Page 142 - 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
D3. Intercultural Understanding
By the end of this course, students will:
D3.1 Intercultural Awareness: in their written work, communicate information 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., describe housing in a French-speaking community; create a list of important facts about Canada and their community for French-speaking students who have recently immigrated to Canada; create a poster advertising the events for“la semaine de la francophonie”; describe the origins of a tradition or popular pastime from a French-speaking community)
Teacher prompts: “Discute avec tes camarades des idées pour des affiches de promotion de
‘la semaine de la francophonie’ dans ton école.” “Comment décris-tu les coutumes et les traditions d’une autre culture?”
Instructional tip: Teachers can encourage students to use verbs such as “pouvoir”, “vouloir”, and “devoir” in their advertising posters (e.g., “On peut voir...”, “Vous voulez visiter...”, “Tu dois aller...”).
D3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., write
a receipt or invoice using conventions for writing numbers and money amounts [i.e., using a space
to separate thousands and a comma rather than a
decimal point, and placing the currency sign after the amount]; create a storyboard or skit highlighting regional differences in expressions and terminology among French-speaking communities; write menus for different types of eating establishments, such
as a bistro, a brasserie, a restaurant, a café, and an auberge, and include the cost of the foods offered in each)
Teacher prompts: “Où trouves-tu des exemples authentiques des expressions françaises que tu peux incorporer dans ton travail écrit?” “Quelles expressions utilises-tu pour créer un menu?” “Comment fais-tu le choix entre ‘tu’ et ‘vous’ dans une correspondance?”
Instructional tip: Teachers can model the difference between “tu” and “vous” and encourage students to use them appropriately.
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