Page 248 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, 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., use relevant information from research to strengthen oral arguments; rephrase a point if their listeners respond with confusion; summarize ideas before critiquing them; use rhetorical questions, humour, repetition, and dramatic pauses to engage their audience)
Teacher prompts: “Comment pouvez-vous ajuster votre style de présentation pour rejoindre un auditoire cible dans un monologue?” “Quel moyen utilisez-vous pour maintenir l’intérêt
de l’auditoire dans un long discours?” “De quelle manière pouvez-vous élaborer avec vos camarades pour mieux préparer une grande présentation?”
Instructional tip: Teachers can suggest that students use rhetorical questions in order to maintain their audience’s attention during
a lengthy presentation (e.g., “Qu’est-ce qui pourrait être plus clair?”, “Comment n’y ai-je pas songé plus tôt?”).
B1.2 Producing Oral Communications: produce prepared and spontaneous communications
in French containing information, ideas, and opinions about a wide variety of topics, includ- ing literary and other challenging topics (e.g., summarize the ideas, arguments, and conclusions
heard in a debate; make a clear and detailed presentation to a group of younger students about the advantages of taking French throughout secondary school; in a small group, report on the financial support that some Canadian universities offer to English-speaking students studying in French; rehearse and present a drama based on a novel read independently; in an oral report, identify the three most interesting traits of a character in a literary work under study and justify their choices)
Teacher prompts: “Comment vos valeurs personnelles influencent-elles votre opinion? Comment pouvez-vous justifier votre opinion?” “Quelles sont les sources d’aide financière qui vous permettent de poursuivre vos études après le secondaire?” “Comment choisissez-vous des caractéristiques à présenter qui vont également intéresser votre auditoire?”
Instructional tip: Teachers can encourage students to use a variety of verbs when summar- izing the key points in a debate (e.g., “affirmer”, “relever”, “se déclarer favorable/opposé à”, “souligner”, “mettre l’accent sur”, “rejeter”, “minimiser”, “relativiser”).
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy
in communications in French (prepared and spontaneous) about a wide variety of topics, including literary topics (e.g., present a summary of news items relevant to students, using appropriate intonation to emphasize key points; deliver a speech, varying their tone to engage the audience and to emphasize their main argument; entertain the class with a humorous story or tongue twister; use changes
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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