair.
P
Learners can:
Prescribed Learning Outcomes
Greet, say farewell, thank people, and respond
appropriately
Illustrative Examples
Recognition of and response to greetings using
simple salutations (e.g., Bonjour, monsieur. Salut,
Josée. Au revoir, à la prochaine); recognition and
use of simple courtesy words (e.g., merci, s’il vous
plaît, s’il te plaît)
Communicate personal information using numbers 0
to 31 in context
Use of numbers from 0 to 31 to share information
(e.g., J’ai onze ans. Mon numéro de téléphone est
250-321-5678. J’habite au/le 29-12e avenue, rue
Main. Il y a 12 filles et 13 garçons dans la classe.
Combien coûte un bonbon? C’est 10 cents. Cinq et
six font onze. J’ai treize ans. Mon anniversaire est le
21 mars.)
Introduce self and respond to introductions and
common personal questions
Recognition of and response to introductions and
questions (e.g., Je m’appelle ___, et toi/vous?
Comment ça va? Ça va bien, merci. Comment allezvous? Où est-ce que tu habites? J’habite rue
Montréal, et toi? Moi, j’habite rue Douglas. Quel
âge est-ce que tu as?/Quel âge as-tu? J’ai douze
ans, et toi? Moi, j’ai quatorze ans.)
Communicate using expressions of time, including
days of the week, months, dates, and hours
Use of numbers, days, and months (e.g.,
Aujourd’hui, c’est le mardi dix-huit septembre.
Quelle heure est-il? Il est six heures et quart.)
Use of basic repertoire of phrases, expressions, and
vocabulary to support description of one’s family
(e.g., Dans ma famille, il y a cinq personnes: mes
parents, deux frères, et une soeur. J’ai un chien
aussi. Ma famille aime le hockey.)
Share information about one’s family, including
name, age, family members, pets, and hobbies
Interact using memorized language
about the classroom and classroom/ school routines
Retrieval from memory and interaction using
phrases, questions, and support vocabulary to help
negotiate the classroom experience (e.g., Quelle est
la page? Est-ce que je peux aller aux toilettes? Où
est mon crayon? Voici un crayon. Est-ce que tu as
un stylo/As-tu un stylo? Ferme la porte. )
Use strategic language to support lack of vocabulary
and request clarification
Retrieval from memory and use of basic repertoire
of phrases, and facial and body language to ask for
clarification, vocabulary support, or assistance (e.g.,
Comment dit-on... en français? Je ne comprends
pas. Répétez, s.v.p. Répète, s’il te plaît. Pouvez-vous
m’aider?)
Ask and respond to simple everyday questions
Requesting of and responding to simple questions
(e.g., Quel temps fait-il? Il fait beau. Est-ce que tu
aimes le baseball? Non, je préfère le football.)
Written Production
BAA [ Course Name and Grade Level ] Framework
5
Overall goal: Learners can ask for or give personal details in written form.
Learners can:
Prescribed Learning Outcomes
Label pictures accurately, using familiar vocabulary
Illustrative Examples
Accurate labelling of pictures (e.g., label classroom
or other known everyday objects such as
neighbourhood places on a map, picture captions)
Complete simple forms with personal details such as
name, date of birth, nationality/country of origin,
and address
Filling out a basic form such as school ID (Nom de
famille, Prénom, Nationalité/pays d’origine, Date de
naissance, Adresse, Numéro de téléphone) or
completing a simple survey (e.g., Est-ce que tu
manges du chocolat? Oui/ Rarement/Non)
Produce short phrases retrieved from memory about
oneself or other people and their daily life,
acknowledging the use of accents
Use of learned phrases to write greetings on a card
or postcard (e.g., Bon Anniversaire/Bonne Fête,
Joyeux Nöel. Il fait beau ici. Je marche beaucoup, je
mange au restaurant, et je visite les parcs. J’aime
ça.)
Production of lists using known vocabulary (e.g.,
grocery list, list of school supplies)
Produce personal lists using known vocabulary
Use appropriate writing conventions such spelling,
accents, and capitalization when producing texts
Recognition and use of appropriate writing
conventions when copying texts (e.g., C’est
mercredi. C’est le six janvier. Il y a vingt élèves
dans la salle de classe.)
