Page 256 - 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
tiennent à cœur?” “Comment analysez-vous la une de différents journaux?”
Instructional tip: Teachers can encourage students to use a variety of verbs accompanied by prepositions (e.g., “penser à”, “croire à/en”, “rêver de”, “décider de”, “agir sur”) when expressing their views and feelings.
D1.3 Creating Media Texts: create media texts in French on a wide variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create copy for a website to promote a community event; write the script for a television commercial promoting a new teen drama; write text for the packaging of a new health or safety product; create a spread for the school yearbook about a cultural trip, including descriptions, photos, and captions; design promo- tional materials based on a speaker’s presentation about bilingual career opportunities; create a blog expressing opinions and feelings on a variety of topics; write an informational pamphlet giving details of the treaty history of the land in an Aboriginal community; write a review of two films that have similar themes)
Teacher prompts: “À votre avis, quel est le moyen de publicité le plus efficace et pourquoi?” “Quelle est l’influence des médias télévisés par rapport aux autres formes de média?” “Jusqu’à quel point pensez-vous que les consommateurs jugent les produits par leurs emballages?”
Instructional tips:
(1) Teachers can encourage students to use the faire causatif construction in an advertisement describing the purpose and action of a mechan- ical device (e.g., “Un appareil fait bloquer automatiquement plusieurs fonctionnalités du cellulaire lorsque la voiture est en mouvement : c’est l’appareil à se procurer pour conduire en toute sécurité”).
(2) Teachers can ask students to distinguish between the uses of the indicatif présent and the subjonctif présent after expressions of opinion
in a blog (e.g., “Je crois qu’il a raison” / “Vous ne croyez pas qu’il ait raison”; “Nous pensons qu’il a raison” / “Pensez-vous qu’il ait raison?”).
D1.4 Applying Language Structures: communi- cate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use a variety of sentence structures, particu- larly in lengthy texts, to communicate complex ideas; select the appropriate tense for the context; use transitional words and phrases to enhance the coherence of their paragraphs; use various types of punctuation correctly to improve clarity and flow;
use a variety of pronouns to avoid repetition of nouns; use correct prepositions after adjectives that describe feelings or emotions)
Teacher prompts: “Comment les structures des phrases ainsi que la ponctuation dans une lettre contribuent-elles à établir le ton du message?” “De quelle façon choisissez-vous les temps convenables des verbes pour la production écrite?” “Comment pourriez-vous faire bon usage des prépositions comme élément du discours?”
Instructional tips:
(1) Teachers can review the passé composé, imparfait, and plus-que-parfait to support students in sequencing past tenses appropriately (e.g., “Hier, je faisais du patinage à roulettes dans la rue quand, tout à coup, j’ai glissé, je suis tombée et je me suis cassé la jambe, car il avait plu le jour d’avant, donc les trottoirs étaient mouillés”).
(2) Teachers can suggest that students use the subjonctif after indefinite expressions (e.g., “Elle cherche quelqu’un qui sache la vérité”, “Quelles que soient vos préférences, le directeur doit être impartial”).
(3) Teachers can draw students’ attention to adjectives conveying feelings and emotions that are accompanied by prepositions, such as “heureux de”, “bon/mauvais en”, “intéressé à/par” (e.g., “Nous sommes très heureux de vous compter parmi nous”).
D2. The Writing Process
By the end of this course, students will:
D2.1 Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strat- egies and resources (e.g., in a group, generate topics for writing, asking questions about proposed topics to develop and deepen ideas about them; discuss their topic with a partner to help develop and elaborate on ideas for writing; use a graphic
organizer to help separate facts from opinion on a topic; use a problem/solution organizational pattern to outline an essay)
Teacher prompts: “De quelle façon la discussion avec vos pairs vous aide-t-elle à développer vos idées avant de rédiger un texte?” “Comment élaborez-vous vos idées à partir d’un organisateur graphique?” “Comment l’organisation de vos idées change-t-elle selon la tâche?”
Instructional tip: Teachers can encourage students to use different organizational patterns (e.g., problem/solution, compare/contrast, chronological) as appropriate for the form
and content of their text.
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