Page 267 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

B3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in spoken interactions (e.g., par- ticipate in a role play using colloquialisms, idioms, and gestures appropriate to the situation; plan a meal and describe the food, circumstances, place, and participants to the class using gastronomic vocabulary from different French-speaking regions; describe local festivals using regional vocabulary found in the headlines and advertisements of online newspapers)
Teacher prompts: “Quelle est l’importance des expressions idiomatiques dans les discours?” “Qu’évoque chez vous le mot ‘gastronomie’? Pourquoi dit-on que la gastronomie est un art?” “Quels supports authentiques (articles, titre
de presse, etc.) utiliseriez-vous pour faciliter l’enrichissement de votre vocabulaire?”
Instructional tips:
(1) Teachers can encourage students to discuss in groups their interpretation of quotations about food, such as “Dis-moi ce que tu manges, je te dirai qui tu es” and “La destinée des nations dépend de la manière dont elles se nourrissent”.
(2) Teachers can ask students to use a Venn diagram to compare and contrast vocabulary from different French-speaking regions.
* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French- speaking communities in Europe) but are not expected to do so.
SPEAKING
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French Immersion
FIF1D