THESE REPORTS TABLES CAN BE EMPTIED TO BE USED AS TEMPLATES
COURSE NAMES NEED SIMPLY TO BE CHANGED AND SPACE FOR WRITING TO BE MADE
FOR OTHER DISCIPLINES : THE CONTENT OF THE 1ST COLUMN WILL BE FOUND
IN THE MINISTERIAL AND LOCAL PROGRAM DESCRIPTION BOOKLETS.
THE MINISTERIAL PROGRAM FOR GENERAL STUDIES IS POSTED ON THIS SITE (SEE “POLICIES & OTHERS”)
REPORT ON : 602-HSA-03 - LANGUE FRANÇAISE FEB 14 03
Application des notions fondamentales de la communication en français, liées à un champ d’études*. *NB. By Provincial decision, course is not linked to a field os studies until
further notice. It is an « A » course taken by only 29 students in 2001-2002 academic year.
Element of Competency : Appliquer les notions fondamentales de la
communication en français, liées à un champ d’études •Performance Criteria
Dégager le sens d’un message oral simple lié à un champ d’études.
• Repérage précis des difficultés de compréhension du message.
• Distinction juste des caractéristiques du message.
• Repérage juste du vocabulaire spécialisé.
• Utilisation pertinente des techniques d’écoute choisies.
• Distinction claire des principaux éléments du message.
• Description précise du sens général et des idées essentielles du message.
Dégager le sens et les caractéristiques d’un texte lié à un champ
d’études.
• Repérage précis des difficultés de compréhension du texte.
• Distinction juste des caractéristiques du texte.
• Repérage précis du vocabulaire spécialisé.
• Utilisation pertinente des techniques de lectures choisies.
• Distinction claire des principaux éléments du texte.
• Description précise du sens général et des idées essentielles du
texte de 500 à 700 mots.
Émettre un message oral simple lié à un champ d’études
• Repérage précis des difficultés d’expression
• Repérage précis des difficultés d’expression orale.
• Utilisation pertinente des techniques d’expression orale choisies.
• Utilisation pertinente du vocabulaire courant et spécialisé.
• Expression intelligible du propos.
Rédiger un court texte lié à un champ d’études
• Repérage précis des difficultés d’écrire.
• Utilisation pertinente des techniques d’écriture choisies.
• Utilisation pertinente du vocabulaire courant et spécialisé.
• Formulation claire et cohérente du texte de150 mots.
TEACHING METHOD (applies to all teachers unless indicated otherwise)
Lecture and hands-on activiites to initiate students on how to use the CAN8 lab system. Assign exercises and activities in
the 4 modules to be done during the semester to reinforce class work including listening activities. Along the 4 themes
studied in class, software asks to listen, read, identify keywords, answer questions, reformulate, choose, summarize,
compare with model and check correction. Software gives verbal instructions to listen to; Teacher checks lab work, gives
feedback, explain and clarify listening strategies. Methods: Lecture and hands-on activities, structured lab exercises
including listening and imitating or answering verbally, or choosing given answer, with feedback. In class feedback
on oral. Teacher’s roles: briefs, monitors, evaluates, gives feedback Software’s roles : guides, briefs, triggers
application and reflexion, evaluates, gives feedback.
Assign readings and a variety of pre-reading (anticipation of content and difficult vocabulary) and an array of typical reading
guided activities in view of global and detailed understanding, in class and at home, (such as : infer word meaning from
context, association, scanning and skimming, synonyms and antonyms, questions and reformulation), trigger students
discussion on reading strategies. Ask questions and discuss important aspects of texts in class and help them identify
paragraph structure (topic sentences in distinct paragraphs) and text structure (main ideas, organization of and transitions
between paragraphs). Assign labwork to reinforce class work. Methods : Wide range of guided pre-reading and reading
activities including question and answers, discussions and intense work on wocabulary, paragraph and text
structure. Group work on some of teh tasks.Coaching in specific activities on identifcation and use of useful
teaching strategies. Assign and give feeback on homework and practice. Lab work for practice to reinforce class
work. Roles : facilitates, guides, provoques reflexion, discussion, briefs when appropriate, coaches in reading
strategies.
Brief lectures to instruct on how to prepare for oral exam. Give handouts. Show sample outlines. Explain criteria. Check
verbal student production in lab to monitor improvement. Assign research in French reference texts for vocabulary
reutilization and encourage reutilization of vocabulary studied in reading activities. Encourage clear reformulation of ideas
when checking reading comprehension, and individual or in group self expression during group work . Explain in detail exam
criteria and instructions on how to do a good presentation. Methods : Brief to explain and instruct on how to do a good
oultine and exposé and explian criteria. Assigns guided reformulation speaking activities following readings.
Provoques discussion to clarify in groups or with whole class. Reinforce with lab work. Give detailed individual
feedback. Roles : Briefs, guides, distributes handouts, provoques application and discussion, evaluates, gives
feedback and support.
Present and have students pratice parts of speech and rules of grammar, sentence construction and text structure
(reordering sentences in paragarph and paragraphs in texts, identifiy topic sentences and markers, parts of texts) and
homophones in each module in workbook and lab. Brief, give explanations on how to prepare an outline and use logical
markers. Assign many varied vocabulary exercises for each module individually and in groups. Assign written homework in
workbook and at the lab. Monitor practice : give feedback on written homework and application tasks in class and at the lab.
Assign compositions,quizzes in grammar and vocabulary and written exam as required. Most teachers: Brief to present
selective double correction system for students self correction. Encode 10 to 15 mistakes to be self-coorrected by students
and re-mark essay. Methods: Brief to instruct. Lecture when needed. Assign and coach guided activities on
grammar, speech parts, text structure etc. in lab, at home and in class. individually of in groups. Monitors practice
and give feedback on production. Assign compositions, quizzes and exams. Coaches, evaluates, promotes
selfevaluation (with the double correction system). Give individual and class feedback. Teacher’s roles: Lectures
when needed, guides, coaches, provoques reflexion and application, explains, assigns hands-on tasks, monitors,
evaluates promotes autonomy.
