Page 385 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

reading strategies/les stratégies de lecture. Methods used in reading to determine the meaning of a text. Examples are: rereading; substituting an appropriate familiar word for
an unfamiliar one; using root words to determine the meaning of unfamiliar words; using previous knowledge to determine meaning; using infor- mation from the context to determine meaning; predicting the use of specific words from the context (e.g., in a simple statement, the verb often immediately follows the subject); making inferences; predicting content; confirming or revising predictions; adjusting speed in silent reading according to the purpose of reading or the difficulty of the text; using graphic organizers (e.g., Venn diagrams, story maps); skimming text for information or detail; scanning text to determine the purpose of the text or the type of material; recording key points and organizing them in a sequence; monitoring comprehension.
revising/la révision. The making of major changes to the content and/or organization of a draft.
rhetorical question/la question rhétorique.
A question asked not for information but for dramatic effect. The answer may be self-evident (e.g., “Ne croyez-vous pas que tous ces enfants malades méritent qu’on leur procure les soins appropriés?”) or may be provided by the questioner (e.g., “Que faut-il faire? Bon! D’abord on doit...”).
scaffolding/l’étayage. Teacher support for student learning and performance that is adapted to the student’s needs. Examples are: simplifying and shortening French texts for reading; speaking in the present tense for beginners; asking students to choose answers from a list or complete a partially finished outline or paragraph; using visual aids to present information and asking students to respond by using graphic organizers, tables, charts, outlines, or graphs; making use of cooperative learning and hands-on learning techniques. Support is gradually withdrawn as students develop the ability to apply newly learned skills and knowledge independently.
simile/la comparaison. An explicit comparison in which one thing is likened to something quite different by use of the word comme.
speaking strategies/les stratégies d’expression orale. A variety of techniques that students can use to help them communicate orally. Examples include: using body language (e.g., gestures, facial expressions, eye contact); adjusting pace, volume, and intonation; practising or rehearsing messages with a peer; consulting anchor charts and word lists for new vocabulary and expres- sions; recording their speaking, and listening to the recording to improve their delivery; asking questions or rephrasing ideas to clarify meaning; using speaking notes for a presentation or debate. See also listening strategies.
spoken interaction/l’interaction orale. Active engagement in spontaneous conversations or prepared dialogues to convey a shared message.
structured interactions/les interactions struc- turées. Interactions that follow a predetermined pattern or procedure; for example, interactions in which students ask and answer factual questions, engage in dialogues patterned on a model, or role-play using text they have prepared.
stylistic elements (literary devices)/les figures de style. Particular patterns of words, figures of speech, or techniques used in speech or writing to produce specific effects, usually in order to persuade, interest, or impress an audience. Examples include: rhyme, rhythm, repetition, rhetorical question, emphasis, balance, dramatic pause, comparison, contrast, parallel structure, irony, foreshadowing, allusion, analogy, juxta- position, simile, metaphor, personification, pun, hyperbole, oxymoron, symbolism.
syntax/la syntaxe. The predictable structure of a language and the ways in which words are combined to form phrases, clauses, and sentences. Syntax includes classes of words (e.g., nouns, verbs, adjectives) and their functions (e.g., subject, object).
GLOSSARY
383