Manitoba · Grade 5
Core French, Grade 5
Manitoba’s Grade 5 French course, from Oral Communication to Culture.
- Units
- 4
- Lessons
- 6
- Skills
- 18
- Provincial exam
- None
- Official curriculum
- edu.gov.mb.ca
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 6 skills
Oral Communication
Listening
Listening to understand messages
I can listen to a French message and show I understood the main idea.
Skill 1.1
Message: Speaking to Communicate
Introducing yourself and describing preferences
I can introduce myself and describe preferences and people in complete French sentences.
Skill 1.2
Describing things, surroundings, and needs
I can describe a thing, my surroundings, and a need in French.
Skill 1.3
Asking for information and giving directions
I can ask a simple question and give a simple direction in French.
Skill 1.4
Fluency
I can speak a short French message with appropriate rhythm and intonation.
Skill 1.5
Accuracy
I can use correct French words, simple structures, and tenses as needed.
Skill 1.6
The official wording · 6 outcomes
- 1.1
- listen for specific information and demonstrate understanding ex., name key words or the main idea in short, familiar, simple messages
- 1.2
- communicate clearly their message orally by carrying out the following acts of communication: - introducing oneself
- 1.3
- talking about daily activities, immediate surroundings ex., Daily activities Le lundi, j'ai une classe de musique
- 1.4
- asking for information (ask questions) ex., A quelle heure est l'education physique?
- 1.5
- Students use appropriate rhythm, pace, and intonation to communicate and to interact as modeled by the teacher.
- 1.6
- Students use the present, imperative, past, and future tenses as needed for their communicative needs (related to themes).
Key ideas
When the speaker speaks SLOWLY and CLEARLY, listen for specific information: name the KEY WORDS or the MAIN IDEA in short, familiar, simple messages.
Communicate in COMPLETE sentences with simple details, as modeled: introduce yourself - 'Je m'appelle Hannah. J'ai 10 ans. Je suis en 5e annee.' (my name is Hannah; I am 10; I am in Grade 5).
Show understanding without a full sentence: nod for oui/non (yes/no), use gestures, match a message to an illustration or object, or visually represent what you heard.
Describe preferences with a reason: 'J'aime les mathematiques mais je prefere le francais.' (I like math but I prefer French); 'J'adore la soupe parce qu'elle est delicieuse.'.
Use strategies to catch the message: listen attentively to the speaker's tone, use contextual or visual clues, and ask questions or ask for help.
Watch out for
- Trying to catch every word instead of the key words and main idea.
- Giving a preference with no reason when 'parce que' can add one.
- Staying stuck instead of using a visual clue or asking for help.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 3 skills
Reading
Message: Understanding and Responding to Text
Understanding the global meaning of a text
I can figure out what a French text is about.
Skill 2.1
Responding to what you read
I can respond to a French text with my opinion and its structure.
Skill 2.2
Reading aloud with ease and precision
I can read a short French text aloud with ease and precision.
Skill 2.3
The official wording · 3 outcomes
- 2.1
- anticipate the general idea of a text by: - reading (looking at) the title, the subtitles, the table of contents
- 2.2
- respond to texts orally or in writing: - give preferences and opinions (making personal connections)
- 2.3
- read aloud a short, simple illustrated text with ease and precision.
Key ideas
Anticipate the general idea of a text: read the title, subtitles, and table of contents; look at the pictures; and find cognates (mots amis) and familiar words.
Read short texts characterized by a series of sentences and name the main idea: 'L'idee principale est...' (the main idea is...).
Create a visual representation of your favourite part: 'Voici ma partie preferee...' (here is my favourite part...).
Respond to a text by giving preferences and opinions with a reason: 'La partie que j'aime le plus est..., j'aime cette partie parce que...' (the part I like most is...; I like this part because...).
Describe the beginning, middle, and end: 'Au debut... Au milieu... A la fin...'.
Watch out for
- Translating every word instead of finding the main idea.
- Ignoring the title and pictures that preview the text.
- Giving an opinion with no reason.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 4 skills
Writing
Message: Writing to Communicate
Purpose, structure, and introducing yourself
I can plan a French text with a purpose and structure and introduce myself in writing.
Skill 3.1
Describing in a paragraph
I can describe a person, place, or object in complete French sentences.
