Page 313 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

C1.3 Reading with Fluency: read a variety of French 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., when reading aloud, convey the relationship between words, phrases, and sentences indicated by the punctuation; take turns reading excerpts from a play, varying rate, tone, and expression to suit the characters; read aloud with suitable emphasis and phrasing to dramatize a text for an audience)
Teacher prompts: “Comment lisez-vous un mot long sans hésitation (p. ex., intellectuellement, approximativement)?” “Qu’est-ce qui améliore la vitesse et la reconnaissance des mots dans
la lecture des textes?” “Quel est l’intérêt de pratiquer régulièrement des dialogues en classe?” “Y a-t-il un lien entre la fluidité et le niveau de compréhension? Expliquez votre réponse.”
Instructional tip: Teachers can ensure that students understand the rules of pronunciation, such as those relating to liaisons, silent letters, and accents, and can work with students to compile a list of them.
C1.4 DevelopingVocabulary:useseveraldifferent vocabulary acquisition strategies to expand their French vocabulary (e.g., use words from their list of new vocabulary in a different context by integrating them into a rap song; use contextual clues to figure out the meaning of new words; create a word bank related to areas of interest;
use knowledge of another language to infer the meaning of a new word)
Teacher prompts: “Comment le contexte de la lecture peut-il vous aider à comprendre des nouveaux mots?” “Comment allez-vous créer un dictionnaire personnel? Pourquoi?” “Comment est-ce que votre connaissance du sens du plus petit mot vous aide à trouver le sens du nouveau mot?” “Comment pouvez-vous utiliser votre langue maternelle pour comprendre les nouveaux mots dans un texte?”
Instructional tips:
(1) Teachers can remind students of the com- prehension benefits associated with keeping a personal word bank.
(2) Teachers can encourage students to decode unfamiliar words using knowledge of prefixes (e.g., “anti-” means “against”, so “antipathique” means “pas sympathique”; “dé-/dés-” means “without”, so “désespéré” means “sans espoir”; “re-” means “again”, so “refaire” means “faire de nouveau”).
C1.5 Responding to and Evaluating Media Texts: explain ideas and information in a variety of French media texts, and evaluate the effective- ness of the treatment and presentation of the messages (e.g., explain why the images, colours, and information on a magazine cover might appeal to a specific demographic; analyse video game reviews and determine their underlying intent; assess the credibility of different sources of infor- mation on the Internet; analyse a page on an environmental website about recycling cellphones; compare how print and online newspaper formats help readers find the stories they are interested in; explain how different virtual worlds can promote the teaching and learning of languages)
Teacher prompts: “Comment les caractéris- tiques et les éléments de style d’un magazine influencent-ils votre perception du contenu?” “Comment jugez-vous la crédibilité d’un
site Internet pour trouver une information?” “Pourquoi croyez-vous que certaines personnes préfèrent lire un journal imprimé plutôt que
sa version électronique? “Comment les médias vous influencent-ils dans votre décision de continuer à apprendre le français?”
Instructional tip: Teachers can model the use of the affirmative and negative infinitif following impersonal expressions and can encourage students to use these constructions when analys- ing an advertisement (e.g., “Il est essentiel de chercher à susciter le désir d’achat par divers moyens...”, “Il est important de ne pas oublier un slogan”).
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 fictional, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., television listings and public transportation schedules are laid out to communicate information succinctly and efficiently; the“Frequently Asked Questions” [FAQ] section on a website highlights the information of greatest practical use to readers; an encyclopedia entry or magazine article answers the questions “Qui?”,“Quand?”,“Quoi?”,“Comment?”,“Où?”, and“Pourquoi?”about its subject; a key or legend explains the meaning of the symbols used on a map; withholding information adds suspense to
a mystery or crime story)
Teacher prompts: “Comment trouveriez-vous des informations sur les horaires des bus à l’arrêt désiré?” “Où trouvez-vous les informations pour
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