Ontario · Grade 8
Core French, Grade 8
Ontario’s Grade 8 French course, from Listening to Writing.
- Units
- 4
- Lessons
- 12
- Skills
- 33
- Provincial exam
- None
- Official curriculum
- dcp.edu.gov.on.ca
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 7 skills
Listening
Listening to Understand
Using listening strategies
I can use listening strategies to understand spoken French.
Official code: A1.1
Showing you understood
I can understand increasingly complex spoken French about everyday and personal-interest topics.
Official code: A1.2
Listening to Interact
Interactive listening strategies
I can listen well while I take part in a French conversation.
Official code: A2.1
Responding in short exchanges
I can respond to what others say in a short French exchange.
Official code: A2.2
Reflecting on my listening
I can reflect on how I listen and plan how to improve.
Official code: A2.3
Culture and Conventions in Listening
French-speaking communities in Ontario
I can identify Europe French-speaking communities and connect to their cultures.
Official code: A3.1
Noticing sociolinguistic conventions
I can notice how French greetings and courtesy change with the situation.
Official code: A3.2
The official wording · 7 outcomes
- A1.1
- identify a range of listening comprehension strategies and use them before, during, and after listening to understand oral French texts
- A1.2
- demonstrate an understanding of the purpose and meaning of oral French texts containing increasingly complex messages about everyday matters and matters of personal interest, with contextual
- A2.1
- identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions
- A2.2
- respond with understanding to what others say while participating in interactions of various lengths about everyday matters and matters of personal interest
- A2.3
- (a) describe, in conversation with the teacher and their peers, factors that prevent them from listening effectively
- A3.1
- using information from oral French texts, identify French-speaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their
- A3.2
- using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities*
Key ideas
Grade 8 listening makes predictions about a narrative or presentation based on the presenter's opening remarks, and uses self-questioning to monitor understanding.
In Grade 8 group discussions you follow the conversation and make relevant contributions when it is your turn.
By LISTENING to oral French texts - songs, recorded messages, video clips - you can find out about French-speaking communities in Europe and their contributions to la francophonie (the French-speaking world).
Ask questions to rank ideas in order of importance, and use a range of note-taking strategies to track key ideas and supporting details.
Disagree with or challenge others' ideas respectfully and without making it personal, and show interest by commenting and questioning.
Watch out for
- Listening passively instead of self-questioning to monitor understanding.
- Making a disagreement personal instead of challenging the idea.
- Believing French is only spoken in Quebec or France.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 8 skills
Speaking
Speaking to Communicate
Using speaking strategies
I can use speaking strategies to get my message across in French.
Official code: B1.1
Producing short spoken messages
I can produce rehearsed and increasingly spontaneous spoken French about my interests.
Official code: B1.2
Speaking with fluency
I can speak short rehearsed French smoothly and clearly.
Official code: B1.3
Speaking to Interact
Speaking-interaction strategies
I can behave appropriately when speaking with others in French.
Official code: B2.1
Taking part in spoken exchanges
I can exchange information in guided, increasingly spontaneous French interactions.
Official code: B2.2
Reflecting on my speaking
I can reflect on how I speak French and plan how to improve.
Official code: B2.3
Culture and Conventions in Speaking
Speaking about French-speaking communities
I can identify Europe French-speaking communities and connect to their cultures.
Official code: B3.1
Using sociolinguistic conventions
I can use French greetings and courtesy phrases correctly when I speak.
Official code: B3.2
The official wording · 8 outcomes
- B1.1
- identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for various purposes and to a variety of
- B1.2
- produce rehearsed and increasingly spontaneous messages in French to communicate ideas and information about matters of personal interest, with contextual, auditory, and visual support
- B1.3
- speak with a smooth pace, appropriate intonation, and accurate pronunciation in rehearsed communications about a range of familiar topics
- B2.1
- demonstrate an understanding of appropriate speaking behaviour in a variety of situations
- B2.2
- exchange information and ideas with the teacher and their peers in guided, increasingly spontaneous spoken interactions about matters of personal interest, with teacher modelling and support
- B2.3
- (a) describe, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their
- B3.1
- communicate information orally about French-speaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to
- B3.2
- identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in spoken interactions
Key ideas
Adjust your volume and tone to suit the message and context when you speak.
You exchange information and ideas in GUIDED but increasingly spontaneous interactions about matters of personal interest.
By SPEAKING - telling a partner or presenting to the class - you can share what you learned about French-speaking communities in Europe and their contributions to la francophonie.
Use dramatic pauses in a role play to create suspense, and rehearse the delivery of your spoken messages.
You improvise more within the exchange while still using familiar structures.
Watch out for
- Speaking in one flat tone regardless of the message or context.
- Waiting to be perfect before speaking instead of trying with support.
- Believing French is only spoken in Quebec or France.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 9 skills
Reading
Reading Comprehension
Using reading strategies
I can use a variety of reading strategies to understand French texts.
Official code: C1.1
Reading for meaning
I can understand and respond to a simple French text.
Official code: C1.2
Reading with fluency
I can read a simple French text smoothly enough to understand it.
Official code: C1.3
Developing vocabulary
I can grow my French vocabulary while I read.
Official code: C1.4
Purpose, Form, and Style
Purposes of text forms
I can identify the purpose of a variety of French text forms.
Official code: C2.1
Characteristics of text forms
I can spot the features that make each French text form what it is.