REPORT ON : 602-HSA-03 - LANGUE FRANÇAISE FEB 16 03
Element of Competency : Appliquer les notions fondamentales de la communication
en français, liées à un champ d’études •Performance Criteria
Dégager le sens d’un message oral simple lié à un champ d’études.
• Repérage précis des difficultés de compréhension du message.
• Distinction juste des caractéristiques du message.
• Repérage juste du vocabulaire spécialisé.
• Utilisation pertinente des techniques d’écoute choisies.
• Distinction claire des principaux éléments du message.
• Description précise du sens général et des idées essentielles du message.
Dégager le sens et les caractéristiques d’un texte lié à un champ
d’études.
• Repérage précis des difficultés de compréhension du texte.
• Distinction juste des caractéristiques du texte.
• Repérage précis du vocabulaire spécialisé.
• Utilisation pertinente des techniques de lectures choisies.
• Distinction claire des principaux éléments du texte.
• Description précise du sens général et des idées essentielles du
texte de 500 à 700 mots.
Émettre un message oral simple lié à un champ d’études
• Repérage précis des difficultés d’expression
• Repérage précis des difficultés d’expression orale.
• Utilisation pertinente des techniques d’expression orale choisies.
• Utilisation pertinente du vocabulaire courant et spécialisé.
• Expression intelligible du propos.
Rédiger un court texte lié à un champ d’études
• Repérage précis des difficultés d’écrire.
• Utilisation pertinente des techniques d’écriture choisies.
• Utilisation pertinente du vocabulaire courant et spécialisé.
• Formulation claire et cohérente du texte de150 mots.
LEARNING ACTIVITY
Listen to instructions on how to use the lab equipment. Hands-on guided activities as an introduction to various types of
tasks required in the 4 modules. Weekly hands-on guided listening activities on the four themes studied: (along with reading
and speaking) that help them pepare for listening comprehension exam: Listen and imitate, listen and anwer questions,
reformulate, identify keewords, choose, summarize. Listen to correction, compare with model and check correction. Get
feedback from software and teacher who cheks labwork. In class: listen to teacher. Answer comprehension questions.
Discuss to clarify listening to peers. Work on vocabulary (prononciation as well as spelling).
Activities: Guided activities in lab and in class. Listening and speaking structured tasks (answer verbally, imitate,
choose, etc.). Listen to feedback. Discuss while listening to peers.
Students’ roles: listen to instructions, texts, teacher, peers; answer questions, repeat, reformulate a nd check for
correction; choose; compare; discuss, get feedback
Exercises in how to approach a text (Anticipation, ect.). Individual, group (for some tasks) and class work. Read at home, in
class and in lab. Practice guided readi ng techniques such as infer, guess by association, answering questions, reformulate,
summarize, discuss content of texts, discuss reading techniques. Exercises to practice reading. Numerous vocabulary
exercises (synonyms etc...). Pracical activities on identification of paragraph and text structure. Assignments in lab and at
home. Prepare for discussions in class, quizes and exams. Reinforcement in the lab.
Activities: Read. Do assignments at home and in lab. Varied reading activities including question and answers,
discussions and intense work on text content, wocabulary as well as paragraph and text structure. Specific
activities on identification and use of useful reading strategies. Get feeback on production. Do lab work for practice
to reinforce class work. Group work for some tasks.
Students : listen to instructions, read texts, answer, identify, classify , choose, reformulate, summarize, compare,
discuss & use strategies..
Students answer questions in class and in lab, make short exposés in lab reutilizing learnt vocabulary. Listen, read and use
guidelines on preparing exposé and outline. Rehearse. In class, speak when discussing readings with class and also in
groups. Do an oral presentation based on research and outline, relevent vocabulary and correct verbal expression (Exam).
Get feedback from teacher on lab and class production. Exam: Do an oral presention as required and get feedback on their
production.
Activities : Listen to instructions on how to do a good outline and exposé and explain criteria. Individual research.
Guided reformulation speaking activities following readings Question & answer. Discussion to clarify in groups or
with whole class. Reformulation Mini exposés in lab. Practice in lab and in class for reinforcement (Reformulation,
and mini exposés in lab) and feedback by software (in imitation exercises) and by teacher. Exam.
Students: Listen to short lectures and instructions, discuss in group or whole class, use guides and models, apply,
get feedback, research, practice, do an exposé for evaluation.
Listen to brief lectures, instructions, explanations. Guided writing activities in lab in class and at home.
Homework on readings: answer questions, reformulate text using target vocabulary. Many varied vocabulary
exercises alone or in groups. Reorder sentences in scrambled paragraphs and paragraphs in texts according
to logical markers and keywords. Identify parts of texts. Listen to instructions on how to write a good text and
outline a nd apply in written assignments . Write texts reusing vocabulary and grammar studied, prepare an
outline. Grammar and vocabulary quizzes and exams.
Activities : listen to brief lectures and instructions. Homework and in-class numerous and varied individual and
group hands-on guided activities and exercises in grammar, syntax vocabulary, text and outline stucture, for
practice. Lab structured guided activities to reinforce class work.
Students : listen to instructions, apply writing techniques, observe, reflect, compare, edit texts, self-evaluate.
REPORT ON : 602-HSA-03 - LANGUE FRANÇAISE (INSTRUMENTS D’ÉVALUATION) FEB 16 03
Element of Competency : Appliquer les notions
fondamentales de la communication en français, liées à un
champ d’études
• Performance Criteria
Dégager le sens d’un message oral simple lié à un
champ d’études.
• Repérage précis des difficultés de compréhension du
message.
• Distinction juste des caractéristiques du message.
• Repérage juste du vocabulaire spécialisé.
• Utilisation pertinente des techniques d’écoute choisies.
• Distinction claire des principaux éléments du message.
• Description précise du sens général et des idées
essentielles du message.
INSTRUMENTS D’ÉVALUATION ADAPTÉS AUX OBJECTIFS DU COURS
(VERY SIMILAR TO WHAT GOES-ON IN 100)
Formative assessment: Laboratory : Specific lab practical exercises and student self-evaluation
via software (compare and check answer). Thanks to tracking system, student work is checked and
sometimes marked by teacher. In class: Teacher monitors student’s capacity to understand peers
and teacher.
