Grade 10 - French 10-3Y

French as a Second language

C – CONTEXTS FOR LANGUAGE EXPERIENCES Students will understand and express in French, orally or in written form, a variety of messages related to …

A – LANGUAGE SKILLS AND FUNCTIONS* Students will receive, process and/or express in French in familiar contexts, orally or in written form, …

STRATEGIES FOR COMMUNICATION Students will …

R 1 – VOCABULARY Students will, orally or in written form …

STRATEGIES TO SUPPORT VOCABULARY DEVELOPMENT Students will …

R 2 – LANGUAGE STRUCTURES AND DISCOURSE DEVELOPMENT Students will, orally or in written form, …

GENERAL STRATEGIES TO SUPPORT LANGUAGE LEARNING Students will, orally or in written form, …

R 3 – SOCIOCULTURAL INTERACTIONS AND SOCIOLINGUISTIC AWARENESS Students will, orally or in written form, …

GENERAL STRATEGIES TO SUPPORT SOCIOCULTURAL INTERACTIONS AND SOCIOLINGUISTIC AWARENESS Students will, orally or in written form, …

R 4 – CULTURAL KNOWLEDGE Students will, orally or in written form, …

GENERAL STRATEGIES TO SUPPORT ACCESSING AND SHARING INFORMATION Students will, orally or in written form, …

• language experiences in the personal context, including     

• language experiences in the educational context, including   

• language experiences in the public context, including  

• language experiences in the occupational context, including  

• simple, concrete messages using known vocabulary and taught language structures related to personal needs, emotions and perspectives, involving familiar topics (10 A 1)

• simple, concrete messages using known vocabulary and taught language structures in order to form, sustain and/or change interpersonal relations (10 A 2)

• simple, concrete messages using known vocabulary and taught language structures in order to seek, gather, process and impart very basic information on familiar topics (10 A 3)

• simple, concrete messages using known vocabulary and taught language structures, expressed one at a time, to direct, influence and manage their or another’s actions (10 A 4)

• concrete messages using a limited range of known vocabulary and taught language structures for simple aesthetic or imaginative purposes in relation to familiar topics (10 A 5)

identify and develop, with guidance, the use of a variety of listening and reading comprehension strategies to facilitate and enhance understanding in French (10 A 6)

identify and develop, with guidance, the use of a variety of speaking and writing strategies to support the expression of their messages in French (10 A 7)

monitor and reflect on their communicative abilities, with guidance (10 A 8)
 

reflect on their strengths and challenges as language learners, with guidance (10 A 9)

• understand and use taught French words, phrases, expressions and interjections related to familiar contexts and language experiences, in modelled, structured and guided situations (10 R 1.1)

• understand and identify similarities in French and English words in terms of cognates and as a means of developing vocabulary (10 R 1.2a)

• recognize that certain words or expressions cannot be directly translated from French into English and vice versa (10 R 1.2b)

• recognize that French and English are in constant evolution, particularly in regard to words adopted from other languages (10 R 1.2c)

• pronounce familiar words correctly by associating sounds and symbols (10 R 1.3a)

• understand the concept of liaison (10 R 1.3b)

• develop knowledge of sound–symbol correspondences to spell familiar vocabulary correctly (10 R 1.4)

identify and develop, with guidance, strategies to aid in the development of vocabulary (10 R 1.5)

monitor and reflect on their vocabulary development, with guidance (10 R 1.6)

• understand the concept of gender and number in French (10 R 2.1a)  

• understand that there are a variety of determiners in French, i.e., déterminant défini, indéfini, possessif, exclamatif, partitif, contracté (10 R 2.1b)

• understand the concept of agreement between gender of nouns and determiners (10 R 2.1c)

• understand the role of the following determiners and use them in modelled, highlystructured and guided situations:     

• understand the concept of pronoun replacements in French (10 R 2.2a)

• understand that there are a variety of pronouns in French, i.e., pronoms personnels sujets, pronoms compléments indirects, pronoms compléments directs, pronoms relatifs (10 R 2.2b) 

 • understand and use les pronoms personnels sujets : je, tu, il, elle, on, nous, vous, ils, elles in modelled, structured and guided situations (10 R 2.2c)

• understand that de is used to indicate ownership (e.g., C’est le livre de Paul./ Ce sont les travaux des élèves.) (10 R 2.3a)

• use the possessive structure de in modelled, highly-structured and guided situations (10 R 2.3b)

