Page 326 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
public transportation office, using respectful and clear language and including spontaneous and appropriate answers to questions; discuss, in small groups, strategies to showcase the skills, knowledge, and abilities they have to offer a potential employer; contribute to a literature circle discussion; respond to questions from the audience after presenting a paper on a literary topic)
Teacher prompts: “Que faites-vous pour
vous assurer que le vocabulaire spécialisé sera compris par votre auditoire?” “Comment pouvez-vous valider votre plainte et être convenablement compensé(e)?” “Comment pouvez-vous tirer profit de votre participation dans les clubs de livres ou les cercles de littérature?” “Dans quelle mesure le partage d’expériences personnelles aide-t-il à mieux faire comprendre son point de vue et à cultiver l’appui d’autrui?”
Instructional tip: Teachers can suggest that students use the infinitif passé after the prepos- ition “après” when formulating a complaint (e.g., “Après avoir acheté les souliers, j’ai remarqué que..., je vous demande de...”).
B2.3 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after speaking to communicate effectively;
(b) evaluate their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., during a student-teacher conference, identify the steps they take to monitor their speaking skills and plan for continued improvement; compare their learning development when presenting a scripted oral report and when engaging in spontaneous discussion; make revisions to the form and content of their speech using feedback from peers and the teacher; identify the most effective elements in a speaking task and explain what they would do differently next time)
Teacher prompts: “Comment pourriez-vous repérer vos erreurs pour les corriger pendant un exposé oral?” “Comment pourriez-vous vous assurer que votre plan sera fonctionnel et qu’il vous permettra d’aller jusqu’au bout de votre tâche?” “Qu’est-ce que vous modifierez dans une tâche semblable?”
Instructional tips:
(1) Teachers can work with students to develop tools they can use for self-assessment and identifying next steps.
(2) Teachers can encourage students to use the participe passé as an adjective when they reflect on their own learning (e.g., “Les explications entendues lors de ma présentation ont aidé mes camarades à comprendre”, “Avertie par mes camarades, j’ai réagi rapidement”).
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally about French-speaking communities worldwide, 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., present an oral report giving clear and pertinent details about two cultural celebrations in French-speaking communities and highlighting the most significant aspect of each one; discuss differences and similarities between a French-speaking community in Canada and one elsewhere in the world; compare traditions from a French-speaking community to their own traditions; compare attitudes towards learning another language in different French-speaking regions)
Teacher prompts: “En quoi les traditions
de mariage d’une communauté francophone sont-elles semblables ou différentes des vôtres?” “Quels sont les avantages et les inconvénients d’être polyglotte, bilingue ou unilingue?”
Instructional tip: Teachers can encourage students to use indefinite pronouns such as “plusieurs”, “chacun”, “personne”, “aucun”, “rien” in their comparisons (e.g., “Les cultures francophones : Plusieurs d’entre elles sont très intéressantes”, “Elle est plus gentille que personne”, “Chacun fait de son mieux”).
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., demonstrate respect through appropriate vocabulary and expressions of courtesy; incorporate into
a presentation regional words and expressions encountered on the Internet and/or while social networking; adapt their speech as appropriate for different social contexts; research and account for the variable presence or absence of “ne”in verbal
negation)
Teacher prompts: “Quelles expressions qui vous intéressent de cette région pourriez-vous utiliser dans votre présentation authentique?” “Selon toi, pourquoi est-ce que certains individus suppriment le ‘ne’ des négations dans la communication orale?”
Instructional tip: Teachers can suggest that students describe greeting customs from French- speaking countries and make connections to customs in their own community (e.g., “Pour saluer, chez eux, on fait la bise ou on serre la main, mais chez nous on...”).
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