Page 324 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, University Preparation
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.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
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., make reference to listeners’ prior knowledge and experiences; use a structure and style of presentation suitable to the
purpose, the subject matter, and the audience; use vocabulary specific to the topic and appropriate for the audience; use non-verbal cues to support the comprehension of listeners)
Teacher prompts: “Quels signes vous indiquent que l’audience perd intérêt dans votre présenta- tion? Comment pourriez-vous le récupérer?” “Pourquoi devez-vous faire appel à des registres et vocabulaire distincts pour rejoindre un auditoire particulier?”
Instructional tip: Teachers can encourage students to communicate their message using a description if they cannot recall a specific word (e.g., “des animaux qui vivent en liberté dans la nature” for “des animaux sauvages”).
B1.2 Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opin- ions about a variety of topics, including literary and other challenging topics (e.g., rehearse and present a drama based on a novel read independ- ently; make a clear and detailed presentation about French immersion to a group of students from a
feeder school; explain and support their opinion on an issue; deliver a speech that includes metaphors and analogies to reinforce their ideas; present
a slideshow to peers on the advantages and dis- advantages of different types of credit to finance purchases)
Teacher prompts: “De quels éléments devrait-on tenir compte en présentant une dramatisation d’une œuvre littéraire?” “Comment pouvez-vous développer une argumentation logique pour convaincre un jeune de vouloir continuer en immersion française?”
Instructional tips:
(1) Teachers can ask students to use modal verbs such as “devoir” or “pouvoir” with the infinitif in a persuasive oral text (e.g., “On devrait aider des personnes dans le besoin”, “Vous auriez pu renouveler votre adhésion”).
(2) Teachers can suggest that students convey their opinions using verbs accompanied by prepositions (e.g., “penser à”, “croire à/en”, “rêver de”, “décider de”, “agir sur”).
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy
in communications in French (prepared and spontaneous) about a variety of topics, including literary topics (e.g., use changes of pace and pauses for dramatic effect when reciting literary texts; vary volume appropriately for emphasis in a speech; use inflection and tone to help convey meaning when debating; adapt their voice to role-play different participants in a talk show; demonstrate self-confidence during an improvised presentation
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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