Page 250 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Extended
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council; with the whole class, plan and dramatize their ten-year reunion, role-playing their future selves; with a peer, lead a classroom discussion
on optimal learning environments and practices; discuss and develop criteria for choosing a class valedictorian; present a group-researched paper based on a literary topic, encourage questions from the audience, and provide spontaneous answers; initiate a classroom debate on a controversial topic; in a small group, discuss ways to reduce energy and waste in the school)
Teacher prompts: “Comment interpellez-vous vos camarades pour établir un dialogue sur les systèmes d’apprentissage vus d’un tout nouvel œil?” “Pourquoi est-il important de créer une liste de critères avant de faire un choix dans un groupe?” “Comment pourriez-vous discuter un sujet littéraire difficile?” “Comment une période de questions peut-elle servir à cimenter vos idées après une présentation?”
Instructional tip: Teachers can direct students’ attention to the use of the passive voice to de-emphasize the agent of an action in their conversations (e.g., “Le cours est fini”, “Cela n’est pas dit très souvent”, “Beaucoup de romans sont écrits par cet auteur”).
B2.3 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after speaking to communicate effectively;
(b) demonstrate insight into their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., evaluate the effectiveness of strategies they have used to clarify and defend their opinion in
a debate; reflect on ways in which they adjusted their presentation approach in various contexts and assess which were the most effective; ask for peer feedback to help them assess their capacity to provide insightful and constructive responses in group discussions; reflect on feedback given by the teacher, seeking clarification where necessary, and consider how they can use this feedback to improve their speaking skills)
Teacher prompts: “Comment les questions préparées à l’avance peuvent-elles améliorer le flot d’idées durant une discussion de groupe?” “Lors d’une présentation, comment l’adaptation de votre style de présentation vous aide-t-elle
à captiver tous les membres de l’auditoire?” “Comment la clarification des idées peut-elle faire avancer la pensée critique dans une discussion sur un sujet de l’actualité?” “Comment savez- vous que la réponse que vous avez apportée à ce problème est valable?”
Instructional tip: Teachers can ask students
to reflect on how managing their own learning will prepare them for future course work and for their activities after graduation.
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally about French-speaking com- munities 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 commun- ities (e.g., discuss how schools in a French-speaking region reflect the culture of that region, and draw comparisons with schools in Ontario; engage in informal and authentic dialogue with francophones to gain a better understanding of French cultural identities as well as their own; describe the opinions of adolescents from different French-speaking regions on fundamental issues)
Teacher prompts: “Y-a-t-il une relation entre la culture et l’éducation? Justifiez votre réponse.” “Pourquoi l’empathie est-elle nécessaire pour une compréhension d’autrui?” “Que représente l’argent, la famille et le bonheur pour les ados dans différents pays francophones?”
Instructional tip: Teachers can ask students to conduct research on the opinions of adolescents from different French-speaking regions on vari- ous issues, such as those relating to happiness, family, and/or money, and to explain the role of culture in accounting for differences in opinion.
B3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in spoken interactions (e.g., use informal colloquial variants in interactions with peers, such as signalling a question with intonation rather than word order; explain the meaning of idioms or proverbs in diverse cultural communities and practise them in an interaction with peers; adjust body language, intonation, and vocabulary according to the social context)
Teacher prompts: “Est-ce que le langage dans votre interaction change quand vous ne vous sentez pas jugés ou évalués? Pourquoi?” “Pourquoi est-il important d’observer l’environnement qui entoure les personnes pour comprendre leurs conventions sociolin- guistiques?” “Jusqu’à quel point la culture est-elle reflétée dans les expressions idiomatiques et les proverbes? Justifiez votre réponse.”
Instructional tip: Teachers can have students work in small groups to create skits, to be per- formed in front of the class, using idioms related to the interactions being depicted (e.g., “Donner un coup de fil” – Give someone a call; “L’habit ne fait pas le moine” – Don’t judge a book by its cover; “De fil en aiguille” – One thing leads to another; “Bouche bée”– Tongue-tied).