French Language

 

French Language

 

 

 

 

Grade 1 

 

Students will be able to: 

*     Uses the target language to express likes, dislikes, and personal  preferences (e.g., objects, people, events, animals, colors, celebrations) in everyday environments.

 

*    Gives and follows simple instructions in the target language (e.g., in games, with partners or groups, giving commands suggested by a picture).

 

*     Understands the basic ideas of oral messages and short conversations based on simple or familiar topics appropriate at this developmental level (e.g., favorite activities, personal anecdotes, simple instructions).

 

.Understands common phrase groupings and voice inflection in simple spoken sentences     *

 

*     Presents simple oral reports or presentations about family members and friends, objects present in the everyday environment, and common school and home activities.

 

.Recites poetry, songs, proverbs, or short anecdotes or narratives that are commonly known by same-age members of the target culture     *

 

*     Knows various age-appropriate cultural activities practiced in the target culture (e.g., games, songs, birthday celebrations, storytelling, dramatizations, role playing).

 

Knows basic cultural beliefs and perspectives of people in both native and target cultures relating to family, school, work, and play     *

 .target and native languages.

 

.Knows words that have been borrowed from one language to another and how these word borrowings may have developed     *

 

 

Grade 2 

 

Students will be able to: 

*     Uses basic vocabulary to describe assorted objects (e.g., toys, dress, types of dwellings, favorite activities , colors , foods) in everyday environments.

 

*     Uses vocabulary for a wide range of topics (e.g., basic subject area terms, such as story elements, animals, weather, geographical concepts; categories such as numbers, size).

 

*     Understands the basic ideas of oral messages and short conversations based on simple or familiar topics appropriate at this developmental level (e.g., favorite activities, personal anecdotes, simple instructions).

 

*     Understands the main ideas in ability-appropriate, highly illustrated texts that use many words that are similar to those in one's native language (e.g., stories, newspaper articles, advertisements).

 

*     Understands common phrase groupings and voice inflection in simple spoken sentences.

 

*     Presents simple oral reports or presentations about family members and friends, objects present in the everyday environment, and common school and home activities.

 

*     Knows various age-appropriate cultural activities practiced in the target culture (e.g., games, songs, birthday celebrations, storytelling, dramatizations, role playing).

 

*     Knows basic cultural beliefs and perspectives of people in both native and target cultures relating to family, school, work, and play.

 

*     Knows familiar utilitarian forms of the target culture (e.g., toys, dress, types of dwellings, typical foods, currency) and how they compare to those in one's native culture.

 

*     Knows basic elements of the sound and writing systems of the target language and how these elements differ from the same elements of one's native language.

  

 

 

Grade 3

 

 

Students will be able to: 

*     Gives and follows simple instructions in the target language (e.g., in games, with partners or groups, giving commands suggested by a picture)*

 

*     Uses and responds to culturally appropriate nonverbal cues and body language (e.g., to clarify a verbal message, to engage a listener's attention, to express humor, for social interactions).

 

*     Understands the main ideas in ability-appropriate, highly illustrated texts that use many words that are similar to those in one's native language (e.g., stories, newspaper articles, advertisements.

 

*     Understands the main ideas of ability-appropriate video or television programs on familiar topics.

 

*     Understands the main ideas and basic literary elements (e.g., principal characters, sequence of events, simple themes) in written poems, short folk tales, fairy tales, or illustrated stories that are appropriate at this developmental level.

 

*     Uses audio tapes and video tapes to present information about family, school events, and celebrations.

 

*     Knows familiar utilitarian forms of the target culture (e.g., toys, dress, types of dwellings, typical foods, currency) and how they compare to those in one's native culture.

 

*     Knows simple patterns of behavior and interaction in various settings in the target culture (e.g., school, family, community) and how these patterns compare to those in one's native culture.

 

*     Knows basic expressive forms of the target culture (e.g., children's songs, simple selections from authentic children's literature, types of artwork or graphic representations enjoyed or produced by the peer group in the culture studied, dances) and how they compare to those in one's native culture.

 

*      Knows professions that require proficiency in the target language.

