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The New Zealand Curriculum.

This site has been developed to support The New Zealand Curriculum

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Example 3: Cardgame

Pioche (Fish)

T’as un stylo?
Oui, j’ai un stylo/Oui, j’en ai un.
Passe-moi le stylo, s’il te plaît.
Tiens, voilà.
Merci beaucoup.
De rien.
T’as un stylo?
Non, désolé(e).
Je n’ai pas de stylo/Je n’en ai pas, pioche.
Bonne pioche.
Mauvaise pioche.
À ton tour/À toi/À toi de jouer.
Zut alors.
Pas de chance.
Mauvaise pioche.
J’ai de la chance.
Bonne pioche.
À toi de jouer/À ton tour/À toi

Communication, Language Knowledge, and Cultural Knowledge, levels 1 and 2

At these levels, students can understand and use familiar expressions and everyday vocabulary. They can interact in a simple way in supported situations.

In selected linguistic and sociocultural contexts, students will: For example, students might:
  • receive and produce information;
  • play the game according to the rules;
  • produce and respond to questions and requests;
  • ask for a specific object;
  • show social awareness when interacting with others;
  • use appropriate politeness expressions, e.g., s’il te plaît versus s’il vous plaît;
  • recognise that French is organised in particular ways;
  • use negation + de;
  • make connections with their own language(s);
  • use the contraction t’as in spoken French for tu as in written expression (you’re/you are);
  • recognise that French culture is organised in particular ways;
  • know that a bonne pioche means they get another go;
  • make connections with known culture(s).
  • recognise that pioche means “pick” and not “fish”.

Context: In this example, based on playing the game Pioche, the specific context is picking classroom objects. Specific language refers to what the students are seeking.

Variations: The language can change according to the context, for example, T’as la grand-mere?/T’as le pantalon?).

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