Page 328 - 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
they understand the overall sense of the text (e.g., during a reader’s theatre, read with appropriate tone and emphasis; read an excerpt from a text expressively; read a text aloud, using tone to convey a randomly chosen emotion, and ask classmates to identify the emotion; in a small group, practise reading a scene from a play in a particular role, and then present it to the class)
Teacher prompts: “Comment la participation à un théâtre de lecture vous aide-t-elle à améliorer la fluidité en lecture?” “Comment le sens d’une phrase peut-il être influencé par l’expression de votre voix?” “Pourquoi, en lisant à haute voix, faut-il respecter les marques de ponctuation?” “Comment développez-vous des habiletés qui améliorent votre fluidité et votre compréhension en lecture?”
Instructional tip: Teachers can provide oppor- tunities for oral reading that focuses on the use of natural pauses and correct pronunciation.
C1.4 DevelopingVocabulary:useseveraldifferent vocabulary acquisition strategies to expand their French vocabulary (e.g., create a television guide in which the title of each show includes a word from their list of new vocabulary and the description of the episode suggests that word’s meaning; discuss a dramatic event using words from their list of new vocabulary; consider how meaning is affected when synonyms are substituted for selected words in a poem or a passage from a novel; refer to a thesaurus and other tools to broaden vocabulary)
Teacher prompts: “Selon vous, quelle est la stratégie efficace pour apprendre un nouveau vocabulaire? Pourquoi?” “Jusqu’à quel point
le sens d’une phrase ou d’une idée change lorsqu’on remplace un mot par un synonyme?” “Si les dictionnaires et les ordinateurs n’étaient pas disponibles en classe, quelles stratégies utiliseriez-vous pour comprendre le sens d’une expression?”
Instructional tips:
(1) Teachers can encourage students to consider the connotations of words to help them under- stand literary texts (e.g., “rouge : connote, selon les situations et les associations mentales mises en jeu, l’interdiction, la colère, la révolution, le sang, la passion”).
(2) Teachers can direct students’ attention to homographs – words that are spelled the same way but have different uses and pronunciations (e.g., “influent”: either an adjective derived from the verb “influer” or the third person plural of the same verb).
C1.5 Responding to and Evaluating Media Texts: analyse and explain explicit and implicit messages in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., summarize the key ideas and supporting details in a persuasive news article on an equity issue; analyse a variety of print advertisements to identify negative bias and stereotypes; identify what points of view are missing from a newspaper article on a particular event or issue; explain how the perspective and audience of a newspaper or magazine are revealed through the type of advertising it attracts)
Teacher prompts: “Comment votre point de vue se compare-t-il à celui exprimé dans l’article?” “Pourquoi est-il important avant d’acheter un produit d’identifier les stéréotypes présentés dans les annonces et de lire le message en petits caractères d’une annonce publiée?” “Jusqu’à quel point les annonces dans les revues jouent- elles un rôle dans la sélection des produits que vous achetez?”
Instructional tip: Teachers can ask students to identify the main ideas and supporting details in an article by creating a concept map on which they indicate the key words and phrases for the ideas and the details.
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 literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., the introduction and conclusion of a persuasive essay reinforce
the key ideas presented in the body of the text; illustrations and graphics highlight key information in magazine and Internet articles; descriptions of setting and costume add meaning to the dialogue in a play; a question-and-answer or problem-and-
solution format may be used in a brochure to allow readers to quickly find the information they need)
Teacher prompts: “Pourquoi le lecteur est-il enclin à lire certains articles dans une revue plutôt que dans d’autres?” “Dans une pièce de théâtre, comment utilise-t-on les indications scéniques?” “Quelle forme de texte (p. ex., questions-réponses, problèmes-solutions) choisissez-vous pour communiquer ces renseignements?”
Instructional tip: When students are reading a persuasive essay, teachers can direct their attention to the conjunctions that precede the
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