Page 338 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
que vous avez bien compris les instructions données?” “Que faites-vous pour saisir un message si vous manquez une idée ou si vous ne la comprenez pas?”
Instructional tip: Teachers can suggest that students listen for and use simple expressions of cause, consequence, and opposition when sharing strategies in small groups (e.g., “donc”, “puisque”, “comme”, “alors”, “pourtant”, “alors que”).
A3. Intercultural Understanding
By the end of this course, students will:
A3.1 Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to a legend from a French-speaking community, such as Mali or Guadeloupe, and compose a story for their own community using the same moral; compare expressions, emotional aspects, and musical
styles in songs from different French-speaking communities; compare myths and legends of diverse French-speaking cultures presented by peers, such as the Métis story of the“loup garou”, and identify common elements)
Teacher prompts: “Comment serez-vous de meilleurs auditeurs pour différentes cultures?” “Pourquoi la musique est-elle souvent un véhicule pour capter notre attention et nous attirer vers la découverte d’une culture?”
Instructional tip: Before presenting oral texts about various cultures, teachers can instruct students to listen for words and phrases that indicate that a story is from the distant past (e.g., “quand j’étais petit”, “à l’époque”, “dans le temps”, “autrefois”).
A3.2 Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolin- guistic conventions used in a variety of situations in diverse French-speaking communities (e.g., identify and explain differences between familiar, colloquial, and formal language; recognize pronunciations and dialects from diverse French-speaking communities; analyse how
the non-verbal interactions of characters in a French-language film help to clarify the messages in their speech)
Teacher prompts: “Que pensez-vous des proverbes que vous entendez entre amis à propos du savoir-vivre (p. ex., Les petits cadeaux entretiennent l’amitié)?” “Comment pouvez-vous utiliser des stratégies pour vous aider à comprendre quelqu’un qui parle dans un dialecte différent du vôtre?” “Comment pourriez-vous lire la gestuelle des interlocuteurs pour mieux comprendre le message?”
Instructional tips:
(1) Teachers can ask students to listen for elements of oral discourse such as hesitations (e.g., “euh”, “hein”, “ben”, “pff”) and onomato- poeia (e.g., “chut”, “aïe”).
(2) Teachers can ask students to listen for non-conventional words and expressions (including argot) in contemporary French songs.
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