Page 165 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

a cultural scavenger hunt to learn more about various European cultures; read a tourism brochure about Senegal to plan an imaginary trip)
Teacher prompts: “Quels pays francophones t’intéressent le plus?” “Quels aspects de la culture on retrouve dans le texte?” “Est-ce que le site Web a présenté les informations essentielles pour t’aider à planifier un voyage avec tes amis? Qu’est-ce que tu veux voir ou visiter
et pourquoi?”
Instructional tip: Teachers can promote the use of the conditionnel présent to express wishes and possibilities when students are planning a vacation (e.g., “J’aimerais visiter le Sénégal, est-ce une bonne destination?”, “Je voudrais y aller, mais...”, “Ce serait une bonne idée de partir pendant les vacances”, “Si j’économisais assez d’argent, je t’accompagnerais avec plaisir”).
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 puns in headlines from international French-language newspapers; compare the language used in formal and informal letters written by correspondents from two different age groups; use a Venn diagram to compare and contrast traffic signs and symbols in France and Canada; comment on persuasive language used in advertising in different French- speaking countries)
Teacher prompts: “Pourquoi est-il utile de pouvoir reconnaître les similarités et les différences entre le vocabulaire français du Canada et celui de l’Europe?” “Pourquoi la connaissance des similarités et des différences
entre les panneaux de signalisation routière et les symboles est-elle importante quand on voyage à l’étranger?”
Instructional tips:
(1) Teachers can direct students’ attention to words or expressions that are characteristic
of a particular French-speaking region, such as “marier”, used in Canada, Switzerland, Belgium, and northern France, rather than “épouser”, used in central and southern France.
(2) 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).
READING
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Core French
FSF3O