Page 216 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, 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
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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., select appropriate vocabulary to express ideas clearly; vary their choice of words to sustain the listener’s interest; gather information from a variety of sources before a presentation; use tone of voice to help convey necessity or importance; vary the volume and rate of their speech to suit their audience)
Teacher prompts: “Expliquez comment la planification et la préparation d’un discours vous aident à parler sans hésitation sur le sujet choisi.” “Pourquoi la tonalité de la voix change-t-elle selon l’intention d’un message?” “Comment variez-vous vos stratégies quand vous communiquez avec quelqu’un qui n’est pas du même âge que vous?”
Instructional tip: Teachers can encourage students to select oral communication strategies based on the needs of their audience, such as using changes in tone and volume to help clarify the meaning of a message.
B1.2 Producing Oral Communications: produce prepared and spontaneous communications
in French containing information, ideas, and opinions about academic and familiar topics, including literary topics, with support as appropriate (e.g., research a current social issue and deliver a presentation on their findings; prepare a speech to welcome new students and
orient them to their new environment; express their opinions about bike lanes in their community; recount an anecdote from their childhood; describe an issue relating to literature being studied; discuss the cultural significance of a personal artifact, such as a book, object, or photograph; thank a guest speaker, referring to what they learned from his
or her presentation)
Teacher prompts: “Comment pouvez-vous évaluer l’importance de réserver et de créer des voies câbles dans un centre urbain?” “Comment la diversité des cultures de la classe est-elle représentée à travers les objets présentés?”
Instructional tip: Teachers can remind students to use the imparfait and passé composé in the appropriate sequence when recounting past events.
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy
in communications in French (prepared and spontaneous) about academic and familiar topics, including literary topics (e.g., demonstrate self- confidence during a presentation by pausing for
effect at appropriate points without concern that such pauses may signal a loss for words; record a lengthy voice mail message with minimal hesitation; conduct a conversation with peers with appropriate phrasing and emphasis; use a variety of linking terms to enhance the flow between key ideas)
Teacher prompts: “Comment maintenez-vous la fluidité dans une longue discussion?” “Selon vous, quels sont les différents moyens pour
se perfectionner en français?” “À votre avis, quelle est la meilleure stratégie pour parler sans hésitation?”
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will: