PostIntensiveFrenchGrades9 12

Department of Education and Early Childhood Development
Educational Programs & Services Branch

PO Box 6000
Fredericton, NB
E3B 5H1
February 2016
Acknowledgements
The New Brunswick Department of Education wishes to thank the following individuals for
their contributions to the development of this document:
 Pilot teachers of Intensive French in the province of New Brunswick
 Intensive and Post-Intensive French school district learning specialists
 Dr. Joan Netten and Dr. Claude Germain, researchers and developers of Intensive
French
 Fiona Stewart, Intensive and Post-Intensive French learning specialist, Educational

Programs and Services
 Lyne Montsion and David Macfarlane, former FSL learning specialists of the
Department of Education and Early Childhood Development
 Debra Richard, Education Support Teacher - EAL Lead, Anglophone School District
East
 Marco LeBlanc, French Second Language Teacher, John Caldwell School,

Anglophone School District West
 Lorelei Jensen, Teacher, Hartland Community School, Anglophone School District

West
 Marie-Josée Paulin, French Second Language Teacher, Fredericton High School,

Anglophone School District West
 Chantale Roy, Education Support Teacher – Literacy FSL 9-12, Anglophone School
District East
The New Brunswick Department of Education also wishes to recognize the Saskatchewan
Ministry of Education, the Nova Scotia Department of Education and Early Childhood
Education and the Department of Education and Early Childhood Education of
Newfoundland and Labrador for their valuable contributions towards the production of this
document.
Please note that this document has been published in English, but that certain sections have
been written directly in French by and for teachers. The document will be available in both
English and French once it has been approved by the Provincial Curriculum Advisory
Committee.
Table of Contents
Introduction ................................................................................................................. 1
Background on French Second Language Programming .................................. 1
Overview of Intensive French Programs ........................................................... 1
Purpose of the Document ................................................................................ 2
Curriculum Outcomes................................................................................................. 3
Definitions......................................................................................................... 3
Essential Graduation Competencies and Post-Intensive French .............................. 4
General Curriculum Outcomes ........................................................................... 5
Key-stage Curriculum Outcomes ........................................................................ 5
Combined Classes ........................................................................................... 7
Teacher Support .............................................................................................. 7
Program Evaluation ......................................................................................... 7
Universal Design for Learning (UDL)......................................................................... 8
Program Content ..................................................................................................... 13
Grade 9 - Unité 1 : La musique ...................................................................... 17
Grade 9 - Unité 2 : Le petit écran – La télévision ............................................ 19
Grade 9 - Unité 3 : La responsabilité sociale .................................................. 21
Grade 10- Unité 1 : Le grand écran – Le cinéma ............................................ 23
Grade 10 - Unité 2 : L’impact des TIC dans la vie quotidienne ........................ 25
Grade 10- Unité 3 : Les relations personnelles chez les ados ......................... 27
Grade 11 – Unité 1 : C’est injuste! ................................................................. 29
Grade 11- Unité 2 : Le pouvoir de la photo ..................................................... 31
Grade 11 – Unité 3 : C’est un mystère ........................................................... 33
Grade 12 – Unité 1 : Moi dans 10 ans ............................................................ 35
Grade 12 – Unité 2 : Les défis écologiques .................................................... 37
Grade 12 – Unité 3 : Semblables mais différents ............................................ 39
Grade 12 – Unité 4 : Ma carrière : rêve ou réalité ........................................... 42
Instructional Environment ......................................................................................... 45
Organizing for Instruction ............................................................................... 45
Time Management during the Post- Intensive periods .................................... 46
Technology in Instruction ............................................................................... 48
Individualizing Instruction ............................................................................. 49
Informing Others ............................................................................................ 50
Assessing and Evaluating Student Learning ......................................................... 51
Assessment and Evaluation ........................................................................... 51
Assessing Oral Proficiency ............................................................................ 53
Assessing Reading Proficiency ...................................................................... 54
Assessing Writing Proficiency ........................................................................ 54
Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page i

Appendices ................................................................................................................ 62
Appendix A: A Neurolinguistic Approach ..................................................................... 63
Appendix B .................................................................................................................. 93
Appendix C ................................................................................................................ 104
Appendix D ................................................................................................................ 109
Appendix E ................................................................................................................ 115
Appendix F and Appendix G: Reading Acquisition .................................................... 129
Appendix H1: Fiche de planification .......................................................................... 133
Appendix H2: Fiche De Planification: Texte Narratif ................................................. 135
Appendix H3 : Fiche De Planification : Texte Informatif ............................................ 138
Appendix H4: Blank Reading Template..................................................................... 141
Appendix H5: Blank Justification for Writing .............................................................. 142
Appendix H6: Blank Writing Template ....................................................................... 144
Appendix I1: Exemple de fiche de planification ......................................................... 147
Appendix I2: Écriture : Fiche de Planification ............................................................ 151
Appendix I3: Example of rubrics for oral communication........................................... 153
Appendix J1: Daily Observation Chart for Reading ................................................... 155
Appendix J2: Writing Evaluation Chart ...................................................................... 156
Appendix J3: Weekly and/or Monthly Observation Chart .......................................... 157
Appendix K: Graphic Organizers ............................................................................... 159
Appendix L: Bloom’s Taxonomy ................................................................................ 168
Appendix M: General Overview of CEFR levels A1, A2, B1 and B2 ......................... 172
Appendix N: New Brunswick Oral Proficiency Scale ................................................. 183
Appendix O: Administrative Documents .................................................................... 186
Appendix O1: Post-Intensive French Administrative Guidelines ............................... 187
Appendix O2: Blended High School Program ........................................................... 191
Appendix O3: Pre-IF, IF and PIF at a Glance: A Quick Overview ............................. 192
Appendix O4: Projet de sortie ................................................................................... 194
Appendix O5: Classroom Resource List.................................................................... 195
Appendix P: “Look-Fors” for Administrators .............................................................. 196
Appendix Q: Writing Samples ................................................................................... 198
Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page ii

Introduction
Introduction
Background on French Second Language Programming
As the only officially bilingual province in Canada, it is important for students in New Brunswick
to be able to communicate in both French and English, Canada’s official languages. Learning
French as a second language fosters awareness of linguistic and cultural diversity, nurtures
problem solving and creativity, and prepares students to learn languages beyond French and
English. In 2001, New Brunswick commissioned a study of French Second Language programs.
PriceWaterhouseCooper in its review concluded that the Core French program was
unsatisfactory in many respects. Following that review, a decision was made to pilot what was
then known as Intensive Core French and study the possibility of a program change. In July
2007, the Department of Education initiated a further comprehensive review of the French
second language programming and services within the Anglophone school system, with the
goal of increasing French proficiency for a greater number of students.
In August 2008, after reviewing the commissioners’ report and carrying out extensive
consultation, the Minister of Education announced a revised model of French second-language
learning for the province. The programming recommendations included:
 a universal English program for all students, kindergarten

through grade 2, beginning September 2008;
 a new entry-point to French immersion in grade 3 to begin in September 2010;
 an introduction to French language and culture for all
students in kindergarten and early grades;
 implementation of Intensive French at grade 5 for all
students as an alternative to Core French, preceded by Pre-Intensive French in grade 4
and followed by Post-Intensive French in grades 6 to 12.
In September 2008, the majority of schools across the province with grade five began
implementation of Intensive French to replace Core French (grades 1-5). Extensive pilots of
Intensive French, both in and beyond New Brunswick, show that following the block of intensive
instruction, students are able to attain a level of spontaneous communication. The
implementation of Intensive French and the other French Second Language program changes
should help to increase the number of New Brunswick children who graduate from high school
having learned a second language.
Overview of Intensive French Programs

Intensive French is a literacy-based approach to teaching French as a second language in which
students are required to use French to speak, read and write for authentic purposes. Skills are
developed in an integrated fashion through interactive learning experiences built around age
appropriate and interesting themes. Intensive French programs focus on oral language (fluency
and accuracy) first, helping students to develop an internal grammar of correct forms and
structures; reading and writing are integrated to help students learn aspects of written language
(i.e., external grammar). French is the language of instruction. Students begin in grade four with
the Pre-Intensive program, which consist of 150 minutes per week of introductory French
language.
Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page 1

Introduction
Following grade four, Intensive French is offered either the first or last five months of grade five,
and is followed or preceded by 45 hours of French instruction using the Intensive French
methodology, scheduled two or three times per week in blocks of time. During the “intensive” or
“concentrated” five-month term, there is no instruction in English language arts, science, social
studies, health or personal development and career planning. The increased time and intensity
of French instruction enable students to develop communication skills and engage in more
cognitively demanding tasks. Language is used as a means of communication rather than being
taught as an object of study. Instruction in mathematics, and generally art, music and physical
education, takes place in English throughout the year. All subjects receive their required
instructional time allocation in the term following or preceding Intensive French.
After grade 5, students will choose either to enter grade 6 Late French Immersion or continue in
the English Prime program which consist of Post-Intensive French. Post-Intensive French
consists of 200 minutes of instruction per week. The program continues to be literacy based and
follows the methodology and strategies of Intensive French. The 200 minutes are divided into 2
or 3 blocks of time per week.
When entering high school, Grade 9/10 students who have followed the middle level PIF
program will participate in two compulsory 90 hour courses, one offered during each school
year. At the end of Grade 10, students should be obtaining the Intermediate level of proficiency,
as defined by the New Brunswick Second Language Oral Proficiency Scale. Students may then
register for Post-Intensive French at the Grade 11 and Grade 12 grades. With this in mind, all
schools shall offer Grade 11 and Grade 12 Post-Intensive French courses. If enrolment
numbers are low, the Grade 11 and Grade 12 classes may be combined. It is the goal of
the PIF program for students continuing their French training to obtain a French level of
proficiency of Intermediate Plus or higher on the NB Proficiency Scale (B1.2-B2.1 on the
CEFR Scale).
Purpose of the Document

This curriculum document defines expected learning outcomes for Post-Intensive French and
provides guidance on instructional methodology, classroom environment, assessment of
student learning and administration of the program. The suggested resources and strategies for
instruction and assessment are intended to help teachers plan effective learning experiences for
students.
The New Brunswick curriculum document is also intended to support administrators who are
responsible for organizing and implementing Post-Intensive French within their schools. School
administrators should note that there are look-fors and administrative guidelines contained
within the appendices.
This document pertains to the implementation and teaching of Post-Intensive French in grades
9, 10, 11, and 12. It is expected that teachers will use the Post-Intensive French Curriculum
Grade 9, 10, 11, and 12 in conjunction with the Interprovincial Post-Intensive French Program
Guide for grade 9, 10, 11, and 12 which contains detailed units of instruction for each grade
level.

Curriculum Outcomes
Curriculum Outcomes
Definitions
Essential Graduation Competencies and Post-Intensive French
Essential Graduation Competencies provide the framework for curriculum outcomes. Curriculum
outcomes articulate what students are expected to know, value and be able to do. General
curriculum outcomes link subject areas to the essential graduation competencies and provide
an overview of the expectations of student performance. Key-stage outcomes identify what is
expected of students at the end of a particular block of time, for example, at the end of the
secondary level. Specific curriculum outcomes set out what is expected of students by the end
of each grade or course.
Essential Graduation Competencies (EGC) describe the knowledge, skills and attitudes
expected of students who graduate from the school system of New Brunswick. The Essential
Graduation Competencies provide the framework for the development of prescribed school
programs.
General Curriculum Outcomes
General curriculum outcomes describe what students are expected to know and be able to do
upon completion of study in Post-Intensive French. Although the statements of learning
outcomes are organized under the headings of Oral Communication, Reading and Viewing,
and Writing and other Ways of Representing, it is important to note that these language
processes are interrelated and are best developed as interdependent processes.
Key-stage Curriculum Outcomes
Key-stage curriculum outcomes are statements identifying what students are expected to know
and be able to do by the end of particular grades within the public education system.
Generally, key-stage outcomes are identified for the end of grades 2, 5, 8 and 12 or grades 3,
6, 9 and 12. Due to the nature of the Intensive French and Post-Intensive French programs,
key-stage curriculum outcomes have been developed for grade 5, grade 8, grade 10, and grade
12.
Specific Curriculum Outcomes
Specific curriculum outcomes identify what students are expected to know and be able to do at
the end of a particular grade level. There are no predetermined vocabulary items or grammatical
structures stated within the specific curriculum outcomes for Post-Intensive French, although
proficiency goals must be respected. Objectives describing functions of communication are
identified for each unit of study within the Interprovincial Post-Intensive French Program Guide to
provide elaboration for some of the specific curriculum outcomes. It is important to note that the
progression in language learning originates from the nature of the task. Thus, tasks become
more complex and cognitively demanding as students advance through the units of the program.

Curriculum Outcomes
Essential Graduation Competencies and Post-Intensive French

The Post-Intensive French curriculum, as outlined in this curriculum guide, links Post-Intensive
French with the Essential Graduation Competencies.
Essential Graduation Competencies provide a consistent vision for the development of a

coherent and relevant curriculum. The Essential Graduation Competencies statements offer
students clear goals and a powerful rationale for school work. They help ensure that provincial
education systems’ missions are met by design and intention. The Essential Graduation
Competencies statements are supported by curriculum outcomes.
Essential Graduation Competencies are statements describing the knowledge, skills and
attitudes expected of all students who graduate high school. Achievement of the Essential
Graduation Competencies prepares students to continue to learn throughout their lives. These
Competencies describe expectations not in terms of individual school subjects but in terms of
knowledge, skills and attitudes developed throughout the curriculum. They confirm that
students need to make connections and develop abilities across subject boundaries if they are
to be ready to meet the shifting and ongoing demands of life, work and study today and in the
future.
Creativity and Learners are expected to engage in creative processes, to make

Innovation unforeseen connections, and to generate new and dynamic ideas,
techniques and products. They value aesthetic expression and
appreciate the creative and innovative works of others.
Citizenship Learners are expected to act responsibly and contribute positively to
the quality and sustainability of their environment, communities and
society. They assess the social, cultural, economic and environmental
interconnectedness and act as stewards in a local, national and global
context.
Communication Learners are expected to express themselves effectively through a
variety of media. They listen, view and read for information and
enjoyment.
Personal and Career Learners are expected to become self-aware and self-directed
Development individuals who set goals, make thoughtful decision regarding learning,
health and wellness, and career pathways, and take responsibility for
pursuing their goals throughout life.
Critical Thinking Learners are expected to analyze and evaluate ideas using various
types of reasoning and systems thinking to inquire, make decisions,
and solve problems. They reflect critically on thinking processes.
Technology Fluency Learners are expected to use and apply technology to collaborate,
communicate, create, innovate, and solve problems. They use
technology in a legal, safe, and ethically responsible manner to support
and enhance learning and career and personal goals.

Curriculum Outcomes
General Curriculum Outcomes
The goal of the Post-Intensive French program, for students who continue to study to the end
of their high school program, is to attain the level of B1.2 (independent user) according to the
Common European Framework of reference or Intermediate proficiency on the New Brunswick
Oral Proficiency Scale. At this level, students are able to:
 satisfy routine social demands and limited requirements in school and work settings
 provide information and give explanations with some degree of accuracy
 provide autobiographical information in some detail
 produce simple connected text on topics, which are familiar, or of personal interest
 describe experiences and events, dreams, hopes & ambitions and
 give reasons and explanations for opinions and plans
Key-stage Curriculum Outcomes

Key-stage outcomes for the end of Grade 10 in Post-Intensive French are as follows:
 Oral production: to achieve the level of ‘intermediate’ on the New Brunswick Oral
Proficiency Scale
 Reading: to achieve the level of ‘fluent reader’ as described in the section Assessing
and Evaluating Student learning in this guide.
 Written production: to write a text which meets the criteria for Appropriate Level of
performance as described in the section Assessing and Evaluating Student Learning in
this guide.
The general and specific curriculum outcomes and the overview of the content of the units that
are described on the following pages are intended to assist teachers with the organizing and
planning of the Post-Intensive French program and are to be used in conjunction with the
Interprovincial Post-Intensive French Program Guide. Due to the fact that the Post Interprovincial
Intensive French Program Guide provides extensive details on the instructional learning
experiences and resources, this curriculum document does not utilize the standard four-column,
two-page spread generally found in curriculum guides. Tables for each unit of the program are
included to give teachers an overview of the content of the program.
The table below represents the anticipated language development by grade level and by strand
according to the CEFR levels and serves as a guide for the teacher at reporting time. It provides
the teacher with clear indicators of attainment.
Oral Communication Reading & Viewing Writing & Representing

Grade 5 A2.1 Grade 5 A2.1 Grade 5 A2.1
Grade 8 A2.2 Grade 8 A2.2 Grade 8 A2.2
Grade 10 B1.1 Grade 10 B1.1 Grade 10 B1.1
Grade 12 B1.2 Grade 12 B1.2 Grade 12 B1.2

Curriculum Outcomes

Combined Classes
Combined Classes
Teaching Post-Intensive French in Multi-Grade Classrooms
Multi-grade classrooms consist of two or more grades and a teacher in the same scheduled
class time. Post-Intensive French can be successfully implemented in this setting. It is
recommended that teachers apply the following principles in organizing instruction in
combined groups:
 develop a long-term plan based on grade combinations;
 review specific and key-stage outcomes;
 organize learning to respect the outcomes;
 keep records of long-term and multi-year plans;
 select activities and resources that provide for individual and group needs, including
enrichment;
 consult with previous year’s teachers to verify units covered;
 use “les livres en vrac” (browsing box books) from both to complement units;
 students can use the same text a second year providing the activities are different (For
example, create a broadcast or ad for ‹‹le petit écran – la television›› instead of a
brochure;
 consult with colleagues, learning specialists, mentors, etc. for ideas and support
Teacher Support
During the academic year, Post-Intensive French teachers can expect to have classroom visits
by the French Second Language Learning Specialist in the school district. The purpose of the
visits is to support teachers in implementing the instructional strategies underlying the program.
Lists of Look Fors for administrators are included in Appendix P. The lists are intended to clarify
strategies for teachers and to assist administrators as they visit classrooms and/or conduct
“walk throughs”.
Program Evaluation
At the end of Grade 10, teachers are encouraged to organize oral interviews with each student
prior to or during the examination period. These oral interviews can use general questions
expanded in an authentic conversation based on the units studied, examples of which are
provided in the guide. At the end of Grade 12, students may be tested by a provincial assessor
for their French Language Proficiency. These testing periods will be held during the school year,
in the semester the course in being completed, and within the hours of instruction. The
opportunity to participate in these interviews is provided free of charge by the province of New
Brunswick.

Universal Design for Learning
Universal Design for Learning (UDL)

The New Brunswick Department of Education and Early Childhood Development stresses the
need to design and implement learning that provides equal opportunities for all students
according to their abilities, needs and interests. Teachers are aware of and make adaptations to
accommodate the diverse range of learners in their classes. When making instructional
decisions, teachers consider individual learning needs, preferences and strengths, as well as
the abilities, experiences, interests, and values that learners bring to the classroom. While this
curriculum guide presents specific outcomes for each unit, it is acknowledged that students’
progress at different rates. Teachers provide activities and strategies that accommodate student
diversity, recognizing and celebrating students as they develop and achieve. The pedagogy
espoused through the Post-Intensive French program should allow all students to maximize
their learning opportunities in the second language.
Teachers articulate high expectations for all students and ensure that all students have
equitable opportunities to experience success. Teachers adapt classroom organization and
environment, teaching strategies, assessment practices, time, and resources to address
students’ needs and build on their strengths.
Three tenets of universal design inform this curriculum. Teachers are encouraged to follow
these principles as they plan and evaluate learning experiences for their students:
Multiple means of representation: provide diverse learners options for acquiring information
and knowledge
Multiple means of action and expression: provide learners options for demonstrating what
they know
Multiple means of engagement: tap into learners' interests, offer appropriate challenges, and
increase motivation
The following section (written in French) provides a visual representation for teachers to make
the connection between the main principles of Universal Design for Learning and the oral,
reading and writing components of Post-Intensive French. Details on the teaching strategies
proposed by the Post-Intensive French Program will be found in the appendices.

Stratégies d’enseignement à l’oral et la Conception universelle

d’apprentissage
Représentation (communication orale) : L’enseignant personnalise son

modèle et fournit assez de visuels (photos, objets, technologies adaptives et
interactives…) pour que les élèves puissent comprendre et être en moyen
d’adapter le modèle à leurs expériences authentiques. Il est essentiel de
soutenir la structure linguistique visée (voir notes pour l’enseignant).
Action et expression (communication orale) : Les 8 stratégies permettent

de varier les méthodes de réaction et d’interaction (individuelle, en dyade, en
groupe). N’oubliez pas d`inviter deux élèves à modéliser la structure
linguistique avant d’aller en dyade. À la fin des étapes, ajoutez une activité.
hè ié
Engagement (communication orale) : Écoute active (Sit, Lean forward, Ask

questions, Nod, Think about what is being said- Quantum teaching) et
intention d’écoute
Développement de conversations authentiques
Questions de suivi
Autorégulation : Feux vert, jaune, rouge (Thumbs up, Thumbs down)
Organisation physique de la classe

Stratégies d’enseignement de la lecture et la Conception universelle

d’apprentissage
Représentation (lecture) : En suivant l’approche de lecture en intensif

on répond aux différentes composantes de CUA (conception universelle
de l’apprentissage) sur le plan de la perception, sur le plan de la langue et
le plan de la compréhension. Donc, il est essentiel de se servir de la fiche
de planification en lecture.
 Projection sur le tableau interactif

 Adaptations dans le texte (plus ou moins de complexité
 Texte audio avec écouteur (enregistré par le prof, l’élève, Tumble
books, ou la maison de publication)
 Texte en main
 Longueur du texte exploité
 Texte en braille
 Grandeur et couleur de police
 Logiciel (Speech to text) SPEAK Q, Dragon Naturally Speaking, iPod
 Manipuler le texte du livre pour le simplifier, l’adapter ou le
personnaliser
Action et expression (lecture) : Les multiples situations de lecture (Lire

en chœur, lire en petits groupes, lire avec un partenaire) proposées aux
lecteurs doivent contribuer au développement des habiletés à réagir au
texte sur les plans cognitif et affectif.
 Les contacts multiples avec le livre permettent aux élèves d’interagir

et de mieux comprendre le texte (transfert progressif de la
responsabilité)
 D’abord, le prof modélise la lecture et ensuite les élèves lisent
 Individuellement…conférence avec l’élève…
 Activités synthèses
 Interaction de l’élève avec le texte
 Enregistrement d’une lecture individuel
 Pratiques inclusives : pour une lecture adaptée
Engagement (lecture) : Développer une version plus simple du

texte et l’adapter au niveau de compétence et intérêt des élèves
 Utiliser des livres simples publiés par des élèves de l’année

précédente. (Activités de post-lecture)
 Envoyer les livres à la maison pour partager avec les parents suite
à plusieurs exploitations et quand les élèves peuvent les lire
indépendamment. Préparer les parents à l’avance à NE PAS
demander une traduction du texte

Stratégies d’enseignement de l’écriture et la Conception universelle

d’apprentissage
Représentation (écriture) : En suivant l’approche d’écriture de l’ANL, on

répond aux différentes composantes de CUA (conception universelle de
l’apprentissage) sur le plan de la perception, sur le plan de la langue et le
plan de la compréhension. Donc, il est essentiel de se servir de la fiche
de planification en écriture.
 La phase de pré-écriture prépare les élèves oralement à créer un

lien avec leurs vécus, leurs réponses authentiques, les activités
orales et les textes déjà lus (activer leurs connaissances)
 Modèle d’écriture (métacognition) offre un encadrement
Action et expression (écriture) : Les multiples situations d’écriture

(écriture modélisée, élèves en petits groupes, écrire avec un partenaire
et écrire individuellement) proposées aux élèves doivent contribuer au
réinvestissement des connaissances acquises à l’oral et en lecture sous
forme écrite.
 Écriture modélisée : l’utilisation du modèle va varier selon la

capacité langagière et physique de l’élève
 Activités synthèses
 Mur de phrases, mur de sons
 Références aux textes déjà lus
 L’utilisation d’un « traitement de texte »
 Message du jour
 Textes modélisés
 Organisateurs graphiques
 Présenter l’histoire en images ou à l’aide d’objets concrets
 Fiche d’auto correction
 Technologie adaptive : Speak and Word Q, Voice to text, feutres
spéciaux, papier à grand format, papier de différentes couleurs
etc.

Engagement (écriture) :
 Utiliser les normes de performance en écriture afin de souligner

les buts spécifiques pour les besoins de l’élève
 Écrire sur ce qui l’intéresse et ce qui est authentique pour lui ou
elle
 Partager ses écrits
 Les grilles de révision pour guider l’élève dans son processus
d’apprentissage
 Offrir de l’échafaudage (regroupement, visuels, …)
 Encourager la collaboration entre les élèves pendant le
processus de l’écriture
 Partager des exemples d’écriture d’anciens élèves
 Créer un environnement de classe où les élèves peuvent écrire à
leur aise (intégrer l’art dans l’écrit)
 Cahier d’écriture
 Correspondre avec une classe francophone ou une autre classe
de français langue seconde

Program Content
Program Content
Post-Intensive French possesses four main characteristics which reflect the most effective
ways of learning a second language:
 intensive periods of study, blocks of time;

 use of the target language to improve literacy skills (oral, reading and writing skills);
 focus on language use, not content/subject-based learning; and
 an emphasis on informal learning based on the interests of students and their life
experiences of the students, not on formal instruction based on prescribed learning
resources.
The specific learning outcomes for Post-Intensive French are developed through a number of
topics, including, but not limited to:
 popular culture: music, television and film

 citizenship
 personal relationships
 technology
 debating beliefs and ideologies
 the impact of events on society
 cultural identity
 personal reflection
These topics are organized under the following units:
Post- français intensif, 9e année\ français approfondi IV
 La musique
 Le petit écran : La télévision
 La responsabilité sociale
Post-français intensif, 10e année\ français approfondi V
 Le grand écran : Le cinéma

 Impact des TIC dans la vie quotidienne
 Les relations personnelles chez les ados
Post-français intensif, 11e année\ français approfondi VI
 C’est injuste
 Le pouvoir de la photo
 C’est un mystère
Post-français intensif, 12e année\ français approfondi VII
 Moi, dans 10 ans

 Les défis écologiques
 Semblables, mais différents
 Ma carrière : rêve ou réalité

Program Content
While the topics are organized under themes, it should be understood that it is the student’s life
experiences which promote communication. Teachers may need to make minor adaptations to
proposed learning experiences to meet the interest of students while ensuring a strong
communication base to learning French.

Program Content
PROGRAM OUTCOMES
Students should be able to communicate effectively in French orally, in reading and in writing to
interact appropriately in a variety of situations that relate to their needs and interests.
GENERAL CURRICULUM OUTCOMES

HIGH SCHOOL – GRADES 9 TO 12
Oral Communication Reading and Viewing Writing and Representing
Students will be able to speak Students will be able to Students will be able to use
and listen in order to explore, choose, read, view and writing and other forms of
deepen and clarify their understand a range of fiction representation to explore,
thoughts, ideas, feelings and and non-fiction texts, as well clarify and study their
experiences while as visual texts, presented on thoughts, feelings,
participating fully in various media. experiences and be able to
conversation. communicate in writing about
their learning, and to
summarize the content of a
text.
Students will be able to Students will be able to Students will be able to

communicate efficiently in interpret, choose, and regroup produce texts collectively and
French and converse information using a number of individually, applying different
adequately, including strategies and resources. modes, for a range of
discussing hypothetical audiences and for a variety of
situations, in a Francophone intentions.
environment.
Students will be able to hold Students will be able to react Students will be able to use a
conversations taking into personally and in a critical range of strategies to create
account audience, way to various texts. written products on paper or
demonstrating sensitivity and using various media in order
respect, taking into account to make their texts clearer,
the situation, and the intention more precise and more
of the conversation. efficient.
While reading, students will be

able to fluently read the text,
self-correct when necessary
and express connections
between the texts and units to
then use in authentic
conversation.

Program Content
Overview of Units

Program Content
Grade 9 - Unité 1 : La musique

Communication Linguistic Teaching Suggestions: Cognitive Suggestions for Assessment /
Functions: Development Processes: Evaluation:
Opportunities (oral,
reading and writing):
 Express your musical Using present and past Final project – Compare, organize  Electronic language portfolios –
preferences tenses and appropriate Create a visual and explain self assessments
pronouns to describe presentation that
 Define the messages and compare musical incorporates the mini  Oral rubrics
in your favourite song preferences now and in projects’ goals by
the past (Mini-project demonstrating at least  Reading rubrics
 Discuss instruments #1) three musical excerpts in
that you play or would various ways, such as a  Writing rubrics
Choose reading texts
like to play photo, a drawing, a
that include verbs in
collage, a power point,  Performance descriptors
past tense (e.g. Rock n
 Connect the music video etc.
Roll , du King à
played in the media Coldplay: 6 décénnies  Observation checklists
and the emotions that Mini-project 1 – Research, identify,
de Rock n Roll (Mini-
it evokes Compare and contrast and contrast  Mini-projects
project #1)
popular songs of today
Pronominal verbs in with popular songs of  Assessments should include oral
context (Je me sens their parents’ /
language, reading and writing
triste quand j’entends la grandparents’ era
chanson…) Interpret, identify,
Mini-project 2 – and explain  Participation in class, including
(Mini-project #2) Present an excerpt of a leading morning routines and
Use of the conditional song that is important to taking turns as the mini-prof
(e.g. Parler des the student in order to
instruments dont on interpret the genre,  Print and other resources as
aimerait jouer) message, and emotions described within the unit of the
of that artist’s song grade 9 Post-Intensive French
guide
Cultural objective –
Expose students to Resources:
French-Canadian songs
and popular themed Guide pédagogique interprovincial – 9e
songs from yesterday and année : Unité 1 – La musique

Program Content
today
SPECIFIC OUTCOMES
 Talk about preferences in music.  Read about preferences in music.  Write about preferences in music.
 Present the message in their favorite  Read about messages in their favorite  Write about musical instruments that they
song. songs. play or would like to play.
 Talk about musical instruments that  Read about musical instruments that they  Visually represent an emotion.
they play or would like to play. play or want to play.
 Prepare a summary in writing of various
 Talk about the links between music  Read about the links between music items of information: hypothesis,
performed in the media and the performed in the media and the emotions phenomena, results of a survey and a
emotions they create. they create. conclusion.
 Present a personal hypothesis.
 Carry out a survey orally.
 Present a synthesis of various items
of information: hypothesis,
phenomena, results of a survey and a
conclusion.

