Page 81 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

“C’est vrai?”), and can encourage students to use these constructions in their discussions.
(3) Teachers and students can create a list
of rules together for whole-class discussion to ensure shared responsibility for the classroom environment.
B2.2 Interacting: exchange information, ideas, and opinions with the teacher and their peers in structured and guided spoken interactions about everyday matters and topics of personal interest, with teacher modelling as appropriate (e.g., respond to the ideas and opinions of others
in brief conversations; respond to and formulate direct questions spoken slowly and clearly in non- idiomatic speech about personal details; role-play a challenging social situation and verbalize possible resolutions; exchange ideas with a peer about topics under study; summarize ideas in a group discussion; discuss the concept or notion of culture; discuss the cost of products or services of interest, such as sporting goods, campsites, or concert tickets)
Teacher prompts: “Qu’est-ce qui t’aide à déterminer les points saillants de la présentation d’un pair?” “Comment sortiras-tu les idées principales de votre discussion de groupe?”
Instructional tips:
(1) Teachers can suggest that students use possessive adjectives (e.g., “ma”, “ton”, “ses”, “notre”, “votre”, “leur”) to indicate the owner- ship of objects that they are discussing with peers (e.g., “Où sont mes clés? Elles sont dans ta poche”, “Je ne trouve pas l’adresse de mon ami, est-ce que tu as son numéro de téléphone?”) and demonstrative adjectives (e.g., “Cette nuit j’ai bien dormi, ce matin je suis en forme, ce soir je vais chez mon ami, et toi?”).
(2) Teachers can help students develop their ability to express opinions by modelling questions using verbs that express a preference, such as “préférer”, “aimer”, “adorer”, “détester”, as well as questions using verbs that express a wish, such as “désirer”, ”espérer”, “souhaiter”, “vouloir”.
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., describe during a student-teacher conference how they self-monitor their speaking skills; make and record revisions to the form and content of speech using feedback from peers and the teacher; identify and
describe the key elements used by peers and others during oral presentations; set small, attainable goals to improve oral communication, increase confidence, and sustain motivation)
Teacher prompts: “Quelles questions te poses-tu pour vérifier que ton message est clair, et quelles questions vas-tu utiliser la prochaine fois et pourquoi?” “Quelles stratégies t’aident à bien t’organiser avant et pendant que tu parles?” “Pourquoi est-ce important de contrôler sa
voix quand on parle?”
Instructional tip: Teachers can encourage students to use adjectives and the passé composé when reflecting on their performance of an oral task (e.g., “Je suis fier/fière de moi parce que...”, “Ma partie préférée est...”, “J’ai appris que...”, “J’ai entendu/vu dans ma tête...”, “J’ai aimé...”, “J’ai moins aimé...”).
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., research and speak about French cuisine around the world, such as aloko in Côte d’Ivoire; discuss differences and similarities in fashion and art from North African French-speaking communities and relate them to those in their own community; present research regarding a French-speaking musical artist or group; present an oral report summarizing some key factors [such as historical events, climate, geography, and significant individuals] affecting the francophone community in a particular region [such as Laos, Lebanon, French Polynesia, or the Philippines]; compare and contrast their own everyday life with that of individuals or groups from various French-speaking cultures)
Teacher prompts: “Qu’est-ce que la cuisine d’une région francophone révèle sur le mode de vie des gens de cette communauté?” “Comment est-ce que tes nouvelles connaissances au sujet de cette communauté t’aideront à mieux com- prendre comment interagir avec les gens de ce pays?” “Qu’est- ce qui t’aide à comprendre le sens et la valeur du point de vue d’autres personnes?”
Instructional tip: Teachers can suggest that students use prepositions indicating place
SPEAKING
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Core French
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