 

*     Knows basic elements of the sound and writing systems of the target language and how these elements differ from the same elements of one's native language .

 

 

Grade 4

 

Students will be able to: 

*     Uses the target language to exchange information about general events (e.g., classes, meetings, concerts, meals) and transportation (e.g., place, date, time and numbers).

 

*     Uses the target language to express needs, feelings, and ideas related to everyday situations (e.g., enjoyment while playing a game, personal response to a movie, agreement or disagreement on a topic).

 

*     Understands the main ideas in ability-appropriate, highly illustrated texts that use many words that are similar to those in one's native language (e.g., stories, newspaper articles, advertisements).

 

*     Understands the main ideas of ability-appropriate video or television programs on familiar topics.

 

*     Understands the main ideas and basic literary elements (e.g., principal characters, sequence of events, simple themes) in written poems, short folk tales, fairy tales, or illustrated stories that are appropriate at this developmental level.

 

*     Understands brief written messages and personal notes on familiar topics (e.g., everyday school and home activities).

 

*     Uses audio tapes and video tapes to present information about family, school events, and celebrations.

 

*     Writes in a variety of forms (e.g., short, informal notes or messages, lists, letters, e-mail) to describe or provide information about oneself, friends and family, or school activities.

 

*     Uses language conventions and style (e.g., phrases, structures, grammar, spelling, mechanics, commands, vocabulary, dialect, slang, idioms, humor, pronunciation, intonation, tone, stress) appropriate for different audiences (e.g., peers, adults) and settings (e.g., formal, informal, social, academic).

 

*     Knows familiar utilitarian forms of the target culture (e.g., toys, dress, types of dwellings, typical foods, currency) and how they compare to those in one's native culture.

 

*     Knows simple patterns of behavior and interaction in various settings in the target culture (e.g., school, family, community) and how these patterns compare to those in one's native culture.

 

*     Knows basic expressive forms of the target culture (e.g., children's songs, simple selections from authentic children's literature, types of artwork or graphic representations enjoyed or produced by the peer group in the culture studied, dances) and how they compare to those in one's native culture.

 

*     Knows distinctive contributions made by people in the target culture.

 

*     Knows basic geographical aspects of countries where the target language is spoken (e.g., major cities, rivers, mountains, climate).

 

*     Knows basic elements of the sound and writing systems of the target language and how these elements differ from the same elements of one's native language.

 

*     Understands that an idea may be expressed in multiple ways in the target language.

 

 

 

Grade 5 

 

 

Students will be able to: 

*     Uses verbal and written exchanges to share personal data, information, and preferences (e.g., events in one's life, past experiences, significant details related to topics that are of common interest, preferred leisure activities, likes, dislikes, needs).

 

*     Uses the target language to plan events and activities with others (e.g., using authentic schedules, budgets).

 

*     Uses vocabulary and cultural expressions to express the failure to understand the message or to request additional information (e.g., requests that the speaker restate the message, asks appropriate questions for clarification).

 

 

*     Understands the main ideas, themes, and basic details from diverse, authentic, ability-appropriate spoken media (e.g., radio, television, film, live presentation) on topics of personal interest or interest to peers in the target culture.

 

*     Presents information in the target language on topics of shared personal interest in one's daily life at home or school (e.g., brief reports to the class, tape or video recorded messages).

 

*     Presents cultural and literary works in the target language that are appropriate at this developmental level (e.g., presents short plays and skits, recites selected poems and anecdotes, performs songs).

 

*     Knows various age-appropriate cultural activities practiced in the target culture (e.g., adolescents' games such as card games, board games, and outdoor games; sports-related activities; music; television and holidays).

 

*     Knows cultural traditions and celebrations that exist in the target culture and how these traditions and celebrations compare with those of the native culture (e.g., holidays, birthdays, "coming of age" celebrations, religious ceremonies, recreational gatherings).

 

*     Understands that an idea may be expressed in multiple ways in the target language.

  

 

Grade 6 

 

Students will be able to: 

*     Uses vocabulary and cultural expressions to express the failure to understand the message or to request additional information (e.g., requests that the speaker restate the message, asks appropriate questions for clarification.