Program Content
Grade 9 - Unité 2 : Le petit écran – La télévision

Communication Linguistic Teaching Suggestions: Cognitive Suggestions for Assessment /
Functions: Development Processes: Evaluation:
Opportunities (oral,
 Identify favourite TV Phrases complexes Final project – Identify, explore  Electronic Language Portfolios
shows (Mini-project #1) Choose and analyse a and critique
type of TV show by  See model oral communication
(e.g. J’aime les rubrics
explaining its attraction,
intrigues policières
popularity, its reality and
parce que j’aime le  See model reading rubrics
 Discuss the how it influences the
suspense…)
viewers  See model writing rubrics
differences between
Providing details to Organise,
what is real and what Mini-project 1 –
support an opinion construct and  Performance descriptors
is portrayed as real on Conduct a survey on
(Writing Expectations – identify
TV favourite TV shows and  Observation checklists
Ideas) (Mini-project
type of shows preferred
#1)
by students and the  Attainment of communication
Using interrogative target audience functions for unit
sentences (e.g. Et toi,
 Explain how TV Mini-project 2 – Identify, judge and
quel genre d’émission  Mini-projects
impacts the diverse Present some examples explain
préfères-tu, et
aspects of teenage life of the fake reality  Assessments should include
pourquoi?) (Mini-
portrayed in a TV show oral language, reading and
project #1)
 Critique different Mini-project 3 – writing
aspects of TV Using pronominal verbs Produce judge and
Write an article explain.
– Je me demande  Participation in class, including
explaining how TV
parfois si c’est réel. leading morning routines and
influences many aspects
(Mini-project #1)
of teenage life taking turns as the mini-
Writing expectations – professor
Cultural Objective –
Word choice J’ai le goût
To recognize the Resources:
de … (Mini-project #3)
influence of TV on our
daily lives Guide pédagogique interprovincial –
9e année : Unité 2 – Le petit écran.
Print and other resources as
described within the unit of the high
school Post-Intensive French Guide.

Program Content
SPECIFIC OUTCOMES
 Identify favorite TV shows  Write about TV show preferences

 Read about TV show preferences
 Discuss the differences between  Write about reality and false realities on
what is real and what is portrayed  Read about reality and false realities on television
as real on TV television
 Write about influences from TV viewing
 Explain how TV impacts the diverse  Read about influences from TV viewing
aspects of teenage life
 Critique different aspects of TV

Program Content
Grade 9 - Unité 3 : La responsabilité sociale

Communication Linguistic Development Teaching Suggestions: Cognitive Suggestions for Assessment /
Functions: Opportunities (oral, Processes: Evaluation:
 Describe situations Pronouns (e.g. Ça me Final project – Organize and  Electronic language portfolio
which bother people dérange quand…Et toi, est- Plan for a good deed or an plan
ce que cela te dérange ? act of kindness which can be  Performance descriptors
undertaken in the school or
Qu’est-ce qui te met en  See model oral
 Give an example of an community
colère ? communication rubrics
injustice and provide Mini-project 1–
Writing Expectations –  See model reading rubrics
reasons to explain why Conventions Write advice to a student Ask questions,
the situation in unjust who is asking for help about identify and  See model writing rubrics
(Mini-project #1) a specific situation explain
 Talk about moral Subject-verb agreement  Observation checklists
characteristics and (e.g. Est-ce que tu fais des Mini-project 2–
Write a slogan and create a Identify, develop  Mini-projects
choses qui dérangent tes
moral qualities and
parents? poster which illustrates a and produce  Assessments should include
values necessary quality to get
(Mini-project #1) oral language, reading and
along at school
 Explain a good writing
Complex sentences (e.g.
deed/act of kindness Comment as-tu réagis et est- Cultural Objective –  Participation in class,
and reflect upon the ce que tu as fait quelque Awareness of social
including leading morning
chose?) responsibility to friends,
social responsibilities routines and taking turns as
family and the community
you have for others (Mini-project #1) the mini-prof
Use of the imperative in Resources:
writing slogans (e.g. Écoutez
vos profs!; Soyez patients Guide pédagogique
avec vos ami-es!; Sois gentil interprovincial – 9e année :
avec tes amis !) Mini-project Unité 3 – La responsabilité
#2) sociale
Concept of gender and Print and other resources as
number (e.g. Les activités described within the unit of the
qui sont bonnes sont…) high school Post-intensive
(Projet final) French guide

Program Content
SPECIFIC OUTCOMES
 Talk about situations that disturb  Read about good deeds related to  Write about situations that disturb
other people. school and community. people.
 Report on cases of injustice and  Read advice columns related to student  Report on cases of injustice and provide
provide reasons for which a situation issues. reasons for which a situation may be
may be considered unjust.  Read about social injustices and moral considered unjust.
 Discuss personal qualities. qualities.  Write about personal qualities.
 Explain a good deed and talk about  Read about the importance and
 Describe a good deed and the social
their social responsibilities towards responsibility people have to their
responsibility towards others.
others. families, schools and communities.

Program Content
Grade 10- Unité 1 : Le grand écran – Le cinéma

Communication Linguistic Development Teaching Suggestions: Cognitive Suggestions for Assessment
Functions: Opportunities (oral, Processes: / Evaluation:
 Express film Descriptive adjectives and Final project – Analyze, critique,  Electronic language
preferences noun-adjective agreements Using visual support of and synthesize portfolios
(e.g. Mon acteur préféré est students’ choice, present a
(cinematography) Harrison Ford. Il est beau, et critical analysis of a film’s  Oral rubrics
j’aime sa belle voix.) special effects, target
audience and use of  Reading rubrics
(Mini-projet #1)
commercialization or  Writing rubrics
 Explain personal point
Comparative and superlative marketing
of view of the films’
(Reading p.p, 6-9, Les effets  Performance descriptors
special effects spéciaux) E.g. Le meilleur Mini-project 1 – Analyze and
film de la série était..) Present the special effects of extract important  Observation checklists
 Analyze the efficiency a film with use of a power characteristics
(Mini-projet #1) point or a poster  Mini-projects
of various special
effects Include supporting details  Assessments should
relevant to writer’s intent - Mini-project 2 – Visually
include oral language,
Ideas (E.g. À mon avis…je Present a graph that conceptualize
 Express includes teens’ information and reading and writing
crois que….est le public
cinematographic cible pour… parce que…..) cinematographic preferences judge its value  Participation in class,
preferences and the and values transmitted
(Mini-projet #2) including leading morning
values they transmit through films
routines and taking turns as
Writing expectations – word
choice – use of adverbs, Mini-project 3 – Analyze and the mini-prof
 Judge and express the Survey students about the evaluate the
adjectives and strong verb
values of choices purpose of importance of Resources:
commercialization of commercialization in films consequences
(Projet final) Guide pédagogique
films (internal and
interprovincial, 10e année : Le
external) Cultural objectives –
grand écran-le cinéma
Be aware of filming
techniques used to create
special effects
described within the unit of the
Post-Intensive French guide
Expose students to filming
practices which target

Program Content
certain individuals by calling

on their values
Form an opinion on the

commercialization factors in
the art of film
SPECIFIC OUTCOMES
 Talk about their favorite films.  Read about films.  Write about their favorite films.
 Explain their point of view about
 Read about special effects in films.  Explain their point of view about special
special effects in films.
 Read about genres of films. effects in films.
 Comment on the efficiency of different
 Read about commercialization of films.  Comment on the efficiency of different
special effects.
special effects.
 Talk about their favorite types of film
 Write about their favorite types of films
and values they portray.
and the values they portray.
 Bring judgment on the value of
 Explain and express opinions on
commercialization (both internal and
commercialization in films.
external) in films.
 Provide a critical analysis of a film.
 Express opinions on commercialization
in films.
 Provide a critical analysis of a film.

Program Content
Grade 10 - Unité 2 : L’impact des TIC dans la vie quotidienne

 Give your opinion of Writing Expectations – Final project – Understand the  Electronic Language
the use of technology Organization of Ideas Produce an awareness consequences of Portfolios
campaign and reflect on the an activity.
(E.g. Pendant la journée, je  See model oral
impact of technology on our
fais beaucoup de choses.
daily lives Categorize and communication rubrics
J’utilise beaucoup les TIC, je
 Analyse and make organize the
fais de la recherche sur  See model reading rubrics
Mini-project 1 – information
observations based on Internet, je lis mes courriels,
List and present orally the
graphs j’envoie des textos…)  See model writing rubrics
main uses of technology in Visually
(Mini-projet #1) our daily lives and the time conceptualize the  Performance descriptors
spent using it facts
Word choice - Comparative
 Observation checklists
 Explain in detail the adverbs (e.g. autant de Mini-project 2 – Explain in detail
consequences of both temps, moins de temps, plus Make a graph (pie chart, bar the consequences  Attainment of
de temps) (Mini-projet #2) graph or line graph, etc.) of certain communication functions for
the positive and
negative uses of Connecting words (E. g. comparing time usage of activities. unit
technology Pendant la journée, par technology to other daily
contre…) activities in a 24 hour period  Mini-projects
Use of the imperative (E.g.  Assessments should include

Mini-project 3 –
 Become better Restez vivant, ne textez pas oral language, reading and
Present a sketch (video clip,
informed and reflect on en conduisant! Ne passez or other) demonstrating writing
the impacts of pas trop de temps devant un either positive or negative
écran ! )  Participation in class,
technology consequences or the use of
technology in our daily lives including leading morning
(Projet final)
routines and taking turns as
Cultural objectives –: the mini-professor
To sensitize, to inform and
reflect on the impact of Resources:
technology in our daily lives
Guide pédagogique
To become aware of French interprovincial, 10e année :
terminology of technology Unité 2 – L’impact des TIC
dans la vie quotidienne.

Program Content

high school Post-Intensive
French Guide.
SPECIFIC OUTCOMES
 Provide opinions on the use of IT.  Read about technology and its various  Provide opinions on the use of IT.
 Provide observations based on forms and uses.  Provide observations based on
understanding a graph.  Read a graph indicating time spent using understanding a graph.
 Explain in detail the consequences of technology.  Explain in detail the consequences of
an activity.  Read about consequences of excessive technology use.
technology use.

Program Content
Grade 10- Unité 3 : Les relations personnelles chez les ados

Communication Linguistic Development Teaching Suggestions: Cognitive Suggestions for
Functions: Opportunities (oral, Processes: Assessment / Evaluation:
 Demonstrate friendly Pronouns – Direct object Final project – Synthesize  Electronic language
situations (E.g. Comment est-ce que Make a brochure giving portfolios
tes amis t’aident ? Ils advice to teens on how to
m’aident à faire mes improve their personal  Oral rubrics
devoirs.) (Mini-projet #1) relationships
 Express the moral  Reading rubrics
qualities of a friend Mini-project 1 – Justify and  Writing rubrics
Adverbs – (qualifying) (E.g.
Present a friendly situation explain
Parfois, je prends de
explaining why you chose  Performance descriptors
 Explain the bonnes décisions, parfois,
that situation as a
characteristics of je prends de moins bonnes  Observation checklists
representation of friendship
friendship décisions).
Mini-project 2 –  Mini-projects
(Mini-projet #1)
Explain the advice needed  Assessments should
 Reflect upon Adverbs (time) (E.g. to make good decisions Justify and judge
situations where you parfois…) include oral language,
made good and bad Mini-project 3 – reading and writing
(Mini-projet #2)
decisions Create a situation in which  Participation in class,
Complex sentences (E.g. Je you feel uncomfortable and Observe and
me sens à l’aise quand… Je including leading morning
propose a plan of action analyze
 Demonstrate me sens mal à l’aise that can be followed routines and taking turns as
quand…) (Mini-projet #3) the mini-prof
characteristics of a
situation where you Usage of verbs in the past Mini project 4 –
felt as ease or tenses (E.g. L’autre jour, j’ai With the use of a case study Resources:
interrompu mon amie qui about a conflict, seek advice
uncomfortable Guide pédagogique
racontait une histoire et elle to improve the situation
interprovincial, 10e année :
m’a arrêté sec, parce qu’elle Analyze and
Unité 3 – Les relations
était fâchée.) (Mini-projet Cultural objective – judge
 Distinguish various personnelles chez les ados
#4) Awareness of the
situations where you characteristics of friendship, Print and other resources as
have felt Pronominal verbs (e.g. Je no matter the culture described within the unit of the
uncomfortable me sens mal à l’aise, je me Post-Intensive French guide
sens fâché quand…) (Mini-
projet #3)

Program Content
 Give advice to resolve

conflict
 Give advice to
improve personal
relationships among
friends
SPECIFIC OUTCOMES
 Report on cases of social injustice  Read about social injustices and possible  Write a critique on social injustice and/or
and provide reasons for why these solutions a case
cases may be considered unfair  Read about human rights and laws  Write about the pros and cons to
 Propose a solution to a case of  Read about reactions to serious cases of regulating a law
injustice injustice  Discuss rules and laws that teens find
 Weigh the pros and cons of a  Read an article with a meaningful opinion unjust
regulation or a law in response to a serious case of injustice  Propose a solution to a case of injustice
 Debate laws and rules that some
teenagers find unjust
 React and present a serious case
of injustice in a rational manner

Program Content
Grade 11 – Unité 1 : C’est injuste!

 Report on cases of Include more complex Final project –  Electronic language
Report on a case of a Analyse, explain
social injustice, transitional words to help portfolios
serious social injustice in and propose
explaining why these state your opinion, your
the world, explain ai nit is solutions
situations are unjust beliefs. (e.g.: à mon avis, je  Oral rubrics
suis d’accord, selon moi..) unjust and see if there
 Propose a solution to (All projects) exists a possible solution to  Reading rubric
a case of injustice this case.
Include a variety of different  Writing rubric
 Reflect on the pros types of sentence choices Mini-project 1 –  Performance descriptors
and cons of a rule or such as imperative, Analyse and
Present, with support
a law interrogative, exclamatory propose a
chosen by student  Observation checklists
 Debate laws or rules and negative (e.g.: dans une (illustrated strip, play, video, solution
that some teens find bande dessinée, une pièce PowerPoint, etc.), a case of  Mini-projects
unjust de théâtre) (Mini-project 1 personal injustice at school
and final project) or at home and propose a  Assessments should
 React to a seriously solution include oral language,
unjust situation Include strong verbs choices
to help propose a solution to reading and writing
 Write a letter or an an injustice in the word Mini-project 2 –
Participate in a debate on a Debate a position  Participation in class,
article, expressing (using future tenses) (e.g.:
law or a rule that some including leading morning
personnal opinion Une solution que je propose
serait d’arrêter de gaspiller teens consider to be unjust. routines and taking turns as
 Présenter de façon the mini-prof
de l’eau…parce que…)
rationnelle un cas Mini-project 3 –
(Final project) Make a judgment Resources:
d’injustice grave. Write a letter to a member
of a legislative assembly or and express a
Guide pédagogique
to a newspaper (Letters to societal position
the Editor Section), Unité 1 – C’est injuste!
providing a personal
opinion on a case of social Print and other resources as
injustice. described within the unit of the
Take a position, publicly, on
a case of social injustice.

Program Content
SPECIFIC OUTCOMES
 Report on cases of social injustice and provide  Read about social injustices and  Write a critique on social injustice
reasons for which these cases may be possible solutions. and/or a case.
considered unfair.  Read about human rights and  Write about the pros and cons to
laws. regulating a law.
 Propose a solution to a case of injustice.  Read about reactions to serious  Discuss rules and laws that teens
 Weigh the pros and cons of a regulation or a cases of injustice. find unjust.
law.  Read an article with a  Propose a solution to a case of
 Debate laws or rules that some teenagers find meaningful opinion in response injustice.
unjust. to a serious case of injustice.
 React and present a serious case of injustice
in a rational manner.

Program Content
Grade 11- Unité 2 : Le pouvoir de la photo

 Discuss the genre of Include more complex Final project – Explain, judge,  Electronic language
photos that you like transitional words to help With the use of a visual and synthesize portfolios
to take state your opinion and support of your choice,
beliefs (e.g.: à mon avis, present a remarkable photo  Oral rubrics
selon moi, je suis en from history by describing
accord…) (All projects) the context of that photo  Reading rubric
 Explain why we take and its impact on the public,
photos Include descriptions,  Writing rubric
and give your opinion on
explanations with verbs in
the power of that photo  Performance descriptors
the past tenses. (Final
 Discuss what is done project)
with photos we take Mini-project 1 –  Observation checklists
Include strong adverbs, Present with the help of a
graph representing the Analyze and  Mini-projects
adjectives while describing a
 Give your opinion of frequency of the genre of explain
remarkable photo from the  Assessments should
a photo past. (Mini-projects 2, 3 photos that students in
include oral language,
and final project) class like to take, the
reasons why they take reading and writing
 Express the emotions
evoked from a photo them and determine what  Participation in class,
and explain why they do with them
including leading morning
Mini-project 2 – routines and taking turns as
 Give your opinion on Present some popular the mini-prof
the power of a photo public photos while
expressing the diverse Express Resources:
 Discuss the social emotions that these photos emotions
Guide pédagogique
evoke and explain why
impact of certain interprovincial, 11e année :
remarkable photos in Unité 2 – Le pouvoir de la
Mini-project 3 –
history photo
Create an opinion piece on
the power of a photo by
commenting, using popular
expressions, such as “an Judge
image is worth a thousand

Program Content
words”
Awareness of the social
impact of photos
SPECIFIC OUTCOMES
 Talk about types of photos they would  Read about photography and genres of  Write about the types of photos
like to take. photos. you like to take.
 Provide reasons for taking photos.  Read about reasons why we take photos.  Provide written reasons for taking
 Provide opinions on photos.  Read about critically evaluating photos. photos and explain what to do
 Talk about emotions that may arise  Read about the impact of photos, also with them.
from a photo. through history.  Describe the emotions related to
 Discuss the power and social impact photos.
of a photo.  Provide a critique of a photo.
 Write about social impact with
regards to photography.

Program Content
Grade 11 – Unité 3 : C’est un mystère

 Discuss popular police Include strong verb and Final Project – Create  Electronic language
dramas on television adverb choices to help In small groups create portfolio
and express their visualize a mystery. (Mini- scenarios of a mysterious
projects 1, 3 and final event, present or act out  Performance descriptors
preferences
project) their projects in front of their
class or to another class.  See model oral
Include transitional words communication rubrics
Resolve the problem
 Identify the important that help the students tell
elements of a good their story (e.g.: Tout à  See model reading rubric
Mini-Project 1 –
coup, soudainement…)
police drama With the help of a popular  See model writing rubric
(Mini-projects 1, 3 and
television drama of their Identify and
final project)
 Formulate an choice, identify the explain  Observation checklists
Include mystery words for elements that create a good
hypothesis to resolve a  Mini-projects
the book “La disparition de mystery
mystery Luc” to explain and retell a  Assessments should
story. (Mini-projects 1, 3 Mini-Project 2 –
 Use proper language and final project) Resolve a mystery with include oral language,
when playing a board reference to a board game, Evaluate and reading and writing
game i.e.: Clue formulate a
 Participation in class,
hypothesis
Mini-Project 3 – including leading morning
 Explain a mystery and Explore mystery books routines and taking turns
evaluate the credibility within a reading circle and Analyse as the mini-prof
of suspects and their analyse the suspects and
motives their motives Resources:
Cultural objective –- Guide pédagogique

 Create a mystery interprovincial, 11e année :
Play a board game
scenario Unité 3 – C’est un mystère
Solve a mystery from a TV
show Print and other resources as
high school Post-Intensive

Program Content
French guide
SPECIFIC OUTCOMES
 Discuss popular police dramas on television  Read about current mysteries,  Provide your opinion on your
and express their preferences. enigmas and potential hypotheses
 Identify the important elements of a good explanations as to their wonder  Write an evaluation on how the
police drama.  Read about crimes, murder crime investigation went
 Formulate an hypothesis to resolve a mysteries and police
mystery. investigations
 Use proper language when playing a board
game.
 Explain a mystery and evaluate the
credibility of suspects and their motives.
 Create a mystery scenario.

Program Content
Grade 12 – Unité 1 : Moi dans 10 ans

 Take personal Include verb choices in Final project – Plan and create  Electronic language
inventory of own future tenses. (Mini-project Using a visual support of portfolio
interests, aptitudes and 3 and final project) choice (Prezi, PowerPoint,
other…) students will  Performance descriptors
attitudes Include transitional words
present how they see
showing time and place.  See model oral
themselves in 10 years’ time
(e.g.: Dans 10 ans, Plus communication rubrics
(in reference to career,
 Research and share tard, Quand, Au Canada,
hobbies and personal life
information about a En France, Aux États-  See model reading rubrics
etc.)
Unis..) (Mini-project 3 and
trade or a profession  See model writing rubrics
final project)
Mini-project 1 – Explain and
 Write a CV (résumé) Include a variety of ways to Write a CV and an synthesize  Observation checklists
capture audience attention. introduction letter outlining
and an introduction  Mini-projects
(e. g.: design, ppt, qualities and skills for a
letter graphs…) (Final project) chosen career
 Assessments should
Include strong adverbs and include oral language,
 Produce a graph Mini-project 2 –
adjectives while describing Produce a graph showing Analyse and reading and writing
showing time allotted to yourself in 10 years time.
hobbies vs. obligations time allotted to hobbies vs. compare
(e.g.: rapidement,  Participation in class,
obligations and
and responsibilities merveilleux, joyeux, including leading morning
responsibilities in ten years’
respectueuse…) (Mini- time routines and taking turns
 Explain why we would projects 1, 3 and final as the mini-prof
project) Mini-project 3 –
like to resemble a
famous person, a family Write a collective book about Create Resources:
member or a friend all the people that students
would like to resemble in 10 Guide pédagogique
years’ time interprovincial, 12e année :
 Describe how we see Unité 1 – Moi dans 10 ans
ourselves in ten years’ Cultural objective –
time Awareness of allocation of Print and other resources as
time spent on hobbies and described within the unit of the
other daily activities high school Post-Intensive
French guide

Program Content
 Present an inventory of their interests,  Read about a time capsule.  Research and present information about
their skills and their attitudes.  Read about interests, attitudes, aptitudes a trade.
 Research and present information about a related to career choices.  Create a résumé and a letter of
trade.  Read an exemplar of a cover letter, application for employment.
 Prepare and present a graph illustrating résumé and letter of intent.  Prepare a graph that shows how they
time spent on hobbies and obligations.  Read about future planning (bucket lists) divide their time between hobbies and
 Explain why they would like to resemble a and idols. duties, and provide a description of
celebrity, family member or a person that some of the duties.
they know.  Explain why they would like to resemble
 Talk about where they see themselves in a celebrity, a member of the family or a
ten years’ time. person that they know. Write about
where they see themselves in ten years’
time.
SPECIFIC OUTCOMES

Program Content
Grade 12 – Unité 2 : Les défis écologiques

 Explore and analyze Include word choices Final Project – Evaluate the  Electronic language
your ecological pertaining to the theme Conduct an awareness consequences portfolio
footprint (e.g: défis écologiques, campaign to reflect and gain
réchauffement information on the impact  Performance descriptors
planétaire…) (All ecological challenges have
projects) on your school  See model oral
 Discuss and evaluate communication rubrics
ecological challenges Include word choices to
Mini-project 1 – Analyze page
give your opinion. (e.g.:
Create and present a
Selon moi, je pense que, à  See model reading
 Identify possible survey in order to explore Synthesize
mon avis…) (Mini-projects rubrics page
solutions the ecological footprint of
2, 3 and final project)
your school community
 See model writing rubrics
 In a debate, present Mini-project 2 – Identify page
solutions to ecological Include a variety of ways to In a written communiqué to
capture the reader`s  Observation checklists
problems school administration,
attention. (e.g.: Design,
identify and propose  Mini-projects
charts…) (Mini-project 2 objectives to reduce the
 Justify your opinion and final project) impact of ecological  Assessments should
and convince
challenges on your school include oral language,
someone of your point
community reading and writing
of view Explain and
Mini-project 3 – debate solutions
Resources:
In a debate, take a position
with regards to ecological Guide pédagogique
challenges interprovincial, 12e année :
Unité 2 - Les défis
Cultural objectives – écologiques
Becoming aware of the
responsibility of reducing Print and other resources as
your ecological footprint. described within the unit
Annexes of the high school
Becoming aware of Post-Intensive French guide
ecological challenges

Program Content
SPECIFIC OUTCOMES
 Explore and analyse your  Read about current ecological issues and  Explain current ecological issues that affect
ecological footprint. our carbon footprint our environment
 Discuss and evaluate ecological  Read about solutions and potential  Provide reasons for your potential solutions
challenges. changes to be made concerning current ecological issues
 Identify possible solutions.  Describe the current and future impact on
 In the debate, present solutions to our environment
ecological problems.
 Justify your opinion and convince
someone from your point of view.

Program Content
Grade 12 – Unité 3 : Semblables mais différents

 Establish parallels Include transitional words to Final project – Inform, analyse  Electronic language
between an activity and show: comparison and Present an information and explain portfolio
the culture it represents contrast (e.g.: Plutôt que, session to students in your
tandis que, ainsi que…) community interested in  Performance
(Mini-projects 1, 3 and final taking part in an exchange in
project) a francophone country  See model oral
 Explain why we would communication rubrics
Include a variety of word
like to visit a certain Mini-project 1 – Create
choices showing aspects of  See model reading
country Write a short humorous
the culture. (All projects) rubrics
poem about various aspects
Include words to persuade of the Canadian culture  See model writing rubrics
(e.g.: Il me semble
 Establish cultural important, j’encourage…) Mini-project 2 –  Observation checklists
differences between (Final project) Create a presentation using Persuade
two regions/countries PhotoStory (or PowerPoint,  Mini-projects
Include a variety of ways to etc.) to convince peers to
capture the reader`s
visit a foreign country  Assessments should
attention (e.g. graphs, include oral language,
 Present cultural designs, labels…) (Mini- reading and writing
Mini-project 3 –
differences that exist in projects 1 and 2) Present, using a visual
another country support of choice, the Analyse and  Participation in class,
cultural differences and the synthetize including leading morning
similarities between their routines and taking turns
region and a chosen country. as the mini-prof.
Cultural objective – Resources:

Develop an intercultural
competence Guide pédagogique
Unité 3 – Semblable mais
différent


Program Content
high school Post-intensive

French guide

Program Content
SPECIFIC OUTCOMES
 Explain the relationship between an  Read about a cultural activity and its  Explain why they would like to visit a
activity or a tradition and the culture that it representation. specific country.
represents.
 Read about visiting a country you like or to  Write about an example of a cultural
 Explain why they would like to visit a which you would like to travel. difference between two regions or two
specific country. countries.
 Read about the cultural differences and
 Provide an example of a cultural similarities between two countries.  Write about examples of cultural
difference between two regions and/or two differences that exist in another country.
countries.  Read about cultural components of
Canadian Territories, as well as their
 Provide examples of cultural differences similarities and differences.
that exist in another country.

