Area of Learning: CORE FRENCH
Grade 9
Ministry of Education
Listening and viewing with
intent strengthens our
understanding and
acquisition of French.
We can have meaningful
conversations about things
that are important to us
in French.
Stories give us unique
ways to interpret and
share knowledge,
thoughts, and feelings.
Francophone
creative works are
an expression of
Francophone culture.
Acquiring French provides
opportunities to explore our
own cultural identity from a
new perspective.
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Recognize the relationship between French letter patterns and pronunciation
French letter patterns
Derive meaning from a variety of texts
an increasing range of commonly used vocabulary and
sentence structures for conveying meaning:
asking and responding to various types of
questions
describing people, objects, places, and personal
interests
comparing and contrasting
sequencing events
expressing simple needs
expressing opinions
describing cultural aspects of communities
past, present, and future timeframes
Use a growing variety of strategies to increase understanding
Narrate stories
Recognize the importance of story in personal, family, and community identity
Seek clarification and provide verification of meaning through a variety of strategies
Participate in short and simple conversations
Exchange ideas and information using complete sentences, orally and in writing:
ask and respond to questions on familiar topics
describe people, objects, places, and personal interests
compare and contrast characteristics of people, objects, places, and personal interests
describe sequences of events
express simple needs in familiar situations
express opinions on familiar topics
Describe cultural practices, traditions, and attitudes in various Francophone regions and
describe their role in cultural identity
elements of common types of texts
common elements of stories
cultural practices, traditions, and attitudes in
various Francophone regions
Recognize how Francophone culture is expressed through creative works
Describe similarities and differences between their own cultural practices and traditions
and those of Francophone communities in various regions
Engage with Francophone communities, people, or experiences
June 2016
www.curriculum.gov.bc.ca
Province of British Columbia 13
CORE FRENCH
Grade 9
Big Ideas Elaborations
stories: stories can be oral, written, or visual, and fictional or non-fictional (for example, a series of pictures, First Peoples oral histories, personal stories,
skits, student-created stories)
creative works: for example, books, dance, paintings, pictures, poems, songs
CORE FRENCH
Grade 9
Curricular Competencies Elaborations
Recognize the relationship between French letter patterns and pronunciation: Students should be able to predict the pronunciation of written words
and groups of words
Derive meaning: understand key elements, supporting details, time, and place
strategies: for example, interpreting gestures, facial expressions, intonation, tone of voice, contextual cues, and familiar words, orally and in writing
Narrate: using common expressions of time and transitional words to show logical progression; using present, past, and future timeframes
stories: stories can be oral, written, or visual, and fictional or non-fictional (for example, a series of pictures, First Peoples oral histories, personal stories,
skits, student-created stories)
Recognize the importance of story in personal, family, and community identity: First Peoples stories express their perspectives, values, beliefs,
worldviews, and knowledge
Seek clarification and provide verification of meaning through a variety of strategies: strategies such as requesting or providing repetition, word
substitution, reformulation, and reiteration
Participate in short and simple conversations: with peers, teachers, and members of the wider community; can include virtual/online conversations
people: including characters in texts
creative works: dance, film, literature, music, paintings, and other creative works
Describe similarities and differences: including discussing the purpose of activities, celebrations, customs, holidays, and traditions
Francophone communities, people, or experiences: for example, blogs, classroom and school visits (including virtual/online visits), concerts,
exchanges, festivals, films, pen-pal letters, plays, social media, stores/restaurants with service in French
June 2016
www.curriculum.gov.bc.ca
Province of British Columbia 14
CORE FRENCH
Grade 9
Content Elaborations
French letter patterns: such as groupings of letters that make the same sound (e.g., au, aux, eau, and ), rhyming words, letter patterns that have
consistent pronunciations (e.g., ait, gn, -ille, -ment, oi, th, tion, ui and others), les liaisons, and les lisions
various types of questions: including inversion questions; for example, As-tu un crayon?; Va-t-il au cinma?; Aimez-vous ce livre?
comparing and contrasting: using expressions such as aussi, mais, plus que, aussi que, moins que, plus de, autant de, moins de
sequencing events: using words that indicate sequence; for example, premirement, au dbut, deuximement, aprs, ensuite, troisimement, finalement
describing cultural aspects of communities: for example, activities, celebrations, clothing, dance, festivals, First Peoples regalia, food, history, land,
music, protocol, rituals, traditions
past, present, and future timeframes: Students should know that sentences change according to when events occur (i.e., a change in timeframe
requires a change in wording). Students should understand and be able to express past, present, and future timeframes for common verbs in context;
for example, Nous avons une question (maintenant); Elle a donn le livre Marc hier; Je vais faire mes devoirs ce soir.
elements: for example, format (letter vs. email message), language, context, audience, register (informal vs. formal), purpose
common elements: for example, place, characters, setting, plot, problem and resolution
stories: stories can be oral, written, or visual, and fictional or non-fictional (for example, a series of pictures, First Peoples oral histories, personal stories,
skits, student-created stories)
cultural practices, traditions, and attitudes: relating to celebrations, holidays, and events (such as Le Tour de France, la bche de Nol, le Mardi Gras,
le poisson davril), daily practices (such as meal times), and the idiomatic use of language
June 2016
www.curriculum.gov.bc.ca
Province of British Columbia 15