TERM 2/Level A1.2 Level A1.2 Overview
BAA [ Course Name and Grade Level ] Framework
6
Curriculum Organizers, Prescribed Learning Outcomes and Illustrative Examples
Level A1.2 Context
The emphasis at this level is on continuing to help students develop positive attitudes to learning and using French.
Interactions with partners and small groups are more frequent. Guided conversation helps students to express their
ideas and when working with internalized language, students can begin to connect ideas to form short interactions or
complete messages. Students are encouraged to take risks as they use previously learned structures and demonstrate
their learning orally and by means of visual representation. Listening and speaking skills continue to be reinforced
by exposure to simple French songs, rhymes, and texts. Students are encouraged to respond through drawing, acting,
singing, dancing, and using basic language.
Students can recognize familiar language in written texts and can sometimes use their growing range of strategies to
make educated guesses at the meaning of new expressions. Students explore and experience the Francophone
presence, both historical and current, in various French-speaking regions, including British Columbia and Canada,
and show understanding in a variety of graphic and visual ways, with some commentary in simple French.
Culture and the Curriculum
Every language and its culture are intertwined. Language use requires an understanding of the cultural context in
which the communication takes place. At this level student exposure to culture occurs primarily by means of topics
chosen by the teacher to support language learning, based on student interest. Students at this language level will be
interested in what students their age in French-speaking countries are like. The desire to visit a French-speaking
region begins to develop and encourages the learning of vocabulary and structures.
Possible Level A1.2 Cultural Topics
• Benefits of knowing more than one language
• French in students’ daily lives (e.g., signs, labels, radio, television, newspapers, magazines, comics such
as Tintin, books such as Babar)
• Sports and leisure in French-speaking regions
• French-language pop music
• Celebrations and customs of French-speaking cultures
Possible Idiomatic Usage
• Number patterns (e.g., quarante, quarante et un, quarantedeux, cinquante, soixante, soixante-dix, quatrevingts, quatre-vingt- un, quatre-vingt-dix, quatre-vingt-onze, cent, mille)
• Nouns are masculine or feminine
• Adjectives – use of masculine or feminine agreement
• Possession (e.g., mon, ma, mes. C’est le chien de mon cousin. C’est à toi? Use of faire for weather (e.g.,
Quel temps fait-il?)
• Use of avoir for hunger/thirst/pain (e.g., J’ai faim/J’ai soif/J’ai mal au dos.)
• Use of venir de for recent past (e.g., Je viens de manger.)
• Intonation, stress, and rhythm for emphasis and meaning
• Interjectory expressions (e.g, c’est dommage, c’est bien, je suis désolé, vraiment, c’est vrai, quoi de neuf)
Level A1.2 Language-learning Strategies
Language-learning strategies support communication in the multiple skills of language learning. Students are
encouraged to develop a repertoire of cumulative strategies to support their learning.
• Use prior knowledge of a topic to predict meaning
• Recognize known French words and cognates in new contexts
• Ask for specific words in French, if necessary, while continuing communication
• Listen to and practise pronunciation of the written word
• Group new items into categories that are personally meaningful
• Self-evaluate progress by comparison with earlier performance or against personal goals
• Continue to develop word bank of useful expressions to aid in more spontaneous communication
BAA [ Course Name and Grade Level ] Framework
7
Listening Comprehension
Overall goal: Learners can follow speech that is very slow and carefully articulated, with long pauses to assist in
recognition.
Prescribed Learning Outcomes Illustrative Examples
Learners can:
Prescribed Learning Outcomes
Illustrative Examples
Recognize numbers from 32 to 100, multiples
Recognition of numbers from 32 to 100, multiples
from 100 to 1000, and the structure of ordinals
from 100 to 1000, and basic ordinal structure
(e.g., premier, première, deuxième, troisième) in
contexts and situations involving time, money,
dates, scores, and page numbers
Recognize formal and informal forms of address
and the relationships between people, including
immediate and extended family
Recognition of the difference between familiar
and formal forms of address (e.g., et toi/vous?
tu/vous, lève-toi/levez-vous, assieds-toi/asseyezvous) and recognition of immediate and extended
family relationships (e.g., mère, père, frère, soeur,
grand-père, grand-mère, oncle, tante, cousin,
cousine, nièce, neveu, beau-père, belle- mère,
beau-frère, belle-soeur)
Recognize basic ways to denote ownership
Recognition of simple terms of relationship and
ownership (e.g, mon père, ma mère, ma soeur,
mon frère; C’est le livre de Marie. C’est à toi?)
