Page 139 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of French texts, identify French- speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., research symbols associated with a French-speaking community and explain their significance; identify the main course dishes on the menu of a restaurant in a French-speaking country; read articles that describe the eating habits in a French-speaking country and compare them to dietary recommendations in Canada’s Food Guide; research the currency used in a French-speaking country and compare the cost of some everyday products to their cost in Ontario)
Teacher prompts: “Quels liens peux-tu faire avec cette communauté francophone?” “Pourquoi est-ce qu’on a choisi ce symbole pour représenter cette communauté? Si vous pouviez choisir
un autre symbole pour représenter cette communauté, que choisiriez-vous?” “Quels sont les renseignements de base du guide alimentaire canadien?”
Instructional tip: Teachers can highlight instances of the verbs “vouloir”, “pouvoir”, and “devoir” during shared and guided reading, asking students to identify how they are used to express will, desires, possibilities, and obligations.
C3.2 Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with
a variety of social situations in diverse French- speaking communities (e.g., while reading, identify words and expressions unique to certain regions; compare a personal and a business letter and discuss the differences in their language; describe how the words of the national anthem
of a specific French-speaking country reflect some aspects of its national history or culture; discuss similarities and differences in the language used in song lyrics from two French-speaking regions)
Teacher prompt: “Comment est-ce que les compositeurs ont présenté leurs messages dans les textes? Quel langage ont-ils utilisé? À qui s’adressent ces textes? Comment le sais-tu?”
Instructional tip: Teachers can draw students’ attention to expressions used in different contexts to extend, accept, and decline invitations.
READING
137
Core French
FSF2O