Page 264 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;
B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;
B3. InterculturalUnderstanding:intheirspokencommunications,demonstrateanawarenessofaspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
SPECIFIC EXPECTATIONS
B1. Speaking to Communicate
By the end of this course, students will:
B1.1 Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coher- ently in French for various purposes and to a variety of audiences (e.g., vary their pace and tone to maintain the listener’s interest; support their message by referring to pictures and objects around the room; integrate respectful vocabulary and expressions of courtesy; enunciate clearly; use non-verbal cues to highlight the feelings they are expressing; use tone of voice to reinforce a stated opinion)
Teacher prompts: “Dans quelle mesure est-il important d’avoir un ton de voix distinct et convainquant?” “Comment l’adaptation de votre gestuelle à l’intention de votre message pourrait-elle être utile à approfondir la compréhension?”
Instructional tip: Teachers can encourage students to relate their key ideas to each other using logical connectors (e.g., “d’abord”, “comme”, “en effet”, “en conséquence”, “c’est pourquoi”, ”en gros”, “pour conclure”).
B1.2 Producing Oral Communications: produce prepared and spontaneous communications
in French containing information, ideas, and opinions about academic and familiar topics, including literary topics, with support as appropriate (e.g., dramatize or parody a scene from a movie to entertain a younger audience;
present a monologue or an impromptu speech on budgeting and saving money; describe an issue relating to the literature being studied; present and describe to peers an object of personal cultural significance; explain the use of familiar children’s songs in advertisements for games and toys; describe a memorable experience in the natural world, such as a hike through the forest)
Teacher prompts: “Pour créer une scène, de quels outils technologiques vous serviriez-vous pour donner l’illusion d’un lieu, d’une tension dramatique, d’une époque ou d’un mouvement littéraire?” “Comment s’exprime-t-on différem- ment dans un discours et dans un dialogue?” “Comment la diversité des cultures de la classe est-elle représentée à travers les objets présentés?” “Comment avez-vous exploré des parcelles de nature vierge en toute sécurité?”
Instructional tips:
(1) Teachers can encourage students to use pronouns to avoid unnecessary repetition of nouns when making a presentation on a short story (e.g., “Voici ma bande-annonce sur un roman littéraire que j’ai lu : Je vais vous en parler, le projet de réalisation d’une bande- annonce littéraire m’a encouragé à le lire...”).
(2) Teachers can direct students’ attention to the proper use of past and future tenses when discussing budgeting (e.g., “J’ai gagné beaucoup d’argent l’été dernier, quand je m’occupais des animaux domestiques de mes voisins. J’ai mis une somme à la banque et je dépenserai le reste pour acheter une imprimante”).
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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