Recognize basic phrases that provide information
about likes and dislikes
Recognition of simple questions about likes and
dislikes (e.g., Est-ce que tu aimes le soccer? Non,
je n’aime pas le soccer, je préfère jouer au
hockey. Est-ce que tu aimes le chocolat? Oui,
j’adore le chocolat.)
Recognize basic phrases that provide information
about time of day, weather, and seasons
Recognition of basic phrases about time, weather,
and seasons (e.g., Quelle heure est-il? Il est neuf
heures. Quelle temps fait-il? Il fait beau, il fait
mauvais, il pleut, il neige. Il neige en hiver; il fait
beau en été, il pleut au printemps à Vancouver.)
Recognize basic phrases that provide
information about physical characteristics,
personality, and feelings
Recognition of basic phrases about physical
characteristics, personality, and feelings (e.g., je
suis grand(e), elle est petite, il est drôle, elle est
géniale, il est heureux, elle est triste, je me sens
triste, es-tu content? Tu te sens bien? Tu te sens
heureux?)
Recognize basic phrases that denote position
Recognition of basic position words (e.g., La
règle est dans mon sac. Le livre est sur la table.
Marie est avec Julie.)
Understand familiar requests and instructions
Recognition of familiar requests and instructions
(e.g., Fermez la porte. Prenez vos livres, viens
jouer avec moi! Est-ce que tu as un crayon?
Attends!)
Understand and respond to basic everyday needs
Recognition and demonstration of understanding
of everyday needs (e.g., J’ai besoin d’un stylo.
Est-ce que je peux emprunter / avoir ton stylo?)
BAA [ Course Name and Grade Level ] Framework
8
Understand short sentences about events that take
place in the present, the immediate future, and the
immediate past, qualified by appropriate time
expressions
Understanding of short sentences about events in
the present and near future (e.g., Qu’est-ce que tu
vas faire demain? Je vais au parc demain. La
semaine prochaine, je vais visiter Québec pour le
Carnaval. Je viens de manger. Hier, j’ai écouté la
nouvelles DC.)
Recognize words that describe actions
Recognition of adverbs of manner (e.g., Il parle
vite. Elle marche lentement. L’avion descend
rapidement.)
Understand short, clear messages and
announcements
Recognition of clear, simple messages and
announcements, such as weather reports,
descriptions, and introductions (e.g., Bouclez vos
ceintures, s.v.p. Aujourd’hui c’est le club de
danse. Demain c’est l’équipe de basketball.
Aujourd’hui il neige et demain il va pleuvoir. Je
présente mon amie, Julie.)
Recognize the gist of new or less familiar phrases
and sentences in the present, immediate past, or
near future
Understanding of the main idea of a short
conversation or short presentation (e.g., Je viens
de manger. Je vais faire mes devoirs/la tâche
finale de sciences humaines.)
BAA [ Course Name and Grade Level ] Framework
9
Reading Comprehension
Overall goal: Learners can understand very short, simple texts a single phrase at a time, picking up familiar names,
words, and basic phrases and rereading as necessary.
Learners can:
Prescribed Learning Outcomes
Understand specific, predictable information in
simple texts
Illustrative Examples
Identification of textual information (e.g., simple
food items, times of movies, channels, types of
shows, on signs, menus, posters, ads, timetables,
calendars, TV listings, telephone book, store signs,
catalogues)
Understand short, simple messages
Understanding of short, simple messages, such as in
an email (e.g., J’adore cette ville! Il fait toujours
beau et les plages sont belles. Ce soir je vais au
concert de rock. J’aime beaucoup le groupe____. La
musique est formidable.)
Follow short, simple written instructions
Understanding of short, written instructions to
complete a task (e.g., Écris ton nom, cherche le mot
en rouge à la page 5. Viens au centre d’achats avec
moi cet après-midi.)
Understand the gist of slightly more complex or less
familiar written phrases and sentences
Understanding of the general idea of slightly more
complex or less familiar written phrases and
sentences (e.g., C’est génial! C’est moche! J’ai un
rendez-vous avec mes amis. Appelle-moi bientôt.)
