Page 188 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
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: “Selon vous, est-ce important d’arriver à l’heure à vos rendez-vous?” “Faut-il apporter un petit cadeau (des fleurs, un livre...) pour une invitation à un dîner?” “Quand on te fait un cadeau, faut-il l’ouvrir tout de suite? Pourquoi?”
Instructional tips:
(1) Teachers and students can create a word bank together to use while discussing different French-speaking world communities.
(2) Teachers can suggest that students use possessive pronouns (e.g., “le mien”, “les leurs”, “les nôtres”) in descriptions and comparisons of social and cultural customs.
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; incorporate into a group presentation words and
expressions unique to various French-speaking communities worldwide, encountered while reading, viewing, and social networking)
Teacher prompts: “Selon toi, pourquoi est-ce que certains individus suppriment le ‘ne’ dans les communications orales?” “Quelles expressions de cette région pourrais-tu incorporer dans ta présentation?”
Instructional tips:
(1) Teachers can suggest that students describe greeting customs from different French-speaking countries and make connections to customs in their own community (e.g., “Pour saluer, chez eux, on fait la bise ou on serre la main, mais chez nous on...”).
(2) Teachers can suggest that students describe ways in which courtesy is expressed in various French-speaking regions and make connections to customs in their own community.
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