Page 294 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Academic
B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;
B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;
B3. InterculturalUnderstanding:intheirspokencommunications,demonstrateanawarenessofaspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
SPECIFIC EXPECTATIONS
B1. Speaking to Communicate
By the end of this course, students will:
B1.1 Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coher- ently in French for various purposes and to
a variety of audiences (e.g., select vocabulary that expresses their ideas clearly; use tone of voice to convey emotion, doubt, or certainty; gather
information from a variety of sources before a presentation; vary their volume and rate of speech)
Teacher prompts: “Comment ajustez-vous
votre vocabulaire et les structures de phrases pour rendre votre message clair?” “Comment identifiez-vous les sources de références possibles pour sélectionner l’information sur le sujet à traiter?” “Comment est-ce que vous exploitez les stratégies suivantes : la répétition, le classement, la substitution, l’élaboration, le transfert de connaissances, l’inférence, la clarification?”
Instructional tip: Teachers can encourage students to use the subjonctif présent after verbs that express emotions, doubts, wishes, or directives (e.g., “Mes amis sont ravis que tu puisses venir”, “Le professeur est désolé que les élèves ne fassent pas attention en classe”, “Le gouvernement interdit que les révolution- naires se réunissent”, “Le directeur exige que les élèves soient à l’heure”).
B1.2 Producing Oral Communications: produce prepared and spontaneous communications
in French containing information, ideas, and
opinions about academic and familiar topics, including literary topics, with support as appropriate (e.g., retell a story or fable, paying particular attention to the sequence of events; explain how reading a humorous literary story improves their ability to tell amusing anecdotes
of their own; deliver a monologue articulating the point of view of a stakeholder after an environ- mental disaster; deliver a persuasive presentation on an equity issue; outline plans for an outing to a French film festival; state their opinion on whether social media are creating the demise of privacy)
Teacher prompts: “Expliquez comment La Fontaine transmet sa morale dans la fable.” “Que révèlent les situations comiques dans une pièce de théâtre?” “Comment vous préparez- vous pour une présentation orale?” “Quels éléments d’expression orale vous serviront
lors de la présentation d’un monologue?” Instructional tip: Teachers can encourage students to use the futur simple and conditionnel présent when talking about plans.
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy
in communications in French (prepared and spontaneous) about academic and familiar topics, including literary topics (e.g., use tone and inflection to express sarcasm, irony, respect, and emotions; recite a classic fable clearly, using pauses for dramatic emphasis; change expression and intonation to reflect different messages and situations; avoid awkward pauses by using familiar vocabulary to describe an idea or object when the
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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