Page 149 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

take to improve their speaking skills (e.g., make revisions to the form and content of their speech using feedback from peers and the teacher; identify the most effective elements in their oral presentation and explain what they would do differently next time)
Teacher prompts: “Quels sont les avantages du travail oral? Quels sont les inconvénients du travail oral?” “Quelles stratégies utilises-tu pour te faire comprendre et pour contribuer
à une discussion avec un/une partenaire?” “Quelles stratégies observes-tu autour de
toi qui pourraient t’aider à mieux parler?” “Comment montres-tu ta confiance lors d’une présentation ou un exposé oral?”
Instructional tips:
(1) Teachers can suggest that students use the gérondif to express an action that is simultaneous with, but not necessarily related to, the action of the main verb (e.g., “En choisissant un sujet personnel, cela me permet de...”, “En ayant une bonne connaissance sur un sujet personnel, je peux...”).
(2) Teachers can suggest that students use indirect discourse with verbs such as “affirmer”, “constater”, and “ajouter” in the past and present when reflecting on and explaining
the usefulness of learning strategies (e.g., “J’affirme que...”, “Salma a constaté que...”).
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects
of their cultures and their contributions to la francophonie and the world, and make connec- tions to personal experiences and their own and other communities (e.g., create an advertisement highlighting important aspects of various French- speaking communities; discuss the differences and similarities between a French-speaking community in Canada and one elsewhere in the world; compare wedding traditions from a French-speaking community to their own traditions; make a
presentation on choices for healthy living facing the youth in a French-speaking community; compare the attitudes towards learning another language in different French-speaking regions; research the currency used in a French-speaking country and compare the cost of some everyday products to their cost in Ontario)
Teacher prompts: “En quoi les traditions de mariage d’une communauté francophone sont-elles semblables ou différentes des tiennes?” “Quels sont les avantages et les inconvénients d’être bilingue ou unilingue?”
Instructional tip: Teachers can encourage students to use adverbs persuasively (e.g., “énormément”, “extrêmement”, “évidemment”) to reinforce arguments about the importance of speaking more than one language.
B3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them appropriately in spoken interactions (e.g., use idiomatic expressions discovered while watching French commercials or reading on the Internet; use appropriate non-verbal exclamations and gestures to accompany speech when conveying an emotion or evoking a reaction; incorporate expressions from different regions in a dialogue; use the Internet to research non-verbal cues, including facial expres- sions and gestures, in different French-speaking communities, and present their findings in class)
Teacher prompts: “Pourquoi est-il important de sélectionner ses mots pour démontrer son appréciation selon le contexte?” “Comment est-ce qu’une discussion avec tes camarades te permet de comprendre l’usage des expressions régionales?”
Instructional tip: Teachers can explain new idiomatic expressions and encourage students to use them in their conversations (e.g., “Sam a passé une nuit blanche [nuit sans sommeil]”, “Ce film m’a donné la chair de poule [des frissons de peur]”, “Ce n’est pas de tes oignons [ce n’est pas de tes affaires, ça ne
te regarde pas]”).
SPEAKING
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Core French
FSF3U