Page 252 - 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
C1.3 Reading with Fluency: read a variety of French texts, including some long, 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, read aloud a play, varying pace, tone, and expression to suit the characters; read poetry with precise pronunciation and attention to prosody; read without hesitation grade-level texts on various subjects, including texts with figurative language and slang)
Teacher prompts: “Comment pratiquez-vous la lecture?” “Comment le suivi de l’évolution de votre rendement de lecture améliore-t-il votre aisance dans la lecture?” “À votre avis, dans quelle mesure la prosodie contribue-t-elle à la musicalité de la poésie?”
Instructional tips:
(1) After modelling a fluent reading of a new literary text and leading a discussion of its content, teachers can invite some students to act out the text while the rest of the class reads along silently.
(2) Teachers can encourage students to provide constructive feedback to their peers on their ability to read out loud with appropriate emphasis and inflection.
C1.4 DevelopingVocabulary:useseveraldifferent vocabulary acquisition strategies to expand their French vocabulary (e.g., identify the origin and trace the evolution of a new word; read literary works from different periods to broaden their vocabulary; use knowledge of parts of speech, such as articles [“le voile”,“la voile”], and verb endings [“aimerai”,“aimerais”] to decode the meaning of words; refer to a French thesaurus and/or other tools to broaden their vocabulary)
Teacher prompts: “Comment le ton et la structure de la phrase peuvent-ils aider à décoder la signification de mots inconnus?” “Selon vous, quelle est la stratégie la plus efficace pour enrichir son vocabulaire? Pourquoi?” “Si les dictionnaires et les ordinateurs ne sont pas disponibles, quelles stratégies utiliserez-vous pour comprendre le sens d’une expression?” “Pourquoi est-il important de tenir à jour votre inventaire de la lecture personnelle?”
Instructional tips:
(1) Teachers can suggest that students create a fictitious movie guide in which the title of each film includes a word from their new vocabulary list and the description of the movie suggests that word’s meaning.
(2) Teachers can encourage students to compile personal dictionaries and to include in them specialized vocabulary they encounter when reading technical works.
C1.5 Responding to and Evaluating Media Texts: analyse and explain explicit and implicit messages in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., determine how rhetorical devices in magazine articles affect readers; compare news articles about new technology products and services with advertisements for the same items; analyse how the design and language used on different blogs or websites appeal to different readers; explain why different audiences might interpret a political campaign brochure differently; explain how effectively a pamphlet publicizes or generates support for a program to help people in need; evaluate the effectiveness of the website of a non-governmental organization in advocating and monitoring policies that affect the environment; explain what voices and nuances are absent from an editorial cartoon; compare the perspectives on current political, economic, or social issues expressed in the editorials or feature articles of different newspapers and/or magazines)
Teacher prompts: “Comment les métaphores et les hyperboles peuvent-elles clarifier un article de journal?” “À votre avis, quel est le moyen le plus efficace pour communiquer un message important?” “Comment les indices contextuels vous aident-ils à comprendre de nouveaux mots techniques dans un communiqué de presse?”
Instructional tip: Teachers can ask students to compare the language and claims in an article and an advertisement featuring the same product or service.
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 wide variety of text forms in French, includ- ing literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., particular subject matter, themes, and language characterize
works of French literature, such the exaggeration of Victor Hugo or the satire of Molière; facts and an objective tone provide information in a news article, while forceful and persuasive language, supported by selected evidence, asserts an opinion in an editorial; subject/discipline headings, timetables, and brief descriptions of courses in the calendars of postsecondary institutions communicate infor- mation to prospective students; sample budgets, information on different types of financial institu- tions, and recommendations for how to save on a website on financial planning help people make wise financial decisions)
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