Page 205 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

l’intrigue du roman?” “Comment pouvez-vous vous assurer que vous avez bien compris les informations ou les directives dans un message électronique?”
Instructional tip: Teachers can ask students to make a chronological list of the events in a story before they retell it to the class.
C1.3 Reading with Fluency: read a variety of French texts with proper intonation and at a sufficient rate and with sufficient ease to dem- onstrate that they understand the overall sense of the text (e.g., read aloud, adjusting their rate, expression, and tone to portray a character; improve pace and enunciation by recording and listening to their own reading; read aloud a fable, myth,
or poem, pausing as indicated by the punctuation and/or line breaks to help communicate the intended meaning)
Teacher prompts: “Pourquoi est-il important d’ajuster votre débit et votre expression lorsque vous lisez le rôle d’un personnage?” “Quelle est l’importance de la ponctuation dans la lecture?”
Instructional tips:
(1) Teachers can model fluent reading by reading aloud to the students for at least five minutes daily, choosing texts that can help build students’ background knowledge and expose them to new vocabulary.
(2) Teachers can review rules of pronunciation and demonstrate correct pronunciation during repeated interactive read-alouds (e.g., elision: “J’en voudrais une”, “Il n’y viendra pas”,
“Ils n’ont pas d’enfants”, “Ce sont les jeux olympiques qu’André adore”; silent letters: “hier”, “finissent”, “vous”, “heureusement”; liaison: “un petit ami”, “les étudiants”, “deux enseignants”, “un grand écrivain”, “nous aborderons”).
C1.4 DevelopingVocabulary:useseveraldifferent vocabulary acquisition strategies to expand their French vocabulary (e.g., predict the meaning of an unfamiliar word through context, verify their prediction by looking the word up in a dictionary, and create a personal mnemonic to help them remember it; use knowledge of roots, prefixes, and suffixes to help them determine the meaning of unfamiliar words; in a vocabulary notebook,
list and define words that are easily confused, such as “attendre” and “assister”)
Teacher prompts: “Quelles stratégies utilisez-vous pour enrichir votre vocabulaire?” “Comment comprenez-vous la terminologie et le vocabu- laire propres au sujet que vous lisez?” “De quelle façon organisez-vous les interventions favorisant l’enrichissement du vocabulaire pour améliorer la fluidité en lecture?”
Instructional tips:
(1) Teachers can help students understand unfamiliar words by ensuring that they are aware of the meanings of various prefixes and suffixes, such as “trans-, tra-, tré-, très-”, which mean “beyond” or “through” (e.g., “trépasser”, “transposer”), and “-aille, -ard”, which are pejorative (e.g., “mangeaille”, “chauffard”).
(2) Teachers can support the development of students’ vocabulary by creating a classroom word wall that includes word families and specialized vocabulary, including literary terms.
C1.5 Responding to and Evaluating Media Texts: demonstrate an understanding of ideas and information in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., discuss the feelings evoked by the slogan in
a print advertisement; explain their reactions to a news article on an environmental or First Nations issue; assess how magazines foster beliefs about ideal body images; assess the validity of and possible bias in product reviews on various websites; discuss how the text and images in a travel brochure appeal to a particular demographic; explain the message conveyed by informational graphics used in pro- motional materials for an event)
Teacher prompts: “Comment le message d’une bannière publicitaire peut-il évoquer des senti- ments personnels?” “Comment les magazines d’adolescents influencent-ils ce que vous mangez, portez et pensez?” “Comment les préjugés que vous avez identifiés dans un guide du consom- mateur influencent-ils vos choix d’achat?” “Comment est-ce que les graphiques influencent vos inférences?”
Instructional tips:
(1) Teachers can direct students’ attention to the use of the imparfait and passé composé in news articles describing past events (e.g., “Hier, les cœurs des Ontariens étaient véritablement à
la fête. Avec une chaleur ressentie qui a dépassé les 35°C en tenant compte du taux d’humidité, il n’y avait rien de mieux qu’une petite saucette. Cette première vague de chaleur a toutefois causé des dégâts dans certaines régions. De violents orages ont déraciné des dizaines d’arbres et abîmé des fils électriques. Le retour à la normale est prévu dans quelques jours”).
(2) When students are reading promotional and advertising materials, teachers can encourage them to look for the use of the subjonctif présent of high-frequency verbs such as “aller”, “faire”, “savoir” after the impersonal expression “il (ne) faut (pas)” and note how it is used to emphasize necessity or to persuade.
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