Page 162 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
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., discuss the cultural significance of a personal book, object, or photograph, and make connections with a similar French artifact discovered through research; relate the key message in a French song to their own community)
Teacher prompts: “Comment est-ce que les perspectives des autres exercent une influence sur tes interactions avec eux?” “Comment la diversité de la classe est-elle représentée à travers les objets présentés?” “Quels sont les avantages et les inconvénients d’être bilingue ou unilingue?”
Instructional tip: Teachers can suggest that students use the passé composé of reflexive and pronominal verbs when discussing and describing the cultural significance of a per- formance from a French-speaking region (e.g., “Je me suis demandé...”, “Il s’est habillé en costume folklorique pour le spectacle”).
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 interjections to show hesitation, such as“euh”, “ah”,“ben”; answer a variety of questions using regional expressions or colloquialisms while role-playing different members of the community; research customer service etiquette in French restaurants or stores and demonstrate it in a skit)
Teacher prompts: “Pourquoi est-il important de dresser une liste des expressions nouvellement apprises? De quelle façon peux-tu les réutiliser dans une conversation authentique?” “Dans quelle mesure la connaissance de la région va-t-elle influencer ton choix de conventions linguistiques et pourquoi?”
Instructional tip: Teachers can suggest the use of the conditionnel présent to express politeness.
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