Page 168 - 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
au long du processus d’écriture (suis les cinq étapes du processus : la préécriture, la rédaction d’une ébauche, la révision, la correction et la publication)?” “Comment peux-tu améliorer ton usage de la grammaire en lisant le travail de tes pairs?”
Instructional tip: Teachers can suggest that students use expressions of opinion in their reflective journals (e.g., “à mon avis”, “d’après moi”, “en ce qui me concerne”, “c’est certain que”, “il est clair que”, “il est évident que”).
D3. Intercultural Understanding
By the end of this course, students will:
D3.1 Intercultural Awareness: in their written work, communicate information about French- speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., create a story- board about Canadian culture from the perspective of a French speaker from outside North America; create a brochure on sports in various French- speaking countries and how they might be connected to national identity; describe the education systems in various French-speaking communities)
Teacher prompts: “Jusqu’à quel point les choses que nous aimons et apprécions sont-elles liées à notre culture?” “Comment les sports et la musique peuvent-ils rapprocher les cultures?”
Instructional tip: Teachers can encourage students to use the correct prepositions, articles, and contractions when referring to the names of continents, countries, cities, and other locations (“en Afrique”, “au Canada”, “à Bruxelles”, “à l’aéroport”).
D3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., use the Internet to research regional expressions, identify
the regions, and compare the expressions in a summary chart; use conventional expressions of politeness; use familiar quotations and adages appropriately)
Teacher prompts: “Quelle est la forme d’adresse appropriée pour cet individu?” “Pourquoi est-ce qu’on utilise un langage soutenu à l’écrit?” “Qu’est-ce que tu peux écrire au destinataire afin de respecter les formules de politesse?” “Comment les expressions régionales peuvent- elles déconcerter les étrangers?”
Instructional tip: Teachers can suggest that students develop and follow a step-by-step plan to research words and expressions from different French-speaking communities that mean the same thing in English (e.g., “déjeuner” for “breakfast” and “dîner” for “lunch” [Canada and Switzerland] vs “petit déjeuner” for “breakfast” and “déjeuner” for “lunch” [France]; “dringuelle” [Belgium] and “bonne- main” [Switzerland] for “tip”).
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