Cambridge High School Languages Faculty
French Course Outline
Year 9 Term One – Weeks 1-5
and repeated Term Two – Weeks 1-5
French
Proficiency Descriptor: Students can understand and use
familiar expressions and everyday vocabulary. Students
can interact in a simple way in supported situations.
Big Ideas of Learning – Achievement Objectives
 Receive and produce information
 Produce and respond to questions and requests
 Show social awareness when interacting with others
(NZ Curriculum Document)
Context – the first day back at school
Ellis’ 10 Principles
Duration: 15 Lessons
Achievement Objectives scaffolded from second tier
documentation from FINZ document.
1.1 greet farewell and thank people
1.2 introduce yourself and others
1.6 understand and use politeness conventions
1.7. use and respond to simple classroom language
Unite 1 Ca Alors 1, Salut, Bonjour, Bonsoir
Learning Intentions
By the end of this unit students will be able to:
 Introduce themselves
 Introduce someone else
 Say goodbye and thanks
 Apologize
 Be able to say respond to simple questions about
how they are feeling
1 – repetition of structures
2 – focus on meaning
6 – lots of language input
Key Competencies and Values
Example questions:
What do you notice about ….?
How could you do that?
What differences can you hear?
Success Criteria: (What can the students do and how
well?)
LST
Thinking – Organise and analyse information such as
grammatical elements or cultural research projects
Thinking – make connections and establish relationships
both with the French language and between French and
their first language
Managing Self – Take responsibility for their own learning
such as homework tasks and research projects
Relating to others – Pair and group activities also social and
cultural awareness
Participating and contributing – via drama, role-play, dance
and song
Value: Respect
Communication Skills – Listening, Reading, Viewing,
Writing, Speaking and Performing.
Speaking
 Be able to have a conversation with partner
introducing each other
Listening
 Be able to do Information gap activities
 Be able to distinguish between pictures and dialogue
Reading
 Be able to read and understand text
Writing
 Be able to describe in written form how you and
others are feeling
Performing
 Be able to do a conversation in pairs
Viewing
 After watching the conversations be able to comment
on them
Resources/Text types and E-Learning
Language Knowledge
Students will:
* Recognise that the target language is organised in particular ways.
* Make connections with their own language(s).
Je m’appelle
Tu t’appelles comment?
Je suis
Ca va?
Ca va bien/mal/
Ca ne va pas
Merci
Bonjour, bonsoir, salut, bonne nuit
Je suis desole
Numbers 1-10
Extension Activities
Formative and Summative Assessment
Evaluation of Unit
Use the Inquiry Cycle from page 35 NZC
Ask the students what they have learned ie Student Voice
Ask what worked well and why?
What do I need to change and why?.
Ca Alors 1 – Workbook and Textbook
Character cubes
Flash cards
Cultural Knowledge
Students will:
* Recognise that the target culture(s) is (are) organised in particular
ways.
* Make connections with known culture(s).
Six principles of intercultural communicative language teaching
and learning (iCLT)
1 iCLT integrates language and culture from the beginning
4 iCLT fosters explicit comparisons and connections between languages
and cultures;
Extension Activities from higher level books which require
students to extend their knowledge of both French grammar
and vocabulary
Summative: End of Unit tests – Listening,
Speaking,Reading, and Writing. 2 vocabulary tests.
Formative: practice tests, feedback, feedforward, wait
time.
Teacher:
 Assess Student Learning via outcome of Summative
Assessment
 Assess student interest via student evaluations to
make necessary adjustments to the programme
 Evaluate the learning programme in regards to the
planned goals
Student:
 Reflection of what and how they have learned, so
that they can understand the learning process better

and work more effectively towards their language
learning objectives
Evaluate teaching style and effectiveness so that the
teacher may adjust teaching style to meet the needs
of the class better