Page 266 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
such as those related to public health, natural disasters, or the environment; improvise dialogues using a question-and-answer format and requiring a tactful, formal tone, such as between a client and a sales clerk, a traveller and a bus driver, or a banker and someone seeking information about saving; with a partner, role-play a telephone conversation in which they request an appointment; discuss whether morals and lessons expressed in children’s poems, fables, and/or literary texts from the past still apply today; converse with peers about obstacles they had to overcome and the strategies used to do so; with a partner, role-play an interview with an author, a film director, or a fictional character; share reactions with a group following an artistic presentation; discuss different interpretations
of a French-language literary text from Canada)
Teacher prompts: “Comment évitez-vous la répétition dans votre conversation?” “Comment fixez-vous un rendez-vous par téléphone?” “Les fables mettent souvent en opposition les forts et les faibles : Qui gagne souvent? Pourquoi? Quelle leçon peut-on retirer des fables?”
Instructional tips:
(1) Teachers can create a chart of phrases using the object pronouns “le”, “la”, “les, “lui”, and “leur” to help students understand the difference between them (e.g., “Je le connais” – le directeur/ le disque; “Je la regarde” – Melissa/la télévision; “Je lui téléphone” – à ma sœur/au voisin; “Elle doit leur parler” – à ses amies/aux élèves) and can encourage students to use these pronouns to avoid repeating nouns in their role plays.
(2) Teachers can model the interplay of different verb tenses that students might use to describe personal experiences (e.g., “Autrefois, on écrivait des lettres à nos parents...mais aujourd’hui on n’écrit plus...”).
B2.3 Metacognition:
(a) explain which strategies they found helpful before, during, and after speaking to communi- cate effectively;
(b) identify their areas of greater and lesser strength as speakers, and plan specific steps they can take to improve their speaking skills (e.g., discuss with peers or the teacher the use and
value of paraphrasing as a speaking strategy; in a journal, record and reflect on strategies that have
improved their speaking skills; incorporate feedback from a partner or teacher when planning next steps)
Teacher prompts: “À quoi sert la rétroaction de vos pairs ou de votre professeur?” “Comment pouvez-vous enrichir vos connaissances, vos perceptions et vos stratégies de communication?” “Que pouvez-vous apprendre en observant un camarade qui fait une présentation?”
Instructional tip: Teachers can suggest that students use an organizer such as a plus-minus- interesting chart to keep track of speaking strategies that they have found effective, those that were less effective, and those that they want to try in the future.
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally about French-speaking communities in Europe, including aspects
of their cultures and their contributions to
la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., in pairs, research the history and geography of a French- speaking country such as Monaco, Switzerland,
or Belgium, and present their findings orally; deliver an oral presentation about cultural events in diverse French-speaking communities in Europe and their importance to local communities; in groups, compare and contrast the everyday life
of a French-speaking European adolescent with their own)
Teacher prompts: “À part la France, où peut-on parler français en Europe?” “Qu’est-ce que les événements culturels francophones en Europe révèlent sur le mode de vie des gens de ces communautés?” “Comment la journée d’un ado Européen francophone diffère-t-elle de
la vôtre?”
Instructional tip: Teachers can suggest that students use possessive pronouns (e.g., “le mien”, “le tien”, “le sien”, “les leurs”, “les nôtres”, “les vôtres”) as they compare everyday life in Ontario and Europe.
264