High School Block:

French as an Additional Language 110 Essentials A1.2

This course for beginners builds on the foundation of FAL 110 A1.1 and will further enable learners to acquire essential French skills in the areas of listening, speaking, reading, and writing, with a particular focus on developing literacy and communicative skills. In addition, this course provides the opportunity for learners to learn common social interactions and the skills required to meet routine, daily needs.

This course may satisfy a Grade 9/10 FSL requirement or may be taken as a Grade 11/12 credit. The intended audience may be newcomers, Indigenous learners who have not taken Intensive French/Post-Intensive French, or other individuals new to French instruction. 

There are no requisites. Therefore, learners will have the opportunity to satisfy second language graduation requirements without being disproportionately disadvantaged due to their academic history. More importantly, learners will be introduced to one of our official languages in a successful, engaging and enjoyable manner. 

CONTEXTS AND CONCEPTS

Introduction

Activities

  • Learners will engage in age-appropriate activities at the A1.2 CEFR level
  • Daily activities will include speaking, listening, and interacting using the Neurolinguistic Approach
  • Learners will demonstrate understanding and respond orally
  • They will create texts and other forms of representation that respect intercultural norms
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GRADE 11

Strand: Oral

Big Idea: Speak, listen, and interact

Skill Descriptor:

1.1 Speak and listen effectively in a variety of contexts and for a variety of purposes.
1.2 Recognize and produce simple statements and questions about immediate concrete surroundings. 1.3 Interact in a simple way, ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics; greet people, indicate time with simple expressions (tomorrow, next week), and ask for simple directions.

Global Competencies: CM, SASM

Achievement Indicators:

  • Speaking: Introduce self and/or others. For example, say name, origin (community, city, country) and school
  • Speaking: State favourite colours (for example, for clothing)
  • Speaking: Ask how people are and react appropriately to news
  • Speaking: Use respectful greetings and phrases (to greet and take leave)
  • Listening: Understand simple questions and expressions, and personal questions
  • Speaking: Give basic information about school/class (for example, its size, the number of learners, and favourite subject)
  • Speaking: Ask for simple directions
  • Speaking: Discuss how you’re feeling emotionally and/or physically. (I have a headache, I’m hungry, cold, etc…)
  • Speaking: Give simple descriptions of everyday objects (e.g., the colour, size, location)
  • Speaking: Ask and answer simple questions about very familiar topics (e.g., family, school, activities, clothes, address), with some help
  • Listening: Demonstrate understanding of simple directions, instructions and tasks
  • Speaking: Use simple numbers in everyday situations (e.g., quantities, time, dates, and money)
  • Speaking: State preferences and dislikes in simple language on a variety of topics (e.g., food, sports, music, school, clothing, hobbies, animals)
  • Speaking: Discuss in simple terms areas of success and challenges, such as in sports or school subjects
  • Speaking: Describe transportation and how to get from one place to another (distance, means of transportation, duration of travel)
  • Speaking: Describe physical and social qualities of people
  • Speaking: Describe an object (size, shape, colour, purpose
  • Speaking: Describe activities in the course of a day (school, work, leisure)
  • Speaking: Discuss plans (for example, for a weekend or a holiday)
  • Listening: Demonstrate understanding of numbers, prices and times, weeks and months given in clear and simple interactions

Strand: Reading

Big Idea: Understand and respond

Skill Descriptor: 2.1 Understand short, simple texts on familiar topics, possibly accompanied by illustrations.

Global Competencies: CM, SASM

Achievement Indicators:

  • Follow short, simple written directions (e.g., how to go from X to Y)
  • Understand an information form well enough to know where to add basic information (e.g., my name, date of birth, address)
  • Understand short simple greetings and messages (e.g. on birthday cards, party invitations or in SMS phone messages)
  • Read a simple, very short text, sentence by sentence, and pick out the clearest information and read it, if necessary, several times
  • Decode relatively simple material if there are illustrations
  • Understand and recognize parts of words, in particular prefixes, suffixes and endings)
  • Very slowly read very short, simple texts by understanding familiar names, words and basic phrases
  • Find basic information in posters, adverts or catalogues

Strand: Writing

Big Idea: Create text and other forms of representation

Skill Descriptor: 3.1 Demonstrate French literacy skills pertaining to writing. 3.2 Produce complete sentences in short paragraphs on familiar topics, using a model.

Global Competencies: CM, SASM

Achievement Indicators:

  • Correctly use upper case and final punctuation, in most cases (i.e., to begin and end a sentence)
  • Write the Roman alphabet, using upper- and lower-case letters by memory
  • Spell familiar words correctly, in most cases
  • Write numbers and symbols related to time of day or money
  • Use a few sentences and grammatical structures correctly (for example, gender and number agreement)
  • Write about who I am and what I like to do, using short phrases and simple sentences
  • Recognize where the model requires personal adaptations and make them. (Model says: ma maison est rouge; learner adapts: ma maison est bleue
  • Write a simple text message, email, invitation or post (e.g., Who? What? When? Where?)

Strand: Intercultural

Big Idea: Intercultural skills

Skill Descriptor: 4.1 Demonstrate basic social and school-related norms within the multicultural Canadian context through multiple modes of representation, expression, and action.

Global Competencies: SASM, CTPS

Achievement Indicators:

  • Identify rights and responsibilities in the classroom, school and community
  • Use every day polite forms of greeting and address
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