Page 175 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

discussions to turn attention to another aspect of an issue (e.g., “Il est vrai que..., mais il faut se rappeler que...”, “On pourrait dire que..., mais il y a aussi...”, “Vous m’objecterez peut-être que..., mais...”, “On prétend parfois que..., mais...”, “On a osé dire que..., toutefois...”).
B2.3 Metacognition:
(a) explain which strategies they found helpful before, during, and after speaking to communi- cate effectively;
(b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., make revisions to the form and content of their speech using feedback from peers and the teacher; identify the most effective elements in their oral presentation and explain what they would do differently next time)
Teacher prompts: “Quelles stratégies utilises-tu pour contribuer à une discussion avec un/une partenaire?” “Quelle stratégie peut t’aider à mieux communiquer en français?”
Instructional tip: Teachers can suggest that students use reflexive verbs such as “se faire” and “se laisser” when expressing causation (e.g., “Je me suis fait corriger...”, “Dans mon travail je ne me laisse pas faire...”).
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally about French-speaking com- munities 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 commun- ities (e.g., compare gender roles, occupations, salaries, family structures, significant days, and naming customs among linguistic or cultural groups in various French-speaking communities; role-play
a cooking show in which students discuss and demonstrate cuisines from various French-speaking regions, and compare them to their own; develop a presentation exploring the origins and accuracy of stereotypes about various French-speaking communities)
Teacher prompts: “Parfois, une étude de la diversité culturelle se limite à la compréhension des éléments superficiels des représentations
culturelles tels que les stéréotypes, les artefacts et les aspects folkloriques. Comment peux-tu dépasser cette étape?” “Quelles informations personnelles peux-tu partager avec les autres pour les aider à mieux te connaître et te comprendre?”
Instructional tip: Teachers and students can create a word bank together to use while discussing different world communities.
B3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them appropriately in spoken interactions (e.g., differentiate speech according to different social contexts; research and account for the variable presence or absence of “ne”in verbal negation;
use cues such as “et alors?”, “donc”, “puis”, “bien sûr”,“oui, toujours”,“je suis d’accord”to help maintain a conversation; incorporate into a group presentation words and expressions unique to various French-speaking communities worldwide, encountered while reading, viewing, and/or social networking; re-enact comedy sketches from different French-speaking communities and compare the humour in each region)
Teacher prompts: “Quelle relation existe-t-il entre ‘le langage’ et ‘la société’ dans une langue?” “Pourquoi existe-t-il en milieu urbain un langage différent de celui du milieu rural?” “Comment les circonstances de l’acte de parole (lieu, moment, statut des interlocuteurs, objectifs de communication, etc.) sont-elles des facteurs importants de diversification de langage?”
Instructional tips:
(1) Teachers can suggest that students listen to different dialogues to identify the differences between familiar and formal words and expres- sions (e.g., “mort”/“décédé”, “habiter”/“être domicilié”, “mon mec”/“mon mari”/“mon époux”/“mon conjoint”, “boulot”/“travail”), and then use the vocabulary in a role play.
(2) Teachers can encourage students to use possessive pronouns (e.g., “les leurs”, “les nôtres”, “les vôtres”) when comparing sociolinguistic conventions used in different French-speaking communities.
SPEAKING
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Core French
FSF4U