Page 174 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
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(2) Teachers can encourage students to use critical-thinking skills to analyse information and elaborate on ideas when responding to classmates in a panel discussion.
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared and spontaneous communications about a wide range of topics (e.g., using appropriate pauses, entertain the class with a joke, humorous story, or tongue twister; use contractions, elision, and liaisons appropriately; deliver a rehearsed monologue, dialogue, or interview using appropriate emphasis; use appropriate phrasing when reciting poetry aloud; use idiomatic expressions in various contexts)
Teacher prompts: “Qu’est-ce qui rend une blague amusante? Quels éléments non verbaux sont nécessaires pour bien raconter une blague?” “Quels critères peut-on choisir pour évaluer l’efficacité d’une présentation orale avant de la présenter?” “Quelles expressions peux-tu utiliser pour montrer ta compréhension et t’aider à chercher ce que tu veux dire?”
Instructional tips:
(1) Teachers can encourage students to use temporal prepositions (e.g., “pendant”, “depuis”, “dans”, “il y a”, “en premier lieu”, “en deuxième lieu”, “en dernier lieu”, “ici, ailleurs”, “d’une part, d’autre part”, “autrement”) and corres- ponding verb tenses when communicating the sequence of events in a story or a joke.
(2) Teachers can ask students to imitate the speech patterns of individuals in an audio or video clip.
(3) Teachers can encourage students to use familiar contractions such as “p’tit” for “petit”, “t’es” for “tu es”, “chuis” for “je suis”, or “zêtes” for “vous êtes” to sound more fluent when speaking.
B1.4 Applying Language Structures: communi- cate their meaning clearly, using parts of speech and word order appropriately (e.g., select a singular or plural verb to agree with a subject that
is a collective noun, as appropriate for the intended meaning; express opinions and ideas using the appropriate tenses, expressions, and constructions; consistently put verb parts and object pronouns
in the correct order while speaking)
Teacher prompt: “Quand on exprime une opinion en utilisant ‘penser que’ ou ‘croire que’, quel mode (indicatif ou subjonctif) faut-il utiliser? Pourquoi?”
Instructional tips:
(1) Teachers can remind students that some expressions and verbs followed by “que” take the indicatif, such as “Je suis certain que...”, “Je suis sûr que...”, “Je pense que...”.
(2) Teachers can draw students’ attention to the placement of double-object pronouns in affirmative and negative sentences (e.g., “Je le lui ai donné”, “Je ne le lui ai pas donné”).
B2. Speaking to Interact
By the end of this course, students will:
B2.1 Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., use verbal and non-verbal communication to encourage others to join a conversation; recognize and adhere to time limits and other constraints; provide a word or phrase to help out another student; agree with or politely challenge another speaker’s statement; in group discussions, wait for a short silence indicating the end of someone else’s turn before adding an opinion or question)
Teacher prompts: “Comment utilises-tu les signes de politesse pour promouvoir la participation des autres à une réunion?” “Comment vas-tu défendre ton argument pour ou contre une observation faite par ton professeur?” “Comment s’adresse-t-on à une personne pour demander des renseignements? Pour exprimer un désac- cord? Pour rouspéter?” “Comment montre-t-on du respect?”
Instructional tips:
(1) Teachers can model reformulating techniques that students can use to ask for clarification in conversations (e.g., “Peux-tu donner les raisons qui te font penser ainsi?”, “Peux-tu expliquer cette suggestion?”, “Que veux-tu dire par...?”, “Que penses-tu de...?”).
(2) Teachers can ask students to generate ideas for a discussion web in pairs and share them in a large group.
B2.2 Interacting: exchange information, ideas, and opinions with others in prepared and spontaneous spoken interactions about a wide variety of topics, with support as appropriate (e.g., contribute to and lead productive discussions; discuss with a small group the moral and ethical use of media such as the Internet; with a peer, discuss and evaluate postsecondary choices; with a peer, rephrase statements heard at a postsecondary orientation; develop questions on a topic of personal interest to initiate a discussion with peers)
Teacher prompts: “Comment justifies-tu
ton opinion avec des exemples spécifiques tout en respectant les opinions des autres?” “Comment peux-tu commencer une discussion intéressante?”
Instructional tip: Teachers can model various expressions that students can use in group