COURSE OUTCOMES

FRENCH INTERMEDIATE II
NON-NATIVE
(ELEMENTARY)
(July 2015)

French Intermediate II is designed for Elementary and Upper Elementary students (from 8 to
13 years of age). However, twelve and thirteen-year-old students are also eligible to take
Secondary French Course if they are ready to earn Secondary credits which could impact
their grades.

A normal prerequisite for this course is the Intermediate I French Course or its equivalent.
The French Intermediate II Elementary course is centered on the practical application of
communication skills, with an emphasis on the language material used in everyday situations.
A variety of activities, including role-play and educational games, will be employed to
develop their listening and speaking skills. They will participate in group reading and writing
and become acquainted with some cultural aspects tied to the FRENCH language.

This course supports and is aligned to the success orientations, competencies, and knowledge
noted in the QSI Program Outcomes. It consists of ten essential units that are divided into
Essential Outcomes and Introduce/Practice Outcomes. The Essential Outcomes must be
assessed for mastery. The Introduce/ Practice Outcomes are intended to expose the student to
skills that will be mastered in a future essential unit, engage the student in ongoing and
necessary skills, and to practice the outcomes previously taught.

The normal pace for French Intermediate I leads to the mastery of ten essential units for those
QSI schools that offer Languages Other than English five periods a week. Depending on the
individual school programs, French Intermediate II could be allotted three to five periods per
week with a period being a minimum of 45 minutes.  If French Intermediate II is offered less
than five periods a week the students will master the following appropriate number of units:
 4 periods a week equals 8 units mastered
 3 periods a week equals 6 units mastered

This course is a prerequisite for French Advanced I Elementary or French Secondary II.

An outline of ten Essential Units is provided below:

ESSENTIAL UNITS: (must be assessed for mastery)

E01 – A New School Year

E02 – Recipe

E03 – Countries of the World and their Languages

E04 – In the Family

E05 – Character Descriptions

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E06 – Parties

E07 – Doctor Appointment

E08 – Plans for the Future

E09 – Pen Pals

E10 – Reading

Suggested Materials:

1. Encore Tricolore 2 Nouvelle Édition, Nelson Thornes, 2002:

 Student’s book ;
 Teacher’s book ;
 Copymasters and Assessment ;
 Audio CD Pack.
2. Lili, la petite grenouille 1, Méthode de français pour les petits, Clé International
 Livret de lecture
 Lecture-écriture
 Lecture
 Activités
 2 CD audio
3. Bien Joué 1, Méthode de français, Hachette
 Méthode de français
 Cahier d’exercices
 Guide Pédagogique
 2 CD audio
4. Alex et Zoé et compagnie 2, Méthode de français, Clé International
 Livre de l’élève
 Livret de civilisation
 Cahier d’activités
 CD audio + CD-Rom
5. Grammaire Progressive du Français (niveau débutant), Maïa Grégoire, CLE
International
6. Grammaire Progressive du Français (niveau intermédiaire), Maïa Grégoire, Odile
Thiévenaz, CLE International
7. Vocabulaire Progressif du Français (niveau débutant), Claire Miquel, CLE
International
8. Vocabulaire Illustré 350 exercices (niveau débutant), Hachette
9. Internet Sources

Suggested Assessment Materials:

The tests from Copymasters and Assessment, Encore Tricolore 2 and any appropriate
teacher-generated testing materials related to the essential outcomes may be used for the
evaluation of main TSW’s for each essential unit. The practical application will be evaluated
according to the General Assessment Rubrics and will determine the final Unit grade.

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General Assessment Rubrics for Oral and Written Assignments found on next page…

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 FRENCH LANGUAGE
(Elementary)
General Assessment Rubrics for oral and written assignments:
2015
Name: __________________ Date: _______________ Grade: ___________

1. General Assessment Rubrics for oral assignments:

Grade Features: Presentation/Interaction (questions, dialogues, discussions, débâtés
etc.)
P None of the standards below are met.
P Vocabulary is limited and pronunciation is unclear. Some basic grammatical
structures are used correctly. / Interaction is limited. Most questions must be
repeated.
B The range of vocabulary is somewhat varied. Basic grammatical structures are
used correctly, but pronunciation generally limits the understanding. /
Comprehension and interaction are generally satisfactory.
B Intonations and pronunciation generally facilitate understanding. Some complex
grammatical structures are used correctly. Vocabulary is somewhat varied. /
Most responses demonstrate comprehension and provide appropriate
information.
A Pronunciation and intonation are easy to understand. Vocabulary is varied and
effective. / Responses demonstrate comprehension. Appropriate and detailed
information is provided.
A The pronunciation is clear and comprehensible. There are no vocabulary and
grammatical mistakes. / Comprehension and interaction are consistent.
 
2. General Assessment Rubrics for Written assignments
Grade Requirements to the: Language/Message
P None of the standards below are met.
P Response is ineffective. Range of vocabulary and grammar structures is very
limited. / Task has been partially completed.
B Vocabulary is somewhat varied. Several grammatical mistakes are made. / The
task has been completed.
B The response is effective to some extent. Vocabulary is sometimes varied.
Basic grammatical structures are used correctly. / The task has been completed.
A The response is accurate and the communication is generally effective with a
few mistakes. / All ideas have been identified and most ideas have been well
developed.
A Range of vocabulary and grammatical structures are varied and effective. There
are no mistakes. / The task has been completed effectively and all ideas have
been well developed.

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