Page 284 - 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
of texts from diverse cultures, reading with clarity and articulation)
Teacher prompts: “Comment distingue-t-on entre les personnages quand on lit un dialogue?” “Comment améliorez-vous votre fluidité
en lecture?”
Instructional tip: Teachers can explain rules
of pronunciation and demonstrate correct pronunciation during repeated interactive read-alouds (e.g., elision: “J’y vais”, “J’en veux deux”, “Des preuves d’amour”, “C’est l’été qu’Anne aime”; silent letters: “hier”, “mangent”, “nous”, “finalement”; liaison: “quant à”, “moins aimable”, “chez eux”, “on apercevait”, “tout
y est”).
C1.4 DevelopingVocabulary:useseveraldifferent vocabulary acquisition strategies to expand their French vocabulary (e.g., use understanding of word order and parts of speech to help them infer the meaning of a new word; identify words borrowed from other languages; use knowledge of roots, prefixes, and suffixes to help them determine the meaning of unfamiliar words)
Teacher prompts: “Que faites-vous quand vous rencontrez un mot que vous ne connaissez pas dans un texte?” “Quelles sont les parties du mot qui vous semblent familières? Où avez-vous
vu ce mot auparavant?” “Qu’est-ce que des mots qui se ‘répondent’ dans un texte?”
Instructional tip: Teachers can help students analyse words by encouraging them to look for prefixes and suffixes, such as “il-, im-, in-, ir-”, which means “opposite” (e.g., “illégal”, “im- buvable”, “inactif”, “irresponsable”), and “-eau”, which means “little” (e.g., “lapereau”, “louveteau”, “arbrisseau”, “lionceau”, “drapeau”).
C1.5 Responding to and Evaluating Media Texts: demonstrate an understanding of ideas and information in a variety of French media texts, and express personal thoughts, feelings, and opinions about the texts (e.g., discuss how the text and images in a travel brochure or magazine advertisement appeal to a particular demographic; describe portrayals of adults and teens in advertise-
ments for different products; discuss how effectively the words and images on a cereal box appeal to the intended consumer; explain how the content, graphics, design, and layout of a popular teen magazine contribute to its appeal; discuss what the text and images communicate in pictorial directories and/or on maps)
Teacher prompts: “Comment le texte et les images dans un dépliant touristique influencent- ils les choix de destination des gens?” “Quelles sont les stratégies médiatiques qui rendent la
transmission des informations publicitaires efficaces?” “Comment les mots dans une campagne publicitaire pourraient-ils influencer de diverses façons?” “Comment peut-on recon- naître la différence entre les faits et les jugements d’une publicité diffusée aux internautes?”
Instructional tip: Teachers can encourage students to use demonstrative adjectives when describing their reactions to media texts (e.g., “Je préfère cette annonce publicitaire, car...”, “J’aime bien ce dépliant parce que...”, “Cet article ne m’intéresse pas du tout parce que...”).
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 fictional, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., a newspaper article communicates essential information by addressing the five Ws; pictures, graphs, and text on plaques in conservation authority sites explain the local ecosystems; speech bubbles and captions convey the dialogue and setting in graphic novels and comic books)
Teacher prompts: “Quel genre de texte aimez- vous lire? Pourquoi?” “Quel sera l’impact si l’auteur choisit un genre de texte différent?” “Si tu étais l’auteur de ce texte, quel genre de texte choisirais-tu pour communiquer le même message?” “D’après vous, pourquoi l’auteur a-t-il choisi de communiquer son point de vue par une bande dessinée?” “Comment le fait de connaître et de comprendre les éléments d’une bande dessinée vous aide-t-il à lire le texte?”
Instructional tip: Teachers can direct students’ attention to the reportorial tone and use of the third person (i.e., “il(s)”, “elle(s)”, “on”) in newspaper articles (e.g., “On parlera beaucoup de ce film”, “Le lendemain du crime, ils ont découvert...”).
C2.2 Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., section titles and headlines in a newspaper help readers locate global, national, and local news as well as stories on specific topics; the separation of ingredients from cooking instructions in recipes helps readers assemble
the components they need before they start to cook; a play on words in a song lyric adds an extra level
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