Sommative assessment: Practice in lab is worth 3 to 4 % of final mark. 2 tests (Étape 1 & Étape 2
= 20% of each étape worth 30% of the final mark). Visual support: questions are typed. Task: part
1: listen to familiar vocabulary in same context and give answers to questions on answer sheet
checking boxes or circling choice (true-false; multiple choice). Part 2 : listen to familiar vocabulary in
same studied text type (Current event), but in différent context (Ex.: in Étape 1 : unsolved murder)
and give answers to questions on answer sheet checking boxes or circling choice . Difficulty of
texts, speed of speech, questions are chosen according to course level.
Dégager le sens et les caractéristiques d’un texte lié à
Formative assessment: Quizzes (1 per module), reformulations after reading, lab exercises with
un champ d’études.
feedback from software, and in class, by teacher or peers.
• Repérage précis des difficultés de compréhension du texte. Sommative assessment: 2 exams (Étape 1 & 2 = 45% of each étape worth 30% of the final
• Distinction juste des caractéristiques du texte.
mark). For each, Part 1 is based on studied texts. Part 2 is based on new texts of 500 (Étape 1) and
• Repérage précis du vocabulaire spécialisé.
700 words (Étape 2).
• Utilisation pertinente des techniques de lectures choisies.
Tasks in part1: Text coherence (reorder paragraphs), sentence coherence (reconstruct sentences
• Distinction claire des principaux éléments du texte.
from scrambled parts). Vocabulary : complete a text using words from a list (fill-ins).
• Description précise du sens général et des idées
Tasks in part2: Global understanding (identify main topic of text by chosing between 4 answers.
essentielles du texte de 500 à 700 mots.
Detailed understanding: identify supporting ideas in text (true-false, multiple choice), find in text
synomyms of given words, fill-in blanks in sentences by refering to texts)
Émettre un message oral simple lié à un champ
Formative assessment: regular oral production tasks at lab to prepare for oral exam, based on
d’études
course content. Sometimes marked. Feed back by sofware and teacher in lab , in class, by teacher.
• Repérage précis des difficultés d’expression
Sommative assessment: oral exam: Public Exposé for 10% of final mark (in front of small group)
• Repérage précis des difficultés d’expression orale.
based on a written outline. Precise criteria are given (orally and on a handout): quality of outline,
• Utilisation pertinente des techniques d’expression orale choisies.
clarity of expression, use of vocabulary, flow of language, correctedness of grammar and
• Utilisation pertinente du vocabulaire courant et spécialisé.
• Expression intelligible du propos.
pronunciation as well as ability to hold interest of group.
Rédiger un court texte lié à un champ d’études
Formative assessment: Quizzes on vocabulary and grammar (1 of each per module). Marked
• Repérage précis des difficultés d’écrire.
reformulation homework; several compositions done in class for application. Selective double
• Utilisation pertinente des techniques d’écriture choisies.
correction used by most teachers (“Selective” means that all errors are corrected by teacher but10
• Utilisation pertinente du vocabulaire courant et spécialisé. to 15 that are underlined and must be corrected by student.
• Formulation claire et cohérente du texte de150 mots.
Sommative assessment: 2 exams (Étape 1 & 2 = 35% of each étape worth 30% of the final
mark). Precise detailed criteria are given (Content and text construction: 40; grammar 30;
vocabulary & spelling 30). Reference tools are used. No double correction.
REPORT ON : 602-HSA-03 - LANGUE FRANÇAISE (EXIGENCES CLAIRES ET ADAPTÉES) (FEB 16 03)
Element of Competency : Appliquer les notions
fondamentales de la communication en français, liées à un
champ d’études
• Performance Criteria
EXIGENCES CLAIRES ET ADAPTÉES AUX OBJECTIFS DU COURS
(Pertinence of nature and weighting of work)
(VERY SIMILAR TO WHAT GOES-ON IN 100)
Dégager le sens d’un message oral simple lié à un
champ d’études.
• Repérage précis des difficultés de compréhension du
message.
• Distinction juste des caractéristiques du message.
• Repérage juste du vocabulaire spécialisé.
• Utilisation pertinente des techniques d’écoute choisies.
• Distinction claire des principaux éléments du message.
• Description précise du sens général et des idées
essentielles du message.
Dégager le sens et les caractéristiques d’un texte lié à
un champ d’études.
• Repérage précis des difficultés de compréhension du texte.
• Distinction juste des caractéristiques du texte.
• Repérage précis du vocabulaire spécialisé.
• Utilisation pertinente des techniques de lectures choisies.
• Distinction claire des principaux éléments du texte.
• Description précise du sens général et des idées
essentielles du texte de 500 à 700 mots.
Émettre un message oral simple lié à un champ
d’études
• Repérage précis des difficultés d’expression
• Repérage précis des difficultés d’expression orale.
• Utilisation pertinente des techniques d’expression orale
choisies.
• Utilisation pertinente du vocabulaire courant et spécialisé.
• Expression intelligible du propos.
Rédiger un court texte lié à un champ d’études
• Repérage précis des difficultés d’écrire.
• Utilisation pertinente des techniques d’écriture choisies.
• Utilisation pertinente du vocabulaire courant et spécialisé.
• Formulation claire et cohérente du texte de150 mots.
All teachers giving the same course use the same criteria as discussed in curriculum “level
committees” .
Tests are in conformity with performance criteria (Length, difficulty of text,difficulty of tasks).
Test are common to all sections of same course
All criteria appear on tests.
All teachers giving the same course use the same criteria as discussed in curriculum “level
committees” and presented to whole department.
Tests are in conformity with performance criteria.
Test are common to all sections of same course. 2 versions of the same text exist.
All criteria are detailed and distributed on handout.
All teachers giving the same course use the same criteria as discussed in curriculum “level
committees”.
Exam is in conformity with performance criteria and common to all sections of same course.
Themes may vary.
All criteria are detailed and distributed on handouts.
All teachers giving the same course use the same criteria as discussed in curriculum “level
committees” and presented to whole department.
Tests are in conformity with performance criteria.
Text types and grammar covered are the same but topics can differ from one teacher to another.
