登录
注册

FSF1D（9年级核心法语）

Grade: Grade 9

Course Name: core French

Course Code: fsf1d

Course type: Academic

Credit value: 1.0

Pilot course: at least 600 hours of French study, or equivalent.


Course Description

This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

The curriculum of this course, as determined by the Ontario Ministry of Education, requires that you complete a mandatory speaking component for which you will upload audio and video files. If you are unable to fulfill the speaking component of the course, contact our Guidance department before continuing to determine if enrollment in this course is appropriate.

Unit Titles and Descriptions

Time Allocated

Unité 1 : Révision

In this introductory unit, students will review some common language structures often taught in early years of French language instruction. They will complete practice activities and discussions where they can share their level of French knowledge with their teacher.

14 hours

Unité 2 : Exprimer mes experiences

In this unit, students will use passé composé to talk about their past experiences. They will engage in listening and speaking activities and learn about French-speaking communities around the world.

22 hours

Unité 3 : Je lis des histoires fantastiques

Students will dive into the fable "Rumplestiltskin" to exercise their reading and vocabulary skills. This beautifully illustrated story allows students to improve their understanding and use of imparfait and adverbs. They will engage in discussions about the story and its characters.

25 hours

Unité 4 : Mon avis

Through discussions and videos, students will learn different ways to share their opinions with others. They will look at French-speaking communities around the world and create a short oral presentation on a chosen culture.

25 hours

Unité 5 : Ma culture et mes valeurs

In the final unit, students look at future tenses and reflexive verbs. They use their writing skills to prepare a final written piece.

22 hours

Final Assessment

Final Exam

There is a final proctored exam worth 30% of the final grade.

2 hours

Total

110 hours

Resources required by the student:

Note: This course is entirely online and does not require or rely on any textbook. Students may obtain appropriate textbooks to assist them as reference texts for this course but any text is entirely optional. Not optional however, is an internet connection.
Students will be expected to type French accents. To support this, a PDF is provided in the course for use in all assignments, tests, and the final exam.

  •           Computer speakers

  • A digital video camera, a web camera, or similar device to record and upload video recordings.

  • A computer microphone, smart phone microphone, or similar device to record and upload audio recordings.

  • A computer microphone, smart phone microphone, or similar device to record and upload audio recordings.

Students will be expected to type French accents. To support this, a PDF is provided in the course for use in all assignments, tests, and the final exam.

Overall Curriculum Expectations

A. Listening

A1

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of 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.

B. Speaking

B1

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

B2

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and 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.

C. Reading

C1

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;

C2

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, 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 communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

D. Writing

D1

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

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 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.

REGISTER - STANDARD

Teaching & Learning Strategies:

The aim of the Core French program is to provide students with fundamental communication skills in French and an understanding of the nature of the language and its culture. Core French offers students the chance to develop a usable command of the French language that can be expanded through further study or through contact with French-speaking people.

This French as a Second Language course has been designed to present French language structures in engaging communicative contexts (oral communication, speaking, and writing.) Students are supported to practice these skills in a risk-free environment, and to build confidence, before any formal assessment occurs. The teacher of the course will support individual learners' needs by providing timely, detailed, clear, feedback.

Assessment, Evaluation and Reporting Strategies of Student Performance:

Our theory of assessment and evaluation follows the Ministry of Education's Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.

Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by Virtual High School teachers. VHS assessments and evaluations,

  • are fair, transparent, and equitable for all students;

  • support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;


  • are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;

  • are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;

  • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;

  • develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

For a full explanation, please refer to Growing Success.

The Final Grade:

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade will be determined as follows:

  • 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.

  • 30% of the grade will be based on final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.

The Report Card:

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student's strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, VHS will send a copy of the report card back to the student's home school (if in Ontario) where the course will be added to the ongoing list of courses on the student's Ontario Student Transcript. The report card will also be sent to the student's home address.



文章分类： 9年级课程
分享到：