Page 356 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
la synthèse des idées présentées dans une conversation vous aide-t-elle à avancer la discussion?”
Instructional tip: Teachers can review the correct sequence of tenses in complex sentences about past events, which students can use to clarify their point in both informal and formal contexts (e.g., “Je suis fauché. Permettez-moi d’expliquer plus en détail : J’ai déjà dépensé tout l’argent que mes grands-parents m’avaient donné pour mon anniversaire”, “Laila est une amie bienveillante. Je m’explique: Quand je suis arrivée au cinéma, Laila avait déjà acheté les billets et m’attendait patiemment”).
B2.2 Interacting: engage in sustained spoken interactions in French (prepared and spontan- eous), in academic and social contexts, about a wide variety of topics, including literary topics and challenging or specialized topics (e.g., with a partner, role-play an information-seeking session with a guidance counsellor, medical professional, or lawyer; lead a panel discussion on the effectiveness of a film or theatre adaptation of a literary text; present a group-researched paper on a literary topic, encourage questions from the audience to stimulate an exchange of views, and provide spon- taneous answers; formally and informally debate issues arising from the study of a literary work; evaluate the effectiveness of arguments during a class debate on an environmental or economic issue; participate in a group discussion about how to express pride in one’s own culture while respecting other cultures; in a small group, plan and lead a press conference presenting a political viewpoint)
Teacher prompts: “Comment initiez-vous un dialogue avec un professionnel, tel qu’un avocat, afin de chercher des informations et conseils requis?” “Comment feriez-vous une comparaison entre le texte littéraire original et son adaptation au cinéma ou au théâtre?” “Quelles sont les étapes principales d’un débat?” “Quels sont les éléments principaux d’un exposé oral argumentatif basé sur une recherche?”
Instructional tip: Before viewing a film or theatre adaptation of a literary work, teachers and students can brainstorm and discuss specific criteria they might use to evalute its effectiveness (e.g., criteria related to the appropriateness of the setting, relationships between characters, pacing of the action, and visual representation of the ideas and theme).
B2.3 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after speaking to communicate effectively;
(b) demonstrate insight into their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., consider how synthesizing ideas assists in understanding, so that they can respond appropri- ately in a discussion or debate; assess the effectiveness of the strategies used to accomplish a speaking task; consider feedback from peers and the teacher when setting goals for future interactions)
Teacher prompts: “Quelles sont les clefs indis- pensables pour ouvrir la porte de la réussite?” “Comment votre synthèse confirme-t-elle votre nouvel apprentissage?”
Instructional tip: Teachers can discuss with students the essential elements for managing their own learning (e.g., “savoir observer”, “savoir être attentif”, “savoir gérer ses émotions”, “savoir utiliser ses mémoires”, “savoir raisonner”, “savoir comprendre et apprendre”).
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects
of their cultures and their contributions to
la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., set up and participate in a forum to explore cultural norms in various French-speaking communities; introduce and discuss a music video from a French-speaking community outside Canada; dramatize a scene from a comic strip or story on lifestyles in a French- speaking culture)
Teacher prompts: “Parfois, une étude de la diversité culturelle se limite à la compréhension des éléments superficiels des représentations culturelles tels que les stéréotypes, les artefacts et les aspects folkloriques : À votre avis, comment peut-on arriver à dépasser cette étape?” “Port-au- Prince est le berceau des musiques caribéennes et a donné naissance aux musiques modernes voltaïques : Êtes-vous d’accord? Pourquoi?”
Instructional tip: Teachers can remind students of the importance of avoiding stereotypes and overgeneralizations when participating in discussions about the culture of different French-speaking countries and/or regions.
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