Page 237 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

C1.3 Reading with Fluency: read a variety of French texts, including some challenging texts, with proper intonation and at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., in a small group, practise reading every day and share feedback with peers to improve their enunciation and speed; read with appropriate tone and expression when participating in reader’s theatre; place stress and use intonation appropriately and observe natural pauses when reading; read with expression and confidence, pausing or varying tone as required by punctuation)
Teacher prompts: “Pourquoi faut-il pratiquer la lecture tous le jours?” “Quelle est l’importance de participer au salon de lecture?” “Comment la ponctuation peut-elle changer le message d’un texte?”
Instructional tip: Teachers can provide oppor- tunities for students to participate in reader’s theatre to help them build comprehension, expression, and fluency.
C1.4 DevelopingVocabulary:useseveraldifferent vocabulary acquisition strategies to expand their French vocabulary (e.g., use prior knowledge to help them determine the meaning of new terms
in a technical manual, job description, or travel brochure; deduce the meanings of unfamiliar words by using contextual clues; work with peers to develop ways to use new vocabulary learned in a literary text)
Teacher prompts: “Pourquoi faut-il enrichir davantage votre vocabulaire?” “Pourquoi est-il important d’examiner le contexte?” “Quelle stratégie utilisez-vous pour maintenir le nouveau vocabulaire?”
Instructional tip: Teachers can ask students
to work in small groups to create a list of
easily confused words to be posted in class, including homonyms, homophones such as “plutôt”/“plus tôt”, and words with similar spellings and related meanings (e.g., “coasser”: “les grenouilles coassent, poussent leur cri” vs “croasser”: “les corbeaux croassent, poussent leur cri”; “cinéphile”: “personne qui aime regarder des films” vs “cynophile”: “personne qui aime les animaux de race canine”).
C1.5 Responding to and Evaluating Media Texts: explain explicit and implicit messages in a variety of French media texts, and evaluate the effectiveness of the treatment and presenta- tion of the messages (e.g., make inferences about a political issue from information presented in an online news article; discuss their reactions to an advice column with peers; read promotional material
from a health centre in their community and discuss whether the information is written and presented in a way that addresses the groups who use the services, such as seniors or parents; respond to an editorial in a newspaper; determine underlying messages in the lyrics of a song and relate them
to personal experiences; analyse the script of a French-language film produced by an Aboriginal film maker to study how the words reveal the theme)
Teacher prompts: “Comment pouvez-vous
faire des inférences d’après l’information présentée dans un article de journal?” “Comment les indices contextuels vous aident-ils à com- prendre les messages subtils?” “Comment pouvez-vous faire ressortir l’information
pour formuler des hypothèses basées sur la lecture multimédia?” “Comment mesurez-vous l’authenticité des informations dans une chronique de conseils?” “Comment jugez-vous l’efficacité d’un dépliant?” “Pourquoi les com- positeurs cachent-ils des messages dans les chansons qu’ils écrivent?”
Instructional tip: Teachers can draw students’ attention to the use of the subjonctif and the indicatif in expressions of opinion, doubt, and certainty in an advice column (e.g., “Je suis certain qu’on a beaucoup réfléchi à ce problème”, “Je ne suis pas certain qu’on réfléchisse bien à ce problème”).
C2. Purpose, Form, and Style
By the end of this course, students will:
C2.1 Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., setting enhances the theme in a literary story, novel, or play; diagrams and sequential instructions in a manual describe how to operate an appliance; a thesis statement and supporting points present the author’s argument in a persuasive essay; in a play, dialogue in verse or prose develops character and furthers the action)
Teacher prompts: “Qu’est-ce qu’un texte littéraire?” “Pourquoi est-il important de lire les instructions d’un manuel?” “Comment savez-vous si un argument présenté dans une dissertation est valide?”
Instructional tips:
(1) Teachers can ask students to think about how the context in which a poem, story, novel, or play was written might have influenced the author’s choices (e.g., Michel Tremblay chose a working-class setting for Les belles-sœurs in 1965).
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