Foundational and Learning Objectives

The following table outlines the foundational objectives for Core French at the middle level and gives some examples of learning objectives. The foundational objectives are statements of the desired outcomes which students are intended to achieve as a result of studying French in grades 6 through 9. They will provide guidance for unit planning and should form the basis for student evaluation. The learning objectives describe in more specific terms what the students will do to achieve the foundational objectives. The learning objectives suggested in the table below represent some ways to achieve the desired outcomes of the program, but are not necessarily the only ways.

Some of the foundational objectives for French as a subject area will also develop certain common essential learnings. Whenever this is the case the CEL is indicated in abbreviated form after the objective. In addition to the objectives found in the table, other CELs objectives may be developed where appropriate to the topic and the experiential goal chosen. See the section on the common essential learnings for foundational objectives and sample learning objectives for the CELs.

Foundational Objectives	Learning Objectives
The students will:
understand oral and written communication in French that is provided in a meaningful context.	participate in a variety of language activities on topics related to the fields of experience, for example, role-play taking a message on the phone respond to survey questions listen for specific information in the presentations of their peers develop and use various strategies for understanding written and oral communication, for example, use previous knowledge of the subject, of other languages, of social and cultural customs and so on practise picking out key words when reading for meaning practise listening for the gist of a message use illustrations to aid their understanding of new or unknown vocabulary predict the content of a message they are about to listen to or a text they are about to read
use French to communicate ideas and concepts orally and in writing in various areas of interest	participate in a variety of language activities on topics related to the fields of experience, for example, role-play ordering a meal in a French restaurant interview their peers on topics of mutual interest plan and make a presentation on a topic related to the fields of experience use French for a variety of functional purposes, for example, express thoughts and feelings both verbally and nonverbally ask questions for information describe people, experiences, objects, events social interactions strive for more accurate and effective use of linguistic structures and vocabulary (see Possible Linguistic Content for specific structures) develop and use coping strategies for expressing themselves with limited knowledge of the language

Foundational Objectives	Learning Objectives
develop and use various strategies for language learning (IL)	practise deducing meaning using a variety of contextual clues expand their potential for communication by substituting different elements in a sentence show a willingness to communicate in French prepare personal reference sheets of useful structures and vocabulary in preparation for their presentation develop the ability to tolerate ambiguity in situations where they encounter unknown vocabulary appreciate the usefulness of periodic reviews of previously learned vocabulary and structures to maintain and develop their competence in French develop a willingness to take risks as they try to express themselves
understand and use terminology related to language learning (C)	gradually incorporate grammar terminology into their talk
develop a positive disposition toward life-long language learning (IL)	discover how their efforts can affect their learning make choices in learning which reflect their needs and interests develop a willingness to take risks as independent learners
become increasingly independent in their abilities to plan, manage and evaluate their own learning experiences (IL)	organize and manage time and effort in order to meet needs and goals construct clear, achievable goals and plan to meet them
develop an understanding and appreciation of the cultural diversity of our province and country (PSVS)	become aware of the holidays and celebrations of a variety of cultural and religious groups become familiar with some of the foods of various cultural groups in Canada become aware of some historical sites associated with Indian and Métis peoples of Saskatchewan
develop an understanding and appreciation of the French language and culture, particularly as experienced in Canada (PSVS)	become aware of some French television shows become aware of the 24-hour clock become aware of some Francophone singers or musical groups become aware of some differences and similarities between French and English films
develop an understanding of the role of language in society (PSVS)	begin to understand why words are borrowed from other languages become aware of the evolution of the French language with regard to feminine forms of nouns denoting occupations

Foundational Objectives	Learning Objectives
develop both their intuitive and imaginitive thought and their ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT)	participate in brainstorming and classification activities develop their ability to critically evaluate processes, assignments, projects, etc. discover similarities and differences in objects, ideas, or events discover relationships and patterns
develop their ability to treat themselves and others with respect (PSVS)	work cooperatively in group learning activities, for example, carry out their responsibilities within the group show consideration for the safety and well-being of others respond sensitively to the ideas, comments and products of others recognize and accept well-supported differences of opinion work toward improving self-esteem and self-confidence in themselves and others contribute positively in group learning activities, for example, encourage and support others in accomplishing the group task contribute ideas, opinions to the group

Possible Linguistic Content

Purpose of the Possible Linguistic Content chart

One of the main premises behind the communicative/experiential approach is that the second language instruction be based on the needs of the students. The students' need to know particular information is what determines the linguistic components to be taught throughout the unit. The inclusion of a linguistic content chart is not to be prescriptive in any way. Its main intent is to serve as a guide or a checklist for the teacher.