Spoken Interaction
Overall goal: Learners can interact in simple ways, initiating and responding to simple statements about familiar
topics. Communication requires repetition at a slower rate of speech, rephrasing, and repair.
Learners can:
Prescribed Learning Outcomes
Communicate using numbers from 32 to 100 and
ordinal numbers
Use appropriate terms to describe immediate and
extended family relationships
Use formal and informal forms of address,
accompanied by appropriate sociocultural
conventions
Use basic terms to express ownership
BAA [ Course Name and Grade Level ] Framework
Illustrative Examples
Use of numbers in contextual situations involving
time, money, dates, scores, and page numbers (e.g.,
Combien coûte ces jeans? À quelle heure est le film?
Tournez à la page 156. Qui gagne la partie de
hockey. Quels sont les points? Marie est la
deuxième fille dans ma famille.)
Use of appropriate terms to describe one’s family
(e.g., J’aime bien ma tante Lucie. Combien de
cousins as-tu?/ Combien de cousins est-ce que tu
as?)
Recognition of the difference between familiar and
formal forms of address and appropriate use of the
convention (e.g., tu/vous)
Use of simple question/response patterns to express
ownership (e.g., À qui est le crayon? C’est mon
crayon. C’est à toi? C’est le livre de Jamal? Oui,
c’est à lui. Voici ma collection de photos.)
10
Exchange simple information about likes, dislikes,
and needs
Express basic agreement or disagreement and
support with reasons
Exchange simple information about time of day,
weather, and seasons
Exchange simple information about physical and
personality characteristics
Communicate feelings with supporting simple
reasons and respond with basic expressions of
empathy
Suggest and respond to simple everyday plans in the
present or immediate future
Exchange information about the recent past
Use communication strategies to initiate and sustain
interaction
BAA [ Course Name and Grade Level ] Framework
Use of simple question/response patterns to express
likes, dislikes, and needs (e.g., J’aime les oranges
mais je n’aime pas les bananes parce qu’elles sont
dégoûtantes. Est-ce que tu as faim?/As-tu faim?
Non, mais j’ai vraiment soif. J’ai besoin d’eau.)
Use of simple phrases of agreement and
disagreement retrieved from memory to extend
conversations (e.g., Je ne suis pas d’accord parce
que j’aime les films d’action. À mon avis, c’est un
livre très intéressant.)
Use of simple question/response patterns to
exchange information about time, weather, and
seasons (e.g., Qu’est-ce que tu aimes faire en hiver?
Quelle heure est-il? Il est sept heures. Quel temps
fait-il? Il neige aujourd’hui. Qu’est-ce que tu aimes
faire en hiver? En hiver, j’aime faire du ski.)
Use of simple question/response patterns to
exchange information about people (e.g., Comment
est ton frère? Il est grand. Et ta soeur? Elle est
petite. Comment est mon ami Pierre? Il est drôle.)
Use of familiar vocabulary and sentence patterns
retrieved from memory to express feelings such as
happiness and expressions of empathy (e.g.,
Comment vas-tu? Ça va mal. Comment es-tu? Je
suis triste. Pourquoi es-tu triste? Je suis triste, parce
que mon copain n’est pas ici. Comment est-ce que tu
te sens?/Comment te sens-tu? Je me sens _____.
C’est dommage./C’est bien./Je suis désolé.)
Use of familiar vocabulary and sentence patterns
retrieved from memory to express present and future
plans (e.g., Est-ce que tu veux aller au
cinéma?/Veux-tu aller au cinéma? Oui je veux bien.)
Use of familiar vocabulary and sentence patterns
retrieved from memory to ask questions and respond
to events in the recent past (e.g., As-tu faim? Non, je
viens de manger. Je viens d’aller au parc. Pourquoi
est-ce que tu es en retard?/Pourquoi es-tu en
retard? Je suis en retard parce que je viens de finir
mon test d’anglais.)
Use of strategic language such as conversation
sustainers or reactive expressions and empathetic
words and phrases (e.g., quoi de neuf, bon, bien,
quel dommage, tiens, vraiment)
11
Spoken Production
Overall goal: Learners can produce simple sentences about themselves, places, and familiar topics.