 

*     Uses appropriate verbal strategies and cues (e.g., rephrasing, circumlocution, repetition, tone, stress, intonation) to communicate spoken messages and maintain listening comprehension.

 

*     Uses the target language to express one's point of view through the exchange of personal feelings and ideas with members of the target culture*    

 

*     Understands the main ideas, themes, and basic details from diverse, authentic, ability-appropriate spoken media (e.g., radio, television, film, live presentation) on topics of personal interest or interest to peers in the target culture.

 

*     Understands the content of ability-appropriate primary sources on familiar topics (e.g., personal letters, pamphlets, illustrated newspaper and magazine articles, advertisements).

 

*     Understands various phrase groupings and structures in spoken forms of the target language (e.g., expressions, questions, polite commands)

 

*     Presents information in the target language on topics of shared personal interest in one's daily life at home or school (e.g., brief reports to the class, tape or video recorded messages).

*     Presents cultural and literary works in the target language that are appropriate at this developmental level (e.g., presents short plays and skits, recites selected poems and anecdotes, performs songs).

 

*     Writes in the target language in a variety of formats (e.g., notes, short letters, e-mail, business letters, thank you letters, descriptions, narrations, personal essays, poems, short stories, plays, songs, journals).

 

*     

Knows various age-appropriate cultural activities practiced in the target culture (e.g., adolescents' games such as card games, board games, and outdoor games; sports-related activities; music; television and holidays).

 

*     Knows a variety of age-appropriate expressive forms of the culture (e.g., popular music and dance; appropriate authentic texts, such as children's magazines, comic books, children's literature, folktales; the use of color; common or everyday artwork such as designs typical of the culture's clothing, pottery, ceramics, paintings, architectural structures) and how these expressive forms compare with those of the native culture.

 

*     Understands that an idea may be expressed in multiple ways in the target language.

 

*     Understands how idiomatic expressions have an impact on communication and reflect culture (e.g., anticipates larger units of meaning rather than individual word equivalencies).

 

 

 

 

Grade 7

 

Students will be able to: 

*       Uses appropriate vocabulary, gestures, and oral expressions for greetings, introductions, leave takings, and other common or familiar interactions (e.g., exchanging name, address, phone number, place of origin, general health/state of being; giving and asking for permission; using the telephone; making and responding to requests).

 

*       Asks and answers questions in the target language (e.g., clarifies word meaning, asks for assistance, answers questions about self or family)

 

*       Gives and follows oral and written directions in the target language (e.g., for travel, for other tasks, for a recipe, for a word maze).

 

*       Uses appropriate vocabulary to acquire goods and services through basic negotiation of procedures and exchange of monies (e.g., shopping in a supermarket).

 

*       Uses verbal and written exchanges to express opinions in the target language (e.g., concerning current events, about topics of personal or community interest).

 

*       Understands spoken announcements and messages from peers and adults on a variety of familiar topics or topics of personal interest (e.g., favorite activities, popular events, school subjects).

 

*       Understands nonverbal and verbal cues when listening to or observing a user of the target language.

 

*       Understands various phrase groupings and structures in spoken forms of the target language (e.g., expressions, questions, polite commands)

 

*       Uses context clues (e.g., known language, text features) to decode unfamiliar words and phrases in complex messages or texts.

 

*       Understands the main ideas, themes, principal characters, and significant details of ability-appropriate authentic literature (e.g., narratives, shorts stories, , plays).

 

*     Presents cultural and literary works in the target language that are appropriate at this developmental level (e.g., presents short plays and skits, recites selected poems and anecdotes, performs songs).

 

*      Writes in the target language in a variety of formats (e.g., notes, short letters, e-mail, business letters, thank you letters, descriptions, narrations, personal essays, poems, short stories, plays, songs, journals).

 

*       Writes to peers on topics of shared personal interest (e.g., everyday events, activities at home or in school).

 

*       Summarizes the plot and provides brief descriptions of characters in selected poems, short stories, folk tales, and anecdotes.