Program Content
Grade 12 – Unité 4 : Ma carrière : rêve ou réalité

Communication Functions: Linguistic Development Teaching Suggestions: Cognitive Suggestions for Assessment /
Opportunities (oral, Processes: Evaluation:
Include word choices and Final project – Analyze, describe  Electronic language portfolios
 Discuss some projects ideas pertaining to abilities, Plan the necessary steps and plan.
about your career aptitudes and personal in order to transform all  Oral rubrics
challenges in career projects regarding a
 Reading rubrics
 Discuss and explore choices. (All projects) career, meanwhile
presenting with visual  Writing rubrics
aptitudes required for Include verb choices in
support (portfolio, prezi,
certain professions present tense. (Mini-
timeline, PowerPoint,  Performance descriptors
projects 1 and 2)
professional portfolio etc.)
Include a variety of ways to the practical approach of  Observation checklists
capture the reader`s this occurring in real life.
 Discuss the challenges Explain and  Mini-projects
attention (e.g.: ppt,
in order to attain your design…) (Mini-projects Mini-project 1 – evaluate.  Assessments should include
career 1,2 and final project) With visual support, oral language, reading and
present the career of your
Include information and writing
choice while stating your
details pertaining to the
interests and reasoning for  Participation in class,
career of choice (e.g.: bio- this career option. Include
 Interpret and explain the médical, ingénieur…) including leading morning
information indicated in a your aptitude and personal
(Final project) routines and taking turns as
experiences in your
statistical chart the mini-prof
reasoning.
Understand,
Mini-project 2 – describe and Resources:
With visual support, summarize.
 Suggest solutions to Guide pédagogique
present the required interprovincial, 12e année : Unité
problems with the qualifications, specific 4 – Ma carrière : rêve ou réalité
quantity of local jobs mandatory training, any
prerequisites for training, Print and other resources as
typical daily tasks, any described within the unit of the
advantages / high school Post-intensive
 Determine certain disadvantages of this French guide
factors that influence career option.
salary charts

Program Content
Mini-project 3 –
Explore the challenges to
Analyze, problem
 Reflect on your choice of overcome for this desired
solve, and propose
career career (costs, training
solutions.
institutions, possible
financing, prerequisites)
and present how to solve
this challenge with help
from a visual graphic
organizer.
Mini-project 4 –
Produce a report on the Evaluate and
viability of your chosen synthesize.
career by examining labour
market statistics, salary
charts and locations in
which you can engage in
this career.
Be aware of everything at Evaluate and
stake in your decision compare.
making in regards to the
job, profession, career of
choice.
SPECIFIC OUTCOMES
 Discuss employment and career  Read statistical information  Write a portfolio, résumé, cover letter and
projects. job application
 Understand and analyze statistical
 Discuss challenges with regards to information  Complete aptitudes survey to guide your
your choice of career. decision-making
 Interpret and explain potential challenges
 Discuss potential solutions to these regarding the labour market  Produce a report with all of your findings
challenges. about your particular career
 Interpret and explain statistical

Program Content
information

Instructional Environment \
Instructional Environment
Organizing for Instruction
In Post-Intensive French programs, the instructional process is founded on the following
principles:
 Communication is the focus of the program.
 Students develop the ability to communicate by engaging in meaningful, interactive
experiences.
 Meaningful experiences will include many and varied media for language learning
(art, music, poetry, literature, film, theatre)
 Curriculum outcomes determine instruction and assessment.
 Content is organized around experiences, themes and activities that are relevant to the
learners.
 Classroom is learner-centered; learner needs, abilities (including first language
experiences) and interests provide a starting point for instruction.
 Instruction is planned to be sequential, providing for a gradual increase in students’
skills, and allowing for the meaningful use of language skills gained through previous
use. Instruction will follow a project-based approach.
 French is the language of the classroom, for instruction and general communication.
 Long-term, medium-term (unit-planning) and daily planning by the teacher are
important.
 The teacher assumes a variety of roles in the instructional process
The organization of the classroom can enhance student motivation and learning. Each Post-
Intensive French classroom needs an area to display student work for each theme: projects,
posters and photos. For the travelling teacher, poster boards, index cards and tri-fold poster
boards can easily be transported from one class to the next. A listening centre in the classroom
is also an asset, especially for multi-grade classrooms. It is appropriate to provide students with
opportunities for independent work related to the themes studied. Ready student access to
French resources reinforces participation and supports communication. A display area fosters
cultural awareness through presentations of postcards, maps, calendars, photos and other
authentic items. Communication is also helped by flexible seating plans and grouping
arrangements. Since much of the Post-Intensive French periods will involve frequent changes in
grouping and seating arrangements, flexibility becomes essential.
For many children in New Brunswick, the Post-Intensive French program is the most frequent
and substantial point of contact with any form of intensified or concentrated second language
study. Research indicates that key factors affecting success in second language learning are
the time and intensity devoted to it and the teaching strategies used. This has several
implications for the Post-Intensive French environment. French is the language of instruction in
the classroom. The teacher is also central to the success of the program. He or she should
make every effort to encourage communication, and convey meaning, without translation. The
use of a program and teaching strategies which encourage interaction and tasks that are
cognitively demanding are also important. The use of French, the project-based activities, the

student-centered strategies and the instructional time all affect student proficiency. Success in
communicating in French in the Post-Intensive French program helps students develop a
positive attitude toward the lifelong learning of the language.
Planning
Planning is an essential part of the instructional process. Teachers need to plan for the year, the
semester, for the start of a unit or theme, and for the daily lesson.
Long-term Planning
Teachers must organize the instructional year based on the outcomes for the program, related
themes (content) and instructional time. The long-term plan includes the sequencing of units, a
student evaluation plan, and a schedule that the teacher can check periodically. The teacher
allocates instructional time and monitors approximate start and end dates for each theme.
Unit/Theme Planning
The teacher highlights the curriculum outcomes that are to be met, estimates the time needed to
complete a unit, selects and adapts materials and resources, and organizes activities, including
evaluation. Resources may be modified and elements such as pace and choice of activities
adjusted to ensure a focus on outcomes while taking into account individual student or class
interests and needs. Flexibility in lesson planning and direction of the unit is essential. Post-
Intensive French allows for student reflection and input for themes. The teacher may also
prepare an overview for students to help guide and record progress.
Daily Lesson Planning

During the Post- Intensive French periods, students complete tasks (mini-projects) to develop
skills leading to an established communicative goal and ultimately to the completion of the final
project for the unit. The daily plan blends new elements with familiar ones. In the introduction of
new language functions or skills, students use their previous experiences to interpret what they
will see, hear, read, say, or write. At the end of the lesson, students review what they have
learned. A key to effective and successful daily planning in Post-Intensive French is to ensure
that each period includes a variety of frequently changing activities that reflect the interests and
abilities of the class. Each period must include beginning warm-up routine, oral communication
activities and a reading or writing activity.
Time Management during the Post- Intensive periods

In order to derive the maximum benefit from the Post-Intensive French experience, there are
some important concepts for teachers to consider and employ in their classrooms.
Overall Planning
During the 300-minutes per week for Post-Intensive French, it is necessary to have activities
relating to oral (listening and speaking) and reading or writing every period. The challenge is to
avoid spending too much time on a given area. It will not be possible to ”boucler la boucle”
(closing the circle) if this literacy-based approach is not observed.
Oral Teaching Strategies

Not every student in the class has to participate in each of the oral strategies for new questions
and answers.
The oral strategies were developed in order to enable all students in the classroom to use the

questions and answer several times. The teacher does not have to hear each student’s
response. In the first step, the teacher asks the question to only three or four students. In the
second step, again only three or four students need to ask the question to each other. The
demonstration before the class can include two separate examples, but should not require more
than this.
After the students, working in pairs, have asked each other the question, the teacher asks
several students, possibly five or six, about the answer that their partner provided. Every
student does not have to give the answer of his partner. The Intention d’écoute, or verification of
listening, is woven into the questioning as it occurs. The last two steps should resemble, as
much as possible, a natural conversation. The teacher’s role is to keep the conversation
moving, not to speak directly to every student. If teachers spend too much time on each part of
a conversation, the activity becomes boring. This is counter-productive and could potentially
lead to discipline problems within the classroom. It also does not give sufficient time for reading
and or writing.
Oral Production
Spending too much time on the warm-up routine does not allow for sufficient time to develop
new conversational exchanges. The routine is composed of conversational exchanges that
have already been used; therefore, this part of the lesson should move quite quickly, and use of
the oral strategies does not necessarily need to occur. Student volunteers should be able to
lead the conversation.
After the warm-up routine, a new conversational interchange is introduced. At this time, it will
be necessary to use the oral strategies. It is important that an activity be organized during
which students use the new material integrated with previously learned material.
Once these steps have been accomplished, attention should be given to reading and or writing.
It is important to provide enough time for the development of reading and writing skills. Below is
a brief description of what an uninterrupted post-Intensive French period includes:
Post-Intensive French Instructional Period (based on a 60-minute option)

1. Warm-up routines – 5 minutes (approximately)
Note: Mock interview such as Ellen or Dr. Phil, used in the warm-up routines,
easily adapted to the themes, authentic discussions and conversations, are
important at this time.
2. Introduction of new conversational exchange – (communication function)
20-25 minutes
3. Activity to introduce a reading or writing component of the unit – 20-25 minutes.
4. Closing activity which reinforces the function of communication focused on during

class - 5 minutes (approximately)
Reading- Normally one would cover two phases of the sequence: pre-reading,
reading, or one would do a second or third reading, or a post reading activity.
Writing-Pre-writing activity, modelled writing activity, independent writing, post-
writing activity.

At times, the teacher may wish to read a story to the students for enjoyment, or students may
have projects or other activities to work on independently or in small groups.
Songs and relevant game-type activities may be included from time to time to give students a
‘change of pace’ so that they are not involved in uninterrupted speaking or writing activities for
too long a period of time. For the most part, these should also support the current module of
instruction (ex. songs about the environment during the theme on the environment). During the
Post-Intensive French period it is very important to present transitions and movement activities
throughout the period.
Activities during the period are linked to the current theme of instruction. This is a teaching
context where teachers are strongly advised to follow closely the sequence of activities
suggested in the guide. Work sheets or fill-in-the-blank sheets should never be used.
Introduction of unrelated activities detracts from the development of implicit
competence.
Use of Interprovincial Program Guide

For Post-Intensive French, there are two key documents available to support the program. The
first of these is the New Brunswick curriculum guide, which contains outcomes and information
particular to our province. The Interprovincial Program Guide, the second document, contains
detailed units of instruction and focuses on interpreting the instructional methodology. Students
will achieve success if the teacher follows the five principles of the program, focuses on
authenticity (natural conversations), uses a literacy-based approach, uses tasks that have
demanding cognitive implications for the students, engages students in plenty of interaction; and
ensures constant use of the language to develop implicit competence. If teachers have
questions about the methodology of Post-Intensive French, they should ask the French Second
Language Learning Specialist in their school district for clarification and support.
Classroom Atmosphere
The focus in the Post-Intensive French classroom is always on language use rather than
language forms. In a supportive environment students feel at ease, and they know that their
attempts at communicating are valued. Students need to know that taking risks and making
and correcting errors are a natural part of experimenting with language, and of learning. This
principle should guide teachers in the way they handle student errors. Errors must be brought
to the attention of students and the teacher must ensure that the students use the corrected
form in a complete sentence. By strategic selection of activities and careful planning by the
teacher, language learning becomes implicit as the atmosphere encourages students to share
personal experiences and ideas.
Technology in Instruction
In the Post-Intensive French program, computer technologies may be used to enhance the
learning environment in the areas of communication, professional development, global
communication, authentic peer linkages, and resources. As students begin to read and write in
French, they may wish to use electronic mail to communicate with Francophone students.
Students may also use word processing, presentation software and graphics to complete and
present projects.
Technology also provides access to reference materials. Websites are a source of current
authentic information for teachers and students. The teacher can access relevant sites and
arrange for students to have online virtual visits. For example, students may tour websites of

high schools in Francophone regions and countries, make virtual cultural visits to sites such as
museums and visit theme-related areas around the world. As well, the Canadian Association of
Second Language Teachers (CASLT) and other groups offer online activities for high school
students. However, these activities need to be reviewed carefully to ensure that they are
congruent with the principles of Post-Intensive French.
http://www.caslt.org/index_en.php
Principles guiding the use of technology are the same as those for other resources and
activities:
 Outcomes and themes determine the task.
 Resources should be appropriate for the task and for the age and ability of the student.
 Teachers may need to adapt resources to meet the needs of the learner.
 Clear instructions should be given.
 At the end of the task, especially when it involves a new resource or process, the
teacher and students should reflect on what has been accomplished.
Individualizing Instruction
Learner Needs
The Post-Intensive French class may have students who need additional supports and those
who are capable of surpassing the required outcomes. Particular attention should be given to
ensure that activities reflect diverse learning styles, and that the Post-Intensive French class
offers opportunities for students to build and use various types of intelligence. Varying the
pace, assigning a variety of concrete tasks, utilizing many types of group/cooperative learning
activities, and providing extra time to complete work (including evaluation tasks) are examples
of supports to help students achieve the outcomes.
Personalized Learning Plans (PLP)

Where accommodations or modifications are needed, Post-Intensive French teachers should
participate as members of the PLP planning team to help determine the best possible
instructional program for each student. Collaboration with resource teachers, school
psychologists and consultation with speech language pathologists (when possible), and itinerant
(APSEA) teachers is suggested. Accommodations and modifications will be similar to those
made in for a student in other subjects, especially English Language Arts. The drop-down
menu on the electronic report cards shows if a student is following an accommodated, modified
program or an individualized program.
New Brunswick has a policy of inclusion and consequently all students are included in the Post-
Intensive French classroom. This means adapting instruction appropriately to meet the learning
needs of students with a variety of exceptionalities including those with Autism Spectrum
Disorders, Down’s syndrome, students who are non-verbal, students who are deaf or hard of
hearing or students with visual impairments. In many instances, the strategies used to assist the
learner are the same strategies used in the first language classroom. These may include a
variety of strategies from use of assistive communication devices, or the use of resources in
Braille, to name but two.
In certain instances, there can be a variety of professionals in the PIF classroom. While the

ability to speak French is not a requirement of these positions, it is beneficial. The reality is that
most professionals/paraprofessionals in the classroom (other than the PIF teacher) may speak
little to no French. It may be helpful to provide these individuals with some common classroom
language to maintain the second language learning environment. Expressions like the following
examples would be useful: Do you need assistance? Do you need to go to the bathroom? Do
you understand? How are you today? In instances where English is unavoidable, this
communication should be done more quietly and with discretion.
Informing Others
Communicating with Parents
Post-Intensive French, like all French Second Language Programs, needs the support of the
whole school community, including students, parents, teachers, PSSCs, school administrators
and the school district, in order to experience maximum success. Teachers should provide
opportunities for all stakeholders to become informed about the Post-Intensive French program
and to observe students using French. Students can prepare items for a school concert or
assembly, make big books for other classes, or invite parents to a special celebration.
Community groups should be encouraged to call upon the French-speaking students from the
Post-Intensive French classroom to participate in numerous events. Displays of student work
during an open house, regular communication with parents, program information on the school’s
website, and speaking about the French program at school or district meetings are all ways to
help others better understand the post-Intensive French program.
Parents are often curious to better understand what is happening in the classroom because of
the unique learning environment. Teachers should be encouraged to inform parents at the
beginning of a unit or theme of what activities, language structures and final projects the
students will be undertaking. Regular communication with parents through agendas or school
websites is recommended.
Literacy development
The language needed for each mini project will be developed orally at first, then through reading
and writing activities. The final project will be based on what the students have already learned
to say, read and write and allows them to adapt and synthesize this language in a larger
context.

Assessment and Evaluation \
Assessing and Evaluating Student Learning

Assessment and Evaluation
Assessment is the systematic process of gathering information on students’ learning and
performance. Evaluation is the process of analyzing, reflecting upon, and summarizing
assessment information, and making judgments and/or decisions about student achievement
and progress. Evaluation provides essential information to students, teachers, parents and
administrators.
In the Post-Intensive French program, assessment and evaluation practices should be based
on the following considerations:
Assessment and Evaluation Are Integral Parts of the Learning Process
Assessment tasks should reflect the outcomes of the program and the types of learning
activities in regular use in the classroom. While the primary focus remains on oral
comprehension and oral production, reading, writing, viewing and representing take on a larger
role to ensure that all four language skills are developed. Consequently, this same balance
needs to be maintained in evaluation.
Assessment and Evaluation should be Planned and Ongoing
Students should know when, how, and on what criteria they are being evaluated; the evaluation
plan should be communicated to students and parents at the beginning of the year. Students
may play a role in evaluation (peer evaluation of group work, self-evaluation, suggestions for
items to be evaluated). Evaluation should be flexible enough to account for student progress
over the course of the year but structured enough to provide a clear picture of student’s
progress.
Assessment and Evaluation should have Formative and Summative Components
Formative assessment should inform instruction and be used to provide feedback to students
that is precise, clear and directly related to the task. Summative evaluation involves making a
judgment based on gathered data. Reporting may be anecdotal or reflect a letter or number
grade. Schools and school districts have documents, including policies, on reporting and other
aspects of evaluation. The teacher should consult these when developing an evaluation plan.
To obtain a complete picture of student work, a variety of assessment/evaluation techniques

should be used.
Projects
Communicative projects are used to assess Post-Intensive French outcomes. This type of
assessment is often established at the beginning of the unit. Students engage in a series of
activities during the unit that help them complete the task. The project is based on selected
outcomes and encourages students to link their life experiences with their second language
experiences. Projects sometimes require that students work cooperatively. However, certain
aspects of the product may be assessed individually.

Teacher Observations
Observation provides information on what the student is doing. For formal observation, the
teacher establishes criteria for the observation and provides feedback to the student(s) as soon
as possible following the activity. For example, in observing an oral presentation, the teacher
would establish criteria for the task, and, at the end of the activity, provide feedback to students
based on the observation of those criteria. The teacher may use a checklist or rating scale to
assist in recording information, but the type of criteria used must reflect communication, not
language forms. Students in the Post-Intensive French classroom normally sense a level of
ownership with respect to many aspects of evaluation and should have a role to play in peer-
evaluating or self-evaluating some presentations and group projects.
Interviews
Interviews are exchanges of information, usually through a question and answer conversation.
Students’ oral proficiency levels will be assessed at the end of Grade 10 through a formal
interview process. Should the student continue the Post-Intensive program until graduation,
there will be an interview in Grade 12. Informal interviews also occur on a regular basis during
class time individually with the teacher, in pairs and in small groups. The teacher may also
observe students as they interview each other. Questions should be related to the interests of
the students and the language functions used in the class.
Language Portfolios
A portfolio contains a number of work samples, including projects, writing pieces, journal
entries and audio or video recordings. Items may be kept in an exercise book, or the portfolio
may be a folder, binder or in an electronic format. The purpose of a portfolio determines the
length of time that it will be kept and the type of items to be included. For example, it may be for
a unit or the school year. If the portfolio is compiled over a long period, students may select
pieces they wish to include for the next year.
Portfolios allow teachers, parents and students to see, almost at a glance, the progress that the
student has made over time.
Self- and Peer-Assessment
Self- and peer-assessment are important components of formative evaluation. Peer-assessment

helps students develop a sense of community and responsibility. It gives learners a variety of
responses to their work and, like self-assessment, provides the teacher with information on how
activities might be improved. Peer-assessment is used to help assess group performance. For
example, other students might select from a given list the aspect of a presentation they liked
best (gestes, couleurs, dessins). This encourages more active listening and observation by all
students.
Self-assessment encourages students to:

- reflect on their learning;
- identify what they have achieved;
- focus on what they need to improve;
- plan and organize to accomplish a task;
- make suggestions for changes to the instructional project or methodology used.

For self- and peer-assessment, students need models of the types of responses expected of
them. For example, the teacher will need to ensure comprehension of the statements on a
rating scale or a checklist before starting the task.
Using Rubrics
Rubrics give clear performance criteria and are used for scoring or rating student work. The use
of rubrics benefits teachers, students and parents. For teachers, it leads to greater consistency
and accuracy in assessment. Students benefit from the stated expectations as they receive
specific feedback on each of the criteria for the task. Parents may closely monitor student
progress.
Rubrics range from simple to complex in design. For example, checklists, rating scales, and
scoring grids can be used as rubrics. Rubrics are often used with other assessment
techniques. Students can be taught to effectively use various rubrics for evaluations of their
own work, or that of their peers. Rubrics must be focused on meaning and communication, not
on grammatical or lexical items.
Assessing Oral Proficiency within the Post-Intensive French Program

Goal for the end of the Grade 10 PIF year
Oral proficiency goals are based on the New Brunswick Second Language Oral Proficiency
Scale (see Appendix O).
The goal for the Post-Intensive French program at the end of Grade 10 is Intermediate on the
New Brunswick scale for oral proficiency. At this level, students are able to create language
spontaneously and to initiate and sustain general conversation. They are able to satisfy routine
social demands and limited requirements in school/ work settings. They can provide information
and give explanations with some degree of accuracy but language can be halted or awkward.
The vocabulary students use is sufficient to converse simply and there is a degree of
grammatical control.
Goal for the end of the Grade 12 PIF year
At the Grade 12 level, the goal is to have students achieve the Intermediate Plus level of
proficiency. At this level, students are able to satisfy the broad variety of everyday, school and
work situations. They can discuss concrete topics relating to special fields of competence as
well as subjects of current public interest. Normally, a student does not have to grope for words
and some misunderstandings will still occur.
Common European Framework of Reference for languages (CEFR)
It must be noted that at the time of developing this document, New Brunswick was moving
toward the implementation of the Common European Framework of Reference for languages
(CEFR) proficiency levels. There will be a gradual implementation of the CEFR, and the two
scales will co-exist for a few years. Details on the CEFR scale may be found in Appendix M.

Assessing Reading Proficiency within the Post-Intensive French

Program
Reading is an integral part of the Post-Intensive French program and helps build students’ skills
in their second language in addition to strengthening their cognitive skills. The Post-Intensive
French program aims to develop the student’s ability to read fluently and to comprehend the text
that is being read. Provisional reading standards for Post-Intensive French have been
developed and will be found in Appendix B. As the program evolves and data is collected,
standards may be modified.
Assessment of reading skills may be complex, and a rubrics document is perhaps the best way
to carry it out. Appendix B provides examples of observation sheets that teachers may use or
adapt to their needs.
Assessing Writing Proficiency within the Intensive French Program

The Post-Intensive French program aims to develop the student’s ability to write with both
fluency and accuracy. Writing standards for Intensive French and Post-Intensive French have
been developed to describe strong performance and appropriate development of writing skills
within the programs. The writing samples contained within this section of the guide are used to
illustrate what students should be able to produce by the end of the intensive instructional block.
Additional examples of independent writing arising from classroom writing will be placed on the
educational portal for teachers to reference.
Writing in Intensive French: Strong Performance
The Intensive French program aims to develop the student’s ability to write with both fluency
and accuracy.

Reading in the Post-Intensive French Classroom \
Second Language Reading in the Post-Intensive French Classroom

At the time of writing this curriculum guide, the Post-Intensive French program is still in the initial
stages of implementation. Data collected from field-tests of reading comprehension at the
Middle School level have provided some indications of the steps needed to be taken to reinforce
reading skills as students progress through the Post-Intensive French program at the high
school level.
The discussion that follows attempts to provide strategies that will support teachers’ efforts in
the classroom with respect to develop literacy skills in their students. This section of the
curriculum guide is likely to evolve as data is collected.
An equivalent section will be added for writing once field-testing and results of formal writing
assessments are collected.
Current program status in New Brunswick Schools (January 2016)
By the end of the Post-Intensive French program, the goal is for students to be able to read
independently. However, at this time, there are changes required to bring students to this level
of development.
Part of the systemic challenge in reading is that it is difficult, in fact, almost impossible to find
texts which are written to meet the needs (and interests) of this group of readers who are in their
late adolescence (15 to 18 years of age) and whose second language reading level is similar to
that of a first language student in late elementary or early middle school. This group is not
reading independently yet. Beyond this sizeable gap, there is a second challenge of finding
texts related to the chosen themes.
The following table describes the development of typical student in high school Post-Intensive
French. It is important to recognize that there will be a vast range of student abilities within each
class and this will have to be considered in lesson planning. The results of assessments that
have been field-tested provincially at the Grade 6 and Grade 10 levels have provided system
level data that will be used to inform professional learning sessions. Based on information
gathered and also on anecdotal information gleaned from teachers, a preliminary profile of the
typical range of readers seems to be emerging:
Profile of the Second Language High School Post-Intensive French Reader
Student age in HS-PF 15-18 years

Stage of cognitive Period of Formal Operations (12 years and onwards)
development Characteristic Behavior:
Thought becomes more abstract, incorporating the principles of formal
logic. The ability to generate abstract propositions, multiple
hypotheses and their possible outcomes is evident. Thinking becomes
less tied to concrete reality.
Broad stages of Transitional Reader developing some characteristics of fluent readers;
reading development there will be some students below this level.

Reading in the Post-Intensive French Classroom
\
Approximate level High school L2 readers are typically reading in a range between G
according to the and L levels.
Fountas and Pinnel
scale A-C are appropriate for emergent stage, D-K for early
stage, L-P for transitional stage, and Q-Z for fluent and
extended fluent readers.
(Adapted from Fountas and Pinnell Benchmark
Assessment System 1 and 2, 2nd Ed.)
Oral proficiency level Most students perform in the range between Basic and Intermediate
(NB Oral proficiency Plus on the OPI scale
scale) (Basic – Basic Plus, Intermediate, Intermediate Plus)
Common European Most students will be functioning between an A1.2 a B1 range in

Framework of reading. Here are some sample statements from the bank of
Reference – reading descriptors describing what students can do at these levels.
development level
The table from the Council of Europe summarizing the full range of reading comprehension
levels can be found below.

Reading in the Post-Intensive French Classroom\
https://www.coe.int/t/dg4/education/elp/elp-
reg/Source/Key_reference/Overview_CEFRscales_EN.pdf
Program Implementation - Overall
At this stage of program implementation, it appears that teachers are fairly comfortable with the
basic steps to facilitate oral proficiency development in the classroom. Although teachers are
thorough about following the steps for oral development, a critical consideration is the quality or
nature of the follow-up questions which should be then asked by the teacher. These questions
should be personalized to the individual and tailored to foster critical thinking and promote
language development within the student’s zone of proximal development.
Program Implementation – Reading
Reading has a key role to play in developing students’ overall capacity in second language. It
increases vocabulary acquisition and provides sound models for grammatical development. It is
an integral part of the Neurolinguisitic Approach. In some classrooms, there seems to be an
overemphasis being placed on the oral strategies (through the eight steps) whenever a new
word or structure is introduced, and insufficient time being spent on the development of student
reading skills. In fact, the first phase of reading (la pré-lecture) is also an oral phase (not using
the steps) where a conversation about the theme or topic of the text to be read is held. In a
second language context, it is a critical preparatory phase requiring time invested prior to simply
reading a text. It is during this phase that students make mental connections with the topic or
content of the reading. Also during this phase, and, perhaps most importantly, students are
being prepared to understand vocabulary in the text which they are about to read. The time
spent on this is essential.
Every class is different and every student will vary in reading ability. The teacher must select the
texts using professional judgement. It is important not to approach reading in this context in the
same way as in a first language classroom. These students will require scaffolding and teacher
support in reading. Even though the Post-Intensive French context is a second language
context, teachers must remember that there is a difference in reading ability and skill profiles

between immersion students and students in this program. Post-Intensive French students have
less time in acquiring their second language skills and consequently they do not possess as
much working vocabulary as immersion students who will have experienced a greater range of
texts and topics of discussion in their second language. It is important for Post-Intensive French
teachers to realize, therefore, that the approach to reading must be adjusted to fit the needs of
the students.
The units of instruction which have been created to support the program will have suggested
reading texts and teachers have been provided with a series of classroom materials. It is the
role of the teacher to decide which text to use at which point to facilitate student learning. The
following reflections will help the teacher with text selection:
1. Does the topic of this text fit with the specific learning outcomes in this unit?
2. Are there alternate texts or other possible choices of texts which could be considered in
place of this text?
3. How much of this text is necessary to support the learning goal of this unit? Is there a
part or segment of text (number of paragraphs, for example) which will accomplish this
learning goal?
4. Is the length of this text such that it should be divided up and used over multiple classes
and a longer period of time? If so, how should it be divided? Remember, these students
are probably not independent readers yet; smaller segments may be more manageable
for your students.
5. Looking at each segment of text, are there words or expressions which are
unnecessarily complex (far above the reading level of the balance of your target
group)? Can some of these be replaced with simpler word choices?
6. For the Neurolinguistic Approach, typically a text should contain three to five new
words and expressions which are introduced in the pre-reading phase. Once you have
replaced any complex words, are there still too many unknown words in this text? Which
words will you prepare to use in the pre-reading phase? Remember, some meanings
can be inferred through context, some will have images to support them and others may
be cognates of L1. Some do not present a barrier to understanding the full text. Choose
only the critical words.
7. What kind of images can you use to support student comprehension in the pre-reading
phase? It is good to have a bank of images selected ahead (electronically or otherwise).
Some key considerations for the teacher planning phase:
1. What can be accomplished during the pre-reading phase to engage or “hook” the
readers? Images/short video clips/interesting anecdotes/multiple means of
representation/engagement/interaction?
2. Will all students in this group be reading the same text? Do certain students require a
shorter version or a further simplified version? Are there some students who should be
doing a connected but alternate activity, such as learning key words or simple phrases
related to the theme?

3. Is differentiation of the task required based on language level of the text or based on
differences in proficiency levels of the students in the group?
4. Are there some students who should be doing a completely alternate activity (such as
listening to a text in a listening center?)
You should now be ready to complete your Fiche de lecture (reading lesson plan).
Preparing the Fiche de lecture
At the outset, preparing a reading planning sheet to read a short text with a group appears to
demand both time and effort on the part of the teacher. This task, however, should be a
reflection on what you, the teacher, have chosen to teach your students, based on your current
understanding of their levels of second language acquisition. As you know, the purpose of the
first reading of a text is for comprehension. This is the same goal regardless of the type of text
which has been chosen. The second reading has a different purpose, which is to expand the
student’s horizons. The teacher must decide on the focus or the Intention de lecture.
Planning for the Intention de lecture is planning for student growth. It is through this process that
students’ vocabulary will expand, new concepts are introduced and discussed, reading
strategies develop and higher order thinking is introduced alongside new syntax. Although
planning may seem onerous the first time through, the plan will be used by the teacher for at
least a week and often it can be simply adjusted to use with future groups. Consequently, it is
better to prepare it thoughtfully and thoroughly from the outset. The planning sheet will provide
all of the necessary sections to prepare as well as an appropriate reference tool for the teacher
during the lesson.
One of the challenges at the moment is that teachers are having difficulty determining or
deciding upon the focus for the second reading. This is a critical decision, as this is where
language development should happen. It is helpful to have an idea of the range of language
development of the students in the class. Having the language portfolio and a clearer idea of the
profile of the learners will enable teachers to make mare targeted choices. In the appendices of
this document, there are summary pages describing the breadth of what learners should be able
to do at each level of proficiency. Thus, knowing for example that a group of students is working
around a CEFR A2.1 or A2.2 level can help the teacher target specific aspects of the language
at a level appropriate for the learners. At present, the tendency is to select at random or to
choose a focus which is too simple, thus wasting a learning opportunity.
There are many dimensions of texts which teachers can choose to exploit. The following
template is provided as a tool to assist teacher in analyzing the text they plan to teach so that
they can help students grow through reading by considering such elements as language or
syntax, expressions, visual elements, content, themes and ideas, text types and structures.
Later, in the writing phase of the program, these same elements can be reintroduced or
modeled and students will continue to develop strong language skills.