Learners can:
Prescribed Learning Outcomes
Illustrative Examples
Use simple phrases and sentences with or without
support to describe family, friends, school, and
interests
Use of familiar vocabulary and sentence patterns in
simple presentation format, to describe family,
friends, school, and interests (e.g., Mon amie,
Marie, est très sportive. Elle fait du patinage
artistique et aussi elle joue au volleyball, au
basketball, et au tennis. Elle aime aussi regarder les
sports à la télé.)
Give simple presentations
Presentation of simple, rehearsed plays/skits,
poems, songs, or informational materials
Use comprehensible pronunciation, intonation,
stress, and rhythm of words, phrases, and sentences
for emphasis and to support meaning
Use of French pronunciation, intonation, stress, and
rhythm of words when reading aloud or presenting
very short rehearsed statements
Written Production
Overall goal: Learners can produce familiar words and short phrases (e.g., simple signs or instruction, names of
everyday objects, and set phrases used regularly). Learners can spell their address, nationality, and other personal
details.
Learners can:
Prescribed Learning Outcomes
Illustrative Examples
Write short simple lists and messages, respecting
accents and punctuation conventions
Preparation of lists or notes (e.g., camping list, school
schedule, homework, likes/dislikes, hobbies) or
telephone messages (e.g., Téléphone Marie à 250-3752091. Rendez-vous chez le dentiste le jeudi, 14 janvier
à 2 heures.)
Write a short personal letter with modelled support
Use of formulaic conventions of a friendly letter
(greetings and salutations) with a personal message
such as writing to a friend about a trip (e.g., Salut
Louise! Je suis maintenant à Montréal. Quelle ville
merveilleuse. Demain, je vais à la ville de Québec!
Amicalement, Denise.)
BAA [ Course Name and Grade Level ] Framework
12
Instructional Component:
The governing pedagogical philosophy behind Introductory French will be the Communicative-Experiential
Approach, in which the focus of learning is the purposeful use of language to perform real-life tasks through
listening, speaking, reading, and writing while being aware of what is culturally and linguistically appropriate. This
approach is guided by an educational philosophy that includes the following principles:
• language learning should emulate authentic language use, to the greatest degree possible
• the goal of language learning is performance with the language rather than knowledge about the language
• language learning is not additively sequential but recursive and paced differently at various stages of acquisition
• language develops in a series of approximations toward native speaker-like norms
• language learning is not the accumulation of perfectly mastered elements of grammar and vocabulary; thus, learner
errors are to be expected
• language proficiency involves both comprehension and production; comprehension abilities tend to precede and
exceed productive abilities
• language is inextricably bound to culture; language use requires an understanding of the cultural context in which
communication takes place
• language learning is complex; instruction takes into account individual learning styles and rates, and also attends to
teaching process strategies for successful learning
• the ability to perform with language is facilitated when students actively engage in meaningful, authentic, and
purposeful languagelearning tasks
• assessment reflects instructional goals and is based on performance;
• technology and textbook materials play support roles for language learning goals; they should not determine the
curriculum.
Assessment Component:
Assessment of learning, as reflected on students’ report cards, will be based on the five overall goal statements for
each proficiency level. Student performance will be reported to parents, consistent with the Student Progress Report
Order and the Provincial Letter Grades Order. Proficiency meeting individual learning outcomes will be documented
in anecdotal comments on report cards as well.
Since language is acquired in a spiraling and recursive process, students will be in an environment where risk-taking
is nurtured and errors are viewed as a natural and informative part of language development. Assessment for
Learning will be used extensively used as grow in language fluency requires constant, specific, and immediate
feedback. When students understand the role of errors, they are able to make confident decisions about when to take
risks and when to edit for accuracy. Assessment as Learning will factor in as well, given that the constant interaction
among students in a language classroom lends itself extremely well to Peer and Self-Assessment. All assessment
will reflect the Prescribed Learning Outcomes and the Common European Framework of Reference for Languages
(CEFR) as students learning is moved forward along the continuum; setting goals and reaching milestones of
language proficiency.
Learning Resources:
a) Horizons (Thompson-Heinle)
b) Varied printed, internet, video sources.
Additional Information: The curriculum of Introductory French is consistent with the Common European
Framework of Reference for Languages (CEFR) and level A1 of the Additional Languages Draft Curriculum
(2010).
BAA [ Course Name and Grade Level ] Framework
13