 

*       Knows a variety of age-appropriate utilitarian forms of the target culture (e.g., celebrations,  educational institutions or systems, means of transportation, various rules as they apply to the peer group in the culture being studied), their significance, and how these forms have influenced the larger community

 

*      Understands the general relationship between cultural perspectives and practices (e.g. work habits, play) in the target and native cultures.

 

*      Knows how various community members use the target language in their work.

 

*      Knows historical and cultural figures from the target culture and their contributions.

 

*      Understands how idiomatic expressions have an impact on communication and reflect culture (e.g., anticipates larger units of meaning rather than individual word equivalencies).

 

 

Grade 8 

 

Students will be able to: 

*       Gives and follows oral and written directions in the target language (e.g., for travel, for other tasks, for a recipe, for a word maze).

 

*       Uses appropriate vocabulary to exchange information about national and international topics (e.g., information from newspaper or magazine articles; programs on television, radio, or video).

 

*       Uses appropriate vocabulary (e.g., literary terms such as setting, character, plot, conflict, resolution, theme) to express personal reactions and feelings about authentic literary texts (e.g., poems, plays, short stories, novels).

 

*       Uses appropriate vocabulary to exchange opinions and perspectives on issues of contemporary and historical interest in the target and native cultures.

 

*       Understands nonverbal and verbal cues when listening to or observing a user of the target language.

 

*       Understands various phrase groupings and structures in spoken forms of the target language (e.g., expressions, questions, polite commands)

 

*       Uses context clues (e.g., known language, text features) to decode unfamiliar words and phrases in complex messages or texts.

 

*       Understands the main ideas, themes, principal characters, and significant details of ability-appropriate authentic literature (e.g., narratives, shorts stories, , plays).

 

*      Writes in the target language in a variety of formats (e.g., notes, short letters, e-mail, business letters, thank you letters, descriptions, narrations, personal essays, poems, short stories, plays, songs, journals).

 

*      Writes to peers on topics of shared personal interest (e.g., everyday events, activities at home or in school).

 

*      Summarizes the plot and provides brief descriptions of characters in selected poems, short stories, folk tales, and anecdotes.

 

*     Uses language conventions and style (e.g., complex grammatical structures, slang, humor, idioms, small talk, polite forms and status indicators, vernacular dialects, content area vocabulary) appropriate to different audiences and settings (e.g., formal, informal, social, academic, ceremonial).

 

*      Knows patterns of behavior or interaction typical of one's age group in various settings in the target culture (e.g., dating, telephone usage, etiquette).

 

*     Knows the location(s) and major geographic features of countries where the target language is/was used.

 

*     Understands the general relationship between cultural perspectives and expressive products (e.g., music, visual arts, literature) in the target and native cultures.

 

*     Understands the general relationship between cultural perspectives and practices (e.g. work habits, play) in the target and native cultures.

 

*     Knows how "local" opinions of various aspects of the native culture compare with the views of peers from the target culture.

 

*     Knows how various community members use the target language in their work.

 

*     Knows historical and cultural figures from the target culture and their contributions.

 

*     Understands how idiomatic expressions have an impact on communication and reflect culture (e.g., anticipates larger units of meaning rather than individual word equivalencies).

 

*     Draws conclusions about the relationship among languages (e.g., based on cognates and idioms).

 

 

Grade 9

 

Students will be able to: 

*       Uses appropriate vocabulary to exchange information about national and international topics (e.g., information from newspaper or magazine articles; programs on television, radio, or video.

 

*       Uses appropriate vocabulary (e.g., literary terms such as setting, character, plot, conflict, resolution, theme) to express personal reactions and feelings about authentic literary texts (e.g., poems, plays, short stories, novels.

 

*       Uses appropriate vocabulary to exchange opinions and perspectives on issues of contemporary and historical interest in the target and native cultures.

 

*       Uses appropriate verbal strategies and cues (e.g., rephrasing, circumlocution, summarization) to communicate a message in the target language.

 

*       Uses appropriate vocabulary to acquire goods and services in the target language for personal needs and leisure (e.g., locating items in a pharmacy, finding a hotel or train station, repairing a tape recorder, asking for information).

