Page 298 - 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
“les différentes idées” [il y a plusieurs idées] vs “les idées différentes” [les idées sont contraires aux autres idées]; “un grand homme” [un homme supérieur] vs “un homme grand” [il est de haute taille]).
C1.3 Reading with Fluency: read a variety of French texts, including some challenging texts, with proper intonation and at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., read unfamiliar words in literary texts smoothly; read along with a recorded audiobook, matching its pace; improve pacing and intonation in response to feedback from a partner while reading aloud; when reading aloud, convey the relationship between words, phrases, and sentences indicated by the punctuation)
Teacher prompts: “Comment la lecture partagée vous aide-t-elle à mieux comprendre les nouveaux mots?” “Quelles stratégies peuvent vous aider à lire sans hésitation de nouveaux mots ou expressions?” “Pourquoi est-il important de faire un survol du texte avant de le lire?”
Instructional tip: Teachers can encourage students to read aloud to develop fluency – alone, with a reading partner, or as a tutor to an elementary student.
C1.4 DevelopingVocabulary:useseveraldifferent vocabulary acquisition strategies to expand their French vocabulary (e.g., use new words in context through role play; take notes when reading to add new words to their personal vocabulary list; find a synonym for an unfamiliar word; identify and develop lists of cognates, homonyms, and synonyms)
Teacher prompts: “Comment enrichissez-vous votre vocabulaire?” “Comment est-ce que vous retenez le nouveau vocabulaire?” “Pourquoi est-il important de prévoir et comprendre
le nouveau vocabulaire avant la lecture?” “Comment réutiliserez-vous le nouveau vocabulaire?”
Instructional tip: During modelled and shared reading, teachers can demonstrate how to
use the part of speech (adjective, noun), the gender of articles, and the context to determine the meaning of homonyms (e.g., “gauche” [maladroite] vs “la gauche” [orientation spatiale]; “un livre” [un bouquin] vs “une livre” [unité de poids]; “le physique” [apparence d’une personne] vs “la physique” [science étudiant les propriétés de la matière et établissant les lois régissant les phénomènes observables]).
C1.5 Responding to and Evaluating Media Texts: explain explicit and implicit messages
in a variety of French media texts, and evaluate the effectiveness of the treatment and presenta- tion of the messages (e.g., read the platforms of political parties and deduce their target audiences; analyse techniques used in advertisements for a variety of products and explain which are the most effective; explain how the presentation of information on a billboard enables passers-by to read and process the message quickly; assess the methods used in newspapers to emphasize the importance of stories; describe how the elements in a teen magazine article help to convey its message)
Teacher prompts: “Comment la publicité essaie-t-elle de créer un besoin qui n’existait pas auparavant chez le consommateur?” “Comment pouvez-vous discerner les actualités importantes dans un journal?” “Quels éléments dans un article vous aident à bien comprendre le message?”
Instructional tip: Teachers can suggest that students use the participe présent (e.g., “en relisant”, “en feuilletant”, “en parcourant”) when discussing different advertising techniques.
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 literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., a fable conveys a moral illustrated by a brief story; topic sentences, supporting details, and transitional words guide the reader through the argument in an opinion piece; the artist’s name, the title of the artwork, and back- ground information on art museum panels help the viewer appreciate the piece of art; photos, status updates, and likes and dislikes on social networking sites help friends keep in touch; in a play, dialogue
in verse or prose develops character and furthers the action)
Teacher prompts: “Qu’est-ce qu’une fable?” “Comment l’information à propos des œuvres d’art vous aide-t-elle à mieux interpréter les messages de l’artiste?” “Comment les sites de réseautage social que vous lisez ont-ils influencé vos façons de communiquer avec vos amis?” “Dans une pièce de théâtre, comment utilise-t-on le dialogue pour révéler les caractéristiques d’un personnage?”
Instructional tips:
(1) Teachers can ask students to analyse a fable by La Fontaine and compare its elements with
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