Page 89 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014
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the best trip and in writing a proposal (e.g., “Le voyage ou le séjour...le plus cher/le moins cher/le plus intéressant/le moins fatigant”).
D3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in their written work (e.g., write an email to a friend using expressions from a French-speaking region; create a comic strip for younger students to explain the meanings of greetings and other expressions that use the verb “aller”, such as“Ça va?”,“Comment vas-tu?”, “Comment allez-vous?”,“On y va?”,“Allons-y!”, “Allons donc!”)
Teacher prompts: “Comment vas-tu commencer ton message à un ami pour lui demander d’organiser une sortie?” “Quelles expressions typiques utilises-tu dans ton message?” “Comment vas-tu conclure ton message?”
Instructional tip: Teachers can model the use of informal French expressions and encourage students to use them when writing to a friend (e.g., “salut”, “cher”, “à bientôt”, “à demain”, “à plus tard”).
* 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.
WRITING
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Core French
FSF1DP
