Page 140 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

D1. Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;
D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;
D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects 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
D1. Purpose, Audience, and Form
By the end of this course, students will:
D1.1 Identifying Purpose and Audience: deter- mine their purpose in writing and the audience for the French texts they plan to create (e.g., to review fashion trends or new technology; to describe a sports game for a magazine; to develop a dialogue showing different ways to request and give directions; to share personal dreams and wishes; to create a poster highlighting the benefits and importance
of learning French or other languages)
Teacher prompts: “Comment expliques-tu quelque chose à quelqu’un qui en connaît très peu sur le sujet en question?” “Pourquoi est-ce que tu écris ce texte? À qui s’adresse le texte? Comment peux-tu partager cette information?”
Instructional tips:
(1) Teachers can direct students to use various familiar adjectives and adverbs to describe people, places, and objects.
(2) Teachers can suggest that students use
the conditionnel présent when setting goals or expressing wishes or dreams (e.g.,”Si je gagnais de l’argent, j’achèterais...”).
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about familiar, everyday topics, applying their knowledge of the basic structural and stylistic elements of each form
(e.g., a poem or song about a personal experience; a how-to manual; a storyboard for an autobio- graphical short film or documentary; a response to an email or invitation; an article on the benefits of part-time jobs for teenagers)
Teacher prompts: “Pourquoi est-il important de bien connaître la structure d’une marche
à suivre quand on décrit l’usage un produit?” “Comment est-ce que les éléments d’un scénarimage aident à ajouter des détails à
un projet écrit?” “Pourquoi est-il important d’utiliser des mots-liens dans un article?”
Instructional tips:
(1) Teachers can encourage students to use demonstrative adjectives when describing a text (e.g., “ce poème”, “cette chanson”, “cet article”, “ces photos”).
(2) Teachers can model the use of expressions of agreement and regret to accept or reject suggestions and invitations (e.g., “Bien sûr! Je choisirais...”, “Cela me ferait plaisir de...”, “Je suis désolé, mais...”, “C’est dommage que...”, “Je regrette...”).
D1.3 Applying Language Structures: communi- cate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., write descriptions of themselves and others using correct forms of sensory adjectives; express opinions using interjections and familiar verbs;
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
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