Page 66 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
bridge gaps in spoken communication with basic clarification and repair strategies, such as stopping and going back to clarify, or restating differently; use non-verbal cues, such as facial expressions and gestures, to highlight important ideas in their conversations; respond constructively to their partner’s ideas and questions in think-pair-share sessions)
Teacher prompts: “Comment t’assures-tu que les membres de ton groupe vont être intéressés par ce que tu vas dire?” “Dans le but de te renseigner et de fournir une rétroaction à tes pairs, à quoi dois-tu faire attention lors d’une présentation orale?” “Comment pourrais-tu varier ton vocabulaire pour maintenir l’intérêt de ton public?”
Instructional tip: To help students in their interactions, teachers can model phrases that express agreement, disagreement, and lack of understanding (e.g., “Je suis d’accord parce que...”, “Je ne suis pas d’accord parce que...”, “Je ne comprends pas”), including those using a single object pronoun with simple and com- pound verbs (e.g., “Peux-tu le répéter, s’il te plaît?”, “Qu’est-ce que tu veux lui dire par...?”, “Je le vois”, “On leur parlera”).
B2.2 Interacting: exchange information, ideas, and opinions with the teacher and their peers in structured and guided spoken interactions about matters of personal interest and academic topics, with teacher modelling as appropriate (e.g., respond to the ideas and opinions of others
in a conversation; role-play a situation where negotiation is required; respond to and formulate questions about familiar topics; participate in a discussion about family traditions)
Teacher prompts: “Quelles informations vas-tu inclure dans ton message?” “Quel langage utilises-tu quand tu dois négocier avec quelqu’un?” “Est-ce moins cher de louer
une voiture que de prendre le train?”
Instructional tips:
(1) Teachers can encourage students to use expressions of quantity in dialogues with peers about family traditions (e.g., “Chez nous, on mange du pain, du poulet et de la sauce au dîner, mais chez mes voisins, ils ne mangent pas de poulet”).
(2) Teachers can suggest that students use conjunctions (e.g., “et”, “mais”, “ou”, “parce que”, “car”, “donc”, “d’ailleurs”, “en effet”,
“ainsi que”, “donc”) in sentences describing personal preferences and interests.
(3) Teachers can encourage students to use comparative and superlative structures in conversation (e.g., “Est-ce que tu lis plus souvent qu’avant?”, “Est-ce que tu as moins de travail que l’année dernière?”, “Est-ce que tu parles mieux français qu’avant?”).
B2.3 Metacognition:
(a) describe strategies they found helpful before, during, and after speaking to communicate effectively;
(b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., make and record revisions to the form and content of speech using feedback from peers and the teacher)
Teacher prompts: “Quelles questions te poses-tu pour vérifier que tu t’es bien préparé?” “Comment identifies-tu tes forces et tes défis?” “Comment peux-tu améliorer tes productions orales?”
Instructional tips:
(1) Teachers can suggest that students prepare a checklist of speaking strategies (e.g., “Savoir pourquoi parler”, “Établir un contact quand on parle”, “Parler avec respect”, “Utiliser une posture et des gestes appropriés”, “Contrôler sa voix”).
(2) Teachers can suggest that students use transition words (e.g., “premièrement”, “deuxièmement”, “ensuite”) as they plan steps for continued improvement.
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally about French-speaking communities in Africa and Asia, 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., talk about cultural events in French-speaking Africa and their importance to the local community; describe countries of origin of classmates and public personalities and use that information to trace how many may have French-speaking roots; prepare a presentation on various factors that affect a particular French-speaking region in Africa or Asia, such as historical events, climate,
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