Page 121 - 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 coher- ently in French for various purposes and to a variety of audiences (e.g., focus on what to say rather than on how to say it; draw pictures to help correctly order the elements of a speaking task; use familiar ideas and expressions; provide supporting details to clarify ideas and opinions; continue speaking after making a mistake; build a bank
of frequently used expressions, such as greetings, goodbyes, and requests for clarification, to help them focus on using complete phrases rather than individual words; rehearse with a partner)
Teacher prompts: “Que fais-tu quand tu commets une erreur lorsque tu parles?” “Comment réagis-tu pour montrer ta confiance en toi lorsque tu parles en français?” “Quels éléments peux-tu utiliser pour consolider les idées clés de ton discours?” “Comment te prépares-tu à mieux présenter devant le reste de la classe?”
Instructional tips:
(1) Teachers can model expressions students can use to fill in the gaps while they are talking (e.g., “alors”, “donc”, “et bien”, “c’est-à-dire”) and can encourage students to integrate these expressions into their speech.
(2) Teachers can encourage students to use impersonal expressions followed by the infinitif to emphasize ideas (e.g.,“C’est nécessaire de...”, “Il est important de...”, “Il faut/Il ne faut pas...”).
B1.2 Producing Oral Communications: produce prepared and spontaneous messages in French to communicate information, ideas, and opinions about familiar, everyday matters and topics
of personal interest, with contextual, auditory, and visual support as appropriate (e.g., recount childhood memories or personal experiences; share
interests, dreams, hopes, and aspirations; adapt and retell a familiar text; create and present a persuasive audio commercial; give a presentation on the importance of accessibility ramps in public buildings; present the results of a survey; describe a profession’s skills and responsibilities; discuss French television commercials or film trailers after viewing; discuss the cultural significance of a personal book, object, or photograph; lead a panel discussion on where to find the most economical ticket prices or cell phone plans)
Teacher prompts: “Comment est-ce quelqu’un développe ses arguments de façon logique pour convaincre un public?” “Quelles stratégies peux-tu utiliser pour amener tes collègues à mieux apprécier ton point de vue?” “Comment le vocabulaire technique enrichit-il ton discours?” “Comment t’assures-tu qu’une présentation
SPEAKING
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Core French
FSF2P