• understand the formulation of questions with intonation, Est-ce que, inversion and les marqueurs interrogatifs : Quel, Qui, Que, Combien, Comment, Quand, Pourquoi, Où (10 R 2.4a)

• ask questions in modelled, structured, guided situations using knowledge of question formations (10 R 2.4b)

• understand the concept of subject and verb agreement in French (10 R 2.5a)

• understand the concept of conjugation patterns in French (10 R 2.5b)

• understand the concept of verb groupings and the corresponding conjugation patterns of regular verbs in the present tense (10 R 2.5c)

• apply knowledge of conjugation patterns in the present tense with frequently-used regular verbs in modelled, guided and highlystructured situations (10 R 2.5d)

• understand that there are irregular verbs in French (10 R 2.5e) 

• apply knowledge of conjugation patterns of irregular verbs in the present tense in modelled, highly-structured and guided situations (10 R 2.5f)

• understand the concept of a conjugated auxiliary verb (e.g., pouvoir, vouloir, devoir, aller, aimer, préférer) + infinitive (10 R 2.5g)

 • apply knowledge of conjugated auxiliary verbs + infinitive in the present tense in modelled, highly-structured and guided situations (10 R 2.5h)

• understand the concept of aller + infinitive (le futur proche) to express an action that is to occur in the immediate future (10 R 2.6a) 

• use knowledge of le futur proche in modelled, highly-structured and guided situations (10 R 2.6b)

• understand and use the verbal expression Je viens de + infinitive to express a recently completed past action in modelled, highlystructured and guided situations (10 R 2.7a)

• understand and use simple commands related to classroom interactions (e.g., Lève-toi! Asseyez-vous! Ouvrez vos cahiers! Prends ton stylo!) and some shopping needs (e.g., Achète cette blouse! Prends ce modèle!) in modelled, highly-structured and guided situations (10 R 2.8a)

• understand the use of expressions such as je te suggère de, je vous recommande de + infinitive and apply this knowledge in modelled, highly-structured and guided situations (10 R 2.8b)

understand that the conditional can be used to express a need or desire in a polite way (10 R 2.9a) 

• use the conditional expressions j’aimerais, je voudrais and pourrais-tu in modelled, highlystructured and guided situations (10 R 2.9b)

• understand and use the verbal expression je suis en train de… + infinitive to express an action in progression in modelled, highlystructured and guided situations in the present tense (10 R 2.10a)

• understand and use verbs with prepositional phrases, e.g., jouer à…, jouer de…, faire de… in modelled, highly-structured and guided situations in the present tense (10 R 2.10b)

• understand and use the following verbal locutionary expressions with avoir, e.g., elle a… ans, j’ai besoin de…; and faire, e.g., il fait beau, in modelled, highly-structured and guided situations in the present tense (10 R 2.10c)

• understand and use the verb expressions c’est and il y a in modelled, highly-structured and guided situations in the present tense (10 R 2.10d)

• understand the formation and use of negative expressions involving ne… pas, ne… jamais, ne… rien in modelled, highly-structured and guided situations in the present tense (10 R 2.11a)

• understand the concept of agreement of adjectives with the gender of nouns (10 R 2.12a)  

• understand the placement of commonly-used adjectives (10 R 2.12b) 

• understand gender and number agreement rules for adjectives, e.g., petit/e, grand/e, joli/e, beau/belle, cher/chère, bleu/bleus (10 R 2.12c)

• use knowledge of gender, agreement and placement of adjectives in modelled, highlystructured and guided situations (10 R 2.12d)

• understand and use select prepositions and prepositional phrases of location, e.g., sur, sous, dans, devant, derrière, à côté de…, à gauche de…, à droite de…, au centre de… in modelled, highly-structured and guided situations (10 R 2.13a)

• understand that in French there are a variety of adverbs and understand their usual placement (10 R 2.13b)

• understand and use select adverbs of time, e.g., avant, après, demain, aujourd’hui in modelled, highly-structured and guided situations (10 R 2.13c)

• understand and use select adverbs of manner, e.g., bien, fort, lentement in modelled, highlystructured and guided situations (10 R 2.13d)

• understand and use select adverbs of quantity, e.g., assez, beaucoup, très, un paquet de, un peu de, une boîte de in modelled, highlystructured and guided situations (10 R 2.13e)

• recognize the difference between an affirmative and a negative statement (10 R 2.14a)

• recognize the difference between a statement and a question (10 R 2.14b)

• recognize the variety of question patterns used, including rising intonation, inversion, n’est-ce pas?, Est-ce que… and the use of les marqueurs interrogatifs (10 R 2.14c)

