Page 314 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Applied
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
sauvegarder une masse de photos en ligne?” “Comment lisez-vous un horaire des chemins de fer pour chercher des informations?” “Comment l’auteur crée-t-il un climat de mystère dès le début de l’histoire?”
Instructional tip: Teachers can suggest that students recount a mystery story, accurately representing temporal aspects by using the passé composé and imparfait (e.g., “Il a entendu un cri effrayant qui venait d’un autre bureau..., puis il est rentré chez lui vers 16 h. D’habitude, il rentrait chez lui vers 18 h”).
C2.2 Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., logo size, illustrations, font sizes, and colour attract attention to an advertisement and highlight its key message; maps supplement information in news reports about events in other parts of the world; the use of bold face or italics indicates emphasis; rhymes in a song or poem add interest and draw attention to particular words; hyperlinks and information buttons enable the user of a website to find further details)
Teacher prompts: “Pourquoi y a-t-il différentes couleurs et tailles de police dans une pub?” “Qu’est-ce qui vous aide à trouver des rensei- gnements recherchés sur une carte?” “Quels sont les éléments de style que l’auteur a utilisé dans son texte? Comment cela vous aide-t-il à comprendre son message?”
Instructional tip: When students are reading a text with charts or maps, teachers can suggest that they study the figures carefully to under- stand the information they convey, and use the figure numbers or their titles and key words
to find and read the related information in the main text.
C2.3 Metacognition:
(a) describe strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., identify their reading challenges and determine the best strategies to apply to address each challenge; identify
a reading situation in which a seldom-used strategy might be helpful; discuss reading strategies that can be used with multiple types of texts and those that work best with specific kinds of text)
Teacher prompts: “Que faites-vous devant les difficultés rencontrées en lecture?” “Quelle(s) stratégie(s) utilisez-vous pour construire le sens d’une variété de textes (p. ex., chanson, dépliant touristique, article de journal ou de revue, dialogue)?”
Instructional tip: Teachers can encourage students to use the futur simple and the conditionnel présent with “si” when they
are reflecting on reading strategies (e.g., “Si je parcours le texte avant la lecture, je pourrai...”, “Si je surveillais ma compréhension durant la lecture, je serais capable de...”).
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of French texts, identify French- speaking communities in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., research the colours and symbols associated with a French- speaking community in Africa or Asia, such as
the green in the flag of the Republic of Senegal
or the letter Y in the flag of Republic of Vanuatu, and explain their significance; identify the African members of the Organisation internationale de la Francophonie [OIF] and describe some key aspects of their cultures; read job postings to identify other languages used in French-speaking communities in Africa and Asia; study two websites to compare the reviews of a specific vacation destination in French-speaking Africa or Asia; use a Venn diagram to help them compare and contrast traffic signs and symbols in two different French-speaking countries)
Teacher prompts: “Que signifie l’étoile et sa couleur sur le drapeau de la république du Sénégal?” “Que signifie le logo de l’OIF?” “Comment est-ce que deux sites Web peuvent traiter le même sujet de différentes façons?”
Instructional tip: Teachers can ask students to research the laws, regulations, and signs relating to the use of roads and public spaces in a French-speaking region where they plan to travel (e.g., “Attention! Circulez à vos propres risques”, “Ralentir! Sortie d’école”, “Danger! Interdiction de se baigner”, “Réservé aux voitures de police”).
C3.2 Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic
312