Page 173 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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.
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., identify the purpose, audience, and style of a presentation; review key terms associated with a topic before presenting it to the class; select precise language and use correct sentence structures and language conventions to explain, inform, persuade, and/or entertain; use relevant information from research to strengthen oral arguments; ask for help when seeking the right word; use strong, convincing language during a debate, such as“je suis certain que”and“je n’ai aucun doute que”; incorporate visual components or use technology to support a message)
Teacher prompts: “À quels obstacles avez-vous fait face pendant votre conversation avec vos pairs; à quoi avez-vous dû renoncer?” “Que peux-tu faire pour communiquer ton message quand les mots t’échappent?” “Quelles questions peux-tu poser pour piquer l’intérêt de ton public?”
Instructional tips:
(1) Teachers can encourage students to use formulaic expressions such as “selon moi”, “autrement dit”, “en effet”, ”n’en parlons pas!”, and “laisse-moi réfléchir” to introduce thoughts in a discussion.
(2) Teachers can suggest that students use metaphors, comparisons, and rhetorical questions for vivid descriptions and persuasive arguments (e.g., “Son indifférence me glace”, “Un mur de
brume bloquait l’horizon”, “Son esprit est libre comme l’air”, “Mes rêves sont aussi fragiles qu’un château de sable sur la plage”, “À quoi ressemble ce parfum?”, “À quoi cette démarche fait-elle penser?”).
B1.2 Producing Oral Communications: produce prepared and spontaneous messages in French to communicate information, ideas, and opinions about a wide variety of topics, with support as appropriate (e.g., dramatize a chapter of a French- language novel; explain how to carry out a procedure; use a“discourse chain”to improvise dialogue in a role play; lead a seminar analysing a play studied in class; lead a panel discussion on the influence
of media on consumer spending; share ideas about an event that the class attended; create
a presentation with visuals for peers to develop their awareness of the advantages and disadvantages of using a credit card)
Teacher prompts: “Comment les figures de
style peuvent-elles être utiles dans un discours?” “Comment vas-tu gérer une discussion ou
un débat?”
Instructional tips:
(1) Teachers can instruct students how to use a “discourse chain” similar to the following model to develop characters and themes:
Character 1: makes plans to go to the movies with character 2
Character 2: invites character 3 and offers to pick up the movie tickets
Character 3: informs character 2 that he or she will get the snacks
Character 2: leaves a voice mail message to hurry character 1
SPEAKING
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Core French
FSF4U