Page 122 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Applied
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
orale s’enchaîne (la chronologie, les liaisons, les oppositions) dans le bon ordre?”
Instructional tip: Teachers can model the use of the appropriate past tenses to describe a sequence of events (e.g., “C’était une fête très intéressante parce que j’ai invité tous mes amis”).
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared and spontaneous communications about a range of familiar topics (e.g., vary tone and intonation for emphasis during presentations; speak in phrases using familiar vocabulary; avoid awkward pauses by using familiar vocabulary to describe an idea or object when
the exact term is forgotten; role-play a telephone conversation to demonstrate clear speaking when face-to-face communication is not possible; recite a poem using pauses for dramatic emphasis)
Teacher prompts: “Comment ton débit de parole doit-il changer selon ton public?” “Par quel moyen t’exprimes-tu si le mot t’échappe ou si tu ne trouves pas les mots exacts pour une idée?” “Comment ajoutes-tu de l’emphase pendant la présentation d’un poème?”
Instructional tips:
(1) Teachers can suggest that students provide each other with constructive feedback on their speaking fluency using a checklist.
(2) Teachers can model the appropriate pace of negative sentences and can encourage students to practise pacing to sound more natural (e.g., “Elle ne mange pas de pain”, “Il ne prend pas de riz”, “On ne boit pas de vin”, “Pas de pommes de terre, pas de rôti”, “Il ne sort plus de sa chambre”, “Elle ne dort plus et ne mange plus, c’est ridicule”).
B1.4 Applying Language Structures: communi- cate their meaning clearly, using parts of speech and word order appropriately (e.g., express feelings, desires, or suggestions using the conditional; describe an event using the appropriate past tense; use appropriate pronouns to avoid repetition while speaking)
Teacher prompts: “Comment t’exprimes-tu dans un restaurant ou demandes-tu des informations au téléphone?” “Comment peut-on éviter la répétition des mots dans une conversation?”
Instructional tip: Teachers can encourage students to use the conditionnel présent when expressing a wish or making suggestions in a conversation (e.g., “Je voudrais...”, “On pourrait...”).
B2. Speaking to Interact
By the end of this course, students will:
B2.1 Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., restate and reformulate ideas and ask questions in response to a peer’s presentation; check for understanding; give alternative suggestions in response to others’ propositions; acknowledge the contributions of others before expressing their own opinion; contribute information in a small-group discussion to encourage active participation by all group members)
Teacher prompts: “Comment réagis-tu si ton partenaire parle trop vite ou s’il utilise un vocabulaire que tu ne comprends pas?” “Comment tiens-tu compte des réactions des membres d’un groupe pendant une conversation?” “Que fais-tu pour t’assurer que ton message est clair et compris?”
Instructional tips:
(1) Teachers can model expressions that students can use to show courtesy when introducing their opinion in a conversation (e.g., “Excusez- moi”, “Je ne suis pas d’accord”, “Selon moi...”).
(2) Teachers can help students expand their vocabulary banks by encouraging the use
of prefixes and suffixes to change or add to meaning (e.g., “goût” – “goûter” – “dégoûter” – “dégoûtant”).
B2.2 Interacting: exchange information, ideas, and opinions with others in guided and spontaneous spoken interactions about everyday matters and topics of personal interest, with teacher modelling as appropriate (e.g., collaborate with classmates to prepare and present a skit; ask questions to elicit further information; acknowledge and respond to feedback during a writing conference with the teacher or peers; contribute opinions in
a class discussion; discuss in small groups the effectiveness of messages in media texts; paraphrase or restate group members’ contributions to a discussion to verify understanding; compare “family rules”with a peer; discuss the setting, sequence of events, scenes, and characters in a text, using a graphic organizer to guide the conversation; with a partner, summarize key ideas from a group discussion; role-play a conversation between a parent and teenager about a product the teenager wants to have)
Teacher prompts: “Quel est ton point de vue? Comment peux-tu l’expliquer aux autres
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