Page 253 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Teacher prompts: “Quelles sont les caractéris- tiques d’une œuvre littéraire?” “Pourquoi un éditorial est-il un genre de texte efficace pour exprimer un point de vue, au lieu d’un autre genre?” “Qu’est-ce qu’un budget? Pourquoi établit-on un budget? Qui doit préparer un budget?” “Pourquoi les graphiques sont-ils efficaces pour reporter des données financières?”
Instructional tip: Teachers can suggest that students examine how the author of an editorial uses transitions and linking words to make logical connections between ideas when expressing his or her point of view (e.g., “en premier lieu”, “en effet”, “par ailleurs”, “il va de soi que”, “en outre”, “en fin de compte”).
C2.2 Text Features and Elements of Style: identify features and stylistic elements of a wide variety of text forms in French, including literary, informational, graphic, and media forms, and explain how they help to convey the mean- ing (e.g., metaphors help the reader understand the ideas and emotions in a poem; syntax and word choice create an effect in a passage from a literary text; specialized vocabulary and the infinitif present technical instructions clearly; rhetorical questions engage and help persuade the reader; satire can be used in fiction to mock social conventions)
Teacher prompts: “Pourquoi les images dans
les poèmes sont-elles souvent transmises au moyen de métaphores?” “Comment les procédés stylistiques vous poussent-ils à la réflexion abstraite?” “Comment la compréhension des instructions techniques est-elle influencée par les caractéristiques et les éléments de style?”
Instructional tip: Teachers can suggest that students identify ways in which syntax – such as the use of interrogative and exclamatory adverbs, including “comment”, “quand”, “comme”, “que” – conveys mood and tone
in a literary text (e.g., “Si vous n’êtes pas malade, que diable ne le dites-vous donc?” [Molière, Le Médecin malgré lui, act 2, scene 5], in which “que” means “pourquoi”).
C2.3 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after reading to understand texts;
(b) demonstrate insight into their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., explain the value of researching related vocabulary before reading a text on a specialized topic; in a reading journal, track the genres they have read, and explain how comparing and
making connections between different genres has extended their understanding of different texts; identify contexts in which they can apply the strategy of inferring meaning as they read; annotate a short excerpt from a university-level text to explain their inferences, make connections, record questions and reactions, and paraphrase ideas; explain how being able to read a text aloud fluently affects their comprehension of it)
Teacher prompts: “Pourquoi recherche-t-on le vocabulaire avant de lire un texte technique?” “Comment les liens établis entre différents textes ont-ils approfondi votre compréhension?” “Comment pourriez-vous utiliser les stratégies de lecture apprises dans de nouveaux contextes?” “Quand vous lisez un texte technique, comment savez-vous que vous comprenez le texte?” “Dans quelle mesure l’aisance dans la lecture permet-elle la compréhension?”
Instructional tips:
(1) Teachers can ask students to identify the passage they found most difficult in an extract from a university-level text, and describe the strategies they used to help them understand it.
(2) Teachers can conduct “reading inventories” with the students that provide information to help students monitor their reading compre- hension and plan ways of strengthening their reading skills.
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of French texts, identify French- speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare and contrast literary texts on the same theme from different French-speaking regions; explore symbols in the poetry or songs of diverse French-speaking communities around the world and explain how the symbols highlight similarities and differences in cultures and values; compare the issues discussed in blogs by youth from a variety of French-speaking communities with issues they encounter in their own lives; conduct research for a class presentation on the role of the Organisation internationale de la Francophonie [OIF]; on the basis of online research, compare wedding traditions in different French- speaking communities)
Teacher prompts: “Comment les jeunes franco- phones vivent-ils et apprennent-ils avec les nouveaux médias? Qu’est-ce qu’ils ont en commun?” “Quel est le rôle de l’OIF dans
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