Reading in the Post-Intensive French Classroom \
Structure de texte: Thèmes et idées

Genre/Type
Texte non-fictif
Informatif  Les genres de films et les
 Comparatif préférences
 Séquentielle  Effets spéciaux
Contenu  Descriptive  Évolution des normes de la
 Cet article présente l’évolution
société
de la série de films James
 Stéréotypes
Bond entre 1962 et le présent
 Sexisme/féminisme
(mais n’inclut pas le film de
 Cisnormativité (comment les
2015). Le rôle de 007, et les
personnes sont représentées
différences qui reflètent les
à différentes époques et
changements sociaux, surtout
l’évolution)
exploré à travers le rôle
changeant des Bond Girls).
 Le film de 2015 est sur le Les dimensions du
point de sortir dans les texte: Les partenaires
cinémas : films d’action : la féminines de James Éléments culturels
culture populaire ; ceci devrait Bond: Premières et Le personnage de James
intéresser les élèves Bond – et sa durée dans
dernière génération
 Bonne opportunité d’explorer les films qui ont été
(Les Héros du cinéma tournés en français et en
l’évolution de la perception
p.p. 30-31) anglais
des rôles des femmes en Les films d’actions
société, la cisnormativité, et
des stéréotypes
Langue et éléments littéraires

1. Comment le rôle était
présenté au passé, comment
c’est au présent et comment
cela sera présenté au futur
Mots et expressions 2. Les Bond Girls –
essentiels à la Éléments visuels Complexité du descriptions : intelligentes, bien
compréhension  Titres vocabulaire et des armées, très jolies…
 Une ribambelle  Sous-titres phrases 3. Marqueurs de temps pour les
 Arborant  Illustrations  *Plus que 5 -7 mots transitions (organisation de
 Un smoking inconnus dans ce texte) : Quarante ans plus tard,
 Boîte de texte
 Se préoccuper à cette époque, au début du
textes  Niveau de film tourné en 2002, Toutefois
 s’éprendre vocabulaire élevé aujourd’hui
 cacher (vocabulaire moins 4. Les comparaisons ; En 1962,
 un minois fréquent, quelques il buvait, il fumait, il
 vêtue de expressions semblait…de 1995 au 2002, il
littéraires etc.) ne boit pas, il ne fume pas…
 évoluer/évolué
 Phrases complexes
 se maîtriser et composées
 figurer
 se montrer
plus de complexité
moins de complexité

Reading in the Post-Intensive French Classroom
\
Example of Rubrics for Reading Skills

(to be used after completing a text)
text by identifying contextual

Can read aloud with fluency
Can predict meaning of a

accurate pronunciation
Can explain the main

Can read aloud with
idea(s) of a story
Name Comments
clues
1 – Cannot do.
2 – Can do with difficulty.
3 – Can do with some hesitations or misunderstandings.
4 – Can do without hesitation.
5 – Can do confidence, adding many details where appropriate.

Appendices
Appendices

Appendices
Appendix A
A Neurolinguistic Approach

Appendices
Appendix A: Methodology and Program Design*
A Literacy-Based Approach
Intensive French is an approach that resembles first language (L1) development (literacy-based
language arts/literacy approach). The second language (L2) is taught in the same way as the
L1; the emphasis is placed on communication in authentic situations and the language is used
to express personal thoughts of the student. Oral expression precedes reading, and reading
precedes writing. Intensive French (IF) contribute to developing "the ability to use language and
images in rich and varied forms to read, write, listen, speak, view, represent, and think critically
about ideas” (Government of Ontario, 2004, p. ix). This approach also makes it possible to take
into account individual differences in learning (from the perspective of differentiated instruction
and learning) and provides students with ways to carry out more demanding tasks, thus
contributing to greater linguistic and cognitive development.
The Importance of Speaking

In Intensive French (IF), the emphasis is on communication. As is the case with all authentic
communication, oral comprehension and production are closely related. In IF classes, French is
the only language used in the classroom. From the beginning, it is necessary to create an
atmosphere of communication in French in the classroom. For this to happen, there must be
regular interaction between the students and the teacher, and gradually, between the students
themselves. Students cannot learn to speak French by speaking English.
During oral presentations, students do not read a written text prepared in advance to the class;
they are encouraged to express themselves freely and “improvise” in front of the others.
Reading a text to the class is a reading activity, not an oral presentation. A true oral
presentation is done without the student reading his or her text. As well, presentations should
be planned so other students can participate; for example, students can ask the person who is
giving the presentation questions or the presenter can question the other students in the class.
From the perspective of literacy development, students must be able to speak with a certain
level of spontaneity about themselves and their personal experiences, just as they do in the L1.
There needs to be an emphasis on speaking because, in contrast to what happens in the L1, a
L2 learner does not have L2 oral proficiency upon entering school.
The importance of speaking to reading and writing

Communication does not refer solely to the oral use of the language; it also includes reading
and writing. Learning how to communicate involves developing and integrating the four basic
skills (reading, writing, speaking and listening) by using language in authentic situations.
Reading and writing are therefore taught (without assuming an automatic transfer from the L1 to
the L2) with the emphasis on developing these skills much earlier than is usually done in Core
French classes. Even though a theme/topic is first presented orally, reading and writing
activities follow almost immediately. Reading and writing are highly dependent on the
competences first acquired orally. The importance of the speaking component in learning to
read and write does not always seem to be taken into account with respect to literacy
development.
*Adapted, translated and reprinted from Introduction, Interprovincial Teachers Guide for Intensive French, by Joan
Netten and Claude Germain

Appendices
From the perspective of literacy development, learning to read is dependent on the oral
competences acquired beforehand. Of course, reading is first and foremost an activity that
involves reconstructing the meaning of the text, and therefore establishing a connection
between what is read and what may be said about one’s own experience. However, a L2
learner also needs to be able to understand a new type of connection between the sound and
the way something is written. It is not necessarily the case that because a student can
understand and even use words like oiseau and maison (e.g., J’ai un oiseau à la maison) in oral
sentences that he or she will necessarily be able to recognize them in a text that he or she is
reading (for example: Un petit oiseau bleu est perché sur le bord de la fenêtre). There is no
guarantee that, without proper preparation, students will be able to recognize an arrangement of
letters o – i – s – e –a -u, as representing a set of sounds /wazo/ (Germain & Netten, 2005) in a
text they are reading. In IF, the literacy instructional strategies used (i.e. guided reading,
modeled writing, shared writing etc) primarily are those generally utilized in an L1 class in at the
primary level (Grades 1, 2, and 3).
It is also important to remember that when first learning how to write in a L2, a student’s written
production is the reflection of his or her oral production. It is important, before requiring students
to write, for the teacher to have the chance to correct incorrect forms produced orally so
students can transpose the correct forms in writing. For example, an Anglophone student
learning French will have a tendency to transpose Je suis fini (instead of J’ai fini) by patterning it
on the L1. If the correct form has not been spontaneously used orally on a frequent basis
beforehand, it is unlikely that the student will be able to use it correctly in writing. In this respect,
the written form is only a transposition of the oral form.
Thus, the spoken form is vital, not only for teaching students to communicate orally, but also for
teaching them to read and write. Learning to read and write are two types of language
competence largely dependent on the prior state of development of the learner’s oral skills.
Basic Principles
Intensive French is based on five principles that underlie all teaching and learning activities.
1. Authenticity: Learning to communicate in a L2 requires using the language in

authentic communication situations
When students begin learning a L2, they have literacy abilities in the L1 that they can transfer to
the L2. This factor is considered in IF and students are encouraged to begin using French
immediately to express authentic, personal messages. To develop communication skills, the
French language is used as a means of communication in the classroom. Students begin with
authentic communication rather than with small dialogues or lists of vocabulary words to
memorize. In order for communication to be authentic, students must be able to express what
they wish, and tell other students about their own interests.
This means that all situations in which students are required to use language should be
authentic; the students should not say things that are not real or true to them. For example, a
student should not say he is wearing a green shirt if he is wearing a yellow sweater that day.
The teaching of French should resemble that of natural language use as much as possible. For
example, it is inappropriate to ask all the students in the class repeat a sentence like J’ai une
sœur if it is not true or real for the students. Students also should not be asked to repeat or
memorize sentences that are not meaningful for them personally. This can contribute to

Appendices
discouraging them from learning the language.
Furthermore, all oral communication should be in the form of an authentic conversation, and not
consist of a single question and a single answer without follow-up. To comply with this principle,
teachers should not teach only ONE question at a time followed by an answer. They should
connect the response to a comment or another “natural” question arising from the student’s
personal answer. For example, if a student has just described what she ate for breakfast, the
teacher could ask if it was good, or whether other students had eaten the same thing. Without
using authentic conversation, a teacher may revert to a behaviourist psychology consisting of
simply asking students to repeat the same answer to the same question, a practise which lacks
authenticity.
When a student experiences problems providing a correct or appropriate answer to a question,

the teacher should repeat the language model already provided and ask the student to answer
by adapting the model to his or her personal situation. For example, if a student cannot
remember how to say that he doesn’t have a dog, the teacher should not provide the answer for
him to repeat. Instead, the teacher should use the model of the sentence appropriate to his
personal situation (for example, Moi, je n’ai pas de lapin à la maison.) and ask the student to
answer the question by adapting it to his own circumstances (for example: Moi, je n’ai pas de
chien à la maison).
Only by using language in authentic communication situations can students develop the ability
to communicate, not only orally but also with written communications (reading and writing). In IF
students are not completing “exercises,” they are using the language.
2. Literacy: Learning a language for communication purposes consists of

developing literacy skills
In IF, the emphasis is on developing literacy skills. Just as with literacy development in the L1,
in IF, oral comprehension and production must precede the development of reading and writing,
skills that are taught from the beginning in these programs.
In the case of learning a L2, everything must begin with oral expression. Contrary to what
happens in the L1, the L2 learner cannot read or write if he or she does not first know how to
speak with a certain level of spontaneity about the theme introduced in reading. The concept of
literacy development in a L2 is thus different; in the L2, it cannot be assumed that the student
already knows how to communicate orally. This is why, in the L2, it is always necessary to begin
with oral expression and “re-activate” oral communication, before undertaking a reading or
writing activity.
Furthermore, in the L2, it is important to make sure that after clearly understanding the meaning
of the text that has been read, students correctly grasp the type of relationship that exists
between certain sounds and the way they are written in French. One of the teaching strategies
for a text, for example, is to have students observe and discover the relationship between
certain sounds and the way they are written. Without developing this essential step, students
will not be able to reach the stage of independent reading. In this respect, the L2 class must
draw its inspiration from what is done in L1 primary classes. When first learning a language,
learning to read is highly dependent on the oral competence that has been acquired. The same
holds true for writing. It is because speaking, reading, and writing skills are connected that
learning activities progress from speaking to reading, then from reading to writing. The process

Appendices
comes full circle by having students read and discuss their written texts.
3. Cognitive development: A project-centered approach favours the use of

linguistically and cognitively demanding tasks
Teaching a second language does not consist of a series of disconnected activities, no matter
how interesting they may be. The project concept is specifically aimed at getting all of the
students’ activities moving toward accomplishing a common goal, which is why the activities
must be organized sequentially. Certain activities prepare the students for others, and so on.
However, like vocabulary, it is preferable to limit the number of structures or sentences
presented to the students to ensure that the ones modeled are adapted and re-used effectively
by the students. This is also what enables students to regularly re-use the same structures in
slightly different situations or activities. Since the tasks are integrated into a project-based
pedagogy, they follow a sequence and make it possible to re-use language structures that have
already been acquired. As observed by Paradis (2004) in his neurolinguistic theory of
bilingualism, one can only learn to use a language by concentrating on something else. This is
why the emphasis is on doing project activities which, in a sense, distract the student’s attention
from the language. Students subconsciously internalize and “automatize” the structures of the
language without thinking about them, because their attention is concentrated on the task.
In addition, the tasks required in IF are not simple ones (e.g. TRUE or FALSE). To ensure that
the students are implicated in their learning, they are required to perform tasks that are much
more cognitively demanding; for example, completing a survey on the number of students in the
class that prefer a certain kind of music and showing the results using graphs. This type of
activity contributes to the students’ overall cognitive development as well as to the development
of language skills.
4. Interaction: Using interactive teaching strategies contributes to improved

language communication and the students’ intellectual development
It is not just the types of tasks that contribute to students’ cognitive development, but also the
interactive activities in which they are engaged (Vygotsky, 1985). In contrast to Piaget’s
concepts, according to which cognitive and social development occur simultaneously but
without a connection between them, research shows that it is social interaction that contributes
to the cognitive development of the individual (Doise & Mugny, 1981; Perret-Clermont, 1980;
Schubauer-Leoni, 1989). Indeed, interaction enables students to learn how to communicate in
the L2 at the same time that it contributes to their overall cognitive development.
Why interaction? It requires students to use and adapt the language. By adapting and re-using
it in authentic situations, students develop a level of spontaneity in the language. That is why
the students must spend more time speaking than the teacher. It is important to remember that
even if a memorized dialogue may sometimes be perceived as an interactive activity, it is in no
way a “natural” or authentic conversation. A memorized dialogue is not a natural interaction, nor
does it really call the senses or emotions into play as in the case of a true authentic
conversation. Students do not learn to speak spontaneously by repeating and memorizing
dialogue.

Appendices
5. Implicit competence: Learning a second language for communication purposes

requires the automatization or “proceduralization” of language structures
The ability to communicate spontaneously in a language depends on the development of an

implicit competence in the language. To be able to automatize or “proceduralize” the language
structures (or sentences) learned, that is, to internalize them, students must use and re-use
them numerous times orally in a wide variety of situations. Thus, in order to develop their
internal grammar (an implicit competence of which students are unaware), students must use
and re-use the modeled sentences many times in different situations.
The time spent learning language structures and forms through “declarative knowledge” is of
little use to a L2 learner, because the development of the ability to communicate means being
able to use the language “automatically.” Explicit knowledge of language forms and structures is
not useful in authentic conversation. This type of knowledge is stored in a part of the brain that
is distinct from the one where skills are located. In the opinion of some researchers on the topic,
there is little connection between these two parts (Paradis 2004). In an authentic conversation, it
is therefore impossible to access the explicit knowledge about the language quickly enough to
be able to use it "automatically," that is, to speak spontaneously and fluently.
To communicate effectively in a L2, it is necessary to be able to use the language accurately

and fluently. Fluency is a skill that is developed by using complete sentences in authentic
communication situations to enable students to (unconsciously) make the necessary
connections – phonological, morphological, syntactic, and discursive – to build an internal
grammar in their heads. An internal grammar is not a grammar consisting of rules learned by
heart, the development of implicit competence does not involve a transformation through
“exercises” of explicit knowledge (in the form of rules, for example). It involves establishing
patterns in one’s head, in the form of a skill and implicit competence, which enable students to
use the language without being aware of the rules involved.
The underlying pedagogy of IF focuses on the sentence, not on the simple acquisition of
vocabulary words. From this perspective, it is preferable to have students learn a small number
of vocabulary words (four or five, for example) that they can use effectively in sentences rather
than having them learn a large number of vocabulary words (over thirty, for example) that they
cannot use. It is impossible for students to build an internal grammar through a "vertical"
presentation of the language (lists of vocabulary words). To build an internal grammar, it is
necessary to work “horizontally," that is, using sentences, in order to make (unconscious)
connections between the different elements in the language. Without an internal grammar,
students are unable to communicate spontaneously in the L2.
As for accuracy in speaking, it is not ruled by declarative memory, that is, knowledge of the
language. Accuracy is a skill, and as a skill, it can only develop effectively through the repeated
use of correct language forms in authentic communication situations. Correcting oral errors is
thus crucial in IF. Without doing so, the internal grammar developed by the student will be
incorrect.
If the teacher pays special attention to the simultaneous development of fluency (by getting
students to produce complete sentences) and accuracy (by correcting the students’ errors)
while focusing on the acquisition of implicit competence, the students will be better placed to
strike a balance between fluency and accuracy in language production.

Appendices

Appendices
Conclusion
The preceding five basic principles are extremely important because the pedagogical
implications of these principles make IF different from the teaching methods proposed in many
textbook-based programs (even though many textbooks claim "communication" is the goal).
This is why the IF teacher must always keep these principles in mind when presenting their
activities and preparing their lessons.
Since the learning of a L2 is associated with the communication of ideas, opinions, emotions,
and an understanding of the world, the learning of French within the structure of the IF program
provides a literacy experience, as well as educational enrichment.
Strategies for Teaching Speaking

Strategies for teaching speaking arise from an understanding of language and its acquisition in
the school environment. In IF, the emphasis is placed on using the L2 in order to acquire implicit
competence, which is based on the concept that communicating a language is first and
foremost a skill and that a skill is developed mainly through use. Implicit competence is the
(unconscious) construction by students of their internal grammar in their head. Fluency is the
ability to combine with ease the various components of communication (phonological,
morphological, syntactic, and discursive) in an authentic communicative situation. Accuracy
means using the language as correctly as possible. Each of these concepts (implicit
competence, fluency, and accuracy) requires a specific teaching strategy.
A. Development of implicit competence

Following the example of numerous researchers in the field, the authors believe that to learn a
L2, both input and output are needed (Swain, 1985). Input consists of the teacher modelling
complete sentences that make connections to an authentic situation. This means that students
are exposed from the beginning to sentences that are meaningful to them. By beginning each
pedagogical unit with modeling, the emphasis is placed, from the start, on the principle of
authenticity of communication. This strengthens the concept that language is used above all to
communicate personal, authentic messages. The principle of authenticity means that a
language that is learned, even in school, is much more than a long vocabulary list learned out of
context or abstract grammar rules to be memorized. By authentic language, the authors mean
the use of meaningful language structures used in real contexts.
For example, if discussing domestic animals using gestures or illustrations, the teacher might
say: J’ai un chien. Il s’appelle… (the teacher says the name of his or her dog). If the teacher
doesn’t have a dog, he or she could talk about a friend or relative’s dog, or about a cat or a bird,
as the case may be. For the student, it is a matter of learning how to make conversation in the
L2. Thus, the teacher provides the student with a language model that enables him or her to
participate in a short conversation about a domestic animal, for example (or about his or her
family, etc.). One does not begin by asking the student questions, as suggested in some
textbooks, because the student would be unable to answer them without having been exposed
to a language model first.
The repeated use, by students, of modeled authentic sentences, focusing on their personal
interests or needs to communicate corresponds with the language output required for the
acquisition of an implicit competence in the L2. To help students create patterns their heads,
teachers are encouraged to use the following strategies:

Appendices
1. Question the students to get them to use, re-use, and adapt the modeled sentences
To have the students use and re-use language in class, the teacher needs to increase
opportunities to ask them numerous questions. The questions enable students to use and re-
use the sentences adapted from the models provided by the teacher in authentic situations. To
use one of the examples given above, suppose that the teacher provided the students with the
following language model about domestic animals: Moi, j’ai un chien. He or she can add to this
by asking the question, Et toi, est-ce que tu as un chien? (OR un chat? un oiseau?, as the case
may be), Comment s’appelle-t-il?, etc. The vocabulary words that the students need to
communicate the messages are provided orally, upon request, by the teacher, in an authentic
context. Thus, a student who wants to say that he or she has a rabbit at home, says, Moi, j’ai un
lapin. Of course, again, by following the principle of authenticity, the teacher will also make sure
to present, and have the students use, certain useful negative forms: Je n’ai pas de chien. Note
that integrating any new vocabulary in a real sentence (J’ai un chien. Il s’appelle…) clearly
shows that a language is not only used to describe, as is indicated in many textbooks (Qu’est-ce
que c’est? – C’est …), but also to communicate.
The modeled sentences are not simply “repeated,” out of context, as was the case with audio-
lingual methods. Instead, they are reproduced by being adapted to the students’ personal
situations, showing that a language is in fact a means of communication (by using authentic
sentences). At the same time, students are more cognitively involved in their learning because
for them it is not simply a matter of repeating pre-constructed sentences; instead, they take the
modeled sentences and adapt them to their personal situations in order to express what they
mean. It is necessary to develop a "creative automaticity" (Gatbonton and Segalowitz, 2005),
that is to say that students can “create” with the language in order to make new combinations
with various elements that have already been modeled to express new ideas or feelings.
With this in mind, it should be noted that the teacher is required to model only a small number of
vocabulary words, always in context. For this reason, the teaching strategy of modeling is
preferable to brainstorming because at the beginning of a lesson or pedagogical unit, most of
the brainstorming time only leads to a long enumeration, most often in English, of a list of
vocabulary taken out of context, whereas modeling has the advantage of providing the student,
from the beginning, with sentences he or she can use to convey messages.
2. Ask students to question others, requiring adaptations of responses

If we go back to the example of the discussion about domestic animals, after preparing the
students by modeling sentences and interacting with them, the teacher asks the students to
question other students in the class to make sure they can ask the question correctly and
answer with slight variations, while at the same time providing a model of the task to be
completed during the next step.
3. Ask the students to interact so that they re-use the question and form an answer
The students engage in conversations in pairs, using the question that has just been modeled.
In a given period (for example, 10 or 12 seconds – so as not to give them the time to revert to
their L1), the students ask one another the question and answer it. For example a student might
ask: As-tu un chien? (OR un chat?, etc.), and once his/her partner has given an answer, follows
with a related question (e.g., Comment s’appelle-t-il?). The students then change partners and
again ask one another the questions, and answer them.

Appendices
4. Question the students to get them to re-use and adapt the other students' answers
To encourage the students in the classroom to listen, and to give them another opportunity to
use the language in conversation, the teacher asks questions about what their partner has just
said. For example: Quel est l’animal favori de Kelly? The students answer by referring to the
personal responses previously given by their partner. The teacher adds to the discussion by
asking a new question based on the answer given or by making a comment in the form of an
authentic conversation. When the students are familiar with this strategy, they can ask other
students this type of question and add on new questions or make a comment based on the
answers given.
B. Development of Fluency
The strategy of getting students to make connections is unique in that it does not occur in
chronological order after the first two strategies (i.e., modeling authentic sentences and using
the modeled sentences repeatedly), but rather accompanies the students as they attempt to use
and re-use the language. Its aim is to develop fluency, defined as the ease with which the
student is able to make connections between the message to be transmitted and the
corresponding language structures, and between the language elements (e.g., phonological,
morphological, syntactic, and discursive). This is critical for the development of the students’
internal grammar.
A student who is asked the question Comment t’appelles-tu? must answer with a complete
sentence: Je m’appelle N…, instead of just saying his or her name. By using complete
sentences, the student will gradually become able to establish connections quickly and easily
between the message to be transmitted and the corresponding language structure, and
between the language elements themselves (phonological, morphological, syntactic, and
discursive). At the same time, the student will be led to automatize or “proceduralize” the
language structures learned and develop implicit competence by forming language patterns in
his or her head unconsciously. A student does not develop communicative fluency and form
language patterns in his or her head by simply memorizing and reciting a vocabulary list with no
context, or by answering questions with a single word.
C. Development of Accuracy
When the teacher corrects erroneous sentences, requires the student to re-use the corrected
sentence immediately, and then encourages repeated re-use of the corrected sentence in
authentic situations, the aim is to develop correct language that is as close as possible to the
target language. This is known as “linguistic accuracy.”
Teaching grammar fosters the development of explicit knowledge about the language
(accuracy-knowledge). Since the main goal in spoken language is to develop a skill, it’s more
effective to correct errors than to teach grammar. Another positive thing about correcting errors
in this manner is that it is done at the sentence level which consequently fosters the
development of implicit competence in the L2 (Netten and Germain, 2005).
Students just beginning to learn a L2 can certainly imitate or reproduce the language models
provided by the teacher fairly accurately. However, when they try to create their own messages,
the risk of error is higher. This is why correction of errors by the teacher is crucial to prevent
students from developing faulty language skills and building their internal grammar on
erroneous language patterns (Shehadeh, 2003).

Appendices
Every time an error is corrected, the student must be asked to reproduce or use the correct form
several times in a complete sentence. Simply pointing out the error is not enough, since this
would produce only declarative knowledge. Insisting on the use of correct language creates a
special atmosphere in the classroom; it shows the students that using correct language is
important. Furthermore, the students will gradually acquire the ability to correct each other.
The following steps outline the strategy sequence described previously:

 Teacher models the question and response for the students.
 Teacher questions several students using the same structures, encouraging students to
adapt the response to their personal situation.
 Some students question each other (using the modeled question). Again students must
adapt the response to their own personal situation.
 In pairs, all students ask each other the modeled question and respond always adapting the
response to their personal situation.
 The teacher brings the class together and questions the students about the answer of their
partners in order to draw attention to responses using the third person versus first person
and to promote a natural conversation.
.
Note: Throughout the process, the teacher encourages students to respond in complete
sentences to promote fluency and the teacher corrects errors and encourages correct usage.
These steps are summarized in table 1.

Appendices
Table 1 – Strategies for Teaching Speaking
Goal Teaching Strategies APPLICATIONS Goal Teaching Strategies APPLICATIONS
INPUT A. Model one or two Use one, or several,

authentic authentic sentences related
sentences related to the theme and the actual
to the theme. life of the teacher
(IMPLICIT COMPETENCE OR INTERNAL GRAMMAR)
AQUISITION OF SPEAKING SKILLS FIRST OF ALL
OUTPUT B. Have students use Ask questions to the students

and re-use the in order to have them use the
modelled modelled sentences adapted FLUENCY C. Encourage Have students use
sentences to their own situation. (SKILL) students to complete sentences.
adapting them to make
their own situation. Ask students to ask the connections
questions to other students in between words.
order to have them use the and
modelled sentences adapted
to their own situations.
D. Correct a word React: Always

Have students in pairs ask and have correct and have
each other the question and ACCURACY students use students re-use the
respond appropriately. (SKILL) the corrections corrected sentences
several times in several times.
complete
Ask the students questions in sentences.
order to encourage them to
re-use the responses of their
partner in such a way that
they create a spontaneous
conversation.

Appendices
Strategies for Teaching Reading

Teaching reading in a L2 requires specific instructional strategies. Students must learn to
extract the message from a written text, which is also a means of communicating ideas.
Reading reinforces what students have learned orally and enriches their vocabulary and
understanding of the language. It also develops “intuitions” about the language and helps to
improve oral and written production. As for reading aloud, it helps improve pronunciation,
diction, and intonation. Reading can also stimulate conversations and discussions and lead to a
variety of language activities. Since it is a skill, reading must be practiced regularly and
systematically, that is, every day. Just as we learn to speak by speaking, we learn to read by
reading.
A lesson plan designed to develop L2 reading skills has three phases - pre-reading, reading and
post-reading.
Pre-reading
Pre-reading is an essential phase especially for L2 learners, whose spoken language skills are
limited. It is important to devote considerable time to this phase in the classroom because it has
many aspects, as shown in the table on page 24, entitled "Pre-reading.”
Before beginning to read a book to the students in the class, it is crucial to do extensive oral
preparation for the phase of actually reading the book.
Contextualization: In the pre-reading phase, it is important to start out with ORAL

contextualization, that is, a discussion related to the theme of the story (not the story itself).
This is when connections are made with the students' lives and experiences. This helps them
see the links between spoken language and a written text. For example, if the book is about the
adventures of a cat and a bird, the teacher can ask who has a cat or a bird at home, what is the
name of the cat or the bird, and other such questions. From a literacy development perspective,
the aim is to show students that there can be a connection between the students’ personal lives
and what is written in a book. During this phase, the students are not aware that they are getting
ready for a reading of a text.
It is also during this phase that the teacher orally presents in context, a few new words that the
students will encounter during the reading. This will introduce them to the meaning and
pronunciation of these words. For example, if the text is about a tornado and the use of a
basement as a shelter, the teacher talks about his or her own personal experience with
tornados (either real-life experience or something seen on television or in a movie) in order to
provide a language model for the students. After, the teacher questions the students to find out
whether they have ever seen a tornado. This leads the teacher to discuss basements being
used as shelters during tornados and about the basement of his or her own house and whether
it has ever been used as a shelter. During the reading phase when the students encounter the
words tornado and shelter in the text, they should recognize these words as they already know
what these words mean and have used them in sentences; they now only need to become
familiar with the way they are written.
Anticipation: This is the moment when the teacher first shows the book to the students and
talks about the title of the book and the cover illustration. Students are asked what they think
might happen in the story. To generate ideas about the general meaning of the story (before
starting to read the text), the teacher shows the students the main illustrations and asks

Appendices
questions about their meaning: e.g., What is the little girl doing? What game is she playing?
Why do you say that? The purpose of this questioning is to give students a model for reading
strategies, while fostering their cognitive development. It is NOT to have the students identify
illustrations (What’s this? - It’s…) or to transform the pre-reading into a vocabulary lesson. It is
suggested that the teacher take note of the main predictions and revisit them later. Anticipation
fosters the students' cognitive development and the development of strategies for reading
comprehension that may be used in both English and French.
Reading
After the pre-reading strategies and activities, the teacher reads the text aloud for the first time,
focusing on the students’ understanding of the overall meaning. During this first reading, it is
important NOT to mix up comments about the MEANING and the FORM, especially if some of
the students in the class are struggling. Teachers are strongly advised to make a clear
distinction between meaning and form. The purpose of the first reading is to give the students a
desire to read and get them interested mainly in what happens in the story. This phase is very
“de-scholarised.”
For the most part, it is better for the teacher to read the story aloud while the students follow the
text on a screen or in their copy of the book. This phase provides the students with a model for
reading. Next, the teacher asks individual students or groups to read the text section by section,
using the reading model already provided. If they make mistakes in pronunciation, the teacher
corrects them and asks them to repeat the complete sentence. In other words, during the
reading phase, the procedure is practically the same as that used to teach speaking: modeling,
use, and re-use, with the focus on making connections between the language elements (for
fluency) and correcting errors (for accuracy). Just like speaking, reading includes an input phase
and an output phase (See Table 2,). All these phases contribute to the acquisition of implicit
competence for reading.
To find out whether the students have clearly understood the overall meaning of the text, the
teacher must ask questions that will demonstrate their understanding (e.g., What happens
to…?, etc.). The aim is not to translate the text or have the students translate it, but to have
them understand its meaning directly. At the end of the story, the teacher returns to the
predictions expressed by the students before the story was read.
The next day, the teacher reads the same text again, but with a different intent. After asking one
or more students to reread a passage, the teacher asks the students to identify certain sounds
(e.g., words ending in the é sound, for example) or a few cognates or words in the same family.
This time, the aim is to help the students to build skills to develop their vocabulary and to
acquire a certain type of explicit knowledge about the language.
Post-reading
In the post-reading phase, the teacher moves on to oral activities or writing activities on the
same theme, such as developing a new story about a cat.
It should be pointed out that the pre-reading phase (oral only) and the post-reading phase are
necessary in order to establish a connection with literacy development, as we have seen above.
A summary of these strategies may be found in table 2.

