Page 177 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

motivations? Comment cela te permet-il de mieux comprendre les actions de ce personnage?” “Comment sais-tu que l’auteur utilise dans son texte un style de comparaison?” “Comment une comparaison t’aide-t-elle à mieux comprendre le message?”
Instructional tips:
(1) Teachers can encourage students to use specific research skills (e.g., identifying sources, gathering data, taking notes, outlining) as they read for information.
(2) Teachers can suggest that students use the subjonctif to express emotional reactions and/or opinions when critically evaluating a text (e.g., “J’aimerais que le personnage soit plus compréhensif quand...”, “Je voudrais que l’auteur examine...”).
(3) Teachers can direct students’ attention to various expressions used to compare or contrast (e.g., “comme”, “tel”, “pareil à”, “semblable à”, “ressembler à”, “sembler”).
C1.3 Reading with Fluency: read a variety of French texts at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., look for textual emphasis, such as font changes, punctuation, italics, or bold, and adjust their intonation accordingly; read a play aloud, varying rate, tone, and expression to suit the characters)
Teacher prompts: “Qu’est-ce que l’intonation?” “Comment utilise-t-on l’intonation pour enrichir une lecture ou faire la distinction entre des personnages?” “Comment utilise-t-on l’intonation pour donner plus de poids aux arguments persuasifs?”
Instructional tip: Teachers can provide oppor- tunities for students to build their reading fluency by providing them with narrative texts that clearly use the proper sequence of tenses (passé composé, imparfait, and plus-que-parfait) to describe events in the past so that students can understand the sequence of events quickly.
C1.4 Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions (e.g., use a thesaurus and other online reference resources to broaden vocabulary; as they read, list interesting words and expressions that could be used in writing tasks; use contextual clues to help them determine the meaning of new words; use rhymes or other kinds of word play to help them retain unfamiliar words; consider how meaning, mood, or voice is
changed when synonyms are substituted for selected words in a poem or passage from a novel)
Teacher prompts: “Que ferais-tu si tu lisais ou entendais une expression idiomatique que tu ne connais pas?” “Si les dictionnaires et les ordinateurs n’étaient pas disponibles en classe, quelles stratégies utiliserais-tu pour comprendre le sens d’une expression?”
Instructional tip: Teachers can encourage students to use online sources to research the meanings of idiomatic expressions such as “chercher des puces à quelqu’un”, “avoir une faim de loup”, “faire d’une pierre deux coups”, “mon œil!”, “il pleut des cordes”, and “passer une nuit blanche”.
C2. Purpose, Form, and Style
By the end of this course, students will:
C2.1 Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communicate the meaning (e.g., explain the function of setting in a short story, novel, or play; comment on how two text forms, such as a poster and a poem, approach similar themes; explain how the slogans in an advertisement address a targeted audience; study the lyrics of didactic folk songs and discuss their intended lessons)
Teacher prompts: “Quel est le thème de ces deux textes? Comment les deux auteurs ont-ils traité ce thème d’une manière différente?” “Comment le lieu, le temps et l’atmosphère d’une pièce de théâtre/d’un roman t’aident-ils à interpréter ce que tu as lu?”
Instructional tip: Teachers can ask students to use sentence starters that convey emotion when commenting on the appropriateness of the language used in a particular text form (e.g., “Je suis content que...”, “J’aimerais que...”, “Il veut que...”).
C2.2 Text Features and Elements of Style: identify some features and stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey explicit and implicit messages (e.g., repetition, alliteration, and metaphors in a poem illuminate the theme; headlines, images, and captions in a newspaper provide important information that supplements
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