Using the linguistic content chart

There are a number of different ways that the linguistic content chart may be used. The following are a few examples of how linguistic content can be recorded.

• It may be used simply as a checklist and each time a particular structure is emphasized in the lesson or the activity, the structure receives a check. It is this familiarity and the number of times that the students come in contact with the structure that is recorded rather than the formal teaching of the structure. See Annexes 1a and 1b. (Pages 83-84)

• It may also be used to determine when a particular structure is formally taught to the class. Students will likely have had exposure to the grammatical structure in previous lessons and there comes a point when they need to take a closer look to see how the structure works within the language. See Annexes 2a and 2b. (Pages 85-86)

• The chart may also be used to show in what year formal instruction may take place. This chart is just an example and gives an idea when there may be some focus placed on the linguistic structure. Formally introducing a structure at a particular grade level however, does not necessarily mean mastery at this level. It is understood that the linguistic structures will undergo constant review from year to year. See Annexes 3a and 3b. (Pages 87-88)

• It may serve as a record if the Core French teacher changes or as a profile for the students as they move from grade to grade.

• The chart could be used in the post-phase when the teacher and students take a look at the language that they have used during the unit and reflect on what they have learned about the linguistic components and how they work.

Points to Remember

• It is important to note that the linguistic content charts are to serve as a guide only. The structures are not meant to be pre-taught in order to do an activity. If and when a structure is taught, it should flow as naturally as possible from the activities. Students will be exposed to a linguistic structure a number of times before they are expected to learn how the structure works within the language.

• The students' passive vocabulary and comprehension will definitely exceed their active vocabulary and language use. Students at the Grade 6 or 7 level may be able to understand comprehension activities that use the passé composé but may be able to express themselves in the past using only the first person singular. e.g. "J'ai parlé à Mme Allan." Their understanding of the passé composé will come at a later date. When they have a need to know it is hoped that they will be the ones to initiate discussion as to how the passé composé works. If not, it will be the teacher's job to do the language teaching as naturally as possible. Because the students have been exposed from the early grades to the linguistic structures and patterns and have been practising them on a limited basis, it will be much easier for them to understand how the language works at the appropriate time.

• Annexes 3a and 3b give an example of when structures may be formally taught. If a commercial program is used as the base of the second language class it may be more logical to follow the commercial program guidelines and keep Annex 3 as an informal checklist.

• By introducing and re-introducing language patterns and structures, the students have the time to practise and internalize the language. It is this constant practice that will enable the students to develop their language skills.

Annex 1a

This chart is for a sample Grade 7 unit. The linguistic structures are checked off whenever they are emphasized in the unit.

	6	7	8	9
les verbes réguliers er, ir, re
les verbes irréguliers être, avoir, aller, faire
les verbes irréguliers pouvoir, devoir, vouloir manger, commencer, etc.
passé composé avec avoir e.g. J'ai parlé
passé composé avec être e.g. Je suis allé
le futur proche e.g. Je vais parler
le verbe + l'infinitif e.g. Je veux chanter
la négation e.g. Je n'ai pas
les verbes réfléchis e.g. Je me lève.
l'impératif tu, vous
les adjectifs: le masculin, le féminin , singulier, pluriel e.g. Elle est contente
les adjectifs: la place e.g. un petit chat, une table rouge
les adjectifs possessifs e.g. mon, ton, son,
les adjectifs démonstratifs ce, ces, cette, cet
les nombres ordinaux e.g. premier, première,
les adverbes e.g. vraiment, aussi, très

