Grade
9- 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:
- ask for assistance and
detailed information
- share opinions and preferences,
giving reasons
- describe and exchange
information related to activities, people, places, and things
- arrange events in past,
present, and future
- participate in selected
meaningful, real-life situations
SUGGESTED
INSTRUCTIONAL STRATEGIES
Students at this level need
continued support to develop the range of language necessary to communicate
with each other. The focus of learning is to convey and understand meaning for
practical purposes in situations that are relevant to Grade 9 students, such
as ordering a meal or buying a gift.
- Have students prepare
oral or multimedia introductions of their favourite songs, music videos, movies,
or television shows including basic information about titles, artists, styles,
and personal reactions. Students should adjust their presentations to use
familiar and practised expressions and vocabulary and use prompt notes to
assist if necessary. They should also include short and appropriate excerpts
of their choice. To extend this activity, the teacher might introduce Francophone
CDs and videos.
- In small groups, ask
students to exchange preferences of fun things to do on a weekend. Then, with
partners, they prepare dialogues in which they decide together where to go,
exchanging opinions and giving reasons.
- Have students interview
partners to find out about their favourite activities, friends, music, classes,
most prized possessions, and personal qualities. Using this information, students
create bio-fiches about their partners. The bio-fiche forms the basis for
an oral presentation in which students describe their partners to the class.
- Have groups organize
a small garage sale or a class flea market, real or simulated. Purchasers
and vendors can concentrate on expressing their needs and desires as they
make their transactions.
- Have students plan a
"mystery tour" for their classmates. Using a map of the community,
students interact with classmates to lead them to the mystery destination
by asking questions and giving directions.
SUGGESTED
ASSESSMENT STRATEGIES
In Grade 9, assessment continues
to focus on communication of meaning, with an increasing focus on student interaction.
Some of the activities assessed involve spontaneous communication, where the
focus is on students' strategies for expressing and understanding meaning. When
students have had opportunities to practise and receive feedback before making
presentations, more attention can be paid to accuracy than in their spontaneous
interactions.
- When students make presentations
they have practised (e.g., oral or multimedia presentations, role plays for
presenting bio-fiches), criteria can focus more on the degree of fluency and
accuracy than when they are involved in spontaneous activities. For prepared
presentations, the criteria might assess the extent to which:
- presentation is fluent
(e.g., shows evidence of practice and preparation)
- pronunciation and
intonation are appropriate and support communication
- message is comprehensible
- information is complete
(e.g., includes reasons and support for opinions where needed)
- information is appropriate
and relevant
- Have students demonstrate
their ability to apply vocabulary and structures they have learned to new
situations by performing spontaneous role plays or mystery tours. Provide
students with a short list of key features or criteria the teacher will be
looking for. For example, students:
- adapt the language
structures they practised to convey meaning in a new context
- clearly convey their
preferences, giving reasons
- approximate pronunciation
and intonation when asking or answering questions
- show evidence of
anticipating and planning ahead for communication
- attempt to support
each other (e.g., by speaking carefully, using gestures)
RECOMMENDED
LEARNING RESOURCES
Print
Materials
- "Le magazine"
Anthology Series
- Stoddart Colour Visual
Dictionary French-English
Multimedia
- Entre amis Series, Level
2
- Des chansons québécoises
sans frontières
- J'arrive vite et bien
- Savoir faire: Passages
2
©
Copyright 2001. All Rights Reserved. Curriculum Branch.
Maintained by: International Languages Coordinator
Last Modified: February 2002
BC
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