 

*      Understands the main ideas and significant details of expository texts (e.g., full length feature articles in newspapers and magazines) on topics of current and historical importance to members of the target culture.

 

*      Understands story elements (e.g., main plot and sub-plots; appearance, roles, and significance of characters; theme, setting) in authentic, ability-appropriate written literature (e.g., short stories, poems).

 

*      Understands author's style, point of view, and purpose in target-language literature that is appropriate at this developmental level.

 

*     Understands the main ideas and significant details of culturally significant songs, folk tales, comedy, and anecdotes in the target culture.

 

*     Writes in the target language in a variety of forms (e.g., personal essays, poems, plays, shorts stories, songs, dialogue, business and personal letters, invitations, drama, journals, e-mail, articles for student publications, factual reports.

 

*    Presents information orally or in writing on literary and cultural topics that are appropriate at this developmental level (e.g., presents the plot, character descriptions and development, and themes found in authentic literary works; expresses opinions and appreciation for various forms of literature, radio programs, songs, films, visual works).

*     Knows historical and cultural figures from the target culture and their contributions.

 

*     Knows patterns of behavior or interaction typical of one's age group in various settings in the target culture (e.g., dating, telephone usage, etiquette).

 

*     Knows the location(s) and major geographic features of countries where the target language is/was used

 

*     Understands how idiomatic expressions have an impact on communication and reflect culture (e.g., anticipates larger units of meaning rather than individual word equivalencies) .

 

 

 

Grade 10

 

Students will be able to:  

*      Uses appropriate vocabulary to exchange information about national and international topics (e.g., information from newspaper or magazine articles; programs on television, radio, or video).

 

*      Uses appropriate vocabulary (e.g., literary terms such as setting, character, plot, conflict, resolution, theme) to express personal reactions and feelings about authentic literary texts (e.g., poems, plays, short stories, novels).

 

*      Uses appropriate vocabulary to exchange opinions and perspectives on issues of contemporary and historical interest in the target and native cultures.

 

*      Uses appropriate verbal strategies and cues (e.g., rephrasing, circumlocution, summarization) to communicate a message in the target language.

 

*      Uses appropriate vocabulary to acquire goods and services in the target language for personal needs and leisure (e.g., locating items in a pharmacy, finding a hotel or train station, repairing a tape recorder, asking for information)

 

*      Understands the main ideas, themes, and basic details from diverse, authentic, ability-appropriate spoken media (e.g., radio, television, film, live presentation) on topics of personal interest or interest to peers in the target culture

 

*      Understands the content of ability-appropriate primary sources on familiar topics (e.g., personal letters, pamphlets, illustrated newspaper and magazine articles, advertisements)

 

*      Understands the main ideas and significant details of extended discussions, lectures, formal presentations, and various forms of media (e.g., radio or television programs, movies) that are appropriate at this developmental level

 

*    Understands the main ideas and significant details of expository texts (e.g., full length feature articles in newspapers and magazines) on topics of current and historical importance to members of the target culture

 

*     Understands story elements (e.g., main plot and sub-plots; appearance, roles, and significance of characters; theme, setting) in authentic, ability-appropriate written literature (e.g., short stories, poems)

 

*     Understands author's style, point of view, and purpose in target-language literature that is appropriate at this developmental level.

 

*   Writes in the target language for a variety of audiences (e.g., pen-pals, peers, friends, adults, native speakers of the target language) on different topics (e.g., current events of mutual interest).

 

*    Presents information orally or in writing on literary and cultural topics that are appropriate at this developmental level (e.g., presents the plot, character descriptions and development, and themes found in authentic literary works; expresses opinions and appreciation for various forms of literature, radio programs, songs, films, visual works)

 

*      Uses language, content, and style of speech (e.g., advanced grammatical structures; specialized vocabulary, including political concepts, historical concepts, environmental terms; humor; sarcasm; irony; idiomatic speech) appropriate to different purposes (e.g., job interview, debate, formal meeting, business and friendly transactions)

 

*      Understands the connections between socially-approved behavioral patterns and cultural perspectives

 

