Page 164 - 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
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., consolidate learning of new words through memory aids, visualization techniques, or thematic lists of key concepts; use new words appropriately in different contexts; find a familiar root or word within an unfamiliar compound word; maintain a personal lexicon of words that relate to personal interests, are used regularly in discussions, or are posted on anchor charts, and use them frequently)
Teacher prompts: “Quel mot français pouvez- vous voir à l’intérieur de ce plus grand mot?” “Comment est-ce que votre connaissance du sens du plus petit mot vous aide à trouver le sens de ce nouveau mot?”
Instructional tips:
(1) Teachers can promote the study of word families, encouraging students to identify words within words to help them determine the meaning of unfamiliar words.
(2) Teachers can remind students of the benefits associated with keeping a personal word bank.
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 communi- cate the meaning (e.g., articles, graphics, and advertisements in magazines appeal to a certain demographic; the continuing use of familiar characters in a fiction series allows the reader to make predictions; blogs have concise entries that include anecdotes, personal opinions, and images related to relevant issues to attract readers and generate discussion)
Teacher prompts: “Pourquoi est-ce que l’auteur a présenté son message de cette façon?” “Qu’est-ce que l’auteur voulait mettre en valeur pour les lecteurs? Comment le savez-vous?”
Instructional tip: Teachers can encourage students to use the interrogative adjective in its different forms (“quel”, “quelle”, “quels”) when asking questions about the author’s intent.
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., abbreviations and legends on maps help a reader to plan a trip; photos, statistics, and standings on a sports team’s website engage fans; headlines, descriptive language, and photographs in newspapers inform readers of important events)
Teacher prompts: “Quels éléments visuels l’auteur a-t-il utilisés pour attirer ton attention?” “Comment est-ce que l’interprétation du message est influencée par la mise en page?”
Instructional tip: Teachers can guide students to recognize the use of the passé composé and the imparfait in descriptions of events in newspaper articles.
C2.3 Metacognition:
(a) describe 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., plan to read different types 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; reflect on the reading strategies suited to different purposes; vary text choices during independent reading)
Teacher prompts: “Quelles questions te poses-tu avant et après la lecture?” “Comment détermines-tu les motifs qui te mènent à t’engager dans la lecture?” “Quelle technique aimes-tu utiliser pour réduire le stress de la lecture à haute voix devant un groupe?”
Instructional tip: Teachers can promote the
use of conditional sentences when students are reflecting on strategies (e.g., “Si je comprenais le but de la lecture, je pourrais...”, “Si je parcourais le texte, je saurais d’avance...”).
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., analyse the actions and choices of fictional characters in terms of the social
and cultural norms of their communities; research a French-speaking country and report on an interesting aspect of its culture; conduct research for an article outlining the impact of the natural environment on the culture of a French-speaking country; decipher clues prepared by classmates in
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