Area of Learning: CORE FRENCH
Grade 10
Ministry of Education
Listening and
viewing with intent
strengthens our
understanding
and acquisition
of French.
Expressing oneself
and engaging in
conversation in
French requires
courage and
risk taking.
Acquiring a
language can
shape ones
perspective,
identity, and voice.
Acquiring a language
provides us with new
opportunities to
appreciate and value
creative works and
cultural diversity.
Acquiring French
opens the door
to interacting with
the Francophone
world.
Acquiring French
allows us to explore
career, travel,
personal growth, and
study abroad
opportunities.
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Use a growing number of strategies to derive and negotiate meaning
Recognize that choice of words affects meaning
Derive meaning from a variety of simple texts
Locate and explore a variety of online media in French
Narrate stories orally and in writing
Recognize the importance of story in personal, family, and community identity
Engage in short conversations
Express themselves with growing fluency, orally and in writing:
ask and respond to a variety of questions
describe situations, day-to-day activities, and series of events
express the degree to which they like or dislike objects and activities
express hopes, dreams, desires, and ambitions
express opinions on familiar topics
Appreciate that there are regional variations in French
increasing range of commonly used vocabulary and
sentence structures for conveying meaning:
asking and responding to various types of
questions
describing activities, situations, and events
expressing different degrees of likes and dislikes
expressing hopes, dreams, desires, and
ambitions
expressing opinions
past, present, and future timeframes
elements of a variety of common texts
common elements of stories
idiomatic expressions from across la francophonie
contributions of Francophone Canadians to society
Recognize how cultural identity is expressed through Francophone texts and creative
works
Recognize contributions of Francophone Canadians to society
Engage with Francophone communities, people, or experiences
June 2016 DRAFT CURRICULUM
www.curriculum.gov.bc.ca
Province of British Columbia 16
CORE FRENCH
Grade 10
Big Ideas Elaborations
creative works: for example, books, dance, paintings, pictures, poems, songs
CORE FRENCH
Grade 10
Curricular Competencies Elaborations
strategies to derive and negotiate meaning: for example, using circumlocution, paraphrasing, reformulation, reiteration, repetition, word substitution;
interpreting body language, expression, and tone; using contextual cues; interpreting familiar words
choice of words: for example, different degrees of formality, degrees of directness, choice of verb tense and modality
Derive meaning: comprehend key elements, supporting details, time, and place
a variety of online media in French: for example, articles, blogs, cartoons, music, news, videos
Narrate: using 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 perspective, values, beliefs,
worldviews, and knowledge
Engage in short conversations: with peers, teachers, and members of the wider community; can include virtual/online conversations
regional variations in French: for example, idiomatic expressions from across la francophonie
creative works: for example, books, dance, paintings, pictures, poems, songs
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
CORE FRENCH
Grade 10
Content Elaborations
various types of questions: including inversion questions; for example, As-tu un crayon?; Va-t-il au cinma?; Aimez-vous ce livre?
describing activities, situations, and events: using appropriate tenses (e.g., le future proche, le future simple, le conditionnel) in both the affirmative
and the negative
expressing different degrees of likes and dislikes: for example, Jaime; Jaime bien; Jadore; Je naime pas; Je naime pas du tout; Je dteste
expressing hopes, dreams, desires, and ambitions: for example, Je veux; Jaimerai; Je vais; Jaurai; Je finirai
past, present, and future timeframes: Students should be able to understand and express past, present, and future tenses of regular and irregular
verbs in context; differentiate between le pass compos and limparfait
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)
idiomatic expressions from across la francophonie: from, for example, le patois, le verlan, largot; jokes, French expressions derived from Arabic;
expressions such as jaser for bavarder; expressions with avoir, faire, tre (e.g., avoir tort, faire froid, tre en retard)
June 2016 DRAFT CURRICULUM
www.curriculum.gov.bc.ca
Province of British Columbia 17
