Page 85 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

strength as readers, and plan steps they can take to improve their reading skills (e.g., keep a reading log to track their reading trends; analyse their reading log to determine preferred text forms and set goals to expand the variety of texts read)
Teacher prompts: “Quels sont les textes que tu trouves faciles à comprendre d’habitude?” “Quelles stratégies utilises-tu lorsque tu ne comprends pas ce que tu lis?” “Quelles questions te poses-tu pour vérifier que tu as bien compris?”
Instructional tips:
(1) Teachers can highlight verbs and expressions that students can use when discussing their next steps as readers (e.g., “J’ai besoin de”, “Je pense que”, “Je suis capable de”, “Je peux”, “Je veux essayer”).
(2) Teachers can encourage students to use different forms of negation, such as “ne...pas”, “ne...jamais”, and “ne...plus” (e.g., “Je ne le sais pas”, “Je n’ai jamais pensé à ça”, “Je ne vais plus...”), as well as affirmative statements, when reflecting on what they read.
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of 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., conduct research to identify and describe significant landmarks in various French-speaking places in Africa and Asia; compare sports played in French-speaking countries to sports in their own community; read a menu from a Moroccan or Lebanese restaurant to determine whether the main dishes reflect the agriculture in the country that inspired the restaurant; research opportunities for learning French as an exchange student in different African and Asian countries and present their findings to the class)
Teacher prompts: “Pourquoi est-ce que le site touristique sur lequel portent tes recherches est si important pour la communauté?” “Quelles sont les similarités et les différences entre les
sports au Canada et les sports en Asie ou
en Afrique?” “Comment l’agriculture d’une région influence-t-elle les spécialités culinaires de la région en question (p. ex., la cuisine vietnamienne, marocaine ou libanaise)?”
Instructional tip: Teachers can ask students to identify similarities and differences between menus from Canadian and African restaurants (e.g., “apéritif”, “le plat principal”, “crêpes”, “olives”, “oignons”).
C3.2 Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with
a variety of social situations in diverse French- speaking communities* (e.g., while reading, identify words and expressions unique to certain regions, such as the North African term“kif-kif”, which means“comme”,“c’est la même chose”, “semblable”,“pareil”; interpret abbreviations
in electronic text such as“bjr : bonjour”,“auj : aujourd’hui”,“mr6 : merci”,“MDR : mort de rire”; identify the level of formality in letters by people from different French-speaking communities)
Teacher prompts: “Pourquoi emprunte-t-on des mots à d’autres langues? Comment est-ce que les mots ou les expressions empruntés sont intégrés dans la langue française?” “Pourquoi utilise-t-on un langage différent dans une lettre à un ami que dans une lettre au Premier ministre du Canada?”
Instructional tip: Teachers can introduce and discuss French words and expressions from different regions to help students identify language that conveys the formality of the relationship between the writer and the intended reader.
* 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.
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Core French
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