Page 234 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Extended
dans une situation improvisée?” “Comment les consignes de politesse jouent-elles un rôle important dans le groupe?”
Instructional tip: Teachers can review with students phrases that express preferences and desires, and can encourage students to use them in spontaneous conversations (e.g., “j’ai envie de”, “j’espère que”, “je refuse de”, “j’aimerais”, “je voudrais”, “je souhaiterais”).
B2.2 Interacting: engage in sustained spoken interactions in French (prepared and spontan- eous), in academic and social contexts, about
a variety of topics, including literary topics (e.g., survey peers about healthy eating to create recommendations for the school cafeteria; discuss and reach a class consensus on a theme for a semi-formal dance; improvise questions to initiate a discussion with peers on a topic of personal interest; chair a round-table discussion about savings, investment, and financial planning for higher education; lead a panel discussion on a literary theme; formulate questions on a literary topic to initiate or deepen a discussion with peers; share information and opinions in pairs before a class discussion on a human rights issue)
Teacher prompts: “Comment les perspectives des autres sur les finances influencent-elles
la façon dont vous gérez votre propre argent?” “De quelle façon présentez-vous les informa- tions sur les droits de la personne pour amorcer une discussion?”
Instructional tip: Teachers can direct students leading a round-table discussion to use indirect discourse to paraphrase what participants have said (e.g., “Il dit que lui et son ami ont commencé des recherches sur les cours secondaires offerts en ligne”, “Vous avez mentionné qu’il s’agit d’un centre communautaire virtuel où l’on peut échanger de l’information et tenir des discussions à propos des changements significatifs en éducation”).
B2.3 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after speaking to communicate effectively;
(b) evaluate their areas of greater and lesser strength as speakers, and plan steps they
can take to improve their speaking skills
(e.g., comment in a journal about the usefulness
of various types of speaking practice; consider feedback from the teacher and peers when planning next steps; reflect on their presenting skills and identify strategies that might enhance them; explain during a student-teacher conference the strategies that they use and observe others using for responding spontaneously)
Teacher prompts: “Comment les critiques de l’enregistrement de votre propre discours vous aident-elles à améliorer votre production orale?” “Comment montrez-vous votre confiance
en vous-même : dans une production orale?” “Comment votre auto-évaluation a-t-elle amélioré votre produit final?” “Comment menez-vous une discussion dirigée?” “Comment stimulez-vous le raisonnement dans une discussion?”
Instructional tip: Teachers can encourage students to use a journal to help them monitor the speaking strategies they have used in different situations, and to review their journal entries when setting goals for the continued improvement of their speaking skills.
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects
of their cultures and their contributions to
la francophonie and the world, and make connections to personal experiences and
their own and other communities (e.g., lead
a discussion on the impact on other communities of cultural productions exported from French-speaking regions; deliver a presentation on how their perspec- tive or worldview has changed as a result of travel in a French-speaking region; present an oral report summarizing key social, cultural, and geographic factors that have affected the people of a particular French-speaking region, including the influence of significant individuals, historical events, climate, and location)
Teacher prompts: “Quel est l’impact de l’import et de l’export des spectacles culturels sur la société? Comment peut-il être considéré comme un message sur la mondialisation?” “Comment le voyage évoque-t-it la connaissance des cultures?”
Instructional tip: Teacher can suggest that students use the present participle to modify
a noun or express an action when they speak about the impact of cultural exchange (e.g., “En examinant l’impact de cet échange sur la société, je me suis aperçu que...,” “En considérant que l’échange de biens culturels entre nations à des fins culturelles...”).
B3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them
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