Official code: C2.2
Reflecting on my reading
I can reflect on how I read French and plan how to improve.
Official code: C2.3
Culture and Conventions in Reading
Reading about French-speaking communities
I can identify Europe French-speaking communities and connect to their cultures.
Official code: C3.1
Conventions in French texts
I can spot sociolinguistic conventions in French texts.
Official code: C3.2
The official wording · 9 outcomes
- C1.1
- identify a variety of reading comprehension strategies and use them before, during, and after reading to understand texts in modelled, shared, guided, and independent reading contexts
- C1.2
- demonstrate an understanding of a variety of French texts containing visuals and familiar names, words, and expressions, with teacher modelling and guidance as appropriate
- C1.3
- read a variety of texts containing familiar names, words, and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall
- C1.4
- use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words
- C2.1
- identify the purpose(s) of a variety of text forms, including fictional, informational, graphic, and media forms
- C2.2
- identify some characteristics and/or stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms
- C2.3
- (a) describe, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after reading to understand texts; (b) identify their
- C3.1
- using information from a variety of French texts, identify French- speaking communities in Europe, find out about aspects of their cultures, and make connections to personal
- C3.2
- identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities*
Key ideas
You now use a VARIETY of strategies across modelled, shared, and guided reading of increasingly complex texts.
Grade 8 forms have signature features: a magazine has cover images and captions, a table of contents, featured articles, an editorial, and letters to the editor.
By READING French texts - a brochure, a webpage, a short article - you can find out about French-speaking communities in Europe and their contributions to la francophonie.
Choosing the right strategy for a harder text makes reading efficient.
A fictional narrative or novel has a plot resolving a problem, character descriptions and thoughts, dialogue, and settings; a book jacket has a title, advertising copy, and a synopsis.
Watch out for
- Trying to translate every word instead of getting the gist.
- Confusing a form's purpose with its features.
- Believing French is only spoken in Quebec or France.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 9 skills
Writing
Purpose, Audience, and Form
Identifying purpose and audience
I can decide the purpose and audience for my French writing.
Official code: D1.1
Writing in different forms
I can write short French texts in different forms.
Official code: D1.2
Applying language conventions
I can apply French language conventions so my writing is clear.
Official code: D1.3
The Writing Process
Pre-writing: gathering ideas
I can gather and organize ideas before I write in French.
Official code: D2.1
Drafting and revising
I can draft a French text and revise it to make it better.
Official code: D2.2
Producing finished work: conventions
I can use basic French writing conventions to finish my work.
Official code: D2.3
Reflecting on my writing
I can reflect on how I write French and plan how to improve.
Official code: D2.4
Culture and Conventions in Writing
Writing about French-speaking communities
I can identify Europe French-speaking communities and connect to their cultures.
Official code: D3.1
Conventions in my writing
I can use French conventions correctly when I write.
Official code: D3.2
The official wording · 9 outcomes
- D1.1
- determine, with support from the teacher, their purpose in writing and the audience for French texts they plan to create
- D1.2
- write a variety of age- and grade-appropriate French texts, applying their knowledge of the basic structural and stylistic elements of each form
- D1.3
- communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation
- D2.1
- generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources
- D2.2
- plan and produce drafts and revise their writing, using a variety of teacher-directed and independent strategies
- D2.3
- make improve- ments to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product
- D2.4
- (a) describe, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after writing; (b) identify their areas of greater
- D3.1
- in their written work, communicate information about French- speaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world
- D3.2
- identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in their written work
Key ideas
Each form has a structure: an information poster or brochure has a title, illustrations, captions, and brief explanations.
Use guiding questions to identify the purpose and audience, and use graphic organizers to sort and sequence ideas.
By WRITING - a postcard, a paragraph, a poster - you can communicate what you learned about French-speaking communities in Europe and their contributions to la francophonie.
A descriptive article has an introductory paragraph, body paragraphs with topic sentences and supporting details, and a conclusion; an email lists the event's date, time, and details.
Use 'quick writes' based on a read-aloud to capture the main points for a summary, and gather background material from print, electronic, and audio-visual resources.
Watch out for
- Writing every form the same way, ignoring its structure.
- Jumping straight to a draft with no plan.
- Believing French is only spoken in Quebec or France.
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 Ontario’s own curriculum for Core French, Grade 8.
Textbooks
The textbooks Ontario Ministry of Education lists for Core French, Grade 8:
- Mon réseau, ma vie 2
- Odyssée 2
From the Trillium List, read October 27, 2026. ontario.ca
Study it in MapleMind
MapleMind teaches Core French, Grade 8 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 8 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
- 31
- Fillable fields
- 1,462
- Price
- $4.99
Questions about Core French, Grade 8
What is Core French, Grade 8?
Ontario’s Grade 8 French course: 4 units and 33 skills, from Listening to Writing.
What units are in Core French, Grade 8?
1. Listening, 2. Speaking, 3. Reading and 4. Writing.
Is there a provincial exam for Core French, Grade 8?
No. Ontario gives no provincial exam for Core French, Grade 8.
What textbook does Core French, Grade 8 use?
The textbooks Ontario Ministry of Education lists for Core French, Grade 8: Mon réseau, ma vie 2, Pearson Education Canada and Odyssée 2, CEC Publishing Inc.
What comes after Core French, Grade 8?
Core French, Grade 9, Academic.
Can MapleMind help with Core French, Grade 8?
Yes. MapleMind teaches every skill of Core French, Grade 8, 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.
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