Page 160 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

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.
Grade 11, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
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., paraphrase to describe an object or idea when searching for the appropriate word; use gestures, familiar words, and memorized expressions to present and refine a message; use dramatic pauses in a role play to create suspense; rehearse a speech in front of a group of peers before presenting it to the class; use various audio-visual media to enhance a presentation)
Teacher prompts: “Comment peux-tu exprimer tes idées quand tu ne connais pas le mot exact?” “Pourquoi change-t-on sa voix, son débit et son expression quand on joue des jeux de rôle différents?”
Instructional tip: Teachers can suggest that students include indefinite demonstrative pronouns (e.g., “ceci”, “cela”) and logical articulations (e.g., “donc”, “puisque”, “comme”, “alors”, “pourtant”, “alors que”) in their speech when contributing to a discussion.
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 appro- priate (e.g., describe key traits of characters in a book; summarize and comment on an environmental issue; deliver a multimedia presentation to the class about a cultural event; share information
of personal interest in the form of a public service
announcement; debate the benefits of teenagers’ having part-time jobs)
Teacher prompts: “Comment décries-tu les personnages de la scène?”, “Comment intéresseras-tu ton public?”, “Quel matériel visuel/sonore voudrais-tu utiliser pour soutenir l’intérêt de ton public?”
Instructional tips:
(1) Teachers can model the use of expressions of agreement such as “Bien sûr!”, “D’accord”, and “Sans doute” as alternatives to “Oui”.
(2) Teachers can model the use of expressions such as “Je te promets...”, “Je t’encourage...”, and “Je te suggère...” to introduce attempts to convince or persuade.
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., recite a familiar poem, varying tone of voice; self-correct by restating a message differently while discussing current events with peers; role-play with expression a scene in a book the class is reading; deliver a speech without hesitation)
Teacher prompts: “Comment est-ce que l’articulation de certains mots change le message?” “Comment la lecture à voix haute des phrases, plutôt que celle des mots, aide-t-elle à développer ton aisance et à améliorer ta prononciation?” “Comment l’articulation et
le fait de varier tes expressions aident-ils à la compréhension de ton message?”
Instructional tip: Teachers can suggest that students practise expressions that can help them
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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