Page 211 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

students to use these forms when comparing their own culture with that of a French-speaking region in Europe (e.g., “Il y a plus de célébrations que chez nous”, “Nos célébrations sont meil- leures que les siennes parce que...”, “Ce sont les adultes qui reçoivent le moins de cadeaux”).
D3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in their written work (e.g., use appropriate abbreviations in text messages to
a French pen pal; research vocabulary related to specific French-speaking communities to use in their writing about the region; write a script for a skit with both formal and informal speech between characters)
Teacher prompts: “Comment écrire la langue texto éveille-t-il en vous des registres de la langue?” “De quelle façon l’écriture d’un discours évoque-t-elle la langue formelle
ou informelle de la personne qui parle et sa culture?” “Comment la culture influence-t-elle la formalité d’une langue?”
Instructional tip: Teachers can suggest that students research regional French vocabulary
in Europe and write notes about different terms used in different regions (e.g., “En Suisse on
dit ‘des plaques de chocolat’, ‘des biscuits’ et ‘des petites pièces’, mais en France on dit ‘des tablettes de chocolat’, ‘des gâteaux secs’ et ‘des petits fours’).
* 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.
WRITING
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Extended French
FEF1D