Page 78 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Applied
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French- speaking communities in Africa and Asia) but are not expected to do so.
A3. Intercultural Understanding
By the end of this course, students will:
A3.1 Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to accounts of seasonal and/or holiday traditions in various French- speaking communities in Africa or Asia and relate them to their own; listen to songs from a particular French-speaking community and determine how the lyrics and elements of music, such as rhythm, tempo, and beat, are used to communicate a message)
Teacher prompts: “Qu’est-ce que tu as appris à propos de cette communauté francophone? En quoi est-ce que leurs traditions sont semblables aux tiennes? En quoi sont-elles différentes?” “Comment comprends et respectes-tu les valeurs des autres cultures?” “Comment la chanson montre-t-elle les intérêts des jeunes?”
Instructional tips:
(1) Teachers can ask students to listen for and list verbs in the présent commonly used to express thoughts and feelings (e.g., “croire”, “penser”, “espérer”) and can encourage them to use these verbs when describing their own and other communities.
(2) Teachers can read song lyrics aloud and ask students to identify language that indicates the formality of the relationships described in them.
A3.2 Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., identify variations in pronunciation and dialect; introduce themselves in a variety of situations; describe the messages conveyed by the language used in relation to gender in popular music; identify different expressions of rejection, both positive [e.g.,“C’est genial”] and negative [e.g.,“Pas questions!”]; listen
to identify different ways to express gratitude;
listen for and identify examples of borrowed words and anglicisms used in different French-speaking communities, such as“le shopping”,“le parking”, “le week-end”)
Teacher prompts: “Quelles stratégies d’écoute te permettent d’identifier les différentes prononciations entendues entre deux personnes qui parlent français?” “Pourquoi le choix des mots est-il important lorsque tu rencontres quelqu’un pour la première fois?”
Instructional tips:
(1) Teachers can encourage students to identify in a dialogue the use of “vouloir” “pouvoir”, “devoir”, and “savoir” with the infinitif for polite negatives (e.g., “Je ne veux pas aller au cinéma”, “Tu ne peux pas chanter dans la rue”, “On ne doit pas faire...”, “Non, je ne sais pas danser”).
(2) Teachers can encourage students to use
a variety of expressions of gratitude that are appropriate in different contexts (e.g., “Merci beaucoup”, “Merci bien”, “Merci mille fois”, “Mille fois merci”, “C’est vraiment gentil de
ta part”, “Je te/vous remercie”, “Je te/vous remercie de tout cœur”, “Je ne sais pas comment te remercier”, “Je suis désolé”, “Je m’excuse”, “Excusez-moi”, “Ce n’est pas grave”).
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