*      Knows age-appropriate utilitarian forms of the target culture (e.g., social, economic, and political institutions; laws), how they are reflected in American culture, and their significance

 

*      Draws conclusions about the relationship and mutual influence between perspectives and practices in the target and native cultures

 

*      Understands age-appropriate expressive forms of the target culture (e.g., literature; popular books; periodicals; videos; commercials; fine arts such as music, dance, design, painting, theater) and their significance in the larger community

 

*     Draws conclusions about the relationship and mutual influence between perspectives and expressive products (e.g., literature, periodicals, music, theater, visual arts) in the target and native cultures

 

*      Understands contrasting ways in which familial, economic, environmental, and political issues are reflected through oral, written, and artistic expression in the native and target cultures

 

*      Understands how other cultures view the role of the native culture in the world arena.

 

*      Understands how idiomatic expressions have an impact on communication and reflect culture (e.g., anticipates larger units of meaning rather than individual word equivalencies).

 

*      Draws conclusions about the relationship among languages (e.g., based on cognates and idioms).

 

 

 

Grade 11

 

Students will be able to: 

*      Uses culturally appropriate nonverbal cues and body language (e.g., eye contact, personal space, gestures) to communicate a message in the target language and maintain listening comprehension.

 

*     Uses appropriate cultural responses in diverse exchanges (e.g., expressing gratefulness, extending and receiving invitations, apologizing, communicating preferences, making an appointment, closing a conversation, negotiating solutions to problems).

 

*     Uses the target language to exchange information about current or past events and aspirations in one's personal life and in those of family, friends, and community

 

*     Understands author's style, point of view, and purpose in target-language literature that is appropriate at this developmental level

 

*     Understands the main ideas and significant details of culturally significant songs, folk tales, comedy, and anecdotes in the target culture

 

*     Understands cultural nuances of meaning (e.g., word choice, idioms, intonation, inflection, formal and informal usage) in written and spoken language and in expressive products of the culture (e.g., literary genres, visual art.

 

*     Summarizes orally or in writing the content of various expository texts appropriate at this developmental level (e.g., feature magazine or newspaper articles) on topics of current or historical interest to members of the target culture.

*      Presents cultural and literary works in the target language that are appropriate at this developmental level (e.g., performs scenes from plays, recites poems or excerpts from short stories).

*     Uses language, content, and style of speech (e.g., advanced grammatical structures; specialized vocabulary, including political concepts, historical concepts, environmental terms; humor; sarcasm; irony; idiomatic speech) appropriate to different purposes (e.g., job interview, debate, formal meeting, business and friendly transactions).

 

*     Uses a dictionary or thesaurus written entirely in the target language to select appropriate words for use in preparing written and oral reports

 

*     Understands the connections between socially-approved behavioral patterns and cultural perspectives.

 

*     Knows age-appropriate utilitarian forms of the target culture (e.g., social, economic, and political institutions; laws), how they are reflected in American culture, and their significance.

 

*     Draws conclusions about the relationship and mutual influence between perspectives and practices in the target and native cultures.

 

*     Understands age-appropriate expressive forms of the target culture (e.g., literature; popular books; periodicals; videos; commercials; fine arts such as music, dance, design, painting, theater) and their significance in the larger community.

 

*   Draws conclusions about the relationship and mutual influence between perspectives and expressive products (e.g., literature, periodicals, music, theater, visual arts) in the target and native cultures.

 

*     Understands contrasting ways in which familial, economic, environmental, and political issues are reflected through oral, written, and artistic expression in the native and target cultures.

 

*     Understands how other cultures view the role of the native culture in the world arena.

 

*     Knows career options that require knowledge of the target culture and proficiency in the target language.

 

*     Knows significant political, military, intellectual, and cultural figures and how they shaped historical events and the target culture's perspectives.

 

*     Understands that the ability to comprehend language surpasses the ability to produce language.

 

*     Understands similar and different meanings of cognates in different languages and how this relates to the evolution of language.

 

*     Understands the nature of the writing systems in the target, native, and other languages (e.g., logographic, syllabic, alphabet…..). 

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