Page 73 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

“après”, “ensuite”, “enfin”, and can encourage students to use such words to help them present their ideas logically.
(2) Teachers can direct students’ attention to expressions that can be used when introducing an opinion (e.g., “selon”, “d’après”), clarifying or emphasizing ideas (e.g., “en fait”, “en réalité”), or presenting an alternative point of view (e.g., “de l’autre côté”).
(3) Teachers can model the use of conditional sentences using “si” and the présent, followed by the futur simple, to show how students can vary their sentence structure (e.g., “Si je fais..., je serai...”, “Ils prendront le bus si la voiture ne marche pas”).
(4) Teachers can suggest that students add complexity to the relationship between ideas in their writing by using connecting words such as “parce que”, “car”, “ainsi”, “en effet”, “cependant”, and “en plus”.
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication (e.g., ensure the images and words on a cover page support the message
of the text; label diagrams, illustrations, and photographs appropriately)
Teacher prompts: “Dans quelle mesure le modèle écrit de l’enseignant t’aide-t-il à raffiner tes idées?” “Comment les commentaires de tes pairs t’aident-ils à finaliser ta production écrite?”
Instructional tip: Teachers can encourage students to record feedback from their peers on current pieces of writing and to review it when revising new writing.
D2.4 Metacognition:
(a) describe strategies they found helpful before, during, and after writing;
(b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., use exit passes to reflect on the writing they have just completed; review their past work for commonly used expressions and plan to vary word choice)
Teacher prompts: “Comment t’assures-tu que tu as inclus tous les éléments nécessaires pour finir la tâche?” “Dans la liste de stratégies que
tu as dressée pour écrire ton travail, quelle est celle que tu recommanderais à tes camarades de classe et pourquoi?”
Instructional tips:
(1) Teachers can encourage students to use
a self-reflection tool (e.g., journal, organizer, checklist) to record the writing strategies they have used most effectively and to help them determine next steps.
(2) Teachers can guide students in using comparative and superlative adjectives and adverbs while they are reflecting on a writing task (e.g., “Est-ce que ma bonne copie est plus détaillée que le travail de préparation?”, “Est-ce que je travaille moins tout seul qu’en groupe?”).
D3. Intercultural Understanding
By the end of this course, students will:
D3.1 Intercultural Awareness: in their written work, communicate information 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., write an online encyclopedia article or blog entry summarizing interesting and important facts about a French-speaking African or Asian community; write a letter to an imaginary or real friend in Laos, Senegal, or Egypt asking questions about tourist destinations)
Teacher prompts: “D’après toi, pourquoi parle- t-on français dans beaucoup de pays africains? Est-ce qu’il y a des pays en Afrique où on parle ta langue? Pourquoi?” “Comment le fait d’écrire au sujet des autres cultures t’aide-t-il à mieux te connaître?” “Comment peux-tu présenter tes commentaires en respectant les valeurs
des autres?”
Instructional tip: Teachers can model the use of the relative pronouns “qui” and “que” to link ideas (e.g., “Ce sont nos propres valeurs qui sont importantes à nos yeux”, “Les valeurs sont des choses que nous nous efforçons de conserver”).
D3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse
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