Page 370 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

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.
Grade 12, Open
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., use a structure and style of presentation suited to the audience and subject; use vocabulary familiar to themselves and their audience; prepare speaking points ahead of a presentation; use audience feedback to guide their presentation; use techniques such as rhetorical questions, humour, repetition, and dramatic pauses to engage the audience)
Teacher prompts: “Comment pourriez-vous
tirer profit des notes (de votre schéma) ou de votre plan comme aide-mémoire?” “Comment utilisez-vous divers moyens de capter et de maintenir l’intérêt de l’auditoire?” “En quoi le recours à la satire peut-il être un moyen efficace de présenter votre opinion sur un problème global?”
Instructional tip: Teachers can suggest that students use punctuation marks or mathematical symbols to shorten their speaking notes (e.g., “?” for “question” or “recherche”; “x” for “plusieurs”; “+ ou –” for “plus ou moins”; “≠” for “différent”; “>” for “plus grand que”).
B1.2 Producing Oral Communications: produce prepared and spontaneous communications
in French containing information, ideas, and opinions about a variety of topics, including challenging topics, with contextual and visual
support (e.g., present an oral report proposing green initiatives in the school community; make
a presentation to younger students on the benefits of staying in French immersion; recount the details of a sporting or political event; give an impromptu speech on how to budget for a major purchase; deliver a dramatic monologue about bullying
in schools)
Teacher prompts: “Comment pourriez-vous présenter un rapport sur les initiatives vertes d’une façon qui incite les autres à l’action?” “Dans quelle mesure le commentaire d’un événement le rend-il plus facile à suivre et à comprendre?” “Quelles mesures doivent être prises pour cultiver un climat scolaire positif?”
Instructional tip: Teachers can encourage students to sequence the imparfait, passé composé, and plus-que-parfait appropriately when recounting past events.
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy
in communications in French (prepared and spontaneous) about a variety of topics (e.g., enact with expression a scene in the book the class is reading; emulate the style of an influential French speaker, approximating his or her voice in volume and tone; entertain the class with a joke or tongue twister; self-correct large chunks of spoken language by restating a message differently while discussing current events with peers; deliver a speech without hesitation)
Teacher prompts: “Qu’est-ce qui influence la compréhension orale?” “Pourquoi est-ce un défi plaisant et ludique de prononcer les
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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