Annex 1b

	6	7	8	9
les adverbes de temps e.g. tôt, tard, en avance, déjà, de temps en temps, jamais, souvent, etc.
les adverbes de quantité e.g. peu, beaucoup
les adverbes de manière e.g. lentement, facilement
le comparatif e.g. Il est aussi grand que..
le superlatif e.g. Elle est la plus grande.
contractions avec à et avec de au, à la, à l', aux du, de la, de l', des
prepositions e.g. devant, derriere
prepositions + les saisons e.g. en été, au printemps
prepositions + pays e.g. au Mexique, aux Etats-Unis, en France
prepositions + des villes e.g. à Saskatoon
les pronoms en, y e.g. J'y vais. J'en ai un.
les pronoms objets directs e.g. Je la vois.
les pronoms objets indirects e.g. Tu lui donnes. . .
les pronoms démonstratifs e.g. Celui-ci, celle-là
les questions qui, que, quand, depuis quand, pourquoi, combien, comment...
les articles partitifs de la, du, des, de l'
Des expressions: J'aimerais... avoir _____ ans Je voudrais... avoir soif, chaud, etc. J'étais...

Annex 2a

This chart is for a sample Grade 8 unit. The date is recorded as the linguistic structures are formally taught throughout the unit.

	6	7	8	9
les verbes réguliers er, ir, re
les verbes irréguliers être, avoir, aller, faire
les verbes irréguliers pouvoir, devoir, vouloir manger, commencer, etc.			le 13 sept.
passé composé avec avoir e.g. J'ai parlé			le 28 oct.
passé composé avec être e.g. Je suis allé
le futur proche e.g. Je vais parler			le 13 oct
le verbe + l'infinitif e.g. Je veux chanter			le 18 oct
la négation e.g. Je n'ai pas
les verbes réfléchis e.g. Je me lève.
l'impératif tu, vous
les adjectifs: le masculin, le féminin , singulier, pluriel e.g. Elle est contente			le 2,3 oct.
les adjectifs: la place e.g. un petit chat, une table rouge
les adjectifs possessifs e.g. mon, ton, son,			le 20 oct.
les adjectifs démonstratifs ce, ces, cette, cet
les nombres ordinaux e.g. premier, première
les adverbes e.g. vraiment, aussi, très

Annex 2b

	6	7	8	9
les adverbes de temps e.g. tôt, tard, en avance, déjà, de temps en temps, jamais, souvent, etc.
les adverbes de quantité e.g. peu, beaucoup
les adverbes de manière e.g. lentement, facilement
le comparatif e.g. Il est aussi grand que..
le superlatif e.g. Elle est la plus grande.
contractions avec à et avec de au, à la, à l', aux du, de la, de l', des			le 10 oct.
prepositions e.g. devant, derriere			le 14 oct.
prepositions + les saisons e.g. en été, au printemps
prepositions + pays e.g. au Mexique, aux Etats-Unis, en France
prepositions + des villes e.g. à Saskatoon
les pronoms en, y e.g. J'y vais. J'en ai un.
les pronoms objets directs e.g. Je la vois.
les pronoms objets indirects e.g. Tu lui donnes. . .
les pronoms démonstratifs e.g. Celui-ci, celle-là
les questions qui, que, quand, depuis quand, pourquoi, combien, comment...
les articles partitifs de la, du, des, de l'
Des expressions: J'aimerais... Je voudrais... J'étais...

Annex 3a

This chart is an example of when structures could be formally taught and then reviewed in subsequent years. It is understood that when teaching these structures a need must be created first. It is only after the students have this need to know that the structure is formally taught.

	6	7	8	9
les verbes réguliers er, ir, re
les verbes irréguliers être, avoir, aller, faire
les verbes irréguliers pouvoir, devoir, vouloir manger, commencer, etc.
passé composé avec avoir e.g. J'ai parlé
passé composé avec être e.g. Je suis allé
le futur proche e.g. Je vais parler
le verbe + l'infinitif e.g. Je veux chanter
la négation e.g. Je n'ai pas
les verbes réfléchis e.g. Je me lève.
l'impératif tu, vous
les adjectifs: le masculin, le féminin, singulier, pluriel e.g. Elle est contente
les adjectifs: la place e.g. un petit chat, une table rouge
les adjectifs possessifs e.g. mon, ton, son
les adjectifs démonstratifs ce, ces, cette, cet
les nombres ordinaux e.g. premier, première
les adverbes e.g. vraiment, aussi, très

