Page 372 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
answer a series of questions with ease and spon- taneity after making a presentation; participate in a discussion on issues affecting a variety of cultures in Canada; in a small group, discuss and evaluate solutions to a hypothetical problem)
Teacher prompts: “Quels éléments dans une discussion de classe sont difficiles à suivre ou
à comprendre?” “Comment formulez-vous vos points principaux dans un débat? Comment réfutez-vous les points de l’autre équipe?” “Quelles questions peut-on poser à une vedette? Comment pensez-vous à d’autres questions pendant l’entrevue?” “De quelle façon parlez- vous d’une situation hypothétique?”
Instructional tips:
(1) Teachers can encourage students to discuss the structure and conduct of a classroom debate and help them establish success criteria.
(2) Teachers can promote student engagement by providing opportunities for role play and simulation of real-world situations.
B2.3 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after speaking to communicate effectively;
(b) evaluate their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., monitor the effectiveness of learning strategies
in different contexts; identify the most effective elements in an interaction with their peers and explain what they would do differently next time; analyse how applying speaking strategies affects their learning; join an online French social group to practise conversation)
Teacher prompts: “Quelle est l’utilité des stratégies utilisées?” “Quelles autres stratégies auraient pu être utiles?” “Quelle difficulté avez- vous rencontrée dans votre présentation orale et qu’avez-vous fait?”
Instructional tip: Teachers can encourage students to reflect on their learning strategies and make conscious choices about what they can do to improve their own learning.
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., create a“Francophone Idol”show in which the class
discusses and sings songs from various French- speaking regions; develop a presentation debunking stereotypes about various French-speaking com- munities; compare the styles and techniques of movies from various French-speaking regions; compare gender roles, family structures, celebrations, and naming customs among cultural groups in diverse French-speaking communities; discuss the cultural significance of a personal book, object, or photograph, and make connections with a similar artifact from a French-speaking community)
Teacher prompt: “Comment allez-vous créer un concours de la chanson francophone en impliquant tous vos camarades de classe?”
Instructional tip: Teachers can provide oppor- tunities for students to explore and present
to the class family structures, celebrations,
or customs among different French-speaking communities around the world (e.g., Luxembourg: when someone is invited to another’s home,
it is the custom to give a box of chocolates or flowers to the hostess, and flowers should be given in odd numbers, except for thirteen, which is considered an unlucky number; Cameroon:
it is the custom to give fruit to the hostess, and gifts are given with two hands or the right hand only, never the left hand).
B3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in spoken interactions (e.g., present a skit illustrating proverbs or colloquialisms; use and react to humour appropriately in different social settings; use expressions of politeness that are suitable in the context when speaking with peers)
Teacher prompts: “Comment les proverbes ainsi que les interjections changent-ils d’une culture à l’autre?” “Pourquoi est-il important d’être conscient de nos humeurs?” “La politesse va au-delà de la parole : qu’entendez-vous par cela?”
Instructional tip: Teachers can introduce various exclamations and interjections (e.g., “Et bien!”, “Ben!”, “Bof!”, “Eh oui!”, “Hein!”, “Aie!”) and outline the social situations in which they are appropriate.
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