Page 65 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

“avoir envie de”) and phrasal verbs with the prepositions “à” and “de” (e.g., “assister à”, “répondre à”, “ressembler à”, “jouer de”, “faire de”, “essayer de”).
(3) Teachers can highlight various verbs that students can use when discussing their interests or activities (e.g., “aller”, “faire”, “savoir”, “voir”, “prendre”, “vouloir”, “pouvoir”) and can direct students to use them in the present tense when speaking about their personal interests outside of school.
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared communications about a range of familiar topics (e.g., accurately pronounce known vocabulary when discussing personal interests; deliver a prepared and peer- assisted oral presentation at a smooth pace with appropriate phrasing and emphasis; reduce hesitations while participating in a group discussion about a researched topic; recite a piece of writing aloud, pausing as indicated by the punctuation)
Teacher prompts: “Pourquoi faut-il planifier ton message avant de le partager avec un public?” “Comment améliores-tu ta précision et ta fluidité?” “Comment utilises-tu ta voix pour captiver ton public?” “As-tu un emploi à temps partiel? Combien d’heures par semaine travailles-tu?”
Instructional tips:
(1) Teachers can develop an oral daily routine in which they ask students to respond to questions (e.g., “Quelles nouvelles?”, “Comment es-tu venu à l’école ce matin?”, “Pour préparer un projet, comment fais-tu les recherches?”, “J’ai regardé...”, “Pourquoi est-il nécessaire de manger le petit déjeuner le matin?”, “Comment vas-tu étudier pour le grand test?”, “Comment t’habilles-tu pour aller à des noces?”, “Quand nettoies-tu ta chambre à coucher?”, “Pourquoi aimes-tu sortir avec tes amis?”, “Qui est ton idole et pourquoi?”) to help them overcome specific language barriers and enhance their proficiency.
(2) Teachers can model the correct pronunciation of liaisons (e.g., “Il est deux heures”), and can encourage students to practise them, especially in combinations involving pronouns (e.g., “Donnez-en trois à Jamal”) and the passé composé (e.g., “J’ai regardé...”, “Elle est entrée...”,“J’ai écouté...”, “Elle a parlé...”, “Nous avons déjeuné...”, “Nous sommes allés...”, “Vous avez expliqué...”, “Je n’ai pas compris...”,“Il est parti...”, “Je suis resté...”).
B1.4 Applying Language Structures: communi- cate their meaning clearly, using parts of speech and word order appropriately (e.g., describe daily activities using appropriate verbs and time indicators and specify the time of the day; participate in informal discussions with peers about needs and wants; make a presentation using the five Ws about personal interests or familiar topics; role-play an interaction between a teacher and a student in a discussion about a problem, such as absenteeism, tardiness, or lateness of assignments)
Teacher prompts: “Quel est votre emploi du temps de la semaine? Comment décries-tu tes activités quotidiennes?” “De quoi voudrais-tu parler avec tes camarades dans ton exposé oral? Pourquoi?”
Instructional tips:
(1) Teachers can have students use such verbs as “prendre” (as in “prendre le bus”, “prendre le petit-déjeuner”), “assister à”, “participer à”, “faire” (as in “faire de la natation”, “faire la cuisine”, “faire le ménage”), “jouer” (as in “jouer au basketball”, “jouer du piano”), “accompagner”, “aller chercher”, “lire”, and “passer la soirée”. Teachers also can model
the use of time indicators for describing daily activities in the past, present, and future (e.g., “hier”, “demain”, “maintenant”, “le lendemain”, “dans trois jours”, “il y a cinq mois”, “l’année passée”, “ensuite”).
(2) Teachers can suggest that students make
a presentation about a familiar topic using possessive adjectives (e.g., “Ma tante et mon oncle sont gentils, et leur maison est agréable”) and demonstrative adjectives (e.g., “Ce livre est intéressant et cette histoire est triste, mais cet extrait est ennuyant”), reinforcing that they must agree in gender and number with the noun that they modify.
(3) Teachers can have students use the com- parative and superlative forms of “bon” and “bien” (e.g., “C’est un bon film”, “C’est un meilleur film”, “C’est le meilleur film”; “Elle s’habille bien”, “Tu t’habilles mieux”, “Je m’habille le mieux”).
B2. Speaking to Interact
By the end of this course, students will:
B2.1 Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of structured, guided, formal, and informal situations (e.g., provide meaningful feedback in response to a peer’s presentation; encourage others during group discussions;
SPEAKING
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Core French
FSF1D