HS French Instructional Guide

3. some meaning from short connected texts that feature description and narration and deal with familiar topics.

3. discussions about age-appropriate matters of importance (ex. attendance, behavior, an upcoming event) 4. an interview with members of the community or with famous people (ex. actors, athletes, singers) 5. a web-based presentation, such as a virtual tour 6. video presentations (ex. commercials, news, educational programs) 7. information from subjects they are studying or have studied in school

SPEAKING

WRITING

When students exhibit Intermediate Mid speaking ability in partner language, they can:

Writers at the Intermediate Mid sublevel are able to meet a number of practical writing needs. They can

1. have a simple conversation on topics of interest 2. express reactions and emotions to others 3. exchange information about school subjects 4. ask questions to gain new information and to keep a conversation going 5. ask for and give examples to help explain something further 6. communicate adequately to take care of daily needs 7. summarize an experience 8. give a presentation on a familiar topic 9. express simple ideas or give an opinion about something being learned 10. tell about something that happens on certain days or at certain events 11. tell about something that happened or will happen

1. write short, simple communications, compositions, 2. requests for information in loosely connected texts about personal preferences, daily routines, common events, and other personal topics. 3. demonstrates control of basic sentence structures and verb forms. It is usually framed in present time but may contain references to other time frames. 4. The writing style at this sublevel resembles oral discourse; it consists of discrete sentences that are loosely strung together with little evidence of deliberate organization.

SCAFFOLDING IN ACTION

● Use a variety of visuals with captions to define meaning of words and phrases. ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● For additional adjective practice, have students change the adjective form from masculine to femine, from singular to plural form to describe different individuals. ● Provide opportunities for more conversation with fluent speakers via Zoom or Google Meet. ● Provide more complex text in French for students to read. ● Have students record themselves speaking the language and reflect on their progress.

Skill Building

Extension