Page 123 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

membres de ton groupe?” “Comment varies-tu le vocabulaire que tu utilises afin de maintenir l’intérêt de ton public?”
Instructional tips:
(1) Teachers can demonstrate how to paraphrase key points during a discussion to ensure that others understand their message.
(2) Teachers can direct students to pay attention to the placement of adjectives in their lines while they collaborate to develop a skit.
B2.3 Metacognition:
(a) describe strategies they found helpful before, during, and after speaking to communicate effectively;
(b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., plan to incorporate newly learned vocabulary in inter- actions; identify strategies that are useful when interacting with peers)
Teacher prompts: “Quelles stratégies utilises-tu lorsque tu parles pour te rappeler des points importants?” “Qu’est-ce qui t’indique que la classe ne te comprend pas?” “Quelles stratégies peux-tu utiliser pour t’assurer que les autres
te comprennent?”
Instructional tip: Teachers can encourage students to use the superlative forms of adjectives and adverbs when identifying speaking strategies they found helpful.
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally about French-speaking com- munities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other commun- ities (e.g., make a presentation on popular tourist attractions, movies, or jobs in various French- speaking regions, comparing them to those in their own community; identify some countries where French is used as a first or additional language, and compare its use in these countries to how and where French is used in their own community; deliver an oral presentation on a famous person or fictional character from a French-speaking country)
Teacher prompt: “Jusqu’à quel point peut-on se découvrir soi-même en explorant d’autres cultures?”
Instructional tip: Teachers can model various expressions of quantity and can encourage students to use them when comparing different communities (e.g., “Beaucoup de gens croient que...”, “À mon avis, il y a autant de...”, “Il y
a quelque... de...”, “Ils utilisent moins de... et plus de...”, “Je crois qu’ils ont juste assez de...”).
B3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them appropriately in spoken interactions (e.g., participate in a role play using colloquialisms and gestures appropriate to the setting; speak using an appropriate level of formality)
Teacher prompts: “Comment vas-tu changer la manière dont tu parles aux personnages différents dans le jeu de rôle?” “Quels mots et expressions t’aident à réagir d’une façon positive envers les autres?”
Instructional tip: Teachers can suggest
that students supplement their speech with interjections (e.g., “Chut!” to request silence, “Bof!” for annoyance, “Aïe!” for pain, “Pouah!” for disgust).
SPEAKING
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Core French
FSF2P