Page 134 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

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.
Grade 10, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
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., identify their purpose for speaking, including circumstances, audience, and topic; use descriptive language to engage their audience; adjust volume to suit the purpose for speaking; adapt familiar models of speech to new contexts; increase confidence by reusing familiar and newly acquired phrases and sentences to state needs and preferences; engage in warm-up activities to practise newly acquired vocabulary; practise the delivery of lines in a role play; use repetition and speak clearly to ensure the audience understands)
Teacher prompts: “Quel est l’objectif de cette conversation?” “Comment peux-tu poser cette question autrement pour clarifier ton message?” “Comment peux-tu utiliser un organisateur graphique pour diriger une discussion à propos d’un texte familier?” “Pourquoi est-il important de pratiquer un nouveau mot de vocabulaire dans différentes situations?”
Instructional tip: 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”).
B1.2 Producing Oral Communications: using familiar words and expressions, 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., discuss personal interests in and outside school; share
information about familiar activities and interests, including actions in the past and present, and plans for the future; describe skills learned through volunteering in the community; create and deliver a presentation about a familiar environmental or social issue; present a critique of a graphic novel, film, or video game)
Teacher prompts: “Quel langage peux-tu utiliser pour convaincre les autres à participer à une démarche pour protéger l’environnement?” “Quelles expressions peuvent t’aider à montrer que tu parles de quelque chose qui a eu lieu dans le passé?”
Instructional tips:
(1) Teachers can suggest that students use “jouer à”, “jouer de”, and “faire de” when talking about favourite pastimes.
(2) Teachers can model the use of past tenses when discussing events that occurred at different points in the past and can encourage students to practise using these tenses when discussing past environmental issues and how they have been addressed.
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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