Appendices
Table 2 – Strategies for Teaching Reading
Goal Teaching Strategies APPLICATIONS
Pre-Reading
A. Have students make Discuss with the students experiences

connections with their own from their own lives that have a
experiences. connection with the theme of the
Contextualisation text/story.
Introduce and have students use orally
new words that are important for their
understanding of the written text.
B. Model some reading Have students suggest what may happen

strategies. in the text/story, the sequence of ideas or
action, using some of the illustrations or
Anticipation the structure of the text/story. Teacher
should take note of the predictions of the
students in order to return to them for
verification at the end of the text/story.

Appendices
GOAL TEACHING STRATEGIES APPLICATIONS TEACHING STRATEGIES APPLICATIONS
READING
AN IMPLICIT COMPETENCE IN READING, AND ACQUISITION OF SOME EXPLICIT
USE OF THE IMPLICIT COMPETENCE ACQUIRED ORALLY, DEVELOPMENT OF
A. Model how FIRST PURPOSE: have students understand the content

to read the READING  Read the text to the students in a normal fashion.
sentences LESSON  Ask questions to ensure that students have understood
of the the events and the meaning of the text.
text/story.  Re-read the text aloud and have students read aloud
after the teacher.
 Ensure that the students’ predictions about the
KNOWLEDGE OF HOW THE LANGUAGE WORKS
text/story have been discussed and verified.
B. Have SECOND Read aloud the text again, having the students also read C. Encourage Have students read the
students READING aloud sections, either all reading together (choral reading) students to text in a normal fashion
LESSON or in various smaller groups (all the boys, or girls), and make without making breaks
use (read)
(skill)
finally some individuals.
FLUENCY
the Different purpose: Have students observe the relationship
connections between syllables or
modeled between a sound and the different ways that sound may be between words (encourage
sentences represented in writing or have them observe a form that is words students to read words in
several seen, but not heard orally (i.e. the -ent in plural verb forms) groups that have
times. in order to help the students read accurately and to prepare meaning)
them to be able to write correctly.
______ _______________________ D. Encourage Correct errors made by
AND
students to students while reading
THIRD Read the text again having the students read aloud a read and ask students to re-
section of the text. accurately. read the corrected form in
READING
(skill and knowledge)

Different purpose: Have students identify words of the
LESSON same family, or “mots amis”, or similar activity to help
a complete sentence.
develop vocabulary.
ACCURACY
______ _______________________
FOURTH Have students re-read the text aloud to the class. Different
READING purpose: Have students observe another sound and its
LESSON graphic representations, or another letter combination that
is only seen and not heard, or words that denote time, or
sequence of activities.
Post-Reading
Integration of skills Further extend the text read through a related oral and/or written activity.

Appendices

Appendices
INFORMATIVE TEXT PRE-READING
The pre-reading stage is an essential strategy in teaching reading, notably for second L2
learners. It is very important to spend a considerable amount of time in class preparing this
phase. THEREFORE even before the text is read to the students it is crucial to prepare,
ORALLY, the reading phase. This is a very important aspect that is specific to L2 literacy.
(Differing to what is the procedure in L1).
1. Contextualisation : In the pre-reading phase, it is important to start out with ORAL

contextualisation, that is, a discussion related to the theme of the story (not the story itself). This
is when connections are made with the students’ lives and experiences. This helps them see
the links between spoken language structures they will encounter in the written text. In the
context of learning a L2, where the vocabulary is still limited, is important to expose the students
orally to a few new words and structures they will encounter in the text which is essential to the
comprehension of the message in the text. It is crucial to present these words and structures
orally, in context, in a manner that introduces them to the meaning and the pronunciation of
these words. For example, if in the text, there is mention of a tornado and using the “basement”
of a house as a “shelter”, the teacher must talk about “basements” in houses that are used as
“shelters” during different weather phenomena; this will lead the teacher to talk about his
“basement” and if they have ever used their “basement” as a shelter, and the teacher must
question the students regarding this practice. During the reading phase when the students
encounter the words tornado and shelter in the text, they should recognize these words as they
already know what these words mean and have used them in sentences; they now only need to
become familiar with the way they are written. It is also important during this stage, that the
students use and re-use orally in complete sentences these new words and structures while
answering the teachers questions. This literacy strategy is specific to the learning of a L2. It
is necessary to give the students tools, orally, in language preparations even before they
begin to read the text. If not, the student will fall back on translating rather than trying to
make sense of the text directly in French (without translating).
The choice of new words and structures are very important in this phase because it is the
words and structures that are susceptible to causing problems for the students. Words that
easy to identify because of context in the text or because of the similarities to the English
spelling, such as « tornade » and tornado are not necessary to be introduced in this phase.
If the teacher presents too many words or words that are easily identified we are preventing
the students from developing one of the reading strategies pertinent to reading, which is
determining the meaning of the word according to its context and usage. In post-FI/FA, it is
sometimes possible to integrate the contextualisation for a text in which the subject is very
close to the theme of the unit in the oral component of the lesson, when are able to review
the new structures we have previously presented.
2. Anticipation: This is the moment when the teacher first shows the book to the students and talks
about the title of the book, the cover illustration, the table of contents as well as sub-titles and important
pages. It is not necessary to identify all the illustrations (What’s this? It is...! Or, What do you
see in this picture?) It is NOT to have the students identify illustrations (What’s this? - It’s…) or to
transform the pre-reading into a vocabulary lesson. Anticipation fosters the students' cognitive
development and the development of strategies for reading comprehension that may be used in both
English and French. The purpose of this questioning is to give students a model for reading strategies,
while fostering their cognitive development.

Appendices
In the predictions stage, the teacher will use the « K-W-L » technique. For this the teacher
will pose a series of oral questions, on one part identifying what the students already KNOW
(or pertain to know) about the subject and on the other part what they WANT TO KNOW
about the subject. It is the time to use this well-known practice K-W-L: What I KNOW, What
I WANT TO KNOW and What I have LEARNED.
(In French: S – V – A : Ce que je SAIS, ce que je VEUX SAVOIR et Ce que j’ai APPRIS).
The teacher will write on the board or chart paper 3 columns as shown below:
K W L
What we KNOW What we WANT to know What we have LEARNED
The teacher notes, in the first column, what the students already know about the subject,
according to their oral suggestions (4 or 5 points). Followed by asking the students, what
they want to know about the subject (4 or 5 points) and takes notes for the second column.
The pre-reading stage is to be done at every section of the book, if the book is lengthy.
However, if this is the case, it is necessary to simply introduce the book as a whole before
presenting it in sections. It is also necessary to complete the K-W-L for each section.
In post-FI/FA II and III, it is possible to use other graphic organizers that are usually used in
L1 (in English) language art classes, used to prepare informative texts.
READING
During the actual reading stage, we follow closely the same procedure as in the oral
component: modeling, using and re-using, with attention given to the links between
language elements (for accuracy) and the corrections of errors (for the precision). The
actual “reading” of the text has an input and an output phase. After completing the 2
preparatory phases (contextualisation and anticipation) the teacher can undertake the first
development (exploitation) of the text. As is the case of the “reading” phase of the narrative
text, this first exploitation is focused on the meaning and global comprehension of the text. It
is crucial at this phase to NOT mix up comments about the MEANING and the FORM,
especially if there are students who are having difficulties in the class. It is strongly advised
to distinguish these 2 phases. This first reading, which corresponds to the “input”, is to give
the students a desire to read and to get them mainly interested in what happens in the
story. This is when we concentrate on the message of the text. Therefore, this is why we
pose comprehension questions and read the text together.
In the case of the informative text, we ask the students what they have learned in the
section we have read up until now and complete the third column “L” (What I have
learned...). In addition, the teacher asks the students if there is more they want to know
about the subject and, if this is the case, complete the second column “W”(What we want to
know...).
If time permits, in post-FA/FI I and II, we reread the text during the same lesson. However, it
is important not to separate the time between the pre-reading and reading phases. Pre-

Appendices
reading and the reading phases must be completed during the same period. In post-FI/FA
III, it is possible to ask students to read the text at home in preparation for the next class.
During the second exploitation of the text, it is necessary to review the content of the text or
the section of the book already read and we now focus on a particular aspect of grammar (
subject-verb accord, for example) in which we are going to develop during the writing
component later.
All in all, at the end, of the book (if it pertains to a book with many chapters or sections), it is
important we verify the K-W-L columns so we are able to identify, what the students have
learned about the book. At this time the teacher completes the third column according to
what the students have said about the book and subject in question.
POST-READING
We only complete one post-reading activity per book. In the case of the informative text, we
can examine the questions pertaining to WHAT the students wanted know (the second
column of the K-W-L diagram) as well as the questions the book did not answer. We can
encourage the students to do a research on the items they wanted to know about and were
not answered in the book or discuss the items in the book to see if we are in agreement with
the message or not. It is also possible to organize a little debate on the subject so as to
entail a written lesson or have the students write an article on the subject to express their
opinion.

Appendices
Table 3 – strategies for teaching reading: INFORMATIVE TEXT
GOAL STRATEGIES FOR TEACHING APPLICATIONS

READING
INFORMATIVE TEXT PRE-READING
DEVELOPMENT OF AN IMPLICIT COMPETENCE IN READING AND
Contextualisation Discuss with the students experiences from their

ACQUISITION OF SOME EXPLICIT KNOWLEDGE OF HOW THE
own lives that have a connection with the them of

OF THE IMPLICIT COMPETENCE ACQUIRED ORALLY,
Have students make connections with the text/message.

their own experiences and widen their
vocabulary.
Have the students employ, while in a
conversation, the new words which are important
for the understanding of the written text.
LANGUAGE WORKS
Anticipation Using the title of the book, the illustrations, the

cover page, the table of contents and a few
Model and employ the reading important pages discuss what the contents of the
strategies. book could be.
For the predictions, apply the K-W-L graph. At this

stage, note 4 or 5 points in the first two columns
(We KNOW that... and We WANT TO KNOW...)
as to revisit to later.

Appendices
GOALS TEACHING STRATEGIES APPLICATIONS TEACHING APPLICATIONS

STRATEGIES
INFORMATIVE TEXT
USE OF THE IMPLICIT COMPETENCE ACQUIRED ORALLY, DEVELOPMENT
OF AN IMPLICIT COMPETENCE IN READING AND ACQUISITION OF SOME
A. INPUT Model the FIRST EXPLOITATION

sentences
EXPLICIT KNOWLEDGE OF HOW THE LANGUAGE WORKS
from the Purpose for the reading: understanding of

text. the global message. For this, read the
sentences in a “natural” manner.
 The teacher or a strong student, reads

the text without interruption; students
follow the text
 The teacher asks questions to ensure
the students have understood the
meaning of the text

Appendices
Students  Students re-read aloud the text together (choral reading), sub-groups or Establish the Asks the
re-read the individually, according to the needs of the class. If there are precision or accuracy links between students to read
modeled problems asks the student to re-read correctly the passage. the elements of the text in a
text. a sentence, to « natural »
 Revisit K-W-L : The teacher asks what they have learned up to this point, while understand the manner without
making the link between the part of the text where they have learned something
global sense of separating the
and complete the third column; the teacher then asks if there is more information
FLUENCY (skill)
they would like to know and adds this to the second column. the text. syllables nor the
words(in a
SECOND EXPLOITATION sequence that
have a
meaning)
OUTPUT
Purpose of the reading: to help students and prepare them for writing, have the
students observe the relationship between a sound and the different ways that sound
may be represented in writing of have them observe a form that is seen, but not heard Establish the Correct
orally. correct rapports pronunciation
The teacher asks questions to review the meaning of the text between the errors and asks
ACCURACY (skill and knowledge)

Students read aloud sections of the text (various smaller groups or individually...)
way the sound students to re-
The teacher focuses on a specific grammatical form
is written and read the
 The –ent in plural forms the way it is corrected
 The plural of certain nouns and adjectives read. sentence.
.
At the end of the book: revisit the 3rd column (L) as to verify if the text answered all
the questions asked.
INFORMATIVE TEXT: POST-READING

Integration of  If the reading of the text did not answer certain questions, encourage students to research these questions or relate them to the
skills same subject.
 Propose activities on certain subjects that were introduced in the text: informal debate, personal opinions in a written form, etc.
.

Appendices
Word Wall” and “Sound Wall”
To facilitate the development of reading, teachers are advised to use a “word wall” and a “sound
wall.” The purpose of a word wall is to help students recognize certain common, familiar words
more quickly while they are reading. The words posted on the wall are ones that the students
use often while working on a theme, project, or activity. It does not matter how the words are
organized (e.g., in alphabetical order, grouped according to concepts, etc.); the important point
is that they be used in short, complete sentences (unlike the word walls in the L1 classrooms).
The key words on the wall can be highlighted (in bold print or a particular colour) to make it
easier for students to recognize them when they are needed.
It should be noted that the presence of an article (e.g., un, une, le, la) is ESSENTIAL, since it is
by associating an article with a word that students learn the gender of the word (i.e., feminine or
masculine). For example, students learn that the word maison is feminine (and that they must
therefore spontaneously say grande, not grand) by frequent association of the word with the
article la, not le. Students learn the correct gender of a word by using it, i.e., as a skill, NOT as
declarative knowledge (for instance, by trying to remember whether the word maison is
masculine or feminine, which is not very helpful in conversation).
The purpose of a sound wall is to help students learn to read independently. In order to do that,
they have to become familiar with the relationships between certain sounds and how they are
written. It is not necessary to post all the sounds on the sound wall, just the ones that are
especially difficult because they can be written different ways. For instance, the sound é can be
written er, ez, ai, and so on. Here again, even though it is a “sound wall,” words that contain the
same sound must be used in short, complete sentences, such as: J’aime mon dîner.; Le clown
a un nez rouge.; J’ai chaud.
Each sentence must be produced by the students, NOT dictated or prepared in advance by the
teacher. This way the students get more involved in their own learning, and they are more likely
to remember an example if they have come up with it themselves.
To summarize, the word wall and the sound wall are two means designed to help students learn
to read independently. In order to accomplish this goal, students need to be able to recognize
certain common words when reading independently (words they already know orally), and they
also need to be able to decode words they do not know how to read.
In the Post-Intensive French programs, the word and sound wall may vary somewhat. The word
wall will continue in these grades, but the sound wall is used only when needed. There are also
teachers who travel from class to class. It may not always be possible to post a word wall, in
these cases some poster boards, large index cards, tri-fold project boards can be used.
Individual Reading
Using the books available in the classroom or the school library, teachers are advised to
strongly encourage students to read books on their own and keep a record of the ones they
have read (See Appendix A: Reading Log). With Post-Intensive French classes, browsing boxes
are available and can be used to throughout the year to compliment the unit or for independent
readers. A system can be developed by the teacher as to how they would organize the books
being sent home.
(…)

Appendices
Strategies for Teaching Writing
Just like teaching speaking and reading, teaching writing in a L2 requires specific strategies.
Even though the primary goal of writing is to convey meaning, linguistic accuracy must not be
neglected. The types of texts that the students are asked to write range from the simple to the
more complex. At first, writing activities will obviously be simple and closely linked with what the
students have already done orally. The teacher must work with the students to develop a model
for writing. As the students become familiar with the structures of the language, they will
gradually learn to write independently.
Relationship between Spoken and Written Language

It is essential to make a distinction between what is learned orally and what is learned in writing.
In written language, there are three main types of linguistic phenomena: phenomena exclusive
to written language; phonetic phenomena transposed into written language; linguistic
phenomena arising from the structure of the language itself.
Phenomena exclusive to written language

As in the case of reading, teachers are strongly advised NOT to mix up comments on
MEANING and FORM. In other words, when students write a text the first time, they concentrate
as much as possible on the meaning or the message to be conveyed. Afterwards, they re-
examine what they have written, this time focusing mainly on specific form-related issues. For
example, in a composition, the fact that a verb in the second person singular (after tu) takes an
s and that a verb in the third person plural ends in –ent (Elles mangent, ils courent) are
phenomena exclusive to written language, and there is no trace of them in spoken language.
Punctuation is another phenomenon exclusive to written language. While modeling writing for
the students, the teacher must point out these phenomena exclusive to written language (see
Table 3).
Phonetic phenomena transposed into written language

Some errors observed in writing are actually attributable to the relationship between sounds and
the way they are written. For example, a student who writes …une porte est une fenêtre…
(instead of et) is transposing a certain sound from spoken language into written language.
Phonetically, the student is failing to distinguish between et and est. It is best to start by making
the student aware of the phonetic distinction between et and est in spoken language, so that the
student can avoid making this mistake in writing. Once the oral distinction is clearly established,
it is easier to solve the writing problem. The same is true of errors such as je ouvre or je aime.
This type of error (meeting of two oral vowels) must be dealt with orally and phonetically first,
paying particular attention to the student’s pronunciation.
Linguistic phenomena arising from the structure of the language itself

For students starting to learn a L2, everything that is not exclusive to either spoken or written
language is strictly linguistic phenomena arising from the structure of the LANGUAGE itself. For
example, it is correct to say C'est une voiture rouge - C'est un ballon vert, and it is also correct
to say C'est une grosse voiture - C'est un petit ballon. This is a syntactic phenomenon common
to spoken and written language. Thus, when one says Elle me regarde or Je cherche ma
montre, the structure of the language is the same whether the expression is used orally or in
writing. This is true of many linguistic phenomena.
The pedagogical implications of this distinction are significant. For example, in a composition, if
a student makes a “structural” error like those mentioned above (placement of a descriptive

Appendices
adjective, placement of an object pronoun, absence of a preposition following some verbs), the
error must be pointed out to the student, but such phenomena are not true writing errors. They
need to be pointed out, but it may not be worthwhile to try to correct them in the written text first.
It is far better to simply point out the errors in the composition to the student and then have the
student use and re-use this
type of structure ORALLY. Only when the correct structures are spontaneously used in
speaking in the classroom, in situations that are as authentic as possible, will students be able
to use the correct structures automatically and spontaneously (i.e., unconsciously) in writing.
As in the case of reading, a lesson plan designed to develop L2 writing skills has various
phases: pre-writing, writing and post-writing. These phases help develop both fluency and
accuracy.
Pre-writing
In this phase, students are helped to understand that there is a connection between what we
say, what we read, and what we write. The teacher engages the students in discussion to show
them that if they can talk about things, they can also write about them. Lack of ideas to write
about should not be a challenge because the students have already learned a certain amount of
spoken language that they can use as a base.
In L2 teaching, even a writing task must begin orally, in the form of a conversation with the
students: everything starts with ideas, which the students must learn to express orally in
complete, correct sentences. The aim is not to have students translate word for word what they
want to say, but rather to have them use their acquired spoken language spontaneously in
writing.
Writing
In the writing phase, the teacher follows a similar procedure as for speaking and reading:
modeling, re-using language structures already acquired orally, and focusing on the connections
between language elements by asking students to produce sentences that are complete (for
fluency) and correct (for accuracy). Once students are able to communicate ideas fluently (orally
and in writing), they will be better situated to focus on the formal aspects specific to writing in
order to ensure the development of accuracy.
Post-writing
It is important to distribute and share the texts produced during writing activities since writing is
a communication process. Once the texts have been posted and read, the teacher must
question the students again about what they have read, in the form of a conversation or
discussion. The process comes full circle: from speaking to reading to writing, and then reading
the texts produced and discussing what has been read.
Writing Process
The teacher must continue the writing process with the students so that they can develop skills
in writing French and eventually transfer those skills to writing in their L1 (in this case, English).
The teaching strategies described above have much in common with the writing process. For
instance, both encourage students to develop ideas before writing and to reread their texts in
order to revise and edit them (writing without errors). Once students have shown that they are

Appendices
able to write with some fluency, they are encouraged to use the writing process, particularly
during project-related activities. Even when students start using the writing process
the teacher must continue to use the strategies described above for teaching writing in order to
extend their knowledge of how to write accurately.
Writer’s Notebook
Since writing is a skill, it must be practiced regularly and systematically, i.e., at least once a
week. The only way to develop a skill is to use it. Just as we learn to speak by speaking and to
read by reading, we learn to write by writing. Thus, a communicative writing activity is more than
just having students write a series of disconnected sentences, do fill-in-the-blank exercises, or
answer TRUE or FALSE. Communicative writing consists above all in composing a text that
conveys a message.
Students should keep a writer’s notebook for writing activities.

Appendices
Table 4. Strategies for teaching writing
TEACHING
GOAL APPLICATIONS
STRATEGIES
PRE-WRITING
CONTEXTUALISATION Have students make Talk about the subject which is going to
connections between what be the topic of their paragraph in a
they are able to talk about or spontaneous conversational manner,
have read about with what using the sentences already used in
they are able to write. oral activities.

Appendices
TEACHING
GOAL APPLICATIONS TEACHING STRATEGIES APPLICATIONS
STRATEGIES
WRITING
A. Model how to write Write on a flip-chart (or the board) a series of connected sentences suggeste
DEVELOPMENT OF AN IMPLICIT COMPETENCE FOR WRITING AND
the authentic by the students that creates a paragraph. The teacher writes them in an
ACQUISITION OF SOME KNOWLEDGE OF HOW THE WRITTEN
sentences already organized manner to create a beginning, middle and ending for the paragrap FLUENCY
USE OF IMPLICIT COMPETENCE ACQUIRED ORALLY,
used orally.
Read the paragraph aloud and then have several students read the
paragraph aloud. _______________
Point out to the students several important aspects for writing: agreements
(eg. –ent) spellings of certain words (eg – soeur) and when necessary ACCURACY
capital letters, exclamation marks, etc.
LANGUAGE WORKS
Question the students on how they will change the paragraph to adapt it to _ _ _ _ _ _ _ _ _ _ __ _ _ _ _
their own situation. FLUENCY AND ACCURACY
B. Have students write Have students write out their own
C. Encourage Have students use complete
the modelled paragraph similar to the model on the flip
students to make sentences similar to the ones already
ACCURACY AND FLUENCY

sentences adapting chart (or board) but adapted to their own
(skill)
connections. used orally or that they are able to
them to their own situation.
reproduce from what they have read.
situation.
Have students re-read their text to ensure
that they have used correct spelling and
(skill and knowledge)

D. Encourage Have students correct the spelling of
punctuation.
students to pay words with which they are familiar
appropriate (word wall) and agreements (such as
attention to subjects and verb, noun and
accuracy. adjective) that have been observed
when reading or in previous writing
activities.
Post- Writing
Re-use of structures - Have students share their texts by reading them to others, or
and integration of skills. having them read by others. (Complete the circle : oral  reading  writing  reading  oral)
- Discuss with the class several students’ texts.
Publication. When possible post the texts in an appropriate fashion, or publish them.

Appendices
References
Doise, W. & G. Mugny (1981). Le développement social de l’intelligence. Paris: Interéditions.
Gatbonton, E. & N. Segalowitz (2005). Rethinking Communicative Language Teaching: A

Focus on Access to Fluency. Canadian Modern Language Review/Revue canadienne des
langues vivantes, Vol. 61, No. 3, p. 325-353.
Germain, C. & J. Netten (2005). Place et rôle de l’oral dans l’enseignement/apprentissage d’une
L2. Babylonia, No. 2, pp. 7-10.
Government of Ontario (2004). Literacy for Learning – The Report of the Expert Panel on
Literacy in Grades 4 to 6 in Ontario. Ontario Education.
Netten, J. & C. Germain (2005). Pedagogy and second language learning: Lessons learned
from Intensive French. Canadian Journal of Applied Linguistics/Revue canadienne de
linguistique appliquée, No. 8.2, pp. 183-210.
Paradis, M. (2004). A Neurolinguistic Theory of Bilingualism. Amsterdam/Philadelphia: John

Benjamins Publishing Co.
Perret-Clermont, A. N. (1980). Social Interaction and Cognitive Development in Children. Berne:

Peter Lang.
Schubauer-Leoni, M. L. (1989). Problématisation des notions d’obstacle épistémologique et de

conflit socio-cognitif. In Bednarz, N. & C. Garnier (Eds.), Construction des savoirs :
Obstacles et conflits. Montréal: Agence d’ARC.
Shehadeh, A. (2003). Learner output, hypothesis testing, and internalizing linguistic knowledge.
System, No. 31, pp. 155-171.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and

comprehensible output in its development. In S. Gass & C. G. Madden (Eds.), Input in
Second Language Acquisition. Rowley, MA: Newbury House, pp. 235-253.
Vygotsky, L. S. (1985). Pensée et langage. Paris: La Dispute.
Post-Intensive Curriculum Guide: High School 9-12 – DRAFT February 2016 Page 92
Appendices
Appendix B
Performance Criteria
Oral, Reading and Writing Proficiency
Appendices
Appendix B1: Critères de performance à l’oral

NIVEAU FONCTIONS CONTENU (exemples) EXACTITUDE
NOVICE □ Limite sa □ Vocabulaire : maison, □ Bribes de phrases
production à la école, familIe, (memorisées)
répétition de vêtements, couleurs, □ Communication
termes et de nombres, météo télégraphique
notions appris □ Notions de temps :
par cœur heures, dates, etc.
□ Recycle ce qu'iI
entend
DE BASE □ Crée dans la □ Biographie personnelle □ Erreurs de
langue (phrases) simple : études, emploi, constructions
□ Participe à de familIe simples et très
brèves □ Description d'une répandues
conversations maison, d’un endroit □ Difficultés de
□ Demande des □ Description de ses prononciation et de
directions loisirs/passe-temps grammaire
□ Peut poser des □ Vocabulaire pour □ Message souvent
questions obtenir/donner des incomplet
simples renseignements □ Phrases simples
□ Vocabulaire simple
simples-sujets connus
INTERMÉDIAIRE □ Participe □ Biographie personnelle □ Phrases liées en

pleinement à une détaillée (études, discours simple
conversation intérêts, famille) □ Contrôle émergent de
informelle □ Événements du passé la morphologie et de la
□ Discute au niveau □ Activités présentes plupart des structures
du concret □ Projets d'avenir syntaxiques
□ Donne des □ Loisirs et activités □ Contrôle minimal de la
directives, des socio-culturelles grammaire
instructions □ Sujets d'intérêt □ Compris d'un locuteur
□ Se débrouille dans personnel : arts, sports, francophone habitué
aux allophones
une situation un bénévolat, voyages...
□ Communication
peu complexe (i.e. □ Actualités, événements
efficace malgré
évaluateur donne mondiaux et nationaux,
I'inexactitude
de l`info. erronée événements locaux □ Profils d'erreurs
que l`élève corrige) □ Sujets d'intérêt général habituelles
□ Utilise des : rapport parent/ enfant, (fossilisées)
paraphrases homme/femme, □ Vocabulaire usuel
Peut décrire et découvertes (quotidien)
narrer: au présent, scientifiques,
au passé et au problèmes sociaux,
futur système scolaire, etc.
□ Exprime son
opinion
□ Fait des
comparaisons
□ Donne des
directions
Appendices
AVANCÉ □ Décrit en détails et □ Tous les sujets du □ Bonne maîtrise de la

avec précision niveau précédent avec grammaire
□ Narre de façon détails et précision □ Erreurs n'empêchent
précise □ Les sujets abstraits jamais la
□ Discute de façon et/ou théoriques, les compréhension et
abstraite et procédures complexes gênent rarement le
théorique (idées) reliées aux intérêts Les locuteur francophone
□ Explique son point sujets qui demandent □ Erreurs sporadiques
de vue et défend de défendre ses idées de constructions de
ses idées □ Les situations base
□ Inexactitudes
□ Discute de hypothétiques
fréquentes de
situations
constructions très
hypothétiques
complexes
SUPÉRIEUR □ S'exprime presque □ Tous les sujets du □ Quasi-maîtrise de la

toujours avec niveau précédent avec grammaire
exactitude détails, précision et □ Vocabulaire précis et
□ Peut adapter son exactitude nuancé
niveau de langue à □ Les situations □ Constructions
celui de son complexes reliées aux complexes au besoin
interlocuteur études, aux intérêts □ Erreurs occasionnelles
□ Peut conseiller, □ Les sujets qui sans profil
persuader, demandent de défendre
négocier ses idées avec
□ Peut faire valoir un conviction
point de vue
Post-Intensive French Guide: High School 9-12 – DRAFT July 2015 Page | 95
Appendices
Appendix B2: Critères de performance en lecture
Reading Expectations
Throughout the Intensive French Program, the student becomes a « lecteur en transition »
(reader in transition). The student must be able to read with understanding, correctly interpret
connections between a sound and different pronunciations, discuss the main idea of
recommended texts and make connections between texts that have been read. Throughout
grade 6-10 students continue to work on becoming and attain more and more characteristics of
a « lecteur en transition » (reader in transition) in their reading capabilities. Grade 11 and 12,
the student is becoming a « lecteur à l’aise » (fluent reader) with the target level texts from the
Post- Intensive French Guide
The following checklists may be used to assess reading levels.