Annex 3b

	6	7	8	9
les adverbes de temps e.g. tôt, tard, en avance, déjà, de temps en temps, jamais,souvent, etc.
les adverbes de quantité e.g. peu, beaucoup
les adverbes de manière e.g. lentement, facilement
le comparatif e.g. Il est aussi grand que..
le superlatif e.g. Elle est la plus grande.
contractions avec à et avec de au, à la, à l', aux du, de la, de l', des
prepositions e.g. devant, derriere
prepositions + les saisons e.g. en été, au printemps
prepositions + pays e.g. au Mexique, aux Etats-Unis, en France
prepositions + des villes e.g. à Saskatoon
les pronoms en, y e.g. J'y vais. J'en ai un.
les pronoms objets directs e.g. Je la vois.
les pronoms objets indirects e.g. Tu lui donnes...
les pronoms démonstratifs e.g. Celui-ci, celle-là
les questions qui, que, quand, depuis quand, pourquoi, combien, comment...
les articles parititifs de la, du, des, de l'
Des expressions communes: J'aimerais... avoir _____ ans Je voudrais... avoir soif, chaud, etc. J'étais...

Annex 4a

Sample Copy

	6	7	8	9
les verbes réguliers er, ir, re
les verbes irréguliers être, avoir, aller, faire
les verbes irréguliers pouvoir, devoir, vouloir manger, commencer, etc.
passé composé avec avoir e.g. J'ai parlé
passé composé avec être e.g. Je suis allé
le futur proche e.g. Je vais parler
le verbe + l'infinitif e.g. Je veux chanter
la négation e.g. Je n'ai pas
les verbes réfléchis e.g. Je me lève.
l'impératif tu, vous
les adjectifs: le masculin, le féminin , singulier, pluriel e.g. Elle est contente
les adjectifs: la place e.g. un petit chat, une table rouge
les adjectifs possessifs e.g. mon, ton, son
les adjectifs démonstratifs ce, ces, cette, cet
les nombres ordinaux e.g. premier, première
les adverbes e.g. vraiment, aussi, très

Annex 4b

Sample Copy

	6	7	8	9
les adverbes de temps e.g. tôt, tard, en avance, déjà, de temps en temps, jamais, souvent, etc.
les adverbes de quantité e.g. peu, beaucoup
les adverbes de manière e.g. lentement, facilement
le comparatif e.g. Il est aussi grand que..
le superlatif e.g. Elle est la plus grande.
contractions avec à et avec de au, à la, à l', aux du, de la, de l', des
prepositions e.g. devant, derrière
prepositions + les saisons en été, au printemps
prepositions + pays e.g. au Mexique, aux Etats-Unis, en France
prepositions + des villes e.g. à Saskatoon
les pronoms en, y e.g. J'y vais. J'en ai un.
les pronoms objets directs e.g. Je la vois.
les pronoms objets indirects e.g. Tu lui donnes. . .
les pronoms démonstratifs e.g. Celui-ci, celle-là
les questions qui, que, quand, depuis quand, pourquoi, combien, comment...
les articles partitives de la, du, des, de l'
Des expressions communes: J'aimerais... avoir _____ ans Je voudrais... avoir soif, chaud, etc. J'étais...

Annex 5

List of possible language functions to be included in the program.

	6	7	8	9
Giving and seeking information identifying, describing people, places, things reporting, narrating asking for information discussing one's health making a list asking for/ expressing an opinion filling out a form
Describing attitudes and expressing feelings expressing agreement/disagreement expressing interest or lack ofinterest expressing, describing preferences expressing happiness/unhappiness apologizing expressing appreciation/regret evaluating/ assessing price expressing opinions identifying advantages and disadvantages interpreting justifying choices making comparisons making generalizations predicting
Getting things done suggesting a course of action asking for/ giving advice expressing need/want/desire offering alternatives and expressing consequences expressing what one should do persuading planning summarizing giving instructions offering/ accepting/ refusing help offering encouragement
Socializing greeting people introducing and being introduced taking leave attracting attention congratulating, giving good wishes