British Columbia · Grade 11

Core French 11

  • FR 11

British Columbia’s Grade 11 French course, from Listening and Viewing With Intent to Exploring Diverse Forms of Cultural Expression.

Units
4
Lessons
18
Skills
30
Provincial exam
None
Official curriculum
Province of British Columbia

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 5 skills

Listening and Viewing With Intent

Interpreting Authentic Texts

  • Interpreting a wide variety of authentic French texts

    I can explore and interpret a wide variety of authentic French texts.

Communication Strategies

  • Communication strategies (paraphrase, cognates, reference tools)

    I can use strategies like paraphrasing, cognates, and reference tools to keep communicating when I hit a gap.

Elements of Texts

  • Recognizing text types and formats (letter vs. email message)

    I can recognize the type and format of a French text, like a letter versus an email message.

  • Analyzing a text's context, audience, and purpose

    I can analyze a French text's context, audience, and purpose.

  • Identifying register in a text (formal vs. informal)

    I can identify whether a French text is formal or informal.

The official wording · 5 outcomes
1.1
Explore and interpret a wide variety of texts
1.2
Use a range of strategies to support communication
1.3
elements of a variety of types of texts
1.4
elements of a variety of types of texts
1.5
elements of a variety of types of texts

Key ideas

  1. Authentic texts come in many forms — advertisements, articles, blogs, letters, Indigenous oral histories, songs, interviews — and each is written for real French speakers, not learners.

  2. When a word or phrase is missing, strategies fill the gap: paraphrasing/reformulating your own message, using cognates (words that look like English), using context clues, or reaching for a reference tool.

  3. Text format shapes what a reader expects: a letter opens with "Cher/Chère" and closes with a formal sign-off; an email is often shorter and faster-paced; an article has a headline and byline.

  4. Interpreting a text means building meaning from the whole thing (title, images, structure, key words) rather than translating word by word.

  5. These strategies work both ways — for understanding someone else's French (listening/reading) and for expressing your own ideas when the exact word escapes you.

Watch out for

  • Trying to translate every single word instead of reading for overall meaning and giving up when one word is unfamiliar.
  • Freezing or switching to English the moment an unfamiliar word appears, instead of paraphrasing around it.
  • Treating all written French the same regardless of format, missing genre-specific conventions.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 19 skills

The Communicative Context Determines Expression

The Passé Composé — Completed Past Actions

L'imparfait — Ongoing and Habitual Past

  • L'imparfait — ongoing and habitual past

    I can use l'imparfait to describe ongoing or habitual actions in the past.

Passé Composé vs. Imparfait — Choosing Past Aspect

  • Passé composé vs. imparfait — choosing past aspect

    I can choose between passé composé and imparfait based on whether a past action is completed or ongoing/habitual.

The Présent — Describing the Current Time Frame

Le Futur Proche — Near-Future Plans

  • Le futur proche — near-future plans (aller + infinitive)

    I can use le futur proche to talk about near-future plans.

Le Futur Simple — The Simple Future Tense

Le Conditionnel de Politesse — Polite Requests

  • Le conditionnel de politesse — polite requests and hypotheticals

    I can use le conditionnel de politesse to make polite requests and express hypotheticals.

Communicative Functions Across Time Frames

  • Asking open-ended questions to elicit a deeper response

    I can ask open-ended questions in French that elicit a deeper response.

  • Sequencing events with time expressions and appropriate tenses

    I can sequence events in French using time expressions and appropriate tenses.

  • Making predictions about the future

    I can make predictions about the future in French.

  • Recounting personal experiences across time frames

    I can recount personal experiences in French across time frames.

  • Expressing and justifying opinions (À mon avis…parce que…)

    I can express and justify my opinions in French.

  • Comparing and contrasting differing points of view

    I can compare and contrast differing points of view in French.

Register and Language Etiquette

  • Formal vs. informal speech and writing

    I can recognize and use elements of formal versus informal speech and writing in French.

  • Language etiquette and forms of address

    I can use correct etiquette when addressing people I have not met.

  • Jargon, abbreviations, and txt spk

    I can recognize topic-specific jargon, abbreviations, and txt spk used in informal French.

Precise Word Choice and Register

  • Precise word choice and register-adjusted meaning

    I can make precise word choices and adjust register to express what I really mean.

Sustaining Meaningful Conversations

  • Sustaining meaningful conversations on topics of interest

    I can engage in a meaningful, sustained conversation in French on a topic I care about.

Narrating Stories Across Time Frames

  • Narrating stories orally and in writing across time frames

    I can narrate a story in French, both orally and in writing, across past, present, and future time frames.

The official wording · 19 outcomes
2.1
past, present, and future time frames
2.2
past, present, and future time frames
2.3
past, present, and future time frames
2.4
past, present, and future time frames
2.5
past, present, and future time frames
2.6
past, present, and future time frames
2.7
past, present, and future time frames
2.8
questions
2.9
sequences of events
2.10
predictions
2.11
personal experiences
2.12
opinions
2.13
comparisons and contrasts
2.14
elements of formal versus informal speech and writing (e.g., cela versus ça; que l’on versus qu’on; c’est pourquoi versus c’est la raison pour laquelle)
2.15
etiquette, such as addressing people they have not met as Monsieur or Madame + surname/title (e.g., Monsieur le Directeur)
2.16
use of topic-specific jargon, abbreviations, and txt spk (e.g., mdr = mort de rire [LOL]; @+ = à plus tard; cad = c’est-à-dire; bp de = beaucoup de; qqn = quelqu’un; qqch = quelque chose)
2.17
Make word choices and adjust register to express intended meaning
2.18
Engage in meaningful conversations on a variety of topics of interest
2.19
Narrate stories, both orally and in writing

Key ideas

  1. The passé composé (avoir/être + past participle) marks a specific, completed action in the past — it happened and it's done, like J'ai étudié pour mon test hier soir.