Please note that due to New Brunswick’s inclusion policy, students with different learning styles
and abilities will result in a need for differentiation for the teacher.
Appendices
READING EXPECTATIONS: Post-FI/FA I, II, III, IV and V

1
Checklist – Reading continuum related to knowledge and skills
Reader in Transition (Lecteur en transition)
Read new words while analyzing and verifying the context
Self- correction
Re-read to confirm predictions
Use information sources (meaning, structure, visual) in an integrated manner for

comprehension
Use prior knowledge
Be aware of / and use punctuation marks to read text in logical groups of words or
segments
Create and use connector words
Read with expression while respecting conventions
Pronounce correctly most words
Discuss ideas of a text while demonstrating comprehension
Effectively read a variety of texts
Make connections between texts
1
Extrait adapté deTrousse d’appréciation de rendement en lecture: immersion française, quatrième à sixième
année, Conseil atlantique des ministres de l’Éducation et de la Formation, CAMEF, 2004, p. 79
Appendices
ATTENTES EN LECTURE : Post-FI/FA I, II, III, IV, and V

2
Grille – Continuum de comportements liés aux connaissances et aux habiletés en lecture
Lecteur en transition
Lire de nouveaux mots en les analysant et en vérifiant s’ils s’insèrent dans le

contexte
S’autocorriger
Relire pour confirmer ses prédictions
Utiliser des sources d’information (sens, structure, visuel) de façon intégrée pour
comprendre
Se servir de ses connaissances antérieures
Être conscient de la ponctuation et l’utiliser pour lire par groupements ou par

segments logiques (lecture avec aisance)
Faire les liaisons d’usage
Lire avec expression en respectant les conventions
Prononcer correctement les mots
Discuter des idées d’un texte et démontrer ainsi sa compréhension
Lire efficacement une variété de textes
Créer des liens entre les textes
2
Appendices
READING EXPECTATIONS: Post-FI/FA VI and VII

3
Checklist- – Reading continuum related to knowledge and skills
Fluent Reader (Lecteur à l’aise)
Use multiple information sources in an integrated manner
Read silently et understand the meaning
Effectively analyze longer words
Use a variety of strategies to analyze words without losing the meaning or

enunciation
Demonstrate through discussion, writing or other media that he/ she understands
and interprets stories from different points of view and sympathizes with the
characters.
Use the structure of text (fiction or non- fiction) to predict possible sequence of
events.
Fluently read longer sections of text
Remember characters and plot for multiple days
3
Appendices
ATTENTES EN LECTURE : Post-FI/FA VI, and VII

4
Grille – Continuum de comportements liés aux connaissances et aux habiletés en lecture
Lecteur à l’aise
Utiliser de multiples sources d’information de façon intégrée
Lire silencieusement et comprendre le sens
Analyser efficacement des mots plus longs
Utiliser une variété de stratégies d’analyse de mots sans perdre le sens ou la

facilité d’élocution
Démontrer par la discussion, par l’écriture ou par d’autres médias qu’il peut
comprendre et interpréter les histoires selon différentes perspectives et
sympathiser avec les personnages
Utiliser la structure du texte (fictif ou non fictif) pour prédire une séquence
d’évènements probables
Lire de façon aisée de plus longs extraits
Se souvenir des personnages et de l’intrigue pendant plusieurs jours.
4
année, Conseil atlantique des ministres de l’Éducation et de la Formation, CAMEF, 2004, p. 79.
Appendices
Appendix B3: Critères de performance à l’écrit

WRITING EXPECTATIONS: APPROPRIATE PERFORMANCE (Grade 9/10)
In Grades 9 and 10, students will have enough linguistic ability to meet their basic
communication needs. (Goal by the end of Grade 10 is A2) See level A2 in Appendices for
details.
FLUENCY ACCURACY
Students who demonstrate appropriate performance in Students who demonstrate appropriate performance
fluency in writing : in accuracy in writing :
IDEAS
 Include a series of ideas/information or events related to a topic
/subject
 Include a few supporting details that are relevant to the writer’s

intent
 Include an appropriate introduction.

ORGANIZATION
 Use transitional words to connect ideas. (e.g.: mais, ou, et, donc,
car ni, or, etc.)  Include a suitable development where ideas, information
or events are presented in a logical sequence within
paragraphs.
 Include an appropriate conclusion.
 Use, when appropriate, a variety of ways to capture the

reader’s attention. (e.g.: appendices, graphs, design,
diagrams, labels)
SENTENCES  Sentence structure is mostly French.
 Include compound and/or complex sentences.  Creates new sentences adapted to current topic with
some degree of accuracy.
 Include a variety of different types of sentences (e.g.

 Include some variety in sentence lengths and beginnings. interrogative, negative, exclamatory, imperative)
WORD CHOICE  Demonstrate ability to use appropriate vocabulary

 Includes a variety of word choices to demonstrate a flow of ideas
effectively. (e.g. adjectives, adverbs, strong verb choices,
reflecting
precise nouns)
 grade 9-10 themes
 Includes some interesting word choices and expressions beyond

high frequency words.
CONVENTIONS  Use correct punctuation and capitalization.
 Demonstrate reasonable control of the concept of gender

 Can narrate, describe, and explain in present, past or future time and number.
using regular verbs (présent, imparfait, passé composé, futur
simple, futur proche) although errors still occur.  Demonstrate reasonable control of subject-verb
Appendices
agreement.
 Use subject pronouns and possessive adjectives with

some accuracy. (e.g. Je le vois, c’est le mien, il lui
parle…)
VOICE
 Demonstrate voice by using any of the following: e.g.:
the writer’s point of view (in an informative text), dialogue (in a
narrative text) a clear neutral voice (in an informative text)...
For appropriate performance, students must meet the criteria in every trait. It is possible to have a trait where one indicator is not
evident.
WRITING EXPECTATIONS: APPROPRIATE PERFORMANCE (Grade 11/12)

In Grades 11 and 12, students will have enough linguistic ability go beyond their basic
communication needs. (Goal by the end of Grade 12 is B 1.2) See level B1 in Appendices for
details.
FLUENCY ACCURACY
Students who demonstrate appropriate performance in Students who demonstrate appropriate performance
fluency in writing : in accuracy in writing :
IDEAS
 Include a series of ideas/information or events related to a topic
/subject
 Include details that are relevant to the writer’s intent
 Include a clear and concise introduction.

ORGANIZATION
 Include a detailed and clear development where ideas,
information or events are presented in a logical sequence
 Include more complex transitional words. (e.g.: cependant, pour within paragraphs.
cette raison, enfin, de plus, en guise de conclusion)  Include a clear and concise conclusion.
 Write a text in which the organization is adapted to the

genre (e.g.: cover letter, article, memoir, email, blog...)
 Use, when appropriate, a variety of ways to capture the

reader’s attention. (e.g.: appendices, graphs, design,
diagrams, labels)
SENTENCES  Sentence structure is evidently French based.
 Include both compound and complex sentences.  Creates many new sentences adapted to current topic
with some degree of accuracy.
 A variety of different types of sentences (e.g.

interrogative, negative, exclamatory and imperative) are
 Include a variety of sentence lengths and beginnings create a
well employed.
rich text.
Appendices
WORD CHOICE  Demonstrate ability to use a rich vocabulary of new and

 Include a variety of word choices which reflect 11/12 themes or
learned words effectively. (e.g. adjectives, adverbs,
units of study to demonstrate a flow of ideas.
strong verb choices, precise nouns)
 Includes many sophisticated word choices beyond high
frequency words.
 Use correct punctuation and capitalization.

CONVENTIONS
 Can narrate, describe, and explain in present, past or future time  Correctly spell the majority of words.
using regular verbs (présent, imparfait, passé composé, futur
simple, futur proche) with control.  Demonstrate reasonable control of the concept of gender
and number.
 Demonstrate reasonable control of subject-verb

agreement.
 Use subject pronouns and possessive adjectives with

accuracy. (e.g. Je le vois, c’est le mien, il lui parle…)
VOICE
 Voice created is captivating to the reader by effectively
using any of the following: e.g.: the writer’s point of view (in an
informative text), dialogue (in a narrative text),a clear neutral
voice ( in an informative text)...
Appendices
Appendix C
Teaching Strategies
Oral, Reading and Writing
Appendices
Appendix C1: Enseignement de l’oral
Français post-intensif : ENSEIGNEMENT DE L’ORAL – 8 stratégies

(ANL – approche neurolinguistique, de Germain et Netten)
STRATÉGIES CONSÉCUTIVES (en suivant cet ordre)
1. P modélise une ou des phrases authentiques, liées au thème et à son expérience

P donne à l’oral seulement le modèle de phrases liées au thème, à partir de ses expériences
personnelles (éviter « C’est un/une… », qui n’est pas authentique).
2. P questionne quelques élèves qui adaptent la réponse à leur situation personnelle
Pour cela, les élèves utilisent le modèle qui vient d’être donné.
3. a) Quelques élèves questionnent d’autres élèves
Les réponses sont adaptées à leur situation personnelle.
b) Deux élèves modélisent (devant la classe) la tâche à venir
Cela se fait sous forme de « conversation » (questions et réponses). P s’assure que le
modèle langagier est repris correctement (la question et la réponse).
4-I. Les élèves se questionnent mutuellement, en dyades (durée limitée)
5-I. P questionne quelques élèves sur les réponses de leurs partenaires
Cela se fait sous forme de conversation naturelle (spontanée), afin de rapporter ce que leur
partenaire vient de leur dire.
Puis, P réagit (Qui d’autre a… ?) et questionne les élèves sur les réponses données.
SI NÉCESSAIRE : 4-II. Répétition de la stratégie 4-I, avec de nouvelles dyades

5-II. Répétition de la stratégie 5-I, au sujet des réponses des nouveaux partenaires
STRATÉGIES QUI SE SUPERPOSENT AUX PRÉCÉDENTES (en même temps)
6. P fait toujours produire des phrases complètes (pour l’aisance)

7. P corrige toujours les erreurs et fait utiliser la phrase corrigée (pour la précision)
8. À l’occasion, P questionne un élève sans qu’il s’y attende (pour stimuler l’écoute,
pour avoir une conversation plus naturelle et pour faire réutiliser la langue).
NOTE 1 : Lors de ces stratégies portant sur l’oral, ne pas écrire de mots ou de phrases
au tableau mais, au besoin, recourir à des illustrations ou photos.
NOTE 2. À la suite de ces stratégies, P propose une activité-synthèse (voir le Guide
interprovincial pour des suggestions).
Appendices
Appendix C2: Les stratégies d’enseignement de la lecture (texte

narratif / texte informatif)
Français post-intensif : ENSEIGNEMENT DE LA LECTURE – 7 stratégies : texte NARRATIF
(ANL – approche neurolinguistique, de Germain et Netten)
STRATÉGIES CONSÉCUTIVES (en suivant cet ordre)
1. CONTEXTUALISATION
Pour développer la grammaire non consciente (interne)
 P même une conversation avec les élèves pour faire ressortir le lien entre leur vécu et le thème de l’histoire
 P utilise quelques nouveaux mots ou structures du texte qui sont importants pour comprendre le sens
global (oralement, sans le texte, dans la « conversation »)
2. PRÉDICTIONS
Pour apprendre à « deviner » le sens en lisant
 P montre la page couverture et quelques images ici et là
 P questionne les élèves en rapport avec les images pour faire penser aux évènements qu’on pourrait
trouver dans l’histoire (éviter la question : Qu’est-ce que tu vois ?)
3. PREMIÈRE EXPLOITATION
Pour dégager le sens (compréhension
générale)
 P lit l’histoire sans interruption alors que les élèves ont le texte sous les yeux
 P pose des questions pour vérifier la compréhension
 P relit l’histoire (modélise) et les élèves lisent à haute voix, en chœur, phrase par phrase
 P revient sur les prédictions et demande « pourquoi » elles sont correctes ou non
 P fait lire l’histoire par les élèves, en sous-groupes ou individuellement, selon les besoins
Si nécessaire, P propose une EXPLOITATION pour faire comprendre le rapport son-graphie

 P pose des questions pour une brève révision du texte
 En petits groupes, des élèves lisent successivement à haute voix des parties du texte
 P montre UN son et sa graphie
 Les élèves trouvent d’autres exemples dans le texte
 Les élèves relisent le texte en petits groupes
4. DEUXIÈME EXPLOITATION
Pour apprendre la grammaire consciente (externe)
 P pose des questions pour une brève révision de l’histoire
 Des élèves lisent l’histoire à haute voix, individuellement
 P fait observer UN phénomène langagier
 Les élèves trouvent d’autres exemples dans le texte
5. ACTIVITÉS-SYNTHÈSE (pour les sections d’un livre)

et POSTLECTURE (à la fin de tout le livre)
Pour réutiliser/intégrer les structure et les mots nouveaux
 P discute pour prolonger le texte : changer la fin, continuer l’histoire, lire comme une pièce de théâtre, etc.
 Les élèves font l’activité
Appendices
STRATÉGIES QUI SE SUPERPOSENT AUX PRÉCÉDENTES (en même temps)
6. AISANCE
Pour établir des liens entre les éléments d’une phrase pour bien comprendre le sens global
 P et les élèves lisent d’une façon naturelle
7. PRÉCISION
Pour établir les liens corrects entre les sons et leurs graphies
 P corrige les erreurs de prononciation immédiatement et fait relire par l’élève
Appendices
Appendix C3: Les stratégies d’enseignement de l’écrit
Appendices
Appendix D
Examples of Reading Plans
Appendices
LECTURE : FICHE DE PLANIFICATION D’UN TEXTE INFORMATIF
Fiche de planification du livre intitulé :
PRÉ- LECTURE
1 - CONTEXTUALISATION
Thème de la discussion :
Questions à poser pour faire le

lien avec le vécu des élèves :
Mots nouveaux essentiels à

faire ressortir :
2 – PRÉDICTIONS (technique S – V – A)
Questions à poser aux élèves
a) pour leur faire dire ce qu’ils

savent déjà sur le thème
abordé
b) pour leur demander ce

qu’ils veulent savoir sur le
thème abordé
Post-Intensive Curriculum Guide: High School 9-12 – DRAFT February 2016 Page | 110
Appendices
LECTURE
3 - PREMIÈRE EXPLOITATION (compréhension générale)
Questions de compréhension
(sens global) – en s’inspirant
de la taxonomie de Bloom :
SI NÉCESSAIRE : rapport son-graphie

Questions à poser pour réviser
le contenu du texte :
Intention de lecture : Faire comprendre le nouveau système son-graphie : choix du son et de ses graphies :
Relation son-graphie
4 – DEUXIÈME EXPLOITATION : observation grammaticale

Phénomène langagier à faire
observer (par exemple,
l’accord du verbe avec le sujet,
le pluriel de certains noms ou
adjectifs, etc.) :
Exemples du texte à faire

ressortir :
Appendices
5 – ACTIVITÉS-SYNTHÈSES (pour les sections d’un livre)

Activité-synthèse sur la section Suggestions d’activités-synthèse
lue du livre
POSTLECTURE (à la fin de tout le livre)

Questions essentielles à poser
aux élèves pour identifier les
choses que les élèves ont
apprises
Discussion avec les élèves pour

leur faire dire ce qu’ils ont
appris.
Questions à poser pour

permettre aux élèves
a) d’identifier les parties du
texte qui les ont aidés à
répondre
b) donner les raisons

permettant de justifier leurs
réactions.
Suggestions de recherches en vue

de répondre aux questions
auxquelles la lecture n’a pas
permis de répondre :
Appendices
Genre/Type Structure de texte:

détermine le Aidera à déterminer quelle
processus à sorte d’organisateur
suivre pour la graphique à utiliser dans la
lecture (et quelle planification d’écriture
fiche pour la qu’on pourra en faire par la
planification, quel Thèmes et idées
suite (avec un modèle)
gabarit (e.g. SVA)  Les thèmes fournissent une
variété de sujets de
conversation qu’on pourra
Contenu
 Questions pour vérifier la
compréhension du texte
 Ces questions peuvent être à
différents niveaux sur la Les dimensions du
Taxonomie de Bloom texte et leurs liens Éléments culturels
 Ces questions peuvent être à au développement
différents niveaux de langue linguistique des
(A1, A2, B1. B2 ou Novice, de élèves par
base, Intermédiaire, l’entremise de la
Avancé…) lecture
 Questions littérales,
inférentielles et évaluatives
Mots et expressions Éléments visuels Complexité du

essentiels à la vocabulaire et des
compréhension phrases
plus de complexité
Appendices
Structure de texte: Thèmes et idées

Genre/Type
Texte non-fictif
Informatif  Les genres de films et les
 Comparatif préférences
 Séquentielle  Effets spéciaux
Contenu  Descriptive  Évolution des normes de la
 Cet article présente l’évolution
société
de la série de films James
 Stéréotypes
Bond entre 1962 et le présent
 Sexisme/féminisme
(mais n’inclut pas le film de
 Cisnormativité (comment les
2015). Le rôle de 007, et les
personnes sont représentées
différences qui reflètent les
à différentes époques et
changements sociaux, surtout
l’évolution)
exploré à travers le rôle
changeant des Bond Girls).
 Le film de 2015 est sur le Les dimensions du
point de sortir dans les texte: Les partenaires
cinémas : films d’action : la féminines de James Éléments culturels
culture populaire ; ceci devrait Bond: Premières et Le personnage de James
intéresser les élèves Bond – et sa durée dans
dernière génération
 Bonne opportunité d’explorer les films qui ont été
(Les Héros du cinéma tournés en français et en
l’évolution de la perception
p.p. 30-31) anglais
des rôles des femmes en Les films d’actions
société, la cisnormativité, et
des stéréotypes

1. Comment le rôle était
présenté au passé, comment
c’est au présent et comment
cela sera présenté au futur
Mots et expressions 2. Les Bond Girls –
essentiels à la Éléments visuels Complexité du descriptions : intelligentes, bien
compréhension  Titres vocabulaire et des armées, très jolies…
 Une ribambelle  Sous-titres phrases 3. Marqueurs de temps pour les
 Arborant  Illustrations  *Plus que 5 -7 mots transitions (organisation de
 Un smoking inconnus dans ce texte) : Quarante ans plus tard,
 Boîte de texte
 Se préoccuper à cette époque, au début du
textes  Niveau de film tourné en 2002, Toutefois
 s’éprendre vocabulaire élevé aujourd’hui
 cacher (vocabulaire moins 4. Les comparaisons ; En 1962,
 un minois fréquent, quelques il buvait, il fumait, il
 vêtue de expressions semblait…de 1995 au 2002, il
littéraires etc.) ne boit pas, il ne fume pas…
 évoluer/évolué
 Phrases complexes
 se maîtriser et composées
 figurer
 se montrer
plus de complexité
Appendices
Appendix E
Unit Checklists
Appendices
Appendix E: Unit Checklists
Grade 9
CHECKLIST OF « FONCTIONS COMMUNICATION » POUR UNITÉ 1 :
LA MUSIQUE
Définir les messages de
musique jouée dans les

dont on joue ou dont on
preferences musicales.
médias et les émotions

Parler des instruments
ta chanson préférée.
Faire le lien entre la
qu’on éprouve.
aimerait jouer.
Étudiant Les commentaires
Exprimer ses
Total
1. Cannot communicate, uses words rather than sentences, and requires constant
prompting.
2. Communicates partially, uses limited # of basic sentences, some grammar mistakes,
needs prompting.
3. Communicates with few gaps, uses basic sentences, most grammar is correct, needs
some prompting
4. Communicates well, makes many personalized modifications, learned structures are
correct, some mistakes with new information, speaks with spontaneity, needs little to no
support.
5. Communicates well and adds extra details, creates their own sentences, learned
structures correct, spontaneous speaker.
Appendices
Grade 9
CHECKLIST OF « FONCTIONS DE COMMUNICATION » POUR UNITÉ
2 : LE PETIT ÉCRAN
l’illusion de la réalité à la
Discuter des différences
Porter un jugement sur

d’émissions préférées.
Expliquer comment la
diverse aspects de la
divers aspects de la
Indiquer ses genres
télévision influence
entre la réalité et
vie des ados.

télévision.
télévision.
Total
prompting.
needs prompting.
some prompting
support.
Appendices
Grade 9
CHECKLIST OF « FONCTIONS DE COMMUNICATION » POUR UNITÉ 3 :
LA RESPONSABILITÉ SOCIALE
Rapporter des situations
d’injustice et donner des
une situation est injuste.

raisons pour lesquelles
Discuter des qualités
action et réfléchir sur

Expliquer une bonne
leurs responsabilités
sociales envers les
que dérangent les
Expliquer les cas

morales.
autres.
autres.
Total
prompting.
needs prompting.
some prompting
support.
Appendices
Grade 10
1 : LE GRAND ÉCRAN
(interne et externe) dans
Exprimer son avis sur la

spéciaux dans les films.
commercialisation dans
Analyser l’efficacité de
Porter un jugement de
Expliquer son point de
cinmématographiques
cinématographiques.
commercialisation
vue sur les effets
différents effets
et les valeurs
Exprimer ses
transmises. .
Exposer ses
valeur sur la
préférences
préférences
spéciaux.
les films.
les films.
Total
prompting.
needs prompting.
some prompting
support.
Appendices
Grade 10
2 : L’IMPACT DES TIC DANS LA VIE
à partir de l’observation
Faire des constatations
Donner son opinion sur
conséquences d’une
l’utilisation des TIC.
Informer et faire
d’un graphique.
Expliciter les
réfléchir.
activité.
Total
prompting.
needs prompting.
some prompting
support.
Appendices
Grade 10
3 : LES RELATIONS PERSONNELLES CHEZ LES ADOS
Rapporter des situations
lesquelles on est parfois

parfois bonnes, parfois
Exposer des situations
prendre des décisions
à l’aise, parfois mal à

Exprimer les qualités
caractéristiques des
caractéristiques de
morales d’un ami.
qui ont permis de
situations dans
moins bonnes.
Expliquer les
Dégager les
amicales.
l’amitié.
l’aise.
Total
prompting.
needs prompting.
some prompting
support.
Appendices
Grade 11
1 : C’EST INJUSTE
Débattre des lois ou des

règlements que certains
Proposer une solution à
Considérer le pour et le
expliquant pourquoi de
ados trouvent injustes
Réagir à une situation

contre d’un règlement
d’injustice sociale en
telles situations sont
Présenter de façon
Rapporter des cas
rationnelle un cas
un cas d’injustice
d’injustice grave
d’injustice grave
ou d’une loi
injustes..
Total
prompting.
needs prompting.
some prompting
support.
Appendices
Grade 11
2 : LE POUVOIR DE LA PHOTO
que suscite une photo et

prend des photos. / Dire

le pouvoir d’une photo.
photos marquantes de
Exprimer les émotions
Expliquer pourquoi on
Discuter du genre de
Discuter de l’impact
ce qu’on fair de ses
social de certaines
photos qu’on aime
dire pourquoi.
une photo.
l’histoire.
prendre.
photos.
Total
prompting.
needs prompting.
some prompting
support.
Appendices
Grade 11
3 : C’EST UN MYSTÈRE
S’exprimer correctement
crédibilité des suspects
Créer le scénario d’une

Expliquer l’intrigue d’un
policières populaires et
mystère en évaluant la
et suspects et de leurs
Identifier les éléments
résoudre une énigme.

Discuter d’émissions
en jouant un jeu de
émission policière.
importants d’une
hypothèses pour
Formuler des
exprimer ses
préférences.
énigme.
société.
motifs.
Total
prompting.
needs prompting.
some prompting
support.
Appendices
Grade 12
1 : MOI, DANS DIX ANS
Faire un graphique de la
Préciser comment on se
Faire l’inventaire de ses
renseignements sur un
entre des passetemps

Trouver et donner des
une personne célèbre

Rédiger un CV et une
aimerait ressembler à
aptitudes et attitudes.
réputation du temps
lettre de motivation.
et des obligations.
voit dans dix ans.

intérêts, de ses
métier.
Total
etc.
prompting.
needs prompting.
some prompting
support.
Appendices
Grade 12
2 : LES DÉFIS ÉCOLOGIQUES
objectifs visant à réduire

possibles et justifier ton
cerner et proposer des

Dans un communiqué,
Identifier des solutions
Lancer une campagne

Faire un sondage afin
empreinte écologique
d’explorer l’empreinte
communauté scolaire
Discuter et évaluer
l’impact des défis
de sensibilisation
écologique de sa
l’analyse de son
Explorer et faire
écologiques
l’empreinte
opinion
Total
prompting.
needs prompting.
some prompting
support.
Appendices
Grade 12
3 : SEMBLABlES, MAIS DIFFÉRENTS
aimerait visiter tel pays.
Exposer une différence

différences culturelles
Faire le lien entre une
qui existent dans un

activité et la culture
qu’elle représente.
culture entre deux
Présenter des
régions/pays.
autre pays.
Total
prompting.
needs prompting.
some prompting
support.
Appendices
Grade 12
4 : MA CARRIЀRE : RÊVE OU RÉALITÉ
les infos d’un tableau de

solutions pour l’atteinte
Discuter de ses projets
Expliquer et interpréter
pour un emploi ou une
Discuter les défis et
d’une carrière
statistiques
carrière
Total
prompting.
needs prompting.
some prompting
support.
Appendices
Appendix F and Appendix G

Reading Acquisition
Appendices
Appendix F: ATTENTES EN LECTURE : POST-FI/FA I, II, III, IV, V

GRILLE – CONTINUUM DE COMPORTEMENTS LIÉS AUX
CONNAISSANCES ET AUX HABILETÉS EN LECTURE5
Lecteur en transition
Lire de nouveaux mots en les analysant et en vérifiant s’ils s’insèrent dans le

contexte
S’autocorriger
Relire pour confirmer ses prédictions
Utiliser des sources d’information (sens, structure, visuel) de façon intégrée pour
comprendre
Se servir de ses connaissances antérieures
Être conscient de la ponctuation et l’utiliser pour lire par groupements ou par

segments logiques (lecture avec aisance)
Faire les liaisons d’usage
Lire avec expression en respectant les conventions
Prononcer correctement les mots
Discuter des idées d’un texte et démontrer ainsi sa compréhension
Lire efficacement une variété de textes
Créer des liens entre les textes
5
Appendices
Appendix G: ATTENTES EN LECTURE : POST-FI/FA V, VI, VII

GRILLE – CONTINUUM DE COMPORTEMENTS LIÉS AUX
CONNAISSANCES ET AUX HABILETÉS EN LECTURE6
Lecteur à l’aise
Utiliser de multiples sources d’information de façon intégrée
Lire silencieusement et comprendre le sens
Analyser efficacement des mots plus longs
Utiliser une variété de stratégies d’analyse de mots sans perdre le sens ou la

facilité d’élocution
Démontrer par la discussion, par l’écriture ou par d’autres médias qu’il peut
comprendre et interpréter les histoires selon différentes perspectives et
sympathiser avec les personnages
Utiliser la structure du texte (fictif ou non fictif) pour prédire une séquence
d’évènements probables
Lire de façon aisée de plus longs extraits
Se souvenir des personnages et de l’intrigue pendant plusieurs jours.
6
année, Conseil atlantique des ministres de l’Éducation et de la Formation, CAMEF, 2004, p. 79.
Appendices
Appendix H
Blank Templates
Appendices
Appendix H1: Fiche de planification
Planification de leçons – Post-français intensif – Niveau

secondaire
Unité : Date :
Composantes de cette leçon : Période :
Oral et lecture À ne pas oublier :
Oral et écriture Devoirs :
______________
 Réchauffement oral :
Mené par :
Intention pédagogique :
Composante orale (une des quatre) :

Fonction de communication :
Pré-lecture (contextualisation et anticipation) :
Pré-écriture :
Activité orale de post-lecture
Appendices
 Lecture – Texte : _______________________________________________________

Intention : ___________________________________________________ __________
ou Activité de post-lecture : _______________________________________________
ou
Écriture - Intention : __________________________________________________
ou Activité de post-écriture : ______________________________________________
Représentation graphique : _______________________________________________
Type d’écriture : ________________________________________________________
Genre de texte : ________________________________________________________
Composante d’évaluation associée à la leçon (formative/sommative/portfolio…)
Devoirs/à faire/à ne pas oublier
Appendices
Appendix H2: Fiche De Planification: Texte Narratif
LECTURE – FICHE DE PLANIFICATION : Texte NARRATIF (Post-FI)
PRÉLECTURE
1. CONTEXTUALISATION
Discussion orale Thème de la discussion :
(sans
le livre)
Questions à poser pour faire le lien avec le vécu des élèves :
Mots nouveaux essentiels à faire ressortir :
2. PRÉDICTIONS
Avec le livre Questions de prédictions :
Appendices
LECTURE
3 – PREMIÈRE EXPLOITATION
Intention de lecture : Questions de compréhension (sens global) – en s’inspirant de la taxonomie de Bloom :
Compréhension
globale
SI NÉCESSAIRE : EXPLOITATION DU RAPPORT SON - GRAPHIE

Brève récapitulation Questions à poser pour réviser le contenu du texte :
Intention de lecture : Faire comprendre le nouveau système son-graphie : choix du son et de ses graphies
4 – DEUXIÈME EXPLOITATION
Appendices
Intention de lecture : Phénomène langagier à faire observer (ex. : l’accord du verbe avec le sujet, le pluriel de certains noms ou
Phénomène adjectifs, les homophones, les mots de la même famille, etc.) :
linguistique ou
grammatical propre
à l’écrit
5 – ACTIVITÉS-SYNTHÈSE (pour les sections d’un livre)

Activité-synthèse sur Suggestions d’activités-synthèse :
la section lue du livre

Activité Suggestion d’une activité, orale ou écrite, afin d’élargir la lecture, d’ouvrir sur autre chose :
Prolongement du
livre
Appendices
Appendix H3 : Fiche De Planification : Texte Informatif

LECTURE : FICHE DE PLANIFICATION D’UN TEXTE
INFORMATIF
PRÉ- LECTURE
1 - CONTEXTUALISATION
Thème de la discussion :
Questions à poser pour faire

le lien avec le vécu des
élèves :
Mots nouveaux essentiels
à faire ressortir :
2 – PRÉDICTIONS (technique S – V – A)
Questions à poser aux élèves
a) pour leur faire dire ce qu’ils
savent déjà sur le
thème abordé
b) pour leur demander ce
qu’ils veulent savoir sur le
thème abordé
Appendices
LECTURE
3 - PREMIÈRE EXPLOITATION (compréhension générale)
Questions de
compréhension
(sens global) – en
s’inspirant
de la taxonomie de Bloom :
SI NÉCESSAIRE : exploitation du rapport son-graphie

