Page 93 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

northern Canada and describe distinctive features of the community; listen to recipes of traditional French Canadian foods and identify some of their key ingredients; take notes while listening to a text about life in a French-speaking Canadian family, and make connections to their own families)
Teacher prompts: “Qu’est-ce qui constitue l’identité canadienne?” “Quand tu entends un clip audio ou tu visionnes une vidéo décrivant une communauté francophone au Canada, qu’apprends-tu à propos de ta propre communauté?”
Instructional tips:
(1) Teachers can suggest that students use a chart with headings such as “autres langues”, “aspects de la communauté”, “mode de vie”, “cuisine typique”, “fêtes nationales et familiales” to guide note taking on a text about the community they are studying.
(2) Teachers can direct students to listen for
the use of prepositions and record the gender
of Canadian French-speaking communities, provinces, territories, or regions being discussed, such as “au Manitoba”, “en Nouvelle-Écosse”, “au Québec”, “en Gaspésie”.
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 com- munities* (e.g., 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”; identify the terms used to address different people in dialogues or discussions; listen for the use and choice of greetings and expressions of politeness)
Teacher prompt: “Quelles nouvelles expressions peux-tu ajouter à ton vocabulaire?”
Instructional tip: Teachers can introduce students to various oral texts that demonstrate different ways to address individuals (e.g., official: “Votre Excellence”; formal: “Mesdames”; informal: “Marc”; familiar: “Chéri”, “Mon vieux”, “Vous, là-bas!”).
* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French- speaking communities in Canada) but are not expected to do so.
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Core French
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