Le français
FRENCH LANGUAGE ARTS - based on the Revised 2013 Ontario Curriculum
LEARNING GOALS for French as a Second Language:
- use French to communicate and interact effectively in a variety of social settings;
- learn about Canada, its two official languages, and other cultures;
- appreciate and acknowledge the interconnectedness and interdependence of global community;
- be responsible for their own learning, as they work independently and in groups;
- use effective language learning strategies;
- become lifelong language learners for personal growth and for active participation as world citizens
GRADE 3 - LISTENING
OVERALL EXPECTATONS
By the end of Grade 3, students will:
- A.1 Listening to Understand: determine meaning in a variety of oral French texts, using appropriate listening strategies;
- A2. Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;
- A3. Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
GRADE 3 - SPEAKING
OVERALL EXPECTATONS
By the end of Grade 3, students will:
- B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience;
- B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes with diverse audiences;
- B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
OVERALL EXPECTATONS
By the end of Grade 3, students will:
- C1. Reading Comprehension: determine meaning in a variety of French texts, using a few reading comprehension strategies;
- C2. Purpose, Form, and Style: identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional,informational, graphic, and media forms;
- C3. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communitiesand other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
OVERALL EXPECTATONS
By the end of Grade 3, students will:
- D1. Purpose, Audience, and Form: write in French in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively;
- D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively;
- D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
Focus: Recount/Retell
A recount is the act of retelling a sequence of events that happened to the writer or speaker
The Grade 3's will be practising recounting a series of personal events (ex. their weekend) by using the following criteria:
- I present all events in chronological order
- I separate all the events using appropriate transition words
- I use grade-level vocabulary
- I include enough details (5Ws) to explain the events
Focus: Oral Activities
- Classroom discussions on various topics (Spontaneous conversations)
- Predict what the poem/song of the week will be all about based on the Words of the Week
- I speak with a loud and clear voice
- I look at the audience/Make eye contact
- I take my time and I pronounce all vocabulary words carefully
- I add details (ex. adjectives, an explanation) to my ideas, suggestions, opinions etc.
- I present in complete sentences while including a mix of simple and complex sentences (our focus will be on complex sentences this year)
- I always make an effort to present my ideas entirely in French
- I will add gestures
Here is a short version of Etienne's "Mots d'action en -ER" that will help remind you what endings to add when conjugating regular ER verbs, like parler, chanter, écouter, danser, travailler, etc...
Je
Tu
Il/Elle
Nous
Vous
Ils/Elles
Click to set custom
|
Avoir - To have
J'ai Tu as Il a Elle a On a Nous avons Vous avez Ils ont Elles ont Les Questions?
Vidéo des Questions de Sylvia Duckworth Qui? Où? Quand? Comment? Pourquoi? Qu'est-ce que c'est? Combien de? Quel/Quelle? Quoi? Est-ce que? |
Être - To be
Je suis Tu es Il est Elle est On est Nous sommes Vous êtes Ils sont Elles sont |
Focus: Recount/Retell
A recount is the act of retelling a sequence of events that happened to the writer or speaker
The Grade 3s will be practising recounting a series of personal events (ex. their weekend) by using the following criteria:
- I present all events in chronological order
- I separate all the events using appropriate transition words
- I use grade-level vocabulary
- I include enough details (5Ws) to explain the events
Focus: Oral Activities
- Classroom discussions on various topics (Spontaneous conversations)
- Predict what the poem/song of the week will be all about based on the Words of the Week
- I speak with a loud and clear voice
- I look at the audience/Make eye contact
- I take my time and I pronounce all vocabulary words carefully
- I add details (ex. adjectives, an explanation) to my ideas, suggestions, opinions etc.
- I present in complete sentences while including a mix of simple and complex sentences (our focus will be on complex sentences this year)
- I always make an effort to present my ideas entirely in French
- I will add gestures