Page 107 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;
B2. SpeakingtoInteract:participateinspokeninteractionsinFrenchforavarietyofpurposesandwith diverse audiences;
B3. InterculturalUnderstanding:intheirspokencommunications,demonstrateanawarenessofaspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
SPECIFIC EXPECTATIONS
B1. Speaking to Communicate
By the end of this course, students will:
B1.1 Using Oral Communication Strategies: identify a range of speaking strategies and
use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., select appropriate vocabulary and expressions for the intended message and audience; use appropriate gestures in a variety of situations; rehearse sharing ideas in a small group before presenting their ideas to the whole class; review knowledge about the topic before beginning a speaking task; adjust volume and tone to suit
the message and context; identify and respond to audience needs and interests)
Teacher prompts: “Comment choisis-tu le vocabulaire approprié pour ton public?” “Qu’est-ce qui t’aide à t’exprimer d’une manière claire?” “Comment organises-tu tes pensées lors d’une présentation orale?”
Instructional tips:
(1) Teachers can conduct a daily oral warm-up in which students work in pairs to compose a sentence that illustrates a word’s meaning in an original context (e.g., “environ”: “Il y a environ cent personnes dans le gymnase pour regarder le match”; “embouteillage”: “Un accident a provoqué un embouteillage dans la rue, les voitures n’avançaient plus”).
(2) Teachers can help students expand their repertoire of expressions for stating opinions (e.g., “Mon opinion sur ce sujet est...”, “Je n’ai
pas la même opinion que...”, “Je ne partage pas ton point de vue sur...”, “Tes idées me semblent...”, “Je suis/Je ne suis pas d’accord avec...”, “Je pense que...”, “Selon moi...”, “À mon avis...”).
(3) Teachers can encourage students to use pronouns to avoid repeating nouns (e.g., “Je vais le chercher”, “Voici l’article dont je vous ai parlé”, “Veux-tu leur lire l’article?”).
B1.2 Producing Oral Communications: produce prepared and spontaneous messages in French to communicate information, ideas, and opinions about a variety of academic, personally relevant, and familiar topics, with contextual, auditory, and visual support as appropriate (e.g., report on information obtained from a French text and relate it to familiar texts, personal experiences, and the wider world; ask questions using inversion and a variety of interrogative words; inform others about the importance of healthy eating and the impact their diet may have on their health; give instructions about how to play a sport; justify their choice of a particular product)
Teacher prompts: “Quelles sont les informations clés du message que tu veux partager avec les autres?” “Quel vocabulaire et quelles expressions sont nécessaires pour indiquer que tu as besoin de quelque chose?” “Comment organises-tu tes idées pour montrer un déroulement logique?”
Instructional tips:
(1) To help them articulate instructions, teachers can ensure that students are familiar with the structure of negative and affirmative sentences
SPEAKING
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Core French
FSF2D