Page 147 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;
B2. SpeakingtoInteract:participateinspokeninteractionsinFrenchforavarietyofpurposesandwith diverse audiences;
B3. InterculturalUnderstanding:intheirspokencommunications,demonstrateanawarenessofaspects 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.
SPECIFIC EXPECTATIONS
B1. Speaking to Communicate
By the end of this course, students will:
B1.1 Using Oral Communication Strategies: identify a range of speaking strategies and use them to express themselves clearly and coher- ently in French for various purposes and to
a variety of audiences (e.g., practise to develop skills related to explaining, rephrasing, and clarifying ideas; prepare guiding questions for
discussion; vary the pace of speech to hold the audience’s attention when presenting; use a level of language appropriate to the audience; vary tone when expressing opinions; use appropriate facial expressions to help convey feelings; adjust the pace of their speech to the needs of the audience; vary word choice to clarify a message)
Teacher prompt: “Quels signes indiquent que
tu as perdu l’intérêt de ton public (p. ex., il faut observer le langage corporel pour découvrir les intentions cachées de tes interlocuteurs)? Quelles stratégies peux-tu utiliser pour le récupérer?”
Instructional tip: Teachers can encourage students to use conjunctions (e.g., “afin que”, “quoique”, “pour que”) and expressions of desire or necessity (e.g., “je veux que”, “il est nécessaire que”, “il est essentiel que”) followed by the subjonctif présent when providing reasons for their choices.
B1.2 Producing Oral Communications: produce prepared and spontaneous messages in French to communicate information, ideas, and opinions about a variety of topics, with support as
appropriate (e.g., prepare and deliver a speech
on current environmental issues; explain personal reactions to a news report on a natural disaster; deliver a presentation on issues affecting Aboriginal communities in Canada; dramatize a previously researched and discussed Aboriginal legend; express an opinion on art or music; present an impromptu monologue explaining a picture thematically associated with a personal interest; develop and perform a skit illustrating the pitfalls of generaliza- tions and stereotypes; deliver an oral book or movie review; prepare and rehearse possible responses
to job interview questions)
Teacher prompts: “Comment pouvez-vous présenter un argument d’une façon engageante et convaincante afin de persuader un public?” “Explique comment la planification et la préparation d’un monologue t’aident à parler sans hésitation sur le sujet choisi.” “Comment le fait de connaître l’intrigue d’un livre facilite-t-il la présentation d’une recommandation au sujet de ce dernier?” “Comment te prépares-tu pour une entrevue?”
Instructional tip: To enhance the effectiveness of students’ presentations, teachers can encourage students to use linking words to highlight logical connections between ideas (e.g., “en effet”, “par conséquent”, “à cause de”, “grâce à”, “parce que”, “puisque”, “de sorte que”, “c’est pourquoi”, “car”), and to use concluding expressions to signal their closing remarks (e.g., “en somme”, “tout compte fait”, “en résumé”, “enfin”, “en conclusion”).
SPEAKING
145
Core French
FSF3U