Page 309 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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.
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., repeat or paraphrase ideas to assist peers’ understanding; use voice and facial expressions to emphasize meaning; vary their choice of words; use images, illustrations, or other visual aids to support a presentation or description)
Teacher prompts: “Comment pourriez-vous répéter vos idées d’une manière différente pour que vos pairs puissent comprendre votre message?” “Comment variez-vous le ton de votre voix pour communiquer vos intentions?” “Comment utilisez-vous des indices non verbaux pour appuyer votre message?” “Comment faut-il ajuster votre intonation et votre vocabulaire selon le sujet du message et le destinataire?”
Instructional tip: Teachers and students can brainstorm essential vocabulary and expressions related to the subject students will be discussing.
B1.2 Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opin- ions about everyday matters and familiar topics, with contextual and visual support (e.g., present a personal point of view on an environmental topic; make a morning announcement to promote a special event; deliver a persuasive presentation on an equity issue; deliver a speech with a message about the benefits of healthy living; present a comparison of
the information or ideas in an oral text with those in another text on the same topic; present a charac- ter sketch based on a media text studied in class; create a presentation for peers on developing awareness of the advantages and disadvantages
of shopping online)
Teacher prompts: “Quelles sont les expressions que vous utilisez pour commencer ou terminer un exposé?” “Comment pourriez-vous garder l’intérêt de vos camarades durant vos annonces du jour?” “Comment les supports visuels vous aident-ils dans une présentation?”
Instructional tip: Teachers can encourage students to use the impératif in a presentation (e.g., “Permettez-moi de vous présenter...”, “Maintenant, abordons...”).
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy
in communications in French (prepared and spontaneous) about everyday matters and familiar topics (e.g., speak in appropriate phrases when using familiar vocabulary and expressions; role-play a telephone conversation to demonstrate clear speaking when face-to-face communication
is not possible; recite short pieces using pauses for dramatic emphasis)
Teacher prompts: “Comment exprimez-vous vos émotions par des mots ou des expressions dans un échange improvisé?” “Quels marqueurs de relation utilisez-vous pour marquer un exemple ou une explication?”
Instructional tip: Teachers can encourage students to use connecting words and phrases
SPEAKING
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French Immersion
FIF2P