Page 232 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, University Preparation
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
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., review their prior knowledge about the topic before beginning a speaking task; record their oral presentation or speech, listen to it, and make changes to improve their delivery; consider their personal opinions about the topic under discussion and identify creative ways to express them persuasively; choose a structure and style of speaking suitable to the purpose, subject matter, and audience; use vocabulary specific to the topic; use humour to recover from
a fumble in a presentation, and then regroup, reformulate, and carry on; adapt their voice to different speaking contexts, such as literature circles, three-way interviews, or book talks)
Teacher prompts: “Quelle stratégie utilisez-vous pour maintenir une longue présentation, claire et détaillée?” “Comment l’enregistrement de votre présentation vous aide-t-il à vous améliorer?” “Quelle stratégie utilisez-vous pour développer la pensée créative et personnelle pendant les discussions?” “Quel moyen utilisez-vous dans votre discours pour passer d’une idée à une autre afin d’examiner une question avec une nouvelle perspective?” “Comment l’humour vous aide-t-il à reprendre confiance après une situation gênante pendant une présentation?”
Instructional tips:
(1) Teachers can suggest that students present information in a variety of ways in order to respond to the needs of their audience.
(2) Teachers can encourage students to use indefinite demonstrative pronouns such as “ceci” or “cela” to refer to a previously stated idea or situation and thus improve the flow of their presentation (e.g., “Ceci peut nous aider à...”, “Cela me fait plaisir de...”).
B1.2 Producing Oral Communications: produce prepared and spontaneous communications
in French containing information, ideas, and opinions about a variety of topics, including literary topics (e.g., deliver a speech on the impact of technology on ways of learning; dramatize a chapter of a French-language literary novel; present a satirical monologue on a current political issue; analyse and discuss the explicit and implicit messages of an advertisement; discuss the influence
of cultural stereotypes and prejudices in society, the media, history, and/or popular culture)
Teacher prompts: “Quels termes utilisez-vous pour introduire des exemples dans votre discours?” “Comment pouvez-vous utiliser la satire et la parodie pour communiquer votre point de vue?” “Comment la discussion des stéréotypes de préjugés culturels nous sensibilise-t-elle au besoin de les éliminer?”
Instructional tip: Teachers can direct students’ attention to the use of “tel” to introduce examples (e.g., “Le système d’éducation a tellement évolué
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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