Grade 10- Communicating

This organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

explain how to do everyday activities or procedures
communicate needs, desires, and emotions, giving reasons
describe events and experiences
express statements in past, present, and future
participate in a variety of meaningful, real-life situations

SUGGESTED INSTRUCTIONAL STRATEGIES

Students at this level display a growing ability to take risks with language and should be encouraged to do so. Communicating meaning is still the central focus of this organizer. While emphasis remains on the practical and everyday use of language, students' descriptive abilities include linking and sequencing of narrative.

Have each student present three different pieces of music to the class, giving reasons why they evoke certain emotions. Classmates respond on task sheets, indicating their personal responses to each musical selection and whether they agree or disagree with the emotions described by the presenter.
In groups, students plan what they need for dream vacations (encourage creative destinations such as the Himalayas, Tierra del Fuego). They also explain why each item will be necessary. Others may guess the general destination of the trips based on the items required.
Have students prepare demonstrations of how to put together their favourite healthy snacks. Demonstrations should include step-by-step descriptions of the recipes, with written, visual, or electronic aids. The recipes can be collected to make a class cookbook.
Have students prepare and practise dialogues or role-plays with their partners. Possible situations could include:
- planning an outing with a friend
- teaching a friend how to do something
- discussing a television show or film
- joining a school club or team
Ask students to share information related to films they have seen recently and enjoyed. Information should include leading actors, genre of the film, quality of the performance, setting, and brief plot summary. After listening to descriptions, other students select one or two films they would like to see and give reasons why. Students might enjoy writing film reviews, creating posters advertising the films, or designing web sites for the films. Students should include plot summaries along with other information.

SUGGESTED ASSESSMENT STRATEGIES

Students are increasingly able to engage in spontaneous interactions and presentations using vocabulary and structures they have memorized. The focus of assessment continues to be whether or not students are able to understand and convey meaningful messages. Where students have had opportunities to use resources, practise, receive feedback, and make corrections, they are expected to work toward accuracy. Assessment should not, however, emphasize correctness to the extent that students are afraid to take risks that are essential to their language development.

When students prepare and practise oral presentations or demonstrations, provide a short list of key features or criteria for assessment, including:
- language is understandable
- necessary and new vocabulary, language structures, and expressions are incorporated
- information is relevant, complete, and accurate
- presentations flow smoothly
- preferences are conveyed clearly and reasons are given
- pronunciation and intonation are accurate
When students are engaged in role plays or dialogues, use a checklist to assess the extent to which they are:
- actively engaged in the interactions
- able to sustain interaction, taking risks with the language to extend their language boundaries
- able to support meaning with gestures, interaction, and body language
- able to sequence events clearly and appropriately
When students create posters or design web sites, look for evidence that they:
- convey visual images clearly and creatively
- appeal to an audience
- offer complete, detailed, descriptive information
- incorporate familiar and practised expressions, language structures, and vocabulary
- take risks with language to extend their language boundaries
- model aspects of French language from movie posters or existing web sites
- provide accessible and retrievable web site information

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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