Page 191 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

certain reading strategies, using conjunctions followed by the indicatif (e.g., “de telle sorte que”, “au point que”, “de manière que”, “si bien que”).
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., research online to compare approaches to the inclusion of the arts in the educational systems of various French-speaking countries and in Ontario; read texts by French- speaking African and Canadian authors and compare the characters’ lives, influences, and motivations; read tourism brochures and/or information from websites to plan a trip to a French-speaking region abroad)
Teacher prompts: “Comment lis-tu les brochures touristiques de façon critique afin de planifier un voyage authentique et culturel?” “Qu’est-ce qui te motive à lire davantage sur les autres cultures francophones? Pourquoi?”
Instructional tip: To help students develop their ability to understand texts from other cultures, teachers can suggest that, before reading, students use strategies such as finding out about the writer and the circumstances in which the text was written.
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., identify proverbs from various regions and analyse their use in selected texts; compare two print advertisements from different countries for the same product, and identify similarities and differences in language; read more than one text by the same author and explain how the author’s background influences his or her choice of words and expressions; describe the influence of slang and jargon on written language)
Teacher prompts: “Quelles différences peux-tu remarquer à propos du niveau de langue entre les publicités de ces deux pays?” “Pourquoi penses-tu qu’il y a des différences dans l’emploi des expressions familières?” “Comment un auteur met-il en valeur ses expériences person- nelles dans son choix de vocabulaire?”
Instructional tip: Teachers can encourage students to use the infinitif passé when describing what they have read (e.g., “Après avoir lu...”, “Après avoir fait de la recherche...”).
READING
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Core French
FSF4O