Page 296 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
allez-vous vous débrouiller dans une situation imprévue?” “Quelles structures langagières déjà utilisées vous seront utiles pour vous engager dans une conversation improvisée?” “Quelles sont les questions typiques d’une entrevue?”
Instructional tip: Teachers can encourage students to use object pronouns with the impératif in conversations (e.g., “Téléphone- moi!”, “Donne-la-lui!”, “Explique-le-leur”, “Ne me le dis pas”, “N’y pensez pas trop!”, “Ne nous en donne plus!”).
B2.3 Metacognition:
(a) explain which strategies they found helpful before, during, and after speaking to communi- cate effectively;
(b) identify their areas of greater and lesser strength as speakers, and plan detailed steps they can take to improve their speaking skills (e.g., describe strategies they have used or could use to develop their ability to respond spontaneously; review their communication portfolio to help them determine next steps; participate in a French social group in the school to practise speaking with peers and native speakers outside class)
Teacher prompts: “Quelle stratégie de prise de parole utiliserez-vous pendant un échange spontané?” “Quelle est votre stratégie pour parler clairement et couramment?”
Instructional tip: Teachers can encourage students to use technology to create and maintain an oral communication portfolio.
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally about French-speaking communities in Africa and Asia, 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., describe cultural events in Tunisia, such as the Carthage Film Festival, and their importance to local communities; deliver a presentation on key factors that affect a particular
French-speaking country in Africa or Asia, such as historical events, climate, geography, the economy, and significant individuals; discuss with peers the similarities and differences between their own
community and one presented in a film or video about a Guinean or Malian community; give a presentation on travelling to a country that protects the environment and respects local culture, such as Madagascar)
Teacher prompts: “Un peu d’histoire : En quoi est-ce que l’Afrique est vitale pour la survie de la francophonie?” “Quels sont les objectifs des Journées Cinématographiques de Carthage?” “Pourquoi, selon vous, est-ce qu’il y a autant de francophones en Afrique?” “Qu’est-ce qui forme votre culture et comment se lie-t-elle à votre identité canadienne?” “Quelles sont les activités et services écotouristiques qu’on peut offrir au Parc National à Madagascar?”
Instructional tip: Teachers can encourage students to use relative pronouns such as “lequel” following a preposition when discussing culture in different communities (e.g., “La culture à laquelle je m’identifie le plus est...”, “La culture avec laquelle vous vous identifiez, est-elle...”).
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., use inclusive, bias-free language to show respect; use idiomatic expressions discovered while watching French commercials or reading on the Internet; accompany speech with appropriate non-verbal exclamations and gestures to help them convey an emotion or evoke a reaction; incorporate expressions from different regions in a dialogue)
Teacher prompts: “Pourquoi est-il important de choisir ses mots quand on parle à des personnes plus âgées que nous?” “Comment une discussion avec vos camarades vous permet-elle de comprendre l’usage des expressions régionales?” “À quoi servent les expressions idiomatiques dans une langue?”
Instructional tip: Teachers can introduce idiomatic expressions that students can use in their conversations (e.g., “Caroline a passé une nuit blanche [nuit sans sommeil]”, “Ce film m’a donné la chair de poule [des frissons de peur]”, “Ce n’est pas de tes oignons [ce n’est pas de tes affaires, ça ne te regarde pas]”).
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* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French- speaking communities in Africa and Asia) but are not expected to do so.