Page 344 - 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
haute voix?” “Comment l’émotion exprimée ou transmise dans la lecture à haute voix peut-elle clarifier le sens des mots?”
Instructional tip: Teachers can encourage students to make note of differences in word order between French and their first language when reading aloud.
C1.4 Developing Vocabulary: use several different vocabulary acquisition strategies to expand their French vocabulary (e.g., discuss unfamiliar vocabulary and concepts in a text read in class; substitute familiar words when new, more difficult words are encountered; devise short and effective games that involve hearing, saying, and taking note of new vocabulary; with peers, plan an imaginary web page on a subject related to recently acquired vocabulary, and decide which words should be used in combination in its URL; work in small groups to develop ways to use new vocabulary; connect new words to prior knowledge and list examples of their use to help them remember their meanings; use context to help them determine meaning)
Teacher prompts: “Comment la lecture vous aide-t-elle à développer votre vocabulaire?” “Pourquoi faut-il enrichir notre vocabulaire?” “Comment les liens que vous faites entre le nouveau vocabulaire et vos connaissances antérieures vous aident-ils à vous rappeler du nouveau vocabulaire?” “Pourquoi l’idée de faire des liens entre le nouveau vocabulaire et vos connaissances antérieures peut-elle vous aider à vous rappeler du sens des mots?” “Comment l’utilisation du contexte vous aide-t-elle à donner un sens à un mot nouveau?”
Instructional tips:
(1) Teachers can suggest that students use various strategies to help them remember the meaning of new words and expressions (e.g., definitions, examples, descriptions, illustrations, clarifications, parenthetical notes, comparisons, elaborations, typographical cues).
(2) Teachers can review the study of word families, identifying words within words to help students understand unfamiliar words.
C1.5 Responding to and Evaluating Media Texts: explain ideas and information in a variety of French media texts, and evaluate the effective- ness of the treatment and presentation of the messages (e.g., evaluate a poster created by a peer to inform workers about the safe storage, handling and disposal of hazardous materials; discuss the effectiveness of a newspaper or magazine adver- tisement; read reviews of children’s or young adult
books in parenting magazines and explain why a teenager might have a different view of the work; identify various kinds of stereotypes in advertise- ments; use a graphic organizer to help distinguish between fact and opinion in a news article)
Teacher prompts: “Comment la publicité peut-elle améliorer l’attitude du consommateur à l’égard d’un produit?” “Pourquoi est-il toujours important d’identifier les stéréotypes présentés dans les annonces?” “Comment choisissez-vous les informations importantes
à souligner quand vous lisez un article?”
Instructional tip: Teachers can suggest that, when students make suggestions to peers regarding their work, they use the conditionnel présent with the infinitif (e.g., “Sur votre affiche, j’aimerais voir plus de couleur..., vous devriez développer le message..., et on pourrait ajouter des détails...”).
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 fictional, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., images and text are combined to deliver information on a website; the table of contents and headings guide the reader through material in a textbook; didactic folk songs convey a moral lesson; science fiction novels are often set in a future that is based on some current trends in science or technology)
Teacher prompts: “Pourquoi les lecteurs préfèrent-ils chercher des informations dans des manuels visuels?” “Quelle forme de texte préférez-vous? Pourquoi?” “Quelles informations pouvez-vous tirer d’un sommaire d’un livre ou d’une revue?” “Quels procédés de style l’auteur a-t-il employé pour nous enseigner une leçon?”
Instructional tip: Teachers can encourage students to use a reading log and reading response journal to support the learning of different text forms and vocabulary.
C2.2 Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., the layout of the front page of
a newspaper directs attention to its feature stories; graphics support the ideas or information in a text;
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