Page 94 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;
B2. SpeakingtoInteract:participateinspokeninteractionsinFrenchforavarietyofpurposesandwith diverse audiences;
B3. InterculturalUnderstanding:intheirspokencommunications,demonstrateanawarenessofaspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
Grade 9, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
SPECIFIC EXPECTATIONS
B1. Speaking to Communicate
By the end of this course, students will:
B1.1 Using Oral Communication Strategies: identify a range of speaking strategies and use them to express themselves clearly and coher- ently in French for various purposes and to a variety of audiences (e.g., use modelled sentence starters and prompts when sharing personal pref- erences; use gestures and mime to clarify meaning; vary pitch, tone, and volume for emphasis; repeat or paraphrase ideas to assist peers’ understanding; slow down speech and focus on pronouncing words clearly; record and review their presentation to increase confidence and identify areas needing practice; list essential vocabulary and ideas before speaking; use images and illustrations to support presentations or descriptions)
Teacher prompts: “Quel ton de voix exprime un message sympathique, nostalgique, respectueux ou sarcastique?” “Les autres ne comprennent pas ce que tu dis. Que peux-tu faire pour les aider à comprendre ton message?” “Pourquoi est-ce qu’on utilise les gestes et le langage non verbal quand on parle?”
Instructional tip: Teachers and students
can brainstorm essential vocabulary such
as adjectives, adverbs, verbs, and expressions related to the images they are describing.
B1.2 Producing Oral Communications: using familiar words and expressions, produce prepared messages in French to communicate information, ideas, and opinions about familiar, everyday matters and topics of personal interest,
with contextual, auditory, and visual support as appropriate (e.g., express likes and dislikes related to food, music, pets, hobbies, sports, movies, video games, books, celebrities; describe daily routine activities before, during, and after school; in a small group, introduce a classmate and state his
or her place of origin, customs, hobbies, and tastes in food and music)
Teacher prompts: “Que vas-tu dire quand tu vas décrire ton camarade de classe?” “Quels mots et expressions t’aident à comparer deux objets/personnes?” “Quels sont les mots et les expressions qui sont convenables quand tu décris ton horaire quotidien?”
Instructional tip: Teachers can direct students to use reflexive verbs when speaking about routine daily activities.
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared communi- cations about a range of familiar topics (e.g., vary the pace to entertain the audience while telling a story; pause to emphasize key ideas during a presentation)
Teacher prompts: “Comment est-ce que tu te prépares pour t’exprimer quand tu présentes un discours?” “Pourquoi est-ce que c’est plus facile de parler des sujets que tu connais bien?” “Pourquoi est-ce important de pratiquer de nouveaux mots dans différentes situations?”
Instructional tip: Teachers can demonstrate the pronunciation of less familiar words and expressions to help students speak more fluently.
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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