All work done in class and in lab is designed to help student attain a certain mastery of the competency. 30% of the final marks are alloted to this formative
assessment which is fair to the student: encouraging him or her to work on a regular basis without penalizing him or her for difficulties in content.
REPORT ON : 602-HSC-03 - REGARDS SUR LES SCIENCES ET LES TECHNIQUES
Element of competency : Communiquer avec aisance en
français dans un champ d’études particulier.
MARCH 1 03)
TEACHING METHOD (Listed methods apply to all unless indicated as Most or Some)
• performance Criteria
Commenter des textes propres au champ d’étude
• Distinction précise des caractéristiques formelles des
principaux types de textes et des conventions utilisées.
• Explication précise du sens des mots dans des textes de
2500 à 3000 mots.
• Repérage précis de la structure du texte.
• Reformulation juste des idées principales et secondaires,
des faits et des opinions.
• Emploi juste du vocabulaire spécialisé.
All use a strict and structured approach to texts from scientific magazines: assign an array of pre-reading
activities to prepare students to tackle scientific texts, including brainstorming, questions/answer to activate
previous knowldedge, and exercises on new difficult vocabulary to facilitate reading. Assign readings and
exercises at home and in class. Coach students in a wide variety of guided reading activities to deal with text
(global and detailled understanding, identification of parts of texts, main and supporting ideas, nuances of
vocabulary -speciallized versus general usage of same words-, keywords and logical markers). Guide
discussion of text contents. Assign application tasks (Ex: discover same text structure in new texts) Assign
reformulation tasks and summaries to promote reutilization of vocabulary and synthesis. Discussion and
written assignments to synthesize. Animation of debates on ethical issues to help explore and develop
personal system of value. Give feedback on homework by briefing and discussion.
aAssign quizzes and exams. Same reading material covered by all. Show video tapes. Quizzes in grammar,
vocabulary and comprehension. Exams.
Methods : Guide and coach in wide range of prereading and reading activities such as brainstorm,
question and answer, work on vocabulary. Guide in reading activities in class and at home: question
and answers, reformulation and discussions for text analysis as well as for work on text types and
structure. Discussions for exploration of theme and synthsesis. Debates on ethical issues. Coach in
reading strategies. When needed: brief lectures to explain and instruct. Provoke application in oral or
writing. Show videotapes. Assign and give feeback on homework and practice.
Roles : facilitates, guides, provoques reflexion, discussion, brief when appropriate.
Produire un texte sur un sujet lié au champ d’études.
• Respect du sujet.
• Emploi pertinent du vocabulaire spécialisé et des
conventions.
• Respect du niveau de langue et du code grammatical.
• Formulation claire et cohérente du propos
• Agencement pertinent des idées
• Adéquation entre forme et fond.
• Rédaction d’un texte de 350 mots
• Produire un texte oral planifié d’environ 5 mn.
All instruct on characteristics of text types and assign application exercises. All guide on how to make an outline and use
logical markers for transitions in written assignment on a given topic and in exposés. Most use also brainstrom for same
purpose and help make models to be used for production. All provoke discussions on criteria, show sample models, have
student study models in guide or workbook.
Assign as homework in workbook or in class, guided exercises in vocabulary (semantic mapping of theme) and grammar
and syntax and very structured activities on types of scientific texts (informative, opinion), typical conventions of specialized
discourse, logical markers, to prepare and reinforce. Brief and discuss to give feedback. Brief on niveaux de langue in
written French. Brief on double correction system and how to use code. Give feedback, (encode essays), then give feedback
and mark on final version with commentary on progress or lack of. Assign to all 5 “dictées progressives” in Cléo, to reinforce
spelling, homophones and verb endings. Assign individual supplementary exrcises in Cléo or on Internet when necessary.
All reading activities result in written application assignments and in oral production to which feed back is given (see above).
Supervise, in class, 4 main compositions based on research and outline (usually done at home) plus 1 for ESP.
Brief on how to do a good exposé, brief on niveaux de langue, differences between oral and written French and specialized
oral discourse, uses of logical markers and relevant grammar points like tenses, modes and specific pronouns. Assign
practice outside class. Give individual feedback on exposés.
Quizes in grammar, vocabulary and comprehension. Recapitulation test on Dictées progressives 7-11”. Exams.
Methods: Brief to instruct and/or brainstorm on text types and outlines. Discuss and guide to help attain models.
Guided activities for application. Distribute writing and correcting guides. Show sample work and and assign
written home and in class exercices to apply and reifinforce in vocabulary and grammar, niveaux de langue. Assign
and supervise 4 in-class composition. Coach. Evaluate.
Teacher roles: briefs as an expert, guides, coaches, provoques reflexion and application, explains, give hands-on
tasks, monitors, gives feedback, evaluates.
REPORT ON : 602-HSC-02 - REGARDS SUR LES SCIENCES ET LES TECHNIQUES (MARCH 1 03)
Element of competency : Communiquer avec aisance en
LEARNING ACTIVITY
français dans un champ d’études particulier.
Commenter des textes propres au champ d’études
• Distinction précise des caractéristiques formelles des
principaux types de textes et des conventions utilisées.
• Explication précise du sens des mots dans des textes de
2500 à 3000 mots.
• Repérage précis de la structure du texte
• Reformulation juste des idées principales et secondaires,
des faits et des opinions.
• Emploi juste du vocabulaire spécialisé.
Produire un texte sur un sujet lié au champ d’études.
• Respect du sujet.
• Emploi pertinent du vocabulaire spécialisé et des
conventions.
• Respect du niveau de langue et du code grammatical.
• Formulation claire et cohérente du propos
• Agencement pertinent des idées
• Adéquation entre forme et fond.
• Rédaction d’un texte de 350 mots
• Produire un texte oral planifié d’environ 5 mn.
Guided pre-reading activities, including : brainstorming to guess meaning of title and to explore theme to produce a strong
reading purpose, questions/answer, exercises on new difficult vocabulary. Readings and Problem solving based tasks at
home and in class to deal with text : exercises in identification of text type; work on text structure and coherence ( maching
sentences, paragraph ordering etc.); global and detailed understanding, identification of parts of texts, main and supporting
ideas. Listen to explanations on reading strategies and apply (gess from context and cognates, anticipate, skim and scan...).
