Communication orale 11

Français langue seconde - immersion K 1 2 3 4 5 6 6T 7 7T 8 9 10 11 12
Curriculum Communication orale 11e
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Linguistic variations
Linguistic variations
variations in phonics (accents), lexicon (expressions), and grammar (structures) 
offer cultural reference points
cultural reference points
events, heritage objects and objects from everyday life, territorial references, artistic accomplishments, scientific discoveries, media products, values, lifestyles, characters and/or personalities 
within the French-speaking world
French-speaking world
the profile of communities that use French in various geographic or social spaces 
.
The life experience, culture, and current context
context
family, language, personal experiences 
of the audience influence the interpretation of a text
text
oral, written, visual 
.
Linguistic and cultural identities are shaped by what we hear, see, read, and write.
The message conveys the intentions of the writer
intentions of the writer
opinions, thoughts 
.
The voice
voice
tone, intensity, intonation, pacing, pronunciation, articulation 
is powerful and evocative.

Learning Standards

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Curricular Competencies

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Students are expected to do the following, using oral, written, and visual media:
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Explore and Reflect

Use language and cultural knowledge to discover their identity
identity
  • Francophone: a person whose mother tongue is French;
  • Francophile: a (non-Francophone) person who appreciates aspects (language, culture, civilization) of
  • French Canada and the French-speaking world; French-Canadian
 
within the French-speaking world
Interpret a text to identify implicit and explicit messages
Grasp
Grasp
fully understand 
the influence and importance of social, historical, and cultural contexts
social, historical, and cultural contexts
understand that the author wrote from a perspective that was influenced by social, historical, and cultural factors (family, education, community, religion, immigration, values, perspectives, political events, economic situation); understand the link between text and context 
in approaching
approaching
tackle, present, and interpret 
various texts
texts
oral, written, visual 
Interact with Francophones and have life experiences in the French-speaking world
Interact with Francophones and have life experiences in the French-speaking world
blogs, class or school visits (including online or virtual visits), concerts, discussions, festivals, films, correspondence, plays, social media, stores or restaurants offering service in French 
Examine diverse points of view in Francophone and First Peoples cultures
Examine the roles that stories and the oral tradition play
roles that stories and the oral tradition play
  • in Francophone cultures: to transmit language, traditions, history, perspectives, teachings
  • in First Peoples cultures: to transmit traditions, worldviews, teachings, history, attachment to the land
 
in Francophone and First Peoples cultures
Compare their personal values and points of view with those expressed in a text in order to call into question their own opinions
Identify the type and intention
intention
to inform, convince, persuade, entertain 
of a text
Develop a critical mind
Develop a critical mind
ask questions and seek answers 
, clarity, and coherence in responding to texts
Evaluate the acquisition of new knowledge concerning a text
Grasp the importance of social and cultural contexts
social and cultural contexts
writers have to take into account who they are addressing 
in oral communication
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Create and Communicate

Communicate using a variety of expressions and presentation formats
presentation formats
digital, visual, oral (e.g., graphics, illustrations, music clips, photographs, tables, videos) 
according to the context
Sustain a spontaneous discussion by sharing relevant ideas
Persuade
Persuade
appeal to the emotions of the audience (verbal and non-verbal) 
or convince
convince
appeal to the logic of the audience (verbal and non-verbal) 
their audience by using appropriate strategies
Paraphrase
Paraphrase
reformulate in other words 
ideas and information obtained from a text
Substantiate
Substantiate
support a statement with arguments 
a message using techniques
techniques
  • explanatory: quotes, statistics
  • argumentative: evidence, opinions
 
from various sources 
Use various styles of elocution
elocution
manner of expressing oneself orally and of articulating and linking sentences 
in their oral communications in order to create the desired effect
Apply active listening techniques
Draw on verbal and non-verbal elements to enrich oral expression
Apply appropriate strategies in a variety of contexts in order to understand and produce a text
Use various writing processes
writing processes
planning, drafting, revising, proofing, dissemination 
and design processes to plan, develop, and create oral interactions for a variety of purposes and audiences

Content

Students are expected to be able to know and understand the following in various contexts:
communication strategies
  • language registers
    language registers
    formal language and everyday language 
  • argumentation
    argumentation
    act of convincing and thereby encouraging another to act 
  • taking the floor
  • courtesy formulas
    courtesy formulas
    greetings, taking leave, level of formality (tutoiement and vouvoiement, pourriez-vous) 
  • verbal
    verbal
    intonation, voice, volume, pacing, pauses, tone 
    and non-verbal
    non-verbal
    gestures and facial expressions 
  • active listening
    active listening
    pay attention, be present, ask open-ended questions, reformulate, show respect 
social, historical, and cultural elements
  • protocols for using First Peoples stories
    protocols for using First Peoples stories
    First Peoples stories are often subject to usage protocols (who they belong to, where and when they can be shared and by whom); First Peoples programs within the school board can provide assistance and advice regarding local protocols 
literary elements
  • stylistic devices
    stylistic devices
    techniques to make what we want to say more expressive, impressive, and convincing in order to create an effect on the audience of a text 
  • semantic field
    semantic field
    set of words (verbs, nouns, adjectives, synonyms) pertaining to a given theme 
  • expressions
    expressions
    idiomatic, regional 
  • elements of the oral tradition
    elements of the oral tradition
    storytelling, songs, transmission of information through human speech and circular thought 
text organization
  • structure of texts
    texts
    see course description 
  • argumentative essay
    argumentative essay
    an organized series of sentences whose purpose is to support a line of reasoning, convince someone of your point of view, justify an opinion, or demonstrate its value 
language elements
  • structure of an impersonal sentence
    impersonal sentence
    a sentence without a defined or clear subject (e.g., Il a neigé toute la nuit; On encourage une alimentation saine) 
  • verb tenses and modes
    verb tenses and modes
    present and past infinitive, present subjunctive 
editing strategies
editing strategies
rereading, consulting reference tools, using a revision grid 
elements to enrich a text
  • clarity
    clarity
    use of appropriate words 
  • persuasion
    persuasion
    word choice, arguments, intonation, enunciation, emotions, logic, impact, formality 
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.