  2. L'imparfait describes an ongoing state, a background scene, or a habitual/repeated action in the past — no clear start or end, like Il faisait des sports quand il était jeune.

  3. The choice is about aspect, not just "when": passé composé = a completed event with a clear edge; imparfait = an ongoing state, background description, or habit with no clear edge.

  4. The présent describes what is happening now, what is generally true, or a near-certain near-future plan, like Elles ne sont pas à l'école aujourd'hui.

  5. Le futur proche (aller conjugated + infinitive) expresses a plan or intention in the near future, like Nous allons regarder un film demain.

Watch out for

  • Using avoir for every verb, including être-verbs like aller, arriver, or reflexive verbs.
  • Using the passé composé for habitual "used to" actions instead of the imparfait.
  • Treating passé composé and imparfait as interchangeable "past tense" options rather than choosing based on aspect.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 4 skills

Language and Culture Are Interconnected

Idiomatic Expressions From Across la Francophonie

First Peoples–Francophone Interactions

  • First Peoples–Francophone interactions: Michif, Chinook Jargon, Innu writers

    I can recognize how First Peoples and Francophone communities in Canada have influenced each other's language and culture.

The official wording · 4 outcomes
3.1
expressions using avoir, faire, être (e.g., avoir besoin de, faire beau, être d’accord)
3.2
expressions from l’argot (e.g., jaser for bavarder)
3.3
other expressions (e.g., coûter les yeux de la tête, c’est dommage, un coup de foudre)
3.4
Recognize that language and culture have been influenced by the interactions of First Peoples and Francophone communities in Canada

Key ideas

  1. Many everyday French expressions are built on avoir, faire, or être and don't translate literally: avoir besoin de (to need), faire beau (to be nice weather), être d'accord (to agree).

  2. The Michif language blends First Nations and French vocabulary and structures, and expresses a distinctive Métis culture — a living example of two languages merging into one.

  3. These fixed expressions must be learned as whole units — swapping the verb (e.g., using être instead of avoir for avoir besoin de) breaks them.

  4. Chinook Jargon was a trade language used along the West Coast; First Peoples writers, such as those from the Innu Nation, use French prose and poetry to bring attention to the negative effects of colonization on their families and communities.

  5. L'argot is casual, spoken slang — words that mean the same as a standard word but sound more casual, like jaser used for bavarder (to chat).

Watch out for

  • Translating "to need" literally as être instead of the fixed French pattern avoir besoin de.
  • Assuming French in Canada has one single, separate history untouched by First Peoples languages and communities.
  • Using être for weather expressions (il est beau, describing a person, instead of il fait beau, the weather).

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 2 skills

Exploring Diverse Forms of Cultural Expression

Ethics of Cultural Appropriation and Plagiarism

The official wording · 2 outcomes
4.1
cultural appropriation: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
4.2
ethics of cultural appropriation and plagiarism

Key ideas

  1. Cultural appropriation is using a cultural motif, theme, "voice," image, knowledge, story, song, or drama shared without permission, without appropriate context, or in a way that may misrepresent the real experience of the people from whose culture it is drawn.

  2. The key questions are: was permission given, is the context appropriate, and does the use risk misrepresenting the real experience of that culture's people?

  3. Plagiarism is using someone else's words, ideas, or creative work without giving them credit — whether it's a sentence copied from a website or someone else's idea presented as your own.

  4. Attribution means naming your source clearly whenever you use someone else's words or ideas, in both French and English research and creative work.

Watch out for

  • Assuming any use of another culture's stories or symbols is automatically appropriation, without considering permission and context.
  • Assuming appropriation is only about objects (clothing, symbols) and missing that stories, songs, and "voice" apply too.
  • Believing that changing a few words from a source counts as "your own" without still citing it.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows British Columbia’s own curriculum for Core French 11.

Study it in MapleMind

MapleMind teaches Core French 11 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Chemistry 11 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsChemistry 11 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Chemistry 11, another British Columbia course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Core French 11 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
32
Fillable fields
1,429
Price
$4.99
See the Course Companion

Questions about Core French 11

What is Core French 11?

British Columbia’s Grade 11 French course: 4 units and 30 skills, from Listening and Viewing With Intent to Exploring Diverse Forms of Cultural Expression.

What units are in Core French 11?

1. Listening and Viewing With Intent, 2. The Communicative Context Determines Expression, 3. Language and Culture Are Interconnected and 4. Exploring Diverse Forms of Cultural Expression.

Is there a provincial exam for Core French 11?

No. British Columbia gives no provincial exam for Core French 11.

What textbook does Core French 11 use?

Each school district in British Columbia chooses its own textbooks, so ask your teacher which one your class uses.

What comes after Core French 11?

Core French 12.

Can MapleMind help with Core French 11?

Yes. MapleMind teaches every skill of Core French 11, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

Get ready for Core French 11

Practise every skill of Core French 11 in MapleMind, free with daily limits.