Page 282 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Applied
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
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traiter efficacement les effets de la pollution atmosphérique sur la santé des personnes dans votre communauté.” “Quelles idées proposez- vous pour épargner de l’argent?” “Comment demandez-vous votre chemin pour vous rendre à une place pour la première fois?”
Instructional tips:
(1) Teachers can suggest that students express their reactions and feelings in negotiations using verbs such as “vouloir”, “pouvoir”, “savoir”, and “devoir”.
(2) Teachers can review the use of the passé récent to express something that just happened and can encourage students to use it when discussing an environmental issue (e.g., “Pas possible! Je viens de m’apercevoir que les élèves ont jeté leurs déchets par terre et les professeurs ont pris leurs voitures pour faire 200 mètres.” “Ne t’inquiète pas! On vient de s’en occuper”).
B2.3 Metacognition:
(a) describe strategies they found helpful before, during, and after speaking to communicate effectively;
(b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., make revisions to the form and content of their speech using feedback from peers and the teacher; in order to increase confidence and sustain motivation, set small, attainable goals to improve oral communi- cation; explain during a student-teacher conference how they monitor their speaking skills; plan to participate in the school French club)
Teacher prompts: “Quelles stratégies avez-vous employées pour clarifier votre message?” “Comment vos connaissances en d’autres matières vous aident-elles à expliquer vos idées?” “Pourquoi est-il important de participer à un ‘cercle français’?”
Instructional tip: Teachers can ask students to record in a personal learning journal the speaking strategies they find most effective.
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., research and speak about French cuisine in different countries in Europe, such as fondue in Switzerland; in small groups, discuss differences and similarities in fashion and/or art between French-speaking European communities and their own community; deliver
an oral presentation about a French-speaking European community, using visual aids such as
a slideshow, a poster, a travel brochure, film clips, or a commercial)
Teacher prompts: “Est-ce que la cuisine européenne française diffère de celle de ta communauté? Si oui, comment?” “Quel groupe de musique/artiste français européen intéresse les ados de votre âge en Europe?” “Quelles célébrations au sein de différentes communautés francophones européennes connaissez-vous maintenant? Qu’est-ce que ces célébrations révèlent du mode de vie des gens de ces communautés?”
Instructional tip: Teachers can help students create a lexical bank to use when comparing everyday life in different communities (e.g., adjectives and adverbs for description, reflexive verbs for daily activities, nouns for places and housing).
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., apply vocabulary from two French-speaking areas or cultures in a debate about a significant issue;
use proverbs to make relevant contributions to a discussion)
Teacher prompts: “Pourquoi faut-il considérer votre audience avant de choisir les expressions et vocabulaire convenables?” “Quelle est la différence entre les proverbes et les expressions idiomatiques?”
Instructional tip: Teachers can encourage students to use the pronoun “on” instead of “nous” in group discussions of culture in their own community.
* Students are encouraged to identify examples of usage that
is specific to particular regions or communities (e.g., French- so.
speaking communities in Europe) but are not expected to do