Page 295 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

exact term is not known or has been forgotten; entertain the class with a joke, humorous story, or tongue twister)
Teacher prompts: “Qu’est-ce qui vous aide
à vous exprimer avec confiance et clarté?” “Quelle stratégie utilisez-vous pour ajouter de l’emphase à votre présentation?” “Comment décidez-vous quels aspects de votre élocution pourraient être améliorés la prochaine fois?”
Instructional tip: Teachers can model the use of connecting words and phrases that express agreement (e.g., “il est vrai que...”, “évidem- ment”, “sans aucun doute”, “il va de soi que...”, “bien entendu”, “certes”), which contribute to the flow of ideas when speaking.
B1.4 Creating Media Texts: create a variety of oral media texts in French about academic and familiar topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a podcast analysing the explicit and implicit messages of an advertisement; create a public service message to promote inter- cultural appreciation; in small groups, create a media clip about climate change for their science class; record an opinion video commenting on a current local issue; in a group, create three radio news reports with different approaches to the same subject; create a multimedia advertising campaign that promotes hiring students for summer jobs)
Teacher prompts: “Comment la création
d’une baladodiffusion (podcast) permet-elle de transmettre des opinions claires et fortes?” “Comment est-ce que l’on choisit un outil médiatique?” “De quelle façon peut-on montrer notre appréciation d’une autre culture dans
les médias?” “Quelle forme de texte médiatique allez-vous choisir afin de documenter les effets du réchauffement de l’atmosphère?”
Instructional tip: Teachers can model the use
of disjunctive pronouns to express and compare opinions (e.g., “Moi, je pense que..., mais lui...”, “Ce sont eux qui..., mais toi, que penses-tu?”).
B1.5 Applying Language Structures: communi- cate their meaning clearly, using parts of speech and word order appropriately (e.g., use correct tense sequences when formulating a hypothesis about what might have prevented a particular social or environmental problem; use a variety of transitional words and pronouns to link sentences when describing an experience or expressing an opinion; prepare a group presentation of a short play for a school-wide literary festival using vocabulary and verb tenses correctly)
Teacher prompts: “Quelle forme utilise-t-on pour faire des hypothèses?” “Comment
choisissez-vous les temps des verbes dans une présentation orale?”
Instructional tip: Teachers can model the sequence of tenses used with “si” to express hypotheses (e.g., “Si la tristesse s’intensifiait
et persistait pendant plus de deux semaines et commençait à nuire aux activités quotidiennes, elle signalerait une dépression”, “Si elle parlait le français, elle accepterait ce poste”, “Si vous étiez parti plus tôt, vous ne seriez pas arrivé en retard à votre rendez-vous”, “Si j’avais su à propos de cet incident à la banque, je n’y serais pas allé”).
B2. Speaking to Interact
By the end of this course, students will:
B2.1 Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., prepare for and think positively about an upcoming conversation on a particular topic; use appropriate tone and expression in a discussion with peers; listen actively and remain on topic when asking or answering questions during an interview; interact appropriately with peers when participating in group work; adjust their vocabulary or the speed at which they are speaking in response to non-verbal cues from their partner)
Teacher prompts: “Comment vous prépareriez- vous pour une entrevue?” “Comment exprimeriez-vous poliment votre volonté
et votre désir?” “Comment encourageriez-vous la continuation d’une conversation?”
Instructional tip: Teachers can demonstrate how to express preferences and desires in a conversation (e.g., “J’ai envie de...”, “Je refuse de...”, “J’aimerais...”, “Je voudrais...”, “Je souhaiterais...”).
B2.2 Interacting: engage in sustained spoken interactions in French (prepared and spontan- eous), in academic and social contexts, about academic and familiar topics, including literary topics (e.g., in small groups, converse spontan- eously about everyday life; engage in a round-table discussion exploring such topics as hobbies, current events, potential career paths, hopes, goals, and ambitions; discuss a literary writer’s choice of words and use of verb tenses to convey a message or mood; with a partner, rehearse and role-play
a job interview in which the applicant highlights his or her personal strengths)
Teacher prompts: “Une improvisation spontanée suppose un dialogue non préparé : Comment
SPEAKING
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French Immersion
FIF2D