Page 106 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
connaître?” “Pourquoi le fait d’écouter atten- tivement t’aide-t-il à être plus ouvert et à réagir de façon positive envers les autres?”
Instructional tips:
(1) Teachers can suggest that students listen for the present and past tenses of reflexive reciprocal verbs (e.g., “se connaître”, “se comprendre”, “s’écrire”, “se rencontrer”, “se voir”) as young French speakers from around the world com- municate (e.g., “Elles se rencontrent tous les jours sur Internet pour s’amuser”, “Nous nous sommes écrit pour nous connaître”).
(2) Teachers can instruct students to listen for the use of the verb “se parler” in a text about where French is spoken around the world (e.g., “Le français se parle au Canada”).
(3) Teachers can encourage students to listen for and record the prepositions that accompany geographical names, such as cities, provinces, countries, and continents (e.g., “au Canada”, “en France”, “à Toronto”, “en Ontario”, “aux États-Unis”, “de Montréal”, “du Québec”, “d’Asie”, “des Antilles”).
A3.2 Awareness of Sociolinguistic Conventions: 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 (e.g., interpret the meanings and uses of intonation and non-verbal gestures in different French-speaking communities; compare the significance and usage of tone, pitch, and emotion when communicating in French and English; identify the difference between formal and informal speech in a dialogue)
Teacher prompts: “Qu’est-ce que l’individu voulait exprimer avec ses gestes? Comment son intonation influence-t-elle son message?” “Comment fais-tu la différence entre les styles formel et informel au téléphone?”
Instructional tips:
(1) Teachers can model the use of appropriate gestures with specific expressions (e.g., “Je prends ça et je le mets ici, comme ça!”, “Ne fais pas ça!”, “C’est bien!”, “Oh non! Il l’a laissé tomber”).
(2) Teachers can ask students to listen for and distinguish between the verb forms in formal dialogue (e.g., “Pourrais-je parler à Monsieur Leblanc?”, “Je voudrais lui laisser un message”, “Ne quittez pas, un instant, je vous le passe”, “Dites-lui que...”, “Pourriez-vous rappeler plus tard?”, “Je voudrais acheter... s’il vous plaît”) and informal conversation (e.g., “Veux-tu sortir ce soir?”, “Ça ne va pas? Tu n’as pas l’air en forme”, “Téléphone-moi plus tard!”, “On se donne rendez-vous où et à quelle heure?”, “Ne les invite pas!”, “Je leur dirai de nous attendre”).
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