Programme de formation de l'école québécoise - Ministère de l ...

Key Features of the Competency
The student reacts to
messages using stra t e g i e s
End-of-Cycle Outcomes
CY C L E TW O
By the end of Cycle Tw o, students use the functional language
they have acquired in order to participate in
exchanges with peers and the teacher (reacting to mess
a g e s, initiating messages, maintaining interaction). Th e
exchanges stem from any classroom situation. They are
short in duration and may be spontaneous or initiated by
the teacher. Students are able to correctly use the functional
language frequently employed in class, and their
pronunciation can be understood by an English speake r.
Students apply the compensatory strategies targeted for
TO I N T E R AC T O R A L LY
I N E N G L I S H
The student takes the initiative to tra n s m i t
o ral messages using stratégies
the cycle autonomously and apply some learning strategies
with the teacher’s assistance. With help from peers
and the teacher, they make effective use of the visual
support and linguistic resources provided.
CY C L E TH R E E
The student maintains
o ral interaction using
s t ra t e g i e s
By the end of Cycle Th r e e, students show confidence and
a u t o n o m y : they interact more spontaneously and effectively
(reacting to messages, initiating messages, m a i ntaining
interaction). The exchanges stem from any classroom
situation and are more sustained. They may be
Domaine des langues
Evaluation Criteria
– Use of functional language ➋ ➌
– Use of strategies ➋ ➌
– Participation in exchanges ➋ ➌
– P r o n u n c i a t i o n ➋ ➌
L e g e n d * : ➋ Cycle Two ➌ Cycle Th r e e
* This legend also applies to the Evaluation Criteria of other
competencies as well as to the Essential Knowledge.
spontaneous or initiated by the teacher. Students make
creative use of a wide range of functional language and
communicate personal messages more easily. They correctly
use the functional language frequently employed in
c l a s s, with a pronunciation that can be understood by an
English speake r. They frequently use appropriate compensatory
and learning strategies. They seek help from peers
and not as often from the teacher. They select and make
use of available visual support and linguistic resources.
English as a Second Language 355