Page 95 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

B1.4 Applying Language Structures: communi- cate their meaning clearly, using parts of speech and word order appropriately (e.g., introduce themselves and discuss their hobbies and interests using basic expressions; describe a person or an object from their environment; request information or permission; respond to questions)
Teacher prompts: “Pourquoi tes parents t’ont-ils donné ce prénom?” “Comment présentes-tu tes activités quotidiennes?” “Comment décris-tu les habitudes et les goûts des membres de ta famille?”
Instructional tips:
(1) Teachers can model basic verbs and expres- sions to help students to introduce themselves (e.g., “Je m’appelle...”, “J’ai...ans”, “J’habite...”) and descriptive words to describe their environment (e.g., “grand” “immense”, “vaste”).
(2) Teachers can model questions and answers to engage students in discussions (e.g., “Qu’est-ce que c’est?”, “Que fais-tu?”, “Qui est-ce dans la photo?”).
B2. Speaking to Interact
By the end of this course, students will:
B2.1 Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of structured, guided, formal, and informal situations (e.g., speak in turn;
ask for repetition when they do not understand something; acknowledge alternative points of view during a small-group discussion; use body
language, degree of physical proximity, gestures, level of assertiveness, and facial expressions to engage the audience; incorporate expressions of courtesy when acknowledging the contributions of others)
Teacher prompts: “Comment est-ce que tu peux mieux répondre à ton partenaire?” “Quelles stratégies peux-tu utiliser pour clarifier le
sens d’un message?” “Comment est-ce que tu décides quand parler et que dire?” “Comment vérifies-tu que les autres comprennent bien ce que tu dis pendant une discussion?”
Instructional tips:
(1) Teachers can suggest that students list various positive feedback expressions (e.g., “bien fait”, “excellent”) and use them to support each other’s learning.
(2) Teachers can model how to ask and respond to appropriate personal questions in different situations (e.g., at school, at a party, at a formal event).
B2.2 Interacting: exchange information, ideas, and opinions with the teacher and their peers
in structured and guided spoken interactions about matters of personal interest and familiar topics, with teacher modelling as appropriate (e.g., in conversation, present personal opinions and respond to the opinions of others; ask and respond to questions about name, age, family, favourite school subjects, weather, leisure activities, and places of interest; role-play a situation where negotiation is required; select appropriate responses from a prepared bank of common situational dialogues; engage in brief conversations about everyday life)
Teacher prompts: “Quelles questions peux-tu poser à un camarade pour continuer une conversation?” “Que peux-tu dire pour refuser poliment une suggestion d’un ami?” “Comment choisis-tu les moments opportuns pour com- muniquer tes idées?”
Instructional tips:
(1) Teachers can model the use of different types of questions (e.g., “Où est-ce que tu habites?”, “Quand est-ce que tu fais du sport?”, “Pourquoi est-ce que tu aimes la musique?”, “Comment est-ce que tu passes tes vacances d’été?”, “Combien de membres est-ce qu’il y a dans ta famille?”) and have students brainstorm other questions using the same question words.
(2) Teachers can introduce expressions such as “J’ai besoin de clarification”, “J’ai bien compris ce que tu as dit”, and “Je suis d’accord avec toi” and can encourage students to use them in their interactions.
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 which speaking strategies contributed to a positive group discussion; identify the most effective elements in an oral exchange and describe what might be done differently next time)
Teacher prompts: “Quelles stratégies t’aident à bien t’organiser avant et pendant que tu parles?” “Quelles stratégies dramatiques peux-tu utiliser pour améliorer tes compétences à l’oral?” “Quelle est ta stratégie la plus efficace pour parler clairement?”
Instructional tip: Teachers can ask students to use adverbs when expressing their reflections (e.g., “toujours”, “souvent”, “quelquefois”, “jamais”).
SPEAKING
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Core French
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