Page 200 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;
B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;
B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Extended
SPECIFIC EXPECTATIONS
B1. Speaking to Communicate
By the end of this course, students will:
B1.1 Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., when planning a presentation, identify what classmates know about the topic; organize a speech with an introduction, middle, and conclusion; record, listen to, and make adjustments to a presentation before sharing it in a large group; use tone, body language, and facial expressions for emphasis; repeat or paraphrase ideas to assist peers’ understanding)
Teacher prompts: “Comment planifiez et organisez-vous votre présentation?” “Comment préparez et pratiquez-vous votre présentation?” “Comment ajustez-vous l’intonation, le débit
et le volume de la voix qui conviennent à la situation (type de présentation, sujet traité, public cible, environnement)?” “Comment une connaissance de votre auditoire vous aide-t-elle à organiser le contenu de votre présentation?”
Instructional tip: Teachers can encourage students to use linking words to enhance the flow of their presentations or speeches (e.g., “à ce propos”, “à cet égard”, “ainsi”, “autrement dit”, “afin de”, “pour cette raison”, “en consé- quence”, “c’est pourquoi”).
B1.2 Producing Oral Communications: produce prepared and spontaneous communications
in French containing information, ideas, and
opinions about familiar and academic topics, including literary topics, with support as appropriate (e.g., deliver a monologue or an impromptu speech to persuade peers to support an anti-bullying initiative; present information about healthy eating based on research and personal experience; recount childhood memories or personal experiences in sharing circles; dramatize or parody a scene from a movie to entertain a younger audience)
Teacher prompts: “Par quel moyen convainquez- vous vos camarades de votre point de vue?” “Comment s’exprime-t-on différemment dans un discours et dans un dialogue?” “Quel vocabulaire utilisez-vous quand vous vous adressez à une audience plus jeune que vous?”
Instructional tips:
(1) Teachers can provide opportunities for students to practise using a variety of descriptive words and sentence structures in different contexts and can encourage them to use these words and structures in their presentations.
(2) Teachers can encourage students to use the imparfait when describing memories and experiences (e.g., “Quand j’étais jeune, je croyais que...”).
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy
in communications in French (prepared and spontaneous) about familiar and academic topics, including literary topics (e.g., recite a poem or present a speech or short talk with expression
and at a suitable speed; adapt their expression
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
198