Page 146 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
personal experiences and their own and other communities (e.g., listen to a dialogue for infor- mation about adventure travel in different French-speaking communities; based on information obtained from oral texts, compare aspects of the history of two or more French colonies, including Canada; describe and compare ways in which national pride is expressed in the French-language songs of artists such as Patrick Bruel, Christophe Maé, or Wyclef Jean and in songs from their own community)
Teacher prompts: “Comment le recours à
des mots et expressions d’autres langues approfondit-il le message dans les chansons?” “Comment la technologie rapproche-t-elle
les communautés du monde?” “Comment les médias peuvent-ils influencer ta perception des autres communautés et de la tienne?” “Comment le fait de découvrir la culture de quelqu’un d’autre t’aide-t-il à mieux apprécier la tienne? Qu’est-ce qui t’aide à mieux interagir avec eux?”
Instructional tips:
(1) Teachers can instruct students to listen for temporal prepositions (e.g., “pendant”, “depuis”, “dans”) and identify the corresponding verb tenses when hearing about the legends, histories, and customs of French-speaking communities.
(2) Teachers can suggest that students listen for the use of pronouns such as “ce qui”, “ce que”, “dont”, “ce dont”, or “où” in a dialogue about adventure travel (e.g., “Tu te rappelles le jour où nous sommes partis et où il neigeait?” “Ah oui, c’est un voyage dont je me souviendrai toute ma vie! Quelle aventure! La route par laquelle on était passés était bloquée par la neige. On a dû attendre que le chasse-neige arrive, ce qui a pris plus d’une demi-journée...”).
A3.2 Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of socio- linguistic conventions used in a variety of situations in diverse French-speaking commun- ities (e.g., analyse how the non-verbal interactions of characters in a French-language film clarify the messages in their speech; when listening to news reports from different French-speaking communities
throughout the world, identify expressions or perspectives particular to those communities and explain how they are related to their way of life;
listen to a conversation between people to identify their relationship; identify expressions related to folk wisdom in a read-aloud; identify conventional expressions used to enumerate and respond
to choices)
Teacher prompts: “Comment le fait de connaître les bons termes liés à une communauté en particulier nous permet-il de mieux comprendre les membres de la communauté en question?” “Pourquoi est-il important d’être conscients des comportements physiques associés aux formules rituelles d’une communauté?”
Instructional tips:
(1) Teachers can suggest that students identify different uses of the pronoun “on” (for “we”, “they”, “someone”) to enhance their understand- ing of oral texts about various communities.
(2) Teachers can read aloud dialogues that include choices (e.g.,“Tu peux y aller, soit à pied, soit à vélo, soit en voiture”, “Soit tu sors avec nous, soit tu restes à la maison”) and responses indicating that none of the choices are appropriate (e.g., “Tu ne peux prendre ni le bus, ni le métro, ni le tramway parce qu’ils sont en grève”, “Vous ne pouvez ni rester ici, ni aller chez vos amis”), and can ask students to practise these constructions.
(3) Teachers can ask students to listen to common French proverbs (e.g., “La parole est d’argent, mais le silence est d’or”, “Quand on parle du loup, on en voit la queue”, “Toute vérité n’est pas bonne à dire”) and to compare them with proverbs from their own and other cultures.
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