Quebec · Secondary 1
English as a Second Language (Core), Secondary Cycle One — Year 1
- 134-104
Quebec’s Secondary 1 English language course, from Culture to Texts.
- Units
- 5
- Lessons
- 14
- Skills
- 49
- Provincial exam
- None
- Official curriculum
- Québec Progression des apprentissages
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 2 skills
Culture
Exploring and comparing English-language cultures
Discover: Explores cultural products from English-language cultures
Skill 1.1
Explores communication conventions from English-language cultures
Skill 1.2
The official wording · 2 outcomes
- 1.1
- Explores cultural products from English-language cultures
- 1.2
- Explores communication conventions from English-language cultures
Unit 2 · 22 skills
Language Repertoire
Language for interacting with others — expressing yourself
Using English: Invites other speakers to contribute to exchanges and to mai
Skill 2.1
Using English: Asks if others are in agreement/disagreement
Skill 2.2
Using English: Expresses capabilities
Skill 2.3
Using English: Expresses feelings
Skill 2.4
Using English: Expresses interests, tastes and preferences
Skill 2.5
Using English: Gives/refuses permission
Skill 2.6
Using English: Expresses needs, wants and obligations
Skill 2.7
Language for interacting with others — inviting, helping, agreeing
Using English: Makes suggestions
Skill 2.8
Using English: Invites others
Skill 2.9
Using English: Accepts or refuses invitations
Skill 2.10
Using English: Contributes to teamwork and harmonious exchanges
Skill 2.11
Discover: Social routines: greetings, apologies and warnings
I can start to use, with help, “Greets and responds to greetings” in English (A2).
Skill 2.12
Discover: Describing and giving opinions
I can start to use, with help, “Describes events, experiences, ideas and issues” in English (A2).
Skill 2.13
Discover: Getting and giving help
I can start to use, with help, “Gives advice and feedback” in English (A2).
Skill 2.14
Language for informing and describing
Uses targeted vocabulary related to the immediate environment such as classroom, home, community (e.g. stapler)
Skill 2.15
Discover: Uses information
Skill 2.16
Discover: Health and Well-Being
Skill 2.17
Discover: Citizenship and Community Life
Skill 2.18
Discover: Uses creativity
Skill 2.19
Discover: Cooperates with others
Skill 2.20
Language for expressing ideas and opinions
Discover: Uses rising and falling voice pitch to convey meaning
Skill 2.21
Discover: Uses targeted mechanics to write and produce texts
Skill 2.22
The official wording · 22 outcomes
- 2.1
- Invites other speakers to contribute to exchanges and to maintain interaction (e.g. What about you? Are you sure? What’s your point of view?)
- 2.2
- Asks if others are in agreement/disagreement (e.g. Do you agree? Who disagrees? Are you okay with…?)
- 2.3
- Expresses capabilities (e.g. He’s good at…, They are unable to…, I can/can’t…)
- 2.4
- Expresses feelings (e.g. I’m thrilled. She feels…, They're happy.)
- 2.5
- Expresses interests, tastes and preferences (e.g. They like…, I can’t stand…, She prefers…)
- 2.6
- Gives/refuses permission (e.g. Yes, go ahead. No you can’t. Sure, no problem.)
- 2.7
- Expresses needs, wants and obligations (e.g. They need…, I really want…, We must…)
- 2.8
- Makes suggestions (e.g. Let’s…, Maybe you should…, Why don’t we…?)
- 2.9
- Invites others (e.g. Let’s go to…, Would you like to…? Do you want to join us?)
- 2.10
- Accepts or refuses invitations (e.g. Yes, I’d love to! I can’t make it. Sounds good to me.)
- 2.11
- Contributes to teamwork and harmonious exchanges (e.g. Do you want to be on our team? Interesting idea! Good work!)
- 2.12
- Greets and responds to greetings (e.g. How are you? Not so bad, and you? What’s new?)
- 2.13
- Describes events, experiences, ideas and issues (e.g. This is about…, It was the best day of my life because...)
