Page 148 - 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
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared and spontaneous communications about a range of topics (e.g., use inflection and tone to help convey meaning; vary volume for emphasis in a presentation; use changes of pace and pauses for dramatic effect when reciting or recounting a story or event;
adapt their voice to role-play the subject in a mock interview; demonstrate self-confidence during a presentation by using pauses for effect without concern that they might signal a loss for words)
Teacher prompts: “Comment est-ce que le rythme de ton discours s’améliore après plusieurs répétitions?” “Comment est-ce que le ton de ta voix et le rythme de ta diction complètent le message auditif et renforcent la communication orale?”
Instructional tips:
(1) Teachers can model appropriate tense sequences to use when describing events
in the past and can encourage students to use them to enhance their fluency.
(2) Teachers can encourage students to consider different ways of formulating “why” questions and to use these constructions in a conversation (e.g., “À quoi bon?”, “À quoi ça tient?”, “Comment se fait-il?”, “De quel droit?”,
“D’où vient que?”).
B1.4 Applying Language Structures: communi- cate their meaning clearly, using parts of speech and word order appropriately (e.g., describe an experience or express an opinion using a variety of pronouns; use conditional sentences when making hypotheses; place the adjective before or after the noun according to the meaning of the sentence)
Teacher prompts: “Comment décris-tu une expérience personnelle vécue?” “Comment formules-tu des hypothèses?” “Comment peut-on changer le message en changeant l’ordre des mots dans la phrase?”
Instructional tips:
(1) Teachers can suggest that students use conditional sentence structures when making hypotheses (e.g., “S’ils avaient pensé à faire le plein, ils auraient encore pu parcourir des kilomètres en voiture”).
(2) Teachers can draw students’ attention to how placing adjectives before or after a noun can change their meaning (e.g., “Ce jeune homme travaille trop” vs “C’est toujours un homme jeune”).
B2. Speaking to Interact
By the end of this course, students will:
B2.1 Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., negotiate solutions to problems, interpersonal misunderstandings, and disputes; politely change the subject or suggest alternative topics for discus- sion; recognize and adhere to time limits and other constraints; find polite expressions that can be used to show appreciation for others’ cultures in group discussions; listen actively and respond constructively as an audience member)
Teacher prompts: “Comment choisiras-tu
le langage convenable selon la situation?” “Comment montres-tu ton intérêt ou désintérêt pendant une conversation?”
Instructional tip: Teachers can suggest that students use the conditionnel présent when soliciting opinions (“Préféreriez-vous...?”), proposing an activity (“Nous pourrions...”), and expressing wishes politely (“J’aimerais...”).
B2.2 Interacting: exchange information, ideas, and opinions with others in prepared and spontaneous spoken interactions about a variety of topics, with support as appropriate (e.g., engage in a round-table discussion exploring topics such as hobbies, current events, potential career paths, hopes, goals, and ambitions; debate the use of technology in the school; express senti- ments about the aspirations of a peer; synthesize ideas in a group discussion; identify familiar and unfamiliar expressions in a French movie and use them appropriately in a skit)
Teacher prompts: “Quelles stratégies peux-tu utiliser pour encourager d’autres camarades à exprimer leurs opinions sans crainte?” “Comment un débat peut-il élargir ton point de vue sur l’utilisation de la technologie dans la salle de classe?”
Instructional tip: Teachers can ask students to prepare a dialogue to present in class that uses expressions of time (e.g., “ça fait longtemps”, “dès que”, “pendant que”, “chaque fois”, “depuis que”, “jusqu’à ce que”) and expressions of manner or purpose (e.g., “pour ne pas”, “de manière à”, “de façon à”).
B2.3 Metacognition:
(a) explain which strategies they found helpful before, during, and after speaking to communi- cate effectively;
(b) identify their areas of greater and lesser strength as speakers, and plan steps they can
146