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COURSE OUTCOMES
FRENCH INTERMEDIATE II NON-NATIVE (ELEMENTARY) (July 2015)
French Intermediate II is designed for Elementary and Upper Elementary students (from 8 to 13 years of age). However, twelve and thirteen-year-old students are also eligible to take Secondary French Course if they are ready to earn Secondary credits which could impact their grades.
A normal prerequisite for this course is the Intermediate I French Course or its equivalent. The French Intermediate II Elementary course is centered on the practical application of communication skills, with an emphasis on the language material used in everyday situations. A variety of activities, including role-play and educational games, will be employed to develop their listening and speaking skills. They will participate in group reading and writing and become acquainted with some cultural aspects tied to the FRENCH language.
This course supports and is aligned to the success orientations, competencies, and knowledge noted in the QSI Program Outcomes. It consists of ten essential units that are divided into Essential Outcomes and Introduce/Practice Outcomes. The Essential Outcomes must be assessed for mastery. The Introduce/ Practice Outcomes are intended to expose the student to skills that will be mastered in a future essential unit, engage the student in ongoing and necessary skills, and to practice the outcomes previously taught.
The normal pace for French Intermediate I leads to the mastery of ten essential units for those QSI schools that offer Languages Other than English five periods a week. Depending on the individual school programs, French Intermediate II could be allotted three to five periods per week with a period being a minimum of 45 minutes. If French Intermediate II is offered less than five periods a week the students will master the following appropriate number of units: 4 periods a week equals 8 units mastered 3 periods a week equals 6 units mastered
This course is a prerequisite for French Advanced I Elementary or French Secondary II.
An outline of ten Essential Units is provided below:
1. Encore Tricolore 2 Nouvelle Édition, Nelson Thornes, 2002:
Student’s book ; Teacher’s book ; Copymasters and Assessment ; Audio CD Pack. 2. Lili, la petite grenouille 1, Méthode de français pour les petits, Clé International Livret de lecture Lecture-écriture Lecture Activités 2 CD audio 3. Bien Joué 1, Méthode de français, Hachette Méthode de français Cahier d’exercices Guide Pédagogique 2 CD audio 4. Alex et Zoé et compagnie 2, Méthode de français, Clé International Livre de l’élève Livret de civilisation Cahier d’activités CD audio + CD-Rom 5. Grammaire Progressive du Français (niveau débutant), Maïa Grégoire, CLE International 6. Grammaire Progressive du Français (niveau intermédiaire), Maïa Grégoire, Odile Thiévenaz, CLE International 7. Vocabulaire Progressif du Français (niveau débutant), Claire Miquel, CLE International 8. Vocabulaire Illustré 350 exercices (niveau débutant), Hachette 9. Internet Sources
Suggested Assessment Materials:
The tests from Copymasters and Assessment, Encore Tricolore 2 and any appropriate teacher-generated testing materials related to the essential outcomes may be used for the evaluation of main TSW’s for each essential unit. The practical application will be evaluated according to the General Assessment Rubrics and will determine the final Unit grade.
1. General Assessment Rubrics for oral assignments:
Grade Features: Presentation/Interaction (questions, dialogues, discussions, débâtés etc.) P None of the standards below are met. P Vocabulary is limited and pronunciation is unclear. Some basic grammatical structures are used correctly. / Interaction is limited. Most questions must be repeated. B The range of vocabulary is somewhat varied. Basic grammatical structures are used correctly, but pronunciation generally limits the understanding. / Comprehension and interaction are generally satisfactory. B Intonations and pronunciation generally facilitate understanding. Some complex grammatical structures are used correctly. Vocabulary is somewhat varied. / Most responses demonstrate comprehension and provide appropriate information. A Pronunciation and intonation are easy to understand. Vocabulary is varied and effective. / Responses demonstrate comprehension. Appropriate and detailed information is provided. A The pronunciation is clear and comprehensible. There are no vocabulary and grammatical mistakes. / Comprehension and interaction are consistent.
2. General Assessment Rubrics for Written assignments Grade Requirements to the: Language/Message P None of the standards below are met. P Response is ineffective. Range of vocabulary and grammar structures is very limited. / Task has been partially completed. B Vocabulary is somewhat varied. Several grammatical mistakes are made. / The task has been completed. B The response is effective to some extent. Vocabulary is sometimes varied. Basic grammatical structures are used correctly. / The task has been completed. A The response is accurate and the communication is generally effective with a few mistakes. / All ideas have been identified and most ideas have been well developed. A Range of vocabulary and grammatical structures are varied and effective. There are no mistakes. / The task has been completed effectively and all ideas have been well developed.
