Page 113 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

ranking; compare their top strategies with those of a peer and collaborate to describe the best use for each strategy; review predictions made before read- ing to confirm or clarify meaning and to determine the effectiveness of this strategy)
Teacher prompts: ”Préfères-tu écrire au sujet des textes que tu as lu ou en discuter? Pourquoi?” “Quelles stratégies utilises-tu pour te rappeler des points importants? Est-ce que ces stratégies sont efficaces? Quelles autres stratégies peux-tu utiliser?” “Comment détermines-tu les étapes que tu peux suivre pour améliorer tes habiletés de lecture?” “Comment le fait d’enregistrer et d’écouter ta lecture te permet-il d’identifier les améliorations à apporter à ton débit?”
Instructional tips:
(1) Teachers can encourage students to use sentence starters with demonstrative pronouns (e.g., “Cela me permet de...”, “Cela m’informe sur...”, “Cela me fait penser à...”) while reflecting on their reading skills and strategies.
(2) Teachers can encourage students to use conditional sentence structures such as “Si j’avais..., j’aurais...” when discussing next steps to improve their work.
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of French texts, identify French- speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., from their reading of advertise- ments and promotional material, identify some culturally significant practices related to events in French-speaking communities in various countries, such as Switzerland, Belgium, or Canada; read job postings to identify languages required in business in French-speaking communities around the world; identify vocabulary that reflects the history or culture of the author or setting of a text; compare posted signage in French-speaking regions and infer some of the interests, values, and societal norms of those communities)
Teacher prompts: “Quelles sont les exigences de cet emploi? Comment est-ce que ces exigences auront une influence sur ton choix de cours dans les années futures?” “Dans quelle perspective l’information est présentée dans la publicité? Quelle est ta réaction au message de la publicité?”
“Pourquoi la connaissance des similarités et des différences entre les symboles, les expressions ou les conventions de langue sur les panneaux de signalisation routière est-elle importante quand on voyage à l’étranger?”
Instructional tips:
(1) Teachers can encourage students to search online for road signs in different French-speaking communities abroad and compare them with those in their own community.
(2) Teachers can direct students’ attention to the sentences in posted signage (e.g., “Attention! Circulez à vos propres risques”, “Ralentir! Sortie d’école”, “Danger! Interdiction de se baigner”, “Réservé aux voitures de police”).
C3.2 Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with
a variety of social situations in diverse French- speaking communities (e.g., determine what the author’s choice of language register conveys about his or her identity and position and how it affects the message; discuss similarities and differences in the language in poems or song lyrics from two French-speaking regions; scan headlines and advertisements in an online newspaper from a French-speaking region and identify vocabulary unique to that region)
Teacher prompts: “Surlignez des expressions régionales retrouvées dans les paroles des chansons. Quelles sont les différences de l’usage de vocabulaire entre ces deux communautés?” “Que peux-tu apprendre en lisant des manchettes ou publicités d’un journal quotidien?”
Instructional tips:
(1) Teachers can suggest that students identify past, present, and future tenses when examining an author’s choice of language.
(2) Teachers can encourage students to use
a Venn diagram to help them compare and contrast vocabulary from Canada and France (e.g., “le stationnement/le parking”, “la fin de semaine/le week-end”).
READING
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Core French
FSF2D