Page 187 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

enunciate for emphasis during the recitation of a memorized poem or song)
Teacher prompts: “Qu’est-ce qui rend une blague amusante? Quels éléments non verbaux sont nécessaires pour bien raconter une blague?”
Instructional tip: Teachers can encourage students to construct and practise a variety
of phrases that they can use when participating in exchanges.
B1.4 Applying Language Structures: communi- cate their meaning clearly, using parts of speech and word order appropriately (e.g., use inverted word order [inversion] to ask for information or to pose a question in a conversation; express an opinion or an emotion using an expression followed by the subjonctif présent; use verb tenses correctly in a dialogue or oral presentation)
Teacher prompts: “Quelle est la meilleure façon de poser des questions efficaces?” “Ne fais pas à autrui ce que tu n’aimerais pas qu’on te fasse : Es-tu d’accord avec cette citation? Aimerais-tu qu’on te fasse la même chose? Pourquoi?”
Instructional tip: Teachers can encourage students to use the subjonctif présent to express, for example, an emotion, a wish, or an opinion (e.g., “Je suis content qu’elle puisse venir à la fête”, “Elle veut que je vienne aussi”, “Je voudrais que tu fasses les courses ce soir”).
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., recognize and adhere to time limits and other constraints; agree and disagree politely using expressions such as“Que penses-tu de...?”,“Quel est ton avis?”,“Quel est ton opinion sur...?”,“C’est le tour de...”, ”Je voudrais bien ajouter/clarifier/ modifier...”; use fillers such as“et alors?”,“donc”, “puis”, and conversation maintenance cues such as“bien sûr”,“oui, toujours”,“je suis d’accord”to participate, show encouragement, and encourage others to speak; identify and correct slips and errors that may cause misunderstandings; build on replies to develop a conversation)
Teacher prompts: ”Comment peut-on aider
les autres pendant une discussion de groupe?” “Comment la façon dont tu réagis pendant une interaction influence-t-elle la discussion?” “Comment peux-tu montrer ton accord ou
désaccord avec un ami?” “Pourquoi le fait de connaître le sujet de la discussion enrichit-il tes contributions?”
Instructional tip: 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.
B2.2 Interacting: exchange information, ideas, and opinions with others in prepared and spon- taneous spoken interactions about a variety of topics, with teacher modelling as appropriate (e.g., discuss current global issues such as the environment, bioethics, and politics, responding
to questions from the teacher and peers; discuss with a partner an obstacle they had to overcome and reflect on the strategies used; discuss with a small group the moral and ethical use of media such as the Internet; respond to a speaker’s opinion)
Teacher prompts: “Comment les différents points de vue peuvent-ils confirmer ou modifier tes convictions lors d’un échange en groupe?” “Comment montres-tu que tu as compris et respecté le point de vue d’une autre personne même si tu n’es pas d’accord avec elle?”
Instructional tip: Teachers can model reformu- lating expressions students can use to react
to the opinions of others in conversations (e.g., “Je partage ton opinion parce que...”, “Je ne pense pas la même chose, car...”, “Peu de personnes pensent comme toi, mais...”, “Il faudrait ajouter...”, “J’aimerais préciser...”).
B2.3 Metacognition:
(a) describe strategies they found helpful before, during, and after speaking to communicate 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 describe what they would do differently next time)
Teacher prompts: “Quelles stratégies utilises-tu pour te faire comprendre et pour contribuer
à une discussion?” “Quelle stratégie veux-tu essayer pour améliorer ton expression orale?”
Instructional tip: Teachers can suggest that students use reflexive verbs to express causation, such as “se faire”, “se laisser” (e.g., “Je me suis fait corriger...”, “Dans mon travail je ne me laisse pas faire”).
SPEAKING
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Core French
FSF4O