Numerous exercises on vocabulary (synonyms, antonyms, same family, prefixes and suffixes, classifying, speciallized
versus general usage of same words-). In most classes: make semantic map for theme to explore it). Discussion of text
contents. Watch, analyse and discuss videos. Application tasks (Ex: discover same text structure in new texts, reformulate
and summarize for synthesis to show understanding and reutilize vocabulary. Synthesize via discussion and written
assgnments. Debate on ethical issues: express, confront and justify personal point of view, explore systems of value. Get
feedback on homework and other activities by briefing and discussion. Take quizzes and exams. Individual, pair, small group
and whole class activities.
Activities :Various pre-reading and reading individual, pairs, small group and whole class activities such as
brainstorm, question and answer, work on scientific vocabulary, making of semantic map for theme. Problem
solving based reading activities in class and at home: question and answers, reason logically, reformulation and
discussions for text analysis as well as for work on text types and structure. Discussions for exploration of theme
and synthsesis. Debate on ethical issues. Use reading strategies. Listen to brief lectures for explanations.
Application tasks. Get feeback on homework and production. Watch, analyse and discuss scientific programs on
video.
Students : Listen, takes notes, engage in problem solving based reading and application oral and written activities :
infer, guess, discuss, classify, read, use strategies, reflect, reformulate, summarize, synthesize, self-express and
justify in discussions and debates on ethical issues re-using vocabulary. Get feeback from teacher and peers.
Watch videos and discuss. quizzes, exams,
Listen to brief lectures and often brainstorm on characteristics of text types, on how to make an outline and use logical
markers for transitions in written assignment on a given topic and in exposés. Do application exercises. Guided activities on
models to be used for production (model attainment most of the time, and model and samples observation). Discussions on
criteria, on models. Use guides. Do homework in workbook or in class. Guided exercises in vocabulary (semantic mapping of
theme) and grammar and syntax and very structured activities on types of scientific texts (informative, opinion), typical
conventions of oral and written specialized discourse, logical markers, niveaux de langue, to prepare and reinforce. Get
feedback. Study double correction system and code and edit text to self-correct. Do 5 “dictées progressives” in Cléo, to
reinforce spelling, homophones and verb endings. Individual exercises in Cléo or on Internet if need be. Discuss and
reformulate while doing reading activities. Get feedback on oral and writing. Do 4 main essays based on research and
outline (usually done at home) plus 1 for ESP. Some constitute a portfolio of work in progress” to self-monitor progress.
Listen to short lectures on how to do a good exposé, niveaux de langue, differences between oral and written French and
specialized oral discourse, use of logical markers, relevant grammar points (tenses, modes, specific pronouns). Practice
outside class. Quizes Recapitulation test on Dictées progressives 7-11”. Exams.
Methods: Activities : most of the time brainstorm, always listen to instructions, study and use writing guides and
self-correction system for outline, texts, exposé via attaining models and or observation. Do homework and
in-class numerous and varied exercises & activies in grammar, syntax and vocabulary (semantic mapping), for
practice, application and reinforcement. Write 4 main compositions in class after doing research and writing outline
on given topic. Study and use double correction system and edit texts. Self-correct. Do 5 dictations at the lab and
extra exercises in lab, 102 web site or other web sites.
Students: Listens and takes notes, brainstorm, discuss, do research, observe, reflect, apply, practice, solve
problems, edit texts, self-evaluate, get feedback.
REPORT ON : 602-HSC-02 - REGARDS SUR LES SCIENCES ET LES TECHNIQUES (INSTRUMENTS D’ÉVALUATION) MARCH 1 03
Element of competency : Communiquer avec aisance en
français dans un champ d’études particulier.
Commenter des textes propres au champ d’étude
• Distinction précise des caractéristiques formelles des
principaux types de textes et des conventions utilisées.
• Explication précise du sens des mots dans les textes de
2500 à 3000 mots
• Repérage précis de la structure du texte
• Reformulation juste des idées principales et secondaires,
des faits et des opinions.
• Emploi juste du vocabulaire spécialisé.
Produire un texte sur un sujet lié au champ d’études.
• Respect du sujet.
• Emploi pertinent du vocabulaire spécialisé et des
conventions.
• Respect du niveau de langue et du code grammatical.
• Formulation claire et cohérente du propos
• Agencement pertinent des idées
• Adéquation entre forme et fond.
• Rédaction d’un texte de 350 mots
• Produire un texte oral planifié d’environ 5 mn.
INSTRUMENTS D’ÉVALUATION ADAPTÉS AUX OBJECTIFS DU COURS
Formative assessment: Many quizzes on readings to verify if homework wasdone. Homework on
readings with feedback by teacher or peers. Marked homework when corrected by teacher before it
is discussed in class.
Sommative assessment: 2 exams . For each one, part 1 is based on studied texts, part 2 on one
unknown text on same theme. Number of words respected.
Tasks in part1: 4 fill-ins on vocabulary , True/false and multiple choice questions on detailed
comprehension of studied texts (2 texts)..
Tasks in part2: Global and detailed understanding: identify main and supporting ideas and
important vocabulary (multiple choice, true/false + written justification, fill-ins, find synonyms, antonyms, )
Formative assessment: 10 marked quizzes on vocabulary and grammar. Occasionally marked
reformulation homework; 3 marked compositions done in class with writing guide for application
(outline and text) and more short unmarked ones. Mark given at the end of the double correction
process when used.
Formative assessment exposé:
In class, teacher evaluates and gives feedback on a constant basis.
Sommative assessment:
Writing: 2 in-class exams. Right number of words assigned. Writing instructions with precise
detailed criteria are given (qualified and quantified criteria) most of the time. (For one section,
criterias are less detailed). Reference tools are used.
There is no double correction.
Exposé: oral exam: Public exposé (in front of group) based on a written outline. Precise criteria
given (orally and on a handout): quality of outline, content (ideas, organisation) grammar, syntax,
markers, niveau de langue, relevance and quality of vocabulary, duration, presentation, quality of
oral speech. Quality of synthesis since this is a part of ESP. In some classes, exposés are
presented individually but delivered in teams on a chosen common theme.
