Page 325 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

by using pauses for effect without concern that they might signal a loss for words; use a variety of expressions and linking terms to enhance the flow of their speech)
Teacher prompts: “Quelle stratégie utiliseriez- vous pour parler couramment le français avec clarté?” “Que faites-vous pour améliorer votre discours?” “Comment le ton de votre voix et le rythme de votre diction complètent-ils le message auditif et renforcent la communication orale?”
Instructional tips:
(1) Teachers can direct students to repeat a dialogue or a scene as it was heard to practise their intonation and pronunciation.
(2) Teachers can model the fluent use of connecting words and phrases (e.g., “étant donné que”, “puisque”, “d’autant que”, “grâce à”, “à cause de”, “en raison de”, “du fait que”, “vu que”) to demonstrate logical progression and causal relationships.
B1.4 Creating Media Texts: create oral media texts in French on a variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a multimedia presentation analysing violence in sports and including evidence that supports their position on the issue; in a small group, make a video for class viewing that summarizes a chapter of a novel or a scene from a play; create and participate in a public affairs show about socio-economic challenges facing First Nations, Métis, and/or Inuit people; create a video about an environmental issue, such as indoor or outdoor air quality)
Teacher prompts: “Pourquoi y a-t-il des inter- prétations différentes pour un même message?” “Pourquoi une image vaut-elle souvent mille mots?” “Quelle technique utiliseriez-vous pour créer une vidéo?”
Instructional tip: Teachers can suggest that students recount the speech of characters
from a play or novel using reporting verbs to introduce indirect discourse (e.g., “affirmer”, “annoncer”, “ajouter”, “déclarer”, “expliquer”, “insister” “répondre”, “Ils disent que les ados l’adorent”).
B1.5 Applying Language Structures: communi- cate their meaning clearly, using parts of speech and word order appropriately (e.g., use the subjonctif or indicatif appropriately after certain expressions when stating opinions or ideas in a debate; use the active voice, passive voice, and pronominal voice as appropriate for the purpose and audience; incorporate the language of literary analysis into a seminar)
Teacher prompts: “Pourquoi la voix pronomi- nale tend-elle à remplacer la voix passive qui
elle-même tend à supplanter la voix active?” “Quelle est la différence entre l’indicatif et le subjonctif? Comment fait-on la différence?”
Instructional tips:
(1) Teachers can explain the use of conjunctions and expressions that are followed either by the subjonctif or the indicatif (e.g., “Quoi qu’elle dise, il faut respecter son opinion”, “ Bien que ce soit un jour férié, les magasins sont ouverts”, “Nous ne désespérons pas d’aller voir le directeur, même s’il y a peu de chances de le trouver dans son bureau”, “Pourquoi chercher désespérément une solution alors que le problème n’a jamais existé?”, “Même si on n’est pas d’accord, on continue la discussion”).
(2) Teachers can direct students’ attention to the uses of the active voice, the passive voice, and the pronominal voice to emphasize the person or thing acting or acted on (e.g., “La mère lave l’enfant”, “L’enfant est lavé par sa mère”, “L’enfant se lave”).
B2. Speaking to Interact
By the end of this course, students will:
B2.1 Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., ask and answer questions for clarification, to elicit additional information, or to steer the discussion; adjust their speaking technique and their eye contact with others as appropriate for the conduct of a debate; encourage others in
a small group to contribute)
Teacher prompts: “Quelle stratégie utilisez-vous pour reprendre la parole tout en respectant les interlocuteurs?” “Comment crée-t-on un climat favorisant le respect des autres et l’échange d’idées dans un débat?” “Que faites-vous pour amener un locuteur à clarifier son point de vue?”
Instructional tip: Teachers can encourage students to develop and reinforce a set of rules for group discussions, expressed using “laisser” followed by the infinitif (e.g., Travail en équipe : “On laisse participer tous les membres du groupe aux discussions, on prend la parole quand on entend dire : ‘Je passe la parole à...’”).
B2.2 Interacting: engage in sustained spoken interactions in French (prepared and spontan- eous), in academic and social contexts, about
a variety of topics, including literary and other challenging topics (e.g., lead a classroom debate on a current world issue or trend, such as one related to technology, fashion, or health, using specialized vocabulary; with a partner, role-play making and responding to a complaint at a store, post office, or
SPEAKING
323
French Immersion
FIF3U