Page 311 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

B2.3 Metacognition:
(a) describe strategies they found helpful before, during, and after speaking to communicate effectively;
(b) identify their areas of greater and lesser strength as speakers, and plan steps they
can take to improve their speaking skills (e.g., discuss strengths with peers and prioritize areas for improvement; identify the types of communication situations that allow them to interact more freely; determine how the mood of the person with whom they are speaking affects the way they respond; join a French conversation club to practise their spoken language)
Teacher prompts: “Quelle stratégie utilisez- vous pour dégager l’essentiel des éléments d’information pendant une conversation?” “Quelle démarche utilisez-vous pour contrôler votre voix dans une conversation?” “Comment évaluez-vous l’efficacité des stratégies utilisées dans un exposé oral?”
Instructional tip: Teachers can review and discuss metacognitive strategies with students, such as how to plan for or organize an oral task, monitor and identify problems, and evaluate their performance after completing a task.
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., research and speak about French cuisine in Africa, such as couscous in Morocco or kedjenou in Côte d’Ivoire; discuss fashion and/or art from French-speaking African or Asian countries and make comparisons to their own community; present research about a French-speaking African musical artist, such as Youssou N’Dour of Senegal; deliver a presentation on some key factors that affect a French-speaking country such as Laos, Lebanon, Burkina Faso,
or Mali, including climate, geography, and some significant historical events; compare and contrast their own everyday life with that of individuals
or groups from various French-speaking cultures; provide information on local customs and culture that would be needed for planning a camping trip to Laos or an Asian safari)
Teacher prompts: “Combien de pays africains et asiatiques font partie de la francophonie? Nommez-les.” “Qu’est-ce que la cuisine d’une région francophone révèle sur le mode de vie des gens de cette communauté?” “Comment vos nouvelles connaissances au sujet de cette communauté vous aideront-elles à mieux comprendre comment interagir avec les gens de ce pays?”
Instructional tip: Teachers can suggest that students use possessive pronouns (e.g., “le mien”, “la tienne”, “le vôtre”, “les nôtres”) when speaking about their own and other cultures.
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 appropriate vocabulary and register to introduce a speaker at parents’ night; use interjections such as “euh”,“ah”,“ben”to show hesitation; use regional expressions or colloquialisms while role-playing different members of the community; research customer service etiquette in French restaurants
or stores and demonstrate it in a skit)
Teacher prompts: “Pourquoi est-il important de revoir une liste d’expressions avant de prendre la parole devant une grande audience?” “Dans quelle mesure le fait de connaître la région va-t- il influencer votre choix de conventions linguistiques, et pourquoi?”
Instructional tip: Teachers can share some expressions used to introduce a guest speaker (e.g., “Bonjour, bienvenue à notre...”, “Madame, Monsieur...”, “ Il me fait plaisir de vous présenter...”, “Voici Madame...”, “Monsieur...a gentiment accepté notre invitation...”, “Madame, à vous la parole”, “Laissons la parole à...”, “Maintenant, passons à...”).
* 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.
SPEAKING
309
French Immersion
FIF2P