ESP: Research (2 or 3 reference sources), outline, 5 mn exposé and a 300 text for synthesis
REPORT ON : 602-HSC-02 -REGARDS SUR LES SCIENCES ET LES TECHNIQUES (EXIGENCES CLAIRES ET ADAPTÉES) MARCH 1 03
Element of competency : Communiquer avec aisance en
français dans un champ d’études particulier.
EXIGENCES CLAIRES ET ADAPTÉES AUX OBJECTIFS DU COURS
(Pertinence of nature and weighting of work)
Commenter des textes propres au champ d’études
• Distinction précise des caractéristiques formelles des
principaux types de textes et des conventions utilisées.
• Explication précise du sens des mots dans des textes de
2500 à 3000 mots.
• Repérage précis de la structure du texte
• Reformulation juste des idées principales et secondaires,
des faits et des opinions.
• Emploi juste du vocabulaire spécialisé.
Produire un texte sur un sujet lié au champ d’études.
• Respect du sujet.
• Emploi pertinent du vocabulaire spécialisé et des
conventions.
• Respect du niveau de langue et du code grammatical.
• Formulation claire et cohérente du propos
• Agencement pertinent des idées
• Adéquation entre forme et fond.
• Rédaction d’un texte de 350 mots
• Produire un texte oral planifié d’environ 5 mn.
All criteria appear on tests.
All teachers giving the same course use the same criteria as discussed in curriculum “level
committees” and presented to department.
Tests are in conformity with performance criteria.
Test are common to all HSC sections.Themes and texts are same.
Course is team-prepared and content is adjusted when scientific magazines are changed.
Student workload appears fair and it is the same in all sections.
Writing: All criteria are detailed and distributed on handouts in advance.
All teachers giving the same course use the same criteria as discussed in curriculum “level
committees” and presented to whole department.
Tests are in conformity with performance criteria. Text types and topics are the same.
Exposé :
All criteria are detailed and distributed in advance on handouts.
All teachers giving the same course use the same criteria as discussed in curriculum “level
committees”.
Exam is in conformity with performance criteria.
Format of test is common to all sections of HSC: Éxposé is public (groups of 5 students ) .
Student workload appears fair and it is the same in all sections.
REPORT ON : 602-HSD-03- REFLEXION SUR LES SCIENCES ET LES TECHNIQUES (MARCH 2 03)
Element of competency • Performance Criteria :
Disserter en français sur un sujet lié au champ d’études.
Analyser un texte lié au champ d’études
• Distinction précise des caractéristiques formelles des
types particuliers de textes.
• Formulation personnelle des éléments principaux.
• Inventaire des thèmes principaux.
• Repérage juste de la structure du texte.
• Relevé d’indices qui permettent de situer le texte dans son
contexte.
• Articulation claire d’un point de vue personnel, s’il y a lieu.
• Association juste des éléments du texte au sujet traité.
One novel featuring the life of Avicenne to explore the
history of medical science.
Articles from scientific magazine.
Rédiger un texte sur un sujet lié au champ d’études
• Respect du sujet.
• Emploi pertinent du vocabulaire spécialisé et des
conventions.
• Choix judicieux des principaux éléments du corpus en
fonction du type de texte.
• Formulation claire et cohérente du texte de 500 mots.
• Respect du code grammatical et orthographique.
• Articulation claire d’un point de vue personnel, s’il y a lieu.
TEACHING METHOD (This list of methods applies to most teachers )
Novel: Short lectures, brainstorm to anticipate content and discussion on historical and social context of novel. Assign
readings and homework at home. Questions to approach and explore text. Assign comparative study of each subdomain of
ancient medical sciences and compare with modern times. Assign comparative study of Avicenne scientific method and
modern methods. Identify and discuss themes. Coach students in guided activities in class to deal with text: global and
detailled understanding, novel structure, values, character profiles, language used, vocabulary..
Other texts: in class and at home activities. Questions and brainstorm to activate previous knowledge. Guided activities in
class to analyse texts: elicit questions to form hypothesis to be verify when reading, ask to infer content and nature of text;
coach for global and detailled understanding (questions/read/discuss), coach and brief on identification of text stucture and
transition logical markers, exercices to reinforce; ask to sort out factual aspects and subjective ones. Exercises on new
specialized vocabulary to facilitate understanding. Assign many exercises on vocabulary (synonymes, antonyms, etc...).
Provoke discussions to clarify and reinforce. Train in summary writing. Assign numerous summaries for synthesis. Provoke
and animate debates on ethical issues. In class constant coaching in reading strategies.
Give feed back on homework by briefing and discussion. Assign written work for application and synthesis. Quizzes in
grammar, vocabulary and comprehension. Exams. Same reading material covered by teachers .
Methods : Short lectures & brainstorm for historic and social background of novel. Assign readings and homework
exercises and give feeback via discussion and briefing. Numerous guided activities, group ( 2 and 3 students) and
individual, to explore and analyze texts. Provoke exploration of themes and structure of novel (subdomains of
ancient medical sciences and early scientific method to compare with modern science) or nature and stucture of
other texts, parts of texts, values, main aspects and supporting ones etc.). Assign many exercises on vocabulary.
Questions, discussions to clarify and expand analysis and explore important parts of texts, and for synthesis.
Provoke debates on ethical issues.Assign many summaries for synthesis. Require note taking. Roles: Briefs.
Lectures when appropriate. Facilitates, guides coaches, animate discussions and debates. Provoques analysis and
synthesis, reflexion and discussion. Gives feedback. Evaluate.
Guided activities on writing production: brief and coach on what is a good outline, a good summary, a good
essay . Brief lectures to explain criteria. Brief lectures to present writing guide. Give sample of outline. Lecture
and assign hands-on exercises and writing activities on logical markers, and parts of speech, stucture de
textes, figures de réthorique. Assign review of grammar points (Brief to instruct. Exercises to practice.
Discussions on theory to reinforce). Assign in class and at home many vocabulary exercises(semantic
mapping for themes). Give research and writing assignments to apply or synthezise. Brief on double correction
system. Explain code. Correct assignments using code. Mark and return for self-correction. Re-mark and
comment on production, progress, or lack of. Assign individual supplementary exercises as needed (Cléo,
Agora, and web sites).
