Grade 10 - Acquiring Information

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• retrieve, process, and adapt information from French-language resources to complete authentic tasks
• explain in detail acquired information in oral, visual, and written forms
  

SUGGESTED INSTRUCTIONAL STRATEGIES

By now, students are able to use many strategies to enable them to identify key information in authentic documents. The tasks they perform frequently integrate all aspects of their language learning and should relate directly to their lives.

• After reading the entertainment page from a French-language newspaper, or reading or listening to reviews on television or a web site, have students decide which films, concerts, or theatre productions they will attend, when, and where. They exchange this information with partners and arrange to attend an event together.
• Using documents prepared for new drivers, have students identify key information for role plays in which they explain to a friend how to get a driver's licence.
• Have students examine employment advertisements in a French-language newspaper or on a web site and choose positions for which they would like to apply. Students can also use information from publications created to assist young people in finding part-time and summer employment. With the help of the information in these publications and a general discussion on part-time jobs, students write letters, compile résumés, or role-play job interviews.
• Have students choose interesting articles from youth magazines, newspapers, or web sites (e.g., Etincelle, Vidéopresse, Le Journal des jeunes, Chez Nous) and note three interesting facts to present to the class or a group. As a follow-up, students could write letters to the editor or design fact-quizzes for classmates.
• Ask each student to select a French-language television or radio program to tune in to each day for one week. During this time, students keep logs in which they record information about their selected programs, as well as reflections on their developing language skills.
  

SUGGESTED ASSESSMENT STRATEGIES

At this level, students are able to work with an increasing variety of print materials, media, and the Internet to locate information required for tasks. Assessment considers both the processes students use-the skills, strategies, and approaches they employ to acquire information from resources-and the products or activities that demonstrate their degree of success. Self-assessment plays an important role in supporting skill development.

• Rate each aspect of role-play performances or oral presentations on a five-point scale where 5=excellent and 1=requirements not met. Students can assess their own performances and provide feedback to their peers using the same scale. For example, check if partners:
  • include accurate and relevant information
  • communicate clearly
  • make direct reference to details provided in the original source
  • use appropriate vocabulary and language structures
  • sustain interaction and support each other with questions, prompts, and body language
• Assess written assignments using criteria similar to those used above for oral presentations. For example, check that:
  • communication is clear
  • information is accurate and relevant
  • details and examples are included
  • language is appropriate
  • material is effectively organized and easy to follow
• For the television or radio program assignment, have students keep logs to prompt self-assessment and reflection. Look for evidence that students:
  • complete entries for each day
  • set personal language goals and monitor their own progress
  • identify what they understand of each day's program
  • show evidence of using appropriate language-learning strategies
    

RECOMMENDED LEARNING RESOURCES

 Print Materials

• "Le magazine" Anthology Series
• Stoddart Colour Visual Dictionary French-English
  

 Multimedia

• Entre amis Series, Level 3
• Des chansons québécoises sans frontières
• Savoir faire: Passages 3

Video

• Jeunes Francophones
• Le café des rêves

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Maintained by: International Languages Coordinator
Last Modified: February 2002

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