Page 152 - 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
du message?” ”Est-ce que l’auteur a réussi à véhiculer son message à l’aide d’éléments visuels? Comment?” “Comment les événements historiques influencent-ils le développement de l’intrigue de l’histoire?” “Dans une comparaison ou une métaphore, comment trouves-tu des points communs entre des réalités pour inter- préter une image?”
Instructional tip: Teachers can guide students in identifying different uses of the imparfait and can review the functions of the passé composé and imparfait in various texts.
C2.3 Metacognition:
(a) explain which strategies they found helpful before, during, and after reading to understand texts;
(b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., keep a reading log and analyse it periodically to ensure that they are reading various types of texts; reflect on how to modify or adapt strategies for different types of text; plan to read a variety of works of fiction to expand vocabulary and fluency; identify and seek opportunities to read French outside of class; build fluency by gradually increasing the time spent reading French texts)
Teacher prompts: “Quelles stratégies t’aident
à mieux comprendre un roman?” “Parmi les stratégies que tu observes autour de toi, laquelle pourrait t’aider à améliorer ta compréhension en lecture?” “Comment découvres-tu des stratégies de lecture pour lire une pièce de théâtre?”
Instructional tip: Teachers can suggest that students use conjunctions followed by the indicatif (e.g., “de telle sorte que”, “au point que”, “de manière que”, “si bien que”) when explaining the consequences of choosing certain reading strategies.
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of French texts, identify French- speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read about common practices relating to diet and physical activity in different French-speaking countries to assess the healthiness of people’s lifestyles; analyse the social and cultural context of a contemporary play set in a French- speaking community; compare online reviews of a specific vacation destination in a French-speaking region; examine similarities and differences
in newspapers from different French-speaking countries; decipher clues prepared by classmates in a cultural scavenger hunt to learn more about various European cultures; read tourism literature about Senegal to plan and budget for an imaginary trip; research the major industries in a French- speaking country and prepare a brochure promoting the country because of its industries)
Teacher prompts: “Comment deux sites Web peuvent-ils traiter différemment un même sujet?” “Qu’est-ce que les journaux quotidiens nous disent à propos de la communauté qu’ils couvrent? Est-ce que cette information te rend plus sensible aux valeurs de cette dernière?”
Instructional tip: Teachers can direct students’ attention to various expressions that follow the pattern quantity + de + a noun when they are reading about dietary practices in different regions (e.g., “Pas de pain, pas de beurre, pas de confiture... je suis au régime!”, “une bouteille de cidre et une bouteille d’eau chaque jour”, “300 grammes de cerises”, “un peu de crème”, “beaucoup d’oranges”, “un litre d’huile pour un mois”, “un kilo de pommes de terre pour une semaine”).
C3.2 Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French- speaking communities (e.g., identify proverbs, idiomatic expressions, or puns in headlines from international French-language newspapers; compare academic terminology in two French-speaking countries; research a variety of idiomatic expressions associated with money, and explain the contexts
in which they are used)
Teacher prompts: “Comment les mots des manchettes de plusieurs journaux francophones internationaux varient-ils d’un journal à l’autre au sujet d’un même événement?” “Comment la compréhension d’une culture peut-elle aider la compréhension d’un texte?” “À quoi servent les expressions idiomatiques d’une langue?”
Instructional tips:
(1) Teachers can encourage students to use the participe présent when explaining connections between ideas in texts they have read (e.g., to use the phrase “En regardant la publicité...” when explaining the connection between advertising and young people’s self-image).
(2) Teachers can direct students’ attention to images in various idiomatic expressions used by French-speaking communities (e.g., “C’est une tempête dans un verre d’eau” means “beaucoup d’agitation pour rien”).
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