Page 96 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
* 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.
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally about French-speaking com- munities in Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other commun- ities (e.g., research and speak about French Canadian cuisine, such as tourtière in Quebec; research, in pairs, a French Canadian musical artist or group and present the information to the class; share information about festivals and traditions in French-speaking communities in Canada)
Teacher prompts: “Quelles sont les caractéris- tiques les plus importantes de la région que
tu vas présenter aux autres?” “Quelles sont les célébrations et traditions des communautés francophones que tu connais? En quoi sont-elles semblables aux tiennes?” “Qu’est-ce qui t’aide à comprendre le sens et la valeur du point de vue des autres personnes?”
Instructional tip: Teachers can post a lexical bank that students can refer to when communi- cating about everyday life in different cultures (e.g., adjectives and adverbs for description, and nouns for places and housing).
B3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in spoken interactions (e.g., contrast the appropriate uses of certain expressions of formality or politeness, such as“je veux”vs
“je voudrais”; compare the use of social distance and body language in video clips of people from various communities, including French-speaking Canadian communities and their own; offer and respond to greetings, invitations, compliments, and apologies)
Teacher prompts: “Comment peux-tu demander quelque chose poliment?” “Quelles sont les différences et similarités du langage non verbal dans différentes cultures?”
Instructional tip: Teachers can introduce the conditionnel présent of “vouloir” and encourage students to use it to express wishes politely.
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