Page 269 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

C1.3 Reading with Fluency: read a variety
of French texts with proper intonation and
at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., read a text on a current event to peers without hesitation and with pauses at logical breaks; read a scene from a French Canadian play aloud, adjusting rate, tone, and expression to highlight a character’s feelings; use tone and intonation for emphasis in presenting arguments supporting or refuting a theory; read aloud a fable or poem, pausing as indicated by the punctuation and/or line breaks to help communicate the intended meaning)
Teacher prompts: “Comment utilise-t-on l’intonation pour enrichir la lecture ou distinguer entre les personnages?” “Comment utilise-t-on l’intonation pour donner de la
force aux arguments persuasifs?” “Comment pouvez-vous ajuster votre intonation et le débit de votre voix en lisant un texte à haute voix?” “Comment est-ce que la lecture à voix haute des phrases, plutôt que celle des mots, aide à développer votre aisance et à améliorer votre prononciation?”
Instructional tip: Teachers can model how changing tone, intonation, or pace when reading aloud can reflect the reader’s interpretation of a text.
C1.4 DevelopingVocabulary:useseveraldifferent vocabulary acquisition strategies to expand their French vocabulary (e.g., explore a new word’s etymology and related words to decode its meaning; create a short graphic novel focused on
a superhero in which each panel is titled with a word from their list of new vocabulary that reflects the action in the panel; maintain personal lists of useful words and phrases encountered in literary contexts)
Teacher prompts: “Comment apprenez-vous
de nouveaux mots?” “Comment le fait de décomposer un mot inconnu peut-il vous aider à déterminer sa définition?” “Comment utilise-t-on le contexte pour trouver le sens des mots?”
Instructional tips:
(1) Teachers can promote the study of word families, identifying words within words to help students understand unfamiliar words (e.g., “ville, village, villageois”, “rouler, rouleau, roulette”).
(2) Teachers can guide students to infer the meaning of unfamiliar words using clues from the text (e.g., to infer that “Au désert, il fait une chaleur étouffante” means “Il fait tellement chaud qu’on a du mal à respirer”).
C1.5 Responding to and Evaluating Media Texts: demonstrate an understanding of explicit and implicit messages in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., share their views on a comic strip advertising a product; determine how graphics in a media text support the message; discuss the effectiveness of advertisements incorporated into online informa- tional texts; compare the depictions of an issue
in a young adult novel and in a newspaper or magazine article; explore how text and images work together in brochures and pamphlets about an environmental issue)
Teacher prompts: “Comment pouvez-vous distinguer entre les faits présentés dans une publicité et les messages implicites de l’auteur?” “Quelles sont les stratégies médiatiques qui rendent une publicité efficace dans la transmis- sion de son message?” “Quelle est votre réaction face à l’atmosphère générale qui se dégage de chaque image?” “Expliquez ce qui influence votre réaction à chaque image.” “Comment les formes graphiques des textes aident-elles le lecteur à comprendre le message?”
Instructional tips:
(1) Teachers can encourage students to use demonstrative pronouns when describing their reactions to media texts (e.g., “Je préfère celle-ci, pas celle-là parce que...”, “Cela me semble évident, car...”).
(2) Teachers can direct students’ attention to the use of the imparfait and passé composé
in news articles (e.g., “Pendant qu’elles s’interrogeaient, un jeune homme s’est approché et leur a demandé s’il pouvait les aider”, “Trois vieilles dames écoutaient la musique que jouait l’orchestre quand une des dames s’est mise
à crier”).
C2. Purpose, Form, and Style
By the end of this course, students will:
C2.1 Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., titles, charts, subheadings, and layout help organize information in a non-fiction text; impersonal language distin- guishes the factual, objective orientation of a news item from the personal, persuasive tone of an opinion piece; graphics and text work together to convey the narrative in a comic strip)
Teacher prompts: “En quoi un éditorial est-il différent d’un article de journal?” “D’après vous,
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