Page 258 - 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
writing a proposal for a business venture in that region; locate and compare photos of environmental rehabilitation and environmental degradation in
a French-speaking region and in their own region, and record in a journal the emotions the photos evoke)
Teacher prompts: “De quelle façon identifiez- vous les différentes dimensions d’une culture?” “Comment vous sensibilisez-vous à une certaine culture?” “Quelles étapes prenez-vous pour apprécier une autre culture que la vôtre?” “Pourquoi est-il important d’étudier des cultures avant de tenter d’établir un commerce à l’étranger?”
Instructional tips:
(1) Teachers can discuss with students what cultural dimensions they might investigate and where they might find reliable, unbiased information about them.
(2) Teachers can suggest that students use verbs of perception, such as “écouter”, “entendre”, “regarder”, and “laisser”, followed by the infinitif when they describe their plan for a business overseas (e.g., “J’ai rencontré des professionnels de la vente en ligne, je les ai écoutés parler de leur expérience profession- nelle et...”, “Il a dit qu’il laisserait voir des potentialités...”).
D3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., write formal and informal letters adapted to the target audience; include French idiomatic expressions and phrases in short narratives; use regionalisms in a play that parodies political leaders in a specific region; add a scene to an existing play, incorporating regionalisms found in earlier scenes)
Teacher prompts: “Dans quelle mesure l’utilisation d’expressions idiomatiques élargit-elle vos connaissances de la langue?” “Comment le contexte d’un énoncé peut-il changer le sens du message?”
Instructional tip: Teachers can ask students to explain ways in which expressions can take on different meanings in different social contexts.
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