Page 340 - 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
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy
in communications in French (prepared and spontaneous) about a variety of topics (e.g., use specific vocabulary related to their topic to express concepts accurately; use a variety of linking terms to enhance the flow of ideas during a presentation; reproduce with a partner the pronunciation and rhythm of a recorded dialogue)
Teacher prompts: “Comment le choix d’un sujet d’actualité ou personnel influence-t-il le débit de la production orale?” “Pourquoi est-il important de parler français avec ses amis?” “Qu’est-ce qui peut vous aider à parler avec plus d’aisance en français?”
Instructional tips:
(1) Teachers can encourage students to practise pronunciation and articulation by repeating tongue-twisters, such as “Un chasseur sachant chasser sait chasser sans son chien de chasse”.
(2) Teachers can suggest that students show
the logical progression of their ideas by using appropriate linking/transition words such as “tout d’abord”, “pourtant”, “autrement dit”, “en tout cas”, “c’est pourquoi”, “enfin”, “surtout que”, “voilà pourquoi”, “tout de même”, “par contre”.
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., present a news report on a social event, natural disaster, crime, or sports event; present their opinion as a panellist for a public affairs show on how images in advertising influence public attitudes and behaviour; develop and record a quiz show on topics being studied, in which contestants are presented with clues in the form of answers and must phrase their responses as questions; in small groups, create a video to promote a designer’s upcoming line of clothing that is made from sustainable fabrics; produce
a radio program including interviews with Aboriginal leaders about some issues of concern
to First Nations, Métis, or Inuit people in Canada; create an advertising campaign to persuade jobless young people to seek training to develop marketable skills)
Teacher prompts: “Quels sont les éléments importants d’un programme de télé pour
que les téléspectateurs restent à l’écoute?” “Quelles techniques utilise-t-on dans un défilé de mode pour qu’il ait une dimension spectacu- laire?” “Quelles questions poseriez-vous à
un chef autochtone sur les droits des peuples autochtones en Ontario?” “Quel type de campagne publicitaire peut cibler les jeunes sans emploi?”
Instructional tip: Teachers can encourage students acting as guests on a public affairs show to use impersonal structures such as
“il est certain que...”, “il est probable que...”, “il semble que...” to express degrees of certitude.
B1.5 Applying Language Structures: communi- cate their meaning clearly, using parts of speech and word order appropriately (e.g., use some reflexive verbs when leading a panel discussion on social media; use indefinite pronouns such as“personne”or“aucun”when responding to a speaker’s opinion; use possessive pronouns when developing questions on a topic of personal interest to initiate a discussion with peers)
Teacher prompts: “Quels sont les avantages et les inconvénients des réseaux sociaux?” “Comment exprimez-vous un passé immédiat?”
Instructional tip: Teachers can suggest that students use reflexive verbs such as “se faire”, “se laisser” to express causation (e.g., “Les malfaiteurs se sont fait arrêter à la frontière”, “Elle s’est laissé prendre au piège”).
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., predict what they might hear and what expressions they can use to formulate a response; vary their language to convey emotion in class discussions; rephrase to clarify their message when misunderstanding occurs; use familiar vocabulary to describe an idea, object, or action when the exact term for it is not known or has been forgotten;
use conversational and visual cues to indicate comprehension, agreement, and emotional response; identify useful words and expressions for starting, continuing, and concluding a conversation)
Teacher prompts: “Quelles stratégies emploieriez- vous pour communiquer vos idées lors d’un manque de vocabulaire?” “De quelle manière organiseriez-vous vos idées pour réagir dans une situation improvisée?” “Pourquoi est-il important de savoir gérer une négociation dans laquelle vous allez inviter autrui à dire
ce qu’il pense?”
Instructional tip: Teachers can encourage students to pay attention to verbal cues (e.g., “Ah bon?”, “Ah oui?”, “Vraiment?”, “Voilà”, “Tiens!”, “Alors!”, “En effet”), non-verbal cues (e.g., pauses, falling intonation), and eye contact to determine when it is appropriate to take their turn in a conversation.
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