Page 136 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally about French-speaking communities 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 communities (e.g., make
a presentation on popular tourist attractions, movies, or jobs in various French-speaking territories, and compare them to those in their
own community; identify some countries where French is used as a first or additional language
and compare its use to how and where French
is used in their own community; teach a dance
or sport from a French-speaking country; deliver an oral presentation on a famous person or fictional character from a French-speaking country; introduce a music video from a French-speaking community outside Canada, noting typical language and characteristics)
Teacher prompts: “Pour quelles raisons as-tu choisi de présenter ce pays ou cette région?” “Comment voudrais-tu présenter tes découvertes?” “Comment engageras-tu
le public?”
Instructional tip: Teachers can suggest that students give their opinions using impersonal expressions (e.g., “il est important de”, “il est nécessaire de”) followed by the infinitif.
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., identify and use appropriate conventions in informal oral interactions, such as standard phrases for telephone greetings, asking to speak to someone, identifying themselves, and asking to leave a message)
Teacher prompts: “Comment te présentes-tu au téléphone à quelqu’un que tu ne connais pas? Quelles informations partages-tu?” “Quelles expressions peux-tu utiliser pour promouvoir la continuation d’une conversation? Comment est-ce que ces expressions changent selon la situation?”
Instructional tip: Teachers can model the use of words and expressions designed to elicit additional information and/or sustain a conversation in a variety of social contexts.
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