Page 355 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

when comparing topics or novels (e.g., “Ce roman de Proust est moins intéressant que celui de Balzac, mais c’est ce roman de Bernanos qui est le moins intéressant des trois”).
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy
in communications in French (prepared and spontaneous) about a wide variety of topics, including literary topics (e.g., smoothly adjust their style from delivering a formal presentation
to responding spontaneously to questions and remarks from the audience; use coordination and subordination, with appropriate linking terms, to smoothly express the relationships between ideas; use idiomatic expressions to improve the natural flow of language)
Teacher prompts: “Comment vous préparez- vous pour parler d’un sujet littéraire ou d’un problème environnemental avec confiance et aisance?” “Comment les marqueurs de relation vous aident-ils à varier le débit verbal dans votre discours?”
Instructional tip: Teachers can suggest that students highlight the logical progression of an argument by using language that contributes to the flow of ideas in presentations, such as integrating questions (e.g., “Que peut-on apprendre de cela?”, “Comment est-on arrivé à cette conclusion?”).
B1.4 Creating Media Texts: create oral media texts in French on a wide variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., deliver a radio or television news report covering a Canadian event for a global audience; create a podcast outlining the positions of various stakeholders on a current issue; narrate a video including interviews with advertising professionals about ways to develop and retain talent in the industry; create a persuasive public service announcement for radio; produce
an informational webinar about the history and culture of First Nations, Métis, or Inuit peoples or issues related to residential schools; interview an environmental youth activist about his or her accomplishments)
Teacher prompts: “Que préférez-vous dévelop- per : un reportage télévisé ou un reportage radiodiffusé? Pourquoi?” “De quoi un journaliste aura-t-il besoin pour couvrir un événement pour le média mondial?” “Quelles sont les étapes à suivre pour créer un webinaire?”
Instructional tip: Teachers can encourage students to use the conditionnel présent and
the conditionnel passé when expressing opinions about issues in the media.
B1.5 Applying Language Structures: communi- cate their meaning clearly, using parts of speech and word order appropriately (e.g., use a variety of sentence structures correctly to communicate complex ideas; use tense sequences correctly in both spontaneous and prepared dialogues; use the participe présent and the gérondif appropriately; use the active voice and passive voice appropriately for the purpose and audience; use unconventional grammatical constructions to create a particular effect)
Teacher prompts: “Qu’a-t-on besoin d’apprendre pour être capable d’utiliser la langue à ces fins?” “Pourquoi utilise-t-on la forme passive dans certaines situations? Quand utilise-t-on cette forme?”
Instructional tips:
(1) Teachers can direct students’ attention to the use of the active voice and the passive voice for particular emphasis (e.g., “On interdit l’utilisation des téléphones portables en avion/ L’utilisation des téléphones portables est interdite en avion”, “Tous respectaient Mère Teresa/Mère Teresa était respectée de tous”).
(2) Teachers can provide examples of the participe présent and the gérondif to help students under- stand the difference between them and their proper uses (e.g., “N’ayant rien à faire ce soir-là, nous sommes allés au cinéma”, “Il a répondu en faisant des grimaces”).
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., rephrase to clarify their point when misunderstand- ing occurs; synthesize ideas in a group discussion; respect conversation etiquette when interjecting, turn taking, introducing and changing topics, and acknowledging what was heard)
Teacher prompts: “Comment est-ce que vous vous préparez avant une discussion de groupe pour vous assurer que vos idées sont brèves et soigneusement recherchées?” “De quelle façon
SPEAKING
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French Immersion
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