Page 285 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

of meaning, such as in the song“La Soirée du Hockey”; a repeated phrase in a poem emphasizes the theme)
Teacher prompts: “Pourquoi a-t-on choisi ce mode d’organisation du texte?” “Comment les structures répétées facilitent-elles la com- préhension de l’écrit?”
Instructional tip: Teachers can model expressions that begin with “puisque”, “donc”, “pourtant”, “alors que”, “ conséquemment”, “cependant”, and can encourage students to use them when discussing the impact of various stylistic elements.
C2.3 Metacognition:
(a) describe strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., describe an appropriate way to prepare to read an informational text; determine whether skimming or scanning is more useful when reading graphic text; select one strategy that they found helpful when reading challenging texts and describe how they used it; list the clues, words, and features that helped them to understand the text and to identify its main ideas)
Teacher prompts: “Pourquoi lisez-vous?” “Comment préparez-vous votre lecture?” “Quelles stratégies utilisez-vous quand vous ne comprenez pas ce que vous lisez?” “Quelles questions est-ce que vous vous posez pour vérifier que vous avez bien compris?” “Comment est-ce qu’une discussion en groupe après une lecture vous aide à mieux comprendre les
idées clés?”
Instructional tip: Teachers can establish success criteria with students by asking them to think about the purpose of their learning (e.g., “Je peux comprendre les éléments essentiels de...”, “Je suis capable de...”).
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of French texts, identify French- speaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read a tourism brochure or website on a French-speaking European country and its various communities, and identify differences
from Ontario; investigate, using online sources such as UNESCO’s French-language website, some ways in which French-speaking European communities are working to preserve biodiversity; compare summer holiday routines of adolescents in a French-speaking country and in Ontario on the basis of their diaries or blogs)
Teacher prompts: “Attachez-vous plus d’importance aux points communs ou aux différences? Expliquez pourquoi.” “Comparez ce que vous faites pendant l’été avec des ados dans un pays francophone.”
Instructional tip: Teachers can direct students’ attention to the use of direct-object pronouns in tourism brochures (e.g., “La capitale nous propose de découvrir toute la richesse de sa culture et de son patrimoine”, “La ville vous convie à un rendez-vous avec son histoire...”, “Elle vous promet d’agréables surprises durant toute votre visite au parc d’attractions”).
C3.2 Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., identify regional vocabulary in online advertisements and newspapers; read song lyrics by French-speaking artists to identify expressions specific to different regions; identify local colloquialisms found in a blog; identify whether closings for letters and electronic messages are formal, friendly, or intimate)
Teacher prompts: “Comment le vocabulaire d’un message change-t-il d’une région francophone à l’autre?” “Quelles sont les expressions régionales utilisées dans les paroles de cette chanson?” “Expliquez l’intérêt de lire des blogs de certaines régions.”
Instructional tip: Teachers can encourage students to identify words and expressions unique to certain regions, such as “déjeuner” for “breakfast” and “dîner” for “lunch” (Canada and Switzerland) vs “petit déjeuner” for “breakfast” and “déjeuner” for “lunch” (France and Democratic Republic of the Congo).
* 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
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French Immersion
FIF1P