Page 334 - 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
country, and write an outline highlighting cultural points of interest to persuade friends to accompany them; prepare a report about how digital recording technology affects the distribution of cultural products, such as French movies and television shows, to a global audience)
Teacher prompts: “Après avoir être informé sur la culture d’un pays francophone : Comment la culture est-elle transmise d’une génération à une autre? Quels sont les aspects positifs qui ressortent d’un mélange de cultures?” “Comment allez-vous persuader un ami de vous accom- pagner pour visiter un pays francophone de votre choix?” “Comment la technologie a-t-elle changé l’industrie cinématographique dans le monde?”
Instructional tip: Teachers can suggest that students highlight cultural points of interest using verbs of perception and sensation (e.g., “apercevoir”, “écouter”, “entendre”, “regarder”, “sentir”, “voir”, “laisser”) followed by the infinitif (e.g., “On nous laisse se balader toute la nuit...”, “Nous verront les artistes danser
le cancan...”).
D3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., create a comic strip incorporating aspects of popular culture and some idiomatic expressions of a French-speaking community; use French slang when writing about violence in the media for a web page; adapt their language register to specific contexts and audiences, such as professionals or students; write a formal letter of application for
a job at a local business)
Teacher prompts: “Qui est-ce qui parle argot? Existe-t-il dans la littérature française? Pourquoi?” “Comment, d’après vous, pourrait-on mettre fin aux actes d’agression?” “Comment adaptez- vous votre discours en fonction des rôles sociaux de différents lecteurs?” “Dans quelle mesure
le langage employé dans une correspondance entre amis diffère-t-il d’un langage d’une lettre formelle?” “D’après vous, pourquoi l’application des conventions de politesse est-elle importante?”
Instructional tip: Teachers can encourage students to research and use French slang from different regions in appropriate contexts (e.g., informal Canadian French: “Le film était plate
à mort”; informal European French: “Ce film est moche, il traite les ados comme des gamins,
ce n’est pas marrant ça!”).
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