Page 80 - 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
“demain”, “avant”, “après”, “premièrement”) when discussing familiar topics.
(3) Teachers can direct students’ attention to the use of regular adjectives (e.g., “doué(e)”, “intelligent(e)”) and irregular adjectives (e.g., “vieux/vieille/vieil”, “beau/belle/bel”) to describe their role model or two characters – one male and one female – in their favourite movie.
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., use pauses appropriately to accentuate personal preferences when describing food or music choices; raise pitch at the end of a sentence to ask a question; participate in a reader’s theatre)
Teacher prompts: “Comment est-ce que tu te prépares pour une présentation?” “Sur quelle partie vas-tu mettre l’emphase pour divertir les autres?”
Instructional tips:
(1) Teachers can model the pronunciation and appropriate use of French expressions encountered in various texts so that students can use them without hesitation in daily communications.
(2) Teachers can work with students to help them distinguish the pronunciation of “je”, “j’ai”, and “j’aime” and can encourage them to use these words when expressing themselves on everyday topics (e.g., “Je joue au soccer”, “J’ai quatorze ans”, “J’ai regardé un film”, “J’aime le chocolat”).
B1.4 Applying Language Structures: communi- cate their meaning clearly, using parts of speech and word order appropriately (e.g., describe daily activities and their personal interests, using commonly used verbs and time indicators; discuss their favourite movie or video games with peers, using“aller”and the construction“aimer faire”; make a presentation using the five Ws on a familiar topic; role-play an interaction between a customer and manager in a department store in which the
customer expresses dissatisfaction with a product)
Teacher prompts: “Comment parles-tu de
tes loisirs ou de tes activités quotidiennes?” “Comment exprimes-tu ton mécontentement?”
Instructional tips:
(1) Teachers can ask students to use such commonly used verbs as “aller” (as in “aller au cinéma”, “aller à la piscine”), “jouer”, “aimer”,
“faire”, “écouter”, and “lire”. Teachers also can model the use of time indicators for describing daily activities, such as “aujourd’hui”, “après les cours”, and “le soir”.
(2) Teachers can model the use of verbs
(e.g., “comprendre”, “répéter”, “expliquer”, “s’excuser”, “vouloir”, “dire”) in various situations, as well as the regular and negative impératif (e.g., “Restons ici, ne sortons pas!).
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; establish and follow rules for participating in
a group; recognize and respond to the preferred communication styles of peers; speak in turn; predict what might be heard and consider different expressions that might be used in response to vary the language in interactions; practise the use of expressions of courtesy such as“après toi!”and
“tu permets?”during partner and group work;
use clarification phrases when misunderstanding occurs in class; use non-verbal cues, such as facial expressions and gestures, to highlight important ideas in their conversations)
Teacher prompts: “Comment te présentes-tu à un groupe de personnes dans un club de sport ou d’art dramatique?” “Comment peux-tu t’assurer que tu as bien compris les idées d’une autre personne avant de continuer?” “Quelles stratégies peuvent t’aider à communiquer ton message?” “Comment est-ce que tu décides quand parler et que dire?” “Comment est-ce que tu vérifies que les autres te comprennent bien pendant une discussion?”
Instructional tips:
(1) To help students ask for clarification, teachers can demonstrate the use of appropriate questioning phrases (e.g., “Que voulez-vous dire par...?”) and the impératif (e.g., “Je ne comprends pas. Répétez s’il vous plaît”, “Expliquez ce que vous voulez dire”).
(2) Teachers can model a series of responses using positive and negative constructions to indicate agreement or disagreement (e.g., “Je suis d’accord avec toi”, “Il n’est pas de ton avis”) and doubt (e.g., “Je ne suis pas sûr”,
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