Page 207 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

from a French-speaking region in Europe and explain how geography has influenced the ingredients)
Teacher prompts: “Quelles sont les caractéris- tiques de la culture?” “La culture est parfois comparée à un iceberg. Certaines caractéris- tiques de la culture seraient visibles et d’autres cachées. Que pensez-vous de cette affirmation?” “Quels renseignements cherchez-vous sur la culture d’un pays que vous ne connaissez pas?” “Comment est-ce que l’environnement influence la création de différentes recettes régionales?”
Instructional tip: Teachers can direct students to use different forms of negation, such as “ne... jamais”, “ne... rien”, “ne... plus”, “ne... nulle part”, “ne... personne”, “ne... aucun” (e.g., “Je n’ai jamais réalisé que...”, “Je n’ai vu nulle part un jardin qui possède tant d’espèces et de variétés végétales”), as well as affirmative statements, while reflecting on what they have read about foods in French-speaking regions
in Europe.
C3.2 Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolin- guistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., identify differences in the language registers that
a character in a novel uses when addressing others who are of various ages and who have different types of relationships with that character; demonstrate
awareness of abbreviations and initialisms in electronic messages from French-speaking peers; read letters from several decades ago and discuss the evolution of the language used for greeting, informing, or requesting)
Teacher prompts: “Comment distingue-t-on les différents niveaux de langue utilisés en compréhension écrite?” “De quelle façon la lecture de lettres d’époques différentes (vos parents ou grands-parents) vous conscientise- t-elle à l’évolution sociale du langage?”
Instructional tip: Teachers can suggest that students discuss changes in language over time using a combination of past, present, and future tenses with temporal expressions (e.g., “il y a”, “dès”, “dans ce temps-là”, “dans les années”, “durant”, “à cette époque”).
* 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.
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