Page 354 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, University Preparation
B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;
B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;
B3. InterculturalUnderstanding:intheirspokencommunications,demonstrateanawarenessofaspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
SPECIFIC EXPECTATIONS
B1. Speaking to Communicate
By the end of this course, students will:
B1.1 Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coher- ently in French for various purposes and to a variety of audiences (e.g., ask questions of the audience to confirm their comprehension; explain parts of a presentation if the audience responds with confusion; clearly delineate the main points of a presentation so listeners may follow easily; recognize and adhere to time limits and other constraints; consciously monitor speech to avoid
or correct frequent mistakes; use humorous anecdotes and asides in an oral presentation to establish a rapport with the audience)
Teacher prompts: “Comment pourriez-vous établir ou maintenir un contact avec l’auditoire?” “Comment pourriez-vous tirer profit des moyens prévus pour pallier les bris de compréhension?” “Comment modifiez-vous certains aspects de votre présentation, selon l’impression de son degré d’efficacité à transmettre le message?” “Comment l’humour peut-il sauver des situations difficiles pendant une présentation orale?”
Instructional tip: Teachers can suggest that students use connecting words to highlight the structure of their presentation (e.g., “en premier lieu”, “en revanche”, “en contrepartie”, “par contre”, ”toutefois”, “néanmoins”, “pourtant”, “or”, “par ailleurs”, “bien que”, “malgré que”, “étant donné que”).
B1.2 Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opin- ions about a wide variety of topics, including literary topics and challenging or specialized topics (e.g., deliver a presentation using logically sequenced points to analyse a character or theme in a novel; articulate and defend a point of view
on a current social issue; dramatize a scene from
a medieval French fable; give a talk to younger students on financial considerations related to planning their postsecondary education; present their findings, including evidence and examples supporting their position, on the economic import- ance of cultural industries; deliver introductory comments for a seminar on the literary analysis of a satirical play; produce an oral report comparing their own perspective on a topic with the perspective of the main character in a historical narrative; present a basic budget reflecting their expected income and expenditures after secondary school)
Teacher prompts: “Quels rôles jouent les éléments prosodiques et extralinguistiques
(p. ex., articulation, volume, gestuelle) dans
la dramatisation d’une œuvre littéraire?” “Comment structurez-vous votre présentation pour vous assurer que tout le monde comprend le message?” “Comment la connaissance de votre auditoire vous aide-t-elle à préparer un discours?” “Qu’avez-vous appris sur le texte traité en dirigeant un séminaire de littérature?”
Instructional tip: Teachers can suggest that students use the comparative and the superlative
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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