• understand and use common interaction patterns for question/answer; offer/ acceptance; statement/agreement or disagreement in familiar social situations (10 R 2.15)

• understand how intonation, stress and rhythm are used in French to comprehend and express messages (10 R 2.16)

• understand how intonation, stress and rhythm are used in French to comprehend and express messages (10 R 2.16)

• understand the concept of word order at the phrase and simple or compound sentence level using familiar vocabulary and commonly-used sentence patterns (10 R 2.18a)

• apply knowledge of word order at the phrase and simple or compound sentence level using familiar vocabulary and commonly-used sentence patterns in modelled, highlystructured and guided situations (10 R 2.18b)

identify and develop, with guidance, strategies to aid in the development of a repertoire of language structures (10 R 2.19)

monitor and reflect on their language development, with guidance (10 R 2.20)

• recognize social conventions used by Francophone speakers when interacting with others in familiar situations, e.g., conventions related to punctuality, greetings, leave-takings, social space, gestures (10 R 3.1)

• distinguish, with guidance, between formal and informal language related to familiar contexts and language experiences (10 R 3.2)

• become aware of the fact that French punctuation and capitalization conventions differ from English (10 R 3.4a)

• identify, with guidance, differences in conventions for punctuation, capitalization, dates and abbreviations in familiar and highlystructured situations (10 R 3.4b)

dentify and develop, with guidance, strategies to aid in the awareness and development of interpersonal and intercultural skills (10 R 3.5a)

identify and develop, with guidance, strategies to acquire sociolinguistic knowledge (10 R 3.5b)

demonstrate courtesy and respect when interacting with others, while contributing and collaborating in a social setting (10 R 3.5c)

• identify, with guidance, where French is spoken within Alberta and Canada (10 R 4.1a)

• define, with guidance, what the term la francophonie means (10 R 4.1b)

• identify and share, mostly in English, factual knowledge of interest to them concerning Francophones in Alberta (10 R 4.1c)

• identify, with guidance, Francophone or French-speaking men and women who have had an impact on an aspect of life in Alberta. (10 R 4.1d)

• compare and contrast, in English, some practices of everyday living in certain Francophone regions of interest to students. (10 R 4.1e)

• identify, with guidance, aspects of popular culture of the Francophone world that have influenced other cultures (10 R 4.1f)

identify and develop, with guidance, strategies used for locating, accessing and comprehending information in French, including those strategies related to the use of information and communication technologies (10 R 4.2a)

identify and develop, with guidance, strategies for compiling, presenting and sharing information, including those strategies related to the use of information and communication technologies (10 R 4.2b)

monitor and reflect, with guidance, on their ability to access and share cultural information (10 R 4.2c)

− identifying and describing themselves (10 C 1.1)

− sharing personal preferences (10 C 1.2)

− identifying, introducing and describing their family members (10 C 1.3)

− identifying, introducing and describing their friends (10 C 1.4)

− others that meet their needs and interests (10 C 1.5)

− identifying classroom supplies and furnishings (10 C 2.1) 

− expressing preferences and describing personal routines related to their course schedules (10 C 2.2) 

− participating in routine classroom interactions (10 C 2.3)

− identifying areas of the school (10 C 2.4)

− others that meet their needs and interests (10 C 2.5)

− identifying shopping venues typically found in a community (10 C 3.1)

 − participating in routine interactions related to purchases of food, clothing, school supplies (10 C 3.2)

 − becoming informed about current weather conditions (10 C 3.3)

 − becoming informed about community events and services (10 C 3.4)

 − identifying and describing selected Francophone public figures; e.g., public officials, sport or entertainment celebrities (10 C 3.5)

− others that meet their needs and interests (10 C 3.6)

− naming paid or volunteer occupations of friends or family members (10 C 4.1)

− others that meet their needs and interests (10 C 4.2)

− déterminants définis (le, la, l’, les) and indéfinis (un, une, des) (10 R 2.1d)

− déterminants possessifs, i.e., mon, ma, mes, ton, ta, tes, son, sa, ses, notre, nos, votre, vos, leur, leurs (10 R 2.1e)

− déterminants exclamatifs, i.e., quel, quelle, quels, quelles (10 R 2.1f)

− déterminants partitifs, i.e., du, de la, de l’ and des (10 R 2.1g)

− déterminants contractés, i.e., the contractions of à and de + déterminant défini, i.e., au, à la, à l’ and aux / du, de la, de l’ and des (10 R 2.1h)