Skill 3.2
Fluency: varying sentences
I can write clear, flowing French sentences on familiar topics.
Skill 3.3
Accuracy: grammar and conventions
I can apply basic French grammar rules and conventions to my writing.
Skill 3.4
The official wording · 4 outcomes
- 3.1
- show communicative purpose ex., identify the target audience
- 3.2
- write a paragraph with a main idea and relevant supporting details
- 3.3
- vary the type and length of sentences ex., write simple and compound sentences in the affirmative, negative and interrogative forms.
- 3.4
- correctly use the agreement of noun and adjectives in gender and number (masc/fem/sing/plurial)
Key ideas
Show your communicative purpose - identify the TARGET AUDIENCE for your writing.
Respect text structure (beginning, middle, end) - use the structure that fits your communicative intention.
Introduce yourself in writing: 'Je m'appelle Susan. J'ai 10 ans. Je suis en 5e annee. Je suis nee en 2003.'.
Describe a person in writing: 'Mme Morissette est la directrice et elle est serieuse.'.
Describe a place and an object: 'Ma classe est a cote de la bibliotheque.'; 'Il y a du jambon, de l'ananas et du fromage sur une pizza hawaienne.'.
Watch out for
- Writing with no reader or purpose in mind.
- Ignoring the beginning-middle-end structure.
- Writing sentence fragments instead of complete sentences.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 5 skills
Culture
Francophone and Metis Cultures in Canada
Francophone and Metis communities in Canada
I can name and locate francophone and Metis communities in Canada.
Skill 4.1
Connecting to my own culture
I can compare my culture to francophone and Metis cultures in Canada.
Skill 4.2
Language, Advantages, and French in Daily Life
Forms of address and French-English differences
I can use familiar and formal forms of address and compare French and English.
Skill 4.3
Advantages of learning French
I can give reasons why learning French is an advantage.
Skill 4.4
French in my daily life
I can spot French in my daily life and use simple French expressions.
Skill 4.5
The official wording · 5 outcomes
- 4.1
- identify francophone and Metis communities in Canada and locate them on a map.
- 4.2
- compare elements of their own culture to elements of francophone or Metis cultures in Canada.
- 4.3
- appropriately use familiar and formal forms of address.
- 4.4
- give reasons for learning another language. ex., It's a cool language (CPF), travel, meeting new friends
- 4.5
- recognize French in daily lives. ex., O Canada, signs, television, radio, Internet, music
Key ideas
Identify elements of your OWN cultural background (traditions, songs, celebrities).
Use appropriate vocabulary for the purpose and context - use familiar and formal forms of address: 'Matante Claudette' (Auntie Claudette), 'Mononcle Luc', 'Memere', 'Pepere'.
Identify francophone and Metis communities in Canada and locate them on a map: Cheticamp and Caraquet (NB), Gravelbourg and Batoche (SK), Maillardville (BC), Saint-Paul (AB), Saint-Laurent (MB).
Terms of endearment mark a familiar register: 'ma fille' (my girl), 'mon homme' (my boy).
Name elements of their cultures (the Michif language, francophone provincial flags) and well-known Canadian francophones and Metis (Julie Payette, Maurice Richard).
Watch out for
- Believing French is only spoken in Quebec or France.
- Using a formal form when a familiar one fits (or vice versa).
- Thinking Metis culture and language (Michif) are the same as French.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Manitoba’s own curriculum for Core French, Grade 5.
Study it in MapleMind
MapleMind teaches Core French, Grade 5 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.
Course Companion
Your year in one workbook
A fun way to keep Core French, Grade 5 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
- 27
- Fillable fields
- 1,225
- Price
- $4.99
Questions about Core French, Grade 5
What is Core French, Grade 5?
Manitoba’s Grade 5 French course: 4 units and 18 skills, from Oral Communication to Culture.
What units are in Core French, Grade 5?
1. Oral Communication, 2. Reading, 3. Writing and 4. Culture.
Is there a provincial exam for Core French, Grade 5?
No. Manitoba gives no provincial exam for Core French, Grade 5.
What comes after Core French, Grade 5?
Core French, Grade 6.
Can MapleMind help with Core French, Grade 5?
Yes. MapleMind teaches every skill of Core French, Grade 5, 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, Grade 5
Practise every skill of Core French, Grade 5 in MapleMind, free with daily limits.
