Page 190 - 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
intonation when reading arguments supporting one side of a question under debate)
Teacher prompts: “En lisant devant un pair, pourquoi est-il important de changer la vitesse de ta lecture?” “Comment est-ce que le sens d’une expression peut être influencé par l’expression de ta voix?”
Instructional tip: Teachers can model a technique of reading that focuses on quickly identifying clues that can help with developing an overall understanding of a text.
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 contextual clues and word families to decipher unfamiliar vocabulary; read literary texts to expand their vocabulary; consult online dictionaries or blogs to research and broaden technological vocabulary; while reading, note the different meanings of a word and seek to apply the word correctly in various situations; note unfamiliar words or expressions that are used repeatedly in a text, and use context to glean their meaning)
Teacher prompts: “Comment la lecture t’aide-t-elle à développer ton vocabulaire?” “Quelles stratégies utilises-tu pour enrichir ton vocabulaire?” “Comment cherches-tu le nouveau vocabulaire technique? Comment vérifies-tu cette source?”
Instructional tip: Teachers can encourage students to use the subjonctif when evaluating the effectiveness of a particular vocabulary- acquisition strategy (e.g., “Je ne crois pas que...”, “Je doute que...”, “Je suis content que...”).
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., analyse the impact of the use of the first person in an autobiography or journal;
identify the biases and missing points of view in
an opinion piece; discuss the role of visuals in a print advertisement; explain how suspense is created in an adventure, mystery, or science fiction novel)
Teacher prompts: “Comment est-ce que l’auteur a présenté l’information d’une manière efficace dans son autobiographie?” “Comment est-ce
que l’auteur a créé du suspense dans ce texte? Est-ce qu’il a réussi à te donner envie de continuer à lire? Pourquoi?”
Instructional tip: Teachers can model sequencing of present and past tenses with temporal expressions (e.g., “depuis”, “ça fait”, “il y a”) and have students use these expressions when summarizing key events in a novel.
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., idiomatic expressions or clichés in advertisements appeal to particular age groups; future tenses and vague statements in horoscopes help them appeal to a broad readership; alliteration, personification, and metaphors in reviews of books, songs, or movies are used to engage readers and influence their opinions)
Teacher prompts: “Comment est-ce que l’auteur a employé les mécanismes de production médiatique pour soutenir son message d’une manière efficace?” “Comment est-ce que l’auteur a incorporé les éléments de style pour partager son message?”
Instructional tips:
(1) Teachers can review with students text features that will help them find information, such as headings, subheadings, table of contents, index, glossary, preface, paragraphing, bulleted lists, sidebars, footnotes/endnotes, illustrations, figures, captions, italicized or boldface words
or passages, colour, and symbols.
(2) Teachers can encourage students to rewrite a passage from a text using different idiomatic expressions.
C2.3 Metacognition:
(a) describe 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., clarify reading goals, such as reading for general or detailed comprehension, critical reading, and reading for insight or enjoyment)
Teacher prompts: “Comment détermines-tu tes objectifs de lecture?” “Parmi les stratégies que tu observes autour de toi, lesquelles sont les plus efficaces? Pourquoi?”
Instructional tip: Teachers can suggest that students explain the consequences of choosing
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