Page 151 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

(2) Teachers can encourage students to use adverbs of affirmation and doubt (e.g., “certainement”, “précisément”, “peut-être”, “vraisemblablement”) when discussing and synthesizing articles.
C1.3 Reading with Fluency: read a variety of French texts at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., participate in paired reading, monitoring their own reading and that of their partner to improve pronunciation and fluency; distinguish between the silent endings of the present tense of verbs and the pronounced endings of the present participle, such as“finissent”and“finissant”; scan text for key words such as academic and technical terms in textbooks, reports, and essays)
Teacher prompts: “Comment modifie-t-on sa façon de lire selon son intention?” “Pourquoi fait-on un survol du texte avant de le lire?” “Pourquoi faut-il lire un texte plusieurs fois?”
C1.4 Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions (e.g., find a synonym for an unfamiliar word; find a familiar element within an unfamiliar compound word; determine the meaning of idiomatic expressions; use contextual clues to help them determine the meaning of new words; create a notebook or word bank of vocabulary related to various areas of interest; read from a variety of sources including the Internet)
Teacher prompts: “Quel mot français peux-tu voir à l’intérieur de ce plus grand mot?” “Comment ta connaissance du sens du plus petit mot t’aide-t-elle à trouver le sens de ce nouveau mot?” “Comment ce mot est-il relié aux préfixes, suffixes ou racines d’autres mots que tu connais ou que tu as rencontrés en lisant?” “De quelle manière peux-tu organiser le nouveau vocabulaire appris?”
Instructional tips:
(1) To help students expand their vocabulary, teachers can promote the study of word families, highlighting known words within unfamiliar words (e.g., “accalmie” – “calme”, “orageuse” – “orage”).
(2) Teachers can remind students of the comprehension benefits associated with maintaining a personal word bank.
(3) Teachers can encourage students to decode unfamiliar words by using their knowledge
of prefixes (e.g., “anti-” means “against”, so
“antipathique” means “pas sympathique”; “dé-/dés-” means “without”, so “désespéré” means “sans espoir”; “re-” means “again”, so “reconnaître” means “connaître de nouveau”).
C2. Purpose, Form, and Style
By the end of this course, students will:
C2.1 Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communicate the meaning (e.g., stage directions and scene changes in play or movie scripts situate the action; events recounted in the first person help the reader to understand the motivations of an individual in
an autobiography; impersonal style distinguishes the factual, objective orientation of a news report from the personal, persuasive orientation of an opinion piece)
Teacher prompts: “Dans une pièce de théâtre, comment utilise-t-on les indications scéniques?” “Comment le journaliste a-t-il décrit les événe- ments dans l’article?” “Comment peux-tu changer l’article pour qu’il devienne un texte d’opinion?”
Instructional tip: Teacher can guide students
to search for key words that will help them to determine whether a sentence expresses a fact, an opinion, or a feeling (e.g., fact: “On trouve plusieurs ingrédients chimiques dans les produits alimentaires”; opinion: “Selon les personnes interrogées, les ingrédients sont nocifs pour la santé”; feeling: “Je n’aime pas ces produits”).
C2.2 Text Features and Elements of Style: identify some features and stylistic elements
of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey explicit and implicit messages (e.g., figurative language and descriptive words in poetry evoke an emotional response; logos, illustrations, font sizes, and colour influence are used in advertisements to try to influence the behaviour of consumers; sidebars, illustrations, and graphics highlight key information in magazine and Internet articles; references to actual people, dates, and events add credibility
to historical fiction; metaphors help convey ideas or emotions in a variety of text forms)
Teacher prompts: “Pourquoi l’auteur a-t-il utilisé cette couleur pour le texte/les mots de cette affiche?” “Quelles couleurs sont les plus efficaces pour attirer l’attention du lecteur sur une affiche?” “Comment le choix de la mise en page par l’auteur influence-t-il l’interprétation
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Core French
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