- 2.14
- Gives advice and feedback (e.g. Why don’t you try…, If I were you, I would…, You could…)
- 2.15
- Uses targeted vocabulary related to the immediate environment such as classroom, home, community (e.g. stapler)
- 2.16
- Uses information (e.g. source) Solves problems (e.g. solution) Exercises critical judgment (e.g. viewpoints) Uses creativity (e.g. trial and error) Adopts effective work methods (e.g. process) Uses information and communications technologies (e.g. networks) Achieves his/her potential (e.g. autonomy) Cooperates with others (e.g. teammates) Communicates appropriately (e.g. audience) E Uses targeted vocabulary related to communication and learning strategies (e.g. skim: quick read)
- 2.17
- Health and Well-Being (e.g. hygiene)
- 2.18
- Citizenship and Community Life (e.g. democracy)
- 2.19
- Uses creativity (e.g. trial and error)
- 2.20
- Cooperates with others (e.g. teammates)
- 2.21
- Uses rising and falling voice pitch to convey meaning (e.g. rising voice pitch to express surprise: It’s snowing?_ ↑)
- 2.22
- Uses targeted mechanics to write and produce texts
Unit 3 · 13 skills
Strategies
Communication strategies
Discover: Uses physical actions to convey or support messages
Skill 3.1
Discover: Replaces unknown words with simpler expressions
Skill 3.2
Discover: uses them appropriately
Skill 3.3
Learning strategies
Maintains attention during task by purposely avoiding distracters
Skill 3.4
Discover: Assesses own progress by reflecting on what has been learned
Skill 3.5
Discover: Manages an inventory of metacognitive strategies:
Skill 3.6
Self-management strategies
Using English: Makes intelligent guesses based on prior knowledge of cues s
Skill 3.7
Using English: Makes hypotheses based on prior knowledge, topic, task at ha
Skill 3.8
Discover: Links new information to what is already known
Skill 3.9
Constructs a meaningful sentence by putting together known words and expressions in a new way
Skill 3.10
Discover: Uses a newly learned item in a new context
Skill 3.11
Metacognitive strategies
Requests assistance, reiteration, precision and reinforcement
Skill 3.12
Discover: Reduces stress by focusing on goals and progress
Skill 3.13
The official wording · 13 outcomes
- 3.1
- Uses physical actions to convey or support messages
- 3.2
- Uses less precise words or expressions to replace unknown ones
- 3.3
- uses them appropriately
- 3.4
- Maintains attention during task by purposely avoiding distracters
- 3.5
- Assesses own progress by reflecting on what has been learned and how
- 3.6
- Manages an inventory of metacognitive strategies:
- 3.7
- Makes intelligent guesses based on prior knowledge of cues such as context, cognates, expressions, visual clues, intonation
- 3.8
- Makes hypotheses based on prior knowledge, topic, task at hand, text components or glancing through a text
- 3.9
- Links new information to what is already known
- 3.10
- Constructs a meaningful sentence by putting together known words and expressions in a new way
- 3.11
- Uses a newly learned item in a new context
- 3.12
- Requests assistance, reiteration, precision and reinforcement
- 3.13
- Reduces stress by reminding self of goals, progress made and resources available
Unit 4 · 10 skills
Processes
The response process
Discover: Uses strategies, prompts and guiding questions
Skill 4.1
Discover: Answers guiding questions individually and expands on prompt
Skill 4.2
Shares personal connections to texts with others to deepen understanding
Skill 4.3
The writing process
Discover: Identifies text components in model written texts
Skill 4.4
Discover: Selects appropriate language
Skill 4.5
Discover: Shares draft with others for feedback
Skill 4.6
Discover: Writes final copy
Skill 4.7
The production process
Discover: Identifies text components in model media texts
Skill 4.8
Discover: Writes a focus sentence
Skill 4.9
Discover: Uses appropriate media conventions
Skill 4.10
The official wording · 10 outcomes
- 4.1
- Uses strategies, guiding questions, prompts and knowledge of text components to prepare to respond to texts
- 4.2
- Answers guiding questions individually and expands on prompts that deal with the literal meaning of texts
- 4.3
- Shares personal connections to texts with others to deepen understanding
- 4.4
- Identifies text components in model written texts
- 4.5
- Selects appropriate language (e.g. vocabulary, level of formality)
- 4.6
- Shares draft with others for feedback
- 4.7
- Writes final copy
- 4.8
- Identifies text components in model media texts
- 4.9
- Writes a focus sentence
- 4.10
- Uses appropriate media conventions
Unit 5 · 2 skills
Texts
Text types
Explores a variety of authentic popular, literary and information-based texts
Skill 5.1
Text components
Discover: Uses text components to construct meaning when listening to,
Skill 5.2
The official wording · 2 outcomes
- 5.1
- Explores a variety of authentic popular, literary and information-based texts
- 5.2
- Uses text components to construct meaning when listening to, reading and viewing texts
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 Quebec’s own curriculum for English as a Second Language (Core), Secondary Cycle One — Year 1.
Study it in MapleMind
MapleMind teaches English as a Second Language (Core), Secondary Cycle One — Year 1 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 English as a Second Language (Core), Secondary Cycle One — Year 1 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
- 36
- Fillable fields
- 1,753
- Price
- $4.99
Questions about English as a Second Language (Core), Secondary Cycle One — Year 1
What is English as a Second Language (Core), Secondary Cycle One — Year 1?
Quebec’s Secondary 1 English language course: 5 units and 49 skills, from Culture to Texts.
What units are in English as a Second Language (Core), Secondary Cycle One — Year 1?
1. Culture, 2. Language Repertoire, 3. Strategies, 4. Processes and 5. Texts.
Is there a provincial exam for English as a Second Language (Core), Secondary Cycle One — Year 1?
No. Quebec gives no provincial exam for English as a Second Language (Core), Secondary Cycle One — Year 1.
What comes after English as a Second Language (Core), Secondary Cycle One — Year 1?
English as a Second Language (Core), Secondary Cycle One — Year 2.
Can MapleMind help with English as a Second Language (Core), Secondary Cycle One — Year 1?
Yes. MapleMind teaches every skill of English as a Second Language (Core), Secondary Cycle One — Year 1, 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 English as a Second Language (Core), Secondary Cycle One — Year 1
Practise every skill of English as a Second Language (Core), Secondary Cycle One — Year 1 in MapleMind, free with daily limits.
