Page 375 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

C2.2 Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., identify features of the text that they can use to support their reading; compare how different websites use colour, fonts, and layout to convey information; explain how graphs, flow charts, and timelines add or reinforce important details in business reports; evaluate the effectiveness and appeal of stylistic devices used in advice columns; analyse how an author uses satire to convey a point of view on a current social issue)
Teacher prompts: “Pourquoi pensez-vous
qu’il y a beaucoup d’éléments visuels dans un site Web?” “Comment le choix des figures de style change selon le sexe du marché cible (dans les chansons, les publicités et les revues)?”
Instructional tips:
(1) Teachers can suggest that students use connecting words such as “comme”, “aussi... que”, “plus...que”, “autant...que”, “de même que”, “moins...que” when comparing websites.
(2) Teachers can direct students’ attention to text features that will help them find information, such as headings, subheadings, table of contents, index, glossary, preface, paragraphing, bulleted lists, sidebars, footnotes, illustrations, pictures, diagrams, charts, graphs, captions, italicized or bolded words or passages, colour, and symbols.
C2.3 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after reading to understand texts;
(b) evaluate their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., identify reading strategies suited to different purposes; record their own most effective reading compre- hension strategies; assess the effectiveness of the strategies used to accomplish a task and identify changes they will make the next time they have
a similar task; plan next steps after considering strategies used regularly and the potential for ones seldom used)
Teacher prompts: “Pourquoi lisez-vous?” “Quelles questions est-ce que vous pouvez vous poser avant, pendant et après la lecture pour vous aider à mieux comprendre le texte?” “Quels sont vos points forts en lecture? Que faut-il faire pour s’améliorer?”
Instructional tip: Teachers can suggest that students use impersonal expressions followed by the subjonctif when explaining their use of strategies or planning strategies to use (e.g.,
before reading: “Il faut que j’identifie mes connaissances et que je choisisse mes stratégies pour ma compréhension du texte”; during reading: “Il est important que je puisse poser des questions pour confirmer, vérifier et ajuster mes prédictions”; after reading: “Il est nécessaire que je sache raconter mes expériences avec le processus de lecture”).
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of French texts, identify French- speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare and contrast tourist pamphlets, brochures, and/or posters that are from different French-speaking regions and that promote similar types of attractions; evaluate the effectiveness of a blog about French cultures from outside North America; compare texts by French-speaking authors from different communities and highlight similarities and differences in
their cultures and values; research the role of the Organisation internationale de la Francophonie [OIF]; compare the cost of movie and theatre tickets in a variety of French-speaking countries with their cost in Ontario)
Teacher prompts: “Quelles ressemblances et différences trouvez-vous dans ces dépliants?” “Comment le ton et le choix de vocabulaire aident-ils à enrichir notre appréciation de différentes cultures?” “Après avoir lu cet extrait, qu’avez-vous appris au sujet du mode de vie dans cette région francophone?” “Quel est le rôle de l’OIF?”
Instructional tip: Teachers can draw students’ attention to the use of the futur simple and
futur antérieur in a brochure that indicates what a visitor will see and experience on a trip to
a French-speaking region (e.g., “Quand vous serez allé à Versailles, vous découvrirez la culture française”).
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., describe similarities and differences in writing style in texts from various French-speaking regions; use
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