Questions à poser pour réviser
le contenu du texte :
Intention de lecture : Faire comprendre le nouveau système son-graphie : choix du son et de ses graphies :
4 – DEUXIÈME EXPLOITATION : observation grammaticale

Phénomène langagier à faire
observer (par exemple,
l’accord du verbe avec le
sujet, le pluriel de certains
noms ou adjectifs, etc.) :
Exemples du texte à faire

ressortir :
Appendices
5 – ACTIVITÉS-SYNTHÈSE (pour les sections d’un livre)

Activité-synthèse sur la section Suggestions d’activités-synthèse
lue du livre

Questions essentielles à poser
aux élèves pour identifier les
choses que les élèves ont
apprises
Discussion avec les élèves

pour leur faire dire ce qu’ils
ont appris.
Questions à poser pour

permettre aux élèves
a) d’identifier les parties

du texte qui les ont
aidés à répondre
b) donner les raisons

permettant de justifier
leurs réactions.
Suggestions de recherches en
vue de répondre aux questions
auxquelles la lecture n’a pas
permis de répondre :
Appendices
Appendix H4: Blank Reading Template
Structure de texte:
Informatif Thèmes et
Genre/Type idées
Les dimensions du
texte:
Éléments
Contenu culturels
Mots et expressions
essentiels à la
Langue et éléments
compréhension
littéraires
Éléments visuels Complexité du

vocabulaire et des
phrases
Appendices
Appendix H5: Blank Justification for Writing
Titre : Litho :
Année : Genre :
S A É Commentaires :
Contenu
Organisation
Structure de
phrase
Choix de
mots
Conventions
Voix
Niveau
Recommandations :
S = Sous la norme A = Approprié É = Élevé
Appendices
Appendices
Appendix H6: Blank Writing Template
Écriture : Fiche de planification (Post-FI/FA)
LA PRÉ-ÉCRITURE
Pré-écriture (à l’oral) Thème de la discussion :
Questions à poser pour faire le lien avec le vécu des élèves et remettre les élèves en contexte d’après la
conversation avec la fonction de communication :
L’ÉCRITURE
Par le prof Faire ressortir les idées par les élèves, en tenons compte des aspects de l’écriture
Titre :
Intention langagière/d’écriture Rédiger le/les paragraphe(s) au tableau
Inclure un phénomène langagier dans le texte du prof (par exemple, l’accord du verbe avec le sujet, le
pluriel de certains noms ou adjectifs, dimensions de textes, les homophones, voir normes de
performances en écriture)
Prof lit le texte  Questions à poser pour réviser le contenu du texte

 Modifications, révisions (editing) du texte
 Forme langagière à faire observer
 Élèves lisent le texte (sous-groupes, individuellement…3, 4 fois)
Appendices
A L’ORAL : FAIRE DISCUTER LES ÉLÈVES DE LEURS IDÉES POUR LE TEXTE

Par les élèves Les élèves écrivent leur texte.
LA POST-ÉCRITURE
Activité Suggestion d’une activité, orale ou écrite, afin d’élargir l’écriture, d’ouvrir sur autre chose :
Appendices
Appendix I
Exemplars of Planning Templates
Appendices
Appendix I1: Exemple de fiche de planification
Les étapes de lecture
Quelques considérations pour l’enseignant-e :
 Pourquoi choisir ce livre?
 Les livres suggérés dans l’unité sont des suggestions seulement
 Faire l’inventaire des livres pour cette unité
 Vérifier le niveau de complexité des livres disponibles
 Examiner le contenu langagier (vocabulaire, structures de phrases, temps de verbes,

les sons) pour préparer la fiche de planification de lecture (contextualisation et
l’anticipation de la pré-lecture ainsi que les exploitations des formes langagières à
suivre).
 Il est à noter qu’à ce point, la majorité des élèves ne sont pas des lecteurs
indépendants. Choisir des livres appropriés au niveau des élèves et les adapter selon
leurs besoins. Pour certains élèves ayant des niveaux de lecture plus élevés, il faut
les guider à choisir des textes de lecture appropriés à leur niveau.
Appendices
EXEMPLE
LECTURE – FICHE DE PLANIFICATION : Texte INFORMATIF (Post-FI/FA)
Fiche de planification du livre intitulé : Internet et ses secrets (p. 24, 25)
1ère exploitation
LA PRÉ-LECTURE
Contextualisation Thème de la discussion : L’impact des TIC dans la vie quotidienne
(sans le livre)
Questions à poser pour faire le lien avec le vécu des élèves : J’ai gagné un iPod nano à un
*Ordinateur portable concours à la radio. Est-ce que tu as déjà gagné quelque chose? Les bannières publicitaires nous
*sites Internet (songza.com, influencent de vouloir cliquer sur le message… est-ce qu’il y a des bannières publicitaires qui
Simpsons.ca) t’intéressent? Est-ce que tu peux venir cliquer sur le message qui t’influence le plus?...
*cliquez sur les bannières
appropriées Mots nouveaux essentiels à faire ressortir : une bannière publicitaire, un ordinateur portable, attirer
* Ipod nano ton attention, télécharger de la musique
Anticipation : S – V - A Pas de planification. En classe, il s’agira de questionner les élèves pour leur faire dire ce qu’ils
(avec le livre) savent déjà sur le thème abordé et ce qu’ils aimeraient savoir.
Qu’est-ce que vous savez de « Internet »?
Affiche du SVA
Qu’est-ce que vous voulez savoir? Moi, j’aimerais savoir, qui a inventé « l’Internet »?
LA LECTURE
Appendices
Intention de lecture : 1. Type de lecture : Lecture #1 est faite par P ou par des élèves forts
Compréhension globale et
retour sur ce que nous avons 2. Questions de compréhension (sens global) – en s’inspirant de la taxonomie de Bloom
appris Est-ce que ce serait super de gagner un ordinateur portable? Pourquoi? Pourquoi y-a-t’il des
bannières publicitaires sur les sites? Que veulent les créateurs des sites? Comment les sites
attirent-ils ton attention?
3. Lecture du texte par les élèves (en choeur, en petits-groupes, individuellement).
4. Il s’agira de faire un retour sur le tableau SVA afin de noter ce que les élèves ont appris
5. Activité-synthèse/clôture : Quels sont les sites que vous aimez visiter le plus souvent?
2e exploitation
LA PRÉ-LECTURE
(avec le livre) Pourquoi y-a-t’il des bannières publicitaires sur les sites Internet? Comment les bannières
publicitaires attirent-elles ton attention? Est-ce que nous devrions cliquez sur les bannières
publicitaires? Pourquoi?
Prof ou élève fort relit texte.
LA LECTURE
Intention de lecture : Point particulier à exploiter : Accent sur la forme langagière ou synonymes, familles de mots, (voir
normes de performances en écriture)
Option # 1 : Tu …..s As-tu p. 24 tu iras p. 25
Tu cliques p. 24 tu restes p. 25
Quelques élèves relisent le texte.

Option # 2 : différentes formes Cliquez ici pour réclamer votre prix!
d’exprimer ou imposer un ordre Cliquez….
Appendices
Quelques élèves relisent le texte.

Option # 3: verbe + à servent à p. 24 servent à p.25
t’incite à p. 24
Quelques élèves relisent le texte

Option # 4 : verbes à l’infinitif Recevoir p. 24 consulter p.25
Gagner p. 24 attirer p.25
Attirer p.24
Cliquer p.24
T’influencer p.24
Réclamer p.24

e
Option # 5 : 3 pers. du pluriel Les bannières publicitaires sont….servent à… p. 24
Voilà ce que veulent les créateurs de sites. p. 24
, ils seront incapables…… p. 24
Les sites Internet sont …… p. 25
Les pages sont donc remplies….. p. 25
Ces éléments servent à……. p. 25
LA POST-LECTURE
Retour sur le tableau SVA En classe, il s’agira de faire un dernier retour sur le tableau SVA, afin d’identifier les choses que les
élèves voulaient savoir mais auxquelles la lecture du texte n’a pas permis de répondre.
Suggestion : activité (de recherche), qui permettrait, de répondre aux questions du « A »
Appendices
Appendix I2: Écriture : Fiche de Planification

Écriture : Fiche de planification (Post-FI/FA)
LA PRÉ-ÉCRITURE
Pré-écriture (à l’oral) Thème de la discussion : Les TICs
Questions à poser pour faire le lien avec le vécu des élèves et remettre les élèves en contexte
d’après la conversation avec la fonction de communication :
Conversation authentique Rappel sur l’utilisation des TICs, mon téléphone cellulaire, mon iPod Nano, mon ordinateur, les jeux
avec les élèves électroniques. Combien de temps que j’y consacre, pourquoi elles sont utiles pour moi…
Conversation de leur téléphone, PSPmd,…. Le temps qu’ils y consacrent…
Rappel des verbes pronominaux : Je me lève, je me brosse les dents, les cheveux….je me fais un
thé…
Le pourquoi! L’utilité des TICs, le pour et le contre
L’ÉCRITURE
Par le prof Faire ressortir les idées par les élèves, en tenant compte des aspects de l’écriture
Titre : Les TICs dans ma vie!
Rédiger le/les paragraphe(s) au tableau
Intention
langagière/d’écriture Inclure un phénomène langagier dans le texte du prof (par exemple, l’accord du verbe avec le sujet,
le pluriel de certains noms ou adjectifs, dimensions de textes, les homophones, voir normes de
performances en écriture) : Les verbes pronominaux, « Le matin quand je me lève, je fais ma
toilette…je me brosse les dents, je me peigne les cheveux, je fais des exercices de réchauffement et
je me fais un bon thé au citron, miel et gingembre……
Appendices
Prof lit le texte  Questions à poser pour réviser le contenu du texte

 Modifications, révisions (editing) du texte
 Forme langagière à faire observer : verbes pronominaux
 Élèves lisent le texte (sous-groupes, individuellement…3, 4 fois)
A L’ORAL : FAIRE DISCUTER LES ÉLÈVES DE LEURS IDÉES POUR LE TEXTE

Par les élèves Les élèves écrivent leur texte.
LA POST-ÉCRITURE
Activité Suggestion d’une activité, orale ou écrite, afin d’élargir l’écriture, d’ouvrir sur autre chose :
Les élèves relisent leur texte à un partenaire,

ou,
un graphique,
ou
un schéma de l’utilisation des TICs dans la salle de classe…combien d’élèves utilisent les TICs, quel genre
de TICs sont les plus populaires…
Appendices
Appendix I3: Example of rubrics for oral communication
Nom Commentaires
5 – Communicates well and adds extra details, creates their own sentences, learned structures correct,
spontaneous speaker.
4 – Communicates well, makes many personalized modifications, learned structures are correct, some
mistakes made with new information, speaks with spontaneity, needs little to no support.
3 – Communicates with few gaps, uses basic sentences, most grammar is correct, needs some
prompting.
2 – Communicates partially, uses limited # of basic sentences, some grammar mistakes, needs
prompting.
1 – Cannot communicate, uses words rather than sentences; requires constant prompting.
Appendices
Appendix J
Charts
Appendices
Appendix J1: Daily Observation Chart for Reading
LIVRE:
LIVRE:
LIVRE:
LIVRE:
DATE:
DATE:
DATE:
DATE:
Nom
Commentaires
AISANCE
AISANCE
AISANCE
AISANCE
COMPR.
COMPR.
COMPR.
COMPR.
5- Can perform with ease and confidence, often going beyond expectations
4- Can perform with little hesitation, sometimes going beyond expectations
3- Can perform adequately, meeting all expectations
2- Can meet some expectations, performs with hesitation
1- Unable To meet expectations
Appendices
Appendix J2: Writing Evaluation Chart

Month One: Sample Writing Evaluation Chart
Name
Topic/Date
Content
Use of full
sentences; key
vocabulary from
theme; Include
details/adjectives
Organization
Demonstrates
beginning, middle
and ending
concept; attempts
to link ideas
together
Conventions
Attention to
spelling, gender,
capitals,
punctuation
Comments
5- Can write with ease and confidence, often going beyond expectations
4- Can write with little difficulty, sometimes going beyond expectations
3- Can write adequately, meeting all expectations
2- Can meet some expectations, experiences difficulty when writing
1- Unable to meet expectations
Appendices
Appendix J3: Weekly and/or Monthly Observation Chart
Grille d’observation hebdomadaire /mensuel PFI

Fonction de communication :
Date Oral Lecture Écriture Commentaire
1 2 3 1 2 3 1 2 3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
11.
12.
13.
14.
1- Not meeting expectations 2- Meeting expectations with errors 3-Good

performance
Appendices
Appendices
Appendix K
Graphic Organizers
Appendices
Appendix K: Graphic Organizers
Tableau S-V-A
(5ₑ, 6ₑ, 7ₑ année –
modified/accommodated high school)
S V A
Nous SAVONS que… Nous VOULONS SAVOIR… Nous AVONS APRIS…
Appendices
Tableau S-V-A
(8ₑ à 10ₑ année)
S V A
Nous ne
Nous SAVONS Nous PENSONS Nous AVONS
Nous VOULONS SAVOIR… PENSONS PLUS
que… que… APRIS…
que…
Appendices
Appendices
Appendices
Appendices
Appendices
Appendices
Appendices
Appendix L
Bloom’s Taxonomy
Appendices
Appendix L: Bloom’s Taxonomy
Appendices
Dèbuts de phrase (Taxonomie de Bloom)
Voici des débuts de phrases qui peuvent t'aider à formuler des questions en utilisant Ia
taxonomie de Bloom.
1. La connaissance
 Note les étapes pour...
 ldentifie les caractéristiques de...
 Définis le terme...
 Répète les événements qui ont mené a...
2. La compréhension
 Dans tes propres mots, qu'est-ce que qui est arrivé à..?
 Ordonne ces concepts...
 Donne des exemples de...
 Pourquoi est-ce que..?
3. L'application
 Place ces idées dans un tableau ou un schéma...
 Dessine une carte pour montrer...
 Fais le calcul...
 Raconte cette histoire du point de vue de...
4. L'analyse
 Qu'est-ce qui arrive si..?
 Quelle est Ia relation entre_ et _?
 Quelle est Ia différence entre le concept_ et le fait que_?
 Quels sont les événements les plus importants?
5. L'évaluation
 Explique pourquoi tu penses que...
 Jusqu'à quel point est-ce que..?
 Évalue les options qui...
 Selon toi...
6. La création
 Crée un nouveau plan qui...
 Écris une nouvelle fin dans laquelle...
 Mets-toi dans cette situation. Cree un scenario de tes actions...
 Compose un(e) ...
Appendices
Appendix M
General Overview of CEFR levels A1, A2, B1
and B2
Appendices
Appendix M: General Overview of CEFR levels A1, A2, B1 and B2

The following tables describe the oral interaction competencies of students according to level A1, A2, B1 and B2 from the Common
European Framework of Reference for languages (CEFR).
Though a different tool than the widely familiar NB Oral Proficiency Scale, connections and correlations can easily be made. The
CEFR levels describe content/vocabulary (le lexique), grammatical accuracy (l’exactitude/les contenus grammaticaux), general and
specific communicative functions (les savoirs-faire & les actes de parole) as well as key words that describe the general repertoire of
a speaker at each level (les mots clés).
CEFR Level A1
A1 (Niveau introductif ou de découverte – niveau élémentaire) (p.p. 19-36)
Les mots clés (p. 19) Les fonctions générales Le lexique (p. 32) L’exactitude (les Les fonctions
(les savoir-faire) (p. 33) contenus grammaticaux) spécifiques (les actes de
(p. 31 / 35) parole) (p. 34)
 langage simple L’élève peut:  l’alphabet  verbes usuels au  saluer
 répondre à des  les nombres présent  le présenter/
 lentement et questions simples et  les noms et (avoir/être/faire/ présenter qqn
clairement en poser prénoms  parler de son
 l’adresse s’appeler) quotidien (famille,
 sujets familiers et  comprendre des  les loisirs loisirs, animaux…)
concrets mots familiers, des  la famille proche  verbes – er : parler,  décrire un objet ou
expressions  les objets manger, regarder… une personne
 vie quotidienne personnels (présent indicatif/  demander une
courantes et des
 la description information (date,
instructions impératif)
 répertoire (petit/grand/jeune/ heure…)
élémentaire beau)  les pronoms  donner des
 les couleurs instructions
personnels sujets
 répertoire limité  la date
(je, tu, il…)
d’expressions  les jours de la
mémorisées semaine  la négation: ne…
 l’heure
Appendices
 les saisons pas…
 les articles définis et

indéfinis : le, la, un,
une…
 l’accord :
masculin/féminin et
singulier/ pluriel
 les adjectifs
possessifs
 les chiffres
 quelques mots de
transition : et, ou,
alors…
Appendices
CEFR Level A2
A2 (Niveau intermédiaire ou de survie) (p.p. 41-46)
Les mots clés (p. 41) Les fonctions générales Le lexique (p. 46) L’exactitude (les Les fonctions
(les savoir-faire) (p. 55) contenus grammaticaux) spécifiques (les actes de
(p. 45) parole) (p. 44)
 expressions L’élève peut : L’élève possède un  le présent de  présenter quelqu’un
fréquemment  raconter une vocabulaire suffisant l’indicatif  se situer dans le
utilisées en relation histoire ou décrire  pour mener des  les verbes à une, temps
avec les domaines quelque chose par transactions deux et trois bases  se situer dans
immédiats une simple liste de quotidiennes  les verbes l’espace
(informations points courantes dans les pronominaux  demander quelque
personnelles et  décrire des aspects situations et sur les  les verbes usuels : chose à quelqu’un
familiers simple, de son sujets familiers venir, aller, mettre,  demander à
chats, environnement  pour satisfaire les savoir, voir, prendre quelqu’un de faire
environnement quotidien (les gens besoins  quelques verbes + quelque chose
proche, travail) les lieux et les communicatifs infinitif (vouloir,  proposer quelque
 peut communiquer expériences élémentaires pouvoir, devoir, il chose à quelqu’un
loirs de tâches scolaires)  pour satisfaire les faut + infinitif  accepter quelque
simples et  faire une description besoins primordiaux  le passé composé chose
habituelles brève d’un  les participes  exprimer un
(échanges évènement ou d’une L’élève possède un passés sentiment positif
d’informations activité répertoire restreint ayant  l’imparfait  refuser quelque
simple et direct)  décrire des projets trait à des besoins  l’impératif positif et chose
 besoins des préparatifs et quotidiens concrets négatif  parler du passé
immédiats des habitudes et  le futur proche  parler du futur
occupations  la famille  le futur simple
journalières, des  les lieux  le passé récent
activités passées et  les loisirs (venir de)
des expériences  les moyens de  le présent progressif
personnelles transport (être en train de)
 décrire et comparer  le logement  l’interrogation :
dans une langue  les objets du adjectifs et pronoms
simple des objets et quotidien
Appendices
des choses lui  les aliments, les interrogatifs

appartenant repas, la cuisine  les adjectifs (place
 explique en quoi  les pays, les villes et accord)
une chose lui plaît  l’itinéraire, la météo  les possessifs
ou déplaît  les actions de la vie (adjectifs et
 décrire sa famille, quotidienne pronoms)
ses conditions de  les événements :  les pronoms
vie, son formation, accidents démonstratifs
son travail (informations tv)  les pronoms COD et
 peut décrire les COI – les verbes
gens, lieux et indirectes
choses en termes  le pronom
simples complément y
 les pronoms relatifs
simples (qui, que)
 la localisation
temporelle quelques
prépositions
temporelles (quand,
pendant)
 la localisation
spatiale :
-les prépositions de
lieu
-les adverbes de
lieu
-aller à/être à / venir
de / + lieu
 quelques
articulateurs
logiques simples :
mais, parce que
Appendices
CEFR Level B1
B1 (Niveau seuil) (p.p. 65-74)
Les mots clés (p.65) Les fonctions générales Le lexique (p. 70) L’exactitude (les Les fonctions
(les savoir-faire) (p. 71) contenus spécifiques (les actes de
grammaticaux) (p. 69) parole) (p. 68)
Peut méthodiquement L’élève peut :  la vie quotidienne :  le passé composé  parler de son
développer une  développer les loisirs, les ou l’imparfait environnement
présentation ou une méthodiquement sorties, les achats, (situation ou quotidien
description une argumentation les transports en événement dans le  décrire une
soulignant les points en mettant en commun, les récit au passé) personne
importants et les détails évidence les points voyages…  l’accord du participe  décrire un objet
pertinents. significatifs et les  les personnes : la passé avec le sujet  décrire un lieu
éléments pertinents. description (auxiliaire  décrire un
 peut faire une  développer une physique, les être)/avec le cod phénomène/un fait
description et une argumentation vêtements, les (auxiliaire avoir)  situer des
présentation claire, en sentiments  le discours rapporté événements dans le
détaillées sur une élargissant et  les événements : au présent et au temps
gamme étendue de confirmant ses rencontres, passé  situer un objet ou
sujets relatifs à son points de vue par incidents, accidents,  la concordance des une personne
domaine d’intérêt des arguments phénomènes temps  situer un lieu
en développant et secondaires et des naturels…  le subjonctif (la  donner des
justifiant les idées exemples  le monde possibilité instructions
par des points pertinents. professionnel, l’obligation)  donner un ordre
secondaires et des  expliquer un point l’entreprise, l’emploi  le passif  exprimer
exemples de vue sur un  l’école, le système  le gérondif partiellement ses
pertinents problème en scolaire, la formation  les doubles goûts
donnant les  les médias : les pronoms  raconter un
avantages et les programmes  les pronoms événement au passé
inconvénients télévisés. les possessifs  exposer, analyser,
d’options diverses. journaux, internet,  les pronoms démontrer
 peut faire un quelques sujets démonstratifs
exposé clair, d’actualité (vie  les prépositions et
quotidienne et faits les adverbes de
Appendices
préparé, en de société) temps

avançant des  les prépositions et
raisons pour ou les adverbes de lieu
contre un point  les articulateur
de vue chronologiques du
particulier et en discours (d’abord,
présentant les ensuite, enfin,
avantages et les premièrement…)
inconvénients  les articulations
 peut logiques simples :
comprendre les cause,
idées principales conséquence,
d’interventions opposition (donc/
complexes du puisque/comme/alo
point de vue du rs/portant/alors
fond et de la que…)
forme, sur un  la conjonction pour
sujet concret ou que + subjonctif
abstrait et dans
une langue
standard, y
compris des
discussions
techniques dans
son domaine de
spécialisation.
 comprendre la
plupart des
journaux et des
magazines
télévisés.
 comprendre un
documentaire, une
interview, une table
ronde, une pièce à
la télévision et la
Appendices
plupart des films en

langue standard.
 peut lire avec un
grand degré
d’autonomie en
adaptant le mode
et la rapidité
 possède un
vocabulaire de
lecture large et actif
mais pourra avoir
des difficultés avec
des expressions
peu fréquentes.
Appendices
CEFR Level B2
B2 (niveau avancé ou indépendant) (p.p. 93-110)
Les mots clés Les fonctions Le lexique (p. 106 et L’exactitude Les fonctions spécifiques
(p. 93) générales 110) (les contenus (les actes de parole)
(les savoir-faire) grammaticaux) (p. 104 et 108)
(p. 103 et 107) (p. 109)
 Peut communiquer L’élève peut :  Les sujets  La modalisation :  Caractériser quelqu’un
à un degré de  Participer d’actualité et les devoir + infinitif ou quelque chose
spontanéité et activement à une faits de la société : (capacité, (décrire une personne,
discussion formelle la politique, la un objet, un lieu, un fait,
d’aisance tel autorisation ou
religion, un phénomène, une
qu’une ou informelle éventualité)
l’éducation, pensée abstraite)
conversation avec l’écologie, la  Exprimer une opinion
 Intervenir de pouvoir + infinitif
un locuteur natif culture, le droit et (faire des hypothèses,
manière adéquate (obligation ou
ne comporte de la justice, la exprimer la probabilité)
dans une supposition)
tension ni pour l’un défense,  Argumenter (justifier un
discussion l’économie, la  Le conditionnel
ni pour l’autre. point de vue, marquer
santé, l’histoire, la présent (doute, une opinion, donner les
 Prendre des mode, le monde du information dont on avantages et/ou les
 Peut s’exprimer de
initiatives dans un travail… n’est pas sûr) inconvénients,
façon claire et
entretien et le  Vocabulaire démontrer, enchaîner
détaillée sur une spécialisé  Le conditionnel ou
conduire avec des arguments, donner
grande gamme de (domaine l’impératif (la prière) des exemples,
efficacité.
sujets, émettre un professionnel ou hiérarchiser, exposer,
avis sur un sujet de spécialité)  Le futur antérieur analyser, démontrer,
 Argumenter avec
d’actualité et  Des expressions (passé dans le préciser, nuancer,
conviction sur des
exposer les toutes faites (pour futur) justifier, insister, marquer
sujets complexes participer à une une opposition, faire une
avantages et les
conversation)  Verbes + subjonctif concession)
inconvénients de  Répondre à des  Enrichissement  Insister/ mettre en relief
différentes hypothèses et en ou indicatif
lexical : la (souligner les points
possibilités. faire polysémie (les importants et/ou les
 Conjonction +
divers sens d’un détails)
 Transmettre une subjonctif ou
même mot), les  Demander (un avis, des
Appendices
information synonymes et indicatif informations)

détaillée. antonymes.  Réclamer
 Les formes  Approuver/désapprouver
 Identifier avec impersonnelles (il  Rapporter les paroles de
exactitude des est certain que ; il quelqu’un, reformuler
arguments est probable que, il  Engager une
semble que) conversation, la
 Faire des continuer, y mettre fin,
spéculations sur les  Verbes inviter qqn à s’y joindre,
exprimer sa
causes et les accompagnés de
compréhension, faire
conséquences prépositions préciser
(penser à, croire
 Confirmer sa à/en, rêver de/à,
compréhension et décider de, agir
donner suite aux sur)
déclarations
d’autres  Pronoms
interlocuteurs compléments y/en
 Faire une  Adjectifs

présentation accompagnés de
détaillée ; préposition (être
développer et heureux de, sûr de,
justifier les idées prêt à…)
par des points
secondaires et des  Les pronoms
exemples relatifs composés
pertinents (lequel, auquel,
duquel)
 Élargir et confirmer
ses points de vue  La mise en relief
par des (c’est + pronom
argumentations
Appendices
secondaires et des relatif)

exemples
pertinents  La restriction :
ne…que
 Inviter autrui à dire
ce qu’il pense  La négation : sans
+ infinitif
Appendices
©British Council – EAQUALS Core Inventory for General English, p.p. 10-11
Appendices
Appendix N
New Brunswick Oral Proficiency Scale
Appendices
New Brunswick Second Language Oral Proficiency Scale

Performance Descriptions
UNRATEABLE No functional ability in the language.
NOVICE Able to satisfy immediate needs using rehearsed phrases. No real
autonomy of expression, flexibility, or spontaneity. Can ask questions or
make statements with reasonable accuracy but only with memorized
phrases. Vocabulary is limited.
BASIC Able to create with the language by combining and recombining learned
elements. Can satisfy minimum courtesy requirements and maintain very
simple face-to-face interaction with native speakers accustomed to dealing
with second language learners. Almost every utterance contains fractured
syntax and grammatical errors. Vocabulary is adequate to express most
elementary needs.
BASIC PLUS Able to initiate and maintain predictable face-to-face conversations and
satisfy limited social demands. Shows some spontaneity in language
production, but fluency is very uneven. There is emerging evidence of
connected discourse, particularly for simple narration and / or description,
but range and control of language structures are limited.
INTERMEDIATE Able to satisfy routine social demands and limited requirements in school /
work settings. Can provide information and give explanations with some
degree of accuracy, but language is awkward. Can handle most common
social situations, including introductions and casual conversations about
events in school and community; able to provide autobiographical
information in some detail. Can give directions from one place to another;
can give accurate instructions in a field of personal expertise. Has a
speaking vocabulary sufficient to converse simply, with some
paraphrasing. Accent, though often quite faulty, is intelligible. Uses high
frequency language structures accurately, but does not have a thorough or
confident control of grammar. In certain situations, diction would probably
distract a native speaker.
INTERMEDIATE PLUS Able to satisfy the requirements of a broad variety of everyday, school, and
work situations. Can discuss concrete topics relating to special fields of
competence as well as subjects of current public interest. Normally does
not have to grope for words. Often shows a significant ·degree of fluency
and ease in speaking, yet, under pressure, may experience language
breakdown. May exhibit good control of language structures, but be limited
in overall language production; or, conversely, may demonstrate ample
speech production, but have uneven control of structures. Some
misunderstandings will still occur.
ADVANCED Able to speak the language with sufficient structural accuracy and
vocabulary to participate effectively in most formal, and in all informal
conversations, on practical, social, and academic or work-related topics.
Can describe in detail and narrate accurately. Can discuss abstract topics
and ideas as well as events; can support opinions and hypothesize. Accent
may be obvious but never interferes with understanding. Control of
grammar is good and speech is fluent. Sporadic errors still occur, but they
would not distract a native speaker or interfere with communication.
Appendices
ADVANCED PLUS Able to speak the language with sufficient structural and lexical accuracy
that participation in conversations in all areas poses no problem. Accent
may be noticeable and the speaker occasionally exhibits hesitancy which
indicates some uncertainty in vocabulary or structure.
SUPERIOR Able to use the language fluently and accurately on all levels normally
pertinent to personal situation (academic, social, work-related). Can
understand and participate in any conversation within the range of
personal experience with a high degree of fluency and precision of
vocabulary. Accent is good, but the speaker would not necessarily be
taken for a native speaker.
Appendices
Appendix O
Administrative Documents
Appendices
Appendix O1: Post-Intensive French Administrative Guidelines
Administration of the Post-Intensive French Program at the High School Level
Scheduling
In the 9/10 Block there are two compulsory 90-hour courses, one offered during each school
year.
Course Offerings
All schools must offer Grade 11 and Grade 12 PIF. If enrolment numbers are low, Grade 11
and 12 PIF courses may be combined. Three different units must be offered each year (see
below).
Units of Study by Grade (Revised November 22, 2012)
Grade 9:
1. La musique
2. Le petit écran – la télévision
3. La responsabilité sociale
Grade 10:
1. Le grand écran – le cinéma
2. Les TIC
3. Les relations personnelles chez les ados
Grade 11:
1. C’est un mystère!
2. C’est injuste
3. Le pouvoir de la photo
Grade 12:
1. Moi, dans 10 ans
2. Les défis écologiques
3. Semblables, mais différents
4. Ma carrière, rêve ou réalité
Combined 11/12 Année A:

