Grade 12 - Acquiring Information

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• retrieve, research, and analyse information from French-language resources to complete authentic tasks
• synthesize acquired information in oral, visual, and written forms

SUGGESTED INSTRUCTIONAL STRATEGIES

Students will engage in meaningful tasks that require specific information. They should be able to locate information with confidence, skim for relevant facts, and know how to use dictionaries and other resources appropriately.

• Conduct a Career Fair at which students examine a variety of resources related to career opportunities, including brochures, articles, and electronic information sources. Each student chooses and investigates a profession or trade and prepares a written report and oral presentation for the fair. Francophone guest speakers could also be invited to the class. Other grades or classes could be invited to attend the fair, or half the class could hold their presentations during one period, the other half the next period. As students visit the career displays, have them record information about careers that interest them and why. For example, they might complete Profils de carrière with headings of Nom de la carrière, Éducation requise, Description d'emploi, Salaire.
• Have students research and analyse information relevant to a chosen topic, such as raising the driving age. Sources may include accident statistics, RCMP publications, magazine articles, and the Internet. Students use this information to hold a class debate in which each class member must support an assigned position, attempt to convince others, and finally vote according to arguments given.
• With students, brainstorm a list of criteria to evaluate web sites. Students then use this criteria to select a variety of Francophone web sites. Students could report their findings to the class.
  

SUGGESTED ASSESSMENT STRATEGIES

At this level, students are able to use a wide range of resources to acquire the information they need for oral and written activities. While some of these resources are available in the classroom, students are also expected to locate and use French-language resources in their community and elsewhere (e.g., via the Internet or correspondence).

• When students participate in the Career Fair, presentations should include relevant, accurate, clear, and well-organized information about:
  • why each student has chosen this career to investigate
  • the requirements and qualifications for the job
  • the nature of the job, including salary and working conditions
  Consider collecting the Profils de carrière and assessing them for accuracy and relevance of information.
• When assessing debates, consider both oral performance and written summaries. Note the extent to which students:
  • state positions clearly
  • effectively support positions
  • respond with some spontaneity to counter-arguments
  • use appropriate structures and expressions to defend points of view and counter opposition
  Additional criteria for written summaries might include:
  • evidence of research
  • logical organization
  • effective use of vocabulary and structures to enhance meaning
• Prompt students to reflect on and assess the skills and strategies they use for acquiring and using information by having them compile personal records of:
  • strategies they find effective
  • tasks they are comfortable with
  • skills and strategies they want to improve

  Have them occasionally review and update their records with partners.

• Note the range of criteria used by students to evaluate web sites and assess the breadth of their research.
  

RECOMMENDED LEARNING RESOURCES

 Print Materials

• Jeunesse mag: Au-delà des frontières
• "Le magazine" Anthology Series
• Passe-partout(First or Second Edition)
• Stoddart Colour Visual Dictionary French-English
  

 Multimedia

• En direct 2, 3
• Savoir faire: Voyages 2
• Tous ensemble!

Video

• Jeunes Francophones
• Le café des rêves
  

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Maintained by: International Languages Coordinator
Last Modified: February 2002

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