Page 202 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Extended
B2.2 Interacting: engage in spoken interactions in French (prepared and spontaneous), in academic and social contexts, about familiar and academic topics, including literary topics (e.g., with a peer, prepare and rehearse a dialogue to present in class about ethics and social respon- sibility in the twenty-first century; converse spontaneously about everyday life; survey classmates on different topics; in a small group, share key points from a text to defend an opinion; discuss the moral and lessons expressed in a fable; role-play a scene from a literary novel under study; participate in a discussion of a poem read in class)
Teacher prompts: “Quelle question allez-vous poser à votre camarade pour commencer
une conversation?” “Sur quels éléments vous appuyez-vous pour interpréter le message d’un texte et créer un dialogue?” “Comment déterminez-vous les points saillants d’un poème?”
Instructional tip: Teachers can suggest that students ask open-ended questions in order to encourage longer, more substantive replies during conversations (e.g., “Qu’est-ce que tu as fait pendant la fin de semaine?” instead of “As-tu passé une bonne fin de semaine?”).
B2.3 Metacognition:
(a) explain which strategies they found helpful before, during, and after speaking to communi- cate effectively;
(b) identify their areas of greater and lesser strength as speakers, and plan specific steps they can take to improve their speaking skills (e.g., identify situations in which elaboration was useful as a speaking strategy and those in which it was not; assess whether the questions they asked served to generate and encourage discussion, and consider how they might improve their ability to ask effective questions; consider peer feedback when reflecting on the appropriateness of their body language during interactions; explain during a student-teacher conference how they monitor their speaking skills, and articulate their plans
for improvement)
Teacher prompts: “Comment avez-vous formulé vos questions pour encourager la discussion?” “Comment pouvez-vous vous assurer que
vos gestes et langage corporel appuient votre message?” “Comment considérez-vous une rétroaction descriptive de vos pairs?”
Instructional tips:
(1) Teachers can encourage students to consider peer assessment when reflecting on how to enhance the appropriateness of their body language or questions during interactions.
(2) Teachers can encourage students to use the futur simple when they speak about their plans for improvement (e.g., “Je ferai tout mon possible pour...”, “Je serai intéressé à écouter...”).
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally about French-speaking communities in Europe, 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 communities (e.g., in pairs, discuss how traditions in French-speaking regions of Europe differ from one area to another; describe a variety of significant holidays in French-speaking European cultures and their importance to local communities; compare and contrast their own everyday life with that of individuals or groups from various French-speaking European cultures)
Teacher prompts: “Dans quelle mesure les coutumes et les traditions diffèrent-elles d’une région francophone à l’autre en Europe?” “Comment une connaissance des traditions des autres cultures vous aide-t-elle à mieux communiquer la vôtre?”
Instructional tips:
(1) Teachers can help students create a lexical bank related to everyday life in different cultures (e.g., irregular adjectives and adverbs for description, reflexive verbs for daily activities, nouns for places and housing).
(2) Teachers can model and encourage students to use inclusive language and to avoid stereotypes and overgeneralizations in their descriptions of other cultures.
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., vary expressions and language register according to
the occasion, intent, and social situation; use polite expressions to show appreciation to others and to
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* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French- speaking communities in Europe) but are not expected to do so.