Beginner`s French file

Toronto District School Board
LESTER B. PEARSON 2014-2015
Grade 9 Beginners’ French (Intro)
FSF 1P2
Pre-requisite: Less than a year’s instruction in French
Department: MODERN LANGUAGES
Assistant Curriculum Leader: Mme MacAskill
TEXT: Discovering French (Bleu) (D. C. Heath and Company) textbook and workbook;
supplementary materials
COURSE OVERVIEW: This is a course for students new to French. It emphasizes the development of
oral communication, reading and writing skills. Students apply their knowledge of French while
exploring French culture and everyday life. Learning expectations are available at
http://www.edu.gov.on.ca/eng/curriculum/secondary/fsl910curr.pdf
UNITS OF STUDY: (Themes and language structures)
Unit 1: Bonjour !
L’alphabet
Les nombres de 0 à 100
Les signes orthographiques
L’heure
Unit 2: Les Copains et la famille
Jours de la semaine
La date
L’article défini
Mois de l’année
L’article indéfini
Unit 3: Bon appétit !
Le temps
L’accent final
Les voyelles nasales
Les saisons
La liaison
Unit 4: Qu’est-ce qu’on fait ?
Le verbe « Être » et les pronoms sujets
La négation
La construction verbe + infinitif
Les mots interrogatifs
Les verbes en « -er »
Le verbe « Faire »
Unit 5: Le monde personnel et familier
La description des personnes, objets et possessions personnelles
Les prépositions : sur, sous, dans, derrière et devant
Les noms et les articles : masculin, féminin, singulier et pluriel
Les adjectifs réguliers
Le verbe « Avoir »
Unit 6 : En Ville
La préposition à ; à+ l’article défini
La préposition de; de+ l’article défini
Les adjectifs possessifs
Le verbe « Aller »
Le futur proche : Aller + infinitif
Les pronoms disjoints
Unit 7 : Le shopping
L’adjectif démonstratif « ce »
Les adjectifs irréguliers
Les verbes en « -re »
Les verbes en « -ir »
La comparaison « plus, moins, aussi »
Unit 8 : Le temps libre
Le passé composé des verbes reguliers en « –er, -ir et –re »
Le passé composé des verbes irrégulier « être, avoir, faire, mettre et voir »
Le passé composé avec « Être »
1
ASSESSMENT AND EVALUATION :
Students will earn a numerical grade at the end of the course. The mark will be calculated
according to the following breakdown:
70% Term Summative Evaluation:
Term Summative Evaluation is the assignment of a mark to the series of evaluation tasks
based on the demonstration of a student’s knowledge of the overall expectations of the
course. This evaluation will always be preceded by practice and by assessment activities to
show students how to improve. Examples of evaluation tasks include but are not limited to
tests and quizzes, dictations, presentations, interviews, oral Q & A, reading comprehension
activities, listening activities, and authentic assessment tasks.
30% Final Summative Evaluation:
Final Summative Evaluation is the assignment of a mark based on final evaluation tasks
administered towards the end of the course. They are as follows:
A) Oral interview
B) Listening examination
C) Written and Reading examination
—in class (10%)
—in class (5%)
—during formal exam period (15%)
Students MUST be present for ALL parts of these final evaluations. A doctor’s note or legal
certificate is required for a change in date and/or exemption.
Course evaluation tasks incorporate the skills of knowledge/understanding, thinking/inquiry,
communication and application and are focused around the following strands:
Strand
Description
French is used as the language of instruction so
students develop their listening and speaking skills
daily. A variety of listening comprehension activities
Oral Communication
are offered that afford students the opportunity to
(Listening and Speaking)
hear various native speakers and accents. Small
group and whole class discussions and
presentations are an essential part of students’
learning.
Students are offered a broad range of readings
including books, plays, magazines, newspapers,
flyers, schedules, menus and other authentic
language materials. Pearson’s literacy initiatives are
supported with a focus on the reading of narratives,
information selections and articles that comprise
Reading and Writing
graphics in the target language.
Students write often and in a variety of forms
including summaries, opinion and information
pieces, and reports in the target language,
supporting Pearson’s literacy initiatives. Formal
writing activities follow the “process writing” method.
2
Weight
60%
(Listening 30%
Speaking 30%)
40%
(Reading 20%
Writing 20%)