1. C’est injuste
2. Moi dans 10 ans
3. Le pouvoir de la photo
Combined 11/12 Année B:

1. C’est un mystère!
2. Les défis écologiques
3. Semblables mais différents
4. Ma carrière: rêve ou réalité
Appendices
Reporting Student Achievement

Schools will continue to provide a midterm report and end of term report and progress
reports as required. At this time, report cards for HS-PIF will continue to follow the
same format currently being used (with grade and comments).
Adjusting the Win School Database

It is recommended that some additional, new comments be added to the comment
database in PowerSchool to reflect the language outcomes in PIF. These comments
may also apply to other subject areas. These comments could include, for example:
1. See Attachment
2. Strong oral Performance
3. Appropriate oral Performance
4. Below expectations in oral performance
5. Strong reading performance
6. Appropriate reading performance
7. Below expectations in reading performance
8. Strong performance in writing
9. Appropriate performance in writing
10. Below expectations in writing
9-10 Block
In PIF, the first two years are to be considered as a learning block (and this block is
compulsory). Consequently, there will only be one oral assessment at the end of the
Gr. 10 course. There is to be no formal summative assessment (exam) at the
completion of the Gr. 9 course. Teachers may choose to do a final project within the
term.
The weighting of the course for the Grade 9 year should be as follows:
40% - oral (spoken production, spoken interaction, listening)
30% - reading (comprehension, fluency, accuracy, responding to reading)
30% - writing (modeled, independent, genres, conventions, accuracy,
fluency)
The weighting of the course for the Grade 10 year should be as follows:
30% oral (spoken production, spoken interaction, listening)
25% reading (comprehension, fluency, accuracy, responding to reading)
25% writing (modeled, independent, genres, conventions, accuracy,
fluency)
20% final oral interview with teacher (may be scheduled prior to or during
the examination period.)
11-12 Block
In Grade 11 and 12 there must be a formal summative assessment at the end of each
Appendices
course in the form of an EXIT PROJECT that must include an oral, a reading and a
writing component. Weighting of marks in grades 11 and 12 PIF will be:
30% oral (spoken production, spoken interaction, listening)
25% reading (comprehension, fluency, accuracy, responding to reading)
25% writing (modeled, independent, genres, conventions, accuracy,
fluency)
20% exit project containing oral, reading and writing components
Blended High School Program

Students, who have attained an appropriate level of oral proficiency at the end of Gr. 10
PIF, may register for any courses offered in French at the Gr. 11 and Gr. 12 levels. The
Gr. 10 teacher will determine this placement. A rubric for the grade 10 PIF teacher has
been prepared to facilitate this determination.
Teacher Support Documents

A binder containing the Interprovincial teaching units will be distributed to all teachers
who receive training in the Post-Intensive French methodology. This document is not to
be confused with the New Brunswick curriculum guide. Please note that the May 2012
teaching units have been distributed and teachers should not be using prior versions.
Print Resources
Print and multi-media resources to support each unit of study are listed in both the
interprovincial units of study and the NB curriculum guide. This information will be
posted on the portal. They will be uploaded as soon as they become available. They
can be found under the section of Teachers – Learning Resources- High School Post-
Intensive French and can be accessed at the following link:
https://portal.nbed.nb.ca/tr/lr/hsfslin/Pages/default.aspx
Inclusionary Practices
Post-Intensive French offers learning opportunities for a full spectrum of learners. Many
forms of assistive technology are available to support students on a special education
plan. High School PIF can be accommodated (universal accommodations) or modified
to meet the learning needs of all students. PLPs should have personalized learning
goals for oral, reading and writing components (according to the individual). A student
on a modified program may have goals in only one or two skills areas (for example
learning goals that are only oral, according to the needs of the student).
Post-Secondary Options and Extra-Curricular and Co-curricular Opportunities

Schools should promote the importance of post-secondary opportunities in second
language that may exist within the community, the province and the country (career
fairs, guidance offices, exchange opportunities, work study placement, federal initiatives
etc.). Schools are encouraged to promote out of classroom second language
opportunities such as Gr. 9/10 Summer Camp program, Quebec- New Brunswick
exchange program, Explore program, SEVEC program, Rotary Exchanges and so on.
Coop placements where students have the opportunity to use and practice their second
Appendices
language should also be encouraged, where possible.
Program Completion Certificate

Post-Intensive students who continue to enroll in courses instructed in French in both 11
and 12 will receive a Certificate of Completion at Gr. 12 graduation. The template for
the certificates can be obtained through EECD. Districts can prepare these and the
certificate can be added into the student’s language portfolio as a support document.
Unit Overviews and Lesson Planning Templates

Unit overviews, lesson planning templates and assessment rubrics exist to facilitate
effective teacher planning. These documents can be found both on the portal and in the
NB Curriculum Guide.
Course Descriptions
Post‐Intensive French 110

Post-Intensive French is a literacy‐based, non‐immersion program for students
choosing to continue to learn French as a second Language. Themes at this level
include: mysteries, injustices and the power of photography.
*Note also that if a student achieves a level of Intermediate at the end of grade 10,
he or she may select to enrol in French immersion courses (including online options) in
addition to or in place of Post‐Intensive French courses in grades 11 and 12 (i.e. The
Blended High School Program).
Post‐Intensive French 120

Post-Intensive French is a literacy‐based, non‐immersion program for students
choosing to continue to learn French as a second Language. Themes at this level
include: looking to the future, ecological challenges, similarities and differences and
careers.
*Note also that if a student achieves a level of Intermediate at the end of grade 10,
he or she may select to enrol in French immersion courses (including online options) in
addition to or in place of Post‐Intensive French courses in grades 11 and 12 (i.e. The
Blended High School Program).
Appendices
Appendix O2: Blended High School Program
Accès au ‹‹Blended High School Program››

Veuillez répondre aux questions suivantes pour chaque élève et ensuite prendre une décision
sur le placement par la suite :
Nom de l’élève : _________________________________
Date : ____________________________
Oui Non À votre avis, est-ce que l’élève peut :

créer dans la langue (à l’oral et à l’écrit)?
participer pleinement dans une conversation informelle?
poser des questions pour obtenir des renseignements?
discuter au niveau du concret?
donner des directives, des instructions?
se débrouiller dans une situation un peu complexe?
utiliser des paraphrases?
démontrer le concept des temps passé, présent et future (à l’oral et à l’écrit)?
exprimer son opinion?
faire des comparaisons?
lire et comprendre un texte de 10e année P-FI?
écrire un texte indépendant au niveau approprié selon les normes de
performance en écriture pour la 10e P-FI?
Recommandation de l’enseignant-e :
Je recommande que l’élève ait accès au cours offerts en français dans le

Blended High School Program et je crois qu’il/elle a les compétences et
la disposition pour s’y adapter.
Je recommande que l’élève continue à suivre le français dans les classes

de Post-français intensif en 11e et 12e année.
Commentaires :
Signature de l’enseignant : ________________________________
Date : _______________________________________
Appendices
Appendix O3: Pre-IF, IF and PIF at a Glance: A Quick Overview

May 12, 2015 Pre-Intensive French Intensive French Post-Intensive French
Grade level 4 (or 3-4 with combined Grade 5 (or 4-5 with 6,7,8 (middle school) for all
classes) combined classes students not in immersion
Note: Some students could Note: Some students could 9-10 for all students not in
have the program for 2 have the program for 2 immersion
consecutive years. consecutive years (see
below). 11-12 PIF is an elective and must
be offered, for those students
(Total time may be reduced wishing to enhance their French
in some situations if (students attaining Intermediate
approved by Subject Area proficiency or above) , they will be
Coordinator and Director of able to access FI course offerings
Curriculum) (FILA or other FI courses including
online courses) as part of the new
Blended Program
Allocated time per 150 minutes per week— 3 hours and 15 minutes per Grades 6-8: 200 minutes per
week blocked in periods of time day during the concentrated week—blocked in 2 or 3 periods
(e.g., 3 fifty minute periods or term*; 150 minutes per week of time
2 hours one week, 3 hours blocked in periods of time in
the following week) alternate term * Grades 9 and 10 one 90 hour
course per year
Grades 11 and 12: one 90 hour

course available per year in PIF or
Blended Program offerings
(depending on student’s
proficiency)
SCHOOLS MUST OFFER 11 & 12

PIF OR 11-12 COMBINED
(POLICY 309 – Section 6.4)
# classes per week Two periods per week 5 days per week in Grades 6-8: Preferred: 2 or 3
minimum (150 mins)* concentrated term; in periods per week (200 mins)*
alternate term two periods
per week minimum (150 HS-PIF Classes are still once
mins)* daily in one semester according to
HS scheduling model; if school is
able to maintain the 300 mins.
weekly & schedule in blocks, this
would be preferable
NB provincial NA Approved by PCAC in 2009 MS presented to PCAC in 2015.
curriculum guide HS Guide in development (key
sections on portal)
Interprovincial Grade 4 Pre-IF Guide Grade 5 IF Guide PIF Guide for MS grades 6-8
teachers guide
containing unit Note: For combined grade 3- Grade 4-5 IF Guide for PIF Guide for grades 9-12 is now
plans 4 classes teachers will need combined classes complete
to differentiate instruction Année A 2014-2015
Année B 2015-2016
Compacted Not necessary Compacted Grade 5 Not necessary
curriculum support Curriculum
documents
Compacted Curriculum for
Multi 4-5 Classroom
(2 documents for English
language curriculum are
posted on portal
Appendices
NB Ed Portal Space Under teachers, learning Under teachers, learning Under teachers, learning
resources and elementary resources and elementary resources and middle or high
school
PLPs Programs can be modified Programs can be modified Programs can be modified or
and/or accommodated and/or accommodated accommodated according to
according to student needs according to student needs student needs
Number of skills Oral and reading or oral and Oral, reading and writing Oral and Reading or Oral and
addressed per writing (Note: Oral may be daily writing
lesson PRE-reading or PRE-writing (Note: Oral may be PRE-reading
in same period) or PRE-writing in same period)
Characteristics of 8 strategies 8 strategies 8 strategies
Oral
Characteristics of Class will normally spend Class will normally spend MS-PIF Class will spend one to
Reading two weeks on a book; each about one week exploiting a two weeks on a book; each text
story (or informative text) will reading text (first, second, (or chapter/section) will be
be exploited at least twice third, reading with different exploited twice with a different
with a different intention each intentions and a post intention each time
time reading activity)
HS-PIF Reading will correspond
with units of instruction
(approximately one month-5
weeks per unit)
Characteristics of Must happen weekly Must happen daily MS – must provide a model;
Writing Must provide a model Must provide a model should happen weekly
HS- working towards independent

writing: outlines or organizers
used plus model STILL provided
Classroom Daily routine Daily routine and daily MS- daily routine led by students;
Routines & Message once a week message (message du jour) message approximately once per
frequency month
HS – occasional messages;
sometimes prepared by students
Mur de mots A necessary feature; A necessary feature in 4-5 MS – used for new or difficult
(always in full sentences must be authentic, and 5 IF; sentences must be words. Students consult for writing
sentences) short and simple, highlighting authentic, short and simple,
new word. highlighting new word. HS – Still a helpful practice at this
level
Mur de sons A necessary feature: one A necessary feature of IF; MS- contains only sounds with
sound for two weeks focus on one sound per which students have difficulty;
week used to assist in writing correctly
HS – if the need presents itself

Administrative NA IF – Guidelines are MS-are being developed for the
Guidelines contained within the guide
curriculum document
HS-Administrative Guidelines for
HS-PIF (contained within the
curriculum guide and shared at
training sessions)
Appendices
Appendix O4: Projet de sortie

C’est un mystère
Fonctions de communication
 Discuter d’émissions policières populaires et exprimer ses préférences.
 Identifier les éléments importants d’une bonne émission policière.
 Formuler des hypothèses pour résoudre une énigme.
 S’exprimer correctement en jouant un jeu de société.
 Expliquer l’intrigue d’un mystère en évaluant la crédibilité des suspects et de leurs
motifs.
 Créer le scénario d’une énigme.
Idées pour un projet de sortie (11e année) :

#1 – Option lecture
1. Choisissez un livre (genre mystère) de la sélection disponible dans la classe, de la
bibliothèque scolaire ou ailleurs.
2. Vérifiez avec le prof pour l’approbation de votre choix.
3. Lisez le début de l’histoire (1-3 chapitres) dépendamment de la longueur et la difficulté
du texte (à déterminer avec le prof).
4. Écrivez une synthèse de la partie du livre que vous avez lu. Expliquez l’intrigue dans
cette histoire. Décrivez les suspects et leurs motifs (le prof peut fournir un modèle pour
ceci). (10 points)
5. À l’oral, présentez une hypothèse de comment l’histoire pourrait terminer. Cela doit
durer au moins deux minutes. Vous pouvez enregistrer la partie orale et la soumettre
l’enregistrement dans un format x et me l’envoyez avant le X juin, qui est la dernière
journée des classes. (10 points)
N.B. Le prof doit fournir deux rubriques qui indiquent ce qui sera évalué (la partie écrite et la
partie orale). Ces rubriques seraient présentées avec l’explication du projet de sortie.
Option #2 – Regardez une émission de télévision ou un film en français

1. Choisissez un film (genre mystère).
2. Vérifiez avec le prof pour l’approbation de votre choix.
3. Regardez une heure du film.
4. Écrivez une synthèse. Expliquez l’intrigue dans cette histoire. Décrivez les suspects et
leurs motifs (le prof peut fournir un modèle pour ceci). (10 points)
5. À l’oral, présentez une hypothèse de comment l’histoire pourrait terminer. Cela doit
durer au moins deux minutes. Vous pouvez enregistrer la partie orale et la soumettre
l’enregistrement dans un format x et me l’envoyez avant le X juin, qui est la dernière
journée des classes. (10 points)
Appendices
Appendix O5: Classroom Resource List
Other than the Curriculum Guide and the Interprovincial Post-Intensive French Program Guide,
appropriate resources are listed in the Guide. Teachers may select resources that meet their
students’ needs and interests.
Appendices
Appendix P
“Look-Fors” for Administrators
Appendices
Appendix P: “Look-Fors” for Administrators
“Look Fors” for Administrators
Expectations Within the Post-Intensive French Program
 Only French should be spoken; the only exception would be the first day of the program (if
necessary).
 Schedules, routines, homework and other such types of information should be written in French.
 If a student needs to be approached concerning a discipline issue, the discussion should take
place in French, unless the situation is of such a serious nature that the student’s command of
the French language may not ensure complete comprehension.
 Complete sentences should be used in information displayed on the walls; the use of
commercial posters should be avoided.
 Students should not be asked to write what they cannot say.
 Language structures need to be simple and consistent.
 Students should be required to speak and write in full sentences.
 The five-step oral instructional strategy sequence must be followed. The pair work should be no
longer than 20-30 seconds. This looks like a natural conversation.
 The message of the day is not to be written by students.
 Instructional planning is essential for classroom success (i.e., long-term planning, unit planning,
daily planning).
 Oral language development needs to occur on a daily basis. Two skills should be developed in
each lesson (oral and reading or oral and writing).
 Teacher modeling is an extremely important instructional strategy which should be present on a

daily basis.
 Authentic conversations are expected and should be evident.
 Words on the word wall (or on the SmartBoard) need to be placed within a sentence and the
word needs to be in bold or be underlined. The same words wall cannot stay up all year; it
needs to change with the units.
 If the Post-Intensive French teacher teaches multiple subjects within the same classroom, one
wall should be dedicated to the French language.
 Visual aids are important in teaching new language structures.
Appendices
Appendix Q
Writing Samples
Appendices
Grade 9 Writing Sample
Appendices
Appendices
Appendices
Appendices
Appendices
Appendices
Appendices
Appendices
Appendices
Appendices
Titre: Mon congé de mars Litho: _____

e
Année: 10 Post-FI Genre : Narratif
S A É Commentaires:
Contenu x Toutes les idées sont reliées au sujet.
L’auteur inclut des détails : C’était difficile pour faire l’exercice,
mais c’était nécessaire pour notre équipe; La plupart des soirées,
on a regardé des films et mangé du maïs soufflé.
Organisation x x Il y a une introduction (Mon congé de mars cette année était
extrêmement relaxant…), un développement (trois paragraphes)
et une conclusion claire (En générale, mon congé de mars était
superbe…)
Inclut plusieurs expressions de transition : Pendant la semaine,
pour passer de temps, Mercredi, En général
Structure de x Inclut des phrases composées et complexes.
phrase Il était tellement petit et mignon, plus que les photos que j’ai vu.
J’étais un peu anxieuse au temps, mais j’adore maintenant.
Il y a beaucoup de variété dans le style de phrases et la longueur
des phrases.
Choix de x Dans ce texte on voit l’utilisation de beaucoup d’adverbes et
mots d’expressions adverbiales : une place tellement chaude, La
plupart des choses; Dimanche, l’après-midi, pendant la semaine;
finalement
L’auteur inclut beaucoup d’adjectifs : relaxant, chaude; petit et
mignon, anxieuse, superbe…
L’auteur tente d’utiliser plusieurs expressions. Il y a parfois
quelques petites erreurs qui accompagnent l’utilisation de
nouvelles expressions.
Un coup cheveux, des reflets;

Conventions x Démontre un bon contrôle des temps du passé et une
compréhension de quand employer l’imparfait et le passé
composé : Il était tellement petit et mignon, plus que les photos
que j’ai vu.
Démontre un bon contrôle de genre et de nombre : Une place
tellement chaude; Je suis allée à Miramichi; j’étais anxieuse
L’accord sujet-verbe : Ma cousine est revenue
Voix x La personnalité de l’auteur est évidente dans son écriture : J’étais un

peu anxieuse,
mais j’adore maintenant; Finalement, j’ai fait des choses simples…
Niveau x Approprié
Recommandations: Vérification de l’orthographe et travail sur l’article partitif (faire du

magasinage, faire du ski); complément d’objet direct (je l’adore).
S=Sous la norme A=Approprié É=Élevé
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Grade 12 Writing Sample – Appropriate and Rationale for Sample Text
le 3 juin 2015
Memoir
Je vais vous raconter dans les paragraphes qui suivent, l;histoire de ma vie. Je vais inclure
des moments heureux et des moments qui m’ont permis d’approfondir mes connaissances
et former qui je suis aujourd’hui à l’âge de 90 ans. Je vais discuter de mes souvenirs
d’enfant et mes meilleurs souvenirs quand j’étais dans ma adolescence et ma vingtaine. Je
vais ensuite parler de ma famille et mes enfants. Je vais aussi inclure mon cheminement
avec ma carrière comme ingénieur biomédical. J’espère que vous allez aimer lire à propos
de ma vie.
Je suis née à Fredericton, Nouveau Brunswick. J’étais née en l’hôpital dans la ville. Ma
date de naissance est le 14 octobre 1997. J’ai une mère, un père, et un frère. Ma mère
s’appelle Valerie, mon père s’appelle Martin, et mon frère s’appelle Will. Nous sommes la
famille Marshall. Ma mère était une enseignant et mon père était un forestier. J’ai vécu
dans la même maison rouge à l’avenue de 83 Lakeview pour tout mon enfance. J’ai
vraiment aimé vivre dans cette maison avec ma famille.
Mes passe-temps préférés quand je grandissais étaient la danse, le piano, et la natation.

J’ai pris les cours de danse pendant 12 années. J’ai pris les classe dans la danse de tap, le
jazz, le hip-hop, le ballet, et le comtemporain. J’aime beaucoup la danse. Mon mari et moi
pouvons aussi faire certaines danse de salle de bal comme la valse, le salsa, et le jive.
Nous aimons vraiment danser ensemble. J’ai aussi pris des leçons de piano pendant 12
années. J’aime jouer la musique classique. J’ai aussi enseigné des leçons de piano
pendant beaucoup d’années. J’aime enseigner le piano et la musique aux enfants. Aussi,
j’aime beaucoup faire la natation. Entre 16 à 21 j’étais une sauveteur. J’ai passé beaucoup
d’étés travailer comme une sauveteur à un camp. C’était un de mes travaux préférés.
J’avais deux meilleur amies quand je grandissais. Elles s’appelle Haley et Rebecca. J’ai
devenue des amies avec Rebecca pendant que j’étais en septième année et Haley
pendant que j’étais en huitième année. Elles sont très différents mes je les aime les
mêmes. Rebecca est un an plus vieux que moi et Haley est le même âge que moi.
Beacoup de gens pensent que Rebecca et moi sommes des jumelles. Nous sommes tous
les deux grande avec les cheveux blonds, les yeux bleus, et les configurations faciales
semblables. Moi et Haley sommes des opposúx mais nous sommes des très bonne amies.
J’aime mes meilleur amies beaucoup et je suis encore des amies avec eux aujourd’hui.
J’avais beaucoup d’événements joyeux dans ma vie mais les plus importants est quand je
me suis mariée et quand j’ai eu mes enfants. Je me suis mariée quand j’avais 23 ans et j’ai
marié mon meilleur ami et l’amour de ma vie. Le 23 juin est notre anniversaire et nous
serons mariés pendant 65 années. Je l’ui aime beaucoup. Quand j’avais 27 ans j’ai eu mon
premier fils, Henry. Après, quand j’avais 28 ans j’ai eu mon deuxième fils, Isaac et quand
j’était 30 ans j’ai eu ma troisième et final enfant, ma fille, Nora. Maintenant Henry est un
Appendices
ingénieur civil, Isaac est un avocat, et Nora est un docteur. J’aime ma famille est je suis
très fier d’eux.
J’avais aussi des événements pas aussi joyeux dans ma vie. L’événement le plus évident
serait quand mon mari est mort. J’avais 88 ans et il avait 90 ans. Il a eu une crise cardiaque
pendant son sommeil un nuit est morte. C’était un temps triste et il n’y a pas un jour qui ce
passe que je ne pense pas à lui. C’a été très dur sur moi et ma famille mais nous savons
qu’il est dans un meilleur endroit maintenant et qu’on va se voir encore un jour.
Après que j’ai reçu ma diplôme de lycée, je suis allé à l’université du Nouveau Brunswick
pendant 6 années et suis devenue un ingénieur biomédical. Suivant ce degré, j’ai continué
à aller à l’école médical pour 4 années est devenue un docteur dans ce domaine. J’ai
passé beaucoup de temps à travailler au Canada et aussi autour de l’Amérique de Sud.
Les premières années, j’ai travaillé au Canada mais j’ai passé les prochain 7 années a
traversée autour l’Amérique du Sud pour faire le travail mission avec les autres docteurs.
Après ces 7 années j’ai retourner au Canada pour travailler. J’ai vraiment aimé les années
que j’ai passées comme un docteur biomédical.
Quand j’avais 21 ans je suis allée travailler en Australie pour l’été. C’était un des meilleurs
étés que j’ai j’amais passés. J’ai fait un co-op d’ingénierie et c’était incroyable. J’ai appris
beaucoup de choses et j’ai rencontré les personnes fantastiques, même mon futur mari.
Nous avons passé un été mervielleux ensemble et après, il a revenu au Canada avec moi
pour terminer son degré en ingénierie mécanique. Je reste en contact encore avec
certaines des personnes que j’ai rencontrées quand j’étais là.
En guise de conclusion, j’espère que vous avez aimé lire à propos de ma vie. J’ai
maintenant 90 ans et je rèalise que la vie est courte et remplie des moments heureux et
des fois des moments malheureux mais peu importes ce sont des souvenirs que je ne vais
jamais oublier. Je vous souhaite une vie remplie de succès et de bonheur comme ma vie
que je viens de vous parler.
Appendices
Rationale for Sample Text – Appropriate (12)
Titre: Memoir Litho :
Année: 12ième année Genre: Mémoire/auto-biographie
S A É Commentaires:
Contenu x  Inclut des évènements relatifs à son sujet : Passe-temps, ses amis, des
évènements joyeux.
 Ajoute plusieurs détails intéressants : Comparaison de ses amis Rebecca
et Haley, décrit son cheminement en éducation.
Organisation x  L’introduction et la conclusion sont claires et précises : en guise de
conclusion,
 Inclut des mots de transition plus complexes : en guise de conclusion,
quand j’avais 21 ans, après que j’ai reçu…
 Le dénouement est bien organisé en suivant un ordre chronologique
Structure de x  Inclut des phrases complexes : Mes passe-temps préférés quand je
Phrase grandissais étaient…; J’avais beaucoup d’événements joyeux dans ma
vie…
 Inclut certaines phrases composées : J’ai appris beaucoup de choses et
j’ai rencontré les personnes fantastiques.
 Inclut la variété dans la longueur des phrases et varie le début des
phrases.
 La structure de la phrase est bonne en général. On peut bien comprendre
en dépit des petites lacunes de syntaxe. Il a eu une crise cardiaque
pendant son sommeil une nuit est morte.
 Inclut les types de phrases appropriés pour ce genre de texte (mémoire).
Il n’y a pas un jour quand je ne pense pas à moi. (phrase négative)
Choix de x  Inclut des mots reliés aux unités et certains mots plus riches : Lycée, le
Mots cheminement, ingénieur médical, mon futur mari, un sauveteur, la valse,
le plus évident, suivant, les configurations faciales semblables
 Utilise les verbes de façon assez habile : Je réalise, J’ai vécu, Après que
j’ai reçu, quand je grandissais. Utilise des adjectifs riches : merveilleux,
incroyable, fantastique, joyeux.
Conventions x  A un contrôle approprié du temps des verbes : J’ai travaillé au Canada;
Elles sont très différentes, je suis née.
 Épelle les mots correctement : Ingénieur; les paragraphes; d’approfondir;
merveilleux
 Genre et nombre : Beaucoup de gens pensent que Rebecca et moi
sommes des jumelles.
 Accord des verbes : Je suis née; Nous serons mariés; Je suis allée
Voix x J’espère que vous avez aimé lire à propos de ma vie. Je vous souhaite une
vie remplie comme ma vie que je viens de vous parler.
Niveau x
Recommandations: Inclure une variété de mots de liaison afin d’améliorer la structure du texte
Améliorer l’utilisation des pronoms personnels.
Varier les types de phrases et inclure des adverbes.
Appendices
Grade 12 Writing Sample - Modified
Appendices
Grade 12 Writing Sample – Accommodated
Appendices

PostIntensiveFrenchGrades9 12

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Department of Education and Early Childhood Development

Educational Programs & Services Branch

 Pilot teachers of Intensive French in the province of New Brunswick

 Intensive and Post-Intensive French school district learning specialists

 Fiona Stewart, Intensive and Post-Intensive French learning specialist, Educational

 Marco LeBlanc, French Second Language Teacher, John Caldwell School,

 Lorelei Jensen, Teacher, Hartland Community School, Anglophone School District

 Marie-Josée Paulin, French Second Language Teacher, Fredericton High School,

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page i

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page ii

 a universal English program for all students, kindergarten

Overview of Intensive French Programs

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page 1

Purpose of the Document

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page 2

Essential Graduation Competencies and Post-Intensive French

General Curriculum Outcomes

Key-stage Curriculum Outcomes

Specific Curriculum Outcomes

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page 3

Essential Graduation Competencies and Post-Intensive French

Essential Graduation Competencies provide a consistent vision for the development of a

Creativity and Learners are expected to engage in creative processes, to make

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page 4

General Curriculum Outcomes

Key-stage Curriculum Outcomes

Oral Communication Reading & Viewing Writing & Representing

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page 5

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page 6

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page 7

Universal Design for Learning (UDL)

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page 8

Stratégies d’enseignement à l’oral et la Conception universelle

Représentation (communication orale) : L’enseignant personnalise son

Action et expression (communication orale) : Les 8 stratégies permettent

Engagement (communication orale) : Écoute active (Sit, Lean forward, Ask

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page 9

Stratégies d’enseignement de la lecture et la Conception universelle

Représentation (lecture) : En suivant l’approche de lecture en intensif

 Projection sur le tableau interactif

Action et expression (lecture) : Les multiples situations de lecture (Lire

 Les contacts multiples avec le livre permettent aux élèves d’interagir

Engagement (lecture) : Développer une version plus simple du

 Utiliser des livres simples publiés par des élèves de l’année

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page 10

Stratégies d’enseignement de l’écriture et la Conception universelle

Représentation (écriture) : En suivant l’approche d’écriture de l’ANL, on

 La phase de pré-écriture prépare les élèves oralement à créer un

Action et expression (écriture) : Les multiples situations d’écriture

 Écriture modélisée : l’utilisation du modèle va varier selon la

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page 11

 Utiliser les normes de performance en écriture afin de souligner

Post-Intensive Curriculum Guide: High School 9-12 – February 2016 Page 12

 intensive periods of study, blocks of time;

 popular culture: music, television and film

These topics are organized under the following units:

Post- français intensif, 9e année\ français approfondi IV

Post-français intensif, 10e année\ français approfondi V

 Le grand écran : Le cinéma

Post-français intensif, 11e année\ français approfondi VI

Post-français intensif, 12e année\ français approfondi VII

 Moi, dans 10 ans