Quizes in grammar, vocabulary and comprehension. Exams.
Methods: Brief and discuss. Guided activities on outline and how to respect topic given. Brief and instruct on
analysis, speech parts grammar,vocabulary, figures de réthorique. Exercises to reinforce. Explain and distribute
writing and correcting guides. Assign exercices to apply and reinforce, homework, research and in-class
compositions. Show samples as models (for outlines). Explain and discuss correction system and criteria. Coach
and evaluate. Assign quizes and exams.
Teacher roles: guides, coaches, briefs as an expert, provoques reflexion and application, explains, assigns handson tasks, monitors, evaluates.
REPORT ON : 602-HSD-03 - REFLEXION SUR LES SCIENCES ET LES TECHNIQUES (MARCH 2 03)
Element of competency • Performance Criteria :
Disserter en français sur un sujet lié au champ d’études.
Analyser un texte lié au champ d’études
• Distinction précise des caractéristiques formelles des
types particuliers de textes.
• Formulation personnelle des éléments principaux.
• Inventaire des thèmes principaux.
• Repérage juste de la structure du texte.
• Relevé d’indices qui permettent de situer le texte dans son
contexte.
• Articulation claire d’un point de vue personnel, s’il y a lieu.
• Association juste des éléments du texte au sujet traité.
Rédiger un texte sur un sujet lié au champ d’études
• Respect du sujet.
• Emploi pertinent du vocabulaire spécialisé et des
conventions.
• Choix judicieux des principaux éléments du corpus en
fonction du type de texte.
• Formulation claire et cohérente du texte de 500 mots.
• Respect du code grammatical et orthographique.
• Articulation claire d’un point de vue personnel, s’il y a lieu.
LEARNING ACTIVITY
Novel: Listen to short lectures, take notes, discuss historical and social context of novel. Read at home. Do
homework (questions and reading) and get feed back via discussions and briefings. To explore themes in
novel , compare, explain and discuss with peers differences between ancient medical sciences and modern
science. Discuss questions assigned for global and delailed understanding and various aspects of novel.
Other texts : Homework and guided activities in class to deal with text questions and brainstorm, discussion
and exercises on type of text, global and detailled understanding, parts of texts, language used, main and
supporting ideas, values, factual aspects and subjective ones. Indepth analysis on important parts of texts.
Discuss content of videos. Debate on ethical issues. Do individual, pair and group exercises in grammar,
vocabulary (exploration of lexical fields). Write summaries and essays for synthesis expressing personal
viewpoint when dealing with issues. Do quizes in grammar, vocabulary and comprehension. Exams.
Activities : Listen to short lectures, take note, discuss on historic and social background of texts . Do homework
and get feeback via discussion and briefing. Numerous guided individual (and sometimes pair and group) activities
to explore and analyze texts (themes, parts of text, values, main aspects and supporting ones etc.) Answer
question, discuss for more analysis of important parts of texts. Work exensivly on vocabulary. Apply in written
work for synthesis.
Students: Listen and take notes, brainstrom, make hypothesis, infer, verify, do home work and group work where
they read, reflect, analyse, discuss, dedate, compare, sort out, make links, make personal synthesis, apply, get
feedback.
(All written tasks done along with reading assignment help students attain the writing objectives of the course.)
Listens to instructions on how to do a goog outline, summary, essay . Examine outlinesamples. Read correction criteria .
Use writing guide.
Writing activities and assignments in class and at home: answer questions, draw semantic field for themes,
family of words, prefixes and suffixes, stems. Re-Use general and specialized vocabulary. Identify and use
logical markers. Write and edit outlines of different types of texts. Self -express (when dealing with ethical
issues. Build paragraphs and link them with logical markers. Write summaries for synthesis. Do research and
write essays expressing personal viewpoint when appropriate. Edit texts using double correction system . Selfcorrect assignment using correction guide. Get feed back from teacher and peers. Do prescribed individual
supplementary exercises as needed (Cléo, Agora, and web sites).
Quizes in grammar, vocabulary and comprehension. Exams.
Activities: Listen to teacher and discuss. Guided activities on outlines, summaries, essays. Take notes and
exercises on speech parts grammar,vocabulary (semantic mapps). Do exercises to apply and reinforce, homework,
research, in-class compositions. Study and discuss correction system and criteria. Discuss and use writing and
correcting guides. Do assignments, quizes and exams. Do research. Discuss and debate. Write summaries for
synthesis and essays.
Student: Listen to short lectures , discuss, do research, do exercises and guided activities, observe, reflect, apply,
make personal synthesis, edit texts, self-evaluate, get feedback.
REPORT ON : 602-HSD-03 - REFLEXION SUR LES SCIENCES ET LES TECHNIQUES (MARCH 2 03)
Element of competency • Performance Criteria :
Disserter en français sur un sujet lié au champ d’études.
TEACHING METHOD
All: Constant feedback given on students’ oral
Extra competency (all teachers)
production in class.
Produire un texte oral planifié de 7 à 10 mn
Give guide for outline,show samples, explain
• Emploi pertinent du vocabulaire
criteria. Assign exercises on markers and text
• Adaptation à l’interlocuteur ou à l’interlocutrice
• Respect du niveau de langue, du code grammatical et des structure. Assign research and group work.
règles de prononciation
• Formulation claire et cohérente du propos
• Agencement pertinent des idées
These are somatively marked (10% of final
mark)
LEARNING ACTIVITY
Discuss texts in class and get feedback on oral
production from teacher.
Study guides and do exercises in making
outlines and use logical markers.
Do research,prepare outline, rehearse outside
class.
Student work in teams of 4 or 5 to select and
prepare content. They do an individual
presentation but on a common theme.
REPORT ON : 602-HSD-03 - REFLEXION SUR LES SCIENCES ET LES TECHNIQUES (MARCH 1 03)
Element of competency • Performance Criteria :
Disserter en français sur un sujet lié au champ d’études.
Analyser un texte lié au champ d’études
• Distinction précise des caractéristiques formelles des
types particuliers de textes.
