Grade 11- Communicating

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• discuss plans related to common activities
• exchange opinions on topics of interest, giving reasons and reactions
• describe or narrate events, situations, or experiences
• use a range of vocabulary and expressions in past, present, and future
• interact in a variety of meaningful, real-life situations
  

SUGGESTED INSTRUCTIONAL STRATEGIES

As students support and encourage each other on a regular basis, they are able to interact with greater confidence in familiar situations and apply their growing range of strategies more consistently.

• Hold brief, weekly discussions to give students the practice they need to develop their communicative skills. Topics might include past celebrations, news items, unforgettable moments, or the best gifts ever received. Students can explore these topics in journals, giving them an opportunity to clarify their thinking and refine their communications. These topics could also be explored in penpal/e-mail exchanges.
• Ask students to form small groups to brainstorm reasons why adolescents smoke and why smoking is harmful. After group discussions, students complete a questionnaire on smoking habits. The whole class could identify the three most common reasons for smoking. In pairs, students share opinions and reasons for prohibiting smoking in public places and then present their ideas to the whole class. Students could access federal government or health association web sites for further information.
• Invite students to role-play various common situations, giving time for preparation but not requiring memorized scripts. Situations might include:
  • planning a camping trip for a week (discuss where to go, equipment, supplies, method of travel)
  • visiting a travel agent to make plans for a trip to a chosen destination in the Francophone world (discuss budget, transportation, dates, hotels, special requirements)
  • taking an important phone message and then conveying the information to the person meant to receive the message
  • applying for a driver's license
  • buying supplies for a party
    

SUGGESTED ASSESSMENT STRATEGIES

At this level, assessment increasingly involves situations or tasks designed to help students develop and demonstrate their growing language facility. Self- and peer assessment continue to be important ways of supporting students as they acquire and practise useful vocabulary, structures, and interactions.

• Assess students' oral work for evidence that:
  • information is complete
  • verb tenses support communication and show some refinement
  • presentation is clear, and pronunciation and intonation support meaning
  • narration of events is comprehensible
  • some detail is provided
  • preparation has occurred (e.g., students speak confidently with minimal support)
• Assess students' writing for evidence that:
  • meaning is clear
  • supporting detail, reasons, or examples are included
  • a variety of vocabulary and expressions are used
  • time sequence is clear with appropriate use of transitions (au début, puis, après, finalement)
• As a class, determine key behaviours or criteria for students' daily oral communication in class. Have students list these in their journals and take a few minutes at the end of each class to rate their own behaviour in each category (e.g., strong, satisfactory, weak). Consider using a similar checklist or scale for recording teacher observations. Criteria might include evidence that students:
  • volunteer questions and information
  • take opportunities to practise newly acquired vocabulary and structures
  • persevere in French (e.g., repeating, rephrasing, attempting to self-correct, using gestures) when they cannot understand or be understood
  • support and encourage other students when they speak in or listen to French
  • take risks to use unfamiliar language
  • self-monitor and attempt to correct recurring or significant errors
    

RECOMMENDED LEARNING RESOURCES

 Print Materials

• Jeunese Mag: Au-dela des frontieres
• "Le magazine" Anthology Series
• Rencontres
• Stoddart Colour Visual Dictionary French-English
  

 Multimedia

• Des chansons québécoises sans frontières
• En direct 1
• Savoir faire: Voyages 1
• Tous ensemble!

Video

• Jeunes Francophones
• Le café des rêves

Previous Page Next Page

© Copyright 2001. All Rights Reserved. Curriculum Branch.
Maintained by: International Languages Coordinator
Last Modified: February 2002

  BC Ministry of Education Home Page