Français langue seconde - immersion 6T

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Curriculum Français langue seconde - immersion Grade 6 Tardive PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Words shape our thoughts; a more extensive vocabulary enriches thinking skills.
Discovering a new culture requires identifying the ways in which it resembles our own culture.
The ability to communicate in a new language improves as we take risks in that language.  
Paying attention to foreshadowing clues in a text allows us to anticipate the plot.
Using a language’s specific system of codes and conventions leads to effective communication.

Learning Standards

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Curricular Competencies

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Students are expected to be able to do the following, using oral, written and visual formats:
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Exploring and Reflecting

Grasp the general idea of a text
text
oral, written, visual 
by identifying the key words
Recognize that there are similarities and differences between one’s own culture and other cultures
Identify, in Francophone and Aboriginal texts
texts
oral, written, visual 
, themes and elements that are present in one’s own culture
Identify causal links between different events in a story, and determine the impact of those events on how the story unfolds
Identify spatial and temporal indicators in a text
text
oral, written, visual 
in order to imagine the setting
setting
time and place 
of the action
Identify the structure of a sentence by identifying the word groups within it
Know how to differentiate between and use reference tools
reference tools
e.g., dictionary, Bescherelle (reference for verb conjugations), etc. 
for definition and translation
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Creating and Communicating

Express and justify an opinion on a familiar theme
Describe situations of daily life
Read a text
text
oral, written, visual 
, articulating and pronouncing the words correctly
Ask questions in order to verify comprehension, clarify a message, and deepen knowledge
Demonstrate understanding of a text
text
oral, written, visual 
by responding to it, drawing inferences, and making predictions

Content

Students are expected to be able to know and understand the following in various contexts:
communication strategies:
  • active listening
    active listening
    the recipient is physically and intellectually engaged, and reacts to what is heard  
  • risk taking
cultural elements
elements of a story:
  • characters
  • settings
  • events
text organization:
phonemic awareness:
  • phonemes
  • silent letters
  • liaisons
spelling conventions
spelling conventions
gender and number agreement of adjectives with nouns 
language elements:
  • simple linking words
    simple linking words
    et, parce que, ou, mais, etc. 
  • sentence structure
    sentence structure
    simple and complex 
  • interrogative sentences
    interrogative sentences
    est-ce que, qui, quand, pourquoi, etc. 
  • parts of speech
    parts of speech
    nouns, prepositions, adjectives, pronouns and adverbs 
  • verb moods and tenses
    verb moods and tenses
    modal and auxiliary verbs in the present indicative, and first and second group verbs in the present indicative and near future (“futur proche”) tenses 
    associated with the genres being studied
  • the roots of words and affixes
    affixes
    prefixes and suffixes 
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.