• Formulation personnelle des éléments principaux.
• Inventaire des thèmes principaux.
• Repérage juste de la structure du texte.
• Relevé d’indices qui permettent de situer le texte dans son
contexte.
• Articulation claire d’un point de vue personnel, s’il y a lieu.
• Association juste des éléments du texte au sujet traité.
Rédiger un texte sur un sujet lié au champ d’études
• Respect du sujet.
• Emploi pertinent du vocabulaire spécialisé et des
conventions.
• Choix judicieux des principaux éléments du corpus en
fonction du type de texte.
• Formulation claire et cohérente du texte de 500 mots.
• Respect du code grammatical et orthographique.
• Articulation claire d’un point de vue personnel, s’il y a lieu.
Extra competency (all teachers)
Produire un texte oral planifié de 7à 10 mn
• Emploi pertinent du vocabulaire
• Adaptation à l’interlocuteur ou à l’interlocutrice
• Respect du niveau de langue, du code grammatical et des
règles de prononciation
• Formulation claire et cohérente du propos
• Agencement pertinent des idées
ESP:
INSTRUMENTS D’ÉVALUATION ADAPTÉS AUX OBJECTIFS DU COURS
Formative assessment: Quizzes on vacabulary and grammar. Homework on readings with
feedback by teacher or peers. Marked homework when corrected by teacher before it is discussed
in class.
Sommative assessment: 2 exams . For each one, part 1 is based on studied texts, part 2 on one unknown text
theme. Number of words respected.
Tasks in part1: 4 fill-ins on vocabulary , True/false and multiple choice questions on detailed
comprehension of studied texts (2 texts)..
Tasks in part2: Global and detailed understanding: identify main and supporting ideas and
important vocabulary (multiple choice, true/false + written justification, fill-ins, find synonyms, antonyms, )
Formative assessment: Quizzes on grammar etc. Homework assignments with feedback by
teacher or peers marked and unmarked. 2 marked compositions done in class with writing guide for
application (outline and text) and more short unmarked ones. (Double correction system). One
marked outline for exposé.
Sommative assessment: 2 in-class exams. Right number of words assigned. Writing instructions
with criteria are given. Reference tools are used.
There is no double correction.
Formative assessment:
Constant feedback given to student during the semester on oral production. One marked outline for
exposé.
Sommative assessment:
Oral exam: Public exposé (in front of group) based on a written outline. Precise criteria given (orally
and on a handout): quality of outline, content (ideas, organisation) grammar, syntax, markers,
niveau de langue, relevance and quality of vocabulary, duration, presentation, quality of oral
speech. Quality of synthesis since this is a part of ESP. In all classes except intensive courses,for
lack of time, exposés are presented individually but delivered in teams on a chosen common
theme.
Research (3 reference sources), outline, 7-10 mn exposé and a 400 text for synthesis
REPORT ON : 602-HSD-03 - REFLEXION SUR LES SCIENCES ET LES TECHNIQUES (MARCH 1 03)
Element of competency • performance Criteria
Disserter sur un texte lié au champ d’études
EXIGENCES CLAIRES ET ADAPTÉES AUX OBJECTIFS DU COURS
(Pertinence of nature and weighting of work)
Analyser un texte lié au champ d’études
• Distinction précise des caractéristiques formelles des
types particuliers de textes.
• Formulation personnelle des éléments principaux.
• Inventaire des thèmes principaux.
• Repérage juste de la structure du texte.
• Relevé d’indices qui permettent de situer le texte dans son
contexte.
• Articulation claire d’un point de vue personnel, s’il y a lieu.
• Association juste des éléments du texte au sujet traité.
All criteria appear on tests.
All teachers giving the same course use criteria and workload norms as discussed in curriculum
“level committees” and presented to department (Last meeting on equity of charge : December 13
2000).
Tests are common in all sections of same course and in conformity with performance criteria. Texts
are the same, novel too (Avicenne ou la route d’Ispahan, the history of Avicenne, one of the
founders of medical sciences).
Rédiger un texte sur un sujet lié au champ d’études
All criteria are distributed on handouts.
All teachers giving the same course use the same criteria as discussed in curriculum “level
committees” and presented to whole department (Last meeting on equity of charge : December 13
2000)
Tests are in conformity with performance criteria.
• Respect du sujet.
• Respect du code grammatical et orthographique.
• Adaptation au lecteur ou à la lectrice.
• Utilisation judicieuse des principaux éléments du corpus.
• Formulation claire et cohérente d’un texte de 500 mots.
• Articulation claire d’un point de vue personnel.
Even if oral production is not an explict element of competencies all teachers assign a research, an
Extra elements of competencies and ESP
Produire un texte oral planifié sur un sujet de 7 à 10 mn outline, one exposé and a 400 word written synthesis as the French component of the Science
ESP.
• Emploi pertinent du vocabulaire
• Adaptation à l’interlocuteur ou à l’interlocutrice
• Respect du niveau de langue, du code grammatical et des
règles de prononciation
• Formulation claire et cohérente du propos
• Agencement pertinent des idées
RECAPITULATION FOR ALL HSB, HSC AND HSD SECTIONS:
EXIGENCES CLAIRES ET ADAPTÉES (MARCH 2 03)
EXIGENCES CLAIRES ET ADAPTÉES AUX OBJECTIFS DU COURS
(Pertinence of nature and weighting of work)
Reading comprehension
Writing production
Oral production
All criteria appear on tests
All teachers giving the same course use the same criteria as discussed in curriculum “level committees” and presented
to whole department.
Tests are in conformity with performance criteria.
Test are common to all sections of same course
All criteria are very detailed and distributed on handouts.
All teachers giving the same course use the same criteria as discussed in curriculum “level committees” and presented
to whole department.
Tests are in conformity with performance criteria.
Topics can differ from one teacher to another but text types are the same.
All criteria are very detailed and distributed on handout.
All teachers giving the same course use the same criteria as discussed in curriculum “level committees”.
Tests are in conformity with performance criteria.
Test are common to all sections of same course.
Topics vary. Format may vary: exposé can be done in sub-groups of 4 or 5. Individually prepared work but teampresented, and in other cases in front of half a class.