Page 178 - 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
or reinforces the articles; advertisements use logos and other images, font size, colour, and imperatives to try to influence the reader)
Teacher prompts: “Comment les images influencent-elles ton opinion au sujet de ce que tu vas lire?” “Selon toi, est-ce que le titre de l’article est efficace? Pourquoi? Comment le changerais-tu?”
Instructional tip: Teachers can ask students to justify why an author used a particular verb tense (e.g., “Pourquoi a-t-on utilisé le subjonctif dans ce cas?”, “Pourquoi est-ce que l’auteur a écrit ce paragraphe à l’imparfait?”).
C2.3 Metacognition:
(a) explain which strategies they found helpful before, during, and after reading to understand texts;
(b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., identify which strategies they use regularly and which they seldom use, and assess the effectiveness of both before planning next steps; identify a reading situation in which a seldom-used strategy might help; plan to explore additional strategies)
Teacher prompts: “Comment dégages-tu les composantes d’un texte?” “Comment repères-tu les mots clés qui peuvent poser un problème de compréhension du message?”
Instructional tip: Teachers can request that students use the infinitif passé when describing strategies that were helpful to their understand- ing (e.g., “Après avoir vérifié la définition du mot en français, j’ai beaucoup mieux compris ce qu’on était en train de lire”).
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of French texts, identify French- speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare the educational background, skills, and work experience required
for careers and occupations that they have read about on websites of French-speaking communities; evaluate information provided on a poster or
brochure that promotes tourism in French-speaking countries; read texts by French-speaking African and Canadian authors and compare the characters’ lives, influences, and motivations)
Teacher prompts: “Comment pouvons-nous approfondir notre connaissance des autres cultures francophones en comparant l’éducation dans les écoles?” “Quels éléments t’intéressent pour comparer deux modes de vie dans deux différents pays francophones?”
Instructional tip: Teachers can have students read information about a French-speaking country and then use the futur simple and the futur antérieur to describe a visitor’s experience there (e.g., “Je le visiterai... aussitôt que je serai arrivé à St-Martin”).
C3.2 Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French- speaking communities (e.g., read several texts
by the same author and explain how the author’s background influences his or her choice of words and expressions; compare the use of formal literary
language in texts from different French-speaking regions; compare headlines and front pages of various French-language newspapers, highlighting vocabulary unique to each region; describe the influence of slang and jargon on written language)
Teacher prompts: “Jusqu’à quel point peux-tu trouver des mots et des expressions qui démon- trent l’influence d’une langue sur une autre?” “Surligne les expressions régionales retrouvées dans les journaux et indique les différences observées entre chaque journal. Comment pouvons-nous mieux connaître les communautés francophones en comparant des journaux?”
Instructional tips:
(1) Teachers can ask students to analyse the use of language on the front pages of French- language newspapers, including information from headlines.
(2) Teachers can direct students’ attention to the use of the infinitif passé after the preposition “après” (e.g., “Après avoir consulté le site de
la Jeune Chambre de commerce de la Mauricie, j’ai réalisé que le français est une langue des affaires”).
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