Page 303 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

de le publier? Pourquoi?” “Comment apprenez- vous à déceler vos erreurs (p. ex., organisation du texte, cohérence, syntaxe, sémantique)?” “Que veut-on signifier lorsqu’on écrit détoner ou détonner?)”.
Instructional tip: Teachers can encourage students to revise their writing using the ARMS strategy (add, remove, move, substitute).
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work, and use some elements of effective presentation to produce a polished product for publication (e.g., refer to guiding questions provided by the teacher when proofreading their writing; use elements of effective presentation in the finished product, such as graphics, different fonts, headings, and captions; reread the final draft to ensure appropriate use of form, style,
and conventions)
Teacher prompts: “Comment la forme d’un discours, le genre de texte et les destinataires influencent-ils le mode de présentation?” “Comment pouvez-vous rendre votre produit final plus vivant?” “Comment vérifiez-vous la bonne application des conventions linguistiques et grammaticales?”
Instructional tip: Teachers can ask students to ensure that they use the subjonctif présent after an impersonal expression when stating a opinion (e.g., “Il faut que tu ailles...”, “Il est nécessaire que vous soyez...”, “Il est important que chaque personne fasse...”, “Il est indispensable que l’équipe sache...”, “Il est utile que nous ayons cette discussion...”, “Il est dommage que vous ne puissiez pas...”).
D2.4 Metacognition:
(a) explain which strategies they found helpful before, during, and after writing to communicate effectively;
(b) identify their areas of greater and lesser strength as writers, and plan detailed steps they can take to improve their writing skills (e.g., describe the benefits of planning carefully for each part of the writing process; use a checklist to help them assess their strengths with respect to the writing process and reflect on areas for improvement; explain how a checklist developed with peers helps focus efforts; identify alternative writing strategies they might find useful in the future; record common errors and self-correction techniques in a personal reflection log)
Teacher prompts: “Comment pouvez-vous déterminer les stratégies les plus efficaces tout au long du processus d’écriture (considérez les cinq étapes du processus : la préécriture, la rédaction d’une ébauche, la révision, la correction et la publication)?” “Pourquoi faut-il vous fixer des objectifs pour votre prochaine tâche en tenant compte de la rétroaction de vos camarades de classe?”
Instructional tip: Teachers can encourage students to discuss which form of writing they find most difficult and why.
D3. Intercultural Understanding
By the end of this course, students will:
D3.1 Intercultural Awareness: in their written work, communicate information 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., create an advertising campaign promoting a cultural celebration in Morocco or French Polynesia; analyse, on the basis of research, the historical reasons why many African and Asian countries use French; create a brochure on sports played in various French-speaking African countries and
the ways in which they are connected to national identity)
Teacher prompts: “Pourquoi y a-t-il beaucoup de pays africains francophones?” “Comment allez-vous sélectionner et évaluer les informa- tions trouvées pour votre recherche?” “Comment votre perception d’une autre culture est-elle influencée par vos propres valeurs?”
Instructional tips:
(1) Teachers can ask students to research and write a report on why Africa is the continent with the most French speakers in the world.
(2) Teachers can review with students the prep- ositions, articles, and contractions used when referring to continents, countries, provinces, and cities (e.g., “en Afrique”, “en Chine”, “au Danemark”, “aux États-Unis”, “en Ontario”, “au Québec”, “à l’Île-du-Prince-Édouard”,
“à Dakar”).
D3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse
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French Immersion
FIF2D