Page 361 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

(2) Teachers can ask students to use the futur simple and the futur antérieur to describe what a student will see and experience on a study tour to a French-speaking region (e.g., “Une fois que vous serez arrivé à Paris, vous prendrez tout de suite le métro pour aller à l’Université Paris-Sorbonne à Paris IV”).
C3.2 Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., read several texts by the same author to determine how his or her background influences the choice of words and expressions; compare the use of formal literary language in texts from different French- speaking regions; use a T-chart to compare and contrast descriptive vocabulary in literary excerpts from two French-speaking regions; examine the influence of slang and jargon on various written texts)
Teacher prompts: “Comment un auteur met-il en valeur ses expériences personnelles dans son choix de vocabulaire?” “Comment la culture d’une région peut-elle influencer le langage utilisé dans une œuvre?” “Comment la culture de l’auteur ressort-elle à travers l’argot qu’il utilise dans son œuvre?”
Instructional tip: Teachers can suggest that students create a dictionary of the slang and jargon that they encounter in their reading.
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French Immersion
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