Attitude!!
Please come to class everyday with the idea that you are a great learner! If you don't feel confident yet, don't worry, with time you will be.
We will often be playing games and warm ups in order to get our French skills going, participation is key to your success. Be brave and remember that mistakes are common when learning a new language, I do NOT expect perfect French speakers.
Take Chances, Make Mistakes and Become Bilingual!!!!
Please come to class everyday with the idea that you are a great learner! If you don't feel confident yet, don't worry, with time you will be.
We will often be playing games and warm ups in order to get our French skills going, participation is key to your success. Be brave and remember that mistakes are common when learning a new language, I do NOT expect perfect French speakers.
Take Chances, Make Mistakes and Become Bilingual!!!!
School Supplies / Fournitures scolaires
1" Three ring binder / Classeur à anneaux [ You will be given many many handouts which will be useful not only this year but for many Fantastic French years ahead of you. Keep them organized and in one place for ease. ] 6 to 10 Sheet Protectors / Protège-Feuilles [ With the handouts you will be given this year, keeping them in good condition will make you a French Superstar! Hole punching handouts often leads to tears, rips and missing information. ] Lined Paper / Paper ligné [We will be taking notes, lots of notes and the occasional drawing or two.] Pencils, pens and highlighters / Crayons, stylos et surligeurs [ No gel pens please, we are getting serious here! ] French-English Dictionary OR Electronic device / dictionnaire our téléphone mobile [Bringing your phone or tablet to class does not mean you get to text, call or surf the web, it does mean you can look up translations, play Kahoot! with the class, use approved electronic resources and reference the Google classroom and teacher website. Do not break this trust or you will be denied the future chance to use your technology in the classroom. ] Agenda [Always bring your agenda to class, keep yourself organized! :) ] |
By the end of Grade 8, Core French students should be able to use these sentence starters with confidence and fluidity:
oral-self-assessment-wheels.pdf |
Academic Expectations: By the end of the school year you will be able to:
Grade 6 [Speaking] [Reading]
- Ask and answer simple questions using complete sentences [e.g., Quelle est ton adresse?]
-Use appropriate pronunciation, liaison (e.g., nous avons), intonation, and language in familiar contexts;– respond to oral texts (e.g., answer questions from a tape) – Give an oral presentation of ten to fifteen sentences in length (e.g., the results of a survey) – Make revisions to oral language in form, content, and organization (e.g., add details, change the order of words), using appropriate resources and feedback from the teacher and their peers. |
– Read at least nine simple passages or stories (e.g., pamphlets, booklets)
– Participate in a variety of reading situations, such as guided, shared, and choral reading, using expression, correct pronunciation, and intonation – Read and produce simple, structured responses that convey understanding of written text (e.g., arrange sentences in proper sequence, illustrate a few sentences) – Identify the main idea and a few supporting details – Use various reading strategies to determine meaning (e.g., the glossary at the back of a book, various dictionaries) |
Grade 6 [Writing] [Grammar]
– Write sentences and questions that contain learned vocabulary and familiar language structures
– Write in different forms (e.g., paragraphs, dialogues, directions) – Write, using a model, a first draft and corrected version in guided and cooperative writing tasks (e.g., pamphlets, booklets) – Use and spell the vocabulary appropriate for this grade level. |
– Agreement of the partitive article (du, de la, de l’, des) with nouns
– Present tense of some regular -ir and-re verbs, and faire and aller, with singular and plural pronoun or noun subjects (e.g., Pauline et Catou choisissent) – Expressions with faire (e.g., faire du ski ) – Imperative forms of known verbs (e.g., chantons, arrêtez) – Possessive adjectives (mon/ma/mes, ton/ta/ tes, son/sa/ses ) – Conjunctions (mais, et, parce que/parce qu’) – Common adverbs (e.g., peu, assez, beaucoup, trop) and expressions of quantity (e.g., un verre, un morceau, une boîte, une canette) – Basic vocabulary (e.g., numbers from 1 to 100; words associated with meals, menus, restaurants, home, space) – Words from units under study and from oral vocabulary, personal word lists, and class lists – Use of an English-French dictionary to expand vocabulary – Use of basic sounds and their related spelling patterns in French (e.g., beau/ chaud/aujourd’hui ) |
Grade 7 [Speaking] [Reading]
– Use compound sentences in conversations and dialogues (e.g., Les enfants jouent dans la cour et ils s’amusent beaucoup.)
– Use language appropriately in a variety of rehearsed, routine, and open-ended situations (e.g., a cassette letter, an anti-smoking or anti-drinking message) – Respond to oral texts (e.g., express opinions) and connect to personal experience – Give an oral presentation of fifteen to twenty sentences in length (e.g., report on reading material) – Make revisions to oral language in form, content, and organization (e.g., sequence of sentences, agreement of irregular adjectives), using resources and feedback. |
– Read at least twelve simple texts (e.g., letters, descriptions, essays), and identify main ideas and some supporting details
– Produce a variety of simple responses, in structured and open-ended situations, to convey understanding of written text in a different form (e.g., design a biography card) – Use various reading strategies to determine meaning, such as verbal cues, structures (e.g., inversion), personal experience, and resources – Express personal preferences or reactions to a text. |
Grade 7 [Writing] [Grammar]
– Write simple and some compound sentences and questions, using familiar and new vocabulary
– Write in a variety of simple forms (e.g., letters, poems, descriptions), following a model and making substitutions and minor adaptations to the model – Revise and edit personal writing, using feedback from the teacher and peers, and using resources including technology – Use and spell the vocabulary appropriate for this grade level. |
– Present tense of the irregular verbs vouloir, pouvoir, partir, sortir, and devoir, with singular and plural subjects
– Double verb constructions (e.g., Je veux écouter de la musique ) – Aller plus an infinitive to form le futur proche1 (e.g., Je vais manger ) – Agreement of verb with compound subject (e.g., Mon ami et moi allons au cinéma) – Imperative of some regular -er, -ir, and -reverbs – Demonstrative adjectives (ce/cet/cette/ces ) – Adjectives that precede the noun (e.g., grand, petit, nouveau) – Plural possessive adjectives (notre/nos, votre/vos, leur/leurs ) – Singular and plural, feminine and masculine, of some irregular adjectives (e.g.,beau/bel/ beaux/belle/belles) – Agreement, in number and gender, of irregular adjectives with nouns (e.g.,les beaux chandails ) – Subject-verb inversions (e.g.,Vas-tu au cinéma?) – The prepositions à and de plus the definite article (e.g., au/aux, du/des) – Basic vocabulary (e.g., numbers from 0 to 1000; words associated with outdoor and leisure activities, shopping, current events, food, films, television, radio) – Vocabulary from units under study – Use of related spelling patterns and sounds associated with accents (e.g.,aigu, grave, cédille ) – Use of resources (e.g., dictionary, text) |
Grade 8 [Speaking] [Reading]
– Use compound and complex sentences in conversations and discussions (e.g., Pauline n’a pas fait ses devoirs parce qu’elle a regardé la télé hier soir )
– Respond to oral texts (e.g., answer questions, role-play) – Use language appropriately in a variety of rehearsed, routine, and open-ended situations (e.g., an interview, a song lyric, an advertisement for a new restaurant) – Give an oral presentation of more than twenty sentences in length, adjusting speech to suit the audience. |
– Read at least fifteen simple texts (e.g., excerpts from newspapers, magazines), and identify the main idea and supporting details
– Produce a variety of simple responses, in structured and open-ended situations, to convey understanding of written text in a different form (e.g., re-create a scene, design a book jacket) – Express personal preferences or reactions to a text (e.g., in a dramatization). |
Grade 8 [Writing] [Grammar]
– Use simple and compound sentences, and organize information in paragraphs
– Use strategies (e.g., brainstorming, mind mapping) to plan and write first and final drafts in guided and cooperative writing tasks – Produce pieces of writing in a variety of simple forms (e.g., lists, dialogues, illustrated stories), following and making adaptations to a model – Proofread and correct final drafts, focusing on grammar, punctuation, and spelling – Use and spell the vocabulary appropriate for this grade level. |
– Object pronouns y and en
– Pronoun on – Subject and auxiliary verbs in le passé composé 2 – Le passé composé of regular -er, -ir,and -re verbs, and some irregular verbs (e.g., avoir, être, faire, prendre) with the verb avoir – Singular form of le passé composé of a few high-frequency verbs formed with the verb être (e.g., aller, partir ) – Comparative and superlative forms of adjectives (e.g., Le fromage est plus cher que le pain. C’est le film le plus populaire) – Partitive article with negation (e.g., Je n’ai pas de...) – Formation of adverbs with adjectives (e.g., naturelle, naturellement , heureux/ heureusement) – Basic vocabulary (e.g.,words associated with careers, transportation, clothing, music, films, travel) – Words from units under study, phrases and expressions from oral vocabulary, personal word lists, and class lists – Use of basic sounds and their related spelling pattern, knowledge of cognates (e.g., adore/adorer, nutrition/nutritif, universel/ universelle) – Use of some generalizations about spelling (e.g.,word families:musique/musical/musicalement/ musicien/musicienne) – Use of resources (e.g., classroom